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.

Darstellung von Entscheidungskriterien zur Produktion und Distribution von Online-Vorlesungen

Das Interesse an Online-Vorlesungen, -Vorträgen oder -Präsentationen für E-Learning hat deutlich zugenommen. Hierfür gibt es eine Reihe von Gründen, die mit neuen Formen der Produktion und Distribution von Online-Vorlesungen zusammenhängen. Mit der Verfügbarkeit von Rapid-Authoring-Werkzeugen wird der Workflow für die Erstellung und den Einsatz von Online-Vorlesungen erleichtert und flexibilisiert. Hierbei ist zu beobachten, dass durch die Vielzahl der Möglichkeiten im Workflow zunehmend individuelle Rahmenbedingungen und Anforderungen berücksichtigt werden können. Der folgende Beitrag beschreibt diese Veränderungen. Er fasst die Optionen im Prozess der Produktion und Distribution von Online-Vorträgen im Internet zusammen. Ein solcher Überblick über das Themengebiet ist erforderlich für das Herausarbeiten eines individuellen Workflows. Hierzu werden Entscheidungskriterien für die Auswahl von Werkzeugen und Plattformen dargestellt und die mediendidaktischen Implikationen diskutiert.

XSAMPL3D: An Action Description Language for the Animation of Virtual Characters

In this paper we present XSAMPL3D, a novel language for the high-level representation of actions performed on objects by (virtual) humans. XSAMPL3D was designed to serve as action representation language in an imitation-based approach to character animation: First, a human demonstrates a sequence of object manipulations in an immersive Virtual Reality (VR) environment. From this demonstration, an XSAMPL3D description is automatically derived that represents the actions in terms of high-level action types and involved objects. The XSAMPL3D action description can then be used for the synthesis of animations where virtual humans of different body sizes and proportions reproduce the demonstrated action. Actions are encoded in a compact and human-readable XML-format. Thus, XSAMPL3D describtions are also amenable to manual authoring, e.g. for rapid prototyping of animations when no immersive VR environment is at the animator's disposal. However, when XSAMPL3D descriptions are derived from VR interactions, they can accomodate many details of the demonstrated action, such as motion trajectiories,hand shapes and other hand-object relations during grasping. Such detail would be hard to specify with manual motion authoring techniques only. Through the inclusion of language features that allow the representation of all relevant aspects of demonstrated object manipulations, XSAMPL3D is a suitable action representation language for the imitation-based approach to character animation.

Autorenwerkzeuge für digitale, multimediale und interaktive Lernbausteine im Web 2.0

Die vorliegende Forschungsarbeit siedelt sich im Dreieck der Erziehungswissenschaften, der Informatik und der Schulpraxis an und besitzt somit einen starken interdisziplinären Charakter. Aus Sicht der Erziehungswissenschaften handelt es sich um ein Forschungsprojekt aus den Bereichen E-Learning und Multimedia Learning und der Fragestellung nach geeigneten Informatiksystemen für die Herstellung und den Austausch von digitalen, multimedialen und interaktiven Lernbausteinen. Dazu wurden zunächst methodisch-didaktische Vorteile digitaler Lerninhalte gegenüber klassischen Medien wie Buch und Papier zusammengetragen und mögliche Potentiale im Zusammenhang mit neuen Web 2.0-Technologien aufgezeigt. Darauf aufbauend wurde für existierende Autorenwerkzeuge zur Herstellung digitaler Lernbausteine und bestehende Austauschplattformen analysiert, inwieweit diese bereits Web 2.0-Technologien unterstützen und nutzen. Aus Sicht der Informatik ergab sich aus der Analyse bestehender Systeme ein Anforderungsprofil für ein neues Autorenwerkzeug und eine neue Austauschplattform für digitale Lernbausteine. Das neue System wurde nach dem Ansatz des Design Science Research in einem iterativen Entwicklungsprozess in Form der Webapplikation LearningApps.org realisiert und stetig mit Lehrpersonen aus der Schulpraxis evaluiert. Bei der Entwicklung kamen aktuelle Web-Technologien zur Anwendung. Das Ergebnis der Forschungsarbeit ist ein produktives Informatiksystem, welches bereits von tausenden Nutzern in verschiedenen Ländern sowohl in Schulen als auch in der Wirtschaft eingesetzt wird. In einer empirischen Studie konnte das mit der Systementwicklung angestrebte Ziel, die Herstellung und den Austausch von digitalen Lernbausteinen zu vereinfachen, bestätigt werden. Aus Sicht der Schulpraxis liefert LearningApps.org einen Beitrag zur Methodenvielfalt und zur Nutzung von ICT im Unterricht. Die Ausrichtung des Werkzeugs auf mobile Endgeräte und 1:1-Computing entspricht dem allgemeinen Trend im Bildungswesen. Durch die Verknüpfung des Werkzeugs mit aktuellen Software-Entwicklungen zur Herstellung von digitalen Schulbüchern werden auch Lehrmittelverlage als Zielgruppe angesprochen.

