Sensors are used to monitor and control the physical environment. A Wireless Sen- sor Network (WSN) is composed of a large number of sensor nodes that are densely deployed either inside the phenomenon or very close to it [18][5]. Sensor nodes measure various parameters of the environment and transmit data collected to one or more sinks, using hop-by-hop communication. Once a sink receives sensed data, it processes and forwards it to the users. Sensors are usually battery powered and it is hard to recharge them. It will take a limited time before they deplete their energy and become unfunctional. Optimizing energy consumption to prolong network lifetime is an important issue in wireless sensor networks. In mobile sensor networks, sensors can self-propel via springs [14], wheels [20], or they can be attached to transporters, such as robots [20] and vehicles [36]. In static sensor networks with uniform deployment (uniform density), sensors closest to the sink will die first, which will cause uneven energy consumption and limitation of network life- time. In the dissertation, the nonuniform density is studied and analyzed so that the energy consumption within the monitored area is balanced and the network lifetime is prolonged. Several mechanisms are proposed to relocate the sensors after the initial deployment to achieve the desired density while minimizing the total moving cost. Using mobile relays for data gathering is another energy efficient approach. Mobile sensors can be used as ferries, which carry data to the sink for static sensors so that expensive multi-hop communication and long distance communication are reduced. In this thesis, we propose a mobile relay based routing protocol that considers both energy efficiency and data delivery delay. It can be applied to both event-based reporting and periodical report applications. / Another mechanism used to prolong network lifetime is sensor scheduling. One of the major components that consume energy is the radio. One method to conserve energy is to put sensors to sleep mode when they are not actively participating in sensing or data relaying. This dissertation studies sensor scheduling mechanisms for composite event detection. It chooses a set of active sensors to perform sensing and data relaying, and all other sensors go to sleep to save energy. After some time, another set of active sensors is chosen. Thus sensors work alternatively to prolong network lifetime. / by Yinying Yang. / Vita. / Thesis (Ph.D.)--Florida Atlantic University, 2010. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2010. Mode of access: World Wide Web.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-08-22T12:17:19Z No. of bitstreams: 1 Melina Adissi Sternberg.pdf: 604166 bytes, checksum: ecc41bb9db61ffe5b3945c7765992cd8 (MD5) / Made available in DSpace on 2018-08-22T12:17:19Z (GMT). No. of bitstreams: 1 Melina Adissi Sternberg.pdf: 604166 bytes, checksum: ecc41bb9db61ffe5b3945c7765992cd8 (MD5) Previous issue date: 2018-08-06 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research is aimed at understanding the development of media skills in schools in the context of cybercultural dromocracy. The primary objective is to understand these skills and their links with the social, economic and media context of the school, as well as the perspective of valuing technology in this environment. The corpus of the research will consist of interviews with pedagogical coordinators of the Mater Dei School, a private teaching institution in the city of São Paulo. The school provides digital media for educational purposes as part of the execution of its educational policy project. Intended for the regular activities of all curricular components, digital media are intrinsically linked to students' school routine. In these cases, the development of media skills is at stake, and that’s the central focus of the research. This concept is understood as the sum of technical, practical and cognitive skills that covers both the use of the media and the critical understanding of macrossocial and mediatic processes. As a consequence of technological development, the social, cultural, economic and/or political contexts of life were eventually mediatized, a scenario in which the media permeate the development of contemporary society. In the same context, new models of construction and mediation of knowledge emerge, prompted by the imperative of cyberculture dromocracy in this mediatized capitalist structure. In this scenario, which justifies the need for an in-depth investigation, the research problem concerns how and to what extent the institution appropriates the discourse of competence and/or dromocracy in order to determine the development of media skills in the school system. As a methodological strategy, the interviews with educational managers at the Mater Dei School, as well as the mapping of the characteristics of the school system studied, are based on the following hypothesis: a school has learning objectives focused on the development of media skills, incorporated into the curriculum of pedagogical coordination and teachers, as a consequence of demands outside the school, such as the need to train students able to deal with digital technologies / A presente pesquisa está dedicada à compreensão do desenvolvimento de competências midiáticas em escolas no contexto da dromocracia cibercultural. O objetivo prioritário é a compreensão dessas habilidades e seus vínculos com o contexto socioeconômico e midiático da escola, bem como a perspectiva de valorização da tecnologia nesse ambiente. O corpus da pesquisa consistiu em entrevistas com coordenadores pedagógicos do Colégio Mater Dei, instituição particular de ensino da cidade de São Paulo. A escola disponibiliza mídias digitais para fins educacionais como parte da execução de seu projeto político-pedagógico. Destinadas as atividades regulares de todos os componentes curriculares, as mídias digitais estão, intrinsecamente, ligadas ao cotidiano escolar dos alunos. Está em jogo, neste caso, o desenvolvimento de competências midiáticas — foco central da Pesquisa. Entende-se por este conceito a soma das habilidades técnicas, práticas e cognitivas que abrangem tanto o uso das mídias quanto a compreensão crítica de processos macrossociais e midiáticos. Como consequência do desenvolvimento tecnológico, os contextos sociais, culturais, econômicos e/ou políticos de vida acabaram por ser midiatizados, cenário no qual os meios de comunicação perpassam o modo de desenvolvimento da sociedade contemporânea. No mesmo contexto, emergem novos modelos de construção e mediação do conhecimento, solicitados pelo imperativo da dromocracia cibercultural nessa estrutura capitalista midiatizada. À luz desse panorama, que justifica a necessidade de uma investigação aprofundada, a problemática da pesquisa diz respeito a como e em qual medida a instituição se apropria do discurso da competência e/ou da dromocracia, de modo a determinar o desenvolvimento de competências midiáticas no sistema escolar. Privilegiando, como estratégia metodológica, entrevistas com gestores educacionais no Colégio Mater Dei, bem como o mapeamento das características do sistema escolar estudado, esta Pesquisa se baseia na seguinte hipótese: a escola dispõe de objetivos de aprendizagem focados no desenvolvimento das competências midiáticas, incorporados ao currículo de forma objetiva pela coordenação pedagógica e pelos professores, em consequência de demandas externas à escola, como a necessidade de formação de alunos aptos a lidar com as tecnologias digitais

