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The outbreak of COVID-19 and national measures undertaken to tackle the spread of the virus may cause significant disruption to the provision of education opportunities for learners and teachers. In Italy, most schools did not practice online teaching before the emergency, and in a short time head teachers, teachers, students had to face new technological tools and deal with a new type of teaching. The PPS – “Problem Posing and Solving” – project offered to all Italian teachers and schools, for free, a way of carrying out Online Education through a nationwide integrated Digital Learning Environment (DLE). In this paper we present a case study of a high school that used one DLE for online teaching of the entire school, embedded in a larger DLE at national level. The goal of this research is to present the integrated DLE of the project and the reasons why this case study can represent an effective model for online teaching of a school under different dimensions (technological, human and pedagogical). The results show that the teachers and the school head agree with our point of view. Most teachers are very supportive of using one DLE and think that this facilitates students and collaboration among teachers. Being included in a larger project allows teachers to compare, collaborate and share experiences and materials with teachers from all over Italy, and to have continuous technical and training support.

This chapter presents innovative technologies for enhancing web-based strategies available to educators willing to enhance students’ self-paced and self-regulated learning processes for scientific education. Various strategies for clarifying and disseminating shared resources and structured domain models help human experts in planning appropriate educational paths for individual learners: the chapter focuses on methodologies for organizing automatic assessment resources on top of natural language metadata. Learning management systems enable interaction, content integration, and communication via collaboration tools; they are environments where instructors expand formative assessment and web-based teaching strategies in virtual communities of practice. System integrations enable to organize and dispatch digital contents: clustering techniques, formal concept analysis, natural language processing, and knowledge representation models are new means for adaptively providing students with online activities. Theoretical bases from up-to-date studies for augmenting human-computer interaction at community level start from a generic framework for e-learning systems, up to practical implications and potential of related researches.

In Italy, due to the Covid-19 pandemic, all schools were closed on March 5, 2020 and it was mandatory to switch to “distance learning”, in order not to interrupt the teaching continuity and to guarantee the right to education for all students. The Ministry of Education suggested several initiatives to teachers, including the PPS national project. In the paper we analyse why and how the PPS project, intended for teachers of secondary schools of the STEM disciplines but opened in the emergency to teachers of all disciplines, was able to provide much needed support and not only. Following this opening and the consequent registration of many new teachers, three different phases were carried out: an analysis phase of the teachers’ needs for online teaching, a phase of support and initial help, and a training phase. The results show an extremely high participation of the teachers and a wide online collaboration. All the teachers of the PPS will certainly have an advantage in the post-covid teaching, since they can take advantage of the work done and the experience and skills gained in the past.

Background Single-cell RNA sequencing is essential for investigating cellular heterogeneity and highlighting cell subpopulation-specific signatures. Single-cell sequencing applications have spread from conventional RNA sequencing to epigenomics, e.g., ATAC-seq. Many related algorithms and tools have been developed, but few computational workflows provide analysis flexibility while also achieving functional (i.e., information about the data and the tools used are saved as metadata) and computational reproducibility (i.e., a real image of the computational environment used to generate the data is stored) through a user-friendly environment. Findings rCASC is a modular workflow providing an integrated analysis environment (from count generation to cell subpopulation identification) exploiting Docker containerization to achieve both functional and computational reproducibility in data analysis. Hence, rCASC provides preprocessing tools to remove low-quality cells and/or specific bias, e.g., cell cycle. Subpopulation discovery can instead be achieved using different clustering techniques based on different distance metrics. Cluster quality is then estimated through the new metric "cell stability score" (CSS), which describes the stability of a cell in a cluster as a consequence of a perturbation induced by removing a random set of cells from the cell population. CSS provides better cluster robustness information than the silhouette metric. Moreover, rCASC's tools can identify cluster-specific gene signatures. Conclusions rCASC is a modular workflow with new features that could help researchers define cell subpopulations and detect subpopulation-specific markers. It uses Docker for ease of installation and to achieve a computation-reproducible analysis. A Java GUI is provided to welcome users without computational skills in R.

