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- Type:
- Article
- Descripción/Resumen:
- Shooting crime is a serious public health problem in the US. The analysis of any historical crime data reveals that crime is non-randomly distributed in time and space. Based on this notion, hot spots policing has gained its momentum to effectively predict future crime locations. Recent studies; however, pointed out that traditional hot spots policing occasionally predict rare crimes such as homicides and shootings due to their less frequent recurring counts in a given place and time (specifically for shorter time periods such as weeks and months). Given this context, we developed a new shooting prediction system (SHOPS) to explore whether recent dynamic/mobility activity patterns of known violent individuals increase the prediction of short-term fatal and non-fatal shootings compared to the traditional hot spots policing. Findings suggest that SHOPS predicts fatal and non-fatal shooting locations more precisely by identifying fewer hotspot locations. Policy implications of the study were discussed in the conclusion section.
- Creador/Autor:
- Varlioglu, M. Said and Ozer, Murat
- Peticionario:
- Jess Kropczynski
- Fecha modificada:
- 05/15/2020
- Fecha modificada:
- 05/15/2020
- Fecha de creacion:
- 2019-04-11
- Licencia:
- All rights reserved
-
- Type:
- Article
- Descripción/Resumen:
- The principles of minimalist design are evident in much of the technology we use today. This is especially the case with mobile applications. The most successful of which attempt to minimize the amount of user input needed to provide users with the information they are seeking. Although many mobile applications use data gathered by in-system activity such as a GPS to minimize input from users—some systems require user input, such is the case with roommate matching. This study utilizes the RoomUP mobile application as a testbed to define minimal criteria that can be used to gather user input and produce a compatible roommate match. Participatory design with prospective student users is used to reduce the number of variables and provide recommendations for a minimalistic user interface. The resulting prototype is then used to verify that it meets design goals and supports a satisfactory user experience.
- Creador/Autor:
- Maddirala, Sumanth
- Peticionario:
- Jess Kropczynski
- Fecha modificada:
- 05/15/2020
- Fecha modificada:
- 05/15/2020
- Fecha de creacion:
- 2019-04-11
- Licencia:
- All rights reserved
-
- Type:
- Article
- Descripción/Resumen:
- Virtual Reality’s recent commercialization has created a potential for its implementation into classroom and training environments. Past adoptions of this technology and their efficacy are explored in the literature review. This paper outlines the possibility of combining current VR technology with custom hardware allowing the user to interact with physical and mechanical object within virtual worlds and its implication on the future of kinesthetic learning and training in hazardous or expensive scenarios.
- Creador/Autor:
- Keller, Ian
- Peticionario:
- Jess Kropczynski
- Fecha modificada:
- 05/15/2020
- Fecha modificada:
- 05/15/2020
- Fecha de creacion:
- 2019-04-11
- Licencia:
- All rights reserved
-
- Type:
- Article
- Descripción/Resumen:
- The healthcare industry is thriving and the abundant amount of data involved raises call for help relating to managing and maintaining them. It becomes a hassle to keep the data in it’s required place and to pull and retrieve whenever necessary. The search for a proper data mining technique to enhance the process is always appreciated and encouraged. Our era is controlled by the upcoming technologies that are fast paced and yield great results. There is always a scope for improvement and optimization. Every individual from every generation has been an avid user of mobile phone and its applications. Healthcare facilities have slowly begun to depend on applications and technologies associated and supported by mobile phones and other networking platforms in order to have everyone within the facility and also the patients who have ties to the facility have access to the information that they are entitled to have.
- Creador/Autor:
- Kaushik, Sanjana
- Peticionario:
- Jess Kropczynski
- Fecha modificada:
- 05/15/2020
- Fecha modificada:
- 05/15/2020
- Fecha de creacion:
- 2019-04-11
- Licencia:
- All rights reserved
-
- Type:
- Article
- Descripción/Resumen:
- With the prevalence of anxiety, depression, and stress among young adult populations, adaptive and innovative treatment options must be considered for the future. While there are various approaches to mental health treatment, art therapy is one traditional method that has been used to treat the symptoms of mental health disorders across various health contexts and populations. Some art therapists have even integrated information and communication technologies (ICTs) into their practices. With these factors in mind and considering the prominence of ICTs use among student populations, this study seeks to understand how the immersion and presence afforded by one such technology, virtual reality (VR), can impact the outcomes of art therapy practices. Through the use of an arts-based VR application, Tilt Brush, this study compares traditional art therapy methods as they are employed in and outside of VR. Through the comparison of self-reported measures, we can better understand the possibilities and effectiveness of art therapy practices delivered via Tilt Brush VR.
