Challenges for the comprehensive management of cloud services in a PaaS framework

The 4CaaSt project aims at developing a PaaS framework that enables flexible definition, marketing, deployment and management of Cloud-based services and applications. The major innovations proposed by 4CaaSt are the blueprint and its lifecycle management, a one stop shop for Cloud services and a PaaS level resource management featuring elasticity. 4CaaSt also provides a portfolio of ready to use Cloud native services and Cloud-aware immigrant technologies

A qualitative enquiry into OpenStreetMap making

Based on a case study on the OpenStreetMap community, this paper provides a contextual and embodied understanding of the user-led, user-participatory and user-generated produsage phenomenon. It employs Grounded Theory, Social Worlds Theory, and qualitative methods to illuminate and explores the produsage processes of OpenStreetMap making, and how knowledge artefacts such as maps can be collectively and collaboratively produced by a community of people, who are situated in different places around the world but engaged with the same repertoire of mapping practices. The empirical data illustrate that OpenStreetMap itself acts as a boundary object that enables actors from different social worlds to co-produce the Map through interacting with each other and negotiating the meanings of mapping, the mapping data and the Map itself. The discourses also show that unlike traditional maps that black-box cartographic knowledge and offer a single dominant perspective of cities or places, OpenStreetMap is an embodied epistemic object that embraces different world views. The paper also explores how contributors build their identities as an OpenStreetMaper alongside some other identities they have. Understanding the identity-building process helps to understand mapping as an embodied activity with emotional, cognitive and social repertoires

Incremental Process Support for Code Reengineering

Reengineering a large code base can be a monumental task, and the situation becomes even worse if the code is concomitantly being modified. For the past two years, we have been using the Marvel process centered environment (PCE) for all of our software development and are currently using it to develop the Oz PCE (Marvel's successor). Towards this effort, we are reengineering Oz's code base to isolate the process engine, transaction manager, and object management system as separate components that can be mixed and matched in arbitrary systems. In this paper, we show how a PCE can guide and assist teams of users in carrying out code reengineering while allowing them to continue their normal code development. The key features to this approach are its incremental nature and the ability of the PCE to automate most of the tasks necessary to maintain the consistency of the code base

An Innovative Framework of Integrating ERP into IS 2010 Model Curriculum

The wide spread of Enterprise Resource Planning (ERP) technology has made information systems (IS) education shift the focus from functional applications development to enterprise software implementation and configuration. The latest model curriculum for undergraduate IS programs, the IS 2010, has made teaching the large and complex ERP software system an important issue. This paper presents a framework of innovatively integrating ERP into four core and three elective courses proposed in IS 2010. The paper illustrates the integrated ERP curriculum by discussing the design, content, and teaching methods for the seven courses using SAP as the software tool. The purpose of the paper is to provide a useful guideline for those who seek to teach ERP technology in the undergraduate IS curriculum

The Impact of Pre- and Post-Immigration Factors on the Depressive Symptoms and Alcohol Use Severity of Young Adult Recent Latino/a Immigrants: Examining the Role of Gender and Traditional Gender Roles

Over the past decade, there has been a shift in Latino/a immigration patterns to the U.S. including steep increases in South and Central America immigrants. Seeking asylum from political and economic turmoil, many of these immigrants are disproportionately impacted by the compounding conditions of stress, trauma, depressive symptoms, and alcohol use severity (AUS). Most investigations on these conditions have been conducted among Mexican immigrants residing in the U.S. for an extended time period. Far less is known about the cumulative and intersecting effects of these conditions among a diverse group of recent Latino/a immigrants (RLIs) or how cultural factors such as Latino/a traditional gender roles (TGR) may influence these conditions. The present study examined (1) the cumulative effects of premigration stress/trauma and postimmigration stress on the depressive symptoms of young adult RLIs and the moderating effect of gender on these associations, (2) the cumulative effects of pre/postimmigration stress on AUS and the respective moderating effects of adherence to TGR and forced migration among RLI men and women, (3) if pre/post immigration stress, forced migration, depressive symptoms, and AUS demonstrated to be a syndemic factor, and (4) the association between adherence to TGR and this syndemic factor. A cross sectional secondary data analysis was conducted using data from a NIAAA funded longitudinal study of N= 540 (N= 271 men, N= 269 women) of RLIs aged 18-34 years old in South Florida (SFL). Hierarchical multiple regression (HMR), moderation analyses, confirmatory factor analysis (CFA), and structural equation modeling (SEM) were employed. Higher levels of postimmigration stress were associated with higher levels of depressive symptoms and AUS. Gender moderated the association between postimmigration stress and AUS, whereby the association was stronger among men compared to women. Adherence to TGR significantly weakened the association between premigration stress and AUS among men but not for women. A syndemic factor explained the covariance between pre/postimmigration stress, depressive symptoms, and AUS. Adherence to TGR had a significant positive effect on this syndemic factor. These findings support the development of culturally tailored interventions early in the immigration process that address adherence to TGR to mitigate this syndemic among RLIs

