Lying, Feeding and Activity Preference of Weaned Piglets for LED-Illuminated vs. Dark Pen Compartments

Little is known on the effect of light on pig behaviour. The choice behaviour of weaned piglets kept under two different light-emitting diode (LED) illuminance levels was investigated: 32 piglets (in two batches) were housed in a preference test room composed of two identical double pen units. One side of the pen unit was permanently illuminated with 600 lux, while the other was darkened to almost 0 lux (~0 lx); by using a passageway, piglets could move between the two sides. The “lying”, “eating” and “activity” behaviours were evaluated during three days in the first, third and fifth experimental week based on video recordings and a 5-min time sampling method. At first, piglets preferred to stay in the 600 lux illuminated compartments. Then, this preference decreased for the “eating” and “activity” behaviours and reversed for the “lying” behaviour, with the darkened compartments being preferred. The results also show that pen soiling was higher under 600 lux, but feed consumption was not affected by the illuminance. Since pigs choose between the two illuminance levels to perform specific behaviours, illuminance could be used to divide the pens into functional areas and, thus, help in meeting pigs’ behavioural needs.

Soundscape evaluation to identify audio visual aspects in café for student's activities

A café is a type of restaurant that typically serves coffee and tea, in addition to light refreshments such as baked goods or snacks. Nowadays, students also consider cafés as a social place to do various activities. The different activities might need a different environment. However, the existing studies regarding the soundscape in a café do not consider the different activities and only focus on the auditory aspects. In this study, the activities in a café and the important audio-visual aspects are identified. This information is beneficial to design appropriate cafés environment for different student activities. The data were collected using an online survey. The survey asked several pieces of information such as activity preference and audio-visual preference. The survey shows that the students' activities in a café are classified into four types: discussion-chatting (27%), group-studying (27%), eating drinking (20%), self-studying (16.5%), and others (9.6%). The survey also shows the five most important audio and visual aspects in a café: general noise (13.61%), dynamics (8.9%), the loudness of music (8.12%), color contrast (8.12%), and hubbub (7.85%).

A Spatial-Temporal Self-Attention Network (STSAN) for Location Prediction

With the popularity of location-based social networks, location prediction has become an important task and has gained significant attention in recent years. However, how to use massive trajectory data and spatial-temporal context information effectively to mine the user’s mobility pattern and predict the users’ next location is still unresolved. In this paper, we propose a novel network named STSAN (spatial-temporal self-attention network), which can integrate spatial-temporal information with the self-attention for location prediction. In STSAN, we design a trajectory attention module to learn users’ dynamic trajectory representation, which includes three modules: location attention, which captures the location sequential transitions with self-attention; spatial attention, which captures user’s preference for geographic location; and temporal attention, which captures the user temporal activity preference. Finally, extensive experiments on four real-world check-ins datasets are designed to verify the effectiveness of our proposed method. Experimental results show that spatial-temporal information can effectively improve the performance of the model. Our method STSAN gains about 39.8% Acc@1 and 4.4% APR improvements against the strongest baseline on New York City dataset.

The Influence of Child-Related Factors on Caregiver Perceptions of Their Child’s Sustained Participation in a Community Football Program: A Study of Children with and without Neurodevelopmental Disorders

This study evaluated the influence of activity preference and involvement on season completion in a community-based football program for children with and without neurodevelopmental disorders. Caregivers (n = 1428) of 1529 children aged 4 to 17 (M = 7.27, SD = 1.85), with (n = 175) and without (n = 1354) neurodevelopmental disorders who were currently participating or had previously participated in a group-based NAB AFL Auskick football program completed an online survey. The survey collected information on their child’s completion of any attempted seasons of the football program, level of involvement during the sessions and preference for football over other sports and activities. Eighty percent of children with a neurodevelopmental diagnosis had completed all seasons of Auskick, compared with 93% of children without a neurodevelopmental diagnosis. Results indicated that children with neurodevelopmental disorders (n = 135) were 3.71 times less likely to complete a football season than their typically developing peers (n = 903). Higher levels of involvement during football sessions and greater preference for football were linked to a higher football season completion rate, irrespective of neurodevelopmental disability diagnosis. This study highlights the influence of child-related factors, in particular, preference and involvement, on children’s sustained participation in community football programs, regardless of neurodevelopmental disability status.

