WoT Based Context-Aware Middleware Design for Integrating Real-World Object to SNS

2013 ◽  
Vol 756-759 ◽  
pp. 1264-1269
Author(s):  
Hai Lei Lu ◽  
Ji Yang ◽  
Chun Hong Zhang ◽  
Cheng Cheng
Keyword(s):  
Social Network ◽  
Real World ◽  
Context Aware ◽  
The Real ◽  
Process Implementation ◽  
Human Object ◽  
Physical Attributes ◽  
User Friendly ◽  
Real State

In order to build a more user-friendly, intelligent IoT where interactions between Human-to-Human, Object-to-Object, and Human-to-Object coexists, real-world objects are assigned a social network identity on current SNS. Under this scenario, the contexts of the real-world objects become more complicated since it contains both social attributes and physical attributes. This paper proposed a context-aware middleware for infers the contexts of real-world objects in SNS. The deduced context of the object is generated from the physical contexts, which retrieved from WoT infrastructure and social network context from SNS, which results in the quality of the context more dependent to the real state of the object. Then, services or behavior will be triggered by the middleware after the reasoning process. Implementation on the MagicHome project will illustrate the feasibility and reasonability of middleware in a smart home scenario.

EXPLORING HEALTHCARE ARCHITECTURE THROUGH THE MEDIUM OF FILM: Motives and Techniques

2014 ◽  
Vol 8 (1) ◽  
pp. 29
Author(s):  
Stephen Verderber
Keyword(s):  
Real World ◽  
The Real ◽  
Healthcare Settings ◽  
Interdisciplinary Field ◽  
Body Of Knowledge ◽  
Behavior Setting ◽  
Physical Environments ◽  
Scant Attention ◽  
History Of

The interdisciplinary field of person-environment relations has, from its origins, addressed the transactional relationship between human behavior and the built environment. This body of knowledge has been based upon qualitative and quantitative assessment of phenomena in the “real world.” This knowledge base has been instrumental in advancing the quality of real, physical environments globally at various scales of inquiry and with myriad user/client constituencies. By contrast, scant attention has been devoted to using simulation as a means to examine and represent person-environment transactions and how what is learned can be applied. The present discussion posits that press-competency theory, with related aspects drawn from functionalist-evolutionary theory, can together function to help us learn of how the medium of film can yield further insights to person-environment (P-E) transactions in the real world. Sampling, combined with extemporary behavior setting analysis, provide the basis for this analysis of healthcare settings as expressed throughout the history of cinema. This method can be of significant aid in examining P-E transactions across diverse historical periods, building types and places, healthcare and otherwise, otherwise logistically, geographically, or temporally unattainable in real time and space.

Virtual reality: Using the virtual world to improve quality of life in the real world

2001 ◽  
Vol 65 (1) ◽  
pp. 78-91 ◽  
Author(s):  
Page L. Anderson ◽  
Barbara O. Rothbaum ◽  
Larry Hodges
Keyword(s):  
Quality Of Life ◽  
Virtual Reality ◽  
Real World ◽  
Virtual World ◽  
Improve Quality ◽  
The Real

E-Mentoring

2011 ◽  
pp. 885-889
Author(s):  
Jamie S. Switzer
Keyword(s):  
Real World ◽  
Role Models ◽  
Skill Development ◽  
Colleges And Universities ◽  
Technical Skill ◽  
Education Students ◽  
The Real ◽  
Practical Information ◽  
And Behaviors

Colleges and universities are adept at teaching students in the academic sense. Often what is lacking in a student’s education is a thorough grasp of the “real world”; how their chosen field actually functions and operates. One way for students to gain an understanding of a particular occupation is to interact with a mentor. Mentors can offer valuable intellectual resources to students (O’Neil & Gomez, 1996). Regardless of the quality of their education, students still need the practical information that can only be provided by a working professional who can present students an awareness of the real world (O’Neil, 2001). A mentor, however, is much, much more than a professional with unique expertise in a specific vocation. While mentors do provide career knowledge and the means for technical skill development, mentors can offer a myriad of services. They provide support, encouragement, and guidance. Mentors act as role models, teaching and nurturing students, demonstrating appropriate skills and behaviors. They are friends to students, providing them a means to network and find jobs.

