28 research outputs found
Simulated Annealing for Location Area Planning in Cellular networks
Full text linkLA planning in cellular network is useful for minimizing location management
cost in GSM network. In fact, size of LA can be optimized to create a balance
between the LA update rate and expected paging rate within LA. To get optimal
result for LA planning in cellular network simulated annealing algorithm is
used. Simulated annealing give optimal results in acceptable run-time.Comment: 7 Pages, JGraph-Hoc Journa
Integration of a Spanish-to-LSE machine translation system into an e-learning platform
Full text linkThe final publication is available at Springer via http://dx.doi.org/10.1007/978-3-642-21657-2_61This paper presents the first results of the integration of a Spanish-to-LSE Machine Translation (MT) system into an e-learning platform. Most e-learning platforms provide speech-based contents, which makes them inaccessible to the Deaf. To solve this issue, we have developed a MT system that translates Spanish speech-based contents into LSE.
To test our MT system, we have integrated it into an e-learning tool. The e-learning tool sends the audio to our platform. The platform sends back the subtitles and a video stream with the signed translation to the e-learning tool.
Preliminary results, evaluating the sign language synthesis module, show an isolated sign recognition accuracy of 97%. The sentence recognition accuracy was of 93%.Authors would like to acknowledge the FPU-UAM grant program
for its financial support. Authors are grateful to the FCNSE linguistic department for sharing their knowledge in LSE and performing the evaluations. Many thanks go to MarÃa Chulvi and BenjamÃn Nogal for providing help during the imple-mentation of this system. This work was partially supported by the Telefónica Móviles España S.A. project number 10-047158-TE-Ed-01-1
The minimum information required for a glycomics experiment (MIRAGE) project: improving the standards for reporting glycan microarray-based data
No full textMIRAGE (Minimum Information Required for A Glycomics Experiment) is an initiative that was created by experts in the fields of glycobiology, glycoanalytics and glycoinformatics to produce guidelines for reporting results from the diverse types of experiments and analyses used in structural and functional studies of glycans in the scientific literature. As a sequel to the guidelines for sample preparation (Struwe et al. 2016, Glycobiology, 26:907–910) and mass spectrometry data (Kolarich et al. 2013, Mol. Cell Proteomics, 12:991–995), here we present the first version of guidelines intended to improve the standards for reporting data from glycan microarray analyses. For each of eight areas in the workflow of a glycan microarray experiment, we provide guidelines for the minimal information that should be provided in reporting results. We hope that the MIRAGE glycan microarray guidelines proposed here will gain broad acceptance by the community, and will facilitate interpretation and reproducibility of the glycan microarray results with implications in comparison of data from different laboratories and eventual deposition of glycan microarray data in international databases
The Minimum Information Required for a Glycomics Experiment (MIRAGE) project: improving the standards for reporting glycan microarray-based data
Get PDFMIRAGE (Minimum Information Required for A Glycomics Experiment) is an initiative that was created by experts in the fields of glycobiology, glycoanalytics, and glycoinformatics to produce guidelines for reporting results from the diverse types of experiments and analyses used in structural and functional studies of glycans in the scientific literature. As a sequel to the guidelines for sample preparation (Struwe et al. 2016, Glycobiology, 26, 907-910) and mass spectrometry (MS) data (Kolarich et al. 2013, Mol. Cell Proteomics. 12, 991-995), here we present the first version of guidelines intended to improve the standards for reporting data from glycan microarray analyses. For each of eight areas in the workflow of a glycan microarray experiment, we provide guidelines for the minimal information that should be provided in reporting results. We hope that the MIRAGE glycan microarray guidelines proposed here will gain broad acceptance by the community, and will facilitate interpretation and reproducibility of the glycan microarray results with implications in comparison of data from different laboratories and eventual deposition of glycan microarray data in international databases
Medical applicant general practice experience and career aspirations: a questionnaire study
Get PDFBackground: Increasing access to general practice work experience placements for school students
is a strategy for improving general practice recruitment, despite limited evidence and concerns
surrounding equity of access to general practice experiences.
