Combining edge and cloud computing for mobility analytics

Mobility analytics using data generated from the Internet of Mobile Things (IoMT) is facing many challenges which range from the ingestion of data streams coming from a vast number of fog nodes and IoMT devices to avoiding overflowing the cloud with useless massive data streams that can trigger bottlenecks [1]. Managing data flow is becoming an important part of the IoMT because it will dictate in which platform analytical tasks should run in the future. Data flows are usually a sequence of out-of-order tuples with a high data input rate, and mobility analytics requires a real-time flow of data in both directions, from the edge to the cloud, and vice-versa. Before pulling the data streams to the cloud, edge data stream processing is needed for detecting missing, broken, and duplicated tuples in addition to recognize tuples whose arrival time is out of order. Analytical tasks such as data filtering, data cleaning and low-level data contextualization can be executed at the edge of a network. In contrast, more complex analytical tasks such as graph processing can be deployed in the cloud, and the results of ad-hoc queries and streaming graph analytics can be pushed to the edge as needed by a user application. Graphs are efficient representations used in mobility analytics because they unify knowledge about connectivity, proximity and interaction among moving things. This poster describes the preliminary results from our experimental prototype developed for supporting transit systems, in which edge and cloud computing are combined to process transit data streams forwarded from fog nodes into a cloud. The motivation of this research is to understand how to perform meaningfulness mobility analytics on transit feeds by combining cloud and fog computing architectures in order to improve fleet management, mass transit and remote asset monitoringComment: Edge Computing, Cloud Computing, Mobility Analytics, Internet of Mobile Things, Edge Fog Fabri

Na escola: formação continuada e avaliação pela pesquisa

Indisponíve

Avaliação da aprendizagem escolar

Orientadora: Zélia Milléo PavãoDissertação (mestrado) - Universidade Federal do Paraná, Curso de Pós-Graduação em EducaçãoInclui referências: p. 98-104Resumo: O problema para estudo coloca-se em termos da arbitrariedade e legitimidade dos critérios de avaliação da aprendizagem escolar. A escola é apresentada como um grupo social, no qual se processa a criação de vim clima cultural, responsável pela seleção dos valores assumidos pelo grupo. A avaliação em geral, e também a avaliação da aprendizagem, utiliza critérios que são definidos objetivamente pela seleção de valores. Esta seleção pode ser legítima, quando corresponde às necessidades da matéria-prima que se avalia; o arbitrário é o não necessário, do ponto de vista lógico. A avaliação por critérios é apresentada como o método mais adequado à avaliação da aprendizagem escolar, embora a tradição venha mantendo a predominância do método de avaliação por normas, e produzindo comparações entre os alunos. São muito utilizados, para avaliação da aprendizagem, os trabalhos escolares, sob a forma de dissertação, em torno de um tema, e solicitada com a finalidade de verificar o que o aluno aprendeu, a respeito do assunto. As principais categorias de critérios para o julgamento desses trabalhos escolares, foram apresentadas a vima população de 58 professores e 112 alunas do Ensino de 2º Grau, do Instituto de Educação do Paranã, curso de Habilitação para o Magistério. Foi solicitado aos informantes que atribuíssem um nível de importância às categorias de critérios: os resultados indicam discrepâncias entre a atribuição da importância pelos professores e pelos alunos. Professores e alunos dizem valorizar diferentes aspectos dos trabalhos escolares. Sendo necessário o julgamento de valor, na avaliação da aprendizagem, como então realizar essa avaliação? Parece difícil uma avaliação legítima. A arbitrariedade não é somente um problema técnico, mas também um problema lógico. Os dados são aplicados na elaboração de um modelo de avaliação da aprendizagem escolar; o modelo pretende conferir maior liberdade ao planejamento de ensino, a partir de uma opção teórica realizada entre os modelos de avaliação educacional. A avaliação por objetivos é substituída pela avaliação de resultados e segue o modelo de julgamento de mérito. O enfoque principal da avaliação é o aspecto qualitativo da aprendizagem, cujos indicadores são os níveis de operações que os alunos realizam. As manifestações dos comportamentos dos alunos são observadas e descritas, constituindo sínteses mais significativas do que as notas, conceitos, pareceres ou menções. Sendo entretanto as notas ou menções apresentadas como exigência legal na avaliação da aprendizagem escolar, os percentuais de resultados podem ser calculados sobre tarefas que satisfazem ou não aos critérios elaborados. Os critérios são tratados como os componentes decisivos do processo de avaliação, seja do ponto de, vista técnico, seja do ponto de vista lógico.Abstract: The problem to be studied is treated in terms of arbitration and legitimacy of the evaluation criteria of school learning. The school is introduced as a social group, in which the creation of a cultural climate, responsible for the selection of the meanings assumed by the group, is processed. The criteria objectively defined by the selection of values are, in general, employed in the evaluation as well as in the learning evaluation. This selection of values can be legitimate when it does correspond to the necessities of the raw materials that are being evaluated; when arbitrary the selection constitutes the unnecessary from the logical point view. Even though the tradition keeps up predominantly the evaluation method through norms producing comparisons among pupils, the evaluation by criteria is introduced like the most suitable method for the purpose of school learning evaluation. The school works under the form of essays, about one subject, is very often used to find out the Learning evaluation. It is used with the purpose of verifying what the student has learned about the subject. The main classes of criteria to evaluate these school works, were introduced to a number of 58 teachers and 112 students, from j the Educational Institute of Parana, 2 Grade. The group was asked to give a level of importance to the categories of criteria: the results show discrepancies between the importance given by the teachers and by the students. Teachers and students say that they evaluate different aspects of the school works. In the learning evaluation the value judgement is necessary; how then, can this evaluation be made? A legitimate evaluation seems hard to achieve. The arbitrary condition is not only a technical problem, but also a logical one. The data are therefore applied in building an evaluation model of the school learning; the model means to give more freedom to the teaching planning, starting from a theoretical option, made among the models of educational evaluation. The evaluation by objectives is changed by the results evaluation, according to the model of merit criterion. The main emphasis of the evaluation is the qualitative learning whose indicators are the operation levels made by the students. The manifestations, of the student's behavior are observed and described. They mean a more significant synthesis than the grades, judgements or honours. But as indeed, all these kinds of evaluation are needed as a legal claim of the school learning evaluation, the percentage of results can be calculated on tasks that may satisfy or not the devised criteria. The criteria are treated on the basis of decisive component parts of the evaluation process, from the technical and, the logical points of view

