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Interference mitigation in device-to-device communications
No full textInterference Mitigation in Device-to-Device Communications delivers a thorough discussion of device-to-device (D2D) and machine-to-machine (M2M) communications as solutions to the proliferation of ever more data hungry devices being attached to wireless networks. The book explores the use of D2D and M2M technologies as a key enabling component of 5G networks. It brings together a multidisciplinary team of contributors in fields like wireless communications, signal processing, and antenna design. The distinguished editors have compiled a collection of resources that practically and accessibly address issues in the development, integration, and enhancement of D2D systems to create an interference-free network. This book explores the complications posed by the restriction of device form-factors and the co-location of several electronic components in a small space, as well as the proximity of legacy systems operating in similar frequency bands. Readers will also benefit from the inclusion of: A thorough introduction to device-to-device communication, including its history and development over the last decade, network architecture, standardization issues, and regulatory and licensing hurdles An exploration of interference mitigation in device-to-device communication underlaying LTE-A networks A rethinking of device-to-device interference mitigation, including discussions of the challenges posed by the proliferation of devices An analysis of user pairing for energy efficient device-to-device content dissemination Perfect for researchers, academics, and industry professionals working on 5G networks, Interference Mitigation in Device-to-Device Communications will also earn a place in the libraries of undergraduate, graduate, and PhD students conducting research into wireless communications and applications, as well as policy makers and communications industry regulators
Anti-tailgating solution using biometric authentication, motion sensors and image recognition
No full textTailgating is a social engineering attack challenging physical security within organizations. It gained public traction in the year 1999 and has since remained a major concern in the field of security leading to the development of several anti-tailgating solutions. These solutions began with simple mechanisms like mechanical turnstiles, revolving doors, and man-trap systems and evolved into more modern technologies using infrared beams, 3D machine vision, face detection, BMI and face recognition combination, and an embedded solution using IP camera and video analytics. A critical analysis of these solutions uncovered certain weaknesses which run through most of them. These are the inability to detect two people side by side and the incapability of detecting multiple entries after a single access authorization. These shortfalls led to the development of the solution in this paper which aims to eliminate the shortcomings of existing technologies and boost security, by using a three-step anti-tailgating solution. The design science research methodology and aspects of qualitative and quantitative research are employed in designing a three-step anti-tailgating solution that combines face detection, palm recognition, and motion sensors, to eliminate the loopholes of existing technologies. The results from experimentation indicated that the face detection tool could detect two faces present. The motion sensors were shown to be efficient in performing people counting and detection, to eliminate tailgating and discrepancies in the number of entries against the number of authorized personnel. Integrated with palm recognition the overall system will function effectively because the three technologies complement each other's shortfalls, therefore preventing tailgating. It is concluded that this system will be an improved and more effective anti-tailgating solution
Thinking or thinking well?: an antidote to ‘sticking plaster solutions’
Get PDFA short blog post outlining the impact of external pressures on criticality in teacher education
Entrepreneurship education and the moderating role of inclusion in the entrepreneurial action of disabled students
No full textEducators and policymakers have sought to open entrepreneurship to a broader range of students. The paper investigates the role of entrepreneurship education in the development of People with Physical Disabilities (PWPDs) and the moderating role of inclusion in their entrepreneurial action. This research employed a cross-sectional survey of 253 students with physical disabilities across tertiary institutions in Nigeria. The findings underscore the significant role of entrepreneurship education in enhancing the entrepreneurial action of physically disabled students. The finding of the study established the moderating role of inclusion in the relationship between entrepreneurship education and the entrepreneurial action of physically disabled students. This implies that the commitment of the educators to accept and support physically disabled students in the class will create an environment in which physically disabled students can learn to monitor and respond to entrepreneurial changes in the environment. This will in turn prepare them to engage in a business start-up. This research highlights that entrepreneurship education and inclusion make significant contributions to physically disabled students’ entrepreneurial action. Therefore, these factors are key to consider in preparing physically disabled students to become entrepreneurial graduates. The study contributes to the extant literature by underscoring the value of creating an environment of inclusion in entrepreneurship education
Dynamic conversations: using social media in learning and teaching
Get PDFThis conversation aims to consider how social media could be used to support academic practices during and beyond the Covid-19 conditions. It aims to explore some practical approaches to using Social Media in a satisfying and sustainable way. I am looking forward to exploring future opportunities for using social media beyond the covid-19 conditions to support the student experience
