Contact patterns among high school students

Face-to-face contacts between individuals contribute to shape social networks and play an important role in determining how infectious diseases can spread within a population. It is thus important to obtain accurate and reliable descriptions of human contact patterns occurring in various day-to-day life contexts. Recent technological advances and the development of wearable sensors able to sense proximity patterns have made it possible to gather data giving access to time-varying contact networks of individuals in specific environments. Here we present and analyze two such data sets describing with high temporal resolution the contact patterns of students in a high school. We define contact matrices describing the contact patterns between students of different classes and show the importance of the class structure. We take advantage of the fact that the two data sets were collected in the same setting during several days in two successive years to perform a longitudinal analysis on two very different timescales. We show the high stability of the contact patterns across days and across years: the statistical distributions of numbers and durations of contacts are the same in different periods, and we observe a very high similarity of the contact matrices measured in different days or different years. The rate of change of the contacts of each individual from one day to the next is also similar in different years. We discuss the interest of the present analysis and data sets for various fields, including in social sciences in order to better understand and model human behavior and interactions in different contexts, and in epidemiology in order to inform models describing the spread of infectious diseases and design targeted containment strategies.Comment: Supplementary Information at http://s3-eu-west-1.amazonaws.com/files.figshare.com/1677807/File_S1.pd

A New Course on Creativity in an Engineering Program: Foundations and Issues

The importance of innovation in the world's economy, now undeniable, draws great attention to the need to improve organizations' creative potential. In the last 60 years, hundreds of books have been written on the subject and hundreds of webpages display information on how to be more creative and achieve innovation. Several North American and European universities offer graduated programs in creativity. However, building an effective and validated creativity training program is not without challenges. Because of the nature of their work, engineers are often asked to be innovative. Without aiming for a degree in creativity, could future engineers benefit from training programs in creativity? This article presents the conceptual framework and pedagogical elements of a new course in creativity for engineering students.Comment: 10 pages, Intl Conf on Innovative Design and Manufacturing (pp. 270-275). Aug 13-15, Montreal. IEEE Conference Proceeding

A framework for the simulation of structural software evolution

This is the author's accepted manuscript. The final published article is available from the link below. Copyright @ 2008 ACM.As functionality is added to an aging piece of software, its original design and structure will tend to erode. This can lead to high coupling, low cohesion and other undesirable effects associated with spaghetti architectures. The underlying forces that cause such degradation have been the subject of much research. However, progress in this field is slow, as its complexity makes it difficult to isolate the causal flows leading to these effects. This is further complicated by the difficulty of generating enough empirical data, in sufficient quantity, and attributing such data to specific points in the causal chain. This article describes a framework for simulating the structural evolution of software. A complete simulation model is built by incrementally adding modules to the framework, each of which contributes an individual evolutionary effect. These effects are then combined to form a multifaceted simulation that evolves a fictitious code base in a manner approximating real-world behavior. We describe the underlying principles and structures of our framework from a theoretical and user perspective; a validation of a simple set of evolutionary parameters is then provided and three empirical software studies generated from open-source software (OSS) are used to support claims and generated results. The research illustrates how simulation can be used to investigate a complex and under-researched area of the development cycle. It also shows the value of incorporating certain human traits into a simulation—factors that, in real-world system development, can significantly influence evolutionary structures

Teaching and learning of performance measurement in OR/MS degrees

A review of existing UK MS/OR undergraduate programmes was completed to assess the extent and nature of performance measurement teaching. In addition, a survey of performance measurement practitioners was undertaken to obtain views on what should be taught in relation to performance measurement. A survey of 23 undergraduate MS/OR degrees in the UK revealed that all the academic respondents supported the inclusion of PM teaching. However, only four distinct PM classes could be found amongst these degrees. The PM techniques taught were broadly similar although the wider context of PM was taught in only 2 of the classes. A survey of a small number of PM practitioners revealed that the Balanced Scorecard and Benchmarking were the two most commonly applied PM techniques with the majority of respondents learning about PM from personal experience and reading rather than through formal education. It appears that there is an opportunity for MS/OR teaching to make a major contribution to the development of PM as a discipline. However, academic respondents whose MS/OR degree course did not teach PM indicated that lack of staff expertise in PM combined with an already full syllabus were the main barriers to introducing a PM class

Proceedings of the ECCS 2005 satellite workshop: embracing complexity in design - Paris 17 November 2005

