4,695 research outputs found
Social-aware Forwarding in Opportunistic Wireless Networks: Content Awareness or Obliviousness?
With the current host-based Internet architecture, networking faces
limitations in dynamic scenarios, due mostly to host mobility. The ICN paradigm
mitigates such problems by releasing the need to have an end-to-end transport
session established during the life time of the data transfer. Moreover, the
ICN concept solves the mismatch between the Internet architecture and the way
users would like to use it: currently a user needs to know the topological
location of the hosts involved in the communication when he/she just wants to
get the data, independently of its location. Most of the research efforts aim
to come up with a stable ICN architecture in fixed networks, with few examples
in ad-hoc and vehicular networks. However, the Internet is becoming more
pervasive with powerful personal mobile devices that allow users to form
dynamic networks in which content may be exchanged at all times and with low
cost. Such pervasive wireless networks suffer with different levels of
disruption given user mobility, physical obstacles, lack of cooperation,
intermittent connectivity, among others. This paper discusses the combination
of content knowledge (e.g., type and interested parties) and social awareness
within opportunistic networking as to drive the deployment of ICN solutions in
disruptive networking scenarios. With this goal in mind, we go over few
examples of social-aware content-based opportunistic networking proposals that
consider social awareness to allow content dissemination independently of the
level of network disruption. To show how much content knowledge can improve
social-based solutions, we illustrate by means of simulation some
content-oblivious/oriented proposals in scenarios based on synthetic mobility
patterns and real human traces.Comment: 7 pages, 6 figure
Colonial modern. Aesthetics of the past – rebellions for the future, by Tom Avermaete, Serhat Karakayali and Marion Von Osten
The book shows how North Africa’s architectural and urban experiments in the 1950s and 1960s represented a decisive shift in the modern movement paradigm
Traffic accidents: an econometric investigation
Based on a sample of drivers in Brasilia's streets, this article investigates whether distraction explains traffic accidents. A probit model is estimated to determine the predictive power of several variables on traffic accidents. The main conclusion drawn from this study is that the proxies used to measure distraction, such as the use of cell phones and cigarette smoking in a moving vehicle, are significant factors in determining traffic accidents.discriminant analysis
School social organization influences adolescents' cognitive engagement with school : the role of school support for learning and of autonomy
This document is the authors’ version of the final accepted manuscript, published online 11/05/2020 by Learning and Individual Differences
doi: 10.1016/j.lindif.2020.101885
https://www.sciencedirect.com/science/article/pii/S1041608020300650Correspondence concerning this article should be addressed to Prof. Paulo Moreira, Instituto de Psicologia e de CiĂŞncias da Educação, Universidade LusĂada, Rua de Moçambique 21 e 71, Porto 4100-348, Portugal. Email: [email protected] research has provided insights into what schools can do to keep their students engaged. Further studies with a multidimensional perspective of engagement are required to elucidate the precise roles of different features of school social organization in promoting different dimensions of engagement. This longitudinal study examined the influences of social support from teachers and peers, as well as autonomy support, on students’ trajectories of cognitive engagement. The sample (n = 2646) included two cohorts of students who attended the same schools (n = 70) across two academic years: between 7th and 8th, and 10th to 11th grades. Given the multilevel nature of our research question, we used Hierarchical Linear Modeling (HLM) methods. Cognitive engagement declined over time. This decline was less pronounced in schools where social support from peers and autonomy support were more prevalent. These findings are important because they imply schools can lessen their students’ declining cognitive engagement by promoting social support and autonomy support
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