Perception while watching movies:effects of physical screen size and scene type

Over the last decade, television screens and display monitors have increased in size considerably, but has this improved our televisual experience? Our working hypothesis was that the audiences adopt a general strategy that “bigger is better.” However, as our visual perceptions do not tap directly into basic retinal image properties such as retinal image size (C. A. Burbeck, 1987), we wondered whether object size itself might be an important factor. To test this, we needed a task that would tap into the subjective experiences of participants watching a movie on different-sized displays with the same retinal subtense. Our participants used a line bisection task to self-report their level of “presence” (i.e., their involvement with the movie) at several target locations that were probed in a 45-min section of the movie “The Good, The Bad, and The Ugly.” Measures of pupil dilation and reaction time to the probes were also obtained. In Experiment 1, we found that subjective ratings of presence increased with physical screen size, supporting our hypothesis. Face scenes also produced higher presence scores than landscape scenes for both screen sizes. In Experiment 2, reaction time and pupil dilation results showed the same trends as the presence ratings and pupil dilation correlated with presence ratings, providing some validation of the method. Overall, the results suggest that real-time measures of subjective presence might be a valuable tool for measuring audience experience for different types of (i) display and (ii) audiovisual material.

Minimum acceptable standards for digital compression of a fetal ultrasound video-clip

If the Internet could be used as a method of transmitting ultrasound images taken in the field quickly and effectively, it would bring tertiary consultation to even extremely remote centres. The aim of the study was to evaluate the maximum degree of compression of fetal ultrasound video-recordings that would not compromise signal quality. A digital fetal ultrasound videorecording of 90 s was produced, resulting in a file size of 512 MByte. The file was compressed to 2, 5 and 10 MByte. The recordings were viewed by a panel of four experienced observers who were blinded to the compression ratio used. Using a simple seven-point scoring system, the observers rated the quality of the clip on 17 items. The maximum compression ratio that was considered clinically acceptable was found to be 1:50-1:100. This produced final file sizes of 5-10 MByte, corresponding to a screen size of 320 x 240 pixels, running at 15 frames/s. This study expands the possibilities for providing tertiary perinatal services to the wider community.

GTK+ toolkit on mobile Linux devices

Linux -käyttöjärjestelmä on laajasti käytössä palvelin- ja työpöytätietokoneissa. Linux on lisäämässä suosiotaan kuitenkin myös sulautetuissa laitteissa, kuten PDA:issa, kännyköissä sekä erilaisissateollisuusjärjestelmissä. Näytön koko, suorituskyky ja käytettävyys asettavat omia erityisiä tarpeitaan laitteiden graafiselle käyttöliittymälle. Linux -käyttöjärjestelmälle on olemassa useita käyttöliittymäkirjastoja, joista GTK+ on yksi yleisimmin käytetyistä. Tämä diplomityö esittelee sulautetun Linux -käyttöjärjestelmän ja GTK+ käyttöliittymäkirjaston, selvittäen miten hyvin ne soveltuvat mobiileihin päätelaitteisiin. Yksi suurimmista esteistä työpöytäkäyttöön suunnattujen teknologioiden, kuten GTK+, muokkaamisessa mobiileihin päätelaitteisiin on suorituskyky. Osana tätä työtä kehitettiin GtkPerf -niminen työkalu, jolla GTK+:n suorituskykyä eri alustoilla pystytään helposti mittaamaan ja havaitsemaan mahdollisia pullonkauloja. Tämän työn johtopäätöksenä on, että pienillä muokkailuilla ja optimoinneilla GTK+ soveltuu myös mobiileihin päätelaitteisiin. Ensimmäinen kaupallisesti saatavilla oleva GTK+ -pohjainen päätelaite, Nokia 770 Internet Tablet, on tästä osoituksena.

Power Consumption Measurement and Scenario Based Energy Model in Wearable Computing Applications

The power is still today an issue in wearable computing applications. The aim of the present paper is to raise awareness of the power consumption of wearable computing devices in specific scenarios to be able in the future to design energy efficient wireless sensors for context recognition in wearable computing applications. The approach is based on a hardware study. The objective of this paper is to analyze and compare the total power consumption of three representative wearable computing devices in realistic scenarios such as Display, Speaker, Camera and microphone, Transfer by Wi-Fi, Monitoring outdoor physical activity and Pedometer. A scenario based energy model is also developed. The Samsung Galaxy Nexus I9250 smartphone, the Vuzix M100 Smart Glasses and the SimValley Smartwatch AW-420.RX are the three devices representative of their form factors. The power consumption is measured using PowerTutor, an android energy profiler application with logging option and using unknown parameters so it is adjusted with the USB meter. The result shows that the screen size is the main parameter influencing the power consumption. The power consumption for an identical scenario varies depending on the wearable devices meaning that others components, parameters or processes might impact on the power consumption and further study is needed to explain these variations. This paper also shows that different inputs (touchscreen is more efficient than buttons controls) and outputs (speaker sensor is more efficient than display sensor) impact the energy consumption in different way. This paper gives recommendations to reduce the energy consumption in healthcare wearable computing application using the energy model.

