abstract: The commercial semiconductor industry is gearing up for 5G communications in the 28GHz and higher band. In order to maintain the same relative receiver sensitivity, a larger number of antenna elements are required; the larger number of antenna elements is, in turn, driving semiconductor development. The purpose of this paper is to introduce a new method of dividing wireless communication protocols (such as the 802.11a/b/g/n and cellular UMTS MAC protocols) across multiple unreliable communication links using a new link layer communication model in concert with a smart antenna aperture design referred to as Vector Antenna. A vector antenna is a ‘smart’ antenna system and as any smart antenna aperture, the design inherently requires unique microwave component performance as well as Digital Signal Processing (DSP) capabilities. This performance and these capabilities are further enhanced with a patented wireless protocol stack capability. / Dissertation/Thesis / Doctoral Dissertation Electrical Engineering 2019

The purpose of this mixed methods study was to ascertain using multiple tools and methods, the impact of teachers' interaction with primary students on mathematics performance using the Successmaker Integrated Learning System to determine effective teacher practices. The sample of nineteen primary teachers from an elementary school in southwest Florida included five first grade teachers, seven second grade teachers, and seven third grade teachers. Data analysis included total years of teaching experience, years of experience in Florida schools, and years of experience at each grade. Both the total years of teaching and the years of teaching at the research site were correlated to the Student Gains Reports in mathematics provided by the Successmaker Management System. A Pearson Product Moment correlation coefficient was computed to determine whether and to what degree a statistical relationship existed between the variables of years of teaching experience and student gains. Total years of teaching experience and total years at the research site revealed a significant correlation of 0.77 (p < 0.001). The correlation between total years of teaching experience and average student gains was not significant (r = -0.10, p = 0.674). The third correlation between years of teaching experience at the research site and student gains also was not significant (r = 0.03, p = 0.897). Therefore, years of teaching experience did not predict total gains. The qualitative analysis of data collected through interviews with the ITF and teachers who had the highest and the lowest student gains in mathematics at each grade, informal observations, and focus groups, revealed factors that appeared to contribute to teachers’ styles and methods which affected student gains. Several factors influenced the styles and methods of the implementation of the Successmaker program. They included: (a) time in the Successmaker lab, (b) use of Successmaker Management System reports, (c) integration of Successmaker into the curriculum, (d) motivational strategies, (e) newness to the Successmaker program, (f) influence of administration, (g) specific barriers that inhibit maximum effectiveness, and (g) professional development. Furthermore, these factors can be categorized into four general themes: (a) teachers’ role, (b) teachers’ expertise, (c) teachers’ collaboration, and (d) teachers’ attitude.

This research project was a step forward in developing an efficient data mining method for estimating the service life of metallic components in Queensland school buildings. The developed method links together the different data sources of service life information and builds the model for a real situation when the users have information on limited inputs only. A practical lifetime prediction system was developed for the industry partners of this project including Queensland Department of Public Works and Queensland Department of Main Roads. The system provides high accuracy in practice where not all inputs are available for querying to the system.

