Strategies for shifting technological systems : the case of the automobile system

Californian and Dutch efforts to produce electric vehicles are explored and compared. Three strategies are put forward that could turn electric vehicles from an elusive legend, a plaything, into a marketable product: technology forcing creating a market of early promises, experiments geared towards niche development and upscaling (strategic niche management), and the creation of new alliances (technological nexus) which bring technology, the market, regulation and many other factors together. These strategies deployed in the Californian and Dutch context are analysed in detail to explore their relative strengths and weaknesses and to argue in the end that a combined use of all three will increase the chances that the dominant technological system will change. The succesful workings of these strategies crucially depend on the coupling of the variation and selection processes, building blocks for any evolutionary theory of technical change. Evolutionary theory lacks understanding of these coupling processes. Building on recent insights from the sociology of technology, the authors propose a quasi-evolutionary model which underpins the analysis of suggested strategies

Employing culturally responsive pedagogy to foster literacy learning in schools

 In recent years it has become increasingly obvious that, to enable students in schools from an increasingly diverse range of cultural backgrounds to acquire literacy to a standard that will support them to achieve academically, it is important to adopt pedagogy that is responsive to, and respectful of, them as culturally situated. What largely has been omitted from the literature, however, is discussion of a relevant model of learning to underpin this approach. For this reason this paper adopts a socio-cultural lens (Vygotsky, 1978) through which to view such pedagogy and refers to a number of seminal texts to justify of its relevance. Use of this lens is seen as having a particular rationale. It forces a focus on the agency of the teacher as a mediator of learning who needs to acknowledge the learner’s cultural situatedness (Kozulin, 2003) if school literacy learning for all students is to be as successful as it might be. It also focuses attention on the predominant value systems and social practices that characterize the school settings in which students’ literacy learning is acquired. The paper discusses implications for policy and practice at whole-school, classroom and individual student levels of culturally-responsive pedagogy that is based on a socio-cultural model of learning. In doing so it draws on illustrations from the work of a number of researchers, including that of the author

A semantic web approach for built heritage representation

In a built heritage process, meant as a structured system of activities aimed at the investigation, preservation, and management of architectural heritage, any task accomplished by the several actors involved in it is deeply influenced by the way the knowledge is represented and shared. In the current heritage practice, knowledge representation and management have shown several limitations due to the difficulty of dealing with large amount of extremely heterogeneous data. On this basis, this research aims at extending semantic web approaches and technologies to architectural heritage knowledge management in order to provide an integrated and multidisciplinary representation of the artifact and of the knowledge necessary to support any decision or any intervention and management activity. To this purpose, an ontology-based system, representing the knowledge related to the artifact and its contexts, has been developed through the formalization of domain-specific entities and relationships between them

Analysis of prepositions: near and away from Frames of reference.

XXII Jornades de Foment de la Investigació de la Facultat de Ciències Humanes i Socials (Any 2017)Traditional strategies and procedures to learn a foreign language include the study of rules of grammar and doing exercises such as filling the gaps, repetition of words, drills, memorization of irregular verbs and sentences which may express usual expressions of everyday life. Even if the array of exercises is adequate, polysemy in prepositions causes difficulties in choosing the proper preposition conveying the meaning required by different contexts. Two prepositions of the horizontal axis (near and away from) are taken into consideration in this paper. Approaching the problem from the theory of polysemy and understanding, the use of these prepositions is explored along the dimensions of function, topology – which is the study of physical space–, and force dynamics – introduced in studies such as Navarro (1998)–, as well as the notion of frame of reference (Levinson, 2004). Then, the different senses and uses of these prepositions of the horizontal axis are systematized, explained and examples are used to illustrate the difficulties in learning a language and the doubts which students may have in some situations

Human-centred design methods : developing scenarios for robot assisted play informed by user panels and field trials

Original article can be found at: http://www.sciencedirect.com/ Copyright ElsevierThis article describes the user-centred development of play scenarios for robot assisted play, as part of the multidisciplinary IROMEC1 project that develops a novel robotic toy for children with special needs. The project investigates how robotic toys can become social mediators, encouraging children with special needs to discover a range of play styles, from solitary to collaborative play (with peers, carers/teachers, parents, etc.). This article explains the developmental process of constructing relevant play scenarios for children with different special needs. Results are presented from consultation with panel of experts (therapists, teachers, parents) who advised on the play needs for the various target user groups and who helped investigate how robotic toys could be used as a play tool to assist in the children’s development. Examples from experimental investigations are provided which have informed the development of scenarios throughout the design process. We conclude by pointing out the potential benefit of this work to a variety of research projects and applications involving human–robot interactions.Peer reviewe

