Country Reports of the CCC’s, June – November 2000

A compilation of country reports on the activities of the various European Clean Clothes Campaigns from June 2000 to November 2000

Special Session on Industry 4.0

No abstract available

Ten virtues of structured graphs

This paper extends the invited talk by the first author about the virtues of structured graphs. The motivation behind the talk and this paper relies on our experience on the development of ADR, a formal approach for the design of styleconformant, reconfigurable software systems. ADR is based on hierarchical graphs with interfaces and it has been conceived in the attempt of reconciling software architectures and process calculi by means of graphical methods. We have tried to write an ADR agnostic paper where we raise some drawbacks of flat, unstructured graphs for the design and analysis of software systems and we argue that hierarchical, structured graphs can alleviate such drawbacks

2005 Report – International Secretariat Clean Clothes Campaign

The report summarizes the activities of the Clean Clothes Campaign’s International Secretariat for the year of 2005, with a specific focus on the right to organize

Beyond model answers: learners’ perceptions of self-assessment materials in e-learning applications

The importance of feedback as an aid to self‐assessment is widely acknowledged. A common form of feedback that is used widely in e‐learning is the use of model answers. However, model answers are deficient in many respects. In particular, the notion of a ‘model’ answer implies the existence of a single correct answer applicable across multiple contexts with no scope for permissible variation. This reductive assumption is rarely the case with complex problems that are supposed to test students’ higher‐order learning. Nevertheless, the challenge remains of how to support students as they assess their own performance using model answers and other forms of non‐verificational ‘feedback’. To explore this challenge, the research investigated a management development e‐learning application and investigated the effectiveness of model answers that followed problem‐based questions. The research was exploratory, using semi‐structured interviews with 29 adult learners employed in a global organisation. Given interviewees’ generally negative perceptions of the model‐answers, they were asked to describe their ideal form of self‐assessment materials, and to evaluate nine alternative designs. The results suggest that, as support for higher‐order learning, self‐assessment materials that merely present an idealised model answer are inadequate. As alternatives, learners preferred materials that helped them understand what behaviours to avoid (and not just ‘do’), how to think through the problem (i.e. critical thinking skills), and the key issues that provide a framework for thinking. These findings have broader relevance within higher education, particularly in postgraduate programmes for business students where the importance of prior business experience is emphasised and the profile of students is similar to that of the participants in this research

Reports of the AAAI 2019 spring symposium series

Applications of machine learning combined with AI algorithms have propelled unprecedented economic disruptions across diverse fields in industry, military, medicine, finance, and others. With the forecast for even larger impacts, the present economic impact of machine learning is estimated in the trillions of dollars. But as autonomous machines become ubiquitous, recent problems have surfaced. Early on, and again in 2018, Judea Pearl warned AI scientists they must "build machines that make sense of what goes on in their environment," a warning still unheeded that may impede future development. For example, self-driving vehicles often rely on sparse data; self-driving cars have already been involved in fatalities, including a pedestrian; and yet machine learning is unable to explain the contexts within which it operates

The Unexpected and Education: Curriculums for Creativity

We propose ourselves to argue about the importance of creating unexpected contexts as a strategy to promote creative processes in education. We have analyzed educational proposals by our team research and specialists’ theoretical issues in the field of education and creativity. Our intention is to present theoretical and practical considerations about the role of the unexpected in the promotion of creativity in educational contexts. Learning activities, teachers, contexts, materials and teacher intervention are some of the components of educational contexts that can be designed in an unexpected way to give place to situations for creativity.Fil: Elisondo, Romina Cecilia. Universidad Nacional de Río Cuarto; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Donolo, Danilo Silvio. Universidad Nacional de Río Cuarto; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Rinaudo, María Cristina. Universidad Nacional de Río Cuarto; Argentin