Aims: To examine the association between undertaking general practice experience and the
perceptions of general practice as an appealing future career among prospective medical applicants.
To identify socioeconomic factors associated with obtaining general practice experience.
Design & setting: Cross-sectional questionnaire study in the UK.
Method: Participants were UK residents aged ≥16 years and seriously considering applying to study
medicine in 2019/2020. They were invited to take part via the University Clinical Aptitude Test (UCAT).
Questionnaire data were analysed using a linear regression of general practice appeal on general
practice experience, adjusting for career motivations and demographics, and a logistic regression of
general practice experience on measures of social capital and demographics.
Results: Of 6391 responders, 4031 were in their last year of school. General practice experience
predicted general practice appeal after adjusting for career motivation and demographics (b = 0.37,
standard error [SE] = 0.06, P<0.00001). General practice experience was more common among
students at private (odds ratio [OR] = 1.65, 95% confidence interval [CI] = 1.31 to 2.08, P<0.0001) or
grammar schools (OR = 1.33, 95% CI = 1.02 to 1.72, P = 0.03) and in the highest socioeconomic group
(OR = 1.62, 95% CI = 1.28 to 2.05, P<0.0001), and less likely among students of ‘other’ ethnicity (OR
= 0.37, 95% CI = 0.20 to 0.67, P = 0.0011).
Conclusion: Having general practice experience prior to medical school was associated with finding
general practice appealing, which supports its utility in recruitment. Applicants from more deprived
backgrounds were less likely to have had a general practice experience, possibly through lack of
accessible opportunities
Teachers\u27 training as a scaffolding tool for professional development in ELT
No full textModern century has brought paramount change and need in developing holistic view of education. There is a formative redesigning in innovations, competitive field, psychological development in employees/teachers/students\u27 attitudes, approaches and eventually catering need for personal as well as professional development. In every field, there is a need for development holistically. Education is a field which regales all the demands of students, teachers and of the institutions. Only this field has wide variety of activities so as to form overall development of the person. But on the otherside, our teachers who are expected to be goal-oriented, active and researcher are less motivated and goal-oriented. Many of the educators do not want to develop themselves professionally and eventually there is a dearth of holistic development of the teachers as well as of students. Professional development and self-reflection are the tools which give ways for the further initiatives leading towards competitive environment and hence quality education. There is a need for such training and education. ELT field is ever developing field with every nuances of it. It has given scopes for many researchers to be professionally developed. The current paper will focus on the need and scope for teachers\u27 continuous professional development (CPD)
Launching pathway for continuing professional development (CPD) for college professors
No full textIn the 21st century, the demand of the education, course curriculum, as well as learners have been changed at a paramount level. There is a need of inculcation of professional skills and abilities among students rather than focusing on summative score / evaluation. It is here the role of a teacher is tested and expected to excel the common boundary of just a bound student/teacher. It has, thus, become necessary for the teachers to be continuously developed by learning new courses, being skillful, researchive, updating one\u27s knowledge, changing teaching/learning strategy, goal-oriented, associated with different associations, contributing new to their existing knowledge and taking initiative for the new learning that will bring change into their overall personality, apart from just completing the course curriculum. With the rapid advancement in technology and in the entire competitive field, it has even become more necessary to boost the morale of the students with more pedagogic training, innovative presentations, seminars, workshops, using authentic materials, making more interactive classrooms etc. Teacher should here determine not only the development of the students but their own selves. The current paper has been designed as a part of survey done on continuing professional development (CPD) of college professors of English in Gujarat. After surveying their professional level a CPD module had been designed and the same was tested on the specific teachers. The current research paper will just focus on the CPD module prepared for teachers along with its features
Authenticating assessment processes in language classrooms
No full textAssessment, be it formative of summative, has to be authentic when it comes to language learning. In ELT, we have always observed that a lot of focus has been given to how evaluation should be done. The reason why it is so is to create awareness about the process, which is essential for the future second language speakers. Now this process is generally not considered authentic as our teachers\u27 partial focus is on assessing language development summatively, that is, the final score of the learners, and not formatively. The present paper will focus on how we as language practitioners can actually improve the evaluation process
