Online Admission of Parallel Real-Time Tasks

6th Real-Time Scheduling Open Problems Seminar (RTSOPS 2015), Lund, Sweden.

Introducing numerical analysis tools in engineering: a Scilab user case in electronics course

Software tools in education became popular since the widespread of personal computers. Engineering courses lead the way in this development and these tools became almost a standard. Engineering graduates are familiar with numerical analysis tools but also with simulators (e.g. electronic circuits), computer assisted design tools and others, depending on the degree. One of the main problems with these tools is when and how to start use them so that they can be beneficial to students and not mere substitutes for potentially difficult calculations or design. In this paper a software tool to be used by first year students in electronics/electricity courses is presented. The growing acknowledgement and acceptance of open source software lead to the choice of an open source software tool – Scilab, which is a numerical analysis tool – to develop a toolbox. The toolbox was developed to be used as standalone or integrated in an e-learning platform. The e-learning platform used was Moodle. The first approach was to assess the mathematical skills necessary to solve all the problems related to electronics and electricity courses. Analysing the existing circuit simulators software tools, it is clear that even though they are very helpful by showing the end result they are not so effective in the process of the students studying and self learning since they show results but not intermediate steps which are crucial in problems that involve derivatives or integrals. Also, they are not very effective in obtaining graphical results that could be used to elaborate reports and for an overall better comprehension of the results. The developed tool was based on the numerical analysis software Scilab and is a toolbox that gives their users the opportunity to obtain the end results of a circuit analysis but also the expressions obtained when derivative and integrals calculations, plot signals, obtain vector diagrams, etc. The toolbox runs entirely in the Moodle web platform and provides the same results as the standalone application. The students can use the toolbox through the web platform (in computers where they don't have installation privileges) or in their personal computers by installing both the Scilab software and the toolbox. This approach was designed for first year students from all engineering degrees that have electronics/electricity courses in their curricula.

Comuns: An Open-Data Provider, Explorer and Analytic Toolbox Based on FOSS

Contém resumo

Os novos desafios do direito tributário: em particular, a tributação do jogo online

Dissertação de mestrado em Direito Tributário e Fiscal

A comunicação online: a página Web como o BIO Empresarial: estratégias de comunicação visual e web design

Dissertação de mestrado em Ciências da Comunicação (área de especialização em Audiovisuais e Multimédia)

Produção de um curso online: contributo para a comunicação entre técnico e professor

Dissertação de mestrado em Ciências da Educação (área de especialização em Tecnologia Educativa)

Spatio-temporal dynamics of glycolysis in an open spatial reactor

Magdeburg, Univ., Fak. für Verfahrens- und Systemtechnik, Diss., 2008

Tight open knots.

The tightest open conformations of a few prime knots (3(1), 4(1), 5(1), 5(2), and 6(3)) found with the use of the SONO algorithm are presented and discussed. The conformations are obtained from the tightest closed conformations of the knots by cutting and opening them at different locations. The length of the rope engaged in each of the open conformations is calculated. The curvature and torsion profiles of the unique tightest conformations of the 3(1) and 4(1) open knots are presented and discussed. In particular, symmetry properties of the knots reflected within their curvature and torsion profiles are analysed. Connections with the physics of polymers are discussed.

Peripheral T-cell lymphoma with t(6;14)(p25;q11.2) translocation presenting with massive splenomegaly.

Recurrent chromosomal translocations associated to peripheral T-cell lymphomas (PTCL) are rare. Here, we report a case of PTCL, not otherwise specified (NOS) with the karyotype 46,Y,add(X)(p22),t(6;14)(p25;q11) and FISH-proved breakpoints in the IRF4 and TCRAD loci, leading to juxtaposition of both genes. A 64-year-old male patient presented with mild cytopenias and massive splenomegaly. Splenectomy showed diffuse red pulp involvement by a pleomorphic medium- to large-cell T-cell lymphoma with a CD2+ CD3+ CD5- CD7- CD4+ CD8+/- CD30- TCRbeta-F1+ immunophenotype, an activated cytotoxic profile, and strong MUM1 expression. The clinical course was marked by disease progression in the bone marrow under treatment and death at 4 months. In contrast with two t(6;14)(p25;q11.2)-positive lymphomas previously reported to be cytotoxic PTCL, NOS with bone marrow and skin involvement, this case was manifested by massive splenomegaly, expanding the clinical spectrum of PTCLs harboring t(6;14)(p25;q11.2) and supporting consideration of this translocation as a marker of biological aggressiveness.

