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opencc-by-4.0Jul 2024View details →

5G-IANA: UC4 Dataset Mobile users data rate participating in the use case

Location of the mobile user and its nearby place data including their type such as restaurant, café, market, banks and gas station

Fig. 5 in Habitat use and abundance of goliath grouper Epinephelus itajara in Brazil: a participative survey

Fig. 5. Mean (+95% Confidence Interval) abundance of Epinephelus itajara observed by depth zone between habitats. Depth zones: shallow (0-14 m), mid (15-29 m) and deep (≥30 m). Numbers represent sightings between each deep zone and habitat.

Fig. 4 in Habitat use and abundance of goliath grouper Epinephelus itajara in Brazil: a participative survey

Fig. 4. Smoothing curve obtained by a generalized additive model using data from natural (a) and artificial habitats (b), showing the effect of sighting depth on Epinephelus itajara total length. Estimated smooth functions (solid lines) with 95% confidence interval (dashed lines) are shown for explanatory variable; y-axis= fitted function with estimated degrees of freedom in parenthesis; x-axis = variable range with rug plots indicating sampled values. (c) Boxplots of median depth among size categories for overall sightings; (d) number of goliath grouper observed at each size classes, at natural and artificial habitats. Size categories: juvenile (<50 cm), subadult (50 – 100 cm), adult (101 – 150 cm) and large adult (151 – 200 cm). Numbers above each box represent total number of individuals per size range class.

Fig. 2 in Habitat use and abundance of goliath grouper Epinephelus itajara in Brazil: a participative survey

Fig. 2. Frequency of Epinephelus itajara sighted per austral season in natural (white bar) and artificial (grey bar) habitat between 2005 and 2011. Numbers above each bar represent total number of individuals per season.

Fig. 1 in Habitat use and abundance of goliath grouper Epinephelus itajara in Brazil: a participative survey

Fig. 1. Sightings of Epinephelus itajara along Brazilian coast. States: South: SC = Santa Catarina; PR = Paraná. Southeast: SP = São Paulo; RJ = Rio de Janeiro; ES = Espírito Santo. Northeast: BA = Bahia; SE = Sergipe; AL = Alagoas; PE = Pernambuco; PB = Paraíba; RN = Rio Grande do Norte; CE = Ceará; PI = Piauí; MA = Maranhão. North: PA = Pará and AP = Amapá. NMP = National Marine Park; and AR = artificial reef.

Fig. 4 in Assessing the natural circulation of canine vector-borne pathogens in foxes, ticks and fleas in protected areas of Argentine Patagonia with negligible dog participation

Fig. 4. Maximum-likelihood tree based on the Tamura-Nei model of selected sequences from Hepatozoon sp. The name of the sequence indicates the GenBank accession number and host species. The percentage of trees in which the associated taxa clustered together (bootstrap values) is shown next to the branches.

Fig. 3 in Assessing the natural circulation of canine vector-borne pathogens in foxes, ticks and fleas in protected areas of Argentine Patagonia with negligible dog participation

Fig. 3. Abundance of Amblyomma tigrinum in grey foxes depending on the Hepatozoon infection status of the fox. (*) indicates significant differences.

Fig. 2 in Assessing the natural circulation of canine vector-borne pathogens in foxes, ticks and fleas in protected areas of Argentine Patagonia with negligible dog participation

Fig. 2. Abundance of Pulex irritans and Amblyomma tigrinum in grey foxes depending on the study area. (*) indicates significant differences.

Fig. 1 in Assessing the natural circulation of canine vector-borne pathogens in foxes, ticks and fleas in protected areas of Argentine Patagonia with negligible dog participation

Fig. 1. Map of Latin America, showing the study areas in the insert. Black circle: Bosques Petrificados National Park; grey circle: Monte León National Park.

BRAIN Journal-Brain signal analysis using EEG and Entropy to study the effect of physical and mental tasks on cognitive performance-Figure 2. Energy-VAS subjective measures for the participants (n=12) under two conditions (control and exercise involved cognitive task).

As shown in Figure 2, it was found that there was a statistically significant interaction in the percentage of mental fatigue between the condition type and time-on-task factor times (F(6, 22) = 492.19, p < 0.001) as well as there was a significant main effect of time-on-task (time5 to time30) (F(5, 22) = 463.794, p < 0.001). In addition, there was also a significant main effect in the condition type (F (1, 22) = 713.133, p < 0.001) which represented a large effect size. For the physical fatigue subjective measure, there was a significant difference between the two experimental conditions (p < 0.001), and within the subject test times (p < 0.001). However, there was no significant difference between the means of the concentration visual analogue scale for these two experimental conditions (p = 0.057) despite a significant difference (p < 0.001) in the time-on-task repeated measures.

opencc-by-4.0Oct 2012View details →

Name Size Figure 4.2. Ratio of male to female participants-The Effects of CALL on Vocabulary Learning: A Case of Iranian Intermediate EFL Learners

In the past, vocabulary teaching and learning were often given little priority in second language programs but recently there has been a renewed interest in the nature of vocabulary and its role in learning and teaching. Although most teachers might be aware of the importance of technology, say, computer, rarely teachers use it for teaching vocabulary. Thus, the current study aims at exploring the effects of CALL on vocabulary learning of Iranian EFL Learners. In this study, 40 intermediate EFL learners, both male and female aged from 16 to 18 studying New Interchange, book III, were chosen randomly from a language institute in Tehran. They were divided into two twenty-member groups. The experimental group was given the VTS.S (a computer program for teaching vocabularies), a computerized dictionary and provided with teacher efeedback. The control group received no special software and vocabularies were taught using the conventional ways with the help of a paper dictionary.

