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Cognitive Communication and Cooperative HetNet Coexistence

Selected Advances on Spectrum Sensing, Learning, and Security Approaches

This book, written by experts from universities and major industrial research laboratories, is devoted to the very hot topic of cognitive radio and networking for cooperative coexistence of heterogeneous wireless networks. Selected highly relevant advanced research is presented on spectrum sensing and progress toward the realization of accurate radio environment mapping, biomimetic learning for self-organizing networks, security threats (with a special focus on primary user emulation attack), and cognition as a tool for green next-generation networks. The research activities covered include work undertaken within the framework of the European COST Action IC0902, which is geared towards the definition of a European platform for cognitive radio and networks. Communications engineers, R&D engineers, researchers, and students will all benefit from this complete reference on recent advances in wireless communications and the design and implementation of cognitive radio systems and networks.

Chapter 2 Channel Usage Patterns and Their Impact on the Effectiveness of
Machine Learning for Dynamic Channel Selection Irene Macaluso, Hamed
Ahmadi, Luiz A. DaSilva and Linda Doyle Abstract The diverse behavior of
different primary users (PU) in various spectrum bands impacts a cognitive
radio's ability to exploit spectrum holes. This chapter summarizes the results of
our previous studies on the impact of the complexity of primary users' behavior on
the performance of ...

Grid and Cooperative Computing

Second International Workshop, GCC 2003, Shanhai [sic], China, December 7-10, 2003 : Revised Papers

Grid and cooperative computing has emerged as a new frontier of information tech- logy. It aims to share and coordinate distributed and heterogeneous network resources forbetterperformanceandfunctionalitythatcanotherwisenotbeachieved.Thisvolume contains the papers presented at the 2nd International Workshop on Grid and Coope- tive Computing, GCC 2003, which was held in Shanghai, P.R. China, during December 7-10, 2003. GCC is designed to serve as a forum to present current and future work as well as to exchange research ideas among researchers, developers, practitioners, and usersinGridcomputing,Webservicesandcooperativecomputing,includingtheoryand applications. For this workshop, we received over 550 paper submissions from 22 countries and regions. All the papers were peer-reviewed in depth and qualitatively graded on their relevance, originality, signi?cance, presentation, and the overall appropriateness of their acceptance. Any concerns raised were discussed by the program committee. The or- nizing committee selected 176 papers for conference presentation (full papers) and 173 submissions for poster presentation (short papers).The papers included herein represent the forefront of research from China, USA, UK, Canada, Switzerland, Japan, Aust- lia, India, Korea, Singapore, Brazil, Norway, Greece, Iran, Turkey, Oman, Pakistan and other countries. More than 600 attendees participated in the technical section and the exhibition of the workshop.

Second International Workshop, GCC 2003, Shanhai [sic], China, December 7-
10, 2003 : Revised Papers Minglu Li. OGSA Based E-learning System: An
Approach to Build Next Generation of Online Education Hui Wang 1, Xueli Yu 2,
Li Wang, and Xu Liu 1 TaiYuan University of Technology, Postcode 030024,
Shanxi, China ...

Cooperative Agents

Applications in the Social Sciences

Agent-based modelling on a computer appears to have a special role to play in the development of social science. It offers a means of discovering general and applicable social theory, and grounding it in precise assumptions and derivations, whilst addressing those elements of individual cognition that are central to human society. However, there are important questions to be asked and difficulties to overcome in achieving this potential. What differentiates agent-based modelling from traditional computer modelling? Which model types should be used under which circumstances? If it is appropriate to use a complex model, how can it be validated? Is social simulation research to adopt a realist epistemology, or can it operate within a social constructionist framework? What are the sociological concepts of norms and norm processing that could either be used for planned implementation or for identifying equivalents of social norms among co-operative agents? Can sustainability be achieved more easily in a hierarchical agent society than in a society of isolated agents? What examples are there of hybrid forms of interaction between humans and artificial agents? These are some of the sociological questions that are addressed.