by Chan Hoi-Chu. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1999. / Includes bibliographical references (leaves 89-93). / Questionnaire also in Chinese. / Abstract --- p.iv / Table of Contents --- p.vi / List of Illustrations --- p.viii / List of Tables --- p.ix / Acknowledgements --- p.x / Chapter 1. --- Introduction --- p.1 / Chapter 1.1 --- Importance of Technology Development and Innovation --- p.1 / Chapter 1.2 --- Is Hong Kong Ready for the Future Challenge --- p.1 / Chapter 1.3 --- Objectives --- p.2 / Chapter 2. --- Literature Review --- p.3 / Chapter 2.1 --- What is Technology --- p.3 / Chapter 2.2 --- Technology Components and Technological Capabilities --- p.3 / Chapter 2.3 --- Government Policies --- p.4 / Chapter 2.4 --- Technological Infrastructure and Climate --- p.6 / Chapter 3. --- Methodology --- p.8 / Chapter 3.1 --- Research Framework --- p.8 / Chapter 3.2 --- Research Methodology --- p.9 / Chapter 4. --- Observations and Survey Results --- p.13 / Chapter 4.1 --- Technology Policy Framework - Policy Administrative Features --- p.13 / Chapter 4.2 --- Technology Policy Framework - Technology Development Considerations --- p.27 / Chapter 4.3 --- Technology Capacity Study - Technology Infrastructure Building --- p.37 / Chapter 4.4 --- Technology Capacity Study 一 Technology Climate Creation --- p.55 / Chapter 4.5 --- Others --- p.64 / Chapter 5. --- Survey Respondents' Demographics --- p.66 / Chapter 6. --- Recommendations --- p.68 / Chapter 6.1 --- Summary and Tactical Recommendations --- p.68 / Chapter 6.2 --- Overall Strategy --- p.70 / Chapter 7. --- Limitations --- p.72 / Chapter 7.1 --- Framework --- p.72 / Chapter 7.2 --- Observations and Survey --- p.72 / Chapter 7.3 --- Overall Research --- p.73 / Chapter 8. --- Conclusion --- p.74 / Appendix --- p.75 / Bibliography --- p.89 / Books --- p.89 / Periodicals --- p.90 / Reports --- p.90 / News --- p.92 / Web Sites --- p.92

Originally presented as the author's thesis: Universität Göttingen, 2002. / Includes bibliographical references.