Nowadays a large organisation requires a solid and efficient system for managing the learning process of internal organisation in a lifelong learning perspective. The Italian Army decided to boost the lifelong learning concept for military personnel in a modern and digital way by using the e-learning environment. This decision was based on the long experience of the Education and Training Command and School of Applied Military Studies (COMFOR-SA) Virtual Learning Centre (VLC) and its cooperation with the University of Turin in the field of e-learning. This cooperation allows to adopt innovative teaching and learning methods and enhance the internationalization program of the Bachelor and Master Degree in Strategic Sciences attended by Officers and civilian students. In order to reach the entire potential target audience, composed of all categories, such as Officers, NCOs and Volunteers and to maximise the use of e-learning for different didactic purposes a full spectrum lifelong e-learning project was developed. Initially the focus was based on the development of a special Hub composed of the Portal for Self-Paced Courses in combination with the Portal of Knowledge and the Support Portal. Then the User's E-portfolio and the Language Portal were added. The Hub expanded its area of competence and additional portals were created. All e-learning resources and activities were properly reorganised and structured in a full spectrum new concept for a more effective e-learning experience for all military education and training purposes. The aim of this paper is to present and discuss the structure of the project in terms of contents, design and solutions adopted.

Obtaining CPU cycles on an HPC cluster is nowadays relatively simple and sometimes even cheap for academic institutions. However, in most of the cases providers of HPC services would not allow changes on the configuration, implementation of special features or a lower-level control on the computing infrastructure, for example for testing experimental configurations. The variety of use cases proposed by several departments of the University of Torino, including ones from solid-state chemistry, computational biology, genomics and many others, called for different and sometimes conflicting configurations; furthermore, several R&D activities in the field of scientific computing, with topics ranging from GPU acceleration to Cloud Computing technologies, needed a platform to be carried out on. The Open Computing Cluster for Advanced data Manipulation (OCCAM) is a multi-purpose flexible HPC cluster designed and operated by a collaboration between the University of Torino and the Torino branch of the Istituto Nazionale di Fisica Nucleare. It is aimed at providing a flexible and reconfigurable infrastructure to cater to a wide range of different scientific computing needs, as well as a platform for R&D activities on computational technologies themselves. We describe some of the use cases that prompted the design and construction of the system, its architecture and a first characterisation of its performance by some synthetic benchmark tools and a few realistic use-case tests.

Enhancing language skills is a duty for many institutions, schools and universities; Information and Communications Technology is nowadays supporting language teaching, heading also to the integration of foreigners. According to previous studies, the use of a Technology Enhanced Learning Environment can foster language competences through online tests. The goal of this paper is to show and discuss different typologies of automatically evaluated questions useful to learn languages and designed with an Automatic Assessment System, already successfully used for teaching STEM disciplines: Science, Technology, Engineering and Mathematics. This work has been carried out thanks to the collaboration between the Department of Mathematics and the Department of Foreign Languages. Five different typologies of questions are analysed: "Combining sentence elements" asks to combine given elements to form at least three correct and meaningful sentences; "Find the mistake" asks whether a sentence is grammatically correct and to explain why; "The Target puzzle" asks to join words together using precise links; "Scrambled text" asks the student the correct sequence of sentences in a scrambled text; "The Encrypted Crossword puzzle" is a crossword puzzle without definition clues. Linguists consider these question types effective to develop language competences and have already used them profitably in traditional teaching and language learning. To engage the learner and increase motivation, we will develop an implementation where the questions are self-evaluated, always available, with immediate and interactive feedback. These tools could be used in online language courses and in all those teaching activities that are carried out remotely by the student alone. All questions are outlined with the explanation of the grading code and a triplet of descriptors; they describe the Performance, Requirements and Objectives of each question and allow further studies on automatic detection of the relatedness between different language learning objects, in order to construct adaptive language tests.