Characterization of the Wikipedia Traffic

Since its inception, Wikipedia has grown to a solid and stable project and turned into a mass collaboration tool that allows the sharing and distribution of knowledge. The wiki approach that basis this initiative promotes the participation and collaboration of users. In addition to visits for browsing its contents, Wikipedia also receives the contributions of users to improve them. In the past, researchers paid attention to different aspects concerning authoring and quality of contents. However, little effort has been made to study the nature of the visits that Wikipedia receives. We conduct such an study using a sample of users' requests provided by the Wikimedia Foundation in the form of Squid log lines. Our sample contains more that 14,000 million requests from users all around the world and directed to all the projects maintained by the Wikimedia Foundation, including different editions of Wikipedia. This papers describes the work made to characterize the traffic directed to Wikipedia and consisting of the requests sent by its users. Our main aim is to obtain a detailed description of its composition in terms of the percentages corresponding to the different types of requests making part of it. The benefits from our work may range from the prediction of traffic peaks to the determination of the kind of resources most often requested, which can be useful for scalability considerations.

TELMA: Technology enhanced learning environment for minimally invasive surgery

Background: Cognitive skills training for minimally invasive surgery has traditionally relied upon diverse tools, such as seminars or lectures. Web technologies for e-learning have been adopted to provide ubiquitous training and serve as structured repositories for the vast amount of laparoscopic video sources available. However, these technologies fail to offer such features as formative and summative evaluation, guided learning, or collaborative interaction between users. Methodology: The "TELMA" environment is presented as a new technology-enhanced learning platform that increases the user's experience using a four-pillared architecture: (1) an authoring tool for the creation of didactic contents; (2) a learning content and knowledge management system that incorporates a modular and scalable system to capture, catalogue, search, and retrieve multimedia content; (3) an evaluation module that provides learning feedback to users; and (4) a professional network for collaborative learning between users. Face validation of the environment and the authoring tool are presented. Results: Face validation of TELMA reveals the positive perception of surgeons regarding the implementation of TELMA and their willingness to use it as a cognitive skills training tool. Preliminary validation data also reflect the importance of providing an easy-to-use, functional authoring tool to create didactic content. Conclusion: The TELMA environment is currently installed and used at the Jesús Usón Minimally Invasive Surgery Centre and several other Spanish hospitals. Face validation results ascertain the acceptance and usefulness of this new minimally invasive surgery training environment.

E-MIS validity applied to TELMA enhanced learning environment

Enhanced learning environments are arising with great success within the field of cognitive skills training in minimally invasive surgery (MIS) because they provides multiple benefits since they avoid time, spatial and cost constraints. TELMA [1,2] is a new technology enhanced learning platform that promotes collaborative and ubiquitous training of surgeons. This platform is based on four main modules: an authoring tool, a learning content and knowledge management system, an evaluation module and a professional network. TELMA has been designed and developed focused on the user; therefore it is necessary to carry out a user validation as final stage of the development. For this purpose, e-MIS validity [3] has been defined. This validation includes usability, contents and functionality validities both for the development and production stages of any e-Learning web platform. Using e-MIS validity, the e-Learning is fully validated since it includes subjective and objective metrics. The purpose of this study is to specify and apply a set of objective and subjective metrics using e-MIS validity to test usability, contents and functionality of TELMA environment within the development stage.