The interpretation of music videos : an interactive relationship between medium and viewer

There is a great deal of evidence to support the examination of an interactive relationship between the medium and the viewer in the interpretation of mainstream media. The exact nature of this relationship, however, is not well understood. The current study was carried out to assess the variables that may help explain why certain people interpret media, such as music videos, differently than others. Jensen's concept of reception analysis describes the relationship between the medium and the audience, and thus remains a strong focus within this study. Differences in the interpretation of music videos were investigated as a function of Absorption, gender role, screen size, age and viewing experience. Multiple regression analyses uncovered independent predictions of sexuality and violence scores by absorption and experience, as well as an interaction between absorption and screen size in the sexuality rating of the music videos.

"Where am I?" Impact of display and content variables on spatial presence and comprehension in virtual environments

Forgetting immediate physical reality and having awareness of one�s location in the simulated world is critical to enjoyment and performance in virtual environments be it an interactive 3D game such as Quake or an online virtual 3d community space such as Second Life. Answer to the question "where am I?" at two levels, whether the locus is in the immediate real world as opposed to the virtual world and whether one is aware of the spatial co-ordinates of that locus, hold the key to any virtual 3D experience. While 3D environments, especially virtual environments and their impact on spatial comprehension has been studied in disciplines such as architecture, it is difficult to determine the relative contributions of specific attributes such as screen size or stereoscopy towards spatial comprehension since most of them treat the technology as monolith (box-centered). Using a variable-centered approach put forth by Nass and Mason (1990) which breaks down the technology into its component variables and their corresponding values as its theoretical basis, this paper looks at the contributions of five variables (Stereoscopy, screen size, field of view, level of realism and level of detail) common to most virtual environments on spatial comprehension and presence. The variable centered approach can be daunting as the increase in the number of variables can exponentially increase the number of conditions and resources required. We overcome this drawback posed by adoption of such a theoretical approach by the use of a fractional factorial design for the experiment. This study has completed the first wave of data collection and starting the next phase in January 2007 and expected to complete by February 2007. Theoretical and practical implications of the study are discussed.

Evaluating relative impact of virtual reality system variables on architectural design comprehension and presence - A variable-centered approach using fractional factorial experiment

The relative contributions of five variables (Stereoscopy, screen size, field of view, level of realism and level of detail) of virtual reality systems on spatial comprehension and presence are evaluated here. Using a variable-centered approach instead of an object-centric view as its theoretical basis, the contributions of these five variables and their two-way interactions are estimated through a 25-1 fractional factorial experiment (screening design) of resolution V with 84 subjects. The experiment design, procedure, measures used, creation of scales and indices, results of statistical analysis, their meaning and agenda for future research are elaborated.

Indução à ovulação pelo uso de LHRH análogo e fertilização artificial em rã-touro (Rana catesbeiana)

Este trabalho teve por objetivo aperfeiçoar a técnica de reprodução induzida existente para rã-touro, com o intuito de aumentar a taxa de fecundidade e viabilizar seu uso pelo produtor. As doses hormonais para a indução da ovulação e espermiação seguiram as propostas de FALCON e CULLEY (1995) e ALONSO (1997); entretanto, a técnica de fertilização artificial foi adaptada da metodologia para reprodução artificial de peixes com ovos não-aderentes (WOYNAROVICH e HORVÁTH, 1983). A técnica proposta apresenta as seguintes etapas: I) sincronização da ovulação e da espermiação, por meio de hormônio liberador de gonadotropina ((Des-Gli10, D-His(Bzl)6, Pro-NHEt9)-LHRH)); II) extração dos óvulos de cada fêmea (1 a 2 minutos); III) fertilização dos óvulos (2 minutos) com líquido espermático diluído em 100 mL de água; IV) hidratação dos ovos em 10 a 20 litros de água; e V) incubação dos ovos em quadros de tela de 1x 0,70 m, com malha de 1 mm. As taxas de fertilização obtidas com as modificações propostas foram superiores a 60%. Ressalta-se ainda que a técnica propiciou a obtenção, a partir de um mesmo animal, de várias desovas, sendo que cada fêmea pode ovular em intervalos de, aproximadamente, 45 dias.

