The Experts below are selected from a list of 238884 Experts worldwide ranked by ideXlab platform
Runhe Huang - One of the best experts on this subject based on the ideXlab platform.
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Cyberentity and its consistency in the cyber-physical-Social-Thinking hyperspace
Computers & Electrical Engineering, 2020Co-Authors: Sahraoui Dhelim, Runhe Huang, Ning Huansheng, Shan Cui, Ma Jianhua, Kevin I-kai WangAbstract:Abstract The Internet of Things (IoT) computing paradigm and its variants, such as the Social Internet of Things (SIoT) and the Internet of People (IoP), have enabled the interconnection of billions of devices with existing computing systems like the Social networking platforms. Such interconnection allows IoT applications to offer large-scale context-aware services. On the other hand, the pervasive integration of the IoT and the Cyber-Physical Systems (CPS) have posed many new challenges on the cyber modeling of physical, Social and Thinking entities. After mapping all the basic elements that form the physical, Social and Thinking spaces, these elements will be represented in the cyberspace as cyber entities, which are the most elementary particles of the cyberspace. Cybermatics was proposed as a holistic field for the systematic study of cyber entities in the cyberspace and their functions, properties, and conjugations with entities in conventional spaces. In this paper, we emphasize the temporal parts, life cycle and inter-relations of the cyber entities. The potentials of endurance and perdurance cyber mapping are also discussed. Furthermore, a mapping model that incorporates the cyber entity evolution and temporal parts consistency is proposed and presented using a smart home as a use case scenario.
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cybermatics cyber physical Social Thinking hyperspace based science and technology
Future Generation Computer Systems, 2016Co-Authors: Huansheng Ning, Hong Liu, Laurence T Yang, Runhe HuangAbstract:Abstract The Internet of Things (IoT) is becoming an attractive system paradigm, in which physical perceptions, cyber interactions, Social correlations, and even cognitive Thinking can be intertwined in the ubiquitous things’ interconnections. It realizes a perfect integration of a new cyber–physical–Social–Thinking (CPST) hyperspace, which has profound implications for the future IoT. In this article, a novel concept Cybermatics is put forward as a broader vision of the IoT (called hyper IoT) to address science and technology issues in the heterogeneous CPST hyperspace. This article covers a broaden research field and presents a preliminary study focusing on its three main features (i.e., interconnection, intelligence, and greenness). Concretely, interconnected Cybermatics refers to the variants of Internet of anything, such as physical objects, cyber services, Social people, and human Thinking; intelligent Cybermatics considers the cyber–physical–Social–Thinking computing to provide algorithmic support for system infrastructures; green Cybermatics addresses energy issues to ensure efficient communications and networking. Finally, open challenging science and technology issues are discussed in the field of Cybermatics.
Laurence T Yang - One of the best experts on this subject based on the ideXlab platform.
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cybermatics cyber physical Social Thinking hyperspace based science and technology
Future Generation Computer Systems, 2016Co-Authors: Huansheng Ning, Hong Liu, Laurence T Yang, Runhe HuangAbstract:Abstract The Internet of Things (IoT) is becoming an attractive system paradigm, in which physical perceptions, cyber interactions, Social correlations, and even cognitive Thinking can be intertwined in the ubiquitous things’ interconnections. It realizes a perfect integration of a new cyber–physical–Social–Thinking (CPST) hyperspace, which has profound implications for the future IoT. In this article, a novel concept Cybermatics is put forward as a broader vision of the IoT (called hyper IoT) to address science and technology issues in the heterogeneous CPST hyperspace. This article covers a broaden research field and presents a preliminary study focusing on its three main features (i.e., interconnection, intelligence, and greenness). Concretely, interconnected Cybermatics refers to the variants of Internet of anything, such as physical objects, cyber services, Social people, and human Thinking; intelligent Cybermatics considers the cyber–physical–Social–Thinking computing to provide algorithmic support for system infrastructures; green Cybermatics addresses energy issues to ensure efficient communications and networking. Finally, open challenging science and technology issues are discussed in the field of Cybermatics.
Silva Bustos, Alberto Fabio. - One of the best experts on this subject based on the ideXlab platform.
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Estrategias didácticas para el fortalecimiento del pensamiento crítico de ciclo dos y tres en dos Instituciones educativas distritales de Bogotá D.C.