Contribution to proactivity in mobile context-aware recommender systems

Los sistemas de recomendación son potentes herramientas de filtrado de información que permiten a usuarios solicitar sugerencias sobre ítems que cubran sus necesidades. Tradicionalmente estas recomendaciones han estado basadas en opiniones de los mismos, así como en datos obtenidos de su consumo histórico o comportamiento en el propio sistema. Sin embargo, debido a la gran penetración y uso de los dispositivos móviles en nuestra sociedad, han surgido nuevas oportunidades en el campo de los sistemas de recomendación móviles gracias a la información contextual que se puede obtener sobre la localización o actividad de los usuarios. Debido a este estilo de vida en el que todo tiende a la movilidad y donde los usuarios están plenamente interconectados, la información contextual no sólo es física, sino que también adquiere una dimensión social. Todo esto ha dado lugar a una nueva área de investigación relacionada con los Sistemas de Recomendación Basados en Contexto (CARS) móviles donde se busca incrementar el nivel de personalización de las recomendaciones al usar dicha información. Por otro lado, este nuevo escenario en el que los usuarios llevan en todo momento un terminal móvil consigo abre la puerta a nuevas formas de recomendar. Sustituir el tradicional patrón de uso basado en petición-respuesta para evolucionar hacia un sistema proactivo es ahora posible. Estos sistemas deben identificar el momento más adecuado para generar una recomendación sin una petición explícita del usuario, siendo para ello necesario analizar su contexto. Esta tesis doctoral propone un conjunto de modelos, algoritmos y métodos orientados a incorporar proactividad en CARS móviles, a la vez que se estudia el impacto que este tipo de recomendaciones tienen en la experiencia de usuario con el fin de extraer importantes conclusiones sobre "qué", "cuándo" y "cómo" se debe notificar proactivamente. Con este propósito, se comienza planteando una arquitectura general para construir CARS móviles en escenarios sociales. Adicionalmente, se propone una nueva forma de representar el proceso de recomendación a través de una interfaz REST, lo que permite crear una arquitectura independiente de dispositivo y plataforma. Los detalles de su implementación tras su puesta en marcha en el entorno bancario español permiten asimismo validar el sistema construido. Tras esto se presenta un novedoso modelo para incorporar proactividad en CARS móviles. Éste muestra las ideas principales que permiten analizar una situación para decidir cuándo es apropiada una recomendación proactiva. Para ello se presentan algoritmos que establecen relaciones entre lo propicia que es una situación y cómo esto influye en los elementos a recomendar. Asimismo, para demostrar la viabilidad de este modelo se describe su aplicación a un escenario de recomendación para herramientas de creación de contenidos educativos. Siguiendo el modelo anterior, se presenta el diseño e implementación de nuevos interfaces móviles de usuario para recomendaciones proactivas, así como los resultados de su evaluación entre usuarios, lo que aportó importantes conclusiones para identificar cuáles son los factores más relevantes a considerar en el diseño de sistemas proactivos. A raíz de los resultados anteriores, el último punto de esta tesis presenta una metodología para calcular cuán apropiada es una situación de cara a recomendar de manera proactiva siguiendo el modelo propuesto. Como conclusión, se describe la validación llevada a cabo tras la aplicación de la arquitectura, modelo de recomendación y métodos descritos en este trabajo en una red social de aprendizaje europea. Finalmente, esta tesis discute las conclusiones obtenidas a lo largo de la extensa investigación llevada a cabo, y que ha propiciado la consecución de una buena base teórica y práctica para la creación de sistemas de recomendación móviles proactivos basados en información contextual. ABSTRACT Recommender systems are powerful information filtering tools which offer users personalized suggestions about items whose aim is to satisfy their needs. Traditionally the information used to make recommendations has been based on users’ ratings or data on the item’s consumption history and transactions carried out in the system. However, due to the remarkable growth in mobile devices in our society, new opportunities have arisen to improve these systems by implementing them in ubiquitous environments which provide rich context-awareness information on their location or current activity. Because of this current all-mobile lifestyle, users are socially connected permanently, which allows their context to be enhanced not only with physical information, but also with a social dimension. As a result of these novel contextual data sources, the advent of mobile Context-Aware Recommender Systems (CARS) as a research area has appeared to improve the level of personalization in recommendation. On the other hand, this new scenario in which users have their mobile devices with them all the time offers the possibility of looking into new ways of making recommendations. Evolving the traditional user request-response pattern to a proactive approach is now possible as a result of this rich contextual scenario. Thus, the key idea is that recommendations are made to the user when the current situation is appropriate, attending to the available contextual information without an explicit user request being necessary. This dissertation proposes a set of models, algorithms and methods to incorporate proactivity into mobile CARS, while the impact of proactivity is studied in terms of user experience to extract significant outcomes as to "what", "when" and "how" proactive recommendations have to be notified to users. To this end, the development of this dissertation starts from the proposal of a general architecture for building mobile CARS in scenarios with rich social data along with a new way of managing a recommendation process through a REST interface to make this architecture multi-device and cross-platform compatible. Details as regards its implementation and evaluation in a Spanish banking scenario are provided to validate its usefulness and user acceptance. After that, a novel model is presented for proactivity in mobile CARS which shows the key ideas related to decide when a situation warrants a proactive recommendation by establishing algorithms that represent the relationship between the appropriateness of a situation and the suitability of the candidate items to be recommended. A validation of these ideas in the area of e-learning authoring tools is also presented. Following the previous model, this dissertation presents the design and implementation of new mobile user interfaces for proactive notifications. The results of an evaluation among users testing these novel interfaces is also shown to study the impact of proactivity in the user experience of mobile CARS, while significant factors associated to proactivity are also identified. The last stage of this dissertation merges the previous outcomes to design a new methodology to calculate the appropriateness of a situation so as to incorporate proactivity into mobile CARS. Additionally, this work provides details about its validation in a European e-learning social network in which the whole architecture and proactive recommendation model together with its methods have been implemented. Finally, this dissertation opens up a discussion about the conclusions obtained throughout this research, resulting in useful information from the different design and implementation stages of proactive mobile CARS.

