102,535 research outputs found
A Model-Driven Approach for Business Process Management
The Business Process Management is a common mechanism recommended by a high number of standards for the management of companies and organizations. In software companies this practice is every day more accepted and companies have to assume it, if they want to be competitive. However, the effective definition of these processes and mainly their maintenance and execution are not always easy tasks. This paper presents an approach based on the Model-Driven paradigm for Business Process Management in software companies. This solution offers a suitable mechanism that was implemented successfully in different companies with a tool case named NDTQ-Framework.Ministerio de EducaciĂłn y Ciencia TIN2010-20057-C03-02Junta de AndalucĂa TIC-578
Application of context knowledge in supporting conceptual design decision making
Conceptual design is the most important phase of the product life cycle as the decisions taken at conceptual design stage affect the downstream phases (manufacture, assembly, use, maintenance, and disposal) in terms of cost, quality and function performed by the product. This research takes a holistic view by incorporating the knowledge related to the whole context (from the viewpoint of product, user, product's life cycle and environment in which the product operates) of a design problem for the consideration of the designer to make an informed decision making at the conceptual design stage. The design context knowledge comprising knowledge from these different viewpoints is formalised and a new model and corresponding computational framework is proposed to support conceptual design decision making using this formalised context knowledge. Using a case study, this paper shows the proof of the concept by selecting one concept among different design alternatives using design context knowledge thereby proactively supporting conceptual design decision making for an informed and effective decision making
Reviews
Brian Clegg, Mining The Internet â Information Gathering and Research on the Net, Kogan Page: London, 1999. ISBN: 0â7494â3025â7. Paperback, 147 pages, ÂŁ9.99
The Sheffield College: report from the Inspectorate (FEFC inspection report; 89/96 and 99/00)
The Further Education Funding Council has a legal duty to make sure further education in England is properly assessed. The FEFCâs inspectorate inspects and reports on each college of further education according to a four-year cycle. This record comprises the reports for periods 1995-96 and 1999-2000
Hugh Baird College: report from the Inspectorate (FEFC inspection report; 109/95 and 39/99)
Comprises two Further Education Funding Council (FEFC) inspection reports for the periods 1994-95 and 1998-99
Ignore These At Your Peril: Ten principles for trust design
Online trust has been discussed for more than 10 years, yet little practical guidance has emerged that has proven to be applicable across contexts or useful in the long run. 'Trustworthy UI design guidelines' created in the late 90ies to address the then big question of online trust: how to get shoppers online, are now happily employed by people preparing phishing scams. In this paper we summarize, in practical terms, a conceptual framework for online trust we've established in 2005. Because of its abstract nature it is still useful as a lens through which to view the current big questions of the online trust debate - large focused on usable security and phishing attacks. We then deduct practical 10 rules for providing effective trust support to help practitioners and researchers of usable security
Educating the global citizen in sustainable development: the influence of accreditation bodies on professional programmes
It is estimated that over 50% of UK CO2 emissions arise from the buildings and industry sector. Globally construction is estimated to be the worldâs largest employer with 111 million employees. The Built Environment sector is therefore a major economic player with significant environmental, social and economic influence across the globe.
Pressure on Built Environment degree curriculum partly comes from the professional bodies, with whom a large proportion of the School of the Built and Natural Environmentâs programmes are accredited. Accreditation is in many cases a requirement in order for graduates to practice their profession while in others it is not a requirement but an expectation. As a result, accreditation is vital to the marketability of School degree programmes.
This paper discusses the key competencies within professional accreditation requirements for three case study subject areas within the School. Through this case study analysis it was found that all three accreditation requirements analysed referred to the accepted three pillar model of sustainability (see for example Kates et al (2005); van Zeijl-Rozema et al (2008); Mackelworth and CariÄ (2010)). Guidance in all three disciplines referred further to ethics and social responsibility. However, the three professional body accreditation guidelines differ in the prescribed quantity, and the detail of guidance, on sustainability criteria. In ensuring compliance with accreditation guidelines, the three subject areas have taken differing approaches across a continuum. The authors consider that the approaches taken, and the extent to which sustainability criteria are explicit or implicit within the curriculum, are in part influenced by the pedagogic approaches typical of the subject discipline
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