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Name disambiguation is a key and also a very tough problem in many online systems such as social search and academic search. Despite considerable research, a critical issue that has not been systematically studied is disambiguation on the fly — to complete the disambiguation in the real-time. This is very challenging, as the disambiguation algorithm must be accurate, efficient, and error tolerance. In this paper, we propose a novel framework — CONNA — to train a matching component and a decision component jointly via reinforcement learning. The matching component is responsible for finding the top matched candidate for the given paper, and the decision component is responsible for deciding on assigning the top matched person or creating a new person. The two components are intertwined and can be bootstrapped via jointly training. Empirically, we evaluate CONNA on two name disambiguation datasets. Experimental results show that the proposed framework can achieve a 1.21-19.84 percent improvement on F1-score using joint training of the matching and the decision components. The proposed CONNA has been successfully deployed on AMiner — a large online academic search system. [ABSTRACT FROM AUTHOR]

This paper presents findings from empirical study on assessing third year students' academic performance and development of generic skills through participatory teaching. Generic skills inventory and academic performance were utilized as measuring instruments where as activities of participatory learning used as an independent variable. The main purpose of the paper was to explore the extent to which participatory teaching contributes to students' acquisition of generic skills and obtaining outstanding academic standing. Outstanding academic achievement and development of generic skills much depend on the instructional strategies employed in teaching and learning. Participatory learning approaches are those, which put students at the center of the teaching and learning activities. Through participatory teaching strategies, the acquisition of generic skills becomes more enjoyable, meaningful and exciting. The study identified that participatory teaching is an effective way to foster generic skills of students as it has a significant influence on development of students' generic skills and to improving students' academic performance. The result of the correlation analysis shows the strong positive relationships between the variables of academic performance, generic skills as well as activities of participatory teaching. As result of this, this study proves that participatory teaching produces two core outcomes (better academic performance and possession of generic skills) expected students develop during academic course. A comprehensive model of generic skills development was proposed which consists of the three constructs investigated which are indicating the strength and the direction of their relationships.

A new classification system for computing education papers is presented and applied to every computing education paper published between January 2004 and January 2007 at the two premier computing education conferences in Australia and New Zealand. We find that while simple reports outnumber other types of paper, a healthy proportion of papers address and answer a research question. We find that more papers deal with programming courses than with other courses, and that more than half of all publications are situated in single subjects. To the extent that differing circumstances permit, we compare our results with those of an earlier study of the SIGCSE conference, and find that the Australasian publications include fewer simple reports and more papers describing analysis and experiment. We note a reasonable number of publications on multi-institutional work, which we interpret as evidence of a sense of computing education community within Australia and New Zealand. [ABSTRACT FROM AUTHOR]

The paper presents a Scientometrics mapping of papers published inJournal of Computer Science and Technology, during 2012 to 2016 as reflected in Web of Science database. It attempts to analyze the growth and development of publications output of Journal of Computer Science and Technologyas reflected. Data for a total of 485 have been downloaded and analysed according to objectives. The study reveals thatThe year wise growth rate revel that highest no. papers published in 2015, No. of Papers: 106 (21.86%) Authorship pattern data reveals that most of the authors like to publish papers in collaborations and most preferred authorship pattern was four author i.e. no. publications for four authors were 125 (25.77 %). The Degree of Collaboration (DC) revel that DC is found highest in 0.95 Co-Authored Publication. The highly prolific authors and their publications revel that Zhang L, published highest numbers of papers (11 nos.), the geographical distribution contributions (International) is revel that Peoples R China is in the top with no. of publications is 371 (76.50%), it is found from institutionwise distribution of papers that highest contributed institutions was Chinese Academy of Sciences with 93 Publications (19.18%) is placed at 1st rank and the average of citations per year (2012-2016) were 205. [ABSTRACT FROM AUTHOR]

An augmented reality browser is an alternative of a web browser in augmented spaces, which aimed at navigating and publishing overlaid interactive contents. This enabled end users to explore digital information on existing points of interests (POIs) and the application developers to publish overlaid information in the form of layers and channels, etc. These browsing interfaces were vital for publishing and locating contents to unfold the potential of augmented spaces. This paper contributed an analytical review on the recent emergence of mobile augmented reality browsers from the perspective of technological information publishing and usage scenarios. This comparative analysis of the augmented reality browsers would help researchers and industrial scientists to identify the most relevant augmented reality browser for specific applications like object tracking, content overlaying, and ensuring realism up to major extent. This study would also provide guidelines for next generation enriched, seamless and adaptive augmented reality browsers. [ABSTRACT FROM AUTHOR]

An automatic computer vision algorithm that detects individual paper fibres from an image, assesses the possibility of grasping the detected fibres with microgrippers and detects the suitable grasping points is presented. The goal of the algorithm is to enable automatic fibre manipulation for mechanical characterisation, which has traditionally been slow manual work. The algorithm classifies the objects in images based on their morphology, and detects the proper grasp points from the individual fibres by applying given geometrical constraints. The authors test the ability of the algorithm to detect the individual fibres with 35 images containing more than 500 fibres in total, and also compare the graspability analysis and the calculated grasp points with the results of an experienced human operator with 15 images that contain a total of almost 200 fibres. The detection results are outstanding, with fewer than 1% of fibres missed. The graspability analysis gives sensitivity of 0.83 and specificity of 0.92, and the average distance between the grasp points of the human and the algorithm is 220 µm. Also, the choices made by the algorithm are much more consistent than the human choices. [ABSTRACT FROM AUTHOR]

Analysis of the impact of scholarly artifacts is constrained by current unreliable practices in cross-referencing, citation discovering, and citation indexing and analysis, which have not kept pace with the technological advances that are occurring in several areas like knowledge management and security. Because citation analysis has become the primary component in scholarly impact factor calculation, and considering the relevance of this metric within both the scholarly publishing value chain and (especially important) the professional curriculum evaluation of scholarly professionals, we defend that current practices need to be revised. This paper describes a reference architecture that aims to provide openness and reliability to the citation-tracking lifecycle. The solution relies on the use of digitally signed semantic metadata in the different stages of the scholarly publishing workflow in such a manner that authors, publishers, repositories, and citation-analysis systems will have access to independent reliable evidences that are resistant to forgery, impersonation, and repudiation. As far as we know, this is the first paper to combine Semantic Web technologies and public-key cryptography to achieve reliable citation analysis in scholarly publishing. [ABSTRACT FROM AUTHOR]

Buildings are complex structures composed of heterogeneous elements; these require building management systems (BMSs) to dynamically adapt them to occupants' needs and leverage building resources. The fast growth of information and communication technologies (ICTs) has transformed the BMS field into a multidisciplinary one. Consequently, this has caused several research papers on data-driven solutions to require examination and classification. This paper provides a broad overview of BMS by conducting a systematic literature review (SLR) summarizing current trends in this field. Unlike similar reviews, this SLR provides a rigorous methodology to review current research from a computer science perspective. Therefore, our goal is four-fold: (i) Identify the main topics in the field of building; (ii) Identify the recent data-driven methods; (iii) Understand the BMS's underlying computing architecture (iv) Understand the features of BMS that contribute to the smartization of buildings. The result synthesizes our findings and provides research directions for further research. [ABSTRACT FROM AUTHOR]

The superiority of BWM over other weighting methods for obtaining the weight values of the attributes is that it achieves high-confidence results with a reasonable number of pairwise comparisons. Although the best-worst method (BWM) is a well-known multi-criteria decision-making (MCDM) method that has been successfully utilized in almost all scientific areas to solve challenging real-life problems, no research has comprehensively examined the state-of-the-art in this regard. The present study depicts a detailed overview of publications concerned with BWM during the period 2015–2022. Based on the information obtained from the Scopus database, this work presents a big picture of current research on BWM. In other words, this paper analyzes the existing literature about BWM and identifies thematic contexts, application areas, emerging trends, and remaining research gaps to shed light on future research agendas aligning with those gaps. Further, the most recent BWM research is analyzed in the top ten scientific areas, from engineering to materials science. “Engineering”, “computer science”, and “business, management, and accounting” are the hottest fields of BWM research. China is the most active country regarding “engineering” and “computer science”, whereas India is the leader in “business, management, and accounting”. The study also reveals that there are still many research gaps in BWM research. The big picture taken in this study will not only showcase the current situation of BWM research but will also positively impact the direction and quality of new research. [ABSTRACT FROM AUTHOR]

Writers of research articles are expected to present research information in a structured manner by following a certain rhetorical patterns determined by the discourse community. Failures to keep to the writing standard and rhetorical pattern are likely to lower the acceptance rate. While producing a research article is understandably a complex task, it is even more difficult if one is writing in his or her second or third language. Even if grammatical mistakes can be ironed out by a language editor, researchers are on their own when it comes to rhetorical presentation of their research ideas. The available research writing guidelines constructed in the native speaker context often fall short in addressing rhetorical aspects related to cultural issues that have been known to influence most non native English (NNE) writings. Motivated by the complexity of rhetorical presentation in research articles and the problems on writing research articles by NNE writers, this paper is aimed to explore the rhetorical moves used by the Malaysian writers in the introduction section of Computer Science research articles for journal publication. CARS model (Swales, 2004) is used to analyze the rhetorical moves in the introduction section of Computer Science research articles by the Malaysian writers. The study begins with a corpus compilation of five research articles (RA) by the writers followed by move analysis use in the CARS model (Swales, 2004) was conducted to analyze the articles. The analysis revealed that majority of the writers adopted most of the rhetorical strategies in Swales model (2004). The paper concludes that CARS model is suitable in identifying the rhetorical moves in the RA by Malaysian writers.