Nuevos métodos y herramientas para la creación y utilización de recursos multimedia en la educación

La educación y los entornos educativos están en constante evolución. Tanto alumnos como educadores cambian de hábitos, de maneras de aprender, de gustos, de dispositivos que manejan y de aplicaciones que usan regularmente entre otras cosas. Todos estos cambios vienen acompañados y fomentados en gran medida por la evolución paralela que experimenta la tecnología, tanto software en los programas utilizados, como hardware en los dispositivos y capacidades de éstos. La educación debe también adaptarse a estos cambios, tanto personales como tecnológicos y sacar el mayor provecho de ellos. El uso de Sistemas de Gestión del Aprendizaje está muy extendido en todos los centros educativos. Estos sistemas poseen un gran número de características y funcionalidades que permiten desde la aplicación de un modelo didáctico totalmente tradicional en el que el profesor imparte un contenido y los alumnos lo reciben a uno totalmente innovador en el que ocurren procesos totalmente diferentes. Por otro lado, el potencial que ofrecen los recursos multimedia no ha sido completamente aprovechado en la educación y supone una gran oportunidad. Esta tesis doctoral propone un conjunto de métodos y herramientas para la creación y el uso de recursos multimedia en la educación. Para ello el desarrollo de esta tesis parte de la definición de un modelo didáctico social, colaborativo y centrado en el alumno que servirá de hilo conductor y que integrará los diferentes y métodos y herramientas estudiados y desarrollados. En un primer paso se identifican varias herramientas y métodos para el aula, tales son la grabación de clases, donde se crea y posteriormente se mejora un carrito portátil de grabación que da muy buen resultado, las herramientas de grabación de screencast y la videoconferencia. Estas herramientas además se integran en una plataforma colaborativa dando lugar a una arquitectura completa y escalable que permite la realización de dichas actividades y la interconexión sencilla con el Sistema de Gestión del Aprendizaje. A continuación y ya en un entorno totalmente online se desarrolla una nueva plataforma de e-learning llamada Virtual Science Hub (ViSH) que consta de cuatro funcionalidades principales, red social, videoconferencia, repositorio educativo y herramienta de autor. En esta plataforma se aplicaron técnicas de recomendación proactiva tanto de recursos educativos como de otros usuarios similares. Por último se validó el modelo educativo completo usando algunas de las herramientas identificadas y desarrolladas en dos escenarios diferentes con gran éxito. Finalmente, esta tesis discute las conclusiones obtenidas a lo largo de la extensa investigación llevada a cabo y que ha propiciado la consecución de una buena base teórica y práctica para la creación de herramientas y métodos para la generación y el uso de recursos multimedia en la educación. ABSTRACT Education and learning environments are constantly evolving. Students and educators change the things their habits, their ways of learning, the things they like or the devices and applications that they use regularly among other things. All these changes are accompanied and fostered by the parallel evolution that technology experiences, both in the software programs used as in the hardware and capabilities of these devices. Education must also adapt to these changes, both personal and technological and get the most out of them. Learning Management Systems are widely used in all educational centers. These systems have a large number of features and functionalities. They allow from the implementation of a traditional teaching model in which the teacher gives content and students receive it to one absolutely innovative teaching model where totally different processes occur. Furthermore, the potential of multimedia resources has not been fully exploited in education and can be a great opportunity. This thesis proposes a set of methods and tools for the creation and use of multimedia in education. The development of this thesis starts with the definition of a social, collaborative and learner-centered model, that serves as a common thread and that integrates different tools and methods studied and developed. In a first step, several tools and methods for the classroom are identified, such as recording, where a portable kit is created and then improved giving very good results, screencast recording and videoconferencing. These tools also are integrated into a collaborative platform resulting in a complete, scalable architecture that enables the execution of such activities and a simple interconnection with the Learning Management System. In an fully online environment a new e-learning platform called Virtual Science Hub (ViSH) is created. It consists of four main features that combine and complement each other, social network, videoconferencing, educational repository and authoring tool. In this platform proactive recommendation of both educational resources and similar users is applied. In a last step the entire educational model using some of the tools identified and developed is successfully validated in two different scenarios. Finally, this thesis discusses the findings obtained during the extensive research carried out and has led to the achievement of a good theoretical and practical basis for the development of tools and methods for the generation and use of multimedia in education.

