Rich media content adaptation in e-learning systems

The wide use of e-technologies represents a great opportunity for underserved segments of the population, especially with the aim of reintegrating excluded individuals back into society through education. This is particularly true for people with different types of disabilities who may have difficulties while attending traditional on-site learning programs that are typically based on printed learning resources. The creation and provision of accessible e-learning contents may therefore become a key factor in enabling people with different access needs to enjoy quality learning experiences and services. Another e-learning challenge is represented by m-learning (which stands for mobile learning), which is emerging as a consequence of mobile terminals diffusion and provides the opportunity to browse didactical materials everywhere, outside places that are traditionally devoted to education. Both such situations share the need to access materials in limited conditions and collide with the growing use of rich media in didactical contents, which are designed to be enjoyed without any restriction. Nowadays, Web-based teaching makes great use of multimedia technologies, ranging from Flash animations to prerecorded video-lectures. Rich media in e-learning can offer significant potential in enhancing the learning environment, through helping to increase access to education, enhance the learning experience and support multiple learning styles. Moreover, they can often be used to improve the structure of Web-based courses. These highly variegated and structured contents may significantly improve the quality and the effectiveness of educational activities for learners. For example, rich media contents allow us to describe complex concepts and process flows. Audio and video elements may be utilized to add a “human touch” to distance-learning courses. Finally, real lectures may be recorded and distributed to integrate or enrich on line materials. A confirmation of the advantages of these approaches can be seen in the exponential growth of video-lecture availability on the net, due to the ease of recording and delivering activities which take place in a traditional classroom. Furthermore, the wide use of assistive technologies for learners with disabilities injects new life into e-learning systems. E-learning allows distance and flexible educational activities, thus helping disabled learners to access resources which would otherwise present significant barriers for them. For instance, students with visual impairments have difficulties in reading traditional visual materials, deaf learners have trouble in following traditional (spoken) lectures, people with motion disabilities have problems in attending on-site programs. As already mentioned, the use of wireless technologies and pervasive computing may really enhance the educational learner experience by offering mobile e-learning services that can be accessed by handheld devices. This new paradigm of educational content distribution maximizes the benefits for learners since it enables users to overcome constraints imposed by the surrounding environment. While certainly helpful for users without disabilities, we believe that the use of newmobile technologies may also become a fundamental tool for impaired learners, since it frees them from sitting in front of a PC. In this way, educational activities can be enjoyed by all the users, without hindrance, thus increasing the social inclusion of non-typical learners. While the provision of fully accessible and portable video-lectures may be extremely useful for students, it is widely recognized that structuring and managing rich media contents for mobile learning services are complex and expensive tasks. Indeed, major difficulties originate from the basic need to provide a textual equivalent for each media resource composing a rich media Learning Object (LO). Moreover, tests need to be carried out to establish whether a given LO is fully accessible to all kinds of learners. Unfortunately, both these tasks are truly time-consuming processes, depending on the type of contents the teacher is writing and on the authoring tool he/she is using. Due to these difficulties, online LOs are often distributed as partially accessible or totally inaccessible content. Bearing this in mind, this thesis aims to discuss the key issues of a system we have developed to deliver accessible, customized or nomadic learning experiences to learners with different access needs and skills. To reduce the risk of excluding users with particular access capabilities, our system exploits Learning Objects (LOs) which are dynamically adapted and transcoded based on the specific needs of non-typical users and on the barriers that they can encounter in the environment. The basic idea is to dynamically adapt contents, by selecting them from a set of media resources packaged in SCORM-compliant LOs and stored in a self-adapting format. The system schedules and orchestrates a set of transcoding processes based on specific learner needs, so as to produce a customized LO that can be fully enjoyed by any (impaired or mobile) student.

Rollout of CampusContent

CampusContent (CC) is a DFG-funded competence center for eLearning with its own portal. It links content and people who support sharing and reuse of high quality learning materials and codified pedagogical know-how, such as learning objectives, pedagogical scenarios, recommended learning activities, and learning paths. The heart of the portal is a distributed repository whose contents are linked to various other CampusContent portals. Integrated into each portal are user-friendly tools for designing reusable learning content, exercises, and templates for learning units and courses. Specialized authoring tools permit the configuration, adaption, and automatic generation of interactive Flash animations using Adobe's Flexbuilder technology. More coarse-grained content components such as complete learning units and entire courses, in which contents and materials taken from the repository are embedded, can be created with XML-based authoring tools. Open service interface allow the deep or shallow integration of the portal provider's preferred authoring and learning tools. The portal is built on top of the Enterprise Content Management System Alfresco, which comes with social networking functionality that has been adapted to accommmodate collaboration, sharing and reuse within trusted communities of practice.