Journal of Biomedical Practitioners - JBP English Abstract Purpose In forensic sciences, we need to objectify the identity attribution criteriathat lead to recognize a subject believed guilty of a crime or to exonerate him. Making recognition objective means being able to use proven methods and methodologies that, with analytical responses, could overcome the limit of testimonial evidence, potentially subject to perceptual distortions and false memories. Materials and methods The extraction from digital images of semantic information related to shapes, takes place through operations of segmentation, binarization, but above all through representation and description, using mathematical/geometrical methods and with the aid of appropriate algorithms that automate the extraction, the analysis and the comparison of information. Results Starting from the classical methods for the representation and description of shapes, it is possible to determine robust face descriptors with respect to rotation-scaling-translation transformations; the same methods are extensible to all the areas in which can be useful the comparison of forms relative to the human body, where is possible to identify appropriate points of reference and descriptors. Conclusions Thanks to the use of robust facial descriptors, we can enhance the compatibility assessment in the identity attribution of subjects, evaluation that makes use of objective and irrefutable elements. The same criteria are potentially extensible to different areas in which a biometric comparison of images is useful. Italian Abstract Obiettivo Nell’ambito dell’attribuzione di identità a fini forensi, ci si pone il problema di oggettivare i criteri che portano al riconoscimento di un soggetto, perché ritenuto colpevole di un reato o per scagionarlo. Rendere oggettivo il riconoscimento significa potersi avvalere di metodi e metodologie consolidate e provate che, con responsi analitici, siano in grado di superare il limite della prova testimoniale, potenzialmente soggetta a distorsioni percettive e a falsi ricordi. Materiali e metodi L’estrazione da immagini digitali di informazioni semantiche relative a forme, avviene tramite operazioni di segmentazione, binarizzazione, ma soprattutto di rappresentazione e descrizione, secondo tecniche e metodi matematico/geometrici e con l’ausilio di algoritmi appropriati che automatizzano l’estrazione, l’analisi e la comparazione delle informazioni. Risultati Partendo dalle metodiche classiche per la rappresentazione e descrizione di forme, è possibile determinare dei descrittori del volto robusti rispetto a trasformazioni di roto-scalo-traslazione; le stesse metodiche sono estendibili a tutti gli ambiti in cui si renda utile la comparazione di forme relative al corpo umano su cui siano individuabili punti di repere e descrittori significativi. Conclusioni Grazie all’uso di descrittori robusti del volto, è possibile potenziare la valutazione di compatibilità nell’attribuzione di identità di soggetti, valutazione che si avvale di elementi oggettivi e inconfutabili. Gli stessi criteri sono potenzialmente estendibili a diversi ambiti in cui sia utile un confronto biometrico delle immagini. Download free Full texthttps://www.ojs.unito.it/index.php/jbp/article/view/3037/2720

This paper presents a model for school remedial, focusing on improving the digital materials sharing process for the diversification of tutoring strategies. The model involves the characterization of materials for automatic assessment shared within a community of tutors. The characterization expects materials to be linked with natural language descriptors explicating their intended instructional objectives. The possibility of implementing a recommendation system on the basis of natural language processing techniques is discussed taking in consideration an analysis of the application of the model within a local-scale project. Clustering techniques searching for materials that have the same educational purposes but involve the activation of different cognitive processes are proposed, in order to continuously extend the database of shared materials in favour of the effectiveness of ongoing tutoring actions. The results collected from questionnaires submitted to students, tutors, and teachers involved in the project are shown, and clustering data are discussed highlighting the feasibility of the application of the model.

The emergence of Technology Enhanced Learning environments has led to the continual growth of the availability of digital educational resources. In this paper, the potential of enabling their reuse into student-centric services – such as recommender systems or adaptive tutoring tools – is discussed through the proposal and comparison of procedures for automatically detecting the mutual relatedness among learning objects. Since the choice of the similarity measure is fundamental for clustering digital materials, this paper addresses the investigation on two distinct approaches: the content-based semantic similarity, compared to the closeness measure on natural language descriptions of metadata – namely prerequisites and educational objectives. The analysis is conducted on a collection of mathematical problems, equipped with metadata which facilitate their retrieval in Virtual Learning Environments, created by Secondary School teachers with the support of University experts. Natural Language Processing techniques are exploited for extracting relevant information from the metadata, while the developments in the emergent field of Mathematical Language Processing are proposed for the treatment of mathematical expressions included in the resources. The distinct similarity measures presented are examined considering the compared results, and their correlation is evaluated. This study is intended to be the first step towards the definition of a model for structuring shared materials available in disciplinary repositories of virtual communities. This model will be used for implementing a system for the delivery of learning objects trajectories on a digital map automatically generated. The system’s efficacy will be tested through its integration to a Learning Management System hosting secondary school classrooms’ courses. The research is part of a PhD in Pure and Applied Mathematics in apprenticeship, conducted in partnership with leading providers of software based on Computer Algebra System engine.