The design of the user interface for ITS is a concern influenced by the field of
human computer interaction (HCI) based in communication science. 1.2.
COMPUTER SUPPORTED COLLABORATIVE LEARNING In recent years the
widespread use of computer networks has facilitated the development of systems
in which group work and collaborative learning processes are possible.
Computer Supported Collaborative Learning (CSCL) systems provide support for
interactions in learning ...

Cooperative Design, Visualization, and Engineering

10th International Conference, CDVE 2013, Alcudia, Spain, September 22-25, 2013, Proceedings

This book constitutes the refereed proceedings of the 10th International Conference on Cooperative Design, Visualization, and Engineering, CDVE 2013, held in Palma de Mallorca, Spain, in September 2013. The 34 revised full papers presented were carefully reviewed and selected from numerous submissions. The papers cover all the topics of cooperative engineering, basic theories, methods and technologies that support CDVE, cooperative design, visualization and applications. There are special contributions dealing with the cooperative issues brought by the Internet of things - such as the situation in the ambient assisted living systems. Other papers in the volume cover a wide range of cooperative application topics such as cooperative e-learning, cooperative decision making and cooperative simulation etc.

10th International Conference, CDVE 2013, Alcudia, Spain, September 22-25,
2013, Proceedings Yuhua Luo. Designing and Evaluating Collaborative
Learning Scenarios in Moodle LMS Courses Leovy Echeverria1, Ruth Cobos2,
and Mario Morales3 1 Faculty of Informatics Engineering, Universidad Pontificia
Bolivariana, Montería, Colombia 2 Department of Computer Science,
Universidad Autónoma de Madrid, Spain 3 Department of Mathematics and
Statistics, Universidad de ...

Language and Learning in the Cooperative Classroom

Language and Learning in the Cooperative Classroom reports the results of an experiment on the effects of cooperative learning. The authors address the following questions in detail: Is the effect of cooperative learning on achievement more salient for pupils from the majority or minority ethnic groups? Do pupils who study with the Group-Investigation method display more extensive verbal interaction with their peers than pupils who study with the Whole-Class method? Is the pupil's verbal interaction in groups related to his/her academic achievement? The findings are discussed in terms of their relevance for classroom instruction, for different theories of language behavior and language research, and for issues regarding ethnic relations in multi-ethnic classrooms.

Cooperative Information Agents II. Learning, Mobility and Electronic Commerce for Information Discovery on the Internet

Second International Workshop, CIA'98, Paris, France, July 4-7, 1998, Proceedings

This book constitutes the refereed proceedings of the Second International Workshop on Cooperative Information Systems, CIA'98, held in cognition with Agents World in July 1998 in Paris. The book presents nine invited contributions together with 14 revised full papers selected from a total of 54 submissions. The book is divided in parts on systems and applications; issues of design, querying, and communication; rational cooperation and electronic commerce; adaptive and collaborative information gathering; and mobile information agents in the internet.

Second International Workshop, CIA'98, Paris, France, July 4-7, 1998,
Proceedings Matthias Klusch Gerhard Weiß. Springer Berlin Heidelberg New
York Barcelona Budapest Hong Kong London Milan Paris Singapore Tokyo
Matthias Klusch Gerhard Weill (Eds.) Cooperative Information Agents II Learning,

Cooperative Computer-Aided Authoring and Learning

A Systems Approach

Cooperative Computer-Aided Authoring and Learning: A Systems Approach describes in detail a practical system for computer assisted authoring and learning. Drawing from the experiences gained during the Nestor project, jointly run between the Universities of Karlsruhe, Kaiserslautern and Freiburg and the Digital Equipment Corp. Center for Research and Advanced Development, the book presents a concrete example of new concepts in the domain of computer-aided authoring and learning. The conceptual foundation is laid by a reference architecture for an integrated environment for authoring and learning. This overall architecture represents the nucleus, shell and common denominator for the R&D activities carried out. From its conception, the reference architecture was centered around three major issues: Cooperation among and between authors and learners in an open, multimedia and distributed system as the most important attribute; Authoring/learning as the central topic; Laboratory as the term which evoked the most suitable association with the envisioned authoring/learning environment. Within this framework, the book covers four major topics which denote the most important technical domains, namely: The system kernel, based on object orientation and hypermedia; Distributed multimedia support; Cooperation support, and Reusable instructional design support. Cooperative Computer-Aided Authoring and Learning: A Systems Approach is a major contribution to the emerging field of collaborative computing and is essential reading for researchers and practitioners alike. Its pedagogic flavor also makes it suitable for use as a text for a course on the subject.