Photoreactions of n-alkyl-3-nitrophenyl ethers with aromatic amines in SDS micelles: A laser flash photolysis study

The quenching of the triplet state of three n-alkyl 3-nitrophenyl ethers: 3-nitroanisol (3-NA), n-butyl 3-nitrophenyl ether (3-NB) and n-decyl 3-nitrophenyl ether (3-ND) by four aniline derivatives: aniline (AN), N,N-dimethylaniline (DMA), 2,4,6-trimethylaniline (TMA), and 4-tetradecylaniline (TDA), was investigated in aqueous micellar SDS solutions by laser flash photolysis. The transient absorption spectra for 3-NA and 3-NB reveal the formation of long-lived intermediate species in the presence of all four quenchers. while for 3-ND no amine-induced intermediates are observed. Comparison of the transient absorption spectra of the probe 3-NA in the presence of DMA in aqueous and micellar solutions shows that the intermediate species are favored by the SDS micelles. With DMA and TMA as quenchers the intermediates are suggested to be the ion radicals generated by single electron transfer from the amine to the probe in the triplet excited state. For the quenchers AN and TDA, the intermediates may be a-complexes. The relative quenching efficiencies generally decrease as the affinity of the quencher for the micellar phase (AN < DMA < TMA < TDA) increases and the mobility of the excited probe (3-NA > 2-NB) decreases. (C) 2011 Elsevier B.V. All rights reserved.

Formation of cumulenes, triple-bonded, and related compounds by flash vacuum thermolysis of five-membered heterocycles

Flash vacuum thermolysis of a large variety of heterocyclic compounds is a useful means of production of ketenes, ketenimines, thioketenes, allenes, iminopropadienones, bis(imino)propadienes, iminopropadienethiones, carbodiimides, isothiocyanates, acetylenes, fulminic acid, nitrile imines and nitrile ylides, nitriles, cyanamides, cyanates, and other compounds, often in preparatively useful yields.

Ferramentas para apoio ao desenvolvimento de aplicações para o sistema NiVo

Ao longo dos últimos anos tem-se verificado um desenvolvimento significativo em soluções Internet Protocol Television (IPTV), com vista a ser implementadas em diversos sectores, incluindo o mercado hoteleiro. O presente trabalho desenvolveu-se em torno de um produto específico ligado a esta área, o sistema de entretenimento NiVo. Este produto foi criado pela Nonius Software, empresa associada ao ramo das telecomunicações, que continua a expandi-lo, conferindo-lhe novas características e melhoramentos. O objectivo principal do projecto consiste no desenvolvimento de uma aplicação simuladora dos temas gráficos do sistema NiVo, com a finalidade de facilitar o processo de criação dos mesmos. Esta aplicação pretende ter uma apresentação e interactividade o mais próxima possível do sistema real, permitindo realizar o teste/validação de um tema, sem a necessidade de utilização de equipamento que compõe o sistema NiVo. Um segundo objectivo baseia-se no desenvolvimento de uma aplicação de ajuda à composição de temas, evitando que estes sejam desenvolvidos manualmente, sem qualquer tipo de suporte, o que pode resultar em erros. Para o cumprimento dos objectivos estabelecidos, focando-se no desenvolvimento do simulador, utilizou-se a tecnologia Flash, sendo esta muito utilizada para a criação de animações interactivas. Desta forma, a aplicação desenvolvida tira partido das vantagens fornecidas por esta tecnologia.

Estudo de caso do programa Flash! Vidas : informação ou entretenimento?

O presente estudo de caso resulta de três meses de estágio no Grupo Cofina Media, onde foram desempenhadas funções jornalísticas na secção Vidas, do jornal Correio da Manhã (CM) e no programa televisivo Flash!Vidas, do canal Correio da Manhã TV (CMTV), desde o dia 2 de fevereiro até ao dia 2 de maio de 2015. Foi elaborado no âmbito do Mestrado em Jornalismo, no Instituto Politécnico de Lisboa, Escola Superior de Comunicação Social, e por objetivo a obtenção do grau de mestre no curso anteriormente referido. A análise tem como propósito perceber se as alegadas peças noticiosas transmitidas pelo programa televisivo Flash!Vidas, no canal Correio da Manhã TV, podem ser consideradas informação, entretenimento ou os dois géneros. É importante referir que o presente trabalho terá como base fundamental os valores-notícias estudados pelo teórico Nelson Traquina e o conceito de infotainment.