Sistemas de aprendizaje colaborativo móvil en realidad aumentada

La realidad aumentada educativa es una tecnología que actualmente está mejorando la calidad de enseñanza, la utilización de dispositivos móviles permite que el estudiante sea protagonista de su aprendizaje sin estar confinado a un espacio o tiempo específico para aprender. Aplicaciones colaborativas con realidad aumentada están siendo empleadas cada vez más en la educación, de tal forma que fomentan el trabajo en grupo donde los estudiantes comparten conocimiento, dudas, opiniones logrando un mejor nivel cognitivo que trabajando individualmente. En este trabajo se presenta el estado de la cuestión de Aplicaciones Educativas con Realidad Aumentada en dispositivos móviles, y Aplicaciones Educativas colaborativas con Realidad Aumentada, desarrolladas desde el 2002 e implementadas en instituciones educativas. Así mismo se realiza un estudio sobre la Realidad Aumentada, Realidad Aumentada móvil y Aprendizaje Móvil. Además, a partir de las características del estudio de las aplicaciones con Realidad Aumenta, se realiza un análisis y diseño de una Aplicación Móvil para el proyecto de inicio de los alumnos de nuevo ingreso de la UPM. Así como también una herramienta de autoría para las gestiones de las actividades propuestas por los docentes de la UPM. Finalmente se presenta un caso de prueba en el que se implementa parte de la propuesta de este trabajo, logrando construir un parte funcional para el proyecto inicial denominado PIANI – UPM. ---ABSTRACT---Educational Augmented reality is a technology that is improving the quality of teaching, use of mobile devices enables the student to be protagonists of their learning without being confined to a specific space or time to learn. Collaborative augmented reality applications applied in education are being used gradually encourage group work where students share knowledge, doubts, opinions so they achieve better cognitive level than working individually. In this paper the description of educational applications is presented with Augmented Reality using mobile devices, and collaborative educational Augmented Reality applications, developed since 2002 and implemented in educational institutions. Also a study on Augmented Reality, Mobile Augmented Reality and Mobile Learning is performed. Furthermore, from the study of the characteristics of Reality applications increases, an analysis and design of a mobile application for the proposed start of new students of UPM is performed. As well as an authoring tool for the efforts of the activities proposed by the teachers of the UPM. Finally a test case is presented in which part of the proposal of this work is implemented, obtaining building an initial prototype called PIANI - UPM.

