Eighth National Garrett Morgan Symposium on Sustainable Transportation, Report MTI 08-03

On April 1, 2008, the Mineta Transportation Institute at San José State University hosted a videoconference that brought together experts in surface transportation and students from middle and high schools across the nation to discuss the importance of sustainable transportation. The goal was to introduce students to future career opportunities in transportation and to inspire them to take the high school and college courses that will prepare them for professional careers. Students from California, Maryland and Virginia participated in the 2008 symposium, during which they heard opening remarks from Vice Admiral Thomas J. Barrett, Deputy Secretary of the U.S. Department of Transportation. Five teams of students presented their ideas on sustainable transportation alternatives for the future. These included a magnetic hover bus that can traverse both land and water, a plug-in electric-biodiesel-solar hybrid car, applications of the Stirling engine, a solar-hydropower bus, and an electric car with back-up power from solar panels and an internal windmill. The formal presentations were followed by a moderated question-and-answer session in which student teams questioned each other about their projects and sought the advice of experts about preparation for transportation careers and the critical issues they will face in the future. This publication is an edited summary of the April 2008 event, named in honor of Garrett A. Morgan, a black American inventor honored by Congress for his contributions to transportation and public safety

A New Approach for Quality Management in Pervasive Computing Environments

This paper provides an extension of MDA called Context-aware Quality Model Driven Architecture (CQ-MDA) which can be used for quality control in pervasive computing environments. The proposed CQ-MDA approach based on ContextualArchRQMM (Contextual ARCHitecture Quality Requirement MetaModel), being an extension to the MDA, allows for considering quality and resources-awareness while conducting the design process. The contributions of this paper are a meta-model for architecture quality control of context-aware applications and a model driven approach to separate architecture concerns from context and quality concerns and to configure reconfigurable software architectures of distributed systems. To demonstrate the utility of our approach, we use a videoconference system.Comment: 10 pages, 10 Figures, Oral Presentation in ECSA 201

Third National Garrett Morgan Sustainable Transportation Symposium, MTI Report S-02-01

On May 2, 2003, the Mineta Transportation Institute joined numerous authorities in the surface transportation industry with several middle and elementary schools to discuss the topic of sustainable transportation. The purpose of this forum was to expose the students (from Maryland, Virginia, and California) to the many opportunities available to them in transportation-related careers, and to discuss the utilization of many natural resources to develop alternatives to current modes of transportation. Each of the schools participated in a videoconference to present projects for sustainable transportation options for the future. Their ideas included powering buses, cars, light rail, and ultra-light rail systems with solar energy, fuel cells, and wind. The symposium concluded with a question and answer session at the end. This publication is an edited version of the May 2 Forum

The Role of Professional Development Networks in Reforming Mathematics Education in Egypt

Mathematics is considered to be one of the key areas for growth and development in Egyptian schools (Monk et al., 1999). Therefore, reforming mathematics education has been given priority by the Egyptian Ministry of Education. Accordingly, a particular emphasis has been given to the professional development of mathematics teachers. This paper is a case study of the role of the Egyptian National Network for Distance Training (NNDT) in development of mathematics teachers’ knowledge and in reforming teachers’ practice in schools. This paper concludes with some suggestions for the effective use of the network in teachers’ professional development

USAge of Groupware in Software Engineering Education at the Cscw Laboratory of University Duisburg-essen: Possibilities and Limitations

This paper analyzes the application level in CSCW laboratory there are Electronic meeting rooms, Video Conferencing, Desktop Conference (Passenger), and BSCW system which conducting in The University Duisburg – Essen Germany. This analysis included short analysis and discussion about possibilities and limitation of each experiment followed by outlook how this lab can be further developed.Multi-user to Multipoint Videoconferences is introduced to cover all of devices join to the conferences. A computer network, PSTN (Public Switched Telephone Network), ISDN Phone, Wireless Infrastructures (accessed by laptop, smart phone, PDA) and videoconferences systems is proposed to be integrate

Cooperative Learning in Videoconferencing: The Influence of Content Schemes and Cooperation Scripts on Shared External Representations and Individual Learning Outcomes