Engineering model transformations with transML

The final publication is available at Springer via http://dx.doi.org/10.1007%2Fs10270-011-0211-2Model transformation is one of the pillars of model-driven engineering (MDE). The increasing complexity of systems and modelling languages has dramatically raised the complexity and size of model transformations as well. Even though many transformation languages and tools have been proposed in the last few years, most of them are directed to the implementation phase of transformation development. In this way, even though transformations should be built using sound engineering principles—just like any other kind of software—there is currently a lack of cohesive support for the other phases of the transformation development, like requirements, analysis, design and testing. In this paper, we propose a unified family of languages to cover the life cycle of transformation development enabling the engineering of transformations. Moreover, following an MDE approach, we provide tools to partially automate the progressive refinement of models between the different phases and the generation of code for several transformation implementation languages.This work has been sponsored by the Spanish Ministry of Science and Innovation with project METEORIC (TIN2008-02081), and by the R&D program of the Community of Madrid with projects “e-Madrid" (S2009/TIC-1650). Parts of this work were done during the research stays of Esther and Juan at the University of York, with financial support from the Spanish Ministry of Science and Innovation (grant refs. JC2009-00015, PR2009-0019 and PR2008-0185)

Consistency in Multi-Viewpoint Architectural Design of Enterprise Information Systems

Different stakeholders in the design of an enterprise information system have their own view on that design. To help produce a coherent design this paper presents a framework that aids in specifying relations between such views. To help produce a consistent design the framework also aids in specifying consistency rules that apply to the view relations and in checking the consistency according to those rules. The framework focuses on the higher levels of abstraction in a design, we refer to design at those levels of abstraction as architectural design. The highest level of abstraction that we consider is that of business process design and the lowest level is that of software component design. The contribution of our framework is that it provides a collection of basic concepts that is common to viewpoints in the area of enterprise information systems. These basic concepts aid in relating viewpoints by providing: (i) a common terminology that helps stakeholders to understand each others concepts; and (ii) a basis for defining re-usable consistency rules. In particular we define re-usable rules to check consistency between behavioural views that overlap or are a refinement of each other. We also present an architecture for a tool suite that supports our framework. We show that our framework can be applied, by performing a case study in which we specify the relations and consistency rules between the RM-ODP enterprise, computational and information viewpoints

A Constructivist View of Newton’s Mechanics

In the present essay we attempt to reconstruct Newtonian mechanics under the guidance of logical principles and of a constructive approach related to the genetic epistemology of Piaget and García (Psychogenesis and the history of science, Columbia University Press, New York, 1989). Instead of addressing Newton’s equations as a set of axioms, ultimately given by the revelation of a prodigious mind, we search for the fundamental knowledge, beliefs and provisional assumptions that can produce classical mechanics. We start by developing our main tool: the no arbitrariness principle, that we present in a form that is apt for a mathematical theory as classical mechanics. Subsequently, we introduce the presence of the observer, analysing then the relation objective–subjective and seeking objectivity going across subjectivity. We take special care of establishing the precedence among all contributions to mechanics, something that can be better appreciated by considering the consequences of removing them: (a) the consequence of renouncing logic and the laws of understanding is not being able to understand the world, (b) renouncing the early elaborations of primary concepts such as time and space leads to a dissociation between everyday life and physics, the latter becoming entirely pragmatic and justified a-posteriori (because it is convenient), (c) changing our temporary beliefs has no real cost other than effort. Finally, we exemplify the present approach by reconsidering the constancy of the velocity of light. It is shown that it is a result of Newtonian mechanics, rather than being in contradiction with it. We also indicate the hidden assumption that leads to the (apparent) contradiction.Fil: Solari, Hernan Gustavo. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Ciudad Universitaria. Instituto de Física de Buenos Aires. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Instituto de Física de Buenos Aires; ArgentinaFil: Natiello, Mario Alberto. Lund University; Sueci