- Creador/Autor:
- Schaaf, Andrea
- Peticionario:
- Jess Kropczynski
- Fecha modificada:
- 05/15/2020
- Fecha modificada:
- 05/15/2020
- Fecha de creacion:
- 2019-04-11
- Licencia:
- All rights reserved
-
- Type:
- Article
- Descripción/Resumen:
- Hypervisor-based hardware virtualization- also known as the first phase of virtualization uses Virtual Machines (VM) to provide better hardware resource utilization and application isolation. A VM provides some level of portability, but still requires a full operating system (OS) with all the binaries and libraries required to run the service it hosts. Therefore, moving an application from a development to a production environment for instance is no different than moving them between two Physical Machines (PM). Container-based virtualization-sometimes known as the next phase of virtualization addresses some of these limitations by providing virtualization at the OS level. Docker is an open source engine launched in 2013 by a company called Docker, Inc. Docker is used to manage the lifecycle of containers. Using containers, it is no longer necessary to dedicate an entire VM to an application in order to provide isolation, thus saving OS license costs. In this project we plan to formulate a generic model that can be used to fine tune a container-based setup for maximum performance benefit.
- Creador/Autor:
- Chengcheng Li and Nitin Mathur
- Peticionario:
- Jess Kropczynski
- Fecha modificada:
- 05/15/2020
- Fecha modificada:
- 05/15/2020
- Fecha de creacion:
- 2019-04-11
- Licencia:
- All rights reserved
-
- Type:
- Student Work
- Descripción/Resumen:
- Senior design capstone report
- Creador/Autor:
- Nguyen, Viet
- Peticionario:
- CEAS Library Staff
- Fecha modificada:
- 05/15/2020
- Fecha modificada:
- 11/16/2020
- Licencia:
- Attribution-NonCommercial-NoDerivs 4.0 International
-
- Type:
- Dataset
- Descripción/Resumen:
- Dataset Summary: This dataset studies the main challenges that students in these institutions faced during the transition from face-to-face (f2f) to remote mode of instruction and the resources that they used to minimize these adversities. In order learn about their experiences during this transition, I surveyed at the end of the Spring Semester students enrolled in two Political Science (POL) classes. The results showed that majority of students struggled with stress caused by moving away from campus and self-quarantine leading to deteriorating mental and physical health. Concerns about student health along with distraction at home were identified as top adversities for student well-being. Survey results also showed that educational resources can have varying impact on student learning in introductory and upper-level courses. For example, lecture notes, power point presentations and online videos can be better resources for remote instruction in an introductory class, while class meetings via video conferencing platforms can be the preferred resource of instruction in upper-level courses. Below is the questionnaire used for this study: Survey Questionnaire: Transition to Remote Instruction During COVID-19 Crisis: Qualtrics Link for POL1080: https://artsciuc.co1.qualtrics.com/jfe/form/SV_bd7cF1OF6eNeYBv Qualtrics Link for POL2074: https://artsciuc.co1.qualtrics.com/jfe/form/SV_3xegnXy4LFSC2t7 1. As you know, the University of Cincinnati has transitioned from face-to-face to remote instruction for Spring Semester since March 14, 2020 due to COVID-19. Once it was decided to switch to remote instruction, how did you expect that this decision would impact your performance in this class? I thought it would improve my performance I thought it would impair my performance I did not think that it would impact my performance I don’t know 2. Based on your experience with remote instruction, how do you think the new form of instruction impacted your performance in this class? I did better in this class after we switched to remote teaching I did worse in this class after we switched to remote teaching The switch to remote teaching had no impact on my performance I don’t know. 3. Do you agree or disagree with the following statement: “I felt that the instructor in this class provided timely instructions and information about the switch from face-to-face to remote form of content delivery in the class”? Completely agree Partially agree Partially disagree Completely disagree Not sure/ don’t know. 4. Do you agree or disagree with the following statement: “I felt that the instructor in this class cared about my performance in the class once we switched from face-to-face to remote form of content delivery in the class”? Completely agree Partially agree Partially disagree Completely disagree Not sure/ don’t know. 5. Which of the following course resources (if available) helped you ease the transition from face-to-face to remote instruction (check all that apply)? Online instructional videos created or made available by the instructor Instructor-led class meetings via a web-conferencing platform (e.g. Webex, Zoom, MS Teams, Skype) Meetings with the instructor via a web-conferencing platform (e.g. Webex, Zoom, MS teams, Skype) during their office hours Instructor’s lecture notes and presentation materials (e.g. Power Point Slides) Online quizzes or interactive questions administered via web platforms (e.g. Canvas, Blackboard, Echo 360 or others). Online forums made available for this course Assigned course readings Book publisher’s online resources (websites, book ancillaries, etc.) Supplemental assistance from teaching assistants (e.g. office hours, online sessions, etc.) Supplemental peer-led review sessions (e.g. Learning Assistant Sessions, Supplemental Instruction Sessions, etc.) Group activities with peers enrolled in the class (e.g. study sessions via conference platforms) Others (please list) _________. 