A pedagogically-supported TEL solution for learning nontechnical minimally invasive surgical skills across Europe

Residents learning nontechnical skills in Europe face two problems: (1) the difficulty to fit learning time in their overloaded schedules; and (2) the lack of standard pedagogical models for all countries. Online video-based repositories such as WeBSurg or WebOP provide ubiquitous access to surgical contents. However, their pedagogical facets have not been fully exploited and they are often seen as quick-reference repositories rather than full e-learning alternatives. We present a new pedagogically-supported Technology Enhanced Learning (TEL) solution, MISTELA, designed by surgeons, pedagogical experts and engineers. MISTELA aims at building a common European pedagogical model supported by ICT technologies and elearning. The solution proposes a pedagogical model based on a framework for pedagogically-informed design of e-learning platforms. It is composed of (1) an authoring tool for editing and augmenting videos; (2) a media asset management system; and (3) a virtual learning environment. Support of the European Association for Endoscopic Surgery (EAES) and validation of the solution, will help to determine its full potential.

Virtual science hub: an open source platform to enrich science teaching

This paper presents the Virtual Science Hub platform. It is an open source platform that combines a social network, an e-learning authoring tool, a videoconference service and a learning object repository for science teaching enrichment. These four main functionalities fit very well together. The platform was released in April 2012 and since then it has not stopped growing. Finally we present the results of the surveys conducted and the statistics gathered to validate this approach.

Arquitectura modal o ensamblaje de repertorios, procesos y disposiciones

En muchas ocasiones se ha establecido una crítica sobre la excesiva disposicionalidad estética del arquitecto: el abuso subjetivista, un innatismo desligado del entorno socioambiental o su desafección hacia las necesidades y los requerimientos pertinentes del usuario final, buscando, principalmente, la objetivación cultural como expresión personal e individualista. Criticas que responden a un malestar persistente, que subyace a la práctica arquitectónica. En otras ocasiones se han ideado y propuesto tentativas o aproximaciones para la corrección y regulación de dicho “exceso”. En busca de la “pretendida objetividad”, éstas han recurrido a un pasado prístino, a una tradición inconsciente, colectiva e impersonal, a la ausencia de autoría, a lo artesanal y a lo vernáculo. También hacia un futuro tecnocrático: al mesianismo basado en la máquina, la ciencia, los métodos y el progreso tecnológico. La búsqueda de un lenguaje compartido, de un diseño sistemático y de una adecuación funcional han establecido nuevos excesos –repertoriales-, relegando la creatividad y la concepción estética a un plano casi inexistente, subordinándolo a variables de diseño externas a la autoría y la expresión subjetiva del diseñador. Esta tensión se ha saldado en una pugna de binomios categoriales que reducen la realidad a un dualismo aporético y contrapuesto, difícilmente superable. El propósito articulatorio de dichas posturas, en modelos ontológicos integrales, permite la incorporación de dichas categorías bajo estructuras y ensamblajes que despliegan los modos de relación, mediación y producción arquitectónicas. Estos ensamblajes combinan los distintos agentes –disposicionalidades- y sus repertorios en cada una de las fases del proceso arquitectónico, construyendo modos de acción y relación en base a los acoplamientos diferenciales, que devienen en técnicas y dinámicas de producción arquitectónica. Cada modo integrará diversas variables en base a los modelos propuestos -estratos, períodos y polos- y a la elección intencional –“situada”- de cada práctica: la Autonomía Modal Arquitectónica. El producto final de cada modo –o ensamblaje- será inconmensurable, estableciendo sistemas y métodos diversos para la práctica estética, sin que por ello esté garantizado el valor o éxito del resultado. ABSTRACT On many occasions an aesthetic criticism of the excessive disposition of the architect´s subjectivist abuse, innate posture detached from socioenvironmental issues or disaffection regarding the needs and requirements of who -or what- will finally use it has been brought up mainly in pursuit of a cultural objectification as a personal expression and an individualistic one. It is a criticism which goes hand in hand with a persistent uneasiness which is interwoven in the architectural practice. On other occasions we have seen ideas, attempts and approaches developed and proposed in order to correct, improve or adjust that so-called “excess”. In the search for this " expected objectivity" theorists have resorted to delving into a pristine past, an unconscious tradition both collective and personal, to the absence of authorship, regarding craft and vernacular. The pursuit of a common language, a systematic design and a functional adequacy has established new excesses -repertoires-, leaving behind creativity and aesthetic conception at an almost nonexistent level and subordinating it to variables outside the authoring design and subjective expression of the designer. This tension has resulted in a conflict between categorical binomial, which reduces reality to an aporetic and opposed dualism which is not easily overcome. The purpose of such articulatory positions in comprehensive ontological modals allows for the incorporation of those categories under structures and assemblies which display and unfold different models of relationship, mediation and production of architecture. These assemblies combine different agents - disposition - and their repertoires in each of the phases of the architectural process, building actions and relational modes based on the differential couplings, which become techniques and dynamics in architectural production. Each mode will integrate several variables within the proposed ontological models - strata, periods and poles - based on an intentional choice –“situated knowledge”- of each practice: Architectural Modal Autonomy. The final product of each mode -or assembly- will be immeasurable, establishing different systems and methods for aesthetic practice without the value or success of the outcome ever being guaranteed.

