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Epilepsy
(2010)
Microbial diversity studies regarding the aquatic communities that experienced or are experiencing environmental problems are essential for the comprehension of the remediation dynamics. In this pilot study, we present data on the phylogenetic and ecological structure of microorganisms from epipelagic water samples collected in the Small Aral Sea (SAS). The raw data were generated by massive parallel sequencing using the shotgun approach. As expected, most of the identified DNA sequences belonged to Terrabacteria and Actinobacteria (40% and 37% of the total reads, respectively). The occurrence of Deinococcus-Thermus, Armatimonadetes, Chloroflexi in the epipelagic SAS waters was less anticipated. Surprising was also the detection of sequences, which are characteristic for strict anaerobes—Ignavibacteria, hydrogen-oxidizing bacteria, and archaeal methanogenic species. We suppose that the observed very broad range of phylogenetic and ecological features displayed by the SAS reads demonstrates a more intensive mixing of water masses originating from diverse ecological niches of the Aral-Syr Darya River basin than presumed before.
The industrial revolution especially in the IR4.0 era have driven many states of the art technologies to be introduced.
The automotive industry as well as many other key industries have also been greatly influenced. The rapid development of automotive industries in Europe have created wide industry gap between European Union (EU) and developing countries such as in South East Asia (SEA). Indulging this situation, FH JOANNEUM, Austria together with European partners from FH Aachen, Germany and Politecnico di Torino, Italy are taking initiative to close down the gap utilizing the Erasmus+ United Capacity Building in Higher Education grant from EU. A consortium was founded to engage with automotive technology transfer using the European framework to Malaysian, Indonesian and Thailand Higher Education Institutions (HEI) as well as automotive industries in respective countries. This could be achieved by establishing Engineering Knowledge Transfer Unit (EKTU) in respective SEA institutions guided by the industry partners in their respective countries. This EKTU could offer updated, innovative and high-quality training courses to increase graduate’s employability in higher education institutions and strengthen relations between HEI and the wider economic and social environment by addressing University-industry cooperation which is the regional priority for Asia. It is expected that, the Capacity Building Initiative would improve the quality of higher education and enhancing its relevance for the labor market and society in the SEA partners. The outcome of this project would greatly benefit the partners in strong and complementary partnership targeting the automotive industry and enhanced larger scale international cooperation between the European and SEA partners. It would also prepare the SEA HEI in sustainable partnership with Automotive industry in the region as a mean of income generation in the future.
In this work, we report on our attempt to design and implement an early introduction to basic robotics principles for children at kindergarten age. One of the main challenges of this effort is to explain complex robotics contents in a way that pre-school children could follow the basic principles and ideas using examples from their world of experience. What sets apart our effort from other work is that part of the lecturing is actually done by a robot itself and that a quiz at the end of the lesson is done using robots as well. The humanoid robot Pepper from Softbank, which is a great platform for human–robot interaction experiments, was used to present a lecture on robotics by reading out the contents to the children making use of its speech synthesis capability. A quiz in a Runaround-game-show style after the lecture activated the children to recap the contents they acquired about how mobile robots work in principle. In this quiz, two LEGO Mindstorm EV3 robots were used to implement a strongly interactive scenario. Besides the thrill of being exposed to a mobile robot that would also react to the children, they were very excited and at the same time very concentrated. We got very positive feedback from the children as well as from their educators. To the best of our knowledge, this is one of only few attempts to use a robot like Pepper not as a tele-teaching tool, but as the teacher itself in order to engage pre-school children with complex robotics contents.