Corporate entrepreneurship is a critical area of curricula for computer science and information systems students. Few institutions of computer science and information systems have entrepreneurship in the curricula however. This paper presents entrepreneurial health informatics as a course in a concentration of Technology Entrepreneurship at a leading institution of technology. In the concentration, and in the course, students are learning to be business entrepreneurs in interdisciplinary fields, such as health. This paper can be beneficial to educators in schools of computer science and information systems desiring to enrich offerings to be contemporary with the demands of industry.

The present paper seeks to quantify the scholarly literature on Information Literacy (IL) during the last two decades by collecting data from the Scopus database from 2002 to 2021. The overall output includes 8769 records and 73181 citations. The average citation per paper is 10.81. "Communication in Computer and Information Science" was the most influential source among the titles for publishing research, with 386 papers. With 59 articles, Maria Pinto, affiliated with Granada University, has been named the most productive author. Lloyd has the most citations as well as the highest hindex. Purdue University and the University of Granada have been the most notable affiliations in institutional research production. The United States accounted for 42.70 percent of research production in total publications. [ABSTRACT FROM AUTHOR]

This paper focuses on peer learning as a process to develop PhD students' disciplinary and scholarly skills. PhD students' experience is not usually framed in terms of peer learning, because peer learning is more often studied and applied at the undergraduate level. This contribution builds on an ethnography of a research team to show the potential of peer learning over the course of the doctorate. A socio-constructivist conceptualisation of learning, inspired by activity theory, guides the analysis. The contribution of this paper is threefold. First, it proposes an original definition of learning that highlights process and practice, and shows how to work with it. Second, it demonstrates how peer learning unfolds in the interplay between structured and emergent types of interactions. Third, it provides scholars with insights into the conditions facilitating peer learning and stimulates debate around the initiatives that institutions can put in place to support PhD students.

Abstract: Combining the techniques of paper prototyping and card sorting into a single session has the benefits of helping users to understand a new technology on the one hand, and of gaining insight into the users’ mental models of that technology on the other hand. However, acquainting users with a new technology via a paper prototype might affect their mental models, as assessed with the card sorting technique. The aim of this paper was to explore the possibility of combining the two techniques in a single research session. Thirty-seven users participated in a study concerning a payment system based on Near Field Communication (NFC). Eight group sessions were organized, including both a paper prototyping exercise and a card sorting exercise. The order of the exercises was alternated. The findings of this case study seem to suggest that the paper prototyping exercise resulted into deeper insights into the participants’ mental models resulting from the card sorting exercise. At the same time, paper prototyping seemed to prevent participants to come up with new names for their card sorting categories. [Copyright &y& Elsevier]

Just like scaffolding for any building structure which involves robust connections of various frames and planks by bolts and couplers, the concept of genre provides a framework around which the academicians build their artwork. Create A Research Space Model (CARS) (Swales & Feak 2004) has been discussed by many scholars as a reference framework for writing research papers. Such scholarly endeavors include Computer Science (CS) research papers also but they lack in the provision of a holistic picture. This paper is an attempt to explore various rhetorical and linguistic patterns of this genre with the help of the data retrieved through corpus based techniques so that the missing as well as the isolated elements of the jigsaw could be fixed The discussions are expanded and the CARS model is emended for the characterization of writing Introduction of research article in the field of CS. [ABSTRACT FROM AUTHOR]

The present study uses bio-bibliometrics to examine the contributions made by Prof. K.R. Venugopal, the Vice-Chancellor of Bangalore University. He was the Principal of the University Visvesvaraya College of Engineering (UVCE) for 15 years and Chairman of the Department of Electronics and Communications, Computer Science Engineering, and Information Science Engineering at UVCE. He has an illustrious, distinguished, and brilliant academic career with eleven degrees, including two Ph.Ds. He was a post-doctoral research scholar and visiting professor at the University of Southern California, USA. It is essential to study his contributions to understand the magnitudes and contributions in a particular domain. Data has been collected based on his curriculum vitae, available on the website of Bangalore University. Further, the paper highlights Prof. K.R. Venugopal's author productivity, year-wise distribution, collaboration, communications channels, highly cited documents and research papers, and most downloaded books. [ABSTRACT FROM AUTHOR]

