Search results for: Penn P. Wu

Authors: Jutta Hämmerle-Uhl, Georg Penn, Gerhard Pötzelsberger, Andreas Uhl

Abstract:

Iris codes contain bits with different entropy. This work investigates different strategies to reduce the size of iris code templates with the aim of reducing storage requirements and computational demand in the matching process. Besides simple subsampling schemes, also a binary multi-resolution representation as used in the JBIG hierarchical coding mode is assessed. We find that iris code template size can be reduced significantly while maintaining recognition accuracy. Besides, we propose a two-stage identification approach, using small-sized iris code templates in a pre-selection stage, and full resolution templates for final identification, which shows promising recognition behaviour.

Keywords: Iris recognition, compact iris code, fast matching, best bits, pre-selection identification, two-stage identification.

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Authors: Wardah, T., Kamil, A.A., Sahol Hamid, A.B., Maisarah, W.W.I

Abstract:

Quantitative precipitation forecast (QPF) from atmospheric model as input to hydrological model in an integrated hydro-meteorological flood forecasting system has been operational in many countries worldwide. High-resolution numerical weather prediction (NWP) models with grid cell sizes between 2 and 14 km have great potential in contributing towards reasonably accurate QPF. In this study the potential of two NWP models to forecast precipitation for a flood-prone area in a tropical region is examined. The precipitation forecasts produced from the Fifth Generation Penn State/NCAR Mesoscale (MM5) and Weather Research and Forecasting (WRF) models are statistically verified with the observed rain in Kelantan River Basin, Malaysia. The statistical verification indicates that the models have performed quite satisfactorily for low and moderate rainfall but not very satisfactory for heavy rainfall.

Keywords: MM5, Numerical weather prediction (NWP), quantitative precipitation forecast (QPF), WRF

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Authors: Penn P. Wu

Abstract:

Recent advances in virtual reality (VR) technologies have made it possible for students to experience a virtual on-the-scene or virtual in-person observation of an educational event. In an experimental class, the author uses VR, particularly 360° videos, to virtually engage students in an event, through a wide spectrum of educational resources, such s a virtual “bystander.” Students were able to observe the event as if they were physically on site, although they could not intervene with the scene. The author will describe the adopted equipment, specification, and cost of building them as well as the quality of VR. The author will discuss (a) feasibility, effectiveness, and efficiency of using VR as a supplemental technology to teach college students and criteria and methodologies used by the authors to evaluate them; (b) barriers and issues of technological implementation; and (c) pedagogical practices learned through this experiment. The author also attempts to explore (a) how VR could provide an interactive virtual in-person learning experience; (b) how VR can possibly change traditional college education and online education; (c) how educators and balance six critical factors: cost, time, technology, quality, result, and content.

Keywords: Learning with VR, virtual experience of learning, virtual in-person learning, virtual reality for education.

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Authors: Penn P. Wu, Jeannie Jo

Abstract:

Blockchain technology has rapidly gained popularity in industry. This paper attempts to assist academia to answer four questions. First, should community colleges begin offering education to nurture blockchain-literate students for the job market? Second, what are the appropriate topical areas to cover? Third, should it be an individual course? And forth, should it be a technical or management course? This paper starts with identifying the knowledge domains of blockchain technology and the topical areas each domain has, and continues with placing them in appropriate academic territories (Computer Sciences vs. Business) and subjects (programming, management, marketing, and laws), and then develops an evaluation model to determine the appropriate topical area for community colleges to teach. The evaluation is based on seven factors: maturity of technology, impacts on management, real-world applications, subject classification, knowledge prerequisites, textbook readiness, and recommended pedagogies. The evaluation results point to an interesting direction that offering an introductory course is an ideal option to guide students through the learning journey of what blockchain is and how it applies to business. Such an introductory course does not need to engage students in the discussions of mathematics and sciences that make blockchain technologies possible. While it is inevitable to brief technical topics to help students build a solid knowledge foundation of blockchain technologies, community colleges should avoid offering students a course centered on the discussion of developing blockchain applications.

Keywords: Blockchain, pedagogies, blockchain technologies, blockchain course, blockchain pedagogies.

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