In this paper, we describe a promising method to evaluate the location of fingermarks on two-dimensional objects, which provides valuable information for the evaluation of fingermarks at activity level. For this purpose, an experiment with pillowcases was conducted at the Dutch music festival Lowlands, to test whether the activity ‘smothering’ can be distinguished from an alternative activity like ‘changing a pillowcase’ based on the touch traces on pillowcases left by the activities. Participants performed two activities with paint on their hands: smothering a victim with the use of a pillow and changing a pillowcase of a pillow. The pillowcases were photographed and translated into grid representations. A binary classification model was used to classify the pillowcases into one of the two classes of smothering and changing, based on the distance between the grid representations. After applying the fitted model to a test set, we obtained an accuracy of 98.8%. The model showed that the pillowcases could be well separated into the two classes of smothering and changing, based on the location of the fingermarks. The proposed method can be applied to fingermark traces on all two-dimensional items for which we expect that different activities will lead to different fingermark locations.
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A level designer typically creates the levels of a game to cater for a certain set of objectives, or mission. But in procedural content generation, it is common to treat the creation of missions and the generation of levels as two separate concerns. This often leads to generic levels that allow for various missions. However, this also creates a generic impression for the player, because the potential for synergy between the objectives and the level is not utilised. Following up on the mission-space generation concept, as described by Dormans, we explore the possibilities of procedurally generating a level from a designer-made mission. We use a generative grammar to transform a mission into a level in a mixed-initiative design setting. We provide two case studies, dungeon levels for a rogue-like game, and platformer levels for a metroidvania game. The generators differ in the way they use the mission to generate the space, but are created with the same tool for content generation based on model transformations. We discuss the differences between the two generation processes and compare it with a parameterized approach.
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A previous paper published in this journal proposed a model for evaluating the location of fingermarks on two-dimensional items (de Ronde, van Aken, de Puit and de Poot (2019)). In this paper, we apply the proposed model to a dataset consisting of letters to test whether the activity of writing a letter can be distinguished from the alternative activity of reading a letter based on the location of the fingermarks on the letters. An experiment was conducted in which participants were asked to read a letter and write a letter as separate activities on A4- and A5-sized papers. The fingermarks on the letters were visualized, and the resulting images were transformed into grid representations. A binary classification model was used to classify the letters into the activities of reading and writing based on the location of the fingermarks in the grid representations. Furthermore, the limitations of the model were studied by testing the influence of the length of the letter, the right- or left-handedness of the donor and the size of the paper with an additional activity of folding the paper. The results show that the model can predict the activities of reading or writing a letter based on the fingermark locations on A4-sized letters of right-handed donors with 98 % accuracy. Additionally, the length of the written letter and the handedness of the donor did not influence the performance of the classification model. Changing the size of the letters and adding an activity of folding the paper after writing on it decreased the model’s accuracy. Expanding the training set with part of this new set had a positive influence on the model’s accuracy. The results demonstrate that the model proposed by de Ronde, van Aken, de Puit and de Poot (2019) can indeed be applied to other two-dimensional items on which the disputed activities would be expected to lead to different fingermark locations. Moreover, we show that the location of fingermarks on letters provides valuable information about the activity that is carried out.
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We present a novel architecture for an AI system that allows a priori knowledge to combine with deep learning. In traditional neural networks, all available data is pooled at the input layer. Our alternative neural network is constructed so that partial representations (invariants) are learned in the intermediate layers, which can then be combined with a priori knowledge or with other predictive analyses of the same data. This leads to smaller training datasets due to more efficient learning. In addition, because this architecture allows inclusion of a priori knowledge and interpretable predictive models, the interpretability of the entire system increases while the data can still be used in a black box neural network. Our system makes use of networks of neurons rather than single neurons to enable the representation of approximations (invariants) of the output.
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The CANDECOMP/PARAFAC (CP) model decomposes a three-way array into a prespecified number of R factors and a residual array by minimizing the sum of squares of the latter. It is well known that an optimal solution for CP need not exist. We show that if an optimal CP solution does not exist, then any sequence of CP factors monotonically decreasing the CP criterion value to its infimum will exhibit the features of a so-called "degeneracy". That is, the parameter matrices become nearly rank deficient and the Euclidean norm of some factors tends to infinity. We also show that the CP criterion function does attain its infimum if one of the parameter matrices is constrained to be column-wise orthonormal.
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This short paper describes the first prototyping of a self-evaluation process of Curriculum Agility at a Faculty of Technology in Sweden. The process comprises guided, semi-structured, individual interviews at different organisational levels within the faculty, a joint narrative based on those interviews, prioritizing development strategies per level, and jointly mapping them on importance and implementation time. The self-evaluation is part of and based on the research on the principles of Curriculum Agility. The results show the interplay in timely curriculum change for futureproof engineering education between the teaching staff, the systems and the people who control the systems. The self-evaluation brings together the different perspectives and perceptions within the faculty and gives insight in how those affect he willingness towards and occurrence of curriculum development. This work in progress indicates how doing such a qualitative self-evaluation paves the road for transparent strategic dialogues on a holistic level about what to give attention and organize differently.