By bringing together the national German sports game community and an international scientific community in a joint conference, the 6th International Teaching Games for Understanding Conference (TGfU) Meets the 10th German Sports Games Symposium of the German Association of Sport Science (DVS), held July 25-27, 2016, at the German Sport University in Cologne, fostered the interdisciplinary discussion of team and racket sports in the fields of sport pedagogy, sport didactics, sport psychology, computer science, human movement science, and training science. The conference, chaired by Daniel Memmert and Philip Furley, and organized by the Institute of Cognitive and Team/Racket Sport Research, aimed to cover the entire spectrum of sports sciences through the Plenary Opening Lecture, three keynote speakers, nine invited talks, invited papers, practical workshops, coaching clinics, oral presentations, and poster presentations. This issue begins with the following: Preface (Daniel Memmert); and Opening Plenary Lecture--We Are What We Teach: TGfU as a Complex Ecological Situation (J. Butler). Keynotes include: (1) "Is TGfU a Model Only Test Pilots Can Fly?": Teacher-Coach Development in Game-Centered Approaches (D. Kirk); (2) Using Technology to Evaluate Game Play for Beginners and Proficient Players That Encompasses Game-Play Evaluation (P. G. O'Donoghue); and (3) Teaching Games for Understanding and the Psychology of Intuition (H. Plessner). Invited Talks include: (1) Capturing the Complexity of Team Synergies to Provide a Better Practice (D. Araújo); (2) Student Learning Outcome and Teachers' Autonomy Support toward Teaching Games for Understanding through Adopting Accessible Technology and Alternative Sport Equipment: An Asian Experience (A. S. Ha); (3) Understanding Games for Teaching--Reflections on Empirical Approaches toward Game Instruction (S. König); (4) Building an Increased Evidence Base for Game-Centered Approaches in Professional Practice Settings (S. Harvey); (5) Instructions in Sports from a Cognitive Information-Processing Perspective: Implications for Theory and Practice within Teaching and Learning in Sport Games (P. A. Furley); (6) Analyzing Complex Dynamical Systems: Artificial Neural Networks Contribute New Insight Concerning Optimal Athletic Techniques and Tactics (A. Schmidt); (7) Using Modification to Generate Emergent Performance (and Learning?) in Sports (D. Farrow, T. Buszard, M. Reid, and R. Masters); (8) Game-Centered Approaches: Different Perspectives, Same Goals--Working Together for Learning (D. Gutierrez); and (9) "Leveling the Playing Field" in Physical Education with Adaptation Games (K. Pagnano Richardson, D. Sheehy, and T. Hopper). The section, Thematic Symposia, includes the following symposia descriptions and presentations: (1) Developing a Conceptual Framework to Underpin the Practical Art of Making Games Accessible to Players (L. Almond): (a) Conceptual Framework for Understanding Digital Video Game Design and Its Relationship to Teaching Games for Understanding (A. Price); (b) Translating Formal Game Into Manageable Game Forms: The Case of Volleyball (J. Afonso C. Bessa, R. Aroújo, P. Coutinho, and I. Mesquita); (c) Making Sense of Handball (L. McCarthy); (d) The Thinking behind a Conceptual Framework for Teaching/Coaching Games (L. Almond); and (e) Perspectives of Rugby Coaches in Understanding Teaching Games for Understanding (J. Lambden); (2) The Ecological Dynamics Approach to Sport Pedagogics and Tactical Analysis (D. Araujo, K. Davids, and I. Renshaw): (a) Implementing a Nonlinear Physical Education Pedagogy in an Australian Secondary School (B. Moy); (b) Reflecting on Practice: An Exploration of NLP in Games Teaching (I. Renshaw and J. Clancy); (c) Evaluating a 12-Week Games-Based Training Program to Improve Cricket Batting Skill (J. D. Connor, I. Renshaw, D. Farrow, and B. Abernethy); (d) Manipulating Goal Posts Significantly Impacts Tactical Behaviors in Small-Sided Football Games (B. Travassos, P. Silva, R. Duarte, L. Vilar, and P. T. Esteves); and (e) Players' Relative Position to Characterize the Affordances Landscape in Football (P. Passos and R. Silva); (3) Personality in Team Sport: A Coach and Athlete Perspective (J. Kleinert): (a) Personality Development in Team Sport Players (J. Ohlert and J. Kleinert); (b) Burnout, Stress, and Recovery in German Coaches (P. Schaffran, S. Altfeld, C. Zepp, J. Kleinert, and M. Kellmann); (c) The Relationship between Coaches' Emotional Intelligence and Their Perception of Player Need Satisfaction (M. Watson and J. Kleinert); and (d) The Link between Emotional Intelligence and Leadership in Soccer Coaches (B. Lobinger and S. Heisler); (4) Translating TGfU Theory into Practice: How Can We Support Teachers' and Coaches' Learning When Implementing TGfU? (K. A. Parry): (a) Supporting Teachers to Implement Game-Centered Approaches: Toward an Effective Model of Professional Development (K. A. Parry); (b) Utilizing Real-Time GPS (Adidas MiCoach System V2.0) to Enhance Soccer Coaches' Ability to Reflect in Action When Engaging in a GCA (M. Ayres and T. Howard); (c) Using a Heutagogical Approach to Develop an Undergraduate GCA Module: Developing GCA V2 (M. Ayres, A. Proce, A. Monk, and L. McCarthy); (d) Implementing Game-Centered Approaches: An Alternative Vision for Coach Education (C. Cushion and S. Harvey); and (e) Moving forward in a Game-Centered Context: A New Stage in Games and Sports Education (G. Forrest); (5) Session of the German Handball Association (S. König and S. Greve): (a) Teaching Games in Secondary Schools--TGfU or Something Else? (S. König); and (b) "Freiwurf Hamburg": Qualitative Evaluation of an Inclusive Sports Project (S. Greve); (6) Democracy in Action through Inventing Games (J. Butler): (a) Introduction to the Symposium Democracy in Action through Inventing Games (J. Butler); (b) Democracy in Action through Inventing Games: Teachers' Views about Teaching and Learning (S. McGinley); (c) Democracy in Action through Inventing Games: Exploring Moments of Aporia (or Communications Difficulties) as Opportunities for Learning (E. McGinley); (d) Democracy in Action through Inventing Games: Student Responses (A. Berning); and (e) Democracy in Action through Inventing Games: Setting the Environment (J. Sheppard); (7) The Game Performance Assessment Instrument: Twenty Years and Counting! (S. Mitchel): (a) Introduction to the GPAI (S. Mitchell); (b) Enhancing Performance Using the GPAI as a Coaching Language in Practice and Matches Administration (A. De Souza); (c) Reflecting on Student Learning: Using the iPad to Collect GPAI Data (K. Pagnano Richardson); (d) Development of GPAI Components through GPET Game Context Adaptation (D. Gutierrez and L. M. Garcia-Lopez); (e) Formally and Formatively Assessing Students Using Game Performance Rubrics (S. Harvey); and (f) GPAI Applications: Critical Responses and Possibilities (T. Hopper); (8) Complexity and the Design of Learning Systems in TGfU (A. Ovens): (a) Tactical Disturbances: Exploring the Complexity of Tactical Learning in Basketball (V. Minjares); (b) Making Sense of Complexity and Its Implications for Teaching and Coaching (R. Pucheggar); (c) Embodied Learning: A Simplified Pedagogical Complexity (S. Visawanath); and (d) The Complexity Turn in Sport and Physical Education: Reflecting on an Emerging Field (A. Ovens); (9) Learners as Complex Systems: Basic Moves, Modification-by-Adaptation, and Social Coordinated Mimicry (T. Hopper): (a) Application of Social Coordinated Mimicry: Net/Wall Example (T. Hopper and J. Rhoades); (b) Social Coordinated Mimicry: Theoretical Applications of Current Research (J. Rhoades and T. Hopper); and (c) Complexity Thinking and Early Childhood Physical Education (M. Jess and N. Carse); (10) A Critical Evaluation of Limits and Prospects of the Simple Heuristic Approach, Ball-School Approach, Ecological Dynamics Approach, and TGfU Explaining Decision Making in Sports (M. Raab and L. Musculus): (a) The Effect of Top-Down and Bottom-Up Processes in the Development of Game Performance in Basketball (M. C. Lopes, K. Roth, and P. J. Greco); (b) Training of Team Decisional Behavior in Football from an Ecological Dynamics Approach (D. Araújo and P. Silva); (c) A Holistic Approach to Decision Making in Games and Sport (S. Harvey, A. Mouchet, and R. Light); and (d) Monitoring the Development of Elite Youth Soccer Players' Decision Making: Implications for Age-Related Decision-Making Training from a Simple Heuristic Approach (L. Musculus, B. Lobinger, and M. Raab); (11) Dynamic Match Analysis (H. Folgado): (a) Small-Sided Games: An Optimal Training Tool to Represent Tactical Match Demands in Elite-Standard Youth Soccer Players? (S. B. H. Olthof, and W. G. P. Frencken, and K. A. P. M. Lemmink); (b) Real-Time Quantification of Dangerousity in Soccer Using Spatiotemporal Tracking Data (D. Link, S. Lang, and P. Seidenschwarz); (c) Spatial-Temporal Patterns of Play Constrain the Success of Defensive Actions in Association Football (B. Travassos, R. Monteiro, P. Marques, and R. Duarte); and (d) Changes in Offensive Tactical Performance among Under-13 Basketball Players during 4 Months of Training (T. J. Leonardi, A. L. A. Soares, D. V. C. Brasil, M. C. Boscariol, C. E. Goncalves, H. M. Carvalho, and R. R. Paes); (12) Sustained Collaborative Adventures in TGfU: Communities of Practice (Chairs: H. Bohler and D. Sheehy): (a) Game Curriculum Based on Legitimate Peripheral Participation (N. Suzuki); (b) Teaching Life Skills Through TGfU Game Play: International Collaboration of CoPs (J. Sheppard); (c) Peer Mentoring: On the Move to Legitimate Peripheral Participation (D. Sheehy and H. Bohler); and (d) Reflecting Back and Looking Forward: A TGfU Graduate Cohort (K. Pagnano Richardson); (13) Implicit Motor Learning: Applying Research Evidence to Real-World Contexts (D. G. Slade): (a) Applying Implicit Teaching Methods Using a Teaching-Games-for-Understanding Model of Learning for Improving Performance in the Overarm Throw in a Physical Education Context (D. G. Slade and D. J. Cochrane); (b) Errorless Learning: An Implicit Approach Applied to Fundamental Movement Skills (C. M. Capio, J. M. Poolton, K. F. Eguia, and R. S. W. Masters); (c) Implicit Motor Skill Learning in Groups and How Teaching Games for Understanding May Contribute (J. Duivenvoorden, W. Walinga, and J. van der Kamp); and (d) The Effect of Rule Modification on Strokes in Tennis Matches: Induction of Offensive Play by Using the One-Trap Rule (H. Yamamoto and K. Kudo); (14) Developing Young Talent toward Elite Performers (Chairs: A. Güllich, K. Davids, D. Farrow, and D. Memmert): (a) The Macro-Structure of Developmental Participation Histories of World-Class Players (A. Güllich); (b) From the Micro-Structure of Practice to the Macro-Structure of Talent Development: Pedagogues as Designers (K. Davids); (c) Closing the Gap between Practice and Performance to Maximize Talent Development (D. Farrow); and (d) Fostering Young Talents: The Case of Tactical Creativity (D. Memmert); (15) An 18-Month Case Study of a Game-Centered Approach Coach Education and Development Program within a Professional Rugby Club (L. Almond): (a) Measuring the Impact of an 18-Month GCA Coach Education and Development Program within 1 Professional Rugby Club (M. Ayres, S. Page, D. Maybury, and G. Murphy); (b) An Autoethnographic Study of 1 Coach's Experience of Engaging with an 18-Month Game-Centered Approach Coach Education and Development Program (D. Maybury, G. Murphy, M. Ayres, and S. Page); (c) A Case Study Examining an 18-Month-Long Game-Centered Approach Coach Education and Development Program--The Professional Rugby Club's Perspective (D. Maybury, G. Murphy, M. Ayres, and S. Page); and (d) A Case Study Examining an 18-Month-Long Game-Centered Approach Coach Education and Development Program--The Researcher's Perspective (M. Ayres, S. Page, D. Maybury, and G. Murphy); (16) BIG Data in Sport Games (D. Link): (a) DFL Innovation Program Powering Match Analysis with Smart Data (H. Weber); (b) Defensive Compactness as a Performance Indicator for Game Annotation (N. Witt); (c) A Real-Time System for Availability Detection (O. Bartels and D. Link); (d) An Approach to Tactical Performance Optimization in a Big Data World (H. Folgado); and (e) The Use of Self-Organizing Maps to Assess Tactical Training Effectiveness in Team Handball (A. Hassan, N. Schrapf, W. Ramadan, and M. Tilp); and (17) Learning to Teach TGfU: Pedagogical Ventures with Preservice Teachers(H. Bohler and D. Sheehy): (a) Incorporating the TGfU Framework Into PETE (N. Suzuki); (b) Changing the "Course" of Games Teaching (H. Bohler); (c) Concept-Mapping the Way to TGfU Pedagogy (D. Sheehy); and (d) Suspended Disbelief and How It Works: Interacting with Avatars (M. Neutzling). Peer-Reviewed Oral Presentations include: (1) Decision Making and Task Constraints: (a) Exploring the Quiet Eye Phenomenon in Basketball Game Situations (A. Klostermann, D. Panchuk, and D. Farrow); (b) Anticipation of Beach Volleyball Attacks: A Comparison of Natural Versus Animated Virtual-Reality Scenes (C. Vater, L. Riedener, and E.-J. Hossner); (c) Development and Position Data-Related Application of a Stochastic Model for Trajectory Simulation of a Nonspinning Volleyball (B. Meyer); and (d) Fitness Level of Young Female Competitive Basketball Players (P. F. Aschendorf, C. Zinner, and J. Mester); (2) Current Trends in Performance Analysis: (a) Exploring Scientific Learning Outcomes of a 12-Session Unit of Rugby Using the Rugby Attack Assessment Instrument (RAAI): A Micro-Level Analysis (B. Llobet-Martí, V. López-Ros, and J. Barrera-Gómez); (b) Video-Based Tactics Training in Youth Tennis (A. Raschke, J. Brouwers, and M. Lames); (c) Validation and Reliability of a Game Performance Evaluation Tool for the Offensive Behavior of Players in Iranian Soccer Schools (M. Maleki and F. Allahvisi); and (d) Reliability and Validity of New Shooting Accuracy Measurement System (SAMS) Software (U. Fidan and M. Yildiz); (3) Small-Sided Team Games: (a) Comparison of Small-Sided Game Training Versus Regular Basketball Training in Physical and Technical Skills in Basketball (M. A. El-gammal); (b) Does the Use of Futsal Balls Enhance the Quality of Play in School Football? (U. Frick and C. Heim); (c) The Impact of Competition Mode and Coaching on the Amount of Actions in Youth Football (M. Akdag, D. Poimann, T. Czyz, and M. Lochmann); (d) The Impact of Competition Mode and Coaching on Physical Load in Youth Football (M. Akdag, D. Poimann, T. Czyz, and M. Lochmann); and (e) The Integrated Technique-Tactical Model (IT-TM) in a 12-Session Unit of Rugby with Novice Players: Application and Overall Outcomes (V. López-Ros and B. Llobet-Martí); (4) New Theoretical Directions for TGfU: (a) Is It Possible to Unify Teaching Games for Understanding with Nonlinearity to Improve Creativity in Team Sports? (S. Santos, J. Sampaio, and N. Leite); (b) Developing Physical Education Teachers' TGfU Content and Pedagogical Content Knowledge (B. Nkala and J. Shehu); (c) TGfU, But Not as We Know It (D. Slade and A. Martin); and (d) TGfU in Nature: The Czech Way (A. J. Martin, I. Turcová, and J. Neuman); (5) Psychophysical Factors Affect Team-Sports Performance: (a) Gibson, Yygotsky, and Bourdieu and Intentional Human Movement (W. Smith); (b) Individual Success and Personality of Professional Soccer Players: How Self-Report and Objective Performance Data Differ (J. Decius); (c) Pre-Event Competitive State Anxiety Fluctuations: Intensity, Direction, and Frequency Accounts Using the Time-to-Event Paradigm (J. E. Hagan Jnr T. Schack, and D. Pollmann); (d) The Effects of Team Constitution on Tactical Behavior of Teams During 7-a-Side Football in Small-Sided Games (J. Baptista, B. Travassos, B. Gonçalves, P. Mourão, J. L. Viana, and J. Sampaio); and (e) The Influence of Handedness on Performance on the Different Playing Positions in Female Team Handball (J. Weber, M. Wegner, and S. Fatulescu); (6) Team Tactics: (a) Key Information From Complex Interaction Processes in Football (J. Perl and D. Memmert); (b) Kinematic and Tactical Analyses in Youth Soccer (C. Augste, R. Prüßner, D. Linke, B. Grossmann, and M. Lames); (c) Impact of the "Warm-Up Game" on Tactical Awareness (N. Suzuki, S. Okuma, J. Fujisawa, and H. Anbe); (d) Emergence of Self-Organized Team Tactical Behaviors during a Preseason Football Game (A. Ric, C. Torrents, B. Goncalves, J. Sampaio, and R. Hristovsk); (e) Differences between Knockout and Group Matches: An Analysis of Tactical Behavior in Football during the FIFA World Cup 2014 (C. Winter and M. Pfeiffer); and (f) Interaction between Offensive and Defensive Behavior of Opposing Teams in Team Handball Analyzed by Artificial Neural Networks (N. Schrapf and M. Tilp); (7) TGfU in the Field: (a) About Teaching Games in Brazil: National Scientific Production and the TGfU (F. R. Costa, I. Scremin, and M. V. Euzebio); (b) Application of Teaching Games for Understanding (TGfU) in Preschool Children Basketball Education (H. Zeng, A.