Constructing a user experience user experience-based mobile learning environment

Mobile learning, in the past defined as learning with mobile devices, now refers to any type of learning-on-the-go or learning that takes advantage of mobile technologies. This new definition shifted its focus from the mobility of technology to the mobility of the learner (O'Malley and Stanton 2002; Sharples, Arnedillo-Sanchez et al. 2009). Placing emphasis on the mobile learner’s perspective requires studying “how the mobility of learners augmented by personal and public technology can contribute to the process of gaining new knowledge, skills, and experience” (Sharples, Arnedillo-Sanchez et al. 2009). The demands of an increasingly knowledge based society and the advances in mobile phone technology are combining to spur the growth of mobile learning. Around the world, mobile learning is predicted to be the future of online learning, and is slowly entering the mainstream education. However, for mobile learning to attain its full potential, it is essential to develop more advanced technologies that are tailored to the needs of this new learning environment. A research field that allows putting the development of such technologies onto a solid basis is user experience design, which addresses how to improve usability and therefore user acceptance of a system. Although there is no consensus definition of user experience, simply stated it focuses on how a person feels about using a product, system or service. It is generally agreed that user experience adds subjective attributes and social aspects to a space that has previously concerned itself mainly with ease-of-use. In addition, it can include users’ perceptions of usability and system efficiency. Recent advances in mobile and ubiquitous computing technologies further underline the importance of human-computer interaction and user experience (feelings, motivations, and values) with a system. Today, there are plenty of reports on the limitations of mobile technologies for learning (e.g., small screen size, slow connection), but there is a lack of research on user experience with mobile technologies. This dissertation will fill in this gap by a new approach in building a user experience-based mobile learning environment. The optimized user experience we suggest integrates three priorities, namely a) content, by improving the quality of delivered learning materials, b) the teaching and learning process, by enabling live and synchronous learning, and c) the learners themselves, by enabling a timely detection of their emotional state during mobile learning. In detail, the contributions of this thesis are as follows: • A video codec optimized for screencast videos which achieves an unprecedented compression rate while maintaining a very high video quality, and a novel UI layout for video lectures, which together enable truly mobile access to live lectures. • A new approach in HTTP-based multimedia delivery that exploits the characteristics of live lectures in a mobile context and enables a significantly improved user experience for mobile live lectures. • A non-invasive affective learning model based on multi-modal emotion detection with very high recognition rates, which enables real-time emotion detection and subsequent adaption of the learning environment on mobile devices. The technology resulting from the research presented in this thesis is in daily use at the School of Continuing Education of Shanghai Jiaotong University (SOCE), a blended-learning institution with 35.000 students.

Does the use of mobile devices (tablets and smartphones) affect survey quality and choice behaviour in web surveys?

Web surveys are becoming increasingly popular in survey research including stated preference surveys. Compared with face-to-face, telephone and mail surveys, web surveys may contain a different and new source of measurement error and bias: the type of device that respondents use to answer the survey questions. This is the first study that tests whether the use of mobile devices, tablets or smartphones, affects survey characteristics and stated preferences in a web-based choice experiment. The web survey on expanding renewable energy production in Germany was carried out with 3182 respondents, of which 12% used a mobile device. Propensity score matching is used to account for selection bias in the use of mobile devices for survey completion. We find that mobile device users spent more time than desktop/laptop users to answer the survey. Yet, desktop/laptop users and mobile device users do not differ in acquiescence tendency as an indicator of extreme response patterns. For mobile device users only, we find a negative correlation between screen size and interview length and a positive correlation between screen size and acquiescence tendency. In the choice experiment data, we do not find significant differences in the tendency to choose the status quo option and scale between both subsamples. However, some of the estimates of implicit prices differ, albeit not in a unidirectional fashion. Model results for mobile device users indicate a U-shaped relationship between error variance and screen size. Together, the results suggest that using mobile devices is not detrimental to survey quality.

Social and content hybrid image recommender system for mobile social networks

One of the advantages of social networks is the possibility to socialize and personalize the content created or shared by the users. In mobile social networks, where the devices have limited capabilities in terms of screen size and computing power, Multimedia Recommender Systems help to present the most relevant content to the users, depending on their tastes, relationships and profile. Previous recommender systems are not able to cope with the uncertainty of automated tagging and are knowledge domain dependant. In addition, the instantiation of a recommender in this domain should cope with problems arising from the collaborative filtering inherent nature (cold start, banana problem, large number of users to run, etc.). The solution presented in this paper addresses the abovementioned problems by proposing a hybrid image recommender system, which combines collaborative filtering (social techniques) with content-based techniques, leaving the user the liberty to give these processes a personal weight. It takes into account aesthetics and the formal characteristics of the images to overcome the problems of current techniques, improving the performance of existing systems to create a mobile social networks recommender with a high degree of adaptation to any kind of user.