Este estudo teve por finalidade analisar a utilização de um ambiente virtual de aprendizagem (AVA) como apoio ao processo de ensino e aprendizagem para a disciplina presencial de Gestão da Inovação, oferecida aos alunos do curso de Administração de Empresas da Faculdade de Economia, Administração e Contabilidade de Ribeirão Preto da Universidade de São Paulo. Tal proposta foi baseada no ambiente educacional Teleduc, integrado a alguns recursos multimídias, com o apoio de um mapa conceitual. Foram utilizadas tanto a pesquisa qualitativa, com abordagem exploratória, quanto a quantitativa, com abordagem descritiva. O método utilizado na pesquisa exploratória foi baseado em um estudo de caso, utilizando-se da técnica de entrevistas em profundidade, que possibilitou um melhor conhecimento do problema estudado. Como método da pesquisa descritiva foi utilizado o levantamento realizado por meio de um questionário estruturado de avaliação de satisfação, aplicado a uma turma de alunos de graduação do curso de Administração de Empresas, universo deste estudo. Inicialmente, foi concebido um modelo conceitual do sistema de apoio, sendo desenvolvida sua arquitetura. Nessa etapa, foi construído um mapa conceitual de um dos tópicos da disciplina em foco. Tanto a arquitetura do sistema, quanto o mapa conceitual, foram avaliados por professores e especialistas. Posteriormente, foram definidos as ferramentas e os recursos tecnológicos necessários para o desenvolvimento e aplicação do ambiente proposto e a forma pela qual o sistema pré-concebido deveria se relacionar com a disciplina existente. Por fim, um protótipo de ambiente virtual de aprendizagem foi desenvolvido e efetivamente utilizado junto a população deste estudo. / This study analyze the use of a electronic learning system as support to presencial discipline of Management of the Innovation, offered to course of Business Admnistration?s students of Economy, Administration and Accounting Ribeirão Preto College which makes part of University of São Paulo. The proposal was based on the electronic learning system Teleduc, integrated to some resources multimedia, with the support of a conceptual map. This study used in such a way the qualitative research, how much the quantitative one. The method used in the qualitative research was based on a case study, using the interviews technique, that made possible a better knowledge about studied problem. As method of the descriptive research the survey was used, applied to a students? group that belongs to graduation of the course of Business Admnistration, universe of this study. Initially, a conceptual model support?s system was conceived, being developed its architecture. In this stage, a conceptual map one of topics was constructed of disciplines in focus. The architecture of the system, and the conceptual map, had been evaluated by professors and specialists. Later on, the tools and all necessary technological resources for the development and application of the considered environment had been defined and the way which the conceived system would have to related with discipline existing. Finally, a virtual environment archetype of learning was developed and effectively used together the population from this study.

E-Learning is a process in which we use the electronic medium to access the defined set of applications and processes. With its increasing identification and recognition in academic and corporate world, a unique model or framework is required. E-Learning is a critical support mechanism for educational institutions to grow the performance of their students, teachers, as well as useful for organizations to enhance the performance of their employees. Semantic web represents a potential technology for realizing e-Learning requirements Research works in the field of e-Learning are represented by a wide range of applications, ranged from virtual classrooms to remote courses or distance learning. However, studies show that still it demands more effective approach. Ontology is a specification of conceptualization; the object, process, and other entities that are involved in making of the framework for E-learning. This thesis presents the ontology for E-learning process, such as course syllabus, teaching methods, learning activities and learning styles / E-lärande är en process där vi använder elektroniska medel för att få tillgång till de angivna program och processer. Med den ökande identifiering och erkännande i akademiskt och företagens värld, en unik modell eller ram är nödvändig. E-lärande är en viktig mekanism för utbildningsväsendet att växa fullgörandet av sina studenter, lärare, samt till nytta för organisationer att öka resultatet för sina anställda. Semantiska webben utgör en potentiell teknik för att förverkliga e-Learning krav Forskning fungerar inom e-lärande representeras av ett brett spektrum av applikationer, allt från virtuella klassrum till avlägsna kurser och distansutbildning. Men undersökningar visar att fortfarande det kräver mer effektiv metod. Ontology är en specifikation av conceptualization; objektet, och andra enheter som är inblandade i skapandet av en ram för e-lärande. Denna avhandling presenterar ontologi för e-lärande, såsom kursplan, undervisning, lärande och lärstilar / 004531844124

