Insights Sample Clauses

Insights. 3.1 The insights that will be generated from the environmental data described above include insights relating to:
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Insights. Numbrs uses one of the most advanced AI technologies for analysing financial data and helps you manage your finances more easily, quickly and smarter. The AI function analyses all of your transactions. The information is provided “as is”, without warranty of any kind, whether express or implied. Numbrs assumes no responsibility for errors or omissions and will not be liable for any direct, or indirect losses.
Insights. The Insights page describes the overall idea of the Beaconing Project and its most important facts. The page contains the following four sub-pages:
Insights. Where the brand should be The goals for the City may involve a number of elements: cohesive community identity and consistent marketing efforts, collective community conscience, business and resident recruitment/retention, gross receipts, overnight guests and bed-tax collected. Branding influences these goals by influencing expectations and affecting attitudes, thus affecting behavior and usage. The most successful brands establish an emotional – not simply an intellectual – connection. Our insights come from asking a number of thought-provoking questions. What brand “story” does the research tell? What emotional attachments can the brand hold? How does the brand fit into the consumer’s lifestyle? How can the brand be revised to elicit the community’s desired emotional/behavioral responses? It is from these insights that we determine the overall positioning of the brand. Situation Brief: Review of all research findings Blue Sky Meeting: Internal session for developing insights based on significant research patterns and findings .
Insights. The first experiment, on Mobile Journalism, revealed the potential value of media creation and collaboration tools, those tools proactively residing in the FLAME edge network, to assist the light equipped journalist in his fast-responsive creative work. One team did experiments with 360-degree media and virtual reality technologies to illustrate the potential value of, e.g.
Insights. As initially planned in deliverable D5.2, this PMM experiment has been designed to identify relevant technical feasibility aspects and business implications of distribution of media in smart city areas. The actual experimentation occurred in Barcelona has allowed us to derive useful insights for the main business actors of interest, i.e. Media/VoD service provider and Media/VoD technology provider but it allowed also to derive useful insights for the infrastructure owner/operator, as detailed in the following. From a technical perspective, the PMM experiment has emulated the behaviour of a group of people sharing a media streaming service where personal contents are stored and willing to consume these media while moving from a central place (home) into a specific area of the city. To emulate the localisation of the group of people in FLAME coverage, we configured our scale-out function to activate and connect all the placed Origin Server replicas in the three remaining edge cabinets. The implementation in a wider geographical area, e.g. in the city of Barcelona, would require using localisation functions to activate only the server replicas available in the district where users are identified and may require coverage along their walking paths in the area. The dimensioning of the experiment documented in the previous sections shows that the deployed media SF endpoint could not support the coexistence of 3 groups of 4-5 people each, with a high number of blocked streams, due to transcoding on the target media server (origin or replica). The analysis of results shows that the main cause for this behaviour can be the limited amount of computations resources made available for PMM SFEs in the Barcelona platform (2 virtual CPUs and 4GB RAM per media server). In fact, PMM media servers are generally dimensioned with 4-6 CPUs and 8-12 RAM to serve 4-10 users. Moreover, the use of different devices with different form factors (tablets, smartphones with and without FullHD, various form factors for the screens) caused a number of parallel transcoding activated by the media application to adapt the played content to the actual device capabilities. Despite the creation of pre-transcoded versions of the same contents which was aimed to avoid the transcoding event and make use of direct streaming, we experimented recurrent degradation of the overall QoE both in terms of objective parameters and if subjective user “acceptance” of the media service quality when run on FLAM...