scholarly journals Getting Your Game On: Using Virtual Reality to Improve Real Table Tennis Skills

2019 ◽  
Author(s):  
Stefan Carlo Michalski ◽  
Ancret Szpak ◽  
Dimitrios Saredakis ◽  
Tyler Ross ◽  
Mark Billinghurst ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Real World ◽  
Training Group ◽  
Skill Transfer ◽  
Control Group ◽  
Table Tennis ◽  
The Real ◽  
Vr Training ◽  
Training Control

Objective: The present study investigates skill transfer from Virtual Reality (VR) sports training to the real world, using the fast-paced sport of table tennis.Background: A key assumption of VR training is that the learned skills and experiences transfer to the real world. Yet, in certain application areas, such as VR sports training, the research testing this assumption is sparse.Design: Real-world table tennis performance was assessed using a mixed-model analysis of variance. The analysis comprised a between-subjects (VR training group vs control group) and a within-subjects (pre- and post-training) factor. Method: Fifty-seven participants (23 females) were either assigned to a VR training group (n = 29) or no-training control group (n = 28). During VR training, participants were immersed in competitive table tennis matches against an artificial intelligence opponent. An expert table tennis coach evaluated participants on real-world table tennis playing before and after the training phase. Blinded regarding participant's group assignment, the expert assessed participants’ backhand, forehand and serving on quantitative aspects (e.g. count of rallies without errors) and quality of skill aspects (e.g. technique and consistency).Results: VR training significantly improved participants’ real-world table tennis performance compared to a no-training control group in both quantitative (p<.001, partial eta2 = .301) and quality of skill assessments (p<.001, Cohen’s d = 1.10).Conclusions: This study adds to a sparse yet expanding literature, demonstrating real-world skill transfer from Virtual Reality in an athletic task.

The Real-World Writing Project for Public Health Students: A Description and Evaluation

2020 ◽  
pp. 237337992092809
Author(s):  
Olivia S. Anderson ◽  
Ella August
Keyword(s):  
Public Health ◽  
Real World ◽  
Community Partner ◽  
Community Partners ◽  
The Real ◽  
Writing Project ◽  
Online Evaluation ◽  
Midwestern University ◽  
Future Work

Writing is a key skill for Public Health students, but instructors are not necessarily trained in how to teach writing. The Real-World Writing Project requires students to produce a writing project proposed by a community partner, for example, a report. The project includes multiple assignments that incorporate recommended characteristics for effective assigned writing. This article describes implementation of this project in two Public Health undergraduate courses at a large Midwestern University, including the type of products students produced, the number and type of community partners who participated, and student and community partner evaluations. Anonymous online evaluation surveys were distributed to community partners and students. We received responses from 19 community partners and 53 students. Partners were satisfied with the quality of 94% of the student products and were satisfied with their overall experience with the Real-World Writing Project (mean rating 5.14 on 6-point Likert-type scale, where 6 = extremely satisfied). Partners rated 85% of students as having satisfactory communication with them and were satisfied with the professionalism of 94% of students. Ninety-four percent of students reported being satisfied with the final product they produced and 84% of students indicated that working with their community partner was “very easy.” Students reported that the Real-World Writing Project was beneficial to them versus a more traditional assignment (mean response of 8.0 [ SD 2.3], where 1 represented the least and 10 represented the most satisfaction). Future work will include an evaluation of the project within graduate-level courses.

Mentoring at a Distance

2011 ◽  
pp. 1283-1287
Author(s):  
Jamie S. Switzer
Keyword(s):  
Real World ◽  
Colleges And Universities ◽  
Education Students ◽  
The Real ◽  
Practical Information

Colleges and universities are adept at teaching students in the academic sense. Often what is lacking in a student’s education is a thorough grasp of the “real world”—how their chosen field actually functions and operates. One way for students to gain an understanding of a particular occupation is to interact with a mentor. Mentors can offer valuable intellectual resources to students (O’Neil & Gomez, 1996). Regardless of the quality of their education, students still need the practical information that can only be provided by a working professional who can present students an awareness of the real world (O’Neil, 2001).

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