Domo Hogar, Automatització de l'habitatge

En aquest projecte crearem un sistema per automatitzar els diferents dispositius que podem trobar en una casa. En primer lloc dissenyarem el hardware que serà el sistema nerviós des del que controlarem els dispositius a través del port USB d’un ordinador. Aquest sistema nerviós serà el punt d’interconnexió entre els dispositius de la casa i l’ordinador central que els controlarà. A nivell de hardware, a més a més del mòdul d’entrades i sortides d’interconnexió amb els dispositius que hem esmentat, ens trobem amb la necessitat d’instal•lar un ordinador central i diferents aparells repartits per la casa per poder realitzar les nostres necessitats (accions dels diferents dispositius) des de qualsevol punt de la casa. Amb aquests requeriments haurem d’estudiar les diferents possibilitats per fer el nostre sistema el màxim d’eficaç possible. Finalitzat l’estudi del hardware necessari pel nostre projecte, el següent pas és dissenyar el software. Aquest software serà l’aplicació encarregada de controlar tot el maquinari que hem dissenyat anteriorment i rebrà el nom de DOMO HOGAR. Aquest estarà format per dos programes diferents, DOMO HOGAR SERVER i DOMO HOGAR TERMINAL, cadascun d’ells amb unes funcions específiques. DOMO HOGAR SERVER serà l’aplicació que residirà a l’ordinador central i que permetrà a l’administrador gestionar totes les parts de les que forma part el nostre sistema: dispositius, tasques, pre-condicions, etc... També des d’aquesta aplicació editarem el panell tàctil que mostrarem des dels diferents terminals de l’habitatge. Per últim, aquesta aplicació també s’encarregarà de resoldre les peticions que farem, tant de l’ordinador central com dels terminals, i gestionar les diferents sortides en funció de l’acció a realitzar. Paral•lelament ens trobarem l’aplicació DOMO HOGAR TERMINAL que residirà en cada un dels terminals que hi hagi a la casa. Aquesta aplicació s’inicialitzarà llegint la configuració del panell tàctil de la base de dades de l’aplicació servidor resident a l’ordinador central i reconstruint una rèplica d’aquest panell tàctil. Finalment des d’aquesta aplicació terminal podrem donar ordres que seran emmagatzemades a la llista de tasques pendents de l’ordinador central perquè les resolgui des de l’aplicació del servidor. DOMO HOGAR ha estat creat per facilitar i confortar la vida quotidiana de les persones agilitzant el nostre dia a dia i permetent-nos invertir el nostre temps en les coses realment importants.

Escacs, un sistema intel·ligent

Des dels inicis dels ordinadors com a màquines programables, l’home ha intentat dotar-los de certa intel•ligència per tal de pensar o raonar el més semblant possible als humans. Un d’aquests intents ha sigut fer que la màquina sigui capaç de pensar de tal manera que estudiï jugades i guanyi partides d’escacs. En l’actualitat amb els actuals sistemes multi tasca, orientat a objectes i accés a memòria i gràcies al potent hardware del que disposem, comptem amb una gran varietat de programes que es dediquen a jugar a escacs. Però no hi ha només programes petits, hi ha fins i tot màquines senceres dedicades a calcular i estudiar jugades per tal de guanyar als millors jugadors del món. L’objectiu del meu treball és dur a terme un estudi i implementació d’un d’aquests programes, per això es divideix en dues parts. La part teòrica o de l’estudi, consta d’un estudi dels sistemes d’intel•ligència artificial que es dediquen a jugar a escacs, estudi i cerca d’una funció d’avaluació vàlida i estudi dels algorismes de cerca. La part pràctica del treball es basa en la implementació d’un sistema intel•ligent capaç de jugar a escacs amb certa lògica. Aquesta implementació es porta a terme amb l’ajuda de les llibreries SDL, utilitzant l’algorisme minimax amb poda alfa-beta i codi c++. Com a conclusió del projecte m’agradaria remarcar que l’estudi realitzat m’ha deixat veure que crear un joc d’escacs no era tan fàcil com jo pensava però m’ha aportat la satisfacció d’aplicar tot el que he après durant la carrera i de descobrir moltes altres coses noves.