2020Co-Authors: Silva Bustos, Alberto Fabio., Silva Bustos, Miguel Ángel.Abstract:Este trabajo investigativo se realiza con un grupo de estudiantes del ciclo tres en dos instituciones educativas distritales de Bogotá D.C, el colegio Ciudad de Villavicencio y el colegio Cundinamarca ubicados en las localidades 5 de Usme y 19 de Ciudad Bolívar respectivamente, se encuentra en estas instituciones que los estudiantes de ciclo tres tienen falencia en el proceso lectoescritor y bajo nivel de argumentación propositiva, las cuales pueden deberse a la falta de estructuración en algunas estrategias aplicadas, el pensamiento crítico es considerado de gran importancia en las instituciones educativas al proporcionar habilidades para la solución de problemas en todas las áreas del conocimiento y de la sociedad, a partir de la problemática evidenciada surge el proceso investigativo a partir de la pregunta ¿Cómo las estrategias pedagógicas fortalecen el desarrollo del pensamiento crítico Social en estudiantes de educación básica en las instituciones antes mencionadas? en concordancia con la misma se plantea el siguiente objetivo: determinar cómo las estrategias pedagógicas contribuyen al desarrollo del pensamiento crítico Social en los estudiantes de educación básica en las instituciones distritales colegio ciudad de Villavicencio y colegio Cundinamarca de Bogotá.This research work is carried out with a group of students from cycle three to two district educational institutions of Bogotá DC, the Ciudad de Villavicencio school and the Cundinamarca school located in towns 5 of Usme and 19 of Ciudad Bolívar respectively, it is found in these institutions that the students of cycle three have failure in the reading and writing process and low level of propositional argumentation, which may be due to the lack of structure in some applied strategies, the thought critical It is considered of great importance in educational institutions by providing problem solving skills in all areas of knowledge and society, from the evidenced problems the investigative process arises from the question How pedagogical strategies strengthen the development of thought Social critic in basic education students in the aforementioned institutions? in In accordance with it, the following objective is proposed: to determine how the strategies pedagogicals contribute to the development of 13 critical Social Thinking in students of basic education in the district institutions school city of Villavicencio and school Cundinamarca of Bogotá
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Estrategias didácticas para el fortalecimiento del pensamiento crítico de ciclo dos y tres en dos Instituciones Educativas Distritales de Bogotá D.C.
2020Co-Authors: Silva Bustos, Miguel Ángel., Silva Bustos, Alberto Fabio.Abstract:Este trabajo investigativo se realiza con un grupo de estudiantes del ciclo tres en dos instituciones educativas distritales de Bogotá D.C, el colegio Ciudad de Villavicencio y el colegio Cundinamarca ubicados en las localidades 5 de Usme y 19 de Ciudad Bolívar respectivamente, se encuentra en estas instituciones que los estudiantes de ciclo tres tienen falencia en el proceso lectoescritor y bajo nivel de argumentación propositiva, las cuales pueden deberse a la falta de estructuración en algunas estrategias aplicadas, el pensamiento crítico es considerado de gran importancia en las instituciones educativas al proporcionar habilidades para la solución de problemas en todas las áreas del conocimiento y de la sociedad, a partir de la problemática evidenciada surge el proceso investigativo a partir de la pregunta ¿Cómo las estrategias pedagógicas fortalecen el desarrollo del pensamiento crítico Social en estudiantes de educación básica en las instituciones antes mencionadas? en concordancia con la misma se plantea el siguiente objetivo: determinar cómo las estrategias pedagógicas contribuyen al desarrollo del pensamiento crítico Social en los estudiantes de educación básica en las instituciones distritales colegio ciudad de Villavicencio y colegio Cundinamarca de Bogotá. Para lo cual se asumió una investigación cualitativa bajo un enfoque de investigación acción, mediante la aplicación de dos instrumentos de recolección de información, una entrevista semi-estructurada a docentes y una prueba diagnóstica a estudiantes, se hizo necesario comprender, describir y aplicar estrategias que contribuyeran al pensamiento crítico, el tamaño de la muestra de la población objeto de estudio fue de 120 12 alumnos, a partir de allí se diseñó e implementó una unidad didáctica la cual contenía varias actividades didácticas como análisis de texto, estudios de caso y debates entre otras. Los resultados obtenidos después de toda la intervención evidenciaron una mejora en la aplicación de habilidades específicas del pensamiento crítico como la capacidad de análisis, argumentación y proposición de soluciones por parte de los estudiantes, lo cual indica la necesidad de un proceso estructurado a la hora de diseñar, planear y aplicar estrategias asertivas que contribuyan al alcance de las competencias esperadas.This research work is carried out with a group of students from cycle three to two district educational institutions of Bogotá DC, the Ciudad de Villavicencio school and the Cundinamarca school located in towns 5 of Usme and 19 of Ciudad Bolívar respectively, it is found in these institutions that the students of cycle three have failure in the reading and writing process and low level of propositional argumentation, which may be due to the lack of structure in some applied strategies, the thought critical It is considered of great importance in educational institutions by providing problem solving skills in all areas of knowledge and society, from the evidenced problems the investigative process arises from the question How pedagogical strategies strengthen the development of thought Social critic in basic education students in the aforementioned institutions? in In accordance with it, the following objective is proposed: to determine how the strategies pedagogicals contribute to the development of 13 critical Social Thinking in students of basic education in the district institutions school city of Villavicencio and school Cundinamarca of Bogotá. For which a qualitative research was assumed under a focus of action research, by applying two instruments to collect information, a semi-structured interview with teachers and a diagnostic test to students, it was necessary to understand, describe and apply strategies that will contribute to critical Thinking, the sample size of the target population study was 120 students, from there a unit was designed and implemented didactic which contained various didactic activities such as text analysis, study of case and debates among others. the results obtained after the entire intervention showed an improvement in the application of specific Thinking skill
Silva Bustos, Miguel Ángel. - One of the best experts on this subject based on the ideXlab platform.