Actuellement, les moyens et les méthodes de mesure et de contrôle des procédés de mise en forme, en particulier pour le forgeage, restent limités. Ils ne sont pas systématiques et sont très souvent développés pour des cas particuliers. La robustesse de ces procédés de mise en forme dépend de la capacité à mettre en œuvre des méthodes de maîtrise du processus et des contrôles efficaces. Des méthodologies existantes, comme la DMAIC, permettent de déterminer les paramètres à contrôler et leur influence sur les variables produit, cependant cette démarche possède des inconvénients rendant difficile son application, par exemple, la dépendance de cette méthode aux experts décidant des choix des paramètres. L'idée est de mettre en place une méthodologie générique permettant aux forgerons de maîtriser leur processus de fabrication de manière efficace et efficiente. La méthodologie consiste à mettre en place deux systèmes en amont et en aval du processus de forgeage. Le premier système, en amont, est un système d'aide à la décision reliant les spécifications sur le produit (géométrie, absence de défauts…) et sur les moyens de production aux paramètres processus. Ce premier système doit permettre de déterminer les paramètres clés à surveiller pour éviter des déviations au niveau des variables produit. Le deuxième système, en aval, est un système d'apprentissage dont le but est d'aider dans la compréhension du processus, renseigner le système d'aide à la décision et déterminer la pertinence de contrôle. / The mastering of the forging process is one of the principal objectives of the forging industry. To master a forging process, the key process parameters must be identified and controlled through a specified methodology. Some controlled parameters exist, like the stroke length or the lubrication, which are identified and controlled through a systematic approach. Their control depends on the part to produce or on customer's constraints, rather than a rational approach. A methodology is proposed to master the forging process and to avoid a process deviation. There are some methodologies that already exist such as the DMAIC, but it has certain drawbacks. The aim is to develop a generic methodology to improve the forging process monitoring. The methodology uses two systems in the upstream and the downstream of the forging process. The first system is a decision support system that connects product specifications (geometry, absence of defects…) or other forging process specifications (tool wear, energy…) to the process parameters, using the empirical rules and physical laws. The first system determinates the key parameters to control in order to avoid product variable deviations. The second system is a learning system, this latter helps in process understanding, supply the decision support system with laws and determinate the control pertinence.

With the explosion of the number of distributed applications, a new dynamic server environment emerged grouping servers into clusters, whose utilization depends on the cur- rent demand for the application. Detecting and fixing erratic server behavior is paramount for providing maximal service stability and availability. Using standard techniques to de- tect such behavior is yielding sub-optimal results. We have collected a dataset of OS-level performance metrics from a cluster running a streaming distributed application and in- jected artificially created anomalies. We then selected a set of various machine learning algorithms and trained them for anomaly detection on said dataset. We evaluated the algorithms performance and proposed a system for generating notifications of possible erratic behavior, based on the analysis of the best performing algorithm. 1

Intellectual Property (IP) is considered a valuable asset for a company and the relevance of effective IP management has been intensely discussed in the literature. However, research gets scarce when the focus is on SMEs and startups. Scholars and experts appoint the lack of knowledge on IP as one of the main reasons for the underperformance of small firms in the matter. Several initiatives attempted to solve the lack of knoweldge on IP unsuccessfully. Meanwhile, Brazil is seeking improvement in competitiveness and increasing its efforts on innovation. The number of startups sontrongly increased in the last years. This work uses Design Science Research to develop an innovative artifact to improve IP literacy among Brazilian startups. Using the design process stated in the methodology, we analyzed existing IP literacy systems and concluded with design recommendation for future systems. Additionally, we surveyed Brazilian startups to understand how these companies manage their IP and how they access knowledge. Consequently, we developed the system based on the recommendation from initial studies and evaluated it with potential users and IP experts in Brazil. Finally, Brazilian startups used the learning system and improved their knowledge on IP by increasing their capabilities of designing strategies to improve the IP value.

