A Theoretical Framework for Ubiquitous Computing

2016 ◽  
Vol 8 (2) ◽  
pp. 1-15 ◽  
Author(s):  
Mahdi Hashemi ◽  
Abolghasem Sadeghi-Niaraki
Keyword(s):  
Wireless Networks ◽  
Ubiquitous Computing ◽  
Real World ◽  
Theoretical Framework ◽  
Navigation Systems ◽  
Third Generation ◽  
The Real ◽  
The Third ◽  
Solid Foundation ◽  
And Mathematics

You may forget where you left your keys when you need them. In ubiquitous computing space your keys will find you and inform you where they are. Ubiquitous computing, the third generation of computing spaces, following mainframes and personal computers, is in its incipient evolution steps. In ubiquitous computing space, sensors and computing nodes are invisibly, inconspicuously, and overwhelmingly embedded in all real-world objects and are all connected to each other through omnipresent wireless networks. The goal is to make real-world objects seem intelligent and autonomous in providing users with electronic and Internet services with users not even noticing how they are provided with these services. The real world, cyberspace, modeling, and mathematics are identified as the main constituents of ubiquitous computing in this study. These four areas are investigated one-by-one and in combination to show how they create a solid foundation for ubiquitous computing. An application of ubiquitous computing in car navigation systems is used to indicate the reliability of the proposed framework.

The Third Culture

2017 ◽  
pp. 318-330 ◽  
Author(s):  
Hsiao-Cheng (Sandrine) Han
Keyword(s):  
Visual Culture ◽  
Virtual Worlds ◽  
Real World ◽  
Virtual World ◽  
Research Question ◽  
Third Culture ◽  
The Real ◽  
Main Research ◽  
The Third ◽  
Culture Education

The purpose of this research is to improve the understanding of how users of online virtual worlds learn and/or relearn ‘culture' through the use of visual components. The goal of this research is to understand if culturally and historically authentic imagery is necessary for users to understand the virtual world; how virtual world residents form and reform their virtual culture; and whether the visual culture in the virtual world is imported from the real world, colonized by any dominate culture, or assimilated into a new culture. The main research question is: Is the authenticity of cultural imagery important to virtual world residents? This research investigates whether visual culture awareness can help students develop a better understanding of visual culture in the real world, and whether this awareness can help educators construct better curricula and pedagogy for visual culture education.

Ubiquitous Computing Technologies in Education

2011 ◽  
pp. 230-233
Author(s):  
Gwo-Jen Hwang ◽  
Ting-Ting Wu ◽  
Yen-Jung Chen
Keyword(s):  
Wireless Communication ◽  
Ubiquitous Computing ◽  
Real World ◽  
Adaptive Learning ◽  
New Technologies ◽  
Learning Activities ◽  
Ubiquitous Learning ◽  
The Real ◽  
Computing Technologies ◽  
The World

The prosperous development of wireless communication and sensor technologies has attracted the attention of researchers from both computer and education fields. Various investigations have been made for applying the new technologies to education purposes, such that more active and adaptive learning activities can be conducted in the real world. Nowadays, ubiquitous learning (u-learning) has become a popular trend of education all over the world, and hence it is worth reviewing the potential issues concerning the use of u-computing technologies in education, which could be helpful to the researchers who are interested in the investigation of mobile and ubiquitous learning.

CORRIGENDUM: “PRICING AND VALUATION UNDER THE REAL-WORLD MEASURE”

2018 ◽  
Vol 21 (04) ◽  
pp. 1892001 ◽  
Author(s):  
GABRIEL FRAHM
Keyword(s):  
Banach Space ◽  
Asset Pricing ◽  
Financial Markets ◽  
Real World ◽  
Fundamental Theorem ◽  
Contingent Claims ◽  
Henri Poincaré ◽  
The Real ◽  
The Third ◽  
Price Process

In order to prove the third fundamental theorem of asset pricing for financial markets with infinite lifetime [G. Frahm (2016) Pricing and valuation under the real-world measure, International Journal of Theoretical and Applied Finance 19, 1650006], we shall assume that the discounted price process is locally bounded. Otherwise, some principal results developed by [F. Delbaen & W. Schachermayer (1997) The Banach space of workable contingent claims in arbitrage theory, Annales de l’Institut Henri Poincaré 1, 114–144] cannot be applied.

scholarly journals Teens and Virtual Goods: The Fun, Useful and Affordable Luxuries that are Driving the Virtual Economy

1970 ◽  
Vol 2 (4) ◽  
Author(s):  
Maura Welch
Keyword(s):  
Virtual Worlds ◽  
Online Communities ◽  
Real World ◽  
Personal Networks ◽  
The Real ◽  
The Third ◽  
Virtual Economy

Virtual worlds are quickly becoming a popular way for teens–especially younger teens 13-16 years of age–to spend time connecting with existing friends while searching for new contacts. According to KZero, in the third quarter of last year alone, 92 million new, unique users joined virtual worlds. However, as virtual worlds grow, teens are looking for more opportunities beyond just building their personal networks. Enter virtual goods–items users can earn or purchase to express themselves creatively or to gain status among their peers in a community. Those who have not spent time in online communities and worlds find it difficult to understand the motivation for purchasing virtual goods. But buying them or completing tasks to earn them is fun and challenging, in the exact same way shopping or playing games in the real world is fun and challenging. For example, some virtual goods provide an immediate advantage in games or contests, some help express your personal styles and interests, and some can be sent as gifts to friends. Sometimes people buy virtual goods because they’re impatient or competitive and don’t want to wait the number of days it would take to earn them for free. But fundamentally, virtual goods are entertainment–they make it fun to interact with friends and express personal styles.

scholarly journals Making Translation Testing More Teaching-oriented: A Case Study of Translation Testing in China

2006 ◽  
Vol 51 (1) ◽  
pp. 72-88 ◽  
Author(s):  
Defeng Li
Keyword(s):  
Empirical Study ◽  
Real World ◽  
Theoretical Framework ◽  
The Real ◽  
Teaching Context ◽  
Testing Practice ◽  
Teaching Research ◽  
Teachers Attitudes

Abstract Despite the fact that translation teaching research has been gaining momentum over the last two decades, little has been written and therefore known about translation assessment in the teaching context. This article reports on a data-based empirical study of translation testing in China. The issues raised in it range from teachers’ attitudes towards testing to its objectives, design, contents, frequency, and its pedagogical roles. It is suggested that more research be done on translation testing, of which the first task is to develop a theoretical framework to provide guidance for translation testing practice and research. It is further recommended that translation testing be made more teaching-oriented and brought closer to the real world of professional translation.

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