Embracing complexity in design is one of the critical issues and challenges of the 21st century. As the realization grows that design activities and artefacts display properties associated with complex adaptive systems, so grows the need to use complexity concepts and methods to understand these properties and inform the design of better artifacts. It is a great challenge because complexity science represents an epistemological and methodological swift that promises a holistic approach in the understanding and operational support of design. But design is also a major contributor in complexity research. Design science is concerned with problems that are fundamental in the sciences in general and complexity sciences in particular. For instance, design has been perceived and studied as a ubiquitous activity inherent in every human activity, as the art of generating hypotheses, as a type of experiment, or as a creative co-evolutionary process. Design science and its established approaches and practices can be a great source for advancement and innovation in complexity science. These proceedings are the result of a workshop organized as part of the activities of a UK government AHRB/EPSRC funded research cluster called Embracing Complexity in Design (www.complexityanddesign.net) and the European Conference in Complex Systems (complexsystems.lri.fr). Embracing complexity in design is one of the critical issues and challenges of the 21st century. As the realization grows that design activities and artefacts display properties associated with complex adaptive systems, so grows the need to use complexity concepts and methods to understand these properties and inform the design of better artifacts. It is a great challenge because complexity science represents an epistemological and methodological swift that promises a holistic approach in the understanding and operational support of design. But design is also a major contributor in complexity research. Design science is concerned with problems that are fundamental in the sciences in general and complexity sciences in particular. For instance, design has been perceived and studied as a ubiquitous activity inherent in every human activity, as the art of generating hypotheses, as a type of experiment, or as a creative co-evolutionary process. Design science and its established approaches and practices can be a great source for advancement and innovation in complexity science. These proceedings are the result of a workshop organized as part of the activities of a UK government AHRB/EPSRC funded research cluster called Embracing Complexity in Design (www.complexityanddesign.net) and the European Conference in Complex Systems (complexsystems.lri.fr)

Evaluating Software Architectures: Development Stability and Evolution

We survey seminal work on software architecture evaluationmethods. We then look at an emerging class of methodsthat explicates evaluating software architectures forstability and evolution. We define architectural stabilityand formulate the problem of evaluating software architecturesfor stability and evolution. We draw the attention onthe use of Architectures Description Languages (ADLs) forsupporting the evaluation of software architectures in generaland for architectural stability in specific

'I play, therefore I learn?' Measuring the Evolution of Perceived Learning and Game Experience in the Design Flow of a Serious Game

This article explores how the serious game Poverty Is Not a Game (PING) is experienced by high school students in its subsequent design stages. We first focus on the multifaceted construct of game experience and how it is related to serious games. To measure game experience we use the Game Experience Questionnaire and add a perceived learning scale to account for the specificity of serious games in a classroom. Next, the data obtained from testing PING in 22 classrooms are analyzed. Results suggest that the evolution in the different design stages of the game is not just an issue of game experience, but also of usability. Furthermore, little evidence is found indicating that the learning experience changed positively during the different test phases. However, findings show a strong effect of the game experience on perceived learning while the game experience also varies significantly between different classrooms

Degeneracy: a design principle for achieving robustness and evolvability

Robustness, the insensitivity of some of a biological system's functionalities to a set of distinct conditions, is intimately linked to fitness. Recent studies suggest that it may also play a vital role in enabling the evolution of species. Increasing robustness, so is proposed, can lead to the emergence of evolvability if evolution proceeds over a neutral network that extends far throughout the fitness landscape. Here, we show that the design principles used to achieve robustness dramatically influence whether robustness leads to evolvability. In simulation experiments, we find that purely redundant systems have remarkably low evolvability while degenerate, i.e. partially redundant, systems tend to be orders of magnitude more evolvable. Surprisingly, the magnitude of observed variation in evolvability can neither be explained by differences in the size nor the topology of the neutral networks. This suggests that degeneracy, a ubiquitous characteristic in biological systems, may be an important enabler of natural evolution. More generally, our study provides valuable new clues about the origin of innovations in complex adaptive systems.Comment: Accepted in the Journal of Theoretical Biology (Nov 2009

Developing a validated instrument to measure pre-service teachers’ ICT competencies : meeting the demands of the 21st-century

The main objective of this study is to develop a self-report instrument to measure pre-service teachers’ ICT competencies in education. The questionnaire items of this instrument are based on an existing comprehensive framework and were created with input from experts in the field. The data were collected from a sample of 931 final-year pre-service teachers in Flanders (Belgium). A first subsample was used for an exploratory factor analysis, and a second one to verify the identified factor structure via confirmatory factor analysis. A two-factor structure of ICT competencies was identified: (a) competencies to support pupils for ICT use in class and (b) competencies to use ICT for instructional design. This two-factor structure was confirmed in the confirmatory factor analysis. Recommendations are made on how this reliable instrument can help assess the level and progress of pre-service teachers’ ICT competencies