6. Which one of the following course resources was most helpful to you in the transition from face-to-face to online mode of content delivery (select only one)? Online instructional videos created or made available by the instructor Instructor-led class meetings via a web-conferencing platform (e.g. Webex, Zoom, MS Teams, Skype) Meetings with the instructor via a web-conferencing platform (e.g. Webex, Zoom, MS teams, Skype) during their office hours Instructor’s lecture notes and presentation materials (e.g. Power Point Slides) Online quizzes or interactive questions administered via web platforms (e.g. Canvas, Blackboard, Echo 360 or others). Online/ web discussion forums made available for this course Assigned course readings Textbook publisher’s online resources (websites, book ancillaries, etc.) Supplemental assistance from teaching assistants (e.g. office hours, online sessions, etc.) Supplemental peer-led review sessions (e.g. Learning Assistant Sessions, Supplemental Instruction Sessions, etc.) Group activities with peers enrolled in the class (e.g. study sessions via web-conferencing platforms) Others (please list) _________. 7. Which of the following, do you think, impacted negatively your performance in this class during the transition from face-to-face to remote instruction (please select all relevant options)? I had to move away from campus in the middle of the semester My physical or mental health deteriorated after we switched to remote instruction I missed face-to-face interaction with the instructor, the TAs and the undergrad assistant (SI) I did not have stable and reliable Internet connection at home I had a lot of distraction at home I lost my job/ income due to the COVID-19 epidemic I had to take an additional job to support myself and/ or my family Self-quarantine and/ or social distancing caused me a lot of stress The news about the COVID-19 epidemic and concerns about my health and the health of my loved ones caused me a lot of stress Other (please list) ___________. 8. Which of the following, do you think, impacted negatively your performance in this class during the transition from face-to-face to remote instruction (please select only one options)? I had to move away from campus in the middle of the semester My physical or mental health deteriorated after we switched to remote instruction I missed face-to-face interaction with the instructor, the TAs and the undergrad assistant (SI) I did not have stable and reliable Internet connection at home I had a lot of distraction at home I lost my job/ income due to the COVID-19 epidemic I had to take an additional job to support myself and/ or my family Self-quarantine and/ or social distancing caused me a lot of stress The news about the COVID-19 epidemic and concerns about my health and the health of my loved ones caused me a lot of stress Other (please list): 9. Based on your experience with this course’s transition from face-to-face to remote instruction for Spring Semester 2020, what aspects of this transition had greatest values for you? Open ended question: 10. Based on your experience with this course’s transition from face-to-face to remote instruction for Spring Semester 2020, what changes would you recommend to ease this transition in the future? Open ended question: 11. What is your gender? Male Female Other/ prefer not to disclose 12. What is your major? Political Science International Affairs Interdisciplinary/ Cyber Strategy and Policy Interdisciplinary/ Law and Society Another major (please specify) 13. What is your class level? First year (freshman) Second year (sophomore) Third year (junior) Fourth year (senior) 14. What is your race or ethnicity? White Black or African American Asian American Indian or Alaska Native Native Hawaiian or Pacific Islander International student Other 15. What do you think your grade will be for this course? A or A- B+, B or B- C+, C or C- D+, D or D- F Nor sure/ don't know
- Creador/Autor:
- Ivanov, Ivan
- Peticionario:
- Ivan Ivanov
- Fecha modificada:
- 05/14/2020
- Fecha modificada:
- 05/14/2020
- Fecha de creacion:
- 2020-05-13
- Licencia:
- All rights reserved
-
- Type:
- Student Work
- Descripción/Resumen:
- Senior design capstone report
- Creador/Autor:
- Niese, Adam
- Peticionario:
- CEAS Library Staff
- Fecha modificada:
- 05/11/2020
- Fecha modificada:
- 05/11/2020
- Licencia:
- Attribution-NonCommercial-NoDerivs 4.0 International
-
- Type:
- Student Work
- Descripción/Resumen:
- Senior design capstone report
- Creador/Autor:
- Roth, Thomas and Waas, Zachary
- Peticionario:
- CEAS Library Staff
- Fecha modificada:
- 05/11/2020
- Fecha modificada:
- 05/13/2020
- Licencia:
- Attribution-NonCommercial-NoDerivs 4.0 International