Self-similarity principle: the reduced description of randomness

A new general fitting method based on the Self-Similar (SS) organization of random sequences is presented. The proposed analytical function helps to fit the response of many complex systems when their recorded data form a self-similar curve. The verified SS principle opens new possibilities for the fitting of economical, meteorological and other complex data when the mathematical model is absent but the reduced description in terms of some universal set of the fitting parameters is necessary. This fitting function is verified on economical (price of a commodity versus time) and weather (the Earth’s mean temperature surface data versus time) and for these nontrivial cases it becomes possible to receive a very good fit of initial data set. The general conditions of application of this fitting method describing the response of many complex systems and the forecast possibilities are discussed.

Personalised placement in networked video

Personalised video can be achieved by inserting objects into a video play-out according to the viewer's profile. Content which has been authored and produced for general broadcast can take on additional commercial service features when personalised either for individual viewers or for groups of viewers participating in entertainment, training, gaming or informational activities. Although several scenarios and use-cases can be envisaged, we are focussed on the application of personalised product placement. Targeted advertising and product placement are currently garnering intense interest in the commercial networked media industries. Personalisation of product placement is a relevant and timely service for next generation online marketing and advertising and for many other revenue generating interactive services. This paper discusses the acquisition and insertion of media objects into a TV video play-out stream where the objects are determined by the profile of the viewer. The technology is based on MPEG-4 standards using object based video and MPEG-7 for metadata. No proprietary technology or protocol is proposed. To trade the objects into the video play-out, a Software-as-a-Service brokerage platform based on intelligent agent technology is adopted. Agencies, libraries and service providers are represented in a commercial negotiation to facilitate the contractual selection and usage of objects to be inserted into the video play-out.

Double power laws, fractals and self-similarity

Power law (PL) distributions have been largely reported in the modeling of distinct real phenomena and have been associated with fractal structures and self-similar systems. In this paper, we analyze real data that follows a PL and a double PL behavior and verify the relation between the PL coefficient and the capacity dimension of known fractals. It is to be proved a method that translates PLs coefficients into capacity dimension of fractals of any real data.

Behind video lectures in a MOOC

The year 2012 was the “boom year” in MOOC and all its outstanding growth until now, made us move forward in designing the first MOOC in our Institution (and the third in our country, Portugal). Most MOOC are video lectured based and the learning analytic process to these ones is just taking its first steps. Designing a video-lecture seems, at a first glance, very easy: one can just record a live lesson or lecture and turn it, directly, into a video-lecture (even here one may experience some “sound” and “camera” problems); but developing some engaging, appealing video-lecture, that motivates students to embrace knowledge and that really contributes to the teaching/learning process, it is not an easy task. Therefore questions like: “What kind of information can induce knowledge construction, in a video-lecture?”, “How can a professor interact in a video-lecture when he is not really there?”, “What are the video-lectures attributes that contribute the most to viewer’s engagement?”, “What seems to be the maximum “time-resistance” of a viewer?”, and many others, raised in our minds when designing video-lectures to a Mathematics MOOC from the scratch. We believe this technological resource can be a powerful tool to enhance students' learning process. Students that were born in digital/image era, respond and react slightly different to outside stimulus, than their teachers/professors ever did or do. In this article we will describe just how we have tried to overcome some of the difficulties and challenges we tackled when producing our own video-math-lectures and in what way, we feel, videos can contribute to the teaching and learning process at higher education level.

Double power laws, fractals and self-similarity

Power law (PL) distributions have been largely reported in the modeling of distinct real phenomena and have been associated with fractal structures and self-similar systems. In this paper, we analyze real data that follows a PL and a double PL behavior and verify the relation between the PL coefficient and the capacity dimension of known fractals. It is to be proved a method that translates PLs coefficients into capacity dimension of fractals of any real data.

Power Law Behavior and Self-similarity in Modern Industrial Accidents

Advances in technology have produced more and more intricate industrial systems, such as nuclear power plants, chemical centers and petroleum platforms. Such complex plants exhibit multiple interactions among smaller units and human operators, rising potentially disastrous failure, which can propagate across subsystem boundaries. This paper analyzes industrial accident data-series in the perspective of statistical physics and dynamical systems. Global data is collected from the Emergency Events Database (EM-DAT) during the time period from year 1903 up to 2012. The statistical distributions of the number of fatalities caused by industrial accidents reveal Power Law (PL) behavior. We analyze the evolution of the PL parameters over time and observe a remarkable increment in the PL exponent during the last years. PL behavior allows prediction by extrapolation over a wide range of scales. In a complementary line of thought, we compare the data using appropriate indices and use different visualization techniques to correlate and to extract relationships among industrial accident events. This study contributes to better understand the complexity of modern industrial accidents and their ruling principles.

Designing video lectures for MOOC

Educational videos differ from other teaching and learning technologies as they allow the benefit of using visual perception. Video lectures are not new to education, however with the use of innovative video technologies they can improve academic outcomes and extend the reach of education. They may offer extraordinary new experiences for higher education institutions (HEI). Through them lecturers can provide information and contents to students, and if used creatively, video lectures can become a powerful technological tool in education, inside and outside classrooms. Inside a classroom it can motivate students and improve topics’ debate and outside it is a good support for students’ self- learning. In some cases they can be used to work some subjects standing behind, but needed to support actual courses contents, that students do not remember (or were not even taught), opening an “in front to the past door” that backs students self-study. The student-educator dynamic is changing. Students are expecting exceptional instruction and educators are expecting students to be more and more well informed about subjects from online viewing.This article explores some of the potential benefits and challenges associated with the use of video lectures in the teaching and learning process at higher education. We will also discuss some thoughts and examples for the use of teaching materials to enhance student’s learning and try to understand how video can act as powerful and innovative to enlighten teaching and learning (note that unfortunately, sometimes, the opposite is happening).