Co-evolution of content popularity and delivery in mobile P2P networks

Mobile P2P technology provides a scalable approach for content delivery to a large number of users on their mobile devices. In this work, we study the dissemination of a single item of content (e. g., an item of news, a song or a video clip) among a population of mobile nodes. Each node in the population is either a destination (interested in the content) or a potential relay (not yet interested in the content). There is an interest evolution process by which nodes not yet interested in the content (i.e., relays) can become interested (i.e., become destinations) on learning about the popularity of the content (i.e., the number of already interested nodes). In our work, the interest in the content evolves under the linear threshold model. The content is copied between nodes when they make random contact. For this we employ a controlled epidemic spread model. We model the joint evolution of the copying process and the interest evolution process, and derive joint fluid limit ordinary differential equations. We then study the selection of parameters under the content provider's control, for the optimization of various objective functions that aim at maximizing content popularity and efficient content delivery.

Laser-induced damage threshold of the antireflection coatings on quartz and sapphire under different laser modes

The laser-induced damage threshold (LIDT) and damage morphology of antireflection (AR) coatings on quartz and sapphire are investigated. A very interesting phenomena is found in the measurement. In the case of a single pulse laser, the LIDT of the AIR coatings on quartz is higher than that of sapphire. On the contrary, for a free-pulse laser, the LIDT of AIR coatings on sapphire is higher than that of quartz. (C) 2004 Society of Photo-Optical Instrumentation Engineers.

Overcoat dependence of laser-induced damage threshold of 355 nm HR coatings

A series of HR coatings, with and without overcoat, were prepared by electron beam evaporation using the same deposition process. The laser-induced damage threshold (LIDT) was measured by a 355 nm Nd:YAG laser with a pulse width of 8 ns. Damage morphologies of samples were observed by Leica-DMRXE Microscope. The stress was measured by viewing the substrate deformation before and after coatings deposition using an optical interferometer. Reflectance of the samples was measured by Lambda 900 Spectrometer. The theoretical results of electric field distributions of the samples were calculate by thin film design software (TFCalc). It was found that SiO2 overcoat had improved the LIDT greatly, while MgF2 overcoat had little effect on the LIDT because of its high stress in the HR coatings. The damage morphologies were different among HR coatings with and without overcoats. (c) 2005 Elsevier B.V. All rights reserved.

Effects of oxygen partial pressure on packing density and laser damage threshold of TiO2 thin films

TiO2 films are deposited by electron beam evaporation as a function of oxygen partial pressure. The packing density, refractive index, and extinction coefficient all decrease with the increase of pressure, which also induces the change of the film's microstructure, such as the increase of voids and H2O concentration in the film. The laser-induced damage threshold (LIDT) of the film increases monotonically with the rise of pressure in this experiment. The porous structure and low nonstoichiometric defects absorption contribute to the film's high LIDT. The films prepared at the lowest and the highest pressure show nonstoichiometric and surface-defects-induced damage features, respectively.(C) 2007 American Institute of Physics.

Effects of deposition rates on laser damage threshold of TiO2/SiO2 high reflectors

TiO2 single layers and TiO2/SiO2 high reflectors (HR) are prepared by electron beam evaporation at different TiO2 deposition rates. It is found that the changes of properties of TiO2 films with the increase of rate, such as the increase of refractive index and extinction coefficient and the decrease of physical thickness, lead to the spectrum shift and reflectivity bandwidth broadening of HR together with the increase of absorption and decrease of laser-induced damage threshold. The damages are found of different morphologies: a shallow pit to a seriously delaminated and deep crater, and the different amorphous-to-anatase-to-rutile phase transition processes detected by Raman study. The frequency shift of Raman vibration mode correlates with the strain in. film. Energy dispersive X-ray analysis reveals that impurities and non-stoichiometric defects are two absorption initiations resulting to the laser-induced transformation. (C) 2008 Elsevier B. V. All rights reserved.

Research in development: learning from the CGIAR Research Program on Aquatic Agricultural Systems

This working paper aims to synthesize and share learning from the experience of adapting and operationalizing the Research in Development(RinD) approach to agricultural research in the five hubs under the The CGIAR Research Program on Aquatic Agricultural Systems. It seeks to share learning about how the approach is working in context and to explore the outcomes it is achieving through initial implementation over 3 ½ years. This learning can inform continuation of agricultural research in the second phase of the CGIAR research programs and will be useful to others aiming to implement research programs that seek to equitably build capacity to innovate in complex social-ecological systems. Each of the chapters in this working paper have shown that RinD has produced a range of outcomes that were often unexpected and broader in scope than might result from other approaches to agricultural research. RinD also produces innovations, and there is evidence that it builds capacity to innovate.

