1,721,123 research outputs found
Performance Assessment of Multi-Class 5G Chains: A Non-Product-Form Queueing Networks Approach
No full textThis work presents a performance assessment of 5G Service Function Chains (SFCs) by examining and comparing two architectural models. The first is the Mono chain model, which relies on a single path for data processing through a series of 5G nodes, ensuring straightforward and streamlined service delivery. The second is the Poly (or sliced) chain model, which leverages multiple paths for data flow, enhancing load balancing and resource distribution across nodes to improve network resilience. To evaluate the performance of these models, we introduce a performance indicator that captures two critical stages: the time required for user registration to the 5G infrastructure and the time needed for Protocol Data Unit (PDU) session establishment. From a performance standpoint, these stages are deemed crucial by the European Telecommunications Standards Institute (ETSI), as they can adversely affect both objective and subjective network parameters. Using a non-product-form queueing network approach, we develop an algorithm named ChainPerfEval, which accurately estimates the proposed performance indicator. This approach outperforms standard queueing network models, where the exponential assumption of inter-arrival and/or service times may lead to an inaccurate estimation of the performance indicator. An extensive experimental campaign is conducted using an Open5GS testbed to simulate real-world traffic scenarios, categorizing 5G flows into three priority classes: gold (high priority), silver (moderate priority), and bronze (low priority). The results provide significant insights into the trade-offs between the Mono and Poly chain models, particularly in terms of resource allocation strategies and their impact on SFC performance. Ultimately, this comprehensive analysis offers valuable and actionable recommendations for network operators seeking to optimize service delivery in multi-class 5G environments, ensuring enhanced user experience and efficient resource utilization
Sicurezza nelle comunicazioni su rete. Dai princìpi fondamentali ai paradigmi di nuova generazione, con esempi ed applicazioni pratiche. Con Contenuto digitale per accesso on line
No full text
Investigating the Impact of Supportive Programmes to Enhance the Learning Transfer of Teachers
Full text linkRecently, in the report titled “What students learn matters”, the OECD project
named ‘Future of Education and Skills 2030’ has defined the ‘Time Lag" in
education as the phenomenon that occurs when the contents, abilities, and key
competencies the students are expected to master at the end of their school journey
lie behind what jobs and real-life situations request them to know and to do1
.
What are the driving factors that may lead to this skill mismatch?
More than ever, against the backdrop of global environmental problems and social
inequality that are worsening, the world is facing even greater change due to rapidly
advancing innovations such as Artificial Intelligence, the Internet of Things (IoT),
Big Data, robotics, and biotechnology2
.
In addition to digital and green transformation, the COVID-19 pandemic has posed
enormous challenges to the global economy, society, and people's lives. UNESCO
says that 1.6 billion students, including more than 200 million in higher education,
were affected by school closures. Despite being unprepared for such a sudden
change, educational institutions might have to move to emergency remote teaching
overnight, shifting online to give lectures and adjusting to remote learning3
. This is
just a demonstration of the fact that not only is innovation driven by cutting-edge
research, where new discoveries are often used in ways that change the way we
usually do things, but it is also affected by the consequent modification of social,
economic, and cultural backgrounds. We look for and use new approaches to cope
with the changing needs and realities of society, thus influencing the context we
live in2
.
The immense challenges we face may have sparked a societal shift toward “Society
5.0”, in which infrastructures and technology assist people in resolving social and
environmental issues with an emphasis on sustainability, human worth, and
resilience4
. People would be interested in how technologies, discoveries, and ideas
can improve business processes and results and how their application will affect
organizations, institutions, and societies, making human progress more sustainable
and humane. In addition to basic skills, more and more personal skills are becoming important.
Beside numeracy, scientific literacy, cultural literacy, citizenship, and digital
literacy, soft skills such as effective communication, creativity, and critical thinking
will also be increasingly in demand5
. To thrive in a post-COVID world, youth and
adults need to be able to learn a wide range of essential skills, and institutions have
a responsibility to prioritise development to open up more diverse entry points into
the world of work and boost countries’ economies6
.
Education systems significantly influence the extent to which individuals and
societies pursue success opportunities. The capacity of education systems to either
ameliorate or perpetuate social and economic inequality is one of the most
fundamental global issues of our time7
.
The 2030 Agenda for Sustainable Development provides a broad set of targets for
the European Union's commitment to education. Sustainable Development Goal 4,
providing inclusive and equitable quality education and promoting lifelong learning
opportunities for all, inspires the EU's policy, which considers education as a
fundamental human right, vital to addressing global challenges and achieving long-
term development. Meeting the other SDGs, which include goals and targets for
human development, environmental protection, prosperity, justice, and peace, is
also strongly correlated with high-impact school education. Improving long-term
educational outcomes is a top priority of the EU's strategy, which considers
strengthening education systems. They serve as a flywheel for productivity,
innovation and resilience and contribute to more inclusive communities8
.
Important EU policies are based on the idea that skills acquired through education,
training and lifelong learning are at the heart of fair and well-functioning labour
markets. The European Pillar of Social Rights and the Council Recommendation
on Vocational Education and Training (VET) for Sustainable Competitiveness,
Social Fairness, and Resilience are the primary initiatives to establish the principles
and define the road map for the recovery and a just transition to a digital and green
economy8
.
The European Skills Agenda 2020 emphasizes the importance of enhancing
understanding of skills and bolstering national initiatives. The European Skills Index (ESI) of Cedefop serves as both a tool for mapping performance and a report
on the evolution of national skills systems. Learning the necessary skills and competencies for the future is therefore the task
of the educational world9
. According to recent studies, the curriculum design and
review process can be significantly enhanced by basing curriculum refinement on
past and present facts that anticipate the future needs of society10 and by considering
the opinions of stakeholders to improve the level of its implementation11. Creating
a unified vision for the student profile as intended student outcomes can also
provide useful information when determining what must be modified to achieve the
desired result12
.
While countries and schools have made significant strides in recent years towards
a 21st-century curriculum that incorporates new goals such as digital literacy,
sustainable development, cross-curricular content, and competency-based
curricula, the results of such reforms are taking longer than expected to become
visible, thus pointing out one of the four dimensions of time lag, the one depending
on classroom implementation. The size of the time lag is actually characterized by four dimensions: 'recognition
time lag,' which is the time required to recognize the need for a curriculum change,
'decision time lag,' which depends on how long the entire process of formalizing
the change takes, 'implementation time lag,' which occurs when curriculum reforms
are not quickly or thoroughly adopted into classroom practice due to factors
inhibiting or delaying their implementation, and, finally, 'impact time lag' which
depends on the time needed for the results to become visible13
.
Since teachers are the primary curriculum implementers and their engagement with
the curriculum directly affects the outcome of the reform, a sizable portion of the
literature on curriculum implementation focuses on them. If they don't have the
necessary skills, change won't happen, claims Fullan (2015)
14. Kisa and Correnti
expanded on the notion that teachers' limited knowledge or pre-existing beliefs and
practices would obstruct a seamless implementation of the curriculum, contending
that smart policy design takes into account stakeholders' capacity today as well as
the aspirations to shape it in the future
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
- …
