Abstract

Abstract
In recent years, the problem of unreliable content in social networks has become a major threat, with a proven real-world impact in events like elections and pandemics, undermining democracy and trust in science, respectively. Research in this domain has focused not only on the content but also on the accounts that propagate it, with the bot detection task having been thoroughly studied. However, not all bot accounts work as unreliable content spreaders (p.e. bot for news aggregation), and not all human accounts are necessarily reliable. In this study, we try to distinguish unreliable from reliable accounts, independently of how they are operated. In addition, we work towards providing a methodology capable of coping with real-world situations by introducing the content available (restricting it by volume- and time-based batches) as a parameter of the methodology. Experiments conducted on a validation set with a different number of tweets per account provide evidence that our proposed solution produces an increase of up to 20% in performance when compared with traditional (individual) models and with cross-batch models (which perform better with different batches of tweets).

Abstract
The COVID-19 pandemic situation has pushed many higher education institutions into a fast-paced, and mostly unstructured, emergency remote education process. In such an unprecedented context, it is important to understand how technology is mediating the educational process and how teachers and students are experiencing the change brought by the pandemic. This research aims to understand how the learning was mediated by technology during the early stages of the pandemic and how students and teachers experienced this sudden change. Data were collected following a qualitative research design. Thirty in-depth and semi-structured interviews (20 students and 10 teachers) were obtained and analysed following a thematic analysis approach. Results provide evidence on the adoption of remote education technologies due to the pandemic with impacts on the education process, ICT platforms usage and personal adaptation. The emergency remote education context led to mixed outcomes regarding the education process. Simultaneously, ICT platforms usage was mostly a positive experience and personal adaptation was mostly a negative experience. These results bring new insights for higher education organizations on actions they could take, such as curating the learning experience with standard, institutional-wide platforms, appropriate training for students and teachers, and suitable remote evaluation practices.

Abstract
The increasingly interconnected world is leading to continuous and profound transformations within and among service systems (e.g., firms, industries, societies). While service research studying such transformations is growing, the literature is missing a conceptualization of service system transformation (SST) that accounts for the richness and diversity of the phenomenon. This hinders the development of approaches to intentionally influence SST toward desired paths. Providing an integrated, multidimensional understanding of SST, this paper explores how service design can intentionally influence SST. To do so, the paper contributes by advancing conceptual clarity of SST and delineating three analytical dimensions-scope, endurance, and paradigmatic radicalness-that, in combination, provide a framework for understanding the diversity of the transformations unfolding within and across service systems. Building upon this conceptualization, the paper systematizes how service design approaches can foster SST along these dimensions, setting the ground for service design to further strengthen its transformative potential.

Abstract

Abstract
The technological advances in Unmanned Aerial Vehicles (UAV) related to energy power structure inspection are gaining visibility in the past decade, due to the advantages of this technique compared with traditional inspection methods. In the particular case of power pylon structure and components, autonomous UAV inspection architectures are able to increase the efficacy and security of these tasks. This kind of application presents technical challenges that must be faced to build real-world solutions, especially the precise positioning and path following for the UAV during a mission. This paper aims to evaluate a novel architecture applied to a power line pylon inspection process, based on the machine learning techniques to process and identify the signal obtained from a UAV-embedded planar Light Detection and Ranging - LiDAR sensor. A simulated environment built on the GAZEBO software presents a first evaluation of the architecture. The results show an positive detection accuracy level superior to 97% using the vertical scan data and 70% using the horizontal scan data. This accuracy level indicates that the proposed architecture is proper for the development of positioning algorithms based on the LiDAR scan data of a power pylon.