BRAIN Journal-Electrophysiological Neuroimaging using sLORETA Comparing 12 Anorexia Nervosa Patients to 12 Controls-Figure 1: sLORETA imaging results of Resting State EEG Supra-Threshold Voxels in both the Parahippocampal (limbic) and Fusiform (temporal) Gyri illustrating decreased neuronal activity in the Anorexia Nervosa patients relative to Control participants

The findings of the sLORETA analysis indicated that, the difference is statistically significant (p=0.03) using a one-tailed t-test: Anorexia > Controls. The brains of the patients with Anorexia Nervosa illustrated decreased neuronal activity in the Left Fusiform Gyrus and the Left Parahippocampal Gyrus (p=0.03) in the resting-state brains when Anorexia Patients were sitting for 3min, as compared to the Controls sitting for 3minutes.

opencc-by-4.0Aug 2015View details →

Figure 2. The mean results, representing the importance of online/blended course components, for all participants-How to Mix the Ingredients for a Blended Course Recipe

Almost two thirds (62%) of the institutions provide access to Open Source LMSs, while only a third use proprietary LMSs (such as AeL or Blackboard), and we can also note that almost half (43%) of the participants are not even interested in proprietary LMSs. All these figures demonstrate once again the openness of the Romanian educa-tional system towards online/blended learning and, furthermore, towards Open Source or free solutions. Specific policies related to open/blended courses and trainings for devel-oping such courses are offered only by a third of the institutions, thus the education managers and policy makers should pay an increased attention to these issues. The importance of course elements was assessed on a five-point Likert scale, where 1 means “not at all important” and 5 means “very important”. Nineteen elements of an online course were evaluated on this scale. The results synthesized in Figure 2 illustrate the importance of each element for all participants in this study, regardless of their e-learning experience.

opencc-by-4.0Aug 2015View details →

Figure 5.(a)Linear (y=0.45x + 57.74) dose-response relationship between plasma propranolol to % β- adrenergeric blockade derived from healthy study participants and translate into patients with angina pectoris. This image has been adapted from(Pine et al., 1975).-The Brain and Propranolol Pharmacokinetics in the Elderly

Apharmacodynamic model,with parameters in the table below, may be used to visualize the propranolol concentration-effect (β-blockade) relationship in patients suffering from angina pectoris. These results have been adapted from the Pine et al article published in Circulation in 1975 which identified a linear relationship plasma Propranolol (ng/mL) to an effect of % β-Adrenergic Blockade in a single-oral dose of 40mg Propranolol in exercising individuals (Pine et al., 1975).

BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 16. Social media postings

After different stages of experimentation, we produced different statistical analysis of our results: a. concerning the most accessed social media. It indicated that Panoramio was the most visited, and Google+ had the majority of postings (Figure 16).  The statistics indicate that the different social networks had different levels of impact on the children and that in the future developments the focus should be on those more frequently accessed.  b. concerning the pedagogical content. A survey was done among teachers and children to evaluate the interest in our solutions and the quality of the educational content and therefore of the overall efficiency

BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 12. Children applying glass-engraving techniques under the control of the staff from the NUA Bucharest

The information from a) and b) has been used by other colleagues in the local school and in the future will be used by other schools in the country or abroad. This represented the second educational level of the project, i.e. the analysis of the collected data. Information from c) was further analyzed by university teachers, filtered and added as an enhancement to the content of the AR platform. An example of user-created content are the movies made with smartphone cameras, recording the children2 while performing traditional crafts (Figures 11, 12).

BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 13. School girl presenting Vădastra School's Facebook page

In order to achieve the third educational level, we experimented the social media tools, i.e. the project’s Google+ educational blog, by posting information complementary to that available on the Time Maps website, and also thematic questionnaires to foster a question-answer (Q&A) learning style. This allowed us to monitor and evaluate the information retention. In this stage we encountered the challenge to stimulate children and teachers to continue using our learning system, by posting new educational content, announcements and social messages. After a period of experimentation we proceeded to a statistical evaluation of children’s answers, which is presented in the next section.

BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 7. The projects's Twitter page for educational and research micro-blogging

The fourth stage was the use of social media to build a social learning network based on content and experience sharing and creation. The following web 2.0 services were used as a distributed platform able to support our experimental learning system: a) Panoramio (http://www.panoramio.com/user/7606828) (Figure 6) as a geo-referenced photo-sharing service over Google Maps and Google Earth for sharing project’s essential results; b) Twitter (https://twitter.com/maps_of_time) (Figure 7), as a social network and micro-blogging service for short announcements and comments; c) Google+ (https://plus.google.com/114705936110835992130?hl=en#114705936110835992130/posts?hl=en) (Figure 8), as a platform for sharing and tagging multiple content (photo, video), blogging and video chatting service with the recent Google Hangout, for sharing educational content; d) Google Drive (Levin, 2013) for cloud storage and collaborative document editing. We also created a YouTube channel for public distribution of video content (https://www.youtube.com/TimemapsNet), (Rusu et al., 2013) and a Facebook page of Vădastra School (https://www.facebook.com/scoalaVădastra).

BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 6. Virtual Space on Panoramio+ with the experiments carried in Vădastra village