Context constraint integration and validation in dynamic web service compositions

System architectures that cross organisational boundaries are usually implemented based on Web service technologies due to their inherent interoperability benets. With increasing exibility requirements, such as on-demand service provision, a dynamic approach to service architecture focussing on composition at runtime is needed. The possibility of technical faults, but also violations of functional and semantic constraints require a comprehensive notion of context that captures composition-relevant aspects. Context-aware techniques are consequently required to support constraint validation for dynamic service composition. We present techniques to respond to problems occurring during the execution of dynamically composed Web services implemented in WS-BPEL. A notion of context { covering physical and contractual faults and violations { is used to safeguard composed service executions dynamically. Our aim is to present an architectural framework from an application-oriented perspective, addressing practical considerations of a technical framework

Oceanography Professional Development in Virginia Via Collaboration, Field Integration, and Inquiry

Seventy-nine in-service teachers completed one of six sections of a grant-funded, graduate-level, summer course entitled, Oceanography, that was offered at four different locations in Virginia between 2005 and 2007. The majority of the teachers enrolled with the objective of obtaining their add-on earth science endorsement through the Virginia Earth Science Collaborative (VESC). Oceanography was designed to integrate the following: 1) the ocean science disciplines of geology, chemistry, physics, and biology; 2) inquiry-based learning strategies, quantitative activities, and technology; and, 3) Virginia Institute of Marine Science (VIMS) field experience with classroom experiences. These design themes were informed by ocean science content standards and science education best practices, and supported the goal that, upon completion of the course, teachers would be confident and competent in their abilities to teach oceanography concepts to grades 6-12 [1-3]. Learning outcomes, instructor feedback, and participant feedback suggest that the VESC’s Oceanography can serve as an instructional model for teacher professional development in oceanography. A collaborative instructional framework (marine educators, master teacher, and university faculty), small class size, and end-of-course field synthesis projects are additional elements that contributed to positive learning outcomes in course sections. The primary challenge in the course was the compressed, two-week time frame of face-to-face instruction

Evaluation of team dynamic in Norwegian projects for IT students

The need for teaching realistic software development in project courses has increased in a global scale. It has always been challenges in cooperating fast-changing software technologies, development methodologies and teamwork. Moreover, such project courses need to be designed in the connection to existing theoretical courses. We performed a large-scale research on student performance in Software Engineering projects in Norwegian universities. This paper investigates four aspects of team dynamics, which are team reflection, leadership, decision making and task assignment in order to improve student learning. Data was collected from student projects in 4 years at two universities. We found that some leader's characteristics are perceived differently for female and male leaders, including the perception of leaders as skilful workers or visionaries. Leadership is still a challenging aspect to teach, and assigned leadership is probably not the best way to learn. Students is are performing well in task review, however, needs support while performing task assignment. The result also suggests that task management to be done in more fine-grained levels. It is also important to maintain an open and active discussion to facilitate effective group decision makings

LOGICAL AND PSYCHOLOGICAL PARTITIONING OF MIND: DEPICTING THE SAME MAP?

The aim of this paper is to demonstrate that empirically delimited structures of mind are also differentiable by means of systematic logical analysis. In the sake of this aim, the paper first summarizes Demetriou's theory of cognitive organization and growth. This theory assumes that the mind is a multistructural entity that develops across three fronts: the processing system that constrains processing potentials, a set of specialized structural systems (SSSs) that guide processing within different reality and knowledge domains, and a hypecognitive system that monitors and controls the functioning of all other systems. In the second part the paper focuses on the SSSs, which are the target of our logical analysis, and it summarizes a series of empirical studies demonstrating their autonomous operation. The third part develops the logical proof showing that each SSS involves a kernel element that cannot be reduced to standard logic or to any other SSS. The implications of this analysis for the general theory of knowledge and cognitive development are discussed in the concluding part of the paper

Context Aware Computing for The Internet of Things: A Survey

As we are moving towards the Internet of Things (IoT), the number of sensors deployed around the world is growing at a rapid pace. Market research has shown a significant growth of sensor deployments over the past decade and has predicted a significant increment of the growth rate in the future. These sensors continuously generate enormous amounts of data. However, in order to add value to raw sensor data we need to understand it. Collection, modelling, reasoning, and distribution of context in relation to sensor data plays critical role in this challenge. Context-aware computing has proven to be successful in understanding sensor data. In this paper, we survey context awareness from an IoT perspective. We present the necessary background by introducing the IoT paradigm and context-aware fundamentals at the beginning. Then we provide an in-depth analysis of context life cycle. We evaluate a subset of projects (50) which represent the majority of research and commercial solutions proposed in the field of context-aware computing conducted over the last decade (2001-2011) based on our own taxonomy. Finally, based on our evaluation, we highlight the lessons to be learnt from the past and some possible directions for future research. The survey addresses a broad range of techniques, methods, models, functionalities, systems, applications, and middleware solutions related to context awareness and IoT. Our goal is not only to analyse, compare and consolidate past research work but also to appreciate their findings and discuss their applicability towards the IoT.Comment: IEEE Communications Surveys & Tutorials Journal, 201

Responsible research and innovation: A manifesto for empirical ethics?

In 2013 the Nuffield Council on Bioethics launched their report Novel Neurotechnologies: Intervening in the Brain. The report, which adopts the European Commission's notion of Responsible Research and Innovation, puts forward a set of priorities to guide ethical research into, and the development of, new therapeutic neurotechnologies. In this paper, we critically engage with these priorities. We argue that the Nuffield Council's priorities, and the Responsible Research and Innovation initiative as a whole, are laudable and should guide research and innovation in all areas of healthcare. However, we argue that operationalising Responsible Research and Innovation requires an in-depth understanding of the research and clinical contexts. Providing such an understanding is an important task for empirical ethics. Drawing on examples from sociology, science and technology studies, and related disciplines, we propose four avenues of social science research which can provide such an understanding. We suggest that these avenues can provide a manifesto for empirical ethics.The paper derives from a project that was funded by Wellcome Trust (Wellcome Trust Biomedical Strategic Award 086034)