Estudi i implantació de programari lliure

Actualment la majoria de nosaltres sabem de l’existència de molts programes lliures, però hem tenir clar que lliure no vol dir sempre programa gratuït. Tot i que a vegades sí que pot ser-ho, es té en compte molt més que això: és una manera de pensar i entendre el programari i al llarg dels anys ha generat tot un moviment social. Considerem que un programa lliure és aquell que garanteix als usuaris la llibertat per executar, copiar, distribuir, estudiar, canviar i millorar el codi programat, com molt bé defineixen les seves llibertats bàsiques. El programari lliure el podem trobar funcionant en ordinadors personals, escoles, empreses diverses, administracions, etc. ja que la majoria de programes que utilitzenactualment, com hem vist, tenen el seu equivalent en lliure. El fet de si és viable que una empresa es passi a programari lliure, depèn ben bé del seu entorn, ja que en funció d’aquest li serà més o menys fàcil la migració. La finalitat d’aquest projecte és, primer de tot, fer un ampli estudi del món del programari lliure i del seu moviment social. S’ha fet una recerca de diferents aspectes dins del programari lliure per conèixer-lo a fons i després s’ha proposat una possible implantació d’aquest en un usuari domèstic i en una administració pública, tenint en compte tots els aspectes vistos en l’estudi, valorant si totes les idees que defensa i els beneficis que aporta són aplicables i viables en qualsevol persona i àmbit i el perquè. Com a conclusió principal en destacaria que tot i que el programa lliure disposa d’una ideologia que agrada i té uns programes tècnicament perfectes (sense que això sigui el seu objectiu principal), penso que encara hi ha molt camí per recórrer quant a una migració en grans entorns, ja que per exemple en un ajuntament una migració total és encara difícil (tot i que no impossible perquè n’hi ha que s’hi han migrat). A l’apartat d’annexos s’hi inclou un glossari amb un seguit de terminologies amb paraules que no tothom pot saber i s’ha cregut oportú incloure-les en aquest apartat. La primera vegada que apareix alguna d’aquestes paraules la podem trobar senyalitzada amb un *.

Cervell addictiu

No tinc per costum comentar articles d'altres col·laboradors, però avui faré una excepció amb l'article de Toni de la Torre intitulat Addictes als videojocs? (AVUI, 25-9-06), en el qual defensa que 'addicció als videojocs no és deguda al videojoc en si mateix, sinó que és la manifestació de problemes anteriors de les persones afectades. Pretenc, amb humilitat, aportar-hi un punt de vista biològic [...].

Kolmiulotteisen kulttuuriperintökohteen digitointiprosessi

Dokumenttien, valokuvien, videon ja äänen digitoinnin rinnalle on syntynyt tarve digitoida kohteita kolmiulotteisesti. Kolmiulotteinen digitointi asettaa digitoinnille uusia haasteita, sillä kohteista on kerättävissä hyvin paljon dataa. Digitointia varten tarvitaan siis prosessi jossa määritellään mitä kohteesta tulee digitoida ja miten tämä tehdään, jotta työ pystytään tekemään järkevässä ajassa järkevin kustannuksin. Työssä tutkittiin kirjallisuustutkimuksen ja kolmen digitointikohteen kautta miten prosessi tulisi muodostaa. Lopputuloksena muotoutui prosessimalli, jossa vaiheittain toteutetaan erilaisten työryhmien kanssa digitointisuunnitelma, laitevalinnat sekä digitointityö. Prosessin avulla digitointihankkeen suunnittelu helpottuu ja kustannusten sekä projektin etenemisen esittely asiakkaalle on yksinkertaista.

Sähköinen huutokauppa ja dynaaminen hankintajärjestelmä

Opinnäytetyöni tavoitteena on esitellä olennaiset kohdat julkisten hankintojen sähköisessä menettelyssä. Arvioinnin kohteena on lokakuussa 2011 voimaan astunut laki sähköisestä huutokaupasta ja dynaamisesta hankintajärjestelmästä. Opinnäytetyöni on kirjoituspöytätutkimus, joka perustuu julkisia hankintoja koskevaan lainsäädäntöaineistoon sekä julkisia hankintoja tutkivien sidosryhmien tuottamaan kirjallisuuteen. Näkökulmana on sähköisen menettelyn sääntelyn tarkoituksenmukaisuus hankintayksiköiden sekä toimittajien näkökulmista. Sääntely julkisten hankintojen sähköisestä menettelystä tarkoittaa julkisilla varoilla hankittavien palvelujen sekä tavaroiden hankintaa sähköisessä verkkoympäristössä. Hankintayksikkö, kuten valtion tai kunnan viranomainen, voi tämän lain myötä suorittaa hankintaprosessin sähköisesti käyttöliittymän kautta haluamastaan tuotteesta tai palvelusta.