A global experiment on motivating social distancing during the COVID-19 pandemic

Finding communication strategies that effectively motivate social distancing continues to be a global public health priority during the COVID-19 pandemic. This cross-country, preregistered experiment (n = 25,718 from 89 countries) tested hypotheses concerning generalizable positive and negative outcomes of social distancing messages that promoted personal agency and reflective choices (i.e., an autonomy-supportive message) or were restrictive and shaming (i.e., a controlling message) compared with no message at all. Results partially supported experimental hypotheses in that the controlling message increased controlled motivation (a poorly internalized form of motivation relying on shame, guilt, and fear of social consequences) relative to no message. On the other hand, the autonomy-supportive message lowered feelings of defiance compared with the controlling message, but the controlling message did not differ from receiving no message at all. Unexpectedly, messages did not influence autonomous motivation (a highly internalized form of motivation relying on one’s core values) or behavioral intentions. Results supported hypothesized associations between people’s existing autonomous and controlled motivations and self-reported behavioral intentions to engage in social distancing. Controlled motivation was associated with more defiance and less long-term behavioral intention to engage in social distancing, whereas autonomous motivation was associated with less defiance and more short- and long-term intentions to social distance. Overall, this work highlights the potential harm of using shaming and pressuring language in public health communication, with implications for the current and future global health challenges

A global experiment on motivating social distancing during the COVID-19 pandemic

Finding communication strategies that effectively motivate social distancing continues to be a global public health priority during the COVID-19 pandemic. This cross-country, preregistered experiment (n = 25,718 from 89 countries) tested hypotheses concerning generalizable positive and negative outcomes of social distancing messages that promoted personal agency and reflective choices (i.e., an autonomy-supportive message) or were restrictive and shaming (i.e. a controlling message) compared to no message at all. Results partially supported experimental hypotheses in that the controlling message increased controlled motivation (a poorly-internalized form of motivation relying on shame, guilt, and fear of social consequences) relative to no message. On the other hand, the autonomy-supportive message lowered feelings of defiance compared to the controlling message, but the controlling message did not differ from receiving no message at all. Unexpectedly, messages did not influence autonomous motivation (a highly-internalized form of motivation relying on one’s core values) or behavioral intentions. Results supported hypothesized associations between people’s existing autonomous and controlled motivations and self-reported behavioral intentions to engage in social distancing: Controlled motivation was associated with more defiance and less long-term behavioral intentions to engage in social distancing, whereas autonomous motivation was associated with less defiance and more short- and long-term intentions to social distance. Overall, this work highlights the potential harm of using shaming and pressuring language in public health communication, with implications for the current and future global health challenges

Na escola: formação continuada e avaliação pela pesquisa

Indisponíve