The Education and Training Command and School of Applied Military Studies of Turin (COMFOR-SA) - Virtual Learning Centre (VLC) owing to a solid and round experience in e-learning, and because of being a support and distance learning developer and provider for university and military courses, has received the task of organizing an ambitious program and serving as special hub for all new contents and e-learning courses for IT-Army education and training programmes. The VLC continues the strong cooperation established with University of Turin (UniTO) in the specific field of e-learning in direct support to courses. In addition, a new broad concept has recently been developed that aims at having a dedicated Portal for Self-Paced Courses combined with a Portal of Knowledge in a unique environment. In a Lifelong Learning perspective the potential target audience is composed of all categories, such as Officers, NCOs and Volunteers. Users can find, via internet or Intranet and by using all kind of devices, the right course and contents whenever and wherever required or needed. The model is specifically designed to offer a full spectrum and integrated e-learning service where all providers (teachers, instructors and Subject Matter Experts) are involved (crowdsourcing) with a Knowledge Management and Teaching procedure. It is also enriched by a User's E-portfolio where all progress can be stored and articles and paperwork can be uploaded. In this new concept a strategic role is played by teachers and support personnel and for this reason the first MOODLE Military Online Course (Mil-OC) for teachers was organized nationwide. They were trained in how to use different tools and plug-ins. More courses will be organized in the next future in order to increase the number of teachers involved in the program and to improve their e-learning knowledge and skills. This new comprehensive idea of providing E-learning is the pillar of all future projects and helps to reach another goal: developing digital skills among military personnel. The COMFOR-SA has invested a lot of effort and, thanks to the cooperation with the UniTO, is now ready to take the lead in Military E-Education.

Formative assessment is a practice aimed to enhance teaching and learning and to develop self-regulation. Among the strategies for activating formative assessment, the provision of feedback is one of the most studied: good feedback helps close the gap between actual and desired performance and it promotes self-regulation. Automatic Assessment Systems can improve the practice of formative assessment, especially for the immediacy of feedback and the flexible solutions for questioning. In this context, the Department of Mathematics of the University of Turin has developed a model for automatic formative assessment using an automatic assessment system suitable for STEM disciplines. The key features of the model, grounded on the models from the literature, are: availability, algorithmic questions, open answers, immediate feedback, interactive feedback, and contextualization. These are detailed and discussed through evidence gained from three experimentations, involving the total number of 553 students. In particular, it emerges that the use of interactive feedback ensures that students process the information from the feedback and use it to improve their performance, thus solving the major problem raised in the literature that feedback are not useful when students do not read them.

This paper presents a model for structuring shared resources, proposed to activate learners' formative and proactive assessment processes by enhancing the sharing-workflow among instructors. The model is based on the features of a Virtual Learning Community (VLC), and provides for the development and reuse of ontologies. The adoption of the model for the implementation of an adaptive system for the dispatching of materials is discussed on the basis of the results from clustering analyses. Semantic-similarity measures are compared by their application for clustering a collection of mathematical questions for automatic assessment, created by instructors within a national-wide VLC for Secondary Schools.

Teachers need, in a lifelong learning dimension, occasions that provide them with opportunities to reflect on the activities done by themselves, to learn how to use the newest and most advanced technologies in their teaching, to exchange ideas, to confront themselves on the updated didactic methodologies. Only in this way can they enhance their professional competences and keep the motivation for their job high. Online contexts seem to be the most appropriate option for in-service teacher training because teachers work fulltime in school and, having personal and family responsibilities, it is difficult to find time for scheduled meetings. In this paper we will discuss online asynchronous collaboration within the virtual community of the Italian teachers of Mathematics of secondary schools who participate to the national Problem Posing and Solving (PP&S) Project of the Italian Ministry of Education. One of the main goals of PP&S, which started in 2012, is to enhance teaching and learning Mathematics and Informatics using new methodologies and technologies. The community lives on an e-learning Moodle platform integrated with several tools. Using a multi-method approach, we analyse the online forum discussions among teachers and tutors collected in the last three years; in particular, we explore which kind of activities they suggest to adopt in their real-world classes and the nature of the interactive processes activated in the community. This collaboration among teachers is a peer support and facilitates the process of transformation of practices and of construction of new professional knowledge and competences. Some implications for the training of teachers in pre-service are discussed.