Facilitation of learning induced by both random and gradual visuomotor task variation.

Motor task variation has been shown to be a key ingredient in skill transfer, retention, and structural learning. However, many studies only compare training of randomly varying tasks to either blocked or null training, and it is not clear how experiencing different nonrandom temporal orderings of tasks might affect the learning process. Here we study learning in human subjects who experience the same set of visuomotor rotations, evenly spaced between -60° and +60°, either in a random order or in an order in which the rotation angle changed gradually. We compared subsequent learning of three test blocks of +30°→-30°→+30° rotations. The groups that underwent either random or gradual training showed significant (P < 0.01) facilitation of learning in the test blocks compared with a control group who had not experienced any visuomotor rotations before. We also found that movement initiation times in the random group during the test blocks were significantly (P < 0.05) lower than for the gradual or the control group. When we fit a state-space model with fast and slow learning processes to our data, we found that the differences in performance in the test block were consistent with the gradual or random task variation changing the learning and retention rates of only the fast learning process. Such adaptation of learning rates may be a key feature of ongoing meta-learning processes. Our results therefore suggest that both gradual and random task variation can induce meta-learning and that random learning has an advantage in terms of shorter initiation times, suggesting less reliance on cognitive processes.

Extensions of a Theory of Networks for Approximation and Learning: Outliers and Negative Examples

Learning an input-output mapping from a set of examples can be regarded as synthesizing an approximation of a multi-dimensional function. From this point of view, this form of learning is closely related to regularization theory. In this note, we extend the theory by introducing ways of dealing with two aspects of learning: learning in the presence of unreliable examples and learning from positive and negative examples. The first extension corresponds to dealing with outliers among the sparse data. The second one corresponds to exploiting information about points or regions in the range of the function that are forbidden.

The Role of Chemical Mechanisms in Neural Computation and Learning

Most computational models of neurons assume that their electrical characteristics are of paramount importance. However, all long-term changes in synaptic efficacy, as well as many short-term effects, are mediated by chemical mechanisms. This technical report explores the interaction between electrical and chemical mechanisms in neural learning and development. Two neural systems that exemplify this interaction are described and modelled. The first is the mechanisms underlying habituation, sensitization, and associative learning in the gill withdrawal reflex circuit in Aplysia, a marine snail. The second is the formation of retinotopic projections in the early visual pathway during embryonic development.

Roles of Knowledge in Motor Learning

The goal of this thesis is to apply the computational approach to motor learning, i.e., describe the constraints that enable performance improvement with experience and also the constraints that must be satisfied by a motor learning system, describe what is being computed in order to achieve learning, and why it is being computed. The particular tasks used to assess motor learning are loaded and unloaded free arm movement, and the thesis includes work on rigid body load estimation, arm model estimation, optimal filtering for model parameter estimation, and trajectory learning from practice. Learning algorithms have been developed and implemented in the context of robot arm control. The thesis demonstrates some of the roles of knowledge in learning. Powerful generalizations can be made on the basis of knowledge of system structure, as is demonstrated in the load and arm model estimation algorithms. Improving the performance of parameter estimation algorithms used in learning involves knowledge of the measurement noise characteristics, as is shown in the derivation of optimal filters. Using trajectory errors to correct commands requires knowledge of how command errors are transformed into performance errors, i.e., an accurate model of the dynamics of the controlled system, as is demonstrated in the trajectory learning work. The performance demonstrated by the algorithms developed in this thesis should be compared with algorithms that use less knowledge, such as table based schemes to learn arm dynamics, previous single trajectory learning algorithms, and much of traditional adaptive control.

Exploring the contribution of workplace learning to an HRD strategy in the Scottish legal profession.

Purpose – The purpose of this paper is to explore the relevance of human resource development (HRD) for law firms in the UK. It examines how the characteristics of legal professional practice in the UK, including the partnership structure, long established methods of targeting solicitors and the law society, may act as barriers to the implementation of HRD. Design/methodology/approach – The paper uses an exploratory case study research approach to investigate characteristics and issues influencing the adoption of HRD in a Scottish legal firm. Primary data are collected via semi-structured interviews with a cross-section of representatives. Findings – Despite recognition of the importance of learning, the characteristic elements of law firms, including the partnership structure; the pervasiveness of time-billed targets in the solicitor community; and HR’s profile and acceptance among the solicitor community, remain as barriers to the applicability of HRD. The research also exposes variability on the level and scope of development opportunities, an emphasis on technical skills development, and a lack of solicitors’ self-managed learning ability. Research limitations/implications – While the research findings provide a useful insight into the barriers to HRD in one legal firm, this does not allow for any generalisations being drawn from the study. Practical implications – The paper explores the suitability of workplace learning to support legal professional development. Originality/value – There is a dearth of research into HRD in legal practices in the UK. The paper contributes to the contextual influences that limit the applicability of HRD to legal professional practices.