-Q. Liu, Y. Zhang, H. Tao, and Q.-Q. Dong); (c) Combining the Tactical Games Approach, Cooperative Learning, and the Sport Education Model for Elementary School Physical Education in Japan (E. Hasegawa); (d) Effects of Teaching Games for Understanding on Quantitative and Qualitative Indexes of Grade 3 Students' Game Performance (A. Dania and K. Zounhia); and (e) A Systematic Review on Periodized Approaches to Teaching and Training: No Evidence Supporting Periodization (J. Afonso, P. T. Nikolaidis, P. Sousa, and I. Mesquita); (8) TGfU and Coaching: (a) A Soccer Content Map Designed for Novice Teachers and Coaches (A. P. Turner and P. Ward); (b) Understanding the Taiwan Judo Referee Decision Support System (T.-L. Yeh, K. Pina, and S.-Y. Wan); (c) Comparative TGfU Junior Hockey Coaching Analysis: Effect of TGfU in Game Play, Knowledge, Cardiovascular Fitness, and Coaches' Reflection in Malaysia and India (S. Nathan, G. L. Khanna, and A. Hashim); (d) TGfU Transitions: Teacher Education to Teaching Practice in 3 Countries (S. Mitchell); (e) Connecting with Diverse Communities: Athlete-Centered Coaching, TGfU, and Sport as a Vehicle for Social Communities (S. R. Walters, K. Spencer, and A. Farnham); and (f) Effects of Korfball Teaching Games for Understanding in Chinese College Students: A Randomized Study (C. Jindong, G. Hao, Y. Lei, and Y. Ming); (9) TGfU and Psychosocial Factors: (a) Psychosocial Development through a Teaching Games for Understanding Approach to Coaching (S. Graupensperger and A. Turner); (b) A Review on the Effect of Small-Sided and Modified Games in Sport Teaching and Coaching: Informing TGfU Pedagogy (S. Pill); and (c) Exploring Mixed-Reality Simulation Using TGfU (M. Neutzling, K. Pagnano-Richardson, and D. Sheehy); (10) Refereeing: (a) Decision Making in Football Officiating: An Interview Study with Top-Level Referees (U. Schnyder and E.-J. Hossner); (b) Evaluation of Innovative Technologies That Support Referees in Game Sports (O. Kolbinger, D. Link, and M. Lames); (c) The Accuracy--Adequacy Model: A Theoretical Perspective for Understanding Referees' Decisions (G. Schweizer and H. Plessner); and (d) How Effective Is a Video Review System in Soccer? (A. Pizzera, J. Marrable, and M. Raab); (11) Coaching: (a) An Investigation of Professional Top-Level Youth Football Coaches' Questionnaire Practice (E. Cope, M. Partington, C. Cushion, and S. Harvey); (b) A Conceptual Critique to Periodized Planning: Why Rigorous, Detailed Plans in Teaching Make No Sense (J. Afonso, P. T. Nikolaidis, P. Sousa, and I. Mesquita); (c) Teaching Methodologies in Football Coaching Education (J. Baptista and J. Castro); (d) A 5-Year Action Research Project Investigating Coach and Athlete Perceptions of a Game-Based Coaching Approach in High-Performance Domestic Women's Field Hockey (D. Vinson); and (e) Learning Effects of the Didactic Model of Game Action Competences on the Tactical Principles of Football (W. Valencia and E. Arias); (12) Sports Physiology and Training Science: (a) Periodization of High-Intensity Training Methods (B. Sperlich); (b) Individualized Training Prescription and Recovery Management in Game Sports (A. Ferrauti); (c) The Speedcourt: Performance Analysis and Training for Team Sport-Specific Speed and Agility (D. Born); and (d) Periodization of Strength, Speed, and Endurance Training during a Handball Season (C. Zinner); (13) Physical Education and Team Games: (a) Academics' Perceptions of Model Fidelity When Using Tactical Games Models (S. Harvey and S. Pill); (b) Physical Education Majors' Experience in a Student-Designed Games Unit (M. H. Andre and M. H. C. Tsukamoto); (c) Teaching the Pedagogy of Games Play to Future Physical Education Teachers (D. Cooper); (d) Comparison of Researchers and Physical Education Teachers' Perspectives on the Utilization of the Tactical Games Model (S. Harvey and S. Pill); (e) Talent Development in Female Soccer in Switzerland: Important Motivational Factors for Successful Transitions from an Under-16 National Team to the A-National Team (S. Horvath, G. Morgan, and D. Birrer); and (f) Specialization Regarding Constitutional Demands in Female Team Handball (J. Weber, M. Wegner, and S. Fatulescu); (14) New Developments in Team Games Pedagogy: (a) Professional Development for Game-Centered Approaches: One Size Does Not Fit All (K. A. Parry); (b) Training Teachers to Integrate Strategies to Develop Social Competencies through Playing (Modified) Games (L. Haerens, B. Mertens, V. Vonderlynck, and I. Tallir); (c) Pedagogical Innovation in Youth Sport: An Urgent and Hard Mission (C. E. Gonçalves and A. Martins); (d) Playness Pedagogy Compass (M. Hosta); and (e) Global Initiation to Team Sports (C. G. Herrero and V. E. M. Blas); (15) Psychosocial Factors Affecting Team Performance: (a) Effect of an Emotional Intelligence Learning Package on Sports Directors' Inclination toward Emotional Intelligence Acquisition and Retention (I. A. Oyewumi); (b) Synergistics Are Observable within and across Multiple Levels of Skill Analysis (W. Smith); (c) Reinventing the Game (RTG) and the Learning of Games (B. Singh); and (d) Developing Sport Team Culture and Collective Leadership (A. J. Martin and L. McCarthy); (16) Decision Making in Association Football: (a) Expert Perception and Decision Making in Assistant Referees: From Increased Understanding to Improved Performance (K. Put, J. Wagenmans, J. Spitz, and W. F. Helsen); (b) Technology and Refereeing: Video Assistance in Real Time or Slow Motion? (J. Spitz, J. Put, and W. F. Helsen); (c) The Effect of Manipulating Task Constraints and Player Numbers in Small-Sided Games in Field Hockey (E. A. Timmerman, G. J. P. Savelsbergh, and D. Farrow); and (d) The Face of Schadenfreude: Facial Reactions to Failures of a Rival Sport Team (L. Boecker and S. Topolonski); and (17) Training Science: (a) The Problem of Strategies of Volitional Control of Movement for Movement Quality and Movement Creativity (D. Temme, T. Temme, and D. Ercenk-Heimann); (b) Survey about the Effect of Speed Training for Tennis Players with and without New Tensile Strength-Training Equipment Called IVO (D. Meffert); and (c) Systematic Training of the Opening Shots in Tennis (R. Grambow). Peer-Reviewed Poster Abstracts include: (1) Influence of Some Social Characteristics of People with Intellectual Disabilities for Practicing Sport and Physical Activity in the Republic of Macedonia (I. Anastasovski, L. A. Velichkovska, V. Zivkovic, and A. Spirkosvki); (2) Mental Representation and Cognitive Intervention: A Systematic Comparison on the Effects of Action Observation and Motor Imagery on the Development of Mental Representation Structure and Skill Performance (T. Kim, C. Frank, and T. Schack); (3) "Dyed in the Wool" Competition and the Adaptation of Performance Routines in Self-Paced Tasks (K. Velentzas); (4) Mental Rotation of Tactical Instructions in Basketball Increases Processing Demand and Execution Inaccuracy (T. Koopmann, D. Krause, Y. Steffemann-Weinrich, and J. Baumeister); (5) Technique Feedback in Basketball: Individual Diagnostic System Based on Cognitive Representation (L. Vogel); (6) Gaze Control in Basketball Jump Shots and Free Throws (T. Zwierko, M. Popowczak, M. Wozniak, and A. Rokita); (7) Analysis of the Teaching-Learning Process and Procedural Tactical Knowledge in Mini-Basketball (J. C. Pérez-Morales, G. M. Praca, and P. J. Greco); (8) The Effect of Competitive Anxiety and Complexity of Task on the Processing Efficiency and Performance Effectiveness of Table-Tennis Players (M. G. Moghadam and S. M. Zadkhosh); (9) Soccer Small-Sided Games Manipulated by Representation: The Additional Player Effect (G. Praça, J. Morales, M. V. Silva, and P. Greco); (10) Covered Distance and Activity Profile of African Professional Soccer Players According to the Playing Position: Reports from Soccer World Cup 2014 (I. Hassan); (11) Rule Changes in Competitive Ball Games to Increase Game Participation of Players with Low Playing Skills (M. Kolb); (12) Behavioral Regulation in Coaches: A German Version of the Coach Motivation Questionnaire (CMQ-G) (C. Zepp, P. Schaffran, M. Kellmann, C. Mallett, and J. Kleinert); (13) Mentoring Grassroots Youth Participation Coaches toward a "Good Digital Game Design Features" Coaching Approach: An Ethnographic Account (A. Price); (14) Joint Action Imagery: The Influence of Mental Practice on the Functional Structuring of Tactical Skill Representations in Skilled Futsal Players (G.-L. Linstromberg, L. Hennig, T. Heinen, T. Schack, and C. Frank); (15) Enacting Change in a Secondary Physical Education Department (S. McGinley and G. Kanavos); (16) Sports Education in Brazil: Motriz Publications and References to TGfU (M. V. Euzebio, I. Scremin, and F. R. Costa); (17) Sports Education in Brazil: Movimento Publications and References to TGfU (I. Scremin, M. V. Euzebio, and F. R. Costa); (18) (Re)framing Physical Education Instruction for Students with Cognitive Disabilities Using the Teaching Games for Understanding (TGfU) Model in Canadian High Schools (J. I. Anokwuru); (19) The Impact of the Educational Complex with Manner Mini-Educational Groups in Attack-Serving Skill Learning in Volleyball for Students (M. A. H. Ahmed and A. M. J. Ahmed); (20) Individual Training Control and Intervention in Young Elite Volleyball Athletes (M.-T. Fleddermann, H. Heppe, E. Eils, and K. Zentgraf); (21) Evaluation of Exercise "Field" Tests (6-Min Walk, Shuttle Test, Step Test) in Assessing Exercise Capacity in COPD and Heart Failure Populations: A Systematic Review (M. H. Kazr and A. H. Hadi); (22) The Relationship between Investing the Time of the Main Part in Lessons of Team Sports (Basketball, Volleyball, and Handball) and Direct and Indirect Teaching (M. H. Kazr and M. Al-Rubaei); (23) Position-Specific Psychological Profiles in Female Team Handball (J. Weber, M. Wegner, and V. Popa); (24) Endurance Capacities are Correlated with the Technical-Tactical Playing Performance in Elite Junior Team-Handball Players (J. Brochhagen, C. Baumgarten, J. Bauer, J. Freiwald, and M. W. Hoppe); (25) Decomposing Performance Factors in Jump Throws Reveals Subgroups of Handball Players with Specific Training Recommendations (J. M. Jäger, D. Büsch, and H. Müller); (26) Technical Performance Demands on the Different Playing Positions in Team Handball (J. Weber, M. Wegner, and B. Chittibabu); (27) Core Demands on the Goalkeeper Position in Female Team Handball (L. van Maanen-Coppens, J. Weber, and M. Wegner); (28) Position-Specific Conditional Demands in Female Team Handball (J. Weber, M. Wegner, and S. Fatulescu); (29) Tactical Demands in Female Team Handball on the Different Playing Positions (M. Wegner, J. Weber, and B. Chittibabu); (30) Hybrid Teaching Model (TGA 1 BS) in Badminton: Tactical and Technical Performance under Different Practice Distributions (L. M. C. Aburachid, S. R. Silva, L. M. S Morimoto, and P. J. Greco); (31) Impacts of an Experimental Scoring System in Badminton on Selected Aspects in Men's Singles (D. Hoffmann and C. Offermann); (32) Physiological Demands of Elite Ultimate Frisbee (M. Zimlich, L. Rüger, S. Wörrlein, and O. Hoos); (33) Kinematic Trends Observed at the Hip During Dynamic Jump Movements: Proficient Versus Nonproficient Jumpers (A. Eagles, M. Sayers, and D. Lovell); (34) China TGfU Academic Development Process of Information Science Theory: In 1994-2014 in a Range of Journals and Dissertations (H. Zeng, A.-Q. Liu, Y. Zhang, H. Tao, and Q.-Q. Dong); (35) The Role of Affordances in Developing Children's Manipulative Movement Skills: An Application of the Challenge-Point Framework (M. Balali and S. H. Parvinpour); (36) "Higher, Faster, Stronger?" An Empirical Study on the Pedagogical Content Knowledge of German PE Teachers (S. Meier); (37) A Pilot Application of TGfU in Sailing: Effects on Game Performance, Knowledge, and Adherence (M. T. Morales-Belando and J. L. Arias-Estero); (38) Effects of the Lifestyle Modification Program on Blood BDNF and Its Associated Factors in Korean Collegiate Students (J. Lee, B. Kang, and C. Park); (39) Relationship between Sport Participation Motivation and Teaching Games for Understanding among Novice Handball Players (M. Naimikia and A. Gholami); (40) Effect of the TGfU Approach on Motor Development and Social Maturity of Elementary School Students (A. Gholami and M. Naimikia); and (41) Effects of Dyad Training on Children's Learning of Front-Crawl Swimming (S. H. Parvinpour and M. Balali). Selected Practical Workshops include: (1) Playing with Purpose: Engaging Learners in Game Play through a Check, Connect, Reflect Approach (J. Sheppard and E. McGinley); (2) Lacrosse: Learning to Play the Game Quickly and Enjoyably (W. Piltz); (3) Hockey: Sport-Specific Warm-Up in Field Hockey (A. Krause); (4) eFUNiño: Innovative Training Control via LED Equipment in Soccer (J. Denis, D. Poimann, and M. Lochmann); (5) Tennis Australia Hot Shots Program Adhering to the Guiding Principles of the Game Sense Approach (M. Hewitt and S. Pill); (6) Inventing Games through Democracy in Action and Adaptation (J. Butler); (7) Playing Football TOGETHER: A Pupil-Centered Approach to Teaching Football in Physical Education (C. Heim and U. Frick); (8) Questioning in Game-Centered Approaches to Teaching and Coaching (S. Harvey); (9) Development of Cognitive Skills through Psychokinetic Games (E. Arias, W. Valencia, and O. Larrera); (10) Innovative Strategies for Challenging and Transforming Coaching and Teaching Practice (W. Piltz); (11) Coaching for Understanding at an Elite Level: Theory to Practice (J. Lambert); (12) Teaching Games in the Early Years: Weaving Complexivist and Play Discourses (H. Hussain); and (13) Opportunities for Integrating Attention Training in Daily Practice (D. J. Poimann and M. Lochmann). (Individual papers contain references.)

