NUI Maynooth Eprint Archive
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Remote State Estimation With a Strategic Sensor Using a Stackelberg Game Framework
No full textThis article studies how to design the encoder
and decoder in the context of dynamic remote state estimation with a strategic sensor. The cost of the remote
estimator is the estimation error covariance, whereas the
cost of the self-interested strategic sensor includes an additional term related to its private information. A Stackelberg game is employed to model the interaction between
the strategic sensor and the remote estimator, where the
leader (strategic sensor) first designs the encoder, and the
follower (remote estimator) then determines the decoder.
We derive the optimal encoder and decoder based on the
mismatched cost functions, and characterize the equilibrium for some special cases. One interesting result is that
the equilibrium can be achieved by transmitting nothing
under certain conditions. The main results are illustrated
by numerical examples
Basic Medical Training for Refugees via Collaborative Blended Learning: Quasi-Experimental Design
No full textBackground: Globally, there is an excess of 68.5 million people who have been forced to leave their homes and seek sanctuary
elsewhere because of poverty, persecution, conflict, violence, and human rights violations. Although international humanitarian
responses usually focus on ensuring that the basic needs of these people are being met, there is growing attention on the role that
development-oriented interventions can play in the longer term. Higher education in a refugee context is one such intervention
that can equip refugees with the knowledge and skills they need to serve their communities and move forward.
Objective: This study aims to evaluate the outcomes and effectiveness of the University of Geneva InZone-Raft Basic Medical
Training Course in the Kakuma refugee camp in Kenya compared with a previous incarnation of the same course in the Dadaab
refugee camp in Kenya.
Methods: We used a quasi-experimental design to compare the posttest scores of both inequivalent student groups: control
group (n=18) and intervention group (n=16). Factors that influenced refugee students’ knowledge acquisition, the amount of
knowledge they acquired, and their academic outcomes were assessed, and the pedagogical evolution of the project is presented.
Results: We found that the Kakuma intervention course yielded better outcomes and was more effective in terms of learning
than the Dadaab control course. Of the 16 students who took part in the intervention course, 10 (63%) completed the program
successfully and received accreditation from the University of Geneva. We observed that they received new knowledge well and
scored higher on all learning modalities than those in the control course. Comparison of written and oral examinations between
the courses showed statistical significance for the intervention group in written and oral exams (two-tailed: P=.006 and P=.05;
one-tailed: P=.003 and P=.03, respectively). The Kakuma course was not effective in addressing electricity and internet access
problems, nor in reducing the challenge of tight deadlines in the syllabus. Pedagogical adjustments to the intervention course
improved student involvement, with higher participation rates in quizzes (10/11, 91%), and overall satisfaction and learning.
Conclusions: The intervention group—with an improved mode of delivery, better contextualized content, and further
interaction—reached a higher level of medical knowledge acquisition and developed more complex questions on medical topics
than the control group. The positive outcome of this project shows that given the right resources and support, refugees can
contribute to the improvement and development of health care in their communities. Nonetheless, a more focused effort is
necessary to meet the educational needs of refugee learners and better understand their living conditions
Participation and Achievement in the Summer Paralympic Games: The Influence of Income, Sex, and Assistive Technology
No full textGlobal participation at the Paralympic Games has been steadily growing in the past 60 years. However, inequities in relation to geographic representation of Paralympians, sex representation, access to assistive technology, and medal success remain. The objectives of this research are to describe and compare trends in Paralympians’ participation and achievements in the Summer Paralympic Games by income level and sex, including in events requiring assistive products (wheelchairs, hand cycles/trikes, and prostheses). A retrospective secondary analysis of publicly available data was conducted. Participation, sex, and medal tally data were extracted from data available on the International Paralympic Committee website and archives. Data regarding income and population were collected from publicly available data available from the World Bank website. Participation in the Summer Paralympic Games differs significantly by income level (p = 0.000) with high- income countries sending, on average, more Paralympians than low- and middle-income countries. There is a significant difference between male and female participation (p = 0.00), with approximately 29% of all Paralympians being female. High-income countries demonstrate significantly higher achievement than low- and middle-income countries (p = 0.000), including in events requiring assistive products (p = 0.007). Despite growth in overall participation, low- and middle-income countries remain severely underrepresented in both participation and achievement at the Paralympic Games, especially in the events that require high quality assistive products to succeed. More equitable participation and achievement in the Paralympics may be supported by addressing the barriers for females, for people from low- and low-middle income countries, and for those without access to high quality assistive products required
Passenger satisfaction and loyalty for app-based ride-sharing services: through the tunnel of perceived quality and value for money
No full textPurpose
The purpose of this study is to investigate the passengers' perception of app or application-based ride-sharing service in Bangladesh. The research directly measures the passengers' perception of perceived quality and value for money of using app-based ride-sharing services in Bangladesh and how it impacts passengers' satisfaction. The study also measures the indirect relationship of perceived quality and value for money and passengers' loyalty through the mediating effects of passenger satisfaction in app-based ride-sharing services.