Video-conferencing is expected to become increasingly important for tele-learning environments. This study investigates how to foster cooperative learning in videoconferencing. The learning environment was a peer-teaching scenario, which demanded the learners to teach each other theories. In this study the effects of different types of support for cooperation were investigated. The main research question is how (1) content schemes and (2) cooperation scripts enhance the construction of collaborative external representations and foster learning outcomes. Re-sults indicate that content schemes as well as cooperation scripts foster the construction of shared external representations. Furthermore, the cooperation script enhances learning outcomVideokonferenzen werden in Telelernumgebungen zunehmend wichtiger. Im Rahmen dieser Studie wird untersucht, wie man kooperatives Lernen in Videokonferenzen unterstützen kann. Als Lernumgebung wurde ein Peer-Teaching Szenario gewählt, bei dem es die Aufgabe der Lernenden war, sich gegenseitig eine Theorie zu vermitteln. Dabei werden die Auswirkungen einer Unterstützung durch die Faktoren (1) Wissensschemata und (2) Kooperationsskripts auf die Erstellung einer gemeinsamen externalen Repräsentation und auf den Lernerfolg untersucht. Die Ergebnisse zeigen, dass sowohl Wissensschemata als auch Kooperationsskripts positive Effekte auf die Erstellung der gemeinsamen externalen Repräsentation haben. Lernende mit Kooperationsskript wiesen zusätzlich einen höheren Lernerfolg auf als Lernende ohne Kooperationsskr

Telerehabilitation for aphasia – protocol of a pragmatic, exploratory, pilot randomized controlled trial

Background The Cochrane review on the effectiveness of speech and language therapy for aphasia following stroke suggests intensity of therapy is a key predictor for outcome. Current aphasia services cannot provide intervention at the intensity observed within trial contexts because of resource limitations. Telerehabilitation could widen access to speech-language pathologists (SLPs) in geographically remote contexts and reduce the time spent on travel by the therapist and patient. The current academic literature within this field is in its infancy, with few trials of speech and language therapy (SLT) delivered by videoconference. Our pilot randomized controlled trial (RCT) will explore feasibility aspects and effectiveness of telerehabilitation for aphasia in addition to standard SLT. Method/design Our study is a pragmatic, exploratory, pilot randomized controlled trial, where participants will be randomized to a telerehabilitation group or a control group. Both groups receive standard SLT (usual care) but the telerehabilitation group receives an additional 5 h of telerehabilitation per week over 4 weeks through videoconference. This additional telerehabilitation focuses on spoken language with an emphasis on word naming. We aim to include 40 patients in each group, with inclusion criteria being aphasia any time post stroke. Participants will be assessed blindly at pre-randomization (baseline), and 4 weeks and 4 months after randomization. The primary endpoint is naming ability 3 months after the completed intervention, measured by the Norwegian Basic Aphasia Assessment (NGA) naming subtest. Secondary endpoints include other subtests of the NGA, the VAST (Verb and Sentence Test) subtest sentence production, Communicative Effectiveness Index (CETI) and the Stroke and Aphasia Quality of Life scale (SAQOL-39). Experiences of patients and SLPs with telerehabilitation are assessed using questionnaires and semi-structured interviews. Statistical between group comparisons will be in line with an intention-to-treat analysis. Discussion This pilot RCT of intensive language training by videoconference will contribute new scientific evidence to the field of aphasia telerehabilitation. Here, we describe our trial which will explore the feasibility of telerehabilitation for aphasia as an intervention, our choice of primary and secondary outcome measures and proposed analyses. Our trial will provide information for the development and delivery of future definitive RCTs. Trial registration ClinicalTrials.gov, ID: NCT02768922 . Registered on 11 May 2016. Last updated on 17 November 2017

The Impact of Using a Distance Learning Network on Building Teachers' Communities of Practice in Egypt

This research is a case study of using a distance learning network for teachers’ professional development in Egypt. It aims to investigate the impact of using Egypt’s National Network for Distance Training (NNDT) in developing teachers’ knowledge and on building communities of practice. It explores the role of professional development experts and teachers’ participation within the network. In addition, it draws attention to the teachers’ level of engagement in professional development programmes and, therefore, it reveals their modes of participation within the network. Moreover, it identifies the role of the technology in facilitating communication and collaboration between participants. Finally, this paper offers a number of recommendations that aim to develop the network capabilities to become a more ‘effective’ means for teachers’ professional development in Egypt