Statistical Characteristics of Flash Flood in Georgia

Results are presented from the analysis of observations data on flash flood in Georgia over a period of 45 years, from 1961 to 2005, provided of the of Hydro-meteorology Service of Georgia.

Multi-echo radial FLASH techniques for real-time MRI

Magdeburg, Univ., Fak. für Naturwiss., Diss., 2015

Simulador d'un processador amb Adobe Flash Player

Aquest Projecte pretén crear un simulador d’una màquina algorísmica, de caràcter didàctic amb Adobe Flash CS3 per a reproduir-lo amb Adobe Flash Lite Player, que és la versió per a dispositius mòbils. Simularà el comportament de la màquina algorísmica anomenada FEMTOPROC, que és capaç d’interpretar 4 instruccions molt senzilles: ADD, AND, NOT i JZ (jump if zero). Les diferents instruccions introduïdes que compondran un programa seran emmagatzemades en una memòria de 64 posicions de 8 bits cadascuna i hi haurà un Banc de Registres amb 8 registres de 8 bits, que es podrà inicialitzar al començament de la simulació.

Costes energéticos y rendimiento con entornos virtualizados en nuevas aplicaciones de memorias flash

El objetivo del presente trabajo es medir en los sistemas distribuidos cuánto supone el coste energético con la utilización de máquinas virtuales en función de las tecnologías de almacenamiento empleadas y determinar si existen posibles estrategias que mejoren este ahorro de consumo.

Desenvolupament d'una aplicació creadora de webs en Flash

El principal objectiu d'aquest treball final de carrera és dissenyar una aplicació que permetrà a qualsevol usuari crear una pàgina web amb la tecnologia Flash, independentment dels seus coneixements informàtics.

Ultrahigh dose-rate FLASH irradiation increases the differential response between normal and tumor tissue in mice.

In vitro studies suggested that sub-millisecond pulses of radiation elicit less genomic instability than continuous, protracted irradiation at the same total dose. To determine the potential of ultrahigh dose-rate irradiation in radiotherapy, we investigated lung fibrogenesis in C57BL/6J mice exposed either to short pulses (≤ 500 ms) of radiation delivered at ultrahigh dose rate (≥ 40 Gy/s, FLASH) or to conventional dose-rate irradiation (≤ 0.03 Gy/s, CONV) in single doses. The growth of human HBCx-12A and HEp-2 tumor xenografts in nude mice and syngeneic TC-1 Luc(+) orthotopic lung tumors in C57BL/6J mice was monitored under similar radiation conditions. CONV (15 Gy) triggered lung fibrosis associated with activation of the TGF-β (transforming growth factor-β) cascade, whereas no complications developed after doses of FLASH below 20 Gy for more than 36 weeks after irradiation. FLASH irradiation also spared normal smooth muscle and epithelial cells from acute radiation-induced apoptosis, which could be reinduced by administration of systemic TNF-α (tumor necrosis factor-α) before irradiation. In contrast, FLASH was as efficient as CONV in the repression of tumor growth. Together, these results suggest that FLASH radiotherapy might allow complete eradication of lung tumors and reduce the occurrence and severity of early and late complications affecting normal tissue.

A limited area model intercomparison on the "Montserrat-2000" flash-flood event using statistical and deterministic methods

In the scope of the European project Hydroptimet, INTERREG IIIB-MEDOCC programme, limited area model (LAM) intercomparison of intense events that produced many damages to people and territory is performed. As the comparison is limited to single case studies, the work is not meant to provide a measure of the different models' skill, but to identify the key model factors useful to give a good forecast on such a kind of meteorological phenomena. This work focuses on the Spanish flash-flood event, also known as "Montserrat-2000" event. The study is performed using forecast data from seven operational LAMs, placed at partners' disposal via the Hydroptimet ftp site, and observed data from Catalonia rain gauge network. To improve the event analysis, satellite rainfall estimates have been also considered. For statistical evaluation of quantitative precipitation forecasts (QPFs), several non-parametric skill scores based on contingency tables have been used. Furthermore, for each model run it has been possible to identify Catalonia regions affected by misses and false alarms using contingency table elements. Moreover, the standard "eyeball" analysis of forecast and observed precipitation fields has been supported by the use of a state-of-the-art diagnostic method, the contiguous rain area (CRA) analysis. This method allows to quantify the spatial shift forecast error and to identify the error sources that affected each model forecasts. High-resolution modelling and domain size seem to have a key role for providing a skillful forecast. Further work is needed to support this statement, including verification using a wider observational data set.