The design and validation of an online speaking test for young learners in Uruguay:challenges and innovations
Get PDFThis research presents the development of an online speaking test of English for students at the end of primary and beginning of secondary school education in state schools in Uruguay. Following the success of the Plan Ceibal one computer-tablet per child initiative, there was a drive to further utilize technology to improve the language ability of students, particularly in speaking, where the majority of students are at CEFR levels pre-A1 and A1. The national concern over a lack of spoken communicative skills amongst students led to a decision to develop a new speaking test, specifically tailored to local needs. This paper provides an overview of the speaking test development and validation project designed with the following objectives in mind: to establish, track, and report annually learners’ achievements against the Common European Framework of Reference for Languages (CEFR) targeting CEFR levels pre-A1 to A2, to inform teaching and learning, and to promote speaking practice in classrooms. Results of a three-phase mixed-methods study involving small-scale and large-scale trials with learners and examiners as well as a CEFRlinking exercise with expert panelists will be reported. Different sources of evidence will be brought together to build a validity argument for the test. The paper will also focus on some of the challenges involved in assessing young learners and discuss how design decisions, local knowledge and expertise, and technological innovations can be used to address such challenges with implications for other similar test development projects
Dancing in a hurricane: state and public responses to Hurricane Gilbert in Jamaica
Get PDFDifferent cultural strata respond differently to a natural disaster threatening – or destroying – their livelihood; because of these responses, certain patterns become associated (justly or not) with the respective strata. In the wake of Hurricane Gilbert hitting Jamaica in 1988 and causing widespread destruction, several response patterns emerged from the state/government sector and general public. Responses varied from fear and despair to pride and humour; these responses were associated with a particular knowledge archive of the hurricane and its emotional effect on the island’s population and infrastructure. This study examines how hurricane Gilbert was described in the state and public discourses. We will begin with the statements by the government officials and newspaper coverage of the effects the hurricane had on the island immediately after the landfall and within the first three months of the aftermath. We will then proceed to the analysis of two songs written shortly after the hurricane – “Wild Gilbert” by Lloyd Lovindeer and “Gilbert Attack Us” by Bananaman – with the aim to determine whether the way these songs depict Gilbert is similar to that presented in the state discourse or whether there are significant variations between the two. We will focus in particular on the relationship between the knowledge archive of Gilbert hitting Jamaica and the emotions associated with it
Young people negotiating intra-and extra familial harm and safety: social and holistic approaches
No full textThis chapter provides a holistic and structurally informed framework for understanding the intersections between intra-familial and extra-familial harm in adolescence. It proposes this contextual, social and structural understanding of child harm as a way to interpret and respond to young peoples’ experiences of multiple forms of harms in their families and beyond. Building upon poverty aware, contextual and 'social models' of social work, it considers the need for holistic service responses that acknowledge and alleviate the structural pressures on families and young people. It challenges individualised social work approaches that ask individuals to change as opposed to social work approaches that embrace the impact of social and structural inequalities. Rather than understanding this focus on ‘context’ as a new voice in the room, the chapter draws on Black feminist scholarship that outlines how context might be used in social work
Editorial: Special issue on "Bright ICT: security, privacy and risk issues"
No full textBright ICT, a 2015 initiative of the Association of Information Systems introduced by Prof J.K. Lee, refers to the grand vision of a bright society enabled by ICT. Bright ICT research involves taking a holistic view at the design of ICT enabled future society (Lee, 2016; Lee et al., 2018). This concept entails the development of relevant technologies, business models, public policies, social norms, international agreements, metrics for measuring national progress and preventing undesirable activities on the Internet. It is also at the center of discussions on adoption or modification of technologies, policies, and organizations from which new business models—that create a bright safe internet—can evolve. As a double edge sword, technology creates huge benefits such as the use of mobile phones for healthcare access but create challenges such as delayed access to healthcare providers (Haenssgen & Ariana, 2017). Legal frameworks such as the General Data Protection Regulation (GDPR) and opt-in/out rules that are promulgated to protect individuals’ private data have dual effect of reducing users’ information sharing intentions and giving power to a few Tech market players (Johnson et al., 2020)
Growing sideways: re-articulating ontologies of childhood within/through relationships and sexuality education (RSE)
Get PDFThis article presents a collaborative reflective-thinking-writing project that draws from the authors’ experiences of co-productive and critical inquiry with children in the field of gender, sexualities and education. Integrating our collective concerns regarding how childhood can be negatively framed and policed within/through RSE, we explore how these ontological boundaries might be queered through a collective engagement with the possibilities for/of RSE that is affirmative, playful and co-produced with, rather than for, children
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