1,772 research outputs found
Modeling Business Process: Analysis of Goal-Oriented Approaches
A crucial management issue for most corporations is the effective design and implementation of their business process. However, existing approaches describe an enterprise in terms of activities and tasks view without offering sufficient guidance towards a process-centric description of the organization.
Goals have long been recognized to be essential components involved in the business process. Business process engineering research has increasingly recognized the leading role played by goals in the business process. Such recognition has led to a whole stream of research on goaloriented approaches. The study of goal-oriented methodologies indicates that modeling of organizational goals constitutes a central activity of the business process.
In this paper we advocate the use of goal-oriented approaches to business process modeling. Some systematic approaches to developing and documenting business processes on the basis of the explicit or implicit business objectives are discussed. From the representation view of model, the way that models are expressed is demonstrated
Proceedings TLAD 2012:10th International Workshop on the Teaching, Learning and Assessment of Databases
This is the tenth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2012). TLAD 2012 is held on the 9th July at the University of Hertfordshire and hopes to be just as successful as its predecessors. The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics and teachers from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers. Due to the healthy number of high quality submissions this year, the workshop will present eight peer reviewed papers. Of these, six will be presented as full papers and two as short papers. These papers cover a number of themes, including: the teaching of data mining and data warehousing, SQL and NoSQL, databases at school, and database curricula themselves. The final paper will give a timely ten-year review of TLAD workshops, and it is expected that these papers will lead to a stimulating closing discussion, which will continue beyond the workshop. We also look forward to a keynote presentation by Karen Fraser, who has contributed to many TLAD workshops as the HEA organizer. Titled “An Effective Higher Education Academy”, the keynote will discuss the Academy’s plans for the future and outline how participants can get involved
Proceedings TLAD 2012:10th International Workshop on the Teaching, Learning and Assessment of Databases
This is the tenth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2012). TLAD 2012 is held on the 9th July at the University of Hertfordshire and hopes to be just as successful as its predecessors. The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics and teachers from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers. Due to the healthy number of high quality submissions this year, the workshop will present eight peer reviewed papers. Of these, six will be presented as full papers and two as short papers. These papers cover a number of themes, including: the teaching of data mining and data warehousing, SQL and NoSQL, databases at school, and database curricula themselves. The final paper will give a timely ten-year review of TLAD workshops, and it is expected that these papers will lead to a stimulating closing discussion, which will continue beyond the workshop. We also look forward to a keynote presentation by Karen Fraser, who has contributed to many TLAD workshops as the HEA organizer. Titled “An Effective Higher Education Academy”, the keynote will discuss the Academy’s plans for the future and outline how participants can get involved
TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)
This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning
TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)
This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning
Empirical modelling for participative business process reengineering
The purpose of this thesis is to introduce a new broad approach to computing - Empirical Modelling
(EM) - and to propose a way of applying this approach for system development so as to avoid the limitations
of conventional approaches and integrate system development with business process reengineering
(BPR). Based on the concepts of agency, observable and dependency, EM is an experiencebased
approach to modelling with computers in which the modeller interacts with an artefact through
continuous observations and experiments. It is a natural way of working for business process modelling
because the modeller is involved in, and takes account of, the real world context. It is also adaptable to
a rapidly changing environment as the computer-based models serve as creative artefacts with which
the modeller can interact in a situated and open-ended manner.
This thesis motivates and illustrates the EM approach to new concepts of participative BPR and
participative process modelling. That is, different groups of people, with different perceptions, competencies
and requirements, can be involved during the process of system development and BPR, rather
than just being involved at an early stage. This concept aims to address the well-known high failure rate
of BPR. A framework SPORE (situated process of requirements engineering), which has been proposed
to guide the process of cultivating requirements in a situated manner, is extended to participative
BPR (i.e. to support many users in a distributed environment). Two levels of modelling are proposed for
the integration of contextual understanding and system development. A comparison between EM and
object-orientation is also provided to give insight into how EM differs from current methodologies and to
point out the potential of EM in system development and BPR. The ISMs (interactive situation models),
built using the principles and tools of EM, are used to form artefacts during the modelling process. A
warehouse and logistics management system is taken as an illustrative case study for applying this
framework
Knowledge modelling of emerging technologies for sustainable building development
In the quest for improved performance of buildings and mitigation of climate change, governments are encouraging the use of innovative sustainable building technologies. Consequently, there is now a large amount of information and knowledge on sustainable building technologies over the web. However, internet searches often overwhelm practitioners with millions of pages that they browse to identify suitable innovations to use on their projects. It has been widely acknowledged that the solution to this problem
is the use of a machine-understandable language with rich semantics - the semantic web technology.
This research investigates the extent to which semantic web technologies can be exploited to represent knowledge about sustainable building technologies, and to facilitate system decision-making in recommending appropriate choices for use in different situations. To achieve this aim, an exploratory study on sustainable building and semantic web technologies was conducted. This led to the use of two most popular knowledge engineering methodologies - the CommonKADS and "Ontology Development 101" in modelling knowledge about sustainable building technology and
PV -system domains. A prototype system - Photo Voltaic Technology ONtology System
(PV -TONS) - that employed sustainable building technology and PV -system domain
knowledge models was developed and validated with a case study.
While the sustainable building technology ontology and PV -TONS can both be used as
generic knowledge models, PV -TONS is extended to include applications for the design
and selection of PV -systems and components. Although its focus was on PV -systems,
the application of semantic web technologies can be extended to cover other areas of
sustainable building technologies. The major challenges encountered in this study are
two-fold. First, many semantic web technologies are still under development and very
unstable, thus hindering their full exploitation. Second, the lack of learning resources in
this field steepen the learning curve and is a potential set-back in using semantic web
technologies
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