In their paper 'RIS-Assisted Secure UAV Communications with Resource Allocation and Cooperative Jamming', Guo et al. combine an RIS with unmanned aerial vehicles (UAVs) to improve the physical layer security of a wireless network. Current 5G wireless systems depend heavily on the quality of the wireless propagation environment, which had conventionally been modelled as an exogenous entity that can only be adapted and not controlled. This new vision of wireless network design is enabled by an emerging technology of reconfigurable intelligent surfaces (RISs), also known as intelligent reflecting surfaces (IRSs). [Extracted from the article]

Computing has become essential in modern-day problem-solving, making computational literacy necessary for practicing scientists and engineers. However, K-12 science education has not reflected this computational shift. Integrating computational thinking (CT) into core science courses is an avenue that can build computational literacies in all students. Integrating CT and science involves using computational tools and methods (including programming) to understand scientific phenomena and solve science-based problems. Integrating CT and science is gaining traction, but widespread implementation is still quite limited. Several barriers have limited the integration and implementation of CT in K-12 science education. Most teachers lack experience with computer science, computing, programming, and CT and therefore are ill-prepared to integrate CT into science courses, leading to low self-efficacy and low confidence in integrating CT. This theoretical paper introduces a novel instructional approach for integrating disciplinary science education with CT using unplugged (computer-free) activities. We have grounded our approach in common computational thinking in STEM frameworks but translate this work into an accessible pedagogical strategy. We begin with an overview and critique of current approaches that integrate CT and science. Next, we introduce the "Computational Thinking through Algorithmic Explanations" (CT-AE) instructional approach. We then explain how CT-AE is informed by constructionist writing-to-learn science theory. Based on a pilot implementation with student learning outcomes, we discuss connections to existing literature and future directions.