Journal of Biomedical Practitioners - JBP La divulgazione dei prodotti della ricerca scientifica costituisce uno strumento fondamentale per la crescita culturale e professionale di tutte le categorie di professionisti: essa contribuisce sensibilmente allo scambio e all'arricchimento dei saperi, con conseguente miglioramento delle prestazioni svolte dai professionisti a tutto vantaggio dei cittadini. Con questi presupposti e con queste finalità abbiamo dato vita a JBP – Journal of biomedical practitioners, rivista periodica, peer reviewed, a carattere tecnico-scientifico-professionale, rivolta alle professioni dell’area biomedica. Considerato che in Italia le riviste scientifiche di tipo multiprofessionale e interdisciplinare a divulgazione prevalentemente in lingua italiana non sono particolarmente numerose, JBP si inserisce in questo contesto con il proposito di favorire la comunicazione, l’integrazione e la cooperazione fra le diverse professioni biomediche, mediante la condivisione di contenuti tecnico-scientifico-professionali e di un comune orizzonte etico. JBP vuole anche essere un “luogo” di incontro e di scambio di esperienze fra professionisti che svolgono la propria attività in tutti gli ambiti delle Scienze Biomediche con finalità assistenziali, diagnostico-terapeutiche, riabilitative e di prevenzione, sia in ambito della ricerca di base che in quella clinica. Per questo motivo la rivista è Open Access, quindi leggibile da tutti senza abbonamento, proprio per venire incontro alle comunità professionali che spesso operano al di fuori di una istituzione che può permettersi di pagare ogni anno migliaia di euro in abbonamenti. Alla rivista scientifica abbiamo voluto associare una sezione Books con una “Collana JBP-Library” dedicata alla pubblicazione di manuali e monografie, Open Access anche questi, a carattere tecnico-scientifico-professionale con finalità didattiche e/o di approfondimento in settori scientifico-disciplinari specifici. JBP, coerentemente con le finalità dichiarate e per consentire l’accesso ai contenuti della rivista a tutti, utilizza per la pubblicazione degli articoliEasyReading®fontcome “…valido strumento compensativo per i lettori con dislessia e font facilitante per tutte le categorie di lettori” (Bachmann, 2013).Si ringrazia laEasyreading Multimedia S.r.l. per la disponibilità e l'autorizzazione all'utilizzo del font. Download free Full text https://www.ojs.unito.it/index.php/jbp/article/view/2298/2109

English Abstract In the radiological diagnostic imaging, a right determination of shapes is a primary component to diagnose a disease or to assert its absence; the quality of the analysed images depends on technological factors, such as resolution, contrast or total energy, and also on postural factors: the correct positioning of the patient is crucial in order to correctly appreciate both the particular and the total anatomical segment in order to make a good diagnosis. In addition, except in particular situations, for instance such a search of a right oblique representation of a fracture or occult infringement, that are cases in which a specific results are sought, and that requires different actions from time to time, the setting and use of standard common criteria for the acquisition are of utmost importance. The criteria must be able to guarantee the high quality, but mainly the reproducibility of the result of the diagnostic examination, and they are the basis of all medical radiology schools, in order to make the result of the acquisition the less dependent as possible from the involved operator. The identification of particular forms is a task normally delegated to the professional ability of an experienced person of the domain who, as such, is subject to evaluation errors not so much for imperfection or superficiality, but for the intrinsic limitations of 'eye system' and for the bi-dimensionality of the image, that is the result of a projection of a three-dimensional body on a plan. In analogy to the difficulties associated with the aforementioned diagnostic imaging, in approaching the problems associated with the correct identification of shapes, it may be useful to start from faces identification problems; It is an activity that belongs to us and we constantly do, and therefore it will be easier to comprehend the intrinsic difficulties associated with the perception of physionomic forms. The techniques used for the identification of subjects and the operational difficulties that arise when an identity must be attributed using the physionomic aspects extracted from photographic documents will be analyzed; This activity is very similar to the morphological perception of anatomical structures and presents the same difficulties. Italian Abstract Nella diagnostica per immagini la corretta determinazione di forme è la base per la diagnosi di una malattia o della sua assenza; la qualità con cui vengono realizzate le immagini oggetto di analisi sono sia di natura squisitamente tecnologica, come la risoluzione, il contrasto o l’energia totale, sia di natura posturale: il corretto posizionamento del paziente è determinante per poter apprezzare correttamente l’insieme ed il particolare e produrre così la giusta diagnosi. Inoltre, se si eccettuano casi come la ricerca e rappresentazione in proiezioni oblique di fratture o infrazioni occulte, nei quali vada ricercato un particolare specifico risultato e che richiedono di volta in volta azioni diverse, l’individuazione e l’utilizzo di criteri comuni per l’acquisizione è di fondamentale importanza. Essi devono poter garantire l’elevata qualità, ma soprattutto la riproducibilità del risultato dell’esame diagnostico, e sono alla base di tutte le scuole di radiologia medica, proprio allo scopo di rendere il risultato della ripresa e la sua interpretazione il meno dipendenti possibile dall’operatore. L’identificazione di particolari forme è una attività normalmente delegata alla capacità professionale di una persona esperta del dominio che, in quanto tale, è soggetta a errori di valutazione non tanto per imperizia o superficialità, ma per limiti intrinseci del nostro sistema occhio e della bidimensionalità dell’immagine, frutto della proiezione su un piano di un corpo tridimensionale. In analogia alle difficoltà connesse con la citata diagnostica per immagini, nell’approccio ai problemi legati alla corretta identificazione delle forme, può essere utile iniziare dalle problematiche di identificazione di volti; è una attività che ci appartiene e che tutti compiamo costantemente pertanto sarà più semplice comprendere le difficoltà intrinseche connesse alla percezione delle forme fisionomiche. Saranno analizzate le tecniche utilizzate per l’attività di identificazione di soggetti e le difficoltà operative che emergono quando si debba attribuire una identità sulla base di aspetti fisionomici estratti da documenti fotografici; questa attività è molto simile alla percezione morfologica di strutture anatomiche e ne condivide le difficoltà. Download free Full texthttps://www.ojs.unito.it/index.php/jbp/article/view/2303/2114