A Systems Approach Max Mühlhäuser. yet subordinate learning means. This
includes that "control of the learner's progress" has to primarily support self
control. The learner should not be controlled i.e. dominated by an "intelligent tutor
" built in by the author, nor by the machinery as a whole in the sense of "big
brother". He or she must have the ultimate control about how and when to
acquire new skills and knowledge. Thus, there is a narrow path between too little
control (with the risk ...

The Teacher's Role in Implementing Cooperative Learning in the Classroom

Cooperative learning is widely endorsed as a pedagogical practice that promotes student learning. Recently, the research focus has moved to the role of teachers’ discourse during cooperative learning and its effects on the quality of group discussions and the learning achieved. However, although the benefits of cooperative learning are well documented, implementing this pedagogical practice in classrooms is a challenge that many teachers have difficulties accomplishing. Difficulties may occur because teachers often do not have a clear understanding of the basic tenets of cooperative learning and the research and theoretical perspectives that have informed this practice and how they translate into practical applications that can be used in their classrooms. In effect, what do teachers need to do to affect the benefits widely documented in research? A reluctance to embrace cooperative learning may also be due to the challenge it poses to teachers’ control of the learning process, the demands it places on classroom organisational changes, and the personal commitments teachers need to make to sustain their efforts. Moreover, a lack of understanding of the key role teachers need to play in embedding cooperative learning into the curricula to foster open communication and engagement among teachers and students, promote cooperative investigation and problem-solving, and provide students with emotionally and intellectually stimulating learning environments may be another contributing factor. The Teacher's Role in Implementing Cooperative Learning in the Classroom provides readers with a comprehensive overview of these issues with clear guidelines on how teachers can embed cooperative learning into their classroom curricula to obtain the benefits widely attributed to this pedagogical practice. It does so by using language that is appropriate for both novice and experienced educators. The volume provides: an overview of the major research and theoretical perspectives that underpin the development of cooperative learning pedagogy; outlines how specific small group experiences can promote thinking and learning; discusses the key role teachers play in promoting student discourse; and, demonstrates how interaction style among students and teachers is crucial in facilitating discussion and learning. The collection of chapters includes many practical illustrations, drawn from the contributors’ own research of how teachers can use cooperative learning pedagogy to facilitate thinking and learning among students across different educational settings.

The collection of chapters includes many practical illustrations, drawn from the contributors’ own research of how teachers can use cooperative learning pedagogy to facilitate thinking and learning among students across different ...

Probing Crystal Plasticity at the Nanoscales

Synchrotron X-ray Microdiffraction

This Brief highlights the search for strain gradients and geometrically necessary dislocations as a possible source of strength for two cases of deformation of materials at small scales: nanoindented single crystal copper and uniaxially compressed single crystal submicron gold pillars. When crystalline materials are mechanically deformed in small volumes, higher stresses are needed for plastic flow. This has been called the "Smaller is Stronger" phenomenon and has been widely observed. studies suggest that plasticity in one case is indeed controlled by the GNDs (strain gradient hardening), whereas in the other, plasticity is not controlled by strain gradients or sub-structure hardening, but rather by dislocation source starvation, wherein smaller volumes are stronger because fewer sources of dislocations are available (dislocation starvation hardening).

Rev Sci Instrum 73:1369–1372 [CrossRef] 10.ValekBC, Tamura N, SpolenakRet
al(2003)Earlystage ofplastic deformation in thin films undergoing
electromigration. J Appl Phys 94:3757– 3761 [CrossRef] 11.Spolenak R,Brown
WL,TamuraNet al (2003) Local plasticityofAlthin films asrevealed byXray
microdiffraction. Phys Rev Lett 90:096102–096104 [CrossRef] 12.Budiman AS,
Tamura N, Valek BC et al (2004) Materials, technologyand reliability foradvanced
interconnects and lowk ...