Peripheral vision plays a significant role in human perception and orientation. However, its relevance for human-computer interaction, especially head-mounted displays, has not been fully explored yet. In the past, a few specialized appliances were developed to display visual cues in the periphery, each designed for a single specific use case only. A multi-purpose headset to exclusively augment peripheral vision did not exist yet. We introduce MoPeDT: Modular Peripheral Display Toolkit, a freely available, flexible, reconfigurable, and extendable headset to conduct peripheral vision research. MoPeDT can be built with a 3D printer and off-the-shelf components. It features multiple spatially configurable near-eye display modules and full 3D tracking inside and outside the lab. With our system, researchers and designers may easily develop and prototype novel peripheral vision interaction and visualization techniques. We demonstrate the versatility of our headset with several possible applications for spatial awareness, balance, interaction, feedback, and notifications. We conducted a small study to evaluate the usability of the system. We found that participants were largely not irritated by the peripheral cues, but the headset's comfort could be further improved. We also evaluated our system based on established heuristics for human-computer interaction toolkits to show how MoPeDT adapts to changing requirements, lowers the entry barrier for peripheral vision research, and facilitates expressive power in the combination of modular building blocks.

• Christian Schadt, 
• Isabelle Reißer & 
• Susanne Esslinger 

Part of the book series: Theorie und Praxis der Nachhaltigkeit ((TPN))

• 956 Accesses

Die globalen, gesamtgesellschaftlichen Herausforderungen der Zukunft machen eine stärkere Verankerung von Lehr-Lern-Angeboten, die nachhaltiges Denken und Handeln im (späteren) beruflichen Umfeld, i. S. e. (zukünftigen) nachhaltigen Unternehmertums von Lernenden befördert, auch bereits in der Hochschullehre unumgänglich. Schließlich ist diese ein geeigneter Ort, um hierfür notwendige Kompetenzen effektiv zu entwickeln. Damit dies gelingt, braucht es sorgfältig geplante, innovative Lehr-Lern-Konzepte, mittels derer damit einhergehende Lern- und Kompetenzziele befördert werden können. Im Sinne einer nachhaltigkeitsorientierter Entrepreneurship Education wird im Rahmen des drittmittelgeförderten Verbundprojekts ERIC an der Hochschule Coburg ein Portfolio an Maßnahmen implementiert, durch das die Studierenden dabei unterstützt werden, (zukünftig) berufsbezogen nachhaltig zu denken und im besten Falle nachhaltige, innovative Projekte bzw. Gründungsaktivitäten anzustoßen und umzusetzen. Im vorliegenden Beitrag werden das Projekt ERIC und dessen Zielstellungen vorgestellt und die an der Hochschule Coburg implementierten Maßnahmen vor dem Hintergrund didaktisch-methodischer Referenzpunkte dargelegt. Es wird aufgezeigt, wie die eingesetzten Maßnahmen evaluiert werden, wie diese dadurch zukünftig optimiert werden sollen und wie durch die inter- und transdisziplinäre Beteiligung unterschiedlicher hochschulinterner und -externer Partner_innen eine nachhaltige Entwicklung der gesamten Organisation mit Wirkung in die Region gelingen soll.

Unsere Gesellschaft steht vor umfassenden Herausforderungen für die Zukunft. Dies gilt für regionale Räume ebenso wie für Gesamtdeutschland, Europa und die Welt. Den Planeten zu bewahren und nachhaltig zu schützen ist zum Postulat der Stunde – ja, der Sekunde – geworden und erfordert das Engagement aller Individuen. Die siebzehn globalen Nachhaltigkeitsziele der Vereinten Nationen (United Nations – UN) sind heute die normative Richtschnur für unser tägliches Handeln. Sie zu erreichen, ist Aufgabe aller. Insbesondere auch Bildungseinrichtungen haben hier die Aufgabe, die Generationen von Morgen zu einem verantwortungsbewussten und nachhaltigen Denken und Handeln zu motivieren. In dem Beitrag wird im Hochschulsetting ein Pilotprojekt zur Umsetzung gebracht, das Senior:innen in ihrer nachberuflichen Phase integriert und zu sichtbaren und akzeptierten „Seniorexpert:innen“ entwickelt. Sie begleiten intergenerativ Studierende (und Dozent:innen sowie Projekte) mit ihrem Erfahrungswissen in verschiedenen Phasen während des Studiums und unterstützen sie auf dem Weg zu reflektierten,entscheidungsfähigen und verantwortungsbewussten Akteur:innen für die Gestaltung einer gemeinsamen nachhaltigen Zukunft im Sinne der Nachhaltigkeitsziele. Ebenso erfahren die Seniorexpert:innen selbst Wertschätzung, soziale Integration und Sinnstiftung, was letztlich auch ihre Lebensqualität steigert und ebenso den UN-Zielen Rechnung trägt.

To date, automatic summarization methods have been mostly developed for (and applied to) general news articles, whereas other document types have been neglected. In this paper, we introduce the task of summarizing financial earnings call transcripts, and we present a method for summarizing this text type essential for the financial industry. Earnings calls are briefing events common for public companies in many countries, typically in the form of conference calls held between company executives and analysts that consist of a spoken monologue part followed by moderated questions and answers.

We show that traditional methods work less well in this domain, we present a method suitable for summarizing earnings calls. Our large-scale evaluation on a new human-annotated corpus of summary-worthy sentences shows that this method outperforms a set of strong baselines, including a new one that we propose specifically for earnings calls. To the best of our knowledge, this is the first application of summarization to financial earnings calls transcripts, a primary source of information for financial professionals.

In this demonstration, we present Country Guesser, a live system that guesses the country that a photo is taken in. In particular, given a Google Street View image, our federated ranking model uses a combination of computer vision, machine learning and text retrieval methods to compute a ranking of likely countries of the location shown in a given image from Street View. Interestingly, using text-based features to probe large pre-trained language models can assist to provide cross-modal supervision. We are not aware of previous country guessing systems informed by visual and textual features.

This contribution considers the little-known universal acid-base concept of Usanovich. It is quite interesting and useful to see how one can get from the proton-based and quantitative Brönsted-Lowry theory and the electron-based Lewis approach to a comprehensive and unified acid-base concept that includes exchange of all kinds of ions and even electrons. When the consideration of electron exchange touches even redox reactions, however, the Usanovich concept appears to most chemists as too far of a stretch. Publishing the original idea in a Soviet journal in Russian language did not help either in promoting it. Later articles were published in German, and even some English chemistry text books considered the contribution of Usanovich. These chapters, however, would disappear in later editions, and so, what remains today is the fascinating history of acid base concepts that can teach us on how competing ideas contribute to the progress of science in chemistry.

Experts from the IEA SHC Task 59 and the Interreg project, ATLAS, make available a range of more than 130 energy retrofit solutions for historic buildings – via the best practice collection in the HiBERatlas and the online decision guidance of the HiBERtool.

Many curricula encompass subjects that are deemed less interesting or not important by a large share of students since they cannot perceive their true significance. It is an open question how students can be compelled to get involved with these subjects after all. This paper presents a novel concept how this can be accomplished. In particular, the paper argues that four important requirements must be met, namely that learning can also be accomplished in a less formal environment than regular lectures, learning may happen independent of physical presence at the university and whenever students see themselves fit, learning is based on small units, and students enjoy getting involved in the matter. As a proof-of-concept, this approach has been used in programming education for students of electrical engineering, based on sending short summaries via WhatsApp and adding playful elements. such as quizzes. An evaluation of the proof-of-concept over two terms provides indication of the viabi lity and usefulness of the approach, but also highlights several opportunities for extensions and refinements.