Insights. Note: these are preliminary insights based on initial results. This section will be expanded upon when the full results are available. The FLAME network allows to spatially distribute media assets within a city, such that each asset is available near the location where it will be consumed. For a media service provider, this enables localized control of latency and bandwidth to reduce retrieval time. For the media consumer, the media content does not have to be pre-downloaded on to the device but can be streamed gradually as the story unfolds. The FLAME platform offers intelligent resource management capabilities. The scalable nature of the FLAME platform can cope with high user activity, by automatically starting new media content services throughout the city to distribute the load over more instances when latency is reaching critical levels at certain regions. The FLAME platform enables the location-based AR storytelling system to minimize platform utilization (e.g. by turning off or removing a media service) based on predicted local service requirements. The intelligent lifecycle management of localized media services results in more efficient resource utilization. The FLAME platform could be utilized to integrate additional low latency media services to enhance the immersion and interaction experienced with location-based AR stories. For example, high quality 3D renderings could be generated by powerful servers at edge locations and delivered directly to the client mobile device. Another example is to use low latency state synchronization of several devices connecting to the same edge location. This would enable a multiuser shared experience of an interactive story. VALIDATION GAMING EXPERIMENT: AUGMENTED REALITY LOCATION-BASED
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Insights. Our evaluation indicates that the FLAME platform is capable of delivering 3D assets quickly and efficiently for video game applications. For larger number of players, the load on the server remained largely the same as for fewer players, which can be accredited to the Opportunistic Multicasting capabilities of the FLAME platform. To benefit from these capabilities, the underlying client code has to be tuned in a way that lets all clients request the same asset simultaneously. Players who were in the game since it started, never observed any delay in asset loading. Players who join mid-game, which may happen in multiplayer games, put an over-proportional high stress on our test system. These were also the only players who observed a short delay while the 3D models were continuously loaded into the game. The main reason for this is that these players have to download all currently used 3D assets as soon as they join the game. This process takes time and the servers cannot profit from the Opportunistic Multicasting, as only one player is requesting these assets at that moment in time. However, as the content was served from the edge of the network, the problem was mitigated. This drawback is not a limitation of the FLAME platform but of the game design and implementation. Finally, we conclude that the FLAME platform provides both high QoE and QoS as measured during our trials. Asset loading went smoothly and efficiently, while the gameplay remained uninhibited by the FLAME platform. Players were immersed in the virtual AR landscape and mostly unaware of 3D assets loading in the background. Opportunistic Multicasting helped at keeping the network load on our server at a minimum and request processing times were low, making the FLAME platform well-suited for urban multiplayer games. While this prototype of Gnome Trader targets the area of Millennium Square in Bristol, UK, and up to 10 players, future efforts could focus on exploring how similar games targeting larger areas, for instance, an entire city, perform on the FLAME platform. Our results indicate that such city-wide multiplayer games may be well-accommodated by the FLAME platform because of its scalability.
Insights d. Testimonials from the targeted audience as specified in section 2.7.1.

Related to Insights

  • University strategies Our aspirations and key priorities for enhancing teaching and learning quality We aspire to produce flexible and creative thinkers – leaders for Australia and the wider world. To do this, we need to provide an enriching university experience that equips our graduates with enquiring minds and essential life skills in critical thinking and communication. Our students must have excellent opportunities to participate in co-curricular activities if they wish to do so, and have access to high quality infrastructure and support services. To maintain and build on our success in these areas, our short- to medium-term priorities will focus on three complementary areas. Our plans Renewing our curriculum and learning environments We will continue to implement our curriculum renewal strategy by pursuing a coordinated University-wide process of reform of our courses. At the heart of this strategy lies a commitment to providing an 'engaged enquiry' learning experience for our students, in order to strengthen the development of our graduate attributes. Such learning experiences reflect the University’s reputation for both research and community engagement. They are consistent with our students' expectations as learners and our staff as teachers. 'Engaged enquiry’ provides the vehicle by which we will focus on further enhancing the research and inquiry learning outcomes that are central to our graduate attributes. We are currently mapping students’ reports of research- enriched learning experiences, and working with our Engaged Enquiry Scholars networks to identify and disseminate examples of approaches that xxxxxx effectively the development of research skills by our undergraduate students. The second aspect of our ‘engaged enquiry' curriculum strategy is the embedding of community- engaged learning, including work-integrated learning (WIL), in our curricula. This commitment will involve professional disciplines in particular, in further strengthening the engagement of employers in our teaching and curriculum development, and in further developing our pedagogical expertise in this area to inform curriculum renewal. One example of how we are pursuing this agenda is seen in the establishment of a new WIL research group in the Faculty of Health Sciences. Our approach to curriculum renewal will continue to be both holistic and sustainable. We will use University-wide agreed principles to link our faculties’ curriculum renewal work explicitly to the need for responsiveness to external drivers. These include employer needs, accreditation and regulatory accountabilities, changes in student and employment market needs, and the renewal of our physical and virtual teaching infrastructure outlined in Section 4.4.2 (Teaching and Learning Infrastructure) of this compact. Building on the findings of recent Office for Learning and Teaching (OLT) projects we will seek, through implementation of our new assessment policy, to develop our assessment practices to provide better direct evidence of student achievement of our graduate attributes. Our unit and course evaluation processes will provide clear accountability mechanisms to assist in monitoring students’ development of graduate attributes, including generic skills. During the next phase of reform we will implement a systematic process of faculty-led curriculum reviews, and support faculties to refine their understanding of how research-enriched and community-engaged pedagogies can deliver an engaged enquiry experience for students in different disciplines. This pedagogical work will build on the substantial body of excellent practice already in place in many parts of the University. It will also respond to the outcomes of relevant OLT projects, and will be supported by the development of new institutional datasets on our students’ experiences of the development of graduate attributes through engaged enquiry. There will also be new support for enhanced curriculum governance and review through our central teaching and curriculum committees. We will initiate new strategic curriculum projects and establish additional Teaching Scholars Networks to develop agreed curriculum benchmark standards and xxxxxx curriculum and teaching expertise across the faculties. Through collaboration between disciplines and faculties, our curriculum renewal projects will generate new resources and benchmark standards for use in future curriculum reviews and professional development for our staff. Enhancing teaching quality, support and recognition Alongside and supporting the process of curriculum reform is our work on enhancing and further valuing the high quality of teaching and curriculum across the institution. Following consistent improvements over the past five years in our performance against measures of student experience of their courses (Student Course Experience Questionnaires) we recently developed and introduced the first stage of a new University-wide strategy to enhance the quality of our students' experiences in all units of study. Through compacts on faculty teaching standards, we will continue to use a University-agreed teaching standards framework to help faculties address teaching quality issues. This process will be supported by new institutional data reporting processes. Each year, faculties will be required to negotiate improvement targets aligned to University-agreed standards and their own strategic priorities, and will be supported to identify and address quality issues. Longer term, we will embed these compacts in an annual cycle of planning, reporting and monitoring. We will extend the scope of our faculty teaching compacts to draw on a broader range of data than that relating to units of study, and will include additional institutional standards in relation to other institutional teaching priorities, such as engaged enquiry. During the life of our 2014-16 compact, we will extend this support to individual teachers through the rollout of the new Academic Planning and Development process for teaching, as well as through research and ongoing enhancements to our range of professional development opportunities for University teachers and research higher degree supervisors. This will complement the University’s enhancement and support for the career opportunities for teachers through the University’s new academic promotion process. It will also allow us to develop further the University and faculty teaching award and grants schemes. We will build institutional recognition for our talented teachers by engaging them in our curriculum renewal process, connecting them with each other through the establishment of additional Teaching Scholars Networks and by providing opportunities for their further professional development. Recognition of the importance of excellence in teaching will also be supported by the annual Sydney Teaching Colloquium, a successful initiative launched in 2011, which brings together the university teaching community to celebrate their achievements, critically debate key educational initiatives and share their expertise and exemplary practice. Improving the student experience Our Teaching and Learning strategies recognise that student wellbeing and the general quality of their experience while at university must underpin our efforts to improve teaching and learning. During the timeframe of our 2014-16 compact, we will deliver a greater coherence across all aspects of the student experience. This will include improvements in priority areas such as: enhancing the student enrolment and ongoing administration process by completing the Sydney Student project providing specialist services and resources to support the emotional and mental wellbeing of students, such as personal counselling and psychological resilience resources establishing early identification systems for students, particularly those from underrepresented groups and international students, who may be struggling in the early phase of their studies developing and expanding existing formal and informal support networks through consistent mentor training and staff development programs collaborating with our student representative organisations, to ensure that income from the Student Services and Amenities Fee (SSAF) is used effectively to enhance access to amenities such as sports and cultural activities, the social dimensions of clubs and societies, and also to improve the quality and affordability of food and beverages available on campus endeavouring to maintain the high ratings we have received from the National Union of Students for our approach to involving students in decisions about the allocation of SSAF funds expanding affordable accommodation options around our campuses. Note: All calendar year references below relate to projects and awards in that calendar year. Principal Performance Indicators Baseline 2012 Progressive Target 2013 Progressive Target 2014 Progressive Target 2015 Target 2016

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