Institute of Public Health in Ireland's (IPH) Open Access Statement

This document states the Institute of Public Health in Ireland’s (IPH) commitment to an Open Access policy and outlines how it implements that policy. "Open Access is the immediate, online, free availability of research outputs without restrictions on use commonly imposed by publisher copyright agreements. Open Access includes the outputs that scholars normally give away for free for publication; it includes peer-reviewed journal articles, conference papers and data of various kinds."1 The Open Access (OA) movement aims to: Provide access to scientific outputs in publications that are freely available Foster the adoption of open access publication models

Plataforma informática integral basada en tecnología GNU/Linux para negocio online de repostería casera

Plataforma informática integral para negocio online de repostería casera basada en tecnología Linux (opensource).

A Method and Tool to Support the Analysis and Enhance the Understanding of Peer-to-Peer Learning Experiences

In this paper we look at how a web-based social software can be used to make qualitative data analysis of online peer-to-peer learning experiences. Specifically, we propose to use Cohere, a web-based social sense-making tool, to observe, track, annotate and visualize discussion group activities in online courses. We define a specific methodology for data observation and structuring, and present results of the analysis of peer interactions conducted in discussion forum in a real case study of a P2PU course. Finally we discuss how network visualization and analysis can be used to gather a better understanding of the peer-to-peer learning experience. To do so, we provide preliminary insights on the social, dialogical and conceptual connections that have been generated within one online discussion group.

Approaches to OER Development

OER development is becoming more sophisticated as instructors and course specialists become more familiar with the environment. Most OER development approaches for online courses have been developed from those that were appropriate in the face-to-face context. However, the OER online environment opens up new possibilities for learning as well as holding particular limitations. This paper presents some approaches that OER implementers should bear in mind when initiating and supporting OER course development projects.1. Beg, borrow, or steal courseware. Don't reinvent the wheel.2. Take what exists and build the course around it.3. Mix and match. Assemble. Don't create.4. Avoid the "not invented here" syndrome. 5. Know the content -garbage in and garbage out.6. Establish deadlines. Work to deadlines, but don't be unrealistic. 7. Estimate your costs and then double them. Double them again. 8. Be realistic in scheduling and scoping.9. The project plan must be flexible. Be prepared for major shifts.10. Build flexibly for reuse and repurposing -generalizability reduces costs 11. Provide different routes to learning. 12. Build to international standards.There are necessary features in every OER, including introduction, schedule etc. but it is most important to keep the course as simple as possible. Extreme Programming (XP) methodology can be adapted from software engineering to aid in the course development process.

Towards a Social Learning Space for Open Educational Resources

We identify a number of meanings of "Open", as part of the motivating rationale for a social media space tuned for learning, called SocialLearn. We discuss why online social learning seems to be emerging so strongly at this point, explore features of social learning, and identify some of the dimensions that we believe characterize the social learning design space, before describing the emerging design concept and implementation.

An Ontology for Open Rubric Exchange on the Web

While the Internet has given educators access to a steady supply of Open Educational Resources, the educational rubrics commonly shared on the Web are generally in the form of static, non-semantic presentational documents or in the proprietary data structures of commercial content and learning management systems.With the advent of Semantic Web Standards, producers of online resources have a new framework to support the open exchange of software-readable datasets. Despite these advances, the state of the art of digital representation of rubrics as sharable documents has not progressed.This paper proposes an ontological model for digital rubrics. This model is built upon the Semantic Web Standards of the World Wide Web Consortium (W3C), principally the Resource Description Framework (RDF) and Web Ontology Language (OWL).