Suunnittelu ja kontrolli kaupunkirohkeiden ja -pelottomien naisten tuottajana

Kirjallisuusarvostelu

Opetuskäyttöön suunnatun videoneuvottelteluportaalin prototyypin suunnittelu ja toteuttaminen avoimilla tekniikoilla

Työ tutkii, miten yksinkertaisen opetuskäyttöön suunnatun videoneuvotteluportaalin prototyypin rakentaminen onnistuu avoimilla tekniikoilla. WebRTC mahdollistaa selaimen päällä toimivan videoneuvottelusovelluksen rakentamisen avoimia ohjelmistorajapintoja käyttäen. Prototyypin toteuttamiseen käytetään WebRTC:n lisäksi WebSocket-standardia keskustelun tahojen yhdistämiseen. WebSocket toteutetaan Node.js:ää käyttävällä socket.io-kirjastolla. Sovelluksen avulla on tarkoitus pystyä muodostamaan ääni- ja videoyhteys kahden asiakasohjelman välille. Opetuskäyttöä tukevina ominaisuuksina mukana on myös tekstipohjainen keskustelu ja mahdollisuus opetuskalvojen selaamiseen. Lopputuloksena on laajennettavissa oleva avoin videoneuvottelusovelluksen prototyyppi.

The Human Communication Science Virtual Lab (HCS vLab): A repository microclimate in a rapidly evolving research-ecosystem

Presentation at Open Repositories 2014, Helsinki, Finland, June 9-13, 2014

Nurses’ Acceptance of an Internet-Based Support System in The Care of Adolescents with Depression

The overall goal of the study was to describe nurses’ acceptance of an Internet-based support system in the care of adolescents with depression. The data were collected in four phases during the period 2006 – 2010 from nurses working in adolescent psychiatric outpatient clinics and from professionals working with adolescents in basic public services. In the first phase, the nurses’ anticipated perceptions of the usefulness of the Internet-based support system before its implementation was explored. In the second phase, the nurses’ perceived ease of computer and Internet use and attitudes toward it were explored. In the third phase, the features of the support system and its implementation process were described. In the fourth phase, the nurses’ experiences of behavioural intention and actual system use of the Internet-based support were described in psychiatric out-patient care after one year use. The Technology Acceptance Model (TAM) was used to structure the various research phases. Several benefits were identified from the nurses’ perspective in using the Internet-based support system in the care of adolescents with depression. The nurses’ technology skills were good and their attitudes towards computer use were positive. The support system was developed in various phases to meet the adolescents’ needs. Before the implementation of the information technology (IT)-based support system, it is important to pay attention to the nurses’ IT-training, technology support, resources, and safety as well as ethical issues related to the support system. After one year of using the system, the nurses perceived the Internet-based support system to be useful in the care of adolescents with depression. The adolescents’ independent work with the support system at home and the program’s systematic character were experienced as conducive from the point of view of the treatment. However, the Internet-based support system was integrated only partly into the nurseadolescent interaction even though the nurses’ perceptions of it were positive. The use of the IT-based system as part of the adolescents’ depression care was seen positively and its benefits were recognized. This serves as a good basis for future IT-based techniques. Successful implementations of IT-based support systems need a systematic implementation plan and commitment from the part of the organization and its managers. Supporting and evaluating the implementation of an IT-based system should pay attention to changing the nurses’ work styles. Health care organizations should be offered more flexible opportunities to utilize IT-based systems in direct patient care in the future.

Kvinnor, datorspel och inlärning : en finlandssvensk syn på ett internationellt fenomen

Avhandlingens primära syfte är att kartlägga faktorerna kring flickors och unga kvinnors relation till datorspel och spelande och utreda den pedagogiska potentialen i de här faktorerna. Avhandlingens sekundära syfte är att ställa ett internationellt fenomen i relation till en finlandssvensk verklighet Forskningen är kvalitativ till sin karaktär och teoretisk till sitt upplägg. Forskningsansatsen är kritisk teoretisk analys. Avhandlingen består i huvudsak av två delar där båda delarna strävar till att svara på ett av avhandlingens syften. Den första delen av avhandlingen diskuterar flickors och unga kvinnors spelande ur olika synvinklar. Avhandlingens andra del diskuterar hur fenomenet datorspel och inlärning kunde inkluderas i en pedagogisk verksamhet på olika nivåer. Det resultat som svarar på avhandlingens första syfte är sju stycken faktorer som har stor inverkan på såväl flickors och unga kvinnors spelande som pedagogiken kring fenomenet. De sju faktorerna är framtidsutsikter, färdigheter, värderingar, identitet, könsuttryck, social miljö och inkörsportar. Skolan har ett ansvar att stöda flickor och unga kvinnor med den här typen av fritidsintressen, bland annat för att skapa och upprätthålla en jämställd skola. Avhandlingens andra syfte resulterade i en analys där fenomenet närmar sig skribentens verklighet genom pedagogisk förankring, nationella läroplansgrunder och den lokala lärarutbildningen. Lärare som önskar använda datorspel i undervisningen kan motivera det med pedagogiska argument.