In order to improve education and to develop a stronger internationalization program, the Education and Training Command and School of Military Applied Studies of Turin and the University of Turin adopted a virtual learning environment as main tool within the Bachelor and Master Degree in Strategic Sciences for Military and Civilian students. A great number of modules of different subjects are available on a dedicated E-learning platform (MOODLE) where students receive additional contents, discuss with peers and are supported by teachers. Through interactive materials and different activities they can develop the capability of discerning, combining and applying the knowledge. These skills are very useful in the professional environment especially for a military officer and for civilians who are supposed to work in similar complex contexts. Thanks to this E-learning system education, programs such as the Military Erasmus, where military and civilian students of several European education institutions are involved are facilitated. Selected students share experiences, attend blended courses and finally can grow up with a common European feeling. In order to adopt this E-education the Education and Training Command and School of Military Applied Studies of Turin and the University of Turin invest time and effort into the training of teachers, developing new interactive materials and offers a custom helpdesk for a prompt and personalized support. This way of providing education is considered the best way for the future, because it prepares students for global changes and offers real opportunities of lifelong learning. Students' feedback is extremely positive and this encourages to continue with this kind of e-learning activities.

In modern societies, life itself is a problem solving. OCSE-PISA defined the problem-solving competence as the capacity to engage in cognitive processing to understand and solve problem situations where a method of solution is not immediately obvious. Hence in teaching Mathematics, and in general scientific subjects, it becomes important to adopt new methods centred on student learning, which are able not only to deliver knowledge but also to enhance the competence in problem solving. It is essential to start from simulated real-life problem situations in order to explain new concepts, since it enables students to understand the application of Mathematics as well as to enhance their ability to regulate problem-solving processes. The University of Turin has adopted problem solving digital methodologies using a virtual learning environment integrated with an advanced computing environment, automatic assessment and a web conference system. This set of technologies promote interaction among students and help teachers guide and coach their students in creating, conjecturing, exploring, testing and verifying. In the Erasmus+ Project SMART – Science and Mathematics Advanced Research in good Teaching - the University of Turin shared these methodologies with other European partners (Strategic Partnership Key action). The aim of this exchange of best practices is to obtain Mathematics and Science teachers who are more involved in the methodology and consequently students who are better equipped to develop coherent mental representations of problem situations, more flexible in incorporating feedback and in reflecting. In the paper, examples of interactive material produced and tested in the Project are presented and the results of the experience are discussed.