The paper presents the conceptual framework and operational indicators of the Learning Management System in virtual spaces supported by ICT. The framework of the management system has three layers that are operational, management-operative, and management-decision. The conceptual foundation of the system is related to the Science of Education, the Science of Computing and the Science of Administration, and takes into account the representative model of the teaching-learning process of the student in virtual spaces supported by ICT. The dimensions, characteristics, variables, and indicators of the management system are assembled on the model in question. The indicators presented in the article correspond to 153 indicators of the operational layer. These were evaluated internationally with a confidence level of more than 90%. The operative indicators are contained in the dimensions of identification, academic, pedagogical-didactic, formative, of assessment of the virtual learning, and technological of the system of management of the virtual learning. The importance of the indicators presented ensures the success of the operational phase of the management system. Therefore, once the operation of the system is guaranteed, the success of the management-operative and management-decision layers of the system is assured. The correct fulfillment of the layers above guarantees the achievement of both the student's learning in the virtual course and the institution that offers virtual teaching through virtual learning platforms supported by ICT.

The development of student identities--their interests in computer science, perceptions of the discipline, and sense of belonging in the field--is critical for broadening participation of underrepresented groups in computing. This paper reports on the design of portfolios in which two classes of high school students reflected on the process of making electronic textile projects. We examine how students expressed self-authorship in relation to computer science and how the use of reflective portfolios shaped students' perceptions of computer science. In the discussion we consider how reflective portfolios can serve as ideational resources for computer science identity construction.

This paper argues that ethical AI cannot be fostered in a vacuum, challenging the perspective that AI ethics research should be isolated from technological advancements and industry collaborations. It refutes the argument presented by Gerdes (Discov Artif Intell. 2022;2(25)), which suggests that industry involvement inherently undermines the integrity of AI ethics research. Through an exploration of historical and contemporary examples of successful academia-industry collaborations, the paper advocates for a synergistic approach that harnesses industry resources and insights to advance ethical AI development. Emphasising the importance of diverse funding, the value of industry insights, and the impracticality of separating AI ethics from computer science, the paper contends that a collaborative, transparent, and inclusive model of AI ethics research is essential for developing practical, relevant, and ethically sound AI technologies aligned with societal values and norms. [ABSTRACT FROM AUTHOR]

Informed consent is the cornerstone of human research subject protection. Many subjects sign consent documents without understanding the study purpose, procedures, risks, benefits, and their rights. Proof of comprehension is not required and rarely obtained. Understanding might improve by using an interactive system with multiple options for hearing, viewing and reading about the study and the consent form at the subject’s own pace with testing and immediate feedback. This prospective randomized study compared the IRB-approved paper ICF for an actual clinical research study with an interactive presentation of the same study and its associated consent form using an iPad device in two populations: clinical research professionals, and patients drawn from a variety of outpatient practice settings. Of the 90 participants, 69 completed the online test and survey questions the day after the session (maximum 36 hours post-session). Among research professionals (n = 14), there was a trend (p  = .07) in the direction of iPad subjects testing better on the online test (mean correct  =  77%) compared with paper subjects (mean correct  =  57%). Among patients (n = 55), iPad subjects had significantly higher test scores than standard paper consent subjects (mean correct  =  75% vs 58%, p < .001). For all subjects, the total time spent reviewing the paper consent was 13.2 minutes, significantly less than the average of 22.7 minutes total on the three components to be reviewed using the iPad (introductory video, consent form, interactive quiz). Overall satisfaction and overall enjoyment slightly favored the interactive iPad presentation. This study demonstrates that combining an introductory video, standard consent language, and an interactive quiz on a tablet-based system improves comprehension of research study procedures and risks. [ABSTRACT FROM AUTHOR]

Fractional-order derivative is attracting more and more attention of researchers in image processing because of its better property in restoring more texture than the total variation. To improve the performance of fractional-order variation model in image restoration, a truncated fractional-order variation model was proposed in Chan and Liang [Truncated fractional-order variation model for image restoration, J. Oper. Res. Soc. China]. In this paper, we propose a dual approach to solve this truncated fractional-order variation model on noise removal. The proposed algorithm is based on the dual approach proposed by Chambolle [An algorithm for total variation minimisation and applications, J. Math Imaging Vis. 20 (2004), pp. 89–97]. Conversely, the Chambolle's dual approach can be treated as a special case of the proposed algorithm with fractional order α = 1. The work of this paper modifies the result in Zhang et al. [Adaptive fractional-order multi-scale method for image denoising, J. Math. Imaging Vis. 43(1) (2012), pp. 39–49. Springer Netherlands 0924–9907, Computer Science, pp. 1–11, 2011], where the convergence is not analysed. Based on the truncation, the convergence of the proposed dual method can be analysed and the convergence criteria can be provided. In addition, the accuracy of the reconstruction is improved after the truncation is taken. [ABSTRACT FROM AUTHOR]

This paper examines how early career-related factors can predict the future research performance of computer and information scientists. Although a few bibliometric studies have previously investigated multiple factors relating to early career scientists that significantly predict their future research performance, there have been limited studies on early career-related factors affecting scientists in the fields of information science and computer science. This study analyzes 4102 scientists whose publishing careers started in the same year. The criteria used to quantify future research performance of the target scientists included the number of publications and citation counts of publications in a 4-year citation window to indicate future research productivity and research impact, respectively. These criteria were regressed on 13 early career-related factors. The results showed that these factors accounted for about 27% and 23% of the future productivity of the target scientists in terms of journal articles and conference papers, respectively; these 13 factors were also responsible for 19% of the future impact of target scientists' journal articles and 19% of the future impact of their conference papers. The factor that most contributed to explaining the future research performance (i.e. publication numbers) and future research impact (i.e. citation counts of publications) was the number of publications (both journal articles and conference papers) produced by the target scientists in their early career years. [ABSTRACT FROM AUTHOR]

Peer review may be "single-blind," in which reviewers are aware of the names and affiliations of paper authors, or "double-blind," in which this information is hidden. Noting that computer science research often appears first or exclusively in peer-reviewed conferences rather than journals, we study these two reviewing models in the context of the 10th Association for Computing Machinery International Conference on Web Search and Data Mining, a highly selective venue (15.6% acceptance rate) in which expert committee members review full-length submissions for acceptance. We present a controlled experiment in which four committee members review each paper. Two of these four reviewers are drawn from a pool of committee members with access to author information; the other two are drawn from a disjoint pool without such access. This information asymmetry persists through the process of bidding for papers, reviewing papers, and entering scores. Reviewers in the single-blind condition typically bid for 22% fewer papers and preferentially bid for papers from top universities and companies. Once papers are allocated to reviewers, single-blind reviewers are significantly more likely than their double-blind counterparts to recommend for acceptance papers from famous authors, top universities, and top companies. The estimated odds multipliers are tangible, at 1.63, 1.58, and 2.10, respectively. [ABSTRACT FROM AUTHOR]

