Hasil untuk "Technology"

M. Pilkington

Omar Z. Sharaf, M. Orhan

E. van Dijk, Hélène Auger, Y. Jaszczyszyn et al.

Nannan Guo, M. Leu

Tze Weng Ng, Thein Lang Tay, Siak Wang Khor

: Iris recognition is a well-known biometric technique. The iris recognition is a kind of the biometrics technologies based on the physiological characteristics of human body, compared with the feature recognition based on the fingerprint, palm-print, face and sound etc, the iris has some advantages such as uniqueness, stability, high recognition rate, and non-infringing etc. Iris recognition, which is divided into four steps: segmentation, normalization, feature extraction and matching. We had taken iris images from database CASIA V4.We use Daugman’s method using integrodifferential operator for segmentation & the feature extraction algorithm based on principle component analysis(PCA) & independent component analysis(ICA) for a compact iris code. We use these methods to generate optimal basis elements which could represent iris signals efficiently. In practice the coefficient of these methods are used as feature vectors. Then iris feature vectors are encoded into the iris code for storing and comparing individual's iris patterns. The iris recognition is using principal component analysis & independent component analysis can produce spatially globalfeatures. Hamming distance method is used for matching purpose for principle component analysis & independent component analysis.

F. Kollmann, E. Kuenzi, A. Stamm

S. Porada, R. Zhao, A. J. V. Wal et al.

Abstract Porous carbon electrodes have significant potential for energy-efficient water desalination using a promising technology called Capacitive Deionization (CDI). In CDI, salt ions are removed from brackish water upon applying an electrical voltage difference between two porous electrodes, in which the ions will be temporarily immobilized. These electrodes are made of porous carbons optimized for salt storage capacity and ion and electron transport. We review the science and technology of CDI and describe the range of possible electrode materials and the various approaches to the testing of materials and devices. We summarize the range of options for CDI-designs and possible operational modes, and describe the various theoretical–conceptual approaches to understand the phenomenon of CDI.

F. Boccardi, Robert W. Heath, Angel E. Lozano et al.

New research directions will lead to fundamental changes in the design of future fifth generation (5G) cellular networks. This article describes five technologies that could lead to both architectural and component disruptive design changes: device-centric architectures, millimeter wave, massive MIMO, smarter devices, and native support for machine-to-machine communications. The key ideas for each technology are described, along with their potential impact on 5G and the research challenges that remain.

W. Arthur

P. Duxson, J. Provis, G. C. Lukey et al.

Barry Bozeman

W. Johnson

J. Swarbrick

M. Hoepfl

A number of writers have commented on the dearth of substantive research within the field of technology education, and point to the expansion of its research agenda as a means of strengthening the discipline. Waetjen, in his call for good research in technology education, states that “the plea is to use experimental type research as much as possible” (1992, p. 30). Interestingly, the three areas of research need outlined in his essay would all lend themselves to alternative methodologies, including qualitative methodologies. More recently, others have called for an expansion in the types of research methods used. Of the 220 reports included in Zuga’s review of technology education-related research (1994), only 16 are identified as having used qualitative methods, and Zuga notes that many of those studies were conducted outside the United States. Johnson (1995) suggests that technology educators “engage in research that probes for deeper understanding rather than examining surface features.” He notes that qualitative methodologies are powerful tools for enhancing our understanding of teaching and learning, and that they have “gained increasing acceptance in recent years” (p. 4). There are compelling reasons for the selection of qualitative methodologies within the educational research arena, yet many people remain unfamiliar with these methods. Researchers trained in the use of quantitative designs face real challenges when called upon to use or teach qualitative research (Stallings, 1995). There is, however, a growing body of literature devoted to qualitative research in education, some of which is synthesized here. The goals of this article are to elaborate on the reasons for choosing qualitative methodologies, and to provide a basic introduction to the features of this type of research.

Mark T. Dishaw, D. Strong

K. Zhou, C. K. Yim, D. Tse

Minhwa Lee, J. Yun, A. Pyka et al.

Since Klaus Schwab and the World Economic Forum declared the arrival of the Fourth Industrial Revolution, there has been much discussion about it. However, there is no commonly agreed-upon definition of the Fourth Industrial Revolution. Therefore, we attempted to answer the following four research questions. “What is the definition of the Fourth Industrial Revolution?”, “How can we respond to the Fourth Industrial Revolution in terms of institutions?”, “How can we respond to the Fourth Industrial Revolution in terms of technology?”, “How can we respond to the Fourth Industrial Revolution in terms of firm innovation and start-up strategy?” Brainstorming was conducted by 11 scholars from several countries to answer these four research questions. Therefore, this research is not the end product of four research questions, but a kind of advanced template to answer the four research questions for continuing research.

S. Geng, Kris M. Y. Law, Ben Niu

Blended Learning (BL) creates a ‘rich’ educational environment with multiple technology-enabled communication forms in both face-to-face and online teaching. Students’ characteristics are closely related to the learning effectiveness in the BL environment. Students’ ability to direct themselves in learning and to utilise learning technologies can affect student learning effectiveness. This study examined the impacts of self-directed learning, technology readiness, and learning motivation on the three presences (social, teaching, cognitive) among students undertaking subjects in BL and non-BL (NBL) settings. The results indicated that the BL environment provides good facilitation for students’ social involvement in the class. Student technology readiness plays a stronger role in impacting the teaching presence in a BL environment than NBL environment. These findings imply that a proper BL setting creates a cohesive community and enhances collaborations between students. Prior training of learning technologies can potentially enhance students’ teaching presence.

Lei Wang, Yangyang Chen, T. Ramsey et al.

Abstract The information industry has become a “new engine” driving the growth of the world economy. However, there are many controversies about whether digital technology can reduce the intensity of carbon emissions. Based on OECD data, KPWW method and multiple panel regression, this paper explores the impact and mechanism of digital technology innovation and technology spillover to the domestic carbon emission intensity. Through impulse response analysis and variance decomposition, the comprehensive impact of digital technology on carbon intensity is clarified. This paper concludes that technology innovation in the information industry will increase the intensity of carbon emissions, while cross-industry technology spillovers are persistent for reducing the intensity of domestic carbon emissions. Since the emission reduction effect of technology spillover is greater than the emission increase effect of technology innovation, the digital technology would empower domestic green development. Increasing the proportion of non-fossil energy use and optimizing the industrial structure are effective mechanisms for digital technology innovation to reduce carbon emission intensity.

Hung‐Tai Tsou, Jashen Chen

ABSTRACT Digital technology usage has been extensively studied in academic research and industry. A deeper look at firm performance shows that digital transformation strategy and organisational innovation are facilitated by digital technology usage. This study further examined the mediating effects of digital transformation strategy and organisational innovation on the relationship between digital technology usage and firm performance. An empirical study was performed based on a survey of supervisors from financial industries in Taiwan. Two hundred twenty-seven companies responded to the questionnaires. The findings indicated that digital technology usage has positive influences on digital transformation strategy and organisational innovation, which in turn influence firm performance. Furthermore, digital transformation strategy and organisational innovation played full mediating roles between digital technology usage and firm performance.