The Global Challenges of the Knowledge Economy: China and the EU

This paper addresses some of the challenges confronting the European Union and China as they build their knowledge economies, and their on-going and possible future actions to address such challenges. Fifty years after the creation of what became the European Union, we argue that there is an urgent need to develop a new European Lisbon Agenda, preparing the EU for globalization. A new and "outward-looking" Lisbon strategy would focus on three key areas: international trade in services, internationalization of research networking, and access to brains and talent. The paper shows that the success of the Chinese economy over the past three decades can be partially attributed to its ability to absorb globally advanced technology and huge flows of foreign investment, its large pool of knowledge and talent, and its enactment of a policy framework that provides incentives to domestic and foreign firms to innovate - a strategy very much reminiscent of Europe's own internal Lisbon agenda. To move further, China needs to overcome the obstacles of regional disparities, transform its industry and deepen industry-academy linkages, which are also unavoidable tasks for the sustainable development of Europe. We contend that the scope for comparative studies of the EU and China, for mutual learning from each other's experience - even for joint initiatives - is substantial.Knowledge Economy, Industry-University Partnerships, Globalization, Internationalization, Highly Skilled Migration, European Union, China

A Narrative Research Study on How Brazilian Women Executives Build a Sense of Community and Belonging When Transferred to the United States

According to the American Immigration Council (2021), 14 percent of the United States population is foreign-born. Immigrants have enriched American culture and enhanced our influence in the world. People feel a need to belong and have an inherent desire for deep, lasting, and meaningful connections (Baumeister & Leary, 1995). Research suggests that humans are fundamentally and pervasively motivated by a need to belong and the desire to form and maintain enduring interpersonal attachments (Allen, Kern, Rozek, McInerney & George, 2021). These authors also define immigrants’ sense of belonging in terms of how they make sense of their social identification with people from their country of origin and their host society. As a psychological construct, the sense of belonging is understood as the extent to which an individual feels respected, valued, accepted, included, and connected to a social group or community (McMillan & Chavis, 1986). The purpose of this narrative case study is to create new knowledge by exploring how Brazilian women executives develop a sense of community and belonging while experiencing assimilation as they transition from Brazil to the United States. While abundant literature explores the assimilation of marginalized groups, few studies have investigated the experiences of executive women who have navigated the cultural abyss. The purpose of conducting this study is to understand how female Brazilian marketing and sales executives describe their experiences in developing a sense of community and belonging, and of membership, while experiencing assimilation. Specifically, the study explores these experiences through personal stories that participants tell about their journeys. It is the researcher’s hope to bring understanding to how immigrants develop their sense of community and belonging when arriving with language proficiency, economic power, and access to resources to help support assimilation in the local community and organizations

A Narrative Research Study on How Brazilian Women Executives Build a Sense of Community and Belonging When Transferred to the United States