Factores nutricionales que influyen sobre las variables productivas y el desarrollo del tracto gastrointestinal en pollitas comerciales rubias = Nutritional factors affecting productive performance and gastrointestinal tract traits in commercial brown-egg laying pullets

El objetivo general de esta Tesis doctoral fue estudiar la influencia de diversos factores nutricionales sobre los parámetros productivos y el desarrollo del tracto digestivo de pollitas rubias destinadas a la producción de huevos comerciales. Para alcanzar este objetivo se realizaron tres experimentos donde se estudió el cereal principal, el tamaño de partícula del cereal y el nivel de energía y la presentación de los piensos. En el experimento 1 se estudió la influencia del cereal (piensos con enzimas) y la presentación del pienso sobre los parámetros productivos y las características del tracto digestivo en 576 pollitas rubias de 1 a 120 d de edad. De 1 a 45 d de la edad, se utilizaron 4 piensos experimentales organizados de forma factorial con 2 cereales al 50% de inclusión (maíz vs. trigo) y 2 presentaciones del pienso (harina vs. gránulo de 2- mm de diámetro). Cada tratamiento se replicó 6 veces (24 pollitas por réplica). De 46 a 120 d de edad todas las dietas (maíz o trigo) se ofrecieron en harina y por tanto, la única diferencia entre tratamientos fue el cereal utilizado. De 1 a 120 d de edad, las pollitas que recibieron los piensos basados en maíz tuvieron una ganancia de peso vivo (PV) superior (P < 0,05) que las que recibieron los piensos basados en trigo, pero el índice de conversión (IC) fue similar para ambos grupos. De 1 a 45 d de edad, las pollitas alimentadas con gránulo consumieron más pienso (P < 0,001) y tuvieron una ganancia de peso superior (P < 0,001) que las pollitas alimentadas con harina. Gran parte de los efectos beneficiosos de la granulación sobre los parámetros productivos se mantuvieron al final de la prueba (120 d de edad). A los 45 d de edad, el peso relativo de la molleja (PR; g/kg PV) fue superior (P < 0,01) en pollitas alimentadas con maíz que en pollitas alimentadas con trigo. La alimentación en gránulo redujo el PR del tracto gastro intestinal (TGI) y de la molleja (P < 0,001), así como la longitud relativa (LR; cm/kg PV) del intestino delgado (P< 0.01) a ambas edades (45 y 120 d de edad). El tipo de cereal utilizado no afectó al pH del contenido de la molleja a 120 d de edad pero fué inferior (P < 0,01) en las pollitas que recibieron el pienso en harina de 1 a 45 d de la edad que en las que recibieron el pienso en gránulo. Se concluye que el trigo puede substituir al maíz en piensos para pollitas si se acepta una ligera reducción en la ganancia de peso. Asímismo, la alimentación en gránulo de 1 a 45 d de edad aumentó la ganancia de peso a esta edad y al final de la prueba, así como el pH de la molleja a 120 d de edad. La presentación del pienso en gránulo redujo el PR de la molleja y la LR del TGI a 120 d de edad. En el experimento 2 se utilizaron un total de 864 pollitas rubias Hy-Line de 1 d de edad para estudiar la influencia del cereal de la dieta (500 g de maíz o trigo/kg) y el tamaño de partícula del mismo (molienda con molino de martillos con un diámetro de criba de 6, 8, o 10-mm) sobre los parámetros productivos y las características del TGI de 1 a 120 d de edad. Cada uno de los 6 tratamientos se replicó 6 veces (24 pollitas por réplica). De 1 a 45 d de edad, la ganancia de PV aumentó (P< 0,001) y el IC se mejoró (P < 0,05) al reducir el tamaño de partícula del cereal, pero no se observaron diferencias en el periodo crecimiento de 45 a 120 d de edad. A los 45 d de vida, las pollitas alimentadas con maíz tendieron (P < 0,10) a tener un mayor PR del TGI y del proventrículo y una mayor LR del intestino delgado que las pollitas alimentadas con trigo. Asímismo, el PR del TGI a esta edad, aumentó (P < 0,05) a medida que aumentaba el tamaño de partícula del cereal utilizado. A los 120 d de edad, el tratamiento no afectó el PR de ninguno de los órganos del TGI ni al pH de la molleja. Sin embargo, la LR del intestino delgado fue superior (P < 0,05) para las pollitas alimentadas con trigo que para las pollitas alimentadas con maíz. La LR del TGI se redujó (P < 0,05) al aumentar el tamaño de partícula del cereal. Se concluye que el trigo puede incluirse 500 g/kg en piensos de pollitas de 1 a 120 días de edad y que el tamaño de partícula de los cereales afecta el crecimiento de las pollitas durante los primeros 45 d de vida, pero no después. Por lo tanto, se recomienda moler el cereal utilizado al inicio del período de recría (1 a 45 d de edad) con una criba