Approaching Collaborative Modeling as an Uncertainty Reduction Process

ABSTRACT Model-Driven Engineering (MDE) technologies aim to support the growing complexity of software systems. Models are increasingly becoming large and unmanageable, and hence difficult to be understood by humans and processed by machines. As a consequence, multi-user environments are necessary to enable designers to create and refine large models in a collaborative manner enabling the engineering, modularization and reuse. In this paper, we propose a model-driven approach to represent, manage and manipulate models edited in a collaborative manner. In particular, we propose to represent the solutions space (i.e, model versions) in an intensional manner by adopting a model with uncertainty. We define a plan to manage the uncertainty by selecting the desired design, to manipulate their collaborative models in manually or automatic way, and to exploit a collaborative environment for real time multi-user editing. The approach is showed by means of a motivating example that involves business models demonstrating the advantages of the proposed approach

Managing ubiquitous eco cities: the role of urban telecommunication infrastructure networks and convergence technologies

A successful urban management system for a Ubiquitous Eco City requires an integrated approach. This integration includes bringing together economic, socio-cultural and urban development with a well orchestrated, transparent and open decision making mechanism and necessary infrastructure and technologies. Rapidly developing information and telecommunication technologies and their platforms in the late 20th Century improves urban management and enhances the quality of life and place. Telecommunication technologies provide an important base for monitoring and managing activities over wired, wireless or fibre-optic networks. Particularly technology convergence creates new ways in which the information and telecommunication technologies are used. The 21st Century is an era where information has converged, in which people are able to access a variety of services, including internet and location based services, through multi-functional devices such as mobile phones and provides opportunities in the management of Ubiquitous Eco Cities. This paper discusses the recent developments in telecommunication networks and trends in convergence technologies and their implications on the management of Ubiquitous Eco Cities and how this technological shift is likely to be beneficial in improving the quality of life and place. The paper also introduces recent approaches on urban management systems, such as intelligent urban management systems, that are suitable for Ubiquitous Eco Cities

Insights into well performance and completion optimization using a coupled FracFocus and DrillingInfo database

“The hydraulic fracturing designs, drilling, and completion trends are undergoing continuous change as the oil and gas industry pushing the boundaries of the traditional designs to increase wells productivity and meet the energy demand. The lateral length in addition to the amount of proppant and water used in well stimulation have witnessed a paradigm shift over the past few years. The motivation for this work began with a desire to better understand well performance as a function of the type of fracturing fluid treatment applied. An early objective was to compare whether East Texas Cotton Valley wells stimulated with water fracs had better long-term performance than similar wells stimulated with gelled fluids. This initial work revealed challenges in acquiring sufficient data for the research, which led to the objective of building a new database from publically available information and then using that information to address the research questions. Developing this database required novel methods of determining at least two key parameters not readily available. One parameter was fluid and proppant volumes, as the FracFocus database reports mass percentages. The second parameter was perforated lateral length as a proxy for fracturing stage data, which was not available for this research. This work resulted in a methodology for combining FracFocus fluid data with DrillingInfo. A dashboard was also developed to facilitate easy analysis with the newly created database. Once the database and dashboard were available, secondary objectives were to identify completion trends in specific shale play areas, such as the Marcellus and Permian Basin, and to apply data analytics to specific shale play areas”--Abstract, page iv

Development and assessment of a structured data-recording (SDR) technique for classroom observation

The major purpose of this study was to modify and assess the efficacy of a structured data-recording technique. The Structured Data-Recording (SDR) with practice technique is used to assist evaluators to capture classroom observation data, analyze the data, and make decisions regarding teacher performance. In addition, the study examined the effect of gender on classroom observation and analysis skills. A modified pretest/posttest control group design was used. The data for this study were gathered from 77 teacher evaluators in the Des Moines Independent Community School District, Des Moines, Iowa during the 1985-1986 school year. Five instruments were used to collect pretest and posttest data;The experimental group teacher evaluators received the one and one-half days of the SDR training in Des Moines, Iowa and then practiced the technique in the field for approximately six weeks. At the end of the six-week period, teacher evaluators in both experimental and control groups participated in the posttest. Pretest/posttest data were analyzed using the analysis of variance technique;The study yielded the following findings: (a) Evaluators were significantly better able to identify teacher performance strengths following the SDR training; (b) Training did not have a significant effect on evaluators\u27 ability to identify teacher targets for growth; (c) Female evaluators were significantly better able to identify teacher targets for growth than male evaluators; (d) Gender did not have a significant effect on evaluators\u27 ability to identify teacher performance strengths; (e) Neither training nor gender had a significant effect on evaluators\u27 ability to record specific data; (f) Neither training nor gender had a significant effect on evaluators\u27 level of confidence in data collection and data analysis skills. The findings of this study clearly support the need for additional research to improve the training process and to examine the characteristics of the evaluators

Meeting the Challenge of Interdependent Critical Networks under Threat : The Paris Initiative

NARisques à grande échelle;Gestion des crises internationale;Interdépendances;Infrastructures critiques;Anthrax;Initiative collective;Stratégie;Préparation des Etats-majors

The Effect of Instructional Methodology on Pre-Service Educators\u27 Level of Technological Pedagogical Content Knowledge

Technological Pedagogical Content Knowledge (TPACK) is presented by Mishra and Koehler (2006) as a form of complex, situated knowledge that is a prerequisite to seamless and successful technology integration into educational spaces. This form of knowledge is believed necessary for technology use to transform classrooms into vibrant, collaborative spaces that build 21st century skills – a transformation that has been elusive in K-16 spaces. Preservice education programs are poised to develop this type of knowledge in future teachers to contribute to the development of educators that can act as change agents. This study used a quasi-experimental, pre/post-test design to evaluate three different course experiences on preservice educators’ level of TPACK. Results indicated that candidates who participated in course design that explicitly modeled technology integration, created a digital space to extend the community of practice, challenged participants to create collaborative solutions using Web 2.0 platforms, and integrated content on Universal Design for Learning showed significant increases in Pedagogical Knowledge, Pedagogical Content Knowledge, Technological Content Knowledge, Pedagogical Technological Knowledge, and Technological Pedagogical Content Knowledge when post scores were compared with pre-test scores. Multivariate analysis of variance between groups on each of the six TPACK subscales reviewed in this study indicated that this group also showed significantly higher gains in TPACK when compared to a fully online group and a face-to-face without technology-enhanced learning on Pedagogical Content Knowledge, Technological Content Knowledge, and Technological Pedagogical Knowledge