According to the American Immigration Council (2021), 14 percent of the United States population is foreign-born. Immigrants have enriched American culture and enhanced our influence in the world. People feel a need to belong and have an inherent desire for deep, lasting, and meaningful connections (Baumeister & Leary, 1995). Research suggests that humans are fundamentally and pervasively motivated by a need to belong and the desire to form and maintain enduring interpersonal attachments (Allen, Kern, Rozek, McInerney & George, 2021). These authors also define immigrants’ sense of belonging in terms of how they make sense of their social identification with people from their country of origin and their host society. As a psychological construct, the sense of belonging is understood as the extent to which an individual feels respected, valued, accepted, included, and connected to a social group or community (McMillan & Chavis, 1986). The purpose of this narrative case study is to create new knowledge by exploring how Brazilian women executives develop a sense of community and belonging while experiencing assimilation as they transition from Brazil to the United States. While abundant literature explores the assimilation of marginalized groups, few studies have investigated the experiences of executive women who have navigated the cultural abyss. The purpose of conducting this study is to understand how female Brazilian marketing and sales executives describe their experiences in developing a sense of community and belonging, and of membership, while experiencing assimilation. Specifically, the study explores these experiences through personal stories that participants tell about their journeys. It is the researcher’s hope to bring understanding to how immigrants develop their sense of community and belonging when arriving with language proficiency, economic power, and access to resources to help support assimilation in the local community and organizations

Technology-Mediated Language Training: Developing and Assessing a Module for a Blended Curriculum for Newcomers

Newcomers to Canada with low proficiency in English or French often face challenges in the workforce (Kustec, 2012). While language classes provide workplace language training, not all newcomers are able to attend face-to-face classes (Shaffir & Satzewich 2010), suggesting a need for outside the classroom, occupation-specific language training. The use of technology has been shown to be advantageous for second language (L2) learning (Stockwell, 2007), especially when used outside the classroom (i.e., mobile-assisted language learning), as mobile technology affords learners greater control and flexibility over their own learning (Yang, 2013). This paper reports on a study investigating the development of a blended curriculum for L2 learners employed in customer service. A technology-mediated module was designed and developed within a task-based language teaching framework to provide workplace-linguistic support on mobile devices, enabling learners to access the language instruction they needed, when they needed it. The module contents and usability were assessed by high-beginner English proficiency newcomers employed in customer service (n=4) and their volunteer teachers (n=4). Results confirm the overall benefits of using language learning technology in providing instruction that meets participant language needs, ensuring opportunities for individualized training. Implications for designing, implementing, and researching technology-mediated modules are discussed.Les nouveaux arrivants au Canada ayant une faible maîtrise de l'anglais ou du français sont souvent confrontés à des difficultés sur le marché du travail (Kustec, 2012). Bien que les cours de langue offrent une formation linguistique en milieu de travail, les nouveaux arrivants ne sont pas tous en mesure d'assister à des cours en personne (Shaffir et Satzewich, 2010), ce qui suggère un besoin de formation linguistique en dehors de la salle de classe et spécifique à la profession. L'utilisation de la technologie s'est avérée avantageuse pour l'apprentissage d'une langue seconde (L2) (Stockwell, 2007), en particulier lorsqu'elle est utilisée en dehors de la salle de classe (c'est-à-dire l'apprentissage des langues assisté par le mobile), car la technologie mobile offre aux apprenants un plus grand contrôle et une plus grande flexibilité sur leur propre apprentissage (Yang, 2013). Cet article rend compte d'une étude portant sur le développement d'un programme d'études mixte pour les apprenants de L2 employés dans le service à la clientèle. Un module à médiation technologique a été conçu et développé dans un cadre d'enseignement des langues basé sur les tâches afin de fournir un soutien linguistique sur le lieu de travail sur des appareils mobiles, permettant aux apprenants d'accéder à l'enseignement linguistique dont ils ont besoin, quand ils en ont besoin. Le contenu et la convivialité du module ont été évalués par des nouveaux arrivants ayant des compétences en anglais de niveau débutant élevé et employés dans un service clientèle (n=4) et par leurs enseignants bénévoles (n=4). Les résultats confirment les avantages généraux de l'utilisation de la technologie d'apprentissage des langues pour fournir un enseignement qui répond aux besoins linguistiques des participants, en assurant des possibilités de formation individualisée. Les implications pour la conception, la mise en œuvre et la recherche de modules médiatisés par la technologie sont discutées