Choices of approaches in e-moderation: conclusions from a grounded theory study

Much has been published in recent years about the desirable nature of facilitated interactions in on-line discussions with educational purposes. However little has been reported about the roles which tutors actually adopt in real life learning contexts, how these range between ‘tutoring, ‘managing’ and ‘facilitating’, and what the distinctions between these three roles may be. In this paper choices of priorities in e-moderation, which were made in three naturalistic (real life) case studies by three higher education practitioners, are identified and discussed. These contrasting approaches were captured and analysed using grounded theory principles. The paper also discusses these occasions when the facilitation was less effective than might have been desired. It finally summarises the potential of various approaches within e-moderation – and some of the attendant risks. The finding is that principles and practices developed for face-to-face support of student-directed learning were found equally applicable in e-moderated online group work, despite several significant differences between the two types of setting. Keywords: higher education, e-learning, e-moderation, asynchronous discussions, learning outcomes, grounded theory

Dealing with affective needs in e-learning: Contrasting two cases in two cultures.

This chapter presents and contrasts descriptions of two cases of online affective support provided to support students engaged in higher level learning tasks. The cases are set in different cultures, centre upon different intended learning outcomes, and follow different tutorial styles. One (Eastern) tutor acted as a “shepherd leader” in response to needs arising in the Confucian Heritage Culture as the teacher promoted critical thinking, according to the Western model. The other (Western) tutor provided Rogerian facilitation of reflective learning journals, kept by students seeking to develop personal and professional capabilities. In both styles, affective support features strongly. The cultural and pedagogical comparisons between the cases have proved useful to the writers. These distinctions together with the similarities between the two online styles emerge in the comparisons. Keywords: affective needs, asynchronous discussion, Confucian Heritage Culture, constructivism, critical thinking, facilitation, reflection, reflective learning journals, Rogerian, shepherd leadership, social-constructivist, student-centred, support.

Freedom to learn: a radically revised pedagogy to facilitate lifewide learning in the academic curriculum.

Higher education has progressed fairly steadily to a common pedagogical approach which centres on the idea of alignment. In this arrangement, intended learning outcomes are identified and declared; learning activities which will enable the desired learning and development to be achieved are conceived and undertaken with the support of appropriate and effective teaching; and assessment which calls for these outcomes is (ideally) carefully designed and implemented. All three elements are aligned in advance. The same principles and practices underpinned by notions of alignment have been applied to date in most of the purposeful schemes for personal development planning. In this chapter I argue that lifewide learning, wherein learning and development often occur incidentally in multiple and varied real-world situations throughout an individual’s life course, calls for a different approach, and a different pedagogy. Higher education should therefore visualise lifewide learning as an emergent phenomenon wherein the outcomes of learning emerge later on, and are often unintended. Consequently, they cannot be defined in advance of the activities through which they are formed. The main purpose of this chapter is to offer some practical ideas to support the development of pedagogies that would enable programme designers to embed in their programmes the principle and practice of lifewide education.

Using an Outdoor Learning Space to Teach Sustainability and Material Processes in HE product Design.

The world is facing environmental changes that are increasingly affecting how we think about manufacturing, the consumption of products and use of resources. Within the HE product design community, thinking and designing sustainability’ has evolved to become a natural part of the curriculum. Paradoxical as the rise in awareness of sustainability increases there is growing concern within HE product design of the loss of workshop facilities and as a consequence a demise in teaching traditional object-making skills and material experimentation. We suggest the loss of workshops and tangible ‘learning by making skills’ also creates a lost opportunity for a rich learning resource to address sustainable thinking, design and manufacture ‘praxis’ within HE design education. Furthermore, as learning spaces are frequently discussed in design research, there seems to be little focus on how the use of an outdoor environment might influence learning outcomes particularly with regard to material teaching and sustainability. This 'case study' of two jewellery workshops, used outdoor learning spaces to explore both its impact on learning outcomes and to introduce some key principles of sustainable working methodologies and practices. Academics and students mainly from Norway and Scotland collaborated on this international research project. Participants made models from disposable packaging materials, which were cast in tin, in the sand on a local beach, using found timber to create a heat source for melting the metal. This approach of using traditional making skills, materials and nature was found to be a relevant contribution to a sustainable discourse.