Experiences of the TUT LIS in offering support to e-learning. / Though relatively new to the family of universities and in particular, universities of technology, Tshwane University of Technology (TUT) Library and Information Services (LIS) is one of the fortunate South African higher education libraries which have a dedicated and fully-fledged IT and Systems Section. Further, TUT LIS has a Section referred to as Electronic Resource Centres which is commonly known as ERCs. The Section includes Internet Centres, popularly known as ICentres. Each of TUT’s nine learning site libraries has an ERC. Four of the learning sites have I-Centres, some in student residences. Many of the libraries have a training room attached to the ERC. Those which do not have a training facility schedule training at certain times and only thereafter avail the ERC for other use. Many of the academic departments have computer laboratories for use by their students. These are not related to ERCs or I-Centres. The LIS works in cooperation with the Directorate of Teaching and Learning with Technology (TLT) and Information, Communication and Technology (ICT) Services to support the teaching departments and students’ learning endeavours. The LIS is involved in a project to increase the University’s success and throughput rates. Other partners in this project are from HEDS (Higher Education Development and Support) Directorate comprising: Curriculum Development, Teaching and Learning with Technology, Cooperative Education and Student Development and Support. The aim of this paper is to share experiences of the TUT LIS in offering support to e-learning. The newly formed LIS embraced the model of the ERC/I-Centre as a one-stop facility that one of the merger partners, Pretoria Technikon, had established. The other partner, Technikon Northern Gauteng had partially developed an ERC to “extend access to the book/journal in electronic format”.

The study is based on the assumption that there is an underutilisation of ICT resources in the university libraries of KwaZulu-Natal amongst subject librarians due to a lack of appropriate ICT knowledge and skills. The subject librarian's role has changed rapidly in recent years, in response to new forms of information and new methods of teaching and learning. Therefore, for subject librarians to perform their roles effectively and efficiently in such a demanding electronic environment they will need the necessary ICT knowledge and skills, that is, they will have to be computer literate. Also, the explosion of electronic information requires subject librarians to continuously update their knowledge and skills. A study population consisting of 43 subject librarians, in the university libraries of the Universities of Durban-Westville, Natal (Durban and Pietermaritzburg), and Zululand were surveyed by means of a mailed questionnaire to establish in what ways the subject librarians were using ICT, what the level of lCT knowledge and skill was amongst the subject librarians, what the ICT education and staff training and development needs were amongst the subject librarians and what problems the subject librarians faced in the use of ICT. A total of 3l subject librarians (representing 72.1 %) responded. Results were analysed in terms of frequency of responses. Results are graphically displayed in the form of pie charts and tables. Interpretation of the results reveals a low level of lCT knowledge and skill amongst subject librarians and a general lack of formal training for ICT amongst the subject librarians. Problems experienced by subject librarians were the result of a lack of ICT knowledge and skills and training. Recommendations for lCT education and staff training and development are made in light of the results of the survey and the literature review. / Thesis (M.I.S)-University of Natal, Pietermaritzburg, 2002.

The primacy of the print novel as the main mode for knowledge dissemination and communication is being challenged today by the vast influx and pervasiveness of digital media. Print literature, then, is at potential risk for obsolescence, as digital technology creates new modes of narrative distribution. The novel, therefore, is in the midst of a metamorphosis, having to adapt in order to properly situate itself within the new media ecology. Somewhat paradoxically, the same digital technology that challenges print literature’s primacy is responsible for the novel’s adaption. The changing face of the page creates new novels that reflect the digital in print, through changes in typography, layout, and design. These changes illuminate the need for a material-specific methodology in literary theory, and brings about the death of postmodernism in the new, digital environment. iv / vi, 91 leaves ; 29 cm

