The vocational ID : connecting life design counselling and personality systems interaction theory

We introduce the Vocational ID that integrates linguistic and visual representations of a career counselling client’s self. Based upon findings from the Life Design paradigm and the Personality Systems Interaction theory, the Vocational ID facilitates working on clients' vocational identity. In this article, we present the theoretical framework, its practical applications, and a case study

The Needle is Moving in CA K-8 Science: Integration with ELA, Integration of the Sciences, and Returning Science as a K-8 Core Subject

This first EII evaluation publication discusses one of the major shifts above, namely the shift to integrated instruction. The integration of science and ELA is the focus of one section, and the integration of the science disciplines (i.e., earth/space, life, and physical) inherent in the MS Integrated Model is the focus of the second. Also discussed at length in this publication is a fundamental shift that is not listed above, but is equally, if not more, important: the need to teach science in the first place. In order for any of the targeted shifts to take place, teachers must devote time to teaching science on a regular basis

Dynamic deployment of context-aware access control policies for constrained security devices

Securing the access to a server, guaranteeing a certain level of protection over an encrypted communication channel, executing particular counter measures when attacks are detected are examples of security requirements. Such requirements are identi ed based on organizational purposes and expectations in terms of resource access and availability and also on system vulnerabilities and threats. All these requirements belong to the so-called security policy. Deploying the policy means enforcing, i.e., con guring, those security components and mechanisms so that the system behavior be nally the one speci ed by the policy. The deployment issue becomes more di cult as the growing organizational requirements and expectations generally leave behind the integration of new security functionalities in the information system: the information system will not always embed the necessary security functionalities for the proper deployment of contextual security requirements. To overcome this issue, our solution is based on a central entity approach which takes in charge unmanaged contextual requirements and dynamically redeploys the policy when context changes are detected by this central entity. We also present an improvement over the OrBAC (Organization-Based Access Control) model. Up to now, a controller based on a contextual OrBAC policy is passive, in the sense that it assumes policy evaluation triggered by access requests. Therefore, it does not allow reasoning about policy state evolution when actions occur. The modi cations introduced by our work overcome this limitation and provide a proactive version of the model by integrating concepts from action speci cation languages

Join Up, Scale Up: How Integration Can Defeat Disease and Poverty

This report addresses three of the core areas: primary healthcare, clean water and sanitation, and nutrition -- that are essential to achieving the MDGs. It highlights examples across 17 countries of how bringing different development approaches together (ie. integration) is working to help tackle poverty and disease and calls on the international community, including donor and developing country governments, to prioritize and invest in these joined-up programs. The experiences and lessons learned from the case studies described in this report show real world examples of how to make integration work and why it's so important to do so

Contexts of Cultural Diversity Professional Development in Schools

This report is part of a larger MERC study on Professional Development for Success in Culturally Diverse Schools.The goals of the larger study are (1) to understand the landscape of diversity within the schools in the MERC region, (2) to consider the implications for school policy and professional practice, (3) to review the current models of professional development that support teachers and other school professionals in regards to issues of cultural diversity, and (4) to develop and test models of professional development that have positive impacts on teacher practice, student outcomes and overall school success. With these goals in mind, this report contains three parts. Part 1 discusses demographic changes in the MERC region and provides historical, political, social, and economic contexts for understanding these changes. Part 2 describes the federal, state, and local policy contexts relevant to cultural diversity within schools, and professional development (PD) related to this topic. This section also reviews research on how policy contexts shape teachers’ decisions to participate in PD. Part 3 reviews existing studies of cultural diversity PD and describes the types of PD programs currently available in the MERC region. In the conclusion to the report, we present a list of recommendations for policy and and for future development and implementation of PD related to cultural diversity. The final section of the report also describes gaps in the existing body of knowledge and the research needed to better understand PD related to cultural diversity

Using formal metamodels to check consistency of functional views in information systems specification

UML notations require adaptation for applications such as Information Systems (IS). Thus we have defined IS-UML. The purpose of this article is twofold. First, we propose an extension to this language to deal with functional aspects of IS. We use two views to specify IS transactions: the first one is defined as a combination of behavioural UML diagrams (collaboration and state diagrams), and the second one is based on the definition of specific classes of an extended class diagram. The final objective of the article is to consider consistency issues between the various diagrams of an IS-UML specification. In common with other UML languages, we use a metamodel to define IS-UML. We use class diagrams to summarize the metamodel structure and a formal language, B, for the full metamodel. This allows us to formally express consistency checks and mapping rules between specific metamodel concepts. (C) 2007 Elsevier B.V. All rights reserved