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This paper aims to argue on the efficiency of Quality of Service (QoS)-based adaptive streaming with regards to perceived quality Quality of Experience (QoE). Although QoS parameters are extensively used even by high-end adaptive streaming algorithms, achieved QoE fails to justify their use in real-time streaming videos with high motion. While subjective measurements of video quality are difficult to be applied at runtime, objective QoE assessment can be easier to automate. For end-to-end QoS optimization of live streaming of high-motion video, objective QoE is a more applicable approach. This paper contributes to the understanding of how specific QoS parameters affect objective QoE measurements on real-time high-motion video streaming.

The paper approached the question through real-life and extensive experimentation using the Skype adaptive mechanisms. Two Skype terminals were connected through a QoS impairment box. A reference video was used as input to one Skype terminal and streamed on one direction. The impairment box was stressing the stream with different conditions. Received video was stored and compared against the reference video.

After the experimental analysis, the paper concludes that adaptive mechanisms based on QoS-related heuristics fail to follow unexpected changes to stream requirements. High-motion videos are an example of this variability, which makes the perceived quality sensitive to jitter more than to packet loss. More specifically, Skype seems to use if-else heuristics to decide its behavior to QoS changes. The weaknesses to high-motion videos seem to lie on this rigidity.

Due to the testbed developed, the results may be different if experiments are run over networks with simultaneous streams and a variety of other traffic patterns. Finally, other streaming clients and algorithms would contribute to a more reliable generalization.

The paper motivates video streaming engineers to emphasize their efforts toward QoE and end-to-end optimization.

The paper identifies the need of a generic adaptive streaming algorithm able to accommodate a big range of video characteristics. The effect of QoS variability to high-motion video streaming helps in modeling and design.

The purpose of this paper is to outline the development of a Skype‐based, study abroad reference service.

The paper discusses the criteria used for technology and situates the project in the literature on study abroad reference services.

Using Skype, a free video‐conferencing software, allows librarians to offer reference services to study abroad students effectively, easily, and without new technologies or significant cost.

The paper offers other librarians strategies for developing and launching similar programs and shares challenges encountered to prepare librarians for success in their own projects.

Baby boomers are now the fastest growing group of adopters of social media. This research uses qualitative research methodologies to understand the factors influencing adoption and use of social media and other emergent technologies by baby boomer and silent generation women. Life Course Perspectives (especially as combined with either Role Theory and/or Social Exchange Theory), and Family Systems Theory provide a strong basis for considering reciprocal socialization as an important dynamic in relationships between different generations, specifically within families. This research reveals and examines a particular form of reciprocal socialization between family members, the process of social media adoption. Using a convenience sample of 28 women born before 1963, we examine the characteristics of women who use computers, and more specifically who use social networking sites and other forms of emergent technology such as Skype. We also investigate the familial and social factors that women report as contributing to their adoption of social media. Women report that children, specifically daughters, strongly influence their decision to use social media such as Facebook. Women who do not use social media are found to either report lack of interest or perceived lack of ability to negotiate new technology, or to indicate that use of social media is unnecessary to them due to the spatial proximity of their families.

The purpose of this paper is to describe how librarians at the University of Lethbridge Library recently undertook a pilot project to deliver information literacy to satellite campus students using Skype. Distance delivery of post‐secondary education is on the rise; this creates unique challenges for academic libraries who strive to meet the resource and instructional needs of students.

This case study outlines the literature review and environmental scan the authors took before deciding to teach their distance education students via Skype, and looks at the successes and challenges of their pilot.

Skype has some limitations as an instructional delivery tool; however, for the purpose of this pilot study proved fairly successful and a good “first step” for distance information literacy delivery.

Readers will learn from the authors' experience, getting ideas and tips on how to conduct information literacy classes for distance students.

This paper is of value to those librarians who must teach distance students, providing them with ideas on low‐cost and low‐tech solutions.

The purpose of this study is to explore the use and continued intention to use six social media applications (SMAs) (i.e., Facebook, Twitter, YouTube, LinkedIn, Skype and Instagram) by small- and medium-sized enterprises (SMEs) in Kuwait.

A survey of 357 SMEs in Kuwait was conducted to achieve the study objectives.

The study results showed that SMEs mostly used application was Facebook (by more than three quarters of the SMEs), and the least used one was LinkedIn (by around 6 per cent of the SMEs). Also, approximately third of the SMEs used YouTube, Instagram and Twitter. Of those, more than one third used these applications daily. The study also found that both gaining popularity and enjoyment were the main motivations for using all six applications by SMEs. Moreover, the study found that the applications were mostly used for information, communication and marketing.

SMEs used and have continued intention to use SMAs for their enjoyment and usefulness, because other SMEs use them and because of their complementarity. In light of the results, several recommendations were suggested to increase the use and continued intention to use SMAs by SMEs in Kuwait. For academics, it may give them an idea of the extent to which SMEs use SMAs in doing work activities, which they can use as a starting point to investigate other factors that might influence the use SMAs by SMEs.

For practitioners especially SMEs owners and managers, it may help to encourage them to use the SMAs and to raise their awareness of the benefits of these applications to their work.

The findings generally suggest that SMEs need ongoing support from the government, industry or any bodies that are interested in the development of SMEs. This support includes providing a more comprehensive view about SMAs such as raising the awareness of SMEs about the potential benefits of some of these applications such as YouTube, Skype and LinkedIn and conducting training courses that help SMEs to set up rules, procedures and strategies on how to use these various applications.

SMAs have a number of characteristics that make it a suitable option for doing SMEs’ work activities. Therefore, SMAs could provide SMEs with opportunities for interaction and communication with customers and suppliers. Although the literature describes the different aspects of these applications and their potential benefits for people in general and industry in particular, little research has attempted to explore the actual use of these applications especially by SMEs in developing countries in general and in Kuwait in particular.

The digital age has provided new possibilities for the connected learning. To better understand these opportunities in the school context, the purpose of this paper is to examine what kinds of learning communities emerge in international learning projects and how tools and technologies support students’ inquiries and peer connections.

The participants in this study were one Finnish 6th-grade class (n=17) and one American 7th–8th-grade class (n=16) who communicated through blogs and Skype. The main sources of deductive content analysis are transcribed Skype meetings, the students’ digital artifacts and a supplementary e-questionnaire.

The results of the study indicated that during the academic learning project, a voluntary, friendship-driven peer community emerged. The interaction in the formal contexts focused on sharing the results of local inquiries through Skype and blogs, whereas the friendship-driven community centered on the creation of social bonds through students’ personal devices and social media applications.

The paper models a hybrid learning system that connected academically oriented and friendship-driven participation.

A significant number of inventions and innovations appeared during the time known as the Industrial Revolution. Changes in technology quickly transformed American life in the past and continue to impact businesses, communities, and schools today. Technologies like Skype™, Prezi^®, and Poll Everywhere™ provide new methods for engaging students in learning and assess their understanding of content. Each of these technologies is free and can be used in one-computer classrooms or computer labs. These technologies can enhance the learning experience by engaging students in critical thinking and collaboration, allowing real-world applications of the content, and profiling various perspectives while utilizing digital tools that captivate students’ interests. We showcase a myriad of ways that these technologies can be seamlessly integrated into a social studies unit on Industrialization.