Published scientific articles are linked together into a graph, the citation graph, through their citations. This paper explores the notion of similarity based on connectivity alone, and proposes several algorithms to quantify it. Our metrics take advantage of the local neighborhoods of the nodes in the citation graph. Two variants of link-based similarity estimation between two nodes are described, one based on the separate local neighborhoods of the nodes, and another based on the joint local neighborhood expanded from both nodes at the same time. The algorithms are implemented and evaluated on a subgraph of the citation graph of computer science in a retrieval context. The results are compared with text-based similarity, and demonstrate the complementarity of link-based and text-based retrieval. [ABSTRACT FROM AUTHOR]

The paper by Feng et al. [[11]] proposes an image encryption algorithm, IEA-IF-DLT, that utilizes plane-level image filtering and discrete logarithmic transformation to achieve a balance between security and efficiency. In the last few decades, the relationship between mathematics and algorithms has become increasingly important and influential in computer science. The scheme utilizes versatile bit-depth management, encrypting the most significant bits of each pixel with the AES-CTR cipher algorithm and embedding additional data in the least significant bit planes of the encrypted pixels using code division multiplexing. [Extracted from the article]

System Software is a fundamental core course for undergraduate students of Computer Science and Engineering. The traditional approach to teaching the System Software course within the School of Computer Science and Engineering lacked a meaningful connection to real-world machine architectures, leading to disinterest and reduced engagement among undergraduate students. This paper introduces an innovative teaching method designed to empower students to grasp the system programs of real systems effectively. Our approach involves effortlessly integrating the delivery of system software content with the Atmel AVR ATmega32 real-time machine, which students have previously encountered in a prior semester. Moreover, this paper provides a detailed examination of the use of a hypothetical machine in traditional teaching methodologies. While this method allowed for a more in-depth exploration of system software concepts, it struggled to establish a practical link to real machine. The novel teaching approach employed in this study adopts a unique method that links all the system software concepts with the practical system program of a real-time machine. This paper also explains how the advances in Technology has played a crucial role in considering real-time machines as examples. And it also discusses the limitations of teaching concepts using only hypothetical machine and concise overview of the chosen real-time machine is provided, followed by the observation of enhanced knowledge of system software concepts through its integration. To measure the effectiveness of the proposed methodology, we also gathered valuable feedback from the students. The course result analysis shows substantial improvement in understanding the concepts, performance and lifelong learning of the students. [ABSTRACT FROM AUTHOR]

The author discusses the factors which should be considered by researchers while writing research papers. Topics discussed include analyzing the logical flow of experiments, choosing a target audience or a right journal for delivering main messages of the research to them, and discussion of various aspects of a hypothesis pursued in the research. Also mentioned are a Nobel-Prize-winning paper on the DNA double helix structure, and objective reading of reviews of the papers.

This paper examines the comparative private costs of distance and conventional (classroom-based) university students in Nigeria. A total of 200 subjects comprising students registered for the B.Sc. Computer Science and B.A. English Studies programmes at the University of Lagos, Nigeria and the National Open University of Nigeria (NOUN) were randomly selected as samples for this study. Structured oral interview was also used to collect information from tutors and facilitators as well as counsellors at the NOUN study centres. Two hypotheses were drawn from the statement of the problem using simple percentage statistical analysis to determine whether or not there are private costs borne by higher education students in Nigeria. The study sought to establish which of the two modes of education demands a higher or lesser private investment from students in participating in higher education. Findings reveal that significant private costs learners generally incur both at the pre-entry as well as during the course of their studies for higher education in Nigeria generally. It was also found that the private costs for students studying through education via the distance learning mode (like NOUN) were significantly lower than those involved in pursuing university education via the conventional education mode such as the University of Lagos. The paper concludes by advocating for greater emphasis on open and distance learning methods for university education and training in Nigeria and other developing countries. It also recommends that funding agencies and scholarship granting organizations would reach a larger number of interested grantees by exploring the distance learning approach, whose costs are generally lower and which requires a much lower private contribution from learners. (Contains 4 tables.)

The recent National Students Survey showed that feedback to students was an ongoing problem in Higher Education. This paper reports on the extension of our past research into the provision of automated feedback for objective testing. In the research presented here, the system has been further developed for marking practical and essay questions and providing automated feedback. Recent research at the University of Hertfordshire was able to show that learners and tutors accept and value our automated feedback approach based on objective tests and Computer Adaptive Testing. The research reported in this paper is an important extension to this work. The automated feedback system developed for objective testing has been extended to include practical testing and essay type questions. The automated feedback system, which can be used within any subject area, is based on a simple marking scheme created by the subject tutor as a text file according to a simple template. Marks for each option and a set of feedback statements are held within a database on a computer. As marks are awarded for each question by the teacher an individual feedback file is created automatically for each learner. Teachers may also add and modify comments to each learner and save additional feedback to the database for later use. Each individual feedback file was emailed automatically to learners. The development of the system is explained in the paper and testing and evaluation with 350 first year (1 final practical test), 120 second year (1 written and 1 practical tests) and 100 final year (1 final practical test) undergraduate Computer Science students is reported. It was found that the time to mark practical and essay type tests was reduced by more than 30% in all cases compared to previous years. More importantly it was possible to provide good quality individual feedback to learners rapidly. Feedback was delivered to all within three weeks of the test submission date. In end of module tests it was very beneficial indeed as it had proven difficult to provide feedback in the past after modules had ended. Examples of the feedback provided are presented in the paper and the development of the system using a user-centred approach based on student and staff evaluation is explained. The comments of staff teaching on these modules and a sample of students who took part in this series of evaluations of the system are presented. The results of these evaluations were very positive and are reported in the paper, showing the changes that were made to the system at each iteration of the development cycle. The provision of fast effective feedback is vital and this system was found to be an important addition to the tools available. (Contains 8 tables and 4 figures.)

The text is a preface to the Journal of Computer Science & Technology's special section on the Computational Visual Media (CVM) conference series. The CVM conference serves as an international platform for the exchange of research ideas and computational methodologies related to visual media. The conference encourages collaboration across disciplines such as computer graphics, computer vision, machine learning, and more. The 12th international conference in the series, CVM 2024, was held in Wellington, New Zealand, and attracted attention from researchers worldwide. The special section includes six outstanding papers covering various topics, as well as an invited survey paper. The editors express gratitude to the authors and reviewers for their contributions. The preface also provides brief biographies of the leading editor and guest editors. [Extracted from the article]

Aim/Purpose: The dynamic nature of the information systems (IS) field presents educators with the perpetual challenge of keeping course offerings current and relevant. This paper describes the process at a College of Business (COB) to redesign the introductory IS course to better prepare students for advanced business classes and equip them with interdisciplinary knowledge and skills demanded in today's workplace. Background: The course was previously in the Computer Science (CSC) Department, itself within the COB. However, an administrative restructuring resulted in the CSC department's removal from the COB and left the core course in limbo. Methodology: This paper presents a case study using focus groups with students, faculty, and advisory council members to assess the value of the traditional introductory course. A survey was distributed to students after implementation of the newly developed course to assess the reception of the course. Contribution: This paper provides an outline of the decision-making process leading to the course redesign of the introductory IS course, including the context and the process of a new course development. Practical suggestions for implementing and teaching an introductory IS course in a business school are given. Findings: Focus group assessment revealed that stakeholders rated the existing introductory IS course of minimal value as students progressed through the COB program, and even less upon entering the workforce. The findings indicated a complete overhaul of the course was required. Recommendations for Practitioners: The subject of technology sometimes requires more than a simple update to the curriculum. When signs point to the need for a complete overhaul, this paper gives practical guidance supplemented with relevant literature for other academicians to follow. Impact on Society: Students are faced with increasing pressure to be proficient with the latest technology, in both the classroom where educators are trying to prepare them for the modern workplace, as well as the organization which faces an even greater pressure to leverage the latest technology. The newly designed introductory IS course provides students, and eventually organizations, a better measure of this proficiency. Future Research: Future research on the efficacy of this new course design should include longitudinal data to determine the impact on graduates, and eventually the assessment of those graduates' performance in the workplace.

In this paper, we are interested in the notion of multiple ways of thinking, knowing and transforming life, namely an increasing capacity to intervene in "life" as a "molecular biopolitics," and the changing ways in which "life" can be understood computationally. We identify and speculate on the ways different ideas of life, drawing from humanities, social, life and computing sciences, may impact the ways we think about and know education policy. We focus on key aspects of education policy around self-responsibilisation and choice, new forms of network governance and the move to education data science. The paper examines what is required to understand how advancements in the life and computing sciences may be implemented within educational institutions and organisations, and what political and ethical issues might pertain to the challenges these new advancements bring to educational institutions.

The aim of this paper is two-fold. The first aim is to discuss some observations gained from teaching psychology to computing students, highlighting both the wide range of areas where psychology is relevant to computing education and the topics that are relevant at different stages of students' education. The second aim is to consider findings from research investigating the characteristics of computing and psychology students. It is proposed that this information could be considered in the design and use of psychology materials for computing students. The format for the paper is as follows. The first section will illustrate the many links between the disciplines of psychology and computing; highlighting these links helps to answer the question that many computing students ask, what can psychology offer to computing? The second section will then review some of the ways that psychologists have been involved in the teaching of psychology to computing students, from A/AS level to undergraduate and postgraduate level. The third section will compare the profiles of computing and psychology students (e.g. on age, gender and motivation to study), to highlight how an understanding of these factors can be used to adapt psychology teaching materials for computing students. The conclusions which cover some practical suggestions are presented in the fourth section. (Contains 2 tables.)