Designing new learning experiences? : exploring corporate E-learners’ self-regulated learning

The context of this study is corporate e-learning, with an explicit focus on how digital learning design can facilitate self-regulated learning (SRL). The field of e-learning is growing rapidly. An increasing number of corporations use digital technology and elearning for training their work force and customers. E-learning may offer economic benefits, as well as opportunities for interaction and communication that traditional teaching cannot provide. However, the evolving variety of digital learning contexts makes new demands on learners, requiring them to develop strategies to adapt and cope with novel learning tools. This study derives from the need to learn more about learning experiences in digital contexts in order to be able to design these properly for learning. The research question targets how the design of an e-learning course influences participants’ self-regulated learning actions and intentions. SRL involves learners’ ability to exercise agency in their learning. Micro-level SRL processes were targeted by exploring behaviour, cognition, and affect/motivation in relation to the design of the digital context. Two iterations of an e-learning course were tested on two groups of participants (N=17). However, the exploration of SRL extends beyond the educational design research perspective of comparing the effects of the changes to the course designs. The study was conducted in a laboratory with each participant individually. Multiple types of data were collected. However, the results presented in this thesis are based on screen observations (including eye tracking) and video-stimulated recall interviews. These data were integrated in order to achieve a broad perspective on SRL. The most essential change evident in the second course iteration was the addition of feedback during practice and the final test. Without feedback on actions there was an observable difference between those who were instruction-directed and those who were self-directed in manipulating the context and, thus, persisted whenever faced with problems. In the second course iteration, including the feedback, this kind of difference was not found. Feedback provided the tipping point for participants to regulate their learning by identifying their knowledge gaps and to explore the learning context in a targeted manner. Furthermore, the course content was consistently seen from a pragmatic perspective, which influenced the participants’ choice of actions, showing that real life relevance is an important need of corporate learners. This also relates to assessment and the consideration of its purpose in relation to participants’ work situation. The rigidity of the multiple choice questions, focusing on the memorisation of details, influenced the participants to adapt to an approach for surface learning. It also caused frustration in cases where the participants’ epistemic beliefs were incompatible with this kind of assessment style. Triggers of positive and negative emotions could be categorized into four levels: personal factors, instructional design of content, interface design of context, and technical solution. In summary, the key design choices for creating a positive learning experience involve feedback, flexibility, functionality, fun, and freedom. The design of the context impacts regulation of behaviour, cognition, as well as affect and motivation. The learners’ awareness of these areas of regulation in relation to learning in a specific context is their ability for design-based epistemic metareflection. I describe this metareflection as knowing how to manipulate the context behaviourally for maximum learning, being metacognitively aware of one’s learning process, and being aware of how emotions can be regulated to maintain volitional control of the learning situation. Attention needs to be paid to how the design of a digital learning context supports learners’ metareflective development as digital learners. Every digital context has its own affordances and constraints, which influence the possibilities for micro-level SRL processes. Empowering learners in developing their ability for design-based epistemic metareflection is, therefore, essential for building their digital literacy in relation to these affordances and constraints. It was evident that the implementation of e-learning in the workplace is not unproblematic and needs new ways of thinking about learning and how we create learning spaces. Digital contexts bring a new culture of learning that demands attitude change in how we value knowledge, measure it, define who owns it, and who creates it. Based on the results, I argue that digital solutions for corporate learning ought to be built as an integrated system that facilitates socio-cultural connectivism within the corporation. The focus needs to shift from designing static e-learning material to managing networks of social meaning negotiation as part of a holistic corporate learning ecology.

