Thesis (Ph. D.)--Texas State University-San Marcos, 2006. / Vita. Appendices: leaves 87-122. Includes bibliographical references (leaves 123-128).

Thesis (M.S.)--Western Washington University, 2006. / Includes bibliographical references (leaves 63-69). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

This study is situated within the everyday practice of nurses around the world, engaged in discourse with colleagues through listserv discussion forums, and immersed in Schon's swampy lowlands of important problems. Taking computer-mediated communications (CMC) to be an integral part of nursing informatics, the study begins by examining the literatures on CMC and nurses' reflection on and in practice. The study is congruent with emerging mixed method research approaches within both nursing and the study of CMC, and comprises an electronic ethnography, coupled with the development of a model of reflection within nursing listerv discussions. Using a corpus of discussion threads from the NURSENET list, together with questionnaires,interviews and Virtual Focus Group discussions, all conducted by CMC over a six-year period, a tapestry ofa virtual community, united through discussion of shared practice issues, emerges. The narratives of everyday discussions dispel some of the urban myths of CMC and show the possibility of real social engagement. A model of reflection derived from Kim's phases of critical reflective inquiry and Johns'framework for reflection on action is used to examine a pilot sample of NURSE NET discussion threads. This pilot version of the model is shown to be insufficient to describe the reality of reflective discussion in this forum, and a revised model is developed, essentially inductively, from the data. This new model, tested against a larger sample of discussion threads, demonstrates a qualitatively different form of reflection from that encountered offline. The online reflection is a group, as opposed to an individual, process, is action-oriented, and shows a form of 'online reflection around action' as nurses engage in ongoing practice situations, as well as post hoc reflection on-action. It also provides evidence of nurses using the reflective discussions to change practice, and so illustrates reflection akin to that envisaged by Kemmis.

This research investigates mobile learning effectiveness in higher education. Mobile learning is composition of two words Mobile and Learning. In simple words mobile learning is mobility of learners by using mobile technologies in learning environment. Many researches addressed mobile learning but few of them covered mobile learning effectiveness. This study explores mobile learning effectiveness with the help of learning theories and models. Behaviorist, cognitive, humanistic, situational, and mobile learning theories are discussed that elaborate social, psychological, and philosophical aspects of learning.  Detailed evolution of learning is also part of this report that covers the literature of distance learning, electronic learning as well as formal and informal learning. Three effective learning models are taken in consideration: the Garrison’s Community of Inquiry, the Swan’s Interactivity and Online Learning, and the Danaher and his colleagues’ model of mobile learning and teaching evaluation model. Danaher’s model is selected as a conceptual framework of the study that is composed of three elements that are engagement, presence and flexibility. Engagement is the active participation of the learner in learning activities. Presence means being there, physically or mentally, in learning activity or place. Flexibility is how easy and facilitative the system is for teachers and students. These three elements are used to determine mobile learning effectiveness.  Survey method was used as our research approach. Empirical data was collected from Linnaeus University (prev. Växjö University) Sweden, by using two separate questionnaires for students and teachers. Collected data was analyzed with respect to learning theories and the theoretical model. The result reveals the potential of mobile learning as an effective mode of learning in terms of engagement and presence but flexibilty approved to be weaker in mobile learning.

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One of the most challenging topics of deep learning (DL) is the analysis of temporal series in complex real-world scenarios. The majority of proposed DL methods tend to simplify such environments without considering several factors. The first part of this thesis focuses on developing video surveillance and sports analytic systems, in which obstacles, social interactions, and flow directions are relevant aspects. A DL model is then proposed to predict future paths, taking into account human interactions sharing a common memory, and favouring the most common paths through belief maps. Another model is proposed, adding the possibility to consider agents' goals. This aspect is particularly relevant in sports games where players can share objectives and tactics. Both the proposed models rely on the common hypothesis that the whole amount of labelled data is available from the beginning of the analysis, without evolving. This can be a strong simplification for most real-world scenarios, where data is available as a stream and changes over time. Thus, a theoretical model for continual learning is then developed to face problems where few data come as a stream, and labelling them is a hard task. Finally, continual learning strategies are applied to one of the most challenging scenarios for DL: financial market predictions. A collection of state-of-the-art continual learning techniques are applied to financial indicators representing temporal data. Results achieved during this PhD show how artificial intelligence algorithms can help to solve real-world problems in complex and time-evolving scenarios.

In this work, we present different deep learning-based digital pre-distorters and compare them based on their performance towards improving the linearity of highly non-linear power amplifiers. The simulation results show that BiLSTM based DPDs work the best in terms of improving the linearity performance. We also compare two methodologies of direct learning and indirect learning to develop deep learning-based digital pre-distorters (DL-DPDs) models and evaluate their improvement on the linearity of Power Amplifiers (PA). We carry out a theoretical analysis on the differences between these training methodologies and verify their performance with simulation results on class-AB and class-F⁻¹ PAs. The simulation results show that both the learning methods lead to an improvement of more than 12 dB and 11dB in the linearity of class-AB and class-F⁻¹ PAs respectively, with indirect learning DL-DPD offering marginally better performance. Moreover, we compare the DL-DPD with memory polynomial models and show that using the former gives a significant improvement over the memory polynomials. Furthermore, we discuss the advantages of exploiting a BiLSTM based neural network architecture for designing direct/indirect DPDs. We demonstrate that BiLSTM DPD can be used to pre distort signals of any size without the drop in linearity. Moreover, based on the insights we develop a frequency domain loss using which further increased the linearity of the PA. / Master of Science / Wireless communication devices have fundamentally changed the way we interact with people. This increased the user's reliance on communication devices and significantly grew the need for higher data rates and faster internet speeds. But one major obstacle inside the transmitter chain (antenna) with increasing the data rates is the power amplifier, which distorts the signals at these higher powers. This distortion will reduce the efficiency and reliability of communication systems, greatly decreasing the quality of communication. So, we developed a high-performance DPD using deep learning to combat this issue. In this paper, we compare different deep learning-based DPDs and analyze which offers better performance. We also contrast two training methodologies to learn these DL-DPDs, theoretically and with simulation to arrive at which method offers better performing DPDs. We do these experiments on two different types of power amplifiers, and signals of any length. We design a new loss function, such that optimizing it leads to better DL-DPDs.