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Estrategias didácticas para el fortalecimiento del pensamiento crítico de ciclo dos y tres en dos Instituciones educativas distritales de Bogotá D.C.
2020Co-Authors: Silva Bustos, Alberto Fabio., Silva Bustos, Miguel Ángel.Abstract:Este trabajo investigativo se realiza con un grupo de estudiantes del ciclo tres en dos instituciones educativas distritales de Bogotá D.C, el colegio Ciudad de Villavicencio y el colegio Cundinamarca ubicados en las localidades 5 de Usme y 19 de Ciudad Bolívar respectivamente, se encuentra en estas instituciones que los estudiantes de ciclo tres tienen falencia en el proceso lectoescritor y bajo nivel de argumentación propositiva, las cuales pueden deberse a la falta de estructuración en algunas estrategias aplicadas, el pensamiento crítico es considerado de gran importancia en las instituciones educativas al proporcionar habilidades para la solución de problemas en todas las áreas del conocimiento y de la sociedad, a partir de la problemática evidenciada surge el proceso investigativo a partir de la pregunta ¿Cómo las estrategias pedagógicas fortalecen el desarrollo del pensamiento crítico Social en estudiantes de educación básica en las instituciones antes mencionadas? en concordancia con la misma se plantea el siguiente objetivo: determinar cómo las estrategias pedagógicas contribuyen al desarrollo del pensamiento crítico Social en los estudiantes de educación básica en las instituciones distritales colegio ciudad de Villavicencio y colegio Cundinamarca de Bogotá.This research work is carried out with a group of students from cycle three to two district educational institutions of Bogotá DC, the Ciudad de Villavicencio school and the Cundinamarca school located in towns 5 of Usme and 19 of Ciudad Bolívar respectively, it is found in these institutions that the students of cycle three have failure in the reading and writing process and low level of propositional argumentation, which may be due to the lack of structure in some applied strategies, the thought critical It is considered of great importance in educational institutions by providing problem solving skills in all areas of knowledge and society, from the evidenced problems the investigative process arises from the question How pedagogical strategies strengthen the development of thought Social critic in basic education students in the aforementioned institutions? in In accordance with it, the following objective is proposed: to determine how the strategies pedagogicals contribute to the development of 13 critical Social Thinking in students of basic education in the district institutions school city of Villavicencio and school Cundinamarca of Bogotá
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Estrategias didácticas para el fortalecimiento del pensamiento crítico de ciclo dos y tres en dos Instituciones Educativas Distritales de Bogotá D.C.
2020Co-Authors: Silva Bustos, Miguel Ángel., Silva Bustos, Alberto Fabio.Abstract:Este trabajo investigativo se realiza con un grupo de estudiantes del ciclo tres en dos instituciones educativas distritales de Bogotá D.C, el colegio Ciudad de Villavicencio y el colegio Cundinamarca ubicados en las localidades 5 de Usme y 19 de Ciudad Bolívar respectivamente, se encuentra en estas instituciones que los estudiantes de ciclo tres tienen falencia en el proceso lectoescritor y bajo nivel de argumentación propositiva, las cuales pueden deberse a la falta de estructuración en algunas estrategias aplicadas, el pensamiento crítico es considerado de gran importancia en las instituciones educativas al proporcionar habilidades para la solución de problemas en todas las áreas del conocimiento y de la sociedad, a partir de la problemática evidenciada surge el proceso investigativo a partir de la pregunta ¿Cómo las estrategias pedagógicas fortalecen el desarrollo del pensamiento crítico Social en estudiantes de educación básica en las instituciones antes mencionadas? en concordancia con la misma se plantea el siguiente objetivo: determinar cómo las estrategias pedagógicas contribuyen al desarrollo del pensamiento crítico Social en los estudiantes de educación básica en las instituciones distritales colegio ciudad de Villavicencio y colegio Cundinamarca de Bogotá. Para lo cual se asumió una investigación cualitativa bajo un enfoque de investigación acción, mediante la aplicación de dos instrumentos de recolección de información, una entrevista semi-estructurada a docentes y una prueba diagnóstica a estudiantes, se hizo necesario comprender, describir y aplicar estrategias que contribuyeran al pensamiento crítico, el tamaño de la muestra de la población objeto de estudio fue de 120 12 alumnos, a partir de allí se diseñó e implementó una unidad didáctica la cual contenía varias actividades didácticas como análisis de texto, estudios de caso y debates entre otras. Los resultados obtenidos después de toda la intervención evidenciaron una mejora en la aplicación de habilidades específicas del pensamiento crítico como la capacidad de análisis, argumentación y proposición de soluciones por parte de los estudiantes, lo cual indica la necesidad de un proceso estructurado a la hora de diseñar, planear y aplicar estrategias asertivas que