de diámetro igual o inferior a 8 mm. En el experimento 3 se utilizaron un total de 1.152 pollitas rubias Hy-Line de 1 d de edad para estudiar la influencia del nivel de energía de la dieta y la presentación del pienso sobre la productividad y las características del TGI. De 1 a 45 d de edad se utilizaron 6 piensos organizados de forma factorial con 3 concentraciones energéticas (baja: 11,44 MJ; media: 12,05 MJ y alta: 12,66 MJ/kg) y 2 presentaciones del pienso (harina vs. gránulo). De 45 a 120 d todos los piensos experimentales se suministraron en forma de harina y por tanto, la única diferencia entre tratamientos fue el nivel de EMAn utilizado. Cada uno de los 6 tratamientos se replicó 8 veces y la unidad experimental fue la jaula con 24 pollitas. De 1 a 120 d de edad, la ganancia de PV y el IC mejoraron a medida que aumentó la EMAn del pienso (P < 0,001). Las pollitas alimentadas con gránulo de 1 a 45 d de edad comieron mas y tuvieron una ganancia de peso superior (P < 0,001) que las alimentadas con harina. En el global de la prueba, la ganancia de PV fue mayor (P < 0,01) para las pollitas alimentadas con piensos en gránulo. A los 45 d de edad, el PR de todos los segmentos del TGI estudiados fue inferior para las pollitas alimentadas con piensos de alta energía que para las pollitas alimentadas con piensos de media o baja energía. A 120 d de edad, el PR de la molleja fue superior (P < 0,01) para las pollitas alimentadas con piensos de baja energía que con los otros piensos. Sin embargo, la LR del TGI no se vió afectada por el nivel de energía de los piensos. A los 45 d de edad, la alimentación con gránulo redujo el PR del proventrículo (P < 0,05), de la molleja (P < 0,001) y del TGI (P < 0.001), así como la LR del intestino delgado (P < 0,05) y de los ciegos (P < 0,001). A pesar de que las pollitas solo recibieron los piensos en gránulo durante los primeros 45 d de vida, la alimentación con gránulos redujo el PR de la molleja y del proventrículo a 120 d de edad. Se concluye que la alimentación con gránulos durante los primeros 45 d de vida mejora el consumo de pienso y el PV de las pollitas a 120 d de edad. Un aumento del nivel de energía de la dieta de 12,0 a 12,7 MJ/kg mejora los parámetros productivos de 1 a 120 d de edad pero reduce el tamaño del proventrículo y de la molleja. En base de estos resultados concluimos que maíz y trigo con enzimas pueden utilizarse indistintamente en piensos para pollitas de 1 a 120 d de edad con sólo una ligera disminución del PV final con trigo. La granulación y la reducción del tamaño de partícula del cereal del pienso de primera edad (1 a 45 d de vida) y el uso de piensos de alta densidad energética, mejoran los PV a 120 d de edad. Por lo tanto, es recomendable moler los cereales con cribas de no más de 8-mm de diámetro. También, la granulación del pienso y el uso de piensos de alta energía (pobres en fibra bruta) pueden reducir el desarrollo del TGI especialmente de la molleja, lo que puede perjudicar el consumo posterior de pienso durante el inicio del ciclo de puesta. ABSTRACT The general objective of this Thesis was to study the effect of different nutritional factors on productive performance and the development of the gastrointestinal tract (GIT) of commercial brown egg-laying pullets from 1 to 120 d of age. In this respect, the influence of type and particle size of the cereal, and feed form, and energy content of the die,t were studied in 3 experiments. In experiment 1, the influence of the main cereal and feed form of the diet on performance and GIT traits was studied in 576 brown-egg laying pullets from 1 to 120 d of age. From 1 to 45 d of age, 4 diets arranged factorially with 2 cereals (maize vs. wheat) and 2 feed forms (mash vs. pellets) were used. Each treatment was replicated 6 times (24 pullets per replicate). From 46 to 120 d of age, all diets were offered in mash form and therefore, the only difference among diets was the cereal used. Cumulatively, pullets fed the maize diets had higher body weight (BW) gain (P< 0.05) but similar feed conversion ratio (FCR) than pullets fed the wheat diets. From 1 to 45 d of age, pullets fed pellets consumed more feed (P < 0.001) and had higher BW gain (P < 0.001) than pullets fed mash. Most of the beneficial effects of pelleting on productive performance of the birds were still evident at 120 d of age. At 45 d of age, gizzard relative weight (RW; g/kg BW) was higher (P < 0.01) in pullets fed maize than in pullets fed wheat. Feeding pellets reduced the RW of the GIT and the gizzard (P < 0.001) as well as the relative length (RL; cm/kg BW) of the small intestine (SI, P < 0.01) at both ages. The pH of the gizzard contents at 120 d of age was not affected by the main cereal of the diet, but was lower in pullets fed mash from 1 to 45 d of age (P < 0.01) than in pullets fed pellets. We conclude that wheat supplemented with enzymes can be used in substitution of maize in pullet diets with only a slight reduction in BW gain at 120 d of age. Also, feeding pellets from 1 to 45 d of age increased BW gain and pH of the gizzard, and reduced the RW of the gizzard and the RL of the GIT at 120 d of age. In experiment 2, a total of 864 brown-egg laying pullets was used to study the effects of the main cereal of the diet (500 g maize or wheat/kg) and particle size of the cereal (hammer milled to pass through a 6, 8, and 10-mm screen) on growth performance and GIT traits from 1 to 120 d of age. Each of the 6 treatments was replicated 6 times (24 pullets per replicate). Type of cereal did not affect pullet performance at any age. From 1 to 45 d of age, BW gain was increased (P < 0.001) and FCR was improved (P < 0.05) as the particle size of the cereal was reduced, but no effects were observed after this age. At 45 d of age, pullets fed maize tended (P < 0.10) to have a heavier RW of the GIT and proventriculus and a higher relative length (RL, cm/kg BW) of the SI than pullets fed wheat. Also at this age, the RW of the GIT increased (P < 0.05) with increases in particle size of the cereal. At 120 d of age, dietary treatment did not affect the RW of any of the organs studied or gizzard pH, but the RL of the SI was higher (P < 0.05) for pullets fed wheat than for pullets fed maize. Also, the RL of the SI was reduced (P < 0.05) as the particle size of the cereal increased. We conclude that 500 g wheat/kg can be included in pullet feeds from 1 to 120 d of age, and that particle size of the cereal affects pullet performance during the first 45 d of life but not thereafter. Therefore, it is recommended to grind the cereal used in this period with a screen size of no more than 8-mm. In experiment 3, a total of 1,152 one-day-old Hy-Line Brown egg laying pullets were used to study the influence of the energy content of the diet and feed form on productive performance and on several GIT traits. From 1 to 45 d of age, there were 6 diets arranged factorially with 3 concentrations of AMEn (low: 11.66 MJ/kg, medium: 12.05 MJ/kg and high: 12.66 MJ/kg) of the diet and 2 feed forms (mash vs. pellets). From 45 to 120 d all diets were fed in mash form and therefore, the only difference among treatments in this period was the energy content of the diets. Each of the 6 treatments was replicated 8 times and the experimental unit was formed by 24 pullets. Cumulatively, BW gain and FCR improved as the AMEn of the diet increased (P < 0.001). Also, pullets fed pellets from 1 to 45 d of age had higher feed intake and BW gain (P < 0.001) in this period and higher cumulative BW gain (P < 0.01) than pullets fed mash. At 45 d of age, the RWof all the segments of the GIT was lower for pullets fed the high- than for pullets fed the medium- or low- energy diets. At 120 d of age, the RW of the gizzard was higher (P < 0.01) for pullets fed the low energy diets than for pullets fed the other diets. However, the RL of the GIT was not affected by the energy content of the diet. Feeding pellets reduced the RW of the proventriculus (P < 0.05), gizzard (P < 0.001), and GIT (P < 0.001), as well as the RL of the small intestine (P < 0.05) and the ceaca (P < 0.001) at 45 d of age. The effects of feeding pellets on RW of gizzard and proventriculus were still evident at 120 d of age. We concluded that feeding pellets from 1 to 45 d of age improved feed intake and BW of pullets at 120 d of age and that an increase in the energy content of the diet increased pullet performance at all ages but reduced the RW of the proventriculus and gizzard. We conclude that maize and wheat can be used indistinctly in diets for egg laying pullets from 1 to 120 d of age, with only a slight reduction in final BW when wheat is used. Also, particle size of the cereal affects pullet performance during the first 45 d of life but not thereafter. Pelleting of the feeds, and grinding the cereal with a screen size of no more than 8-mm from 1 to 45 d of age, and the use of high density energy diets are recommended in order to achieve adequate target BW at 120 d of age. However, pelleting of the feed, very fine grinding, and the use of high AMEn diets might hinder the development of the GIT, especially that of the gizzard, which might affect feed intake of laying hens especially at the beginning of the production cycle.