Design/methodology/approach
The authors used an online self-administered survey questionnaire to collect data from the respondents who have experienced app-based ride-sharing services in Bangladesh. In this study, 400 questionnaires were distributed to the respondents online (Google form) and received 281 useful responses that give a 70.25% response rate. The survey data were analyzed based on construct validity, convergent validity and structural equation modeling by using Smart PLS 3.
Findings
The research findings indicate that perceived quality and value for money positively and significantly influence passengers' satisfaction. The passengers' satisfaction has a direct and significant relationship with passenger loyalty. The research findings also indicate that perceived quality and value for money have an indirect relationship with passenger loyalty through the mediating effect of passenger loyalty in app-based ride-sharing services.
Practical implications
Both perceived quality and value for money have been the key drivers of passenger satisfaction and loyalty. Thus, the ride-sharing service providers should emphasize enhancing passenger value perception and quality service to reinforce passenger satisfaction and loyalty by increasing communication with the passengers about their apps. Besides, the service providers need to keep track of passengers' satisfaction levels and adopt necessary initiatives to ensure satisfied passengers toward loyalty.
Originality/value
Limited studies have investigated the impacts of perceived quality and value for money on passenger satisfaction and loyalty to app-based rideshare service. It is a suitable time as the research findings will help ride-sharing service providers enhance their quality performance to compete healthily. Simultaneously, passengers can enjoy improved, and value-added services due to increasing competition among the app-based service providers. Regulators can also emphasize passenger quality services and the importance of money as a proposition while formulating policy and regulations toward the management of ride-sharing companies
An interesting case of progressive dyspnoea and diffuse mediastinal adenopathy in a 25-year-old man
No full textA 25-year old man was admitted to hospital with
a 12-month history of progressive dyspnoea
and fatigue, with an acute deterioration over the
preceding 2 weeks. He denied any significant past
medical history, was a lifelong non-smoker and
had moved to Ireland from Brazil with his family
1 year prior. On presentation, he was hypoxic, with
peripheral oxygen saturations of 79% on room air
and tachycardic at 110 beats·min−1. Examination
revealed a loud pulmonary component of the second
heart sound, but was otherwise unremarkable,
as he was clinically euvolaemic, with clear lung
fields and there were no audible cardiac murmurs.
Chest radiograph demonstrated prominent hilar
vasculature
Proposed Use of a Conversational Agent for Patient Empowerment
No full textEmpowerment is a process through which people acquire the necessary knowledge and self-awareness to understand their conditions and treatment options, make informed choices and self-manage their health conditions in daily life, in collaboration with medical professionals. Conversational Agents in healthcare could play an important role in the process of empowering a person but, so far, they have been seldom been used for this purpose. This paper presents the basic principles and preliminary implementation of a conversational health agent for patient empowerment. It dialogues with the user in a "natural" way, collects health data from heterogeneous sources and provides the user with specific and relevant information. This allows a person/patient to create his/her own opinion on health matters in the most complete and objective way, and, therefore, it facilitates the empowerment process
The DreamSpace STEM-21CLD model as an aid to inclusion of pupils with special education needs
No full textFostering inclusion of students with Special Education Needs (SEN) within mainstream classroom supports positive education outcomes for all. Teachers’ attitudes towards inclusion can also impact; those teachers who perceive themselves as well-trained are more likely to hold positive attitudes towards inclusion. Classroom practices which focus on 21st Century skill development, including collaboration, problem-solving and technology have the potential to positively impact on the education outcomes of students with SEN. The current research sought to explore these themes, and the role a STEM-21st Century Learning by Design (STEM-21CLD) education activity has on teachers’ perceptions and attitudes towards, students with SEN. Nineteen teachers who participated in the STEM-21CLD education activity took part in this qualitative study. Thematic analyses revealed that teachers perceived students differently following participation in the STEM-21CLD activity. Teachers reported seeing students as more confident and capable of leadership. Teachers attitudes towards student with SEN were positively impacted, with a skill focused classroom seen as having a positive influence. Teachers described practical constraints; withdrawal of students for supplementary learning support can mean that these students ‘miss out’ on skill focused learning activities. We argue that the STEM-21CLD learning approach can facilitate teachers to consider inclusive classroom practices in new and innovative ways
Social media and luxury: A systematic literature review