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In 2008, the Choices International Foundation developed its logo criteria, identifying best-in-class food products. More advanced, global and graded nutrient profiling systems (NPSs) are needed to substantiate different national nutrition policies. The objective of this work was to extend Choices NPS to identify five levels of the healthiness of food products, so that the Choices NPS can also be used to support other nutrition policies, next to front-of-pack labelling. Based on the same principles as the previous logo criteria, four sets of threshold criteria were determined using a combination of compliance levels, calculated from a large international food group-specific database, the Choices logo criteria, and WHO-NPSs developed to restrict marketing to children. Validation consisted of a comparison with indicator foods from food-based dietary guidelines from various countries. Some thresholds were adjusted after the validation, e.g., because intermediate thresholds were too lenient. This resulted in a new international NPS that can be applied to different contexts and to support a variety of health policies, to prevent both undernutrition and obesity. It can efficiently evaluate mixed food products and represents a flexible tool, applicable in various settings and populations.
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We investigated whether Early Algebra lessons that explicitly aimed to elicit mathematical discussions (Shift-Problem Lessons) invoke more and qualitatively better mathematical discussions and raise students’ mathematical levels more than conventional lessons in a small group setting. A quasi-experimental study (pre- and post-test, control group) was conducted in 6 seventh-grade classes (N =160). An analysis of the interaction processes of five student groups showed that more mathematical discussions occurred in the Shift-Problem condition. The quality of the mathematical discussions in the Shift-Problem condition was better compared to that in the Conventional Textbook condition, but there is still more room for improvement. A qualitative illustration of two typical mathematical discussions in the Shift-Problem condition are provided. Although students’ mathematical levels were raised a fair amount in both conditions, no differences between conditions were found. We concluded that Shift-Problem Lessons are powerful for eliciting mathematical discussions in seventh-grade Shift-Problem Early Algebra Lessons.
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The current paper is a reflective discussion report that describes the advantages and limitations of online teaching and learning at master’s level healthcare education from the teachers’ point of view. The aim is to open dialogue between nursing educators and healthcare providers on how exclusively online education can ensure the development of healthcare professionals who master the requirements of today´s working life and contribute to innovations in healthcare. This paper addresses specifically how to strengthen master students’ interprofessional communication skills and improve their multicultural competence by developing a well-designed assignment in e-Learning environment. Perceptions and views are based on seven years of experience on online education in cooperation with two educators from different countries.
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After the integration of research activities, universities of applied sciences (UASs) have formulated organisational strategies to foster connections between research and education (Daas et al., 2023). Scholars stated that the behaviour of employees within UASs influences ‘the direction and tempo in which the proposed aims are reached or resisted in the wider organisation’ (Griffioen & De Jong, 2017, p. 454). Thus, employees within UASs, such as academics and lower-level managers, play a key role in establishing research-education connections (Jenkins & Healey, 2005; Van der Rijst, 2009). A recent study has shown that academics and lower-level managers connect research and education through three types of behaviours: by involving aspects of research in education, by involving aspects of education in research, and by involving aspects of research and education equally, with the first type mentioned most often (Daas & Griffioen, in review). Similar patterns are observed in previous studies highlighting how education benefits from research rather than vice versa (Taylor, 2007). However, the beliefs underpinning this behavioural focus still remain unclear. Scholars have reported factors that could influence employees in connecting research and education, such as career stages, personal abilities and the availability of resources influencing how academics combine research and teaching tasks (Coate, Barnett & Williams, 2001; Shin, 2011), and research productivity and teaching beliefs influencing how academics integrate research in teaching (Hu et al., 2015; Magi & Beerkens, 2016). Despite the important value of these insights, these studies all focus on one (set of) behaviour(s) in connecting research and education instead of considering factors influencing behaviours in connecting research and education holistically. Moreover, most of these studies consider academics instead of managers. Therefore, the purpose of this study is to investigate the beliefs underpinning the behaviour of academics and lower-level managers in UASs in connecting research and education.To study the underpinning beliefs we applied the Theory of Planned Behaviour (TPB; Ajzen, 1991) as a theoretical lens. According to the TPB, a person’s behavioural intentions are shaped through three determinants (Ajzen, 1991). Behavioural beliefs (1) refer to a person’s conceptions about the expected positive/negative outcomes of practicing the behaviour. Normative beliefs (2) consist of a person’s conceptions about whether others approve/disapprove of practicing the behaviour. Control beliefs (3) are a person's conceptions about the presumed factors that could enable/hinder in practicing the behaviour. The research question is: Which behavioural, normative and control beliefs underpin the behaviour of academics and lower-level managers in connecting research and education?
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