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Traffic management applications including congestion detection and tracking rely on traffic from multiple sources to model the traffic conditions. The sources are either stationary sensors which include inductive loop detectors (ILD), radar stations and Bluetooth/WiFi/BLE sensors or Floating Car Data (FCD) from moving vehicles which transmit their locations and speeds. The different sources have their inherent strengths and weaknesses but when used together, they have the potential to provide traffic information with increased robustness. Multi-sensor data fusion has the potential to enhance the estimation of traffic state in real-time by reducing the uncertainty of individual sources, extending the temporal and spatial coverage and increasing the confidence of data inputs. In this study, we fuse data from different FCD providers to improve travel time and average segment speeds estimation. We use data from INRIX, HERE and TomTom FCD commercial services and fuse the speeds based on their confidence values and granularity on virtual sub-segments of 250 m. Speeds differences between each pair of datasets are evaluated by calculating the absolute mean and standard deviation of differences. The evaluation of systematic differences is also performed for peak periods depending on the day of the week. INRIX FCD speeds are compared with ground truth spot speeds where both datasets are measured at a 1-minute interval which show good agreement with an error rate of between 8–20%. Some issues that affect FCD accuracy which include data availability and reliability problems are identified and discussed.

While developing the ambiguity of the concept of boredom, we discuss a psychological, neuroscientific and an educational-phenomenological approach to boredom in educational settings. Analysing these various perspectives with the help of a recently developed taxonomy of four different boredom types, we argue that the classification conflates antecedent and resultant states with actual boredom. Although such classifications may still be helpful for practical purposes, we argue that approaches that are mostly driven by an aim to control and avoid boredom do not allow for a critical questioning of the potential role that boredom plays in education, and that it does not cater for a critical self-reflection on traditional aspects of the educational provision.

Abstract The relative ease of isolating aptamers with high specificity for target molecules suggests that molecular recognition may be common in the folds of natural RNAs. We show here that, when expressed in cells, aptamers can increase the intracellular concentrations of their small molecule ligands. We have named these aptamers as DRAGINs (Drug Binding Aptamers for Growing Intracellular Numbers). The DRAGIN property, assessed here by the ability to enhance the toxicity of their ligands, was found for some, but not all, aminoglycoside aptamers. One aptamer protected cells against killing by its ligand. Another aptamer promoted killing as a singlemer and protected against killing as a tandemer. Based on a mathematical model, cell protection vs. killing is proposed as governed by aptamer affinity and access to the inner surface of the cell membrane, with the latter being a critical determinant. With RNA molecules proposed as the earliest functional polymers to drive the evolution of life, we suggest that RNA aptamer-like structures present in primitive cells might have selectively concentrated precursors for polymer synthesis. Riboswitches may be the evolved forms of these ancient aptamer-like “nutrient procurers”. Aptamers with DRAGIN capability in the modern world could be applied for imaging cells, in synthetic cell constructs, or to draw drugs into cells to make “undruggable” targets accessible to small molecule inhibitors.

The idea to utilise cognitive neuroscientific research for educational purposes is known as Mind-Brain Education or Educational Neuroscience. Despite some calls for an uncritical endorsement of such an agenda, a growing number of educational scholars argue that it must remain impossible to translate neurological descriptions into mental or educationally relevant descriptions. This paper takes these well-established arguments further by not only focusing upon these different levels of description but going beyond this issue to assess the theoretical foundations of cognitive science as a functional theory of the mind. With relevance to education it is argued that because of its functional character a cognitive-psychological approach to education suffers from an inherent blind spot regarding the actor’s feelings and motivations. The paper concludes with the claim that, because of this experiential poverty, any cognitive neuroscientific approach must face severe limitations when utilised for educational purposes.

Physical foaming usually requires special metering equipment to inject the blowing agent at high pressures. In this study, low density polyethylene (LDPE) was foamed in the extrusion process using dry ice as physical blowing agent. The blowing agent was metered in form of pellets over the hopper. To determine relevant process parameters and improve the understanding of the process a melting model is applied. The influence of the formation of a melt film and melt pool on the dissolution of the blowing agent is discussed. The theoretical considerations are validated in a design of experiment study. As a result, the efficiency of the process is especially affected by the throughput rate, granules temperature, and blowing agent concentration. Further varied parameters are the barrel temperature in the melting zone and diameter of the dry ice pellets. Fast melting and pressure build-up were shown to reduce blowing agent losses., INTRODUCTION The production and use of polymer foams are of great scientific and industrial interest due to their numerous advantages. Especially the versatile specific properties of foamed sheets, boards, so [...]