In the thesis, we aimed at building a robust UAV(drone) detection algorithm through which, one drone could detect another drone in flight. Though this was a straight forward object detection problem, the biggest challenge we faced for drone detection is the limited amount of drone images for training. To address this issue, we used Generative Adversarial Networks, CycleGAN to be precise, for the generation of realistic looking fake images which were indistinguishable from real data. CycleGAN is a classic example of Image to Image Translation technique, and we this applied in our situation where synthetic images from one domain were transformed into another domain, containing real data. The model, once trained, was capable of generating realistic looking images from synthetic data without the presence of real images. Following this, we employed a state of the art object detection model, YOLO(You Only Look Once), to build a Drone Detection model that was trained on the generated images. Finally, the performance of this model was compared against different datasets in order to evaluate its performance. / Master of Science / In the recent years, technologies like Deep Learning and Machine Learning have seen many rapid developments. Among the many applications they have, object detection is one of the widely used application and well established problems. In our thesis, we deal with a scenario where we have a swarm of drones and our aim is for one drone to recognize another drone in its field of vision. As there was no drone image dataset readily available, we explored different ways of generating realistic data to address this issue. Finally, we proposed a solution to generate realistic images using Deep Learning techniques and trained an object detection model on it where we evaluated how well it has performed against other models.

Through the development and implementation of modified learning contexts, the current study encouraged undergraduate teacher education students to modify their approaches to learning by reducing their reliance on surface approaches and progressively adopting deeper approaches. This outcome was considered desirable because students who employed deep approaches would exit the course having achieved higher quality learning than those who relied primarily on surface approaches. It was expected that higher quality learning in a preservice teacher education program would also translate into greater self-confidence in the management of teaching tasks, leading to improvements in students� teaching self-efficacy beliefs. Altered learning contexts were developed through the application of action research methodology involving core members of the teaching team. Learning activities were designed with a focus on co-operative small-group problem-based learning, which included multiple subtasks requiring variable outcome presentation modes. Linked individual reflection was encouraged by personal learning journals and learning portfolios. Students also provided critical analyses of their own learning during the completion of tasks, from both individual and group perspectives. Assessment methods included lecturer, peer and self-assessment, depending on the nature of the learning task. Often these were integrated, so that subtasks within larger ones were assessed using combinations of methods. Learning approach theorists (Biggs, 1993a, 1999; Entwistle, 1986, 1998; Prosser & Trigwell, 1999; Ramsden, 1992, 1997) contend that learning outcomes are directly related to the learning approaches used in their development. They further contend that the approach adopted is largely a result of students� intent, which in turn, is influenced by their perception of the learning context. The present study therefore aimed to develop an integrated and pervasive course-based learning context, constructively aligned (after: Biggs, 1993a, 1996), achievable within the normal constraints of a university program, that would influence students� adoption of deep learning approaches. The cognitive processes students used in response to the altered contexts were interpreted in accordance with self-regulatory internal logic (after: Bandura, 1986, 1991b; Zimmerman, 1989, 1998b). Longitudinal quasi-experimental methods with repeated measures on non-equivalent dependent variables were applied to three cohorts of students. Cohort 1 represented the contrast group who followed a traditional program. Cohort 2 was the main treatment group to whom the modified program was presented. Cohort 3 represented a comparison group that was also presented with the modified program over a shorter period. Student data on learning approach, teaching efficacy and academic attributions were gathered from repeated administrations of the Study Process Questionnaire (Biggs, 1987b), Teacher Efficacy Scale (Gibson & Dembo, 1984) and Multidimensional-Multiattributional Causality Scale (Lefcourt, 1991). In addition, reflective journals, field observations and transcripts of interviews undertaken at the beginning and conclusion of the course, were used to clarify students� approaches to learning and their responses to program modifications. Analyses of learning approaches adopted by Cohorts 1 and 2 revealed that they both began their course predominantly using surface approaches. While students in Cohort 1 completed the course with approximately equal reliance on deep and surface approaches, students in Cohort 2 reported a predominant use of deep approaches on course completion. The relative impact of the modified learning context on students with differing approaches to learning in this cohort were further explained through qualitative data and cluster analyses. The partial replication of the study with Cohort 3, across the first three semesters of their program, produced similar effects to those obtained with Cohort 2. The analyses conducted with teaching efficacy data indicated a similar pattern of development for all cohorts. Little change in either personal or general dimensions was noted in the first half of the program, followed by strong growth in both, in the latter half. While a relationship between learning approach usage and teaching efficacy was not apparent in Cohort 1, developmental path and mediation analyses indicated that the use of deep learning approaches considerably influenced the development of personal teaching efficacy in Cohort 2. The current research suggests that value lies in the construction of learning environments, in teacher education, that enhance students� adoption of deep learning approaches. The nature of the task is complex, multifaceted and context specific, most likely requiring the development of unique solutions in each environment. Nevertheless, this research demonstrates that such solutions can be developed and applied within the prevailing constraints of pre-existing course structures.

Thesis (M.S.)--Mississippi State University. Department of Computer Science. / Title from title screen. Includes bibliographical references.