contribuyan al alcance de las competencias esperadas.This research work is carried out with a group of students from cycle three to two district educational institutions of Bogotá DC, the Ciudad de Villavicencio school and the Cundinamarca school located in towns 5 of Usme and 19 of Ciudad Bolívar respectively, it is found in these institutions that the students of cycle three have failure in the reading and writing process and low level of propositional argumentation, which may be due to the lack of structure in some applied strategies, the thought critical It is considered of great importance in educational institutions by providing problem solving skills in all areas of knowledge and society, from the evidenced problems the investigative process arises from the question How pedagogical strategies strengthen the development of thought Social critic in basic education students in the aforementioned institutions? in In accordance with it, the following objective is proposed: to determine how the strategies pedagogicals contribute to the development of 13 critical Social Thinking in students of basic education in the district institutions school city of Villavicencio and school Cundinamarca of Bogotá. For which a qualitative research was assumed under a focus of action research, by applying two instruments to collect information, a semi-structured interview with teachers and a diagnostic test to students, it was necessary to understand, describe and apply strategies that will contribute to critical Thinking, the sample size of the target population study was 120 students, from there a unit was designed and implemented didactic which contained various didactic activities such as text analysis, study of case and debates among others. the results obtained after the entire intervention showed an improvement in the application of specific Thinking skill
Huansheng Ning - One of the best experts on this subject based on the ideXlab platform.
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cybermatics cyber physical Social Thinking hyperspace based science and technology
Future Generation Computer Systems, 2016Co-Authors: Huansheng Ning, Hong Liu, Laurence T Yang, Runhe HuangAbstract:Abstract The Internet of Things (IoT) is becoming an attractive system paradigm, in which physical perceptions, cyber interactions, Social correlations, and even cognitive Thinking can be intertwined in the ubiquitous things’ interconnections. It realizes a perfect integration of a new cyber–physical–Social–Thinking (CPST) hyperspace, which has profound implications for the future IoT. In this article, a novel concept Cybermatics is put forward as a broader vision of the IoT (called hyper IoT) to address science and technology issues in the heterogeneous CPST hyperspace. This article covers a broaden research field and presents a preliminary study focusing on its three main features (i.e., interconnection, intelligence, and greenness). Concretely, interconnected Cybermatics refers to the variants of Internet of anything, such as physical objects, cyber services, Social people, and human Thinking; intelligent Cybermatics considers the cyber–physical–Social–Thinking computing to provide algorithmic support for system infrastructures; green Cybermatics addresses energy issues to ensure efficient communications and networking. Finally, open challenging science and technology issues are discussed in the field of Cybermatics.
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Cyber-physical-Social-Thinking space based science and technology framework for the Internet of Things
Science China Information Sciences, 2015Co-Authors: Huansheng Ning, Huansheng S. Ning, Hong-yu Liu, Hong LiuAbstract:The Internet of Things (IoT) as an emerging network paradigm is bringing the next scientific and technological revolution for ubiquitous things’ interactions in cyber-physical-Social spaces. The IoT influences the current science and technology system by enabling its relatively stable interrelations for an inevitable architecture reconfiguration. In this paper, we aim to explore an updated science and technology framework for the IoT. Particularly, a novel cyber-physical-Social-Thinking (CPST) space is established by involving an attractive concept of the Internet of Thinking (IoTk), and a science and technology framework is accordingly proposed referring to both scientific aspect (i.e., cyber-physical, Social, and noetic sciences) and technological aspect (i.e., fundamental, physical, cyber, and Social technologies). According to the perspective of the traditional Chinese culture, we explain the established science and technology framework, in which the “Five Elements” (i.e., wood, fire, earth, metal, and water) have common properties with the restructured cyber-physical science in the IoT. Moreover, we introduce a scenario of smart city to identify the technological aspect in the IoT, and discuss the key enabling technologies, including resource management, energy management, data management, session management, security and privacy, loop control, space-time consistency, nanotechnology, and quantum technology. It turns out that the established science and technology framework will launch an innovation for academia and industry communities.