Man måste tänka själv : klasslärares uppfattningar av undervisning i de naturvetenskapliga läroämnena

A teacher´s perception of a school subject affects a teacher´s teaching and by extension pupils´ learning. The main purpose of this thesis is to describe the variation in the ways class-teachers perceive teaching within science subjects and to illustrate how these teachers choose to work and why they choose as they do. This purpose is operationalized into three central research questions concerning a teacher´s perception of teaching, teachers´ experiences of working methods in the subject and different aspects that are consciously present when the teacher makes his or her choice of working methods. These aspects are viewed from two different perspectives: a subject educational perspective and a teacher perspective. The theoretical background of the study is interdisciplinary. The thesis is a qualitative study where the research approach is phenomenographic. The empirical investigation was made as two separate studies: a semistructured interview study (N = 15) followed by a stimulated recall study (N = 3), a combined interview and video-observation. Results from the empirical investigation indicate that regarding aims for science education teachers wish to awaken or maintain the pupils´ interest in nature and science and that the pupils within the science subjects shall build a base for fundamental general knowledge. As motives for teaching the science subjects teachers view the subjects as a foundation for everyday life, planning and democracy but also for pupils´ further studies and a possible career in the field. The interdisciplinary key competences and the care for the pupils´ well being are aspects that are consciously present when teachers make their choice of working methods. A great variation can be found in the teachers´ perceptions of the science subjects as subjects and of the working methods within these subjects. Teachers describe lack of time on their own part as well as for the pupil´s learning. Results from the empirical investigation also indicate that teachers modestly focus on aims for the teaching and communication regarding these aims. There seems to be an existing need for increased and qualitatively improved inservice education within these subjects.

Social physique anxiety across physical activity settings : a meta-analytical review

The purpose of this meta-analytic investigation was to review the empirical evidence specific to the effect of physical activity context on social physique anxiety (SP A). English language studies were located from computer and manual literature searches. A total of 146 initial studies were coded. Studies included in the meta-analysis presented at least one empirical effect for SPA between physical activity participants (i.e., athletes or exercisers) and non-physical activity participants. The final sample included thirteen studies, yielding 14 effect sizes, with a total sample size of 2846. Studies were coded for mean SPA between physical activity participants and non-physical activity participants. Moderator variables related to demographic and study characteristics were also coded. Using Hunter and Schmidt's (2004) protocol, statistical artifacts were corrected. Results indicate that, practically speaking, those who were physically active reported lower levels of SPA than the comparison group (dcorr = -.12; SDeorr.-=-;22). Consideration of the magnitude of the ES, the SDeorr, and confidence interval suggests that this effect is not statistically significant. While most moderator analyses reiterated this trend, some differences were worth noting. Previous research has identified SPA to be especially salient for females compared to males, however, in the current investigation, the magnitude of the ES' s comparing physical activity participants to the comparison group was similar (deorr = -.24 for females and deorr = -.23 for males). Also, the type of physical activity was investigated, and results showed that athletes reported lower levels of SP A than the comparison group (deorr = -.19, SDeorr = .08), whereas exercisers reported higher levels of SPA than the comparison group (deorr = .13, SDeorr = .22). Results demonstrate support for the dispositional nature of SP A. Consideration of practical significance suggests that those who are involved in physical activity may experience slightly lower levels of SPA than those not reporting physical activity participation. Results potentially offer support for the bi-directionality of the relationship between physical activity and SP A; however, a causality may not be inferred. More information about the type of physical activity (i.e., frequency/nature of exercise behaviour, sport classificationllevel of athletes) may help clarify the role of physical activity contexts on SPA.

Social development of primary aged children through a movement education program

Unique in Canada, is a university based movement program offered to children aged 1-12 which is diverse and inclusive in its design to foster healthy physical, cognitive, affective and social development. The purpose of this study is to investigate how children's involvement in a weekly movement education program influences their social development. The primary-aged children involved in this research are participants in the university based Saturday morning program, The Children's Movement Program (CMP), in which creative dance, educational gymnastics and developmental games are employed to enhance optimal development. The 15 participants were systematically observed for 8 weeks as they naturally engaged in the program's activities. Interviews were conducted with both children and their caregivers throughout the duration of the program. Particular attention was paid to the perceptions of caregivers regarding the advantages of a program based upon principles of movement education. Results indicate that participation in the program increases children's opportunity to interact socially and address ways in which program content, pedagogy and context encourage social development. A figure was developed with these components to assist teachers in creating inclusive and meaningful movement experiences. 'Content' is referred to as the material to be learned or the desired outcome for the learner. 'Pedagogy' refers to the process in which the student will engage and 'Context' refers to the environment in which the experience occurs (eg. skating rink with playground balls). It is recommended that each is thoroughly addressed individually for its potential in lesson design.