Reading and writing is modelled in CSP using actions containing the symbols ? and !. These reading actions and writing actions are synchronous, and there is a one-to-one relationship between occurrences of pairs of these actions. In the CPA conference 2016, we introduced the half-synchronous alphabetised parallel operator X ⇓ Y , which disconnects the writing to and reading from a channel in time. We introduce in this paper an extension of X ⇓ Y , where the definition of X ⇓ Y is relaxed; the reading processes are divided into sets which are set-wise asynchronous, but intra-set-wise synchronous, giving full flexibility to the asynchronous writes and reads. Furthermore, we allow multiple writers to the same channel and we study the impact on a Vertex Removing Synchronised Product. The advantages we accomplish are that the extension of X ⇓ Y gives more flexibility by indexing the reading actions and allowing multiple write actions to the same channel. Furthermore, the extension of X ⇓Y reduces the end-to-end processing time of the processor or coprocessor in a distributed computing system. We show the effects of these advantages in a case study describing a Controlled Emergency Stop for a processor-coprocessor combination.
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Reading and writing is modelled in CSP using actions containing the sym- bols ? and !. These reading and writing actions are synchronous and there is a one- to-one relationship between occurrences of pairs of these actions. It is cumbersome to ease the restriction of synchronous execution of the read and write actions. For this reason we introduce the half-asynchronous parallel operator that acts on actions con- taining the symbols ¿ and ¡ and study the impact on a Vertex Removing Synchronised Product.
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Reading and writing is modelled in CSP using actions containing the symbols ? and !. These reading actions and writing actions are synchronous, and there is a one-to-one relationship between occurrences of pairs of these actions. In the CPA conference 2017, we introduced the extended half-synchronous al- phabetised parallel operator X ⇕ Y , which disconnects the writing to and reading from a channel in time; the reading processes are divided into sets which are set-wise asynchronous, but intra-set-wise synchronous, giving full flexibility to the reads. In this paper, we allow multiple writers to write to the same channel set-wise asynchronously, but intra-set-wise synchronously and we study the impact on our (Extended) Vertex Removing Synchronised Product. The advantages we accomplish are that the extension of X ⇕ Y gives more flexibility by indexing the writing actions and the reading actions, leading to a straightforward majority vote design. Furthermore, the extension of X ⇕ Y preserves the advantages of the X ⇕ Y operator.
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BACKGROUND: Mobile devices such as smartphones and tablets have surged in popularity in recent years, generating numerous possibilities for their use in health care as mobile health (mHealth) tools. One advantage of mHealth is that it can be provided asynchronously, signifying that health care providers and patients are not communicating in real time. The integration of asynchronous mHealth into daily clinical practice might therefore help to make health care more efficient for patients with rheumatoid arthritis (RA). The benefits have been reviewed in various medical conditions, such as diabetes and asthma, with promising results. However, to date, it is unclear what evidence exists for the use of asynchronous mHealth in the field of RA.OBJECTIVE: The objective of this study was to map the different asynchronous mHealth interventions tested in clinical trials in patients with RA and to summarize the effects of the interventions.METHODS: A systematic search of Pubmed, Scopus, Cochrane, and PsycINFO was performed following the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines. Studies were initially screened and later assessed by two independent researchers. Disagreements on inclusion or exclusion of studies were resolved by discussion.RESULTS: The literature search yielded 1752 abstracts. After deduplication and screening, 10 controlled intervention studies were included. All studies were assessed to be at risk for bias in at least one domain of the Cochrane risk-of-bias tool. In the 10 selected studies, 4 different types of mHealth interventions were used: SMS reminders (to increase medication adherence or physical activity; n=3), web apps (for disease monitoring and/or to provide medical information; n=5), smartphone apps (for disease monitoring; n=1), and pedometers (to increase and track steps; n=1). Measured outcomes varied widely between studies; improvements were seen in terms of medication compliance (SMS reminders), reaching rapid remission (web app), various domains of physical activity (pedometer, SMS reminders, and web apps), patient-physician interaction (web apps), and self-efficacy (smartphone app).CONCLUSIONS: SMS reminders, web apps, smartphone apps, and pedometers have been evaluated in intervention studies in patients with RA. These interventions have been used to monitor patients or to support them in their health behavior. The use of asynchronous mHealth led to desirable outcomes in nearly all studies. However, since all studies were at risk of bias and methods used were very heterogeneous, high-quality research is warranted to corroborate these promising results.
