A gentle transition from Java programming to Web Services using XML-RPC

Exposing students to leading edge vocational areas of relevance such as Web Services can be difficult. We show a lightweight approach by embedding a key component of Web Services within a Level 3 BSc module in Distributed Computing. We present a ready to use collection of lecture slides and student activities based on XML-RPC. In addition we show that this material addresses the central topics in the context of web services as identified by Draganova (2003)

AOSD Ontology 1.0 - Public Ontology of Aspect-Orientation

This report presents a Common Foundation for Aspect-Oriented Software Development. A Common Foundation is required to enable effective communication and to enable integration of activities within the Network of Excellence. This Common Foundation is realized by developing an ontology, i.e. the shared meaning of terms and concepts in the domain of AOSD. In the first part of this report, we describe the definitions of an initial set of common AOSD terms. There is general agreement on these definitions. In the second part, we describe the Common Foundation task in detail

Towards Social Autonomous Vehicles: Efficient Collision Avoidance Scheme Using Richardson's Arms Race Model

Background Road collisions and casualties pose a serious threat to commuters around the globe. Autonomous Vehicles (AVs) aim to make the use of technology to reduce the road accidents. However, the most of research work in the context of collision avoidance has been performed to address, separately, the rear end, front end and lateral collisions in less congested and with high inter-vehicular distances. Purpose The goal of this paper is to introduce the concept of a social agent, which interact with other AVs in social manners like humans are social having the capability of predicting intentions, i.e. mentalizing and copying the actions of each other, i.e. mirroring. The proposed social agent is based on a human-brain inspired mentalizing and mirroring capabilities and has been modelled for collision detection and avoidance under congested urban road traffic. Method We designed our social agent having the capabilities of mentalizing and mirroring and for this purpose we utilized Exploratory Agent Based Modeling (EABM) level of Cognitive Agent Based Computing (CABC) framework proposed by Niazi and Hussain. Results Our simulation and practical experiments reveal that by embedding Richardson's arms race model within AVs, collisions can be avoided while travelling on congested urban roads in a flock like topologies. The performance of the proposed social agent has been compared at two different levels.Comment: 48 pages, 21 figure

Classroom collaborations: enabling sustainability education via student-community co-learning

open access articlePurpose: This case study explores co-learning classes, a novel approach to leveraging universities’ capacity to contribute to the local sustainable development agenda whilst enhancing students’ learning. These participatory classes were piloted on a UK university Masters module focussed on action for sustainability. The classes sought to combine knowledge exchange, reflection and social network development, by bringing together students and community stakeholders. Design/methodology/approach: The classes were run as a series of five free events, each focussed on sustainability issues relevant for local practitioners. These were either regular timetabled sessions opened up to the public or additional on-campus public events. Attendance was either face-to-face or online. Evaluation was based upon participation data, written feedback and module leader’s post-event reflections. Findings: The classes successfully secured participation from diverse community members, including local government staff, voluntary sector workers, and interested individuals. Both students and community stakeholders valued the participatory format, linkages of theoretical and practical knowledge and diversity of attendees. Research limits/implications: Findings are based upon a small-scale pilot study. Further research using a wider range of contexts is required to enhance understanding of the co-learning approach. Practical implications: This paper highlights some key practical issues to consider if employing co-learning approaches in other contexts, including using inclusive language, aligning with students’ motivations and choosing appropriate focal event topics. Originality/value: Opening up participatory university classes for the public to attend as co-learners is a rarely used approach and has little coverage in academic literature. This small-scale study therefore has value by highlighting some of the potential impacts, strengths and limitations of this approach.https://www.emerald.com/insight/content/doi/10.1108/IJSHE-11-2018-0220/full/html#sec01

Smart technologies for effective reconfiguration: the FASTER approach

Current and future computing systems increasingly require that their functionality stays flexible after the system is operational, in order to cope with changing user requirements and improvements in system features, i.e. changing protocols and data-coding standards, evolving demands for support of different user applications, and newly emerging applications in communication, computing and consumer electronics. Therefore, extending the functionality and the lifetime of products requires the addition of new functionality to track and satisfy the customers needs and market and technology trends. Many contemporary products along with the software part incorporate hardware accelerators for reasons of performance and power efficiency. While adaptivity of software is straightforward, adaptation of the hardware to changing requirements constitutes a challenging problem requiring delicate solutions. The FASTER (Facilitating Analysis and Synthesis Technologies for Effective Reconfiguration) project aims at introducing a complete methodology to allow designers to easily implement a system specification on a platform which includes a general purpose processor combined with multiple accelerators running on an FPGA, taking as input a high-level description and fully exploiting, both at design time and at run time, the capabilities of partial dynamic reconfiguration. The goal is that for selected application domains, the FASTER toolchain will be able to reduce the design and verification time of complex reconfigurable systems providing additional novel verification features that are not available in existing tool flows

Consciosusness in Cognitive Architectures. A Principled Analysis of RCS, Soar and ACT-R

This report analyses the aplicability of the principles of consciousness developed in the ASys project to three of the most relevant cognitive architectures. This is done in relation to their aplicability to build integrated control systems and studying their support for general mechanisms of real-time consciousness.\ud To analyse these architectures the ASys Framework is employed. This is a conceptual framework based on an extension for cognitive autonomous systems of the General Systems Theory (GST).\ud A general qualitative evaluation criteria for cognitive architectures is established based upon: a) requirements for a cognitive architecture, b) the theoretical framework based on the GST and c) core design principles for integrated cognitive conscious control systems

Andragogy and the single session lecture: A critical reflection on the planning and delivery of a standalone postgraduate teaching event

This paper focuses on a lecture delivered each year to postgraduates within the Department of Information Science at City University. The teaching context is outlined at personal, institutional and national levels through which the challenges facing a visiting lecturer are illustrated. The relevance of andragogy to this piece is then introduced. These andragogical principles provide a framework in which to examine how the challenge of student engagement was resolved or exacerbated by the single lecture format, and how planning and delivery may also have contributed to this challenge. Engagement in the postgraduate context can be seen to depend on how well each of these principles is supported by the teaching methods used, and so realistic alterations which could be made in the future to promote deeper engagement are also considered

Evolving perspective(s) of Teacher Leadership: an exploration of Teacher Leadership for inclusion at preservice level in the Republic of Ireland

There is an increasing body of literature that extols the virtues of teacher leadership despite the concept remaining underdeveloped and under-theorised (King & Stevenson 2017; Torrance 2013). Acknowledging the dearth of literature exploring the development of teacher leadership at preservice level, this article reports on results from a qualitative study which employed Bond’s (2011) theoretical framework for preparing preservice teachers in the Republic of Ireland (ROI) to become teacher leaders for inclusion. This study adopted a self-study approach (Vanassche & Kelchtermans 2015) involving two teacher educators, in the ROI, where the researcher, being relatively new to teacher education, was supported by a critical friend in the design, implementation and evaluation of the modules. Results strongly indicate that student teachers felt prepared to exercise leadership for inclusion through lived experiences of leadership, understanding change, being research informed and having many opportunities for reflection. This article argues for unlocking the potential for leadership for inclusion to begin with student teachers and concludes by suggesting that this article may help to address the paucity of literature around teacher leadership at preservice level and in particular teacher leadership for inclusion