Background: The National Cancer Institute Informatics Technology for Cancer Research (ITCR) program provides a series of funding mechanisms to create an ecosystem of open-source software (OSS) that serves the needs of cancer research. As the ITCR ecosystem substantially grows, it faces the challenge of the long-term sustainability of the software being developed by ITCR grantees. To address this challenge, the ITCR sustainability and industry partnership working group (SIP-WG) was convened in 2019.Objective: The charter of the SIP-WG is to investigate options to enhance the long-term sustainability of the OSS being developed by ITCR, in part by developing a collection of business model archetypes that can serve as sustainability plans for ITCR OSS development initiatives. The working group assembled models from the ITCR program, from other studies, and from the engagement of its extensive network of relationships with other organizations (eg, Chan Zuckerberg Initiative, Open Source Initiative, and Software Sustainability Institute) in support of this objective.Methods: This paper reviews the existing sustainability models and describes 10 OSS use cases disseminated by the SIP-WG and others, including 3D Slicer, Bioconductor, Cytoscape, Globus, i2b2 (Informatics for Integrating Biology and the Bedside) and tranSMART, Insight Toolkit, Linux, Observational Health Data Sciences and Informatics tools, R, and REDCap (Research Electronic Data Capture), in 10 sustainability aspects: governance, documentation, code quality, support, ecosystem collaboration, security, legal, finance, marketing, and dependency hygiene.Results: Information available to the public reveals that all 10 OSS have effective governance, comprehensive documentation, high code quality, reliable dependency hygiene, strong user and developer support, and active marketing. These OSS include a variety of licensing models (eg, general public license version 2, general public license version 3, Berkeley Software Distribution, and Apache 3) and financial models (eg, federal research funding, industry and membership support, and commercial support). However, detailed information on ecosystem collaboration and security is not publicly provided by most OSS.Conclusions: We recommend 6 essential attributes for research software: alignment with unmet scientific needs, a dedicated development team, a vibrant user community, a feasible licensing model, a sustainable financial model, and effective product management. We also stress important actions to be considered in future ITCR activities that involve the discussion of the sustainability and licensing models for ITCR OSS, the establishment of a central library, the allocation of consulting resources to code quality control, ecosystem collaboration, security, and dependency hygiene. [ABSTRACT FROM AUTHOR]

This paper presents an algorithm for generating realistic drawing strokes in real-time that can take on the appearance of pastels, charcoals, or crayons. The similarity between the pigment deposit patterns on paper surfaces produced by pastel strokes and the shadows/shades on illuminated paper surfaces have been investigated. Multiple paper textures have been prepared and the paper surfaces have been ascertained by illumination from various directions to represent strokes in arbitrary directions. These textures have been processed as if they could be used as a height field, and pigments deposited on the paper have been calculated using the height field and tablet inputs. [ABSTRACT FROM AUTHOR]

In the following paper titled " I Evaluating Industry 4.0 Implementation Challenges Using Interpretive Structural Modelling and Fuzzy-Analytic Hierarchy Process i " the authors contribute to the Industry 4.0 related works by identifying, modeling, analyzing and prioritizing the challenges in implementing Industry 4.0 in manufacturing industries. The paper introduces a smart support system for selecting a group of reviewers to evaluate a particular problem, such as a research proposal or a research paper. The aim of this Guest Edition of I Cybernetics and Systems i is to present a wide-ranging scale of concepts and processes being currently researched, developed, and evaluated in real life settings in anticipation of incoming Industry 4.0 era. [Extracted from the article]

In this paper, I introduce the notion of participative epistemology and discuss how it can contribute to make social data science more accountable. I do so by offering the case of a project where ethnographic, computational and sequence analysis methods have been used in combination. By presenting here in greater detail research design and pilot results of a project using professional networking data to understand the careers of IT industry analysts, I suggest a view on the collaboration between data science and social science as coordinated labour. The application of participative epistemology to social data science is articulated in three points: (1) a more tactical view on the partnerships with commercial data where shared value system is not a pre-requisite for coordinated knowledge production; (2) an appreciation for complementarities in perspective between phenomenological sociology, expertise in computer science associated to digitalisation and the narrative positivism linked with the use of statistics; and (3) a view on social data science as contributing empirical sociology with new sensitizing concepts, taking ethnography to reflectively address its own presuppositions. [Note: The page range (391-403) shown is incorrect. The correct page range is 395-407.]

The main objective of this paper is the conceptual design of a computational AI system that emulates human creativity. To do this, extensive research has been done on recent discoveries about the neural bases of human creativity. As a result, eleven neurocognitive factors have been identified on which the tremendous creative capacity of the human brain is based. The integration of these factors has made it possible to create a neurocognitive model of human creativity. The analysis of each of creative neurocognitive structures separately suggests certain characteristics that must be present in the structure of a creative computational system to emulate brain creativity. Properly integrating these characteristics, a general architecture for a creative multi-agent system has been proposed, as well as the guidelines for the correct representation of knowledge. Based on this general architecture a creative computational system can be implemented for a specific field of knowledge, or general purpose.

It is commonly accepted that scientific research or, more precisely, the number of scientific publications, in computer science has greatly increased over the last few years. The reason would appear to be the pressure to publish, coined by the expression 'Publish or perish', which is, among other things, necessary for promotions and applications for grants or projects. In this paper we have conducted a study that covers computer science publications from 1936 to 2010 in order to quantify this increase in publications regarding computing research. We have considered the computing conferences and journals available in the DBLP computer science bibliography (DBLP ) database, including more than 1.5 million papers, and more than 4 million authors (more than 900,000 different people), corresponding to about 1,000 different journals and 3,000 different conferences and workshops. Our study confirms and quantifies these increases with regard to the number of papers, number of authors, number of papers per author, etc. However, it also reaches a surprising conclusion: the real productivity of researchers has decreased throughout history. The reason for this decrease is the average number of authors per paper, which has grown significantly and is currently three. [ABSTRACT FROM AUTHOR]

The teaching-learning methodology adopted in the Introduction to Computer Science classes may be a process that makes it difficult to understand the principles of programming language for undergraduate students in Computer Science and related areas, generating high failure and course drop out rates. This paper presents an analysis of the results obtained in the Introduction to Computer Science classes taught in Computer Science and Engineering courses at University of Brasília (UnB). The evaluation questionnaire answered by the undergraduate students in 2017 was analyzed, a validation was performed, and we checked the level of students satisfaction in relation to the evaluated subject and the association among the level of satisfaction, the percentage of practical activities of the discipline, student performance and the level of absenteeism.

The current study aimed to review studies on computational thinking (CT) indexed in Web of Science (WOS) and ERIC databases. A thorough search in electronic databases revealed 96 studies on computational thinking which were published between 2006 and 2016. Studies were exposed to a quantitative content analysis through using an article control form developed by the researchers. Studies were summarized under several themes including the research purpose, design, methodology, sampling characteristics, data analysis, and main findings. The findings were reported using descriptive statistics to see the trends. It was observed that there was an increase in the number of CT studies in recent years, and these were mainly conducted in the field of computer sciences. In addition, CT studies were mostly published in journals in the field of Education and Instructional Technologies. Theoretical paradigm and literature review design were preferred more in previous studies. The most commonly used sampling method was the purposive sampling. It was also revealed that samples of previous CT studies were generally pre-college students. Written data collection tools and quantitative analysis were mostly used in reviewed papers. Findings mainly focused on CT skills. Based on current findings, recommendations and implications for further researches were provided.

The research output of India in computer science during 1999-2008 is analyzed in this paper on several parameters including total research output, its growth, rank and global publication share, citation impact, share of international collaborative papers and major collaborative partner countries and patterns of research communication in most productive journals. It also analyses the characteristics of most productive institutions, authors and high-cited papers. The publications output and impact of India is also compared with China, South Korea, Taiwan and Brazil. [ABSTRACT FROM AUTHOR]

This paper presents a game-design workshop built around a digital art installation featuring video games displayed over a real-world skyscraper to stimulate students' interest in computer science and a study testing its short-term effects on improving middle school students' computational thinking (CT) skills and attitudes towards computing. Following a STEAM approach, the workshop aimed to engage participants in age-appropriate activities that focus on CT skills through the lens of creating their own game. A web-based game design interface that allows students to code and play games as simulated on a skyscraper was developed to support the workshop's core activities. The web environment also featured step-by-step tutorials and fully functional games to promote the accessibility of the learning materials for a diverse body of students and educators around the globe. The results of the study indicated that the workshop helped students improve their CT skills and differentially influence their attitudes towards computing. In particular, the workshop experience led students from underserved community districts to lower their attitude ratings, whereas the reverse pattern was observed for students from more affluent districts. The workshop reportedly informed students' perception of computing as a profession and their appreciation of the analytical effort required for developing functional games. Qualitative analysis of artifact-based interviews indicated that students could begin to make abstractions and devise algorithms by associating variables through conditional statements while solving problems related to game development. Interview analysis also revealed that students took pride in the effort that they made during the workshop.