No full textLuxury, historically an exclusive, rare and elitist phenomenon, is changing. This is predominantly driven by technological developments, particularly social media, and the rising level of consumer empowerment in the marketplace. A maturing stream of research has emerged assessing the effects of social media platforms on luxury brands, offerings and consumers. However, there has been no comprehensive analysis of this extant literature synthesizing the current state of knowledge and postulating future research directions. This paper addresses this gap by utilizing a systematic literature review approach. A total of 115 articles were collected and analysed and five core themes were identified, examining (1) luxury brand strategy, (2) luxury brand social media communications, (3) luxury consumer attitudes and perceptions, (4) engagement and (5) social media's influence on brand performance-related outcomes. These themes are comprehensively explored to understand the myriad impacts of social media on luxury businesses before conceptualizing the themes as a holistic framework explaining social media's role within luxury. The framework developed highlights the fragmented yet progressive nature of research on the confluence of social media and luxury, and signals fruitful avenues for further inquiry. It is proposed that scholarly attention is directed towards multiple lines of inquiry, including social media's role in luxury brand construction online, social media's role in facilitating ‘moments of luxury’, younger consumers’ luxury consumption, as well as the integration of both future innovative technological developments and novel social media platforms within luxury branding
Teaching and Learning Early Year’s Mathematics in Irish Preschools
No full textThe aim of this thesis was to find ways that I, as curriculum leader, could enhance
the teaching and learning of mathematics for preschool children. The children involved
attend the Irish Government funded Early Childhood Care and Education scheme at my
Early Year’s Care and Education setting. Underpinning this study was the desire to act in
congruence with my epistemological and ontological values. I had observed and reflected
upon the provision of early year’s mathematics teaching and learning in the preschool
classrooms in my setting, and had uncovered a problem area. I found there was very little
mathematical play, and thus minimal mathematics teaching and learning occurring. This was
disappointing, given my epistemological and ontological beliefs, which are firmly rooted in
Froebelian values of mathematical concepts, collaborative play, and the joy of learning. I
strongly believe that early mathematical confidence and ability is beneficial to later
academic success for all children. Thus the concept for my study was generated – “How can
I as curriculum leader enhance the teaching and learning of mathematics in the ECCE
classrooms in my early year’s’ setting for children aged 3-5 year’s?”
The approach used was Self-Study Action Research. This study allowed me to
observe and reflect upon my own practice as the curriculum leader of teaching and learning
of mathematics for young children. The study was carried out within 3 preschool classrooms
with the participation of 47 children in total, alongside their parents; and with assistance and
input of 8 Early Year’s Teachers. The interventions carried out included enhancing the
mathematics learning environment across the 3 indoor classrooms and the communal
outdoor play area; the training of the 8 teachers in the subject knowledge of mathematical
play and learning for young children; and providing information and support for parents to
include mathematics in their children’s everyday lives. I also carried out a survey within the
wider community of Irish early year’s educators to discover knowledge levels and attitudes
regarding mathematics in the early years.
Findings suggest that in my setting the participating children benefitted from an
enhanced and intentional emphasis on mathematical play in their preschool and home
environments. The early year’s teachers felt they learned a more intentional, informed and
effective way to teach mathematics through play, without becoming too academic. Findings
from the study include a need for a richly resourced mathematical environment to be in place;
more focused and intentional learning about mathematics subject knowledge for early year’s
teaching students; the requirement for a knowledgeable and well qualified curriculum leader
in all early year’s’ settings; and a mathematics curriculum to be written and followed in all
early year’s settings.
In summary, this study has enhanced the teaching and learning of mathematics in the
3 preschool classrooms in my setting. We have added to and enhanced our mathematics
environments, indoors and outdoors. We have written a mathematics Curriculum Policy
document for our centre. We are in the process of training all early year’s’ teachers in rich
mathematical play environments and intentional teaching and learning of mathematics
through play. These changes will benefit children of all ages who attend. I feel prepared to
support my team to continue to enhance their mathematics teaching, and to review other
curriculum areas which could benefit from the Self-Study Action Research approach. We
have developed a bank of training and educational materials to support all parents whose
children attend the setting. I also feel confident to share these findings with the wider early
year’s teaching community, and to potentially move the teaching and learning of early year’s
mathematics forward for the young children of Ireland
Final Action Dissemination (FAD) Report of COST Action 15221 – We ReLaTe
No full textThis is the final report of COST Action 15221 – Advancing effective institutional models towards cohesive teaching, learning, research and writing development or ‘We ReLaTe’. The purpose of the report is to present the outputs and outcomes of the Action in fulfilment of the Action’s research and capacity building objectives. The report has been written for any reader interested in the work of a COST Action and for any reader interested in the provision of professional development/learning support for higher education staff in writing, research, learning and teaching which was the topic of the Action