Emissões de gases de efeito estufa e amônia oriundas da criação de frangos de corte em múltiplos reúsos da cama

Vários países têm buscado investigar as emissões de gases do efeito estufa (GEE) e amônia (NH3) na atividade animal para melhor compreensão da dinâmica e excesso desses gases na atmosfera. As informações disponíveis na literatura sobre as emissões de GEE e NH3 em aviários são variáveis e incertas devido à diversidade e condições particulares das instalações, bem como das inúmeras diferenças no sistema de criação e das complexas interações observadas nos dejetos dos animais. A caracterização das emissões do setor avícola normalmente é realizada por monitoramento aéreo das concentrações dos gases dentro das instalações de produção. No entanto, alguns métodos adotados são insuficientes devido às interferências de outros gases, razão por que as medições podem não refletir, com exatidão, as emissões reais. Diante dessa complexidade, nesta pesquisa buscou-se aplicar técnicas que apresentam menores interferências, bem como desenvolver um sistema de amostragem para medir diretamente as emissões de N2O, CH4 e NH3 dos dejetos de frangos de corte. No desenvolvimento do método, utilizou-se como referência o princípio da câmara estática fechada e a análise por cromatografia gasosa (CG), para estimar as emissões de GEE. Para quantificação direta das emissões de NH3, adaptou-se um método semiaberto estático, baseado na captura, em meio ácido, do NH3 volatilizado dos dejetos das aves. Adicionalmente, buscou-se monitorar as emissões diárias de NH3, CH4 e N2O dos dejetos dos frangos, considerando o típico manejo de reutilização da cama de frango. Foram propostos modelos empíricos para as predições das emissões de N2O, CH4 e NH3, em função do número de reutilizações da cama, da idade das aves e de propriedades físico-químicas da cama de frango. As emissões acumuladas por quatro ciclos de criação permitiram calcular perdas anuais de 0,14, 0,35, e 72,0 g de N2O, CH4 e NH3 ave-alojada-1 ano-1, respectivamente. Considerando o número de frangos de corte alojados em 2015, a atividade avícola emitiu cerca de 545,1 Gg CO2eq pelo manejo dos dejetos nos aviários, correspondente a 0,04 kg CO2eq por kg de carne. Reduções de 21, 40 e 78% foram observadas nas emissões anuais de N2O, CH4 e NH3, respectivamente, ao utilizar (seis ciclos) a cama somente em um ciclo de criação. Contudo, um balanço de N foi conduzido para contabilizar as entradas e saídas de N na produção de frangos de corte durante os quatro ciclos de criação avaliados. A principal entrada de N no sistema foi pela ração, como entrada secundária, o N via cama de frango, o qual aumentou consideravelmente a cada ciclo de reutilização. Considerando que esta pesquisa apresenta uma metodologia aplicável e inovadora para determinar os fluxos de GEE em galpões abertos no país, os dados serão úteis para o inventário anual brasileiro das emissões de GEE oriundas dos dejetos da avicultura de corte. Os resultados são úteis também para incentivar novas pesquisas que possam avançar no conhecimento de impactos e alternativas de mitigação de GEE na produção de frangos de corte e, adicionalmente, conferir sustentabilidade à produção de carne no Brasil

How to make a natural language interface to query databases accessible to everyone: An example

Natural Language Interfaces to Query Databases (NLIDBs) have been an active research field since the 1960s. However, they have not been widely adopted. This article explores some of the biggest challenges and approaches for building NLIDBs and proposes techniques to reduce implementation and adoption costs. The article describes {AskMe*}, a new system that leverages some of these approaches and adds an innovative feature: query-authoring services, which lower the entry barrier for end users. Advantages of these approaches are proven with experimentation. Results confirm that, even when {AskMe*} is automatically reconfigurable against multiple domains, its accuracy is comparable to domain-specific NLIDBs.