Aplicación de lectoescritura para dispositivos con Sistema Operativo Android

El presente proyecto pretende ser una herramienta para la enseñanza de la lectoescritura (enseñar a leer y a escribir) para niños con discapacidad, haciendo para ello uso de una aplicación que se ejecuta en una tablet con Sistema Operativo (S.O.) Android. Existe un vacío en el mundo de las aplicaciones para tabletas en este campo en el que se intentará poner un grano de arena para, al menos, tener una aplicación que sirva de toma de contacto a los interesados en este campo. Para establecer las funcionalidades más adecuadas al propósito de la herramienta, se ha consultado a profesionales de la logopedia de un colegio de educación especial, con cuya colaboración se ha dado forma a la estructura de la misma. La implementación de la aplicación se ha llevado a cabo con programación en entorno Java para Android. Se han incluido diferentes recursos como imágenes, pictogramas y locuciones tanto elementos con licencia libre, como elementos propios generados ‘ex profeso’ para dar la forma final a la herramienta. Podemos decir que en general esta aplicación puede ser usada para enseña a leer y escribir a cualquier niño, pero se ha dotado de unas ciertas características que la confieren una orientación especial hacia niños con necesidades educativas especiales. Para ello se ha cuidado mucho la estética, para que ésta sea lo más simple y suave posible, para hacer especial hincapié en la atención de los niños y evitar su distracción con elementos visuales innecesarios. Se ha dotado de estímulos visuales y sonoros para fomentar su interés (aplausos en caso de acierto, colores para diferenciar aciertos y errores, etc.). Se han utilizado los tamaños de letra más grandes posibles (para las discapacidades visuales), etc. El mercado cuenta con una ingente cantidad de dispositivos Android, con características muy dispares, de tamaño de pantalla, resolución y versiones del S.O. entre otras. La aplicación se ha desarrollado tratando de dar cobertura al mayor porcentaje de ellos posible. El requisito mínimo de tamaño de pantalla sería de siete pulgadas. Esta herramienta no tiene demasiado sentido en dispositivos con pantallas menores por las características intrínsecas de la misma. No obstante se ha trabajado también en la configuración para dispositivos pequeños, como “smartphones”, no por su valor como herramienta para la enseñanza de la lectoescritura (aunque en algunos casos podría ser viable) sino más bien con fines de prueba y entrenamiento para profesores, padres o tutores que realizarán la labor docente con dispositivos tablet. Otro de los requisitos, como se ha mencionado, para poder ejecutar la aplicación sería la versión mínima de S.O., por debajo de la cual (versiones muy obsoletas) la aplicación sería inviable. Sirva este proyecto pues para cubrir, mediante el uso de la tecnología, un aspecto de la enseñanza con grandes oportunidades de mejora. ----------------------- This Project is aimed to be a tool for teaching reading and writing skills to handicapped children with an Android application. There are no Android applications available on this field, so it is intended to provide at least one option to take contact with. Speech therapy professionals from a special needs school have been asked for the most suitable functions to be included in this tool. The structure of this tool has been made with the cooperation of these professionals. The implementation of the application has been performed through Java coding for Android. Different resources have been included such as pictures, pictograms and sounds, including free licenses resources and self-developed resources. In general, it can be said that this application can be used to teach learning and writing skills to any given kid, however it has been provided of certain features that makes it ideal for children with special educational needs. It has been strongly taken into account the whole aesthetic to be as simple and soft as possible, in order to get attention of children, excluding any visual disturbing elements. It has been provided with sound and visual stimulations, to attract their interest (applauses in cases of correct answers, different colours to differentiate right or wrong answers), etc. There are many different types of Android devices, with very heterogeneous features regarding their screen size, resolution and O.S. version, etc., available today. The application has been developed trying to cover most of them. Minimum screen resolution is seven inches. This tool doesn’t seem to be very useful for smaller screens, for its inner features. Nevertheless, it has been developed for smaller devices as well, like smartphones, not intended to be a tool for teaching reading and writing skills (even it could be possible in some cases), but in a test and training context for teachers, parents or guardians who do the teaching work with tablet devices. Another requirement, as stated before, in order to be able to run the application, it would be the minimum O.S. version, below that (very obsolete versions) the application would become impracticable. Hope this project to be used to fulfill, by means of technology, one area of teaching with great improvement opportunities.