This study investigated the strategies employed by adjunct writing teachers in their attempts to reconcile changes in writing program policy with their existing pedagogies. The methods of investigation combined class observation with extensive interviews with three Ball State University adjunct faculty members to identify the means by which these writing instructors brought new pedagogical goals in their classrooms. It also sought to identify the mechanisms each teacher used to integrate computer-oriented teaching styles into his or her course planning. The purpose of this study was to identify means by which a writing program administration could better introduce change to its teachers of first year composition courses, who are largely adjunct staff.The results of this study showed that while each faculty member felt committed to using technology in his or her teaching, each confronted change differently. Studies in faculty vitality were examined to identify development strategies which could effectively address the differences in faculty change. This study recommends, based on the strategies of each participant, that writing programs seek more kairic models of development. These models would seek to foster continuous discussion of change in order that fitting incentives for development could arise in "the proper time," or kairically, for individual teachers. / Department of English

Vision based technology such as motion detection has long been limited to the domain of powerful processor intensive systems such as desktop PCs and specialist hardware solutions. With the advent of much faster mobile phone processors and memory, a plethora of feature rich software and hardware is being deployed onto the mobile platform, most notably onto high powered devices called smart phones. Interaction interfaces such as touchscreens allow for improved usability but obscure the phone’s screen. Since the majority of smart phones are equipped with cameras, it has become feasible to combine their powerful processors, large memory capacity and the camera to support new ways of interacting with the phone which do not obscure the screen. However, it is not clear whether or not these processor intensive visual interactions can in fact be run at an acceptable speed on current mobile handsets or whether they will offer the user a better experience than the current number pad and direction keys present on the majority of mobile phones. A vision based finger interaction technique is proposed which uses the back of device camera to track the user’s finger. This allows the user to interact with the mobile phone with mouse based movements, gestures and steering based interactions. A simple colour thresholding algorithm was implemented in Java, Python and C++. Various benchmarks and tests conducted on a Nokia N95 smart phone revealed that on current hardware and with current programming environments only native C++ yields results plausible for real time interactions (a key requirement for vision based interactions). It is also shown that different lighting levels and background environments affects the accuracy of the system with background and finger contrast playing a large role. Finally a user study was conducted to ascertain the overall user’s satisfaction between keypad interactions and the finger interaction techniques concluding that the new finger interaction technique is well suited to steering based interactions and in time, mouse style movements. Simple navigation is better suited to the directional keypad.

The innovation process is very complex, expensive and demand substantial volume of resources, Besides, the degree of uncertainty that pervades is high. Is completely essential to the role of the financial system as a promoter of investment for companies-j. a. Schumpeter was who stressed the importance of credit with a fundamental element of the development process, which is responsible for an advance of purchasing power to businessmen, who use it for innovative activities-however, when it comes to investments for innovation becomes a more complex mechanism. It is in this context that this dissertation intends to perform a contextualization of public sources of financing to technological innovation, through governmental programmes of support to Brazilian companies in the Northeast, which stands out for its high innovative potential and a Regional System of Innovation in consolidation phase. We highlight sources such as FINEP, CNPQ, BNB, BNDES and MCTI. The data shows that, with regard to the institutional environment of innovation, three States are highlighted, namely: Bahia, Pernambuco and Ceará, and this is reflected on the funding of the programmes. However, there is still much room for improvement when compared with the more developed region of the country – the Southeast. / O processo de inovação é muito complexo, caro e demanda substancial volume de recursos, além do que, o grau de incerteza que o permeia é elevado. É completamente imprescindível o papel do sistema financeiro como agente incentivador de investimentos para as empresas – J. A. Schumpeter foi quem destacou a importância do crédito com um elemento fundamental do processo de desenvolvimento, o qual é responsável por um adiantamento de poder de compra aos empresários, que o utilizam para atividades inovadoras - no entanto, em se tratando de investimentos para inovação torna-se um mecanismo mais complexo. É nesse contexto que esta dissertação pretende realizar uma contextualização das fontes públicas de financiamento à inovação tecnológica, por meio dos programas governamentais de apoio às empresas brasileiras na região Nordeste, a qual se destaca pelo alto potencial inovador e um Sistema Regional de Inovação em fase de consolidação. Destaca-se fontes como CNPQ, FINEP, BNB, BNDES e MCTI. Os dados demonstram que, no tocante ao ambiente institucional de inovação, três estados ganham destaque, a saber: Bahia, Pernambuco e Ceará, e isso se reflete sobre a captação de recursos dos programas. No entanto, ainda há muito espaço para melhoria quando comparado com a região mais desenvolvida do país – o Sudeste.