Self-Quantification Systems to Support Physical Activity: From Theory to Implementation Principles

Since the emergence of the quantified self movement, users aim at health behavior change, but only those who are sufficiently motivated and competent with the tools will succeed. Our literature review shows that theoretical models for quantified self exist but they are too abstract to guide the design of effective user support systems. Here, we propose principles linking theory and implementation to arrive at a hierarchical model for an adaptable and personalized self-quantification system for physical activity support. We show that such a modeling approach should include a multi-factors user model (activity, context, personality, motivation), a hierarchy of multiple time scales (week, day, hour), and a multi-criteria decision analysis (user activity preference, user measured activity, external parameters). This theoretical groundwork, which should facilitate the design of more effective solutions, has now to be validated by further empirical research.

Self-Quantification Systems to Support Physical Activity: From Theory to Implementation Principles

Since the emergence of the quantified self movement, users aim at health behavior change, but only those who are sufficiently motivated and competent with the tools will succeed. Our literature review shows that theoretical models for quantified self exist but they are too abstract to guide the design of effective user support systems. Here, we propose principles linking theory and implementation to arrive at a hierarchical model for an adaptable and personalized self-quantification system for physical activity support. We show that such a modeling approach should include a multi-factors user model (activity, context, personality, motivation), a hierarchy of multiple time scales (week, day, hour), and a multi-criteria decision analysis (user activity preference, user measured activity, external parameters). This theoretical groundwork, which should facilitate the design of more effective solutions, has now to be validated by further empirical research.

Self-Quantification Systems to Support Physical Activity: From Theory to Implementation Principles

Since the emergence of the quantified self movement, users aim at health behavior change, but only those who are sufficiently motivated and competent with the tools will succeed. Our literature review shows that theoretical models for quantified self exist but they are too abstract to guide the design of effective user support systems. Here, we propose principles linking theory and implementation to arrive at a hierarchical model for an adaptable and personalized self-quantification system for physical activity support. We show that such a modeling approach should include a multi-factors user model (activity, context, personality, motivation), a hierarchy of multiple time scales (week, day, hour), and a multi-criteria decision analysis (user activity preference, user measured activity, external parameters). While implementation still poses many challenges, principles linking theory to implementation should facilitate the design of effective self-quantification systems. In this way, users who wish to improve their physical activity levels could be better supported.

Self-Quantification Systems to Support Physical Activity: From Theory to Implementation Principles

Since the emergence of the quantified self movement, users aim at health behavior change, but only those who are sufficiently motivated and competent with the tools will succeed. Our literature review shows that theoretical models for quantified self exist but they are too abstract to guide the design of effective user support systems. Here, we propose principles linking theory and implementation to arrive at a hierarchical model for an adaptable and personalized self-quantification system for physical activity support. We show that such a modeling approach should include a multi-factors user model (activity, context, personality, motivation), a hierarchy of multiple time scales (week, day, hour), and a multi-criteria decision analysis (user activity preference, user measured activity, external parameters). Although the implementation still raises many challenges, principles linking theory and implementation should facilitate the design of effective self-quantification system aimed at physical activity increase, and more widely for behavior change.

FEATURES OF COGNITIVE ACTIVENESS OF UNIVERSITY TEACHERS IN RUSSIA

There has been a decrease of the activeness in the sphere of self-improvement among specialists. It can be assumed that this happens with university teachers as well, and the reason for this might be the fall of their cognitive activeness. The author of the article determines the particularity of the cognitive activeness, its most valuable indicators, as well as their psychological factors. The objective is to reveal the peculiarities of cognitive activeness for further scientific justification of the ways of its development. The questionnaire and the experiment methods were used, the cognitive activeness of the teachers was measured with the scale-type survey, worked out by J. J. Zhukov; the satisfaction with the performance was measured with the expert assessments survey, worked out by G. V. Lozovaja; the pedagogical abilities, the motives of professional activity, the successfulness of the performance and the adaptation to it were determined by the A. N. Nikolaev´s surveys. The main results are the following: the components of cognitive activeness dominate – the integration of educational material, supra-situational activity, the interest in cognition. The components of cognitive activeness have an impact on all indicators of teachers' adaptability. Three types of teachers have been identified: those motivated to the success of their activity; those motivated to the process itself; and those who are passionate about their activities. These types correspond to the results of the factor analysis with factors that are focused on the profession and self-improvement through cognitive activeness, on the activity preference based on one´s interests, and on the success of the activity according to one´s abilities.