Aplicación de lectoescritura para dispositivos con Sistema Operativo Android

El presente proyecto pretende ser una herramienta para la enseñanza de la lectoescritura (enseñar a leer y a escribir) para niños con discapacidad, haciendo para ello uso de una aplicación que se ejecuta en una tablet con Sistema Operativo (S.O.) Android. Existe un vacío en el mundo de las aplicaciones para tabletas en este campo en el que se intentará poner un grano de arena para, al menos, tener una aplicación que sirva de toma de contacto a los interesados en este campo. Para establecer las funcionalidades más adecuadas al propósito de la herramienta, se ha consultado a profesionales de la logopedia de un colegio de educación especial, con cuya colaboración se ha dado forma a la estructura de la misma. La implementación de la aplicación se ha llevado a cabo con programación en entorno Java para Android. Se han incluido diferentes recursos como imágenes, pictogramas y locuciones tanto elementos con licencia libre, como elementos propios generados ‘ex profeso’ para dar la forma final a la herramienta. Podemos decir que en general esta aplicación puede ser usada para enseña a leer y escribir a cualquier niño, pero se ha dotado de unas ciertas características que la confieren una orientación especial hacia niños con necesidades educativas especiales. Para ello se ha cuidado mucho la estética, para que ésta sea lo más simple y suave posible, para hacer especial hincapié en la atención de los niños y evitar su distracción con elementos visuales innecesarios. Se ha dotado de estímulos visuales y sonoros para fomentar su interés (aplausos en caso de acierto, colores para diferenciar aciertos y errores, etc.). Se han utilizado los tamaños de letra más grandes posibles (para las discapacidades visuales), etc. El mercado cuenta con una ingente cantidad de dispositivos Android, con características muy dispares, de tamaño de pantalla, resolución y versiones del S.O. entre otras. La aplicación se ha desarrollado tratando de dar cobertura al mayor porcentaje de ellos posible. El requisito mínimo de tamaño de pantalla sería de siete pulgadas. Esta herramienta no tiene demasiado sentido en dispositivos con pantallas menores por las características intrínsecas de la misma. No obstante se ha trabajado también en la configuración para dispositivos pequeños, como “smartphones”, no por su valor como herramienta para la enseñanza de la lectoescritura (aunque en algunos casos podría ser viable) sino más bien con fines de prueba y entrenamiento para profesores, padres o tutores que realizarán la labor docente con dispositivos tablet. Otro de los requisitos, como se ha mencionado, para poder ejecutar la aplicación sería la versión mínima de S.O., por debajo de la cual (versiones muy obsoletas) la aplicación sería inviable. Sirva este proyecto pues para cubrir, mediante el uso de la tecnología, un aspecto de la enseñanza con grandes oportunidades de mejora. ABSTRACT. This Project is aimed to be a tool for teaching reading and writing skills to handicapped children with an Android application. There are no Android applications available on this field, so it is intended to provide at least one option to take contact with. Speech therapy professionals from a special needs school have been asked for the most suitable functions to be included in this tool. The structure of this tool has been made with the cooperation of these professionals. The implementation of the application has been performed through Java coding for Android. Different resources have been included such as pictures, pictograms and sounds, including free licenses resources and self-developed resources. In general, it can be said that this application can be used to teach learning and writing skills to any given kid, however it has been provided of certain features that makes it ideal for children with special educational needs. It has been strongly taken into account the whole aesthetic to be as simple and soft as possible, in order to get attention of children, excluding any visual disturbing elements. It has been provided with sound and visual stimulations, to attract their interest (applauses in cases of correct answers, different colours to differentiate right or wrong answers), etc. There are many different types of Android devices, with very heterogeneous features regarding their screen size, resolution and O.S. version, etc., available today. The application has been developed trying to cover most of them. Minimum screen resolution is seven inches. This tool doesn’t seem to be very useful for smaller screens, for its inner features. Nevertheless, it has been developed for smaller devices as well, like smartphones, not intended to be a tool for teaching reading and writing skills (even it could be possible in some cases), but in a test and training context for teachers, parents or guardians who do the teaching work with tablet devices. Another requirement, as stated before, in order to be able to run the application, it would be the minimum O.S. version, below that (very obsolete versions) the application would become impracticable. Hope this project to be used to fulfill, by means of technology, one area of teaching with great improvement opportunities.

The powder metallurgy of uranium /

Uranium is a ductile metal and cannot be comminuted to a fine powder by any mechanical means such as crushing, milling or grinding. Uranium, however, reacts readily with hydrogen and forms UH3, which is a fine powder of less than 400 mesh screen size. The factors controlling the rats of the hydride formation are: (a) The surface area of the metal; (b) the temperature at which the reaction takes place; (c) the pressure of hydrogen. In order to increase the reaction area, one has to hydride small metal pieces rather than a single mass. The hydrogen reacts with uranium metal at temperatures as low as 100 deg to 1500 deg, and the reaction rate becomes quite rapid at approximately 225 deg C. The hydrogen for this purpose has to be of high purity and any small amount of oxygen in hydrogen delays the start of the reaction.