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Artikel van Judith Huis in het Veld, docent onderzoeker van de Hogeschool Inholland verschenen in Research in Gerontological Nursing ABSTRACT The current article discusses how and by whom family caregivers want to be supported in selfmanagement when managing changes in behavior and mood of relatives with dementia and whether family caregivers consider eHealth a useful tool for self-management support. Four asynchronous online focus groups were held with 32 family caregivers of individuals with dementia. Transcripts of the online focus groups were analyzed using qualitative thematic analysis. Family caregivers need support from professionals or peers in the form of (a) information about dementia and its symptoms, (b) tips and advice on managing changes in behavior and mood, (c) opportunities to discuss experiences and feelings, and (d) appreciation and acknowledgement of caregiving. The opinions of family caregivers about self-management support through eHealth were also reported. Findings suggest a personal approach is essential to self-management support for family caregivers managing changes in behavior and mood of relatives with dementia. In addition, self-management support can be provided to some extent through eHealth, but this medium cannot replace personal contacts entirely.
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The COVID-19 pandemic has revealed the importance for university teachers to have adequate pedagogical and technological competences to cope with the various possible educational scenarios (face-to-face, online, hybrid, etc.), making use of appropriate active learning methodologies and supporting technologies to foster a more effective learning environment. In this context, the InnovaT project has been an important initiative to support the development of pedagogical and technological competences of university teachers in Latin America through several trainings aiming to promote teacher innovation. These trainings combined synchronous online training through webinars and workshops with asynchronous online training through the MOOC “Innovative Teaching in Higher Education.” This MOOC was released twice. The first run took place right during the lockdown of 2020, when Latin American teachers needed urgent training to move to emergency remote teaching overnight. The second run took place in 2022 with the return to face-to-face teaching and the implementation of hybrid educational models. This article shares the results of the design of the MOOC considering the constraints derived from the lockdowns applied in each country, the lessons learned from the delivery of such a MOOC to Latin American university teachers, and the results of the two runs of the MOOC.
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Learning objects are bits of learning content. They may be reused 'as is' (simple reuse) or first be adapted to a learner's particular needs (flexible reuse). Reuse matters because it lowers the development costs of learning objects, flexible reuse matters because it allows one to address learners' needs in an affordable way. Flexible reuse is particularly important in the knowledge economy, where learners not only have very spefic demands but often also need to pay for their own further education. The technical problems to simple and flexible are rapidly being resolved in various learning technology standardisation bodies. This may suggest that a learning object economy, in which learning objects are freely exchanged, updated and adapted, is about to emerge. Such a belief, however, ignores the significant psychological, social and organizational barriers to reuse that still abound. An inventory of these problems is made and possible ways to overcome them are discussed.
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As artificial intelligence (AI) reshapes hiring, organizations increasingly rely on AI-enhanced selection methods such as chatbot-led interviews and algorithmic resume screening. While AI offers efficiency and scalability, concerns persist regarding fairness, transparency, and trust. This qualitative study applies the Artificially Intelligent Device Use Acceptance (AIDUA) model to examine how job applicants perceive and respond to AI-driven hiring. Drawing on semi-structured interviews with 15 professionals, the study explores how social influence, anthropomorphism, and performance expectancy shape applicant acceptance, while concerns about transparency and fairness emerge as key barriers. Participants expressed a strong preference for hybrid AI-human hiring models, emphasizing the importance of explainability and human oversight. The study refines the AIDUA model in the recruitment context and offers practical recommendations for organizations seeking to implement AI ethically and effectively in selection processes.
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Contemporary education increasingly involves a blended learning environment, which consists of a combination of offline and online delivery methods. Blended learning environments can motivate students to learn, but designing motivating blended learning environments is challenging and can result in environments that demotivate students. This conceptual article proposes a blended learning design that helps practitioners to design motivating blended learning environments. According to self-determination theory, students are motivated to learn when their three basic psychological needs for autonomy, competence, and relatedness are supported. Competency-based education (CBE) is intended to support students’ basic psychological needs. We have constructed design guidance for CBE programmes that help practitioners to design a combination of offline and online delivery methods that (1) give students choices in time and place to support their need for autonomy, (2) adapt to students’ competency levels to support their need for competence, and (3) stimulate students’ relationship building with peers and teachers to support their need for relatedness. Although the design guidance is tentative, practitioners can experiment with it to design blended learning environments that motivate students to learn.
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When it comes to hard to solve problems, the significance of situational knowledge construction and network coordination must not be underrated. Professional deliberation is directed toward understanding, acting and analysis. We need smart and flexible ways to direct systems information from practice to network reflection, and to guide results from network consultation to practice. This article presents a case study proposal, as follow-up to a recent dissertation about online simulation gaming for youth care network exchange (Van Haaster, 2014).
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