The purpose of this study was to explore the relationship between time spent on an integrated learning system (ILS) entitled, SuccessMaker®, as a supplement to traditional mathematics instruction on achievement as measured by standardized achievement tests of elementary students. The variables of grade-level, ability level, and gender were also considered. The population consisted of students who were second-, third-, and fourth-graders during the 1997-98 school year. Data were gathered that covered the three-year period beginning in 1997 and ending in 2000. The final sample consisted of 348 students who participated in Computer Curriculum Corporation© mathematics instruction and who completed the Terra Nova in 1997-98, 1998-99, and 1999-2000. Analysis of Variance was used to identify any relationship between variables. The study's investigation of the relationship between ILS use and mathematics achievement could assist educators in planning for use of technology as a supplement to traditional instruction. While the information gleaned is specifically beneficial to Greeneville City Schools, other school systems seeking information on the relationship between ILS use and achievement will find this study constructive, especially when viewed in conjunction with the existing body of literature. Findings in this study were mixed. ILS use was associated with positive effects, negative effects, and no effects. It was noted that negative effects occurred during the year with the lowest overall usage. No interaction effects were found in any of the models, indicating that the ILS did not have differing effects for boys or girls or for students of varying ability levels. Positive effects of the ILS, Math Concepts and Skills (MCS), on math composite scale scores were noted at grades two and three, while students at grades four, five, and six were either unaffected or negatively affected by the use of MCS. Math Investigations (MI), although used on a very limited basis during the course of this study, had a positive effect overall on math composite scale scores. Clearly, when math gain was the dependent variable, there were no effects demonstrated by use of MCS or MI.

Les méthodes d’apprentissage évoluent et aux modèles classiques d’enseignement viennent s’ajouter de nouveaux paradigmes, dont les systèmes d’information et de communication, notamment le Web, sont une partie essentielle. Afin améliorer la capacité de traitement de l’information de ces systèmes, le Web sémantique définit un modèle de description de ressources (Resource Description Framework – RDF), ainsi qu’un langage pour la définition d’ontologies (Web Ontology Language – OWL). Partant des concepts, des méthodes, des théories d’apprentissage, en suivant une approche systémique, nous avons utilisé les technologies du Web sémantique pour réaliser une plateforme d’apprentissage capable d’enrichir et de personnaliser l’expérience de l’apprenant. Les résultats de nos travaux sont concrétisés dans la proposition d’un prototype pour un Système Actif et Sémantique d’Apprentissage (SASA). Suite à l’identification et la modélisation des entités participant à l’apprentissage, nous avons construit six ontologies, englobant les caractéristiques de ces entités. Elles sont les suivantes : (1) ontologie de l’apprenant, (2) ontologie de l’objet pédagogique, (3) ontologie de l’objectif d’apprentissage, (4) ontologie de l’objet d’évaluation, (5) ontologie de l’objet d’annotation et (6) ontologie du cadre d’enseignement. L’intégration des règles au niveau des ontologies déclarées, cumulée avec les capacités de raisonnement des moteurs d’inférences incorporés au niveau du noyau sémantique du SASA, permettent l’adaptation du contenu d’apprentissage aux particularités des apprenants. L’utilisation des technologies sémantiques facilite l’identification des ressources d’apprentissage existant sur le Web ainsi que l’interprétation et l’agrégation de ces ressources dans le cadre du SASA / Learning methods keep evolving and new paradigms are added to traditional teaching models where the information and communication systems, particularly the Web, are an essential part. In order to improve the processing capacity of information systems, the Semantic Web defines a model for describing resources (Resource Description Framework - RDF), and a language for defining ontologies (Web Ontology Language – OWL). Based on concepts, methods, learning theories, and following a systemic approach, we have used Semantic Web technologies in order to provide a learning system that is able to enrich and personalize the experience of the learner. As a result of our work we are proposing a prototype for an Active Semantic Learning System (SASA). Following the identification and modeling of entities involved in the learning process, we created the following six ontologies that summarize the characteristics of these entities: (1) learner ontology, (2) learning object ontology, (3) learning objective ontology, (4) evaluation object ontology, (5) annotation object ontology and (6) learning framework ontology. Integrating certain rules in the declared ontologies combined with reasoning capacities of the inference engines embedded in the kernel of the SASA, allow the adaptation of learning content to the characteristics of learners. The use of semantic technologies facilitates the identification of existing learning resources on the web as well as the interpretation and aggregation of these resources within the context of SASA