From Conceptual Modelling to Requirements Engineering

International audienceConceptual modelling is situated in the broader view of information systems requirements engineering. Requirements Engineering (RE) explores the objectives of different stakeholders and the activities carried out by them to meet these objectives in order to derive purposeful system requirements and therefore lead to better quality systems i.e. systems that meet the requirements of their users. Thus RE product models use concepts for modelling these instead of concepts like data, process, events etc. used in conceptual models. Since the former are more stable than the latter, requirements engineering manages change better. The paper gives the rationale for extending traditional conceptual models and introduces some RE product models. Furthermore, in contrast to conceptual modelling, requirements engineering lays great stress on the engineering process employed. The paper introduces some RE process models and considers their effect on tool support

Towards an Intelligent Learning Environment for Melody Composition Through Formalisation of Narmour's <i>Implication-Realisation Model</i>

This thesis describes research with the ultimate goal o f finding ways to use artificial intelligence (AI) to encourage and facilitate melody composition by musical novices. The work described in this thesis forms the groundwork for the development of intelligent learning environments for novice composers in this domain. There were two stages to the research. The first stage was the formalisation and testing of an existing analytical theory o f melody. This theory offers an explanation of how musical listeners break-up a melody into "chunks", and hear some notes as more important than others. The theory enables analysis of melodies in a hierarchical fashion. The formalisation process involved the implementation of a parser to create hierarchical analyses, and comparison of published analyses based on the theory with those created by the parser from the same melodies. From these results a critical evaluation of the analytical theory, and the parser, is presented. The second stage o f the research involved extending the parser with constraint-based generation techniques. One result is an AI tool (called MOTIVE), which can generate melodies given an analysis (from the parser, or constructed by the user) and a set of constraints to be applied at each hierarchical level. The features of the tool are presented, and a general architecture for an intelligent learning environment is proposed, within which MOTIVE would reside, which shows how the formalised analytical theory from the first part of the work could be used educationally by novice composers of melody

Graph- versus Vector-Based Analysis of a Consensus Protocol

The Paxos distributed consensus algorithm is a challenging case-study for standard, vector-based model checking techniques. Due to asynchronous communication, exhaustive analysis may generate very large state spaces already for small model instances. In this paper, we show the advantages of graph transformation as an alternative modelling technique. We model Paxos in a rich declarative transformation language, featuring (among other things) nested quantifiers, and we validate our model using the GROOVE model checker, a graph-based tool that exploits isomorphism as a natural way to prune the state space via symmetry reductions. We compare the results with those obtained by the standard model checker Spin on the basis of a vector-based encoding of the algorithm.Comment: In Proceedings GRAPHITE 2014, arXiv:1407.767

The Role of the United Nations in the Formation of Customary International Law in the Field of Human Rights

The present work addresses the role of un in the formation of customary international law from a constructivist perspective. It dialogues with the International Law Commission and, in contrast with the latter, it argues that the importance of the un is a matter to be defined empirically. Its organs are capable of acting as norm entrepreneurs, articulating and promoting new norms. They are capable of affecting social processes in order to create pressure on the states that resist emergent norms. Thus, instead of a mere agent of states the un is capable of deeply influencing them both in behavioural and attitudinal terms. Furthermore, the un promote the formalization and institutionalization of new norms, elucidating their scope, application, and embedding them in consistently coherent amalgamation of norms and practices. Hence, it is capable of fostering the processes that lead to the crystallization of norms as customary international law.</jats:p

Development of multiple media documents

Development of documents in multiple media involves activities in three different fields, the technical, the discoursive and the procedural. The major development problems of artifact complexity, cognitive processes, design basis and working context are located where these fields overlap. Pending the emergence of a unified approach to design, any method must allow for development at the three levels of discourse structure, media disposition and composition, and presentation. Related work concerned with generalised discourse structures, structured documents, production methods for existing multiple media artifacts, and hypertext design offer some partial forms of assistance at different levels. Desirable characteristics of a multimedia design method will include three phases of production, a variety of possible actions with media elements, an underlying discoursive structure, and explicit comparates for review

Philosophy of mathematics education

PHILOSOPHY OF MATHEMATICS EDUCATION\ud This thesis supports the view that mathematics teachers should be aware of differing views of the nature of mathematics and of a range of teaching perspectives. The first part of the thesis discusses differing ways in which the subject 'mathematics' can be identified, by relying on existing philosophy of mathematics. The thesis describes three traditionally recognised philosophies of mathematics: logicism, formalism and intuitionism. A fourth philosophy is constructed, the hypothetical, bringing together the ideas of Peirce and of Lakatos, in particular. The second part of the thesis introduces differing ways of teaching mathematics, and identifies the logical and sometimes contingent connections that exist between the philosophies of mathematics discussed in part 1, and the philosophies of mathematics teaching that arise in part 2. Four teaching perspectives are outlined: the teaching of mathematics as aestheticallyorientated, the teaching of mathematics as a game, the teaching of mathematics as a member of the natural sciences, and the teaching of mathematics as technology-orientated. It is argued that a possible fifth perspective, the teaching of mathematics as a language, is not a distinctive approach. A further approach, the Inter-disciplinary perspective, is recognised as a valid alternative within previously identified philosophical constraints. Thus parts 1 and 2 clarify the range of interpretations found in both the philosophy of mathematics and of mathematics teaching and show that they present realistic choices for the mathematics teacher. The foundations are thereby laid for the arguments generated in part 3, that any mathematics teacher ought to appreciate the full range of teaching 4 perspectives which may be chosen and how these link to views of the nature of mathematics. This would hopefully reverse 'the trend at the moment... towards excessively narrow interpretation of the subject' as reported by Her Majesty's Inspectorate (Aspects of Secondary Education in England, 7.6.20, H. M. S. O., 1979). While the thesis does not contain infallible prescriptions it is concluded that the technology-orientated perspective supported by the hypothetical philosophy of mathematics facilitates the aims of those educators who show concern for the recognition of mathematics in the curriculum, both for its intrinsic and extrinsic value. But the main thrust of the thesis is that the training of future mathematics educators must include opportunities for gaining awareness of the diversity of teaching perspectives and the influence on them of philosophies of mathematics

A proposed conceptual basis for mode 2 business and management research and development projects based on design science research principles

Due to progressing digitalisation and automatisation, the disciplines of Information Systems and Business / Management will increasingly be merging. It is assumed, therefore, that in Business and Management Research (BMR), there will be a greater demand for artefacts such as conceptual models, particularly in collaborative, Mode 2 research and development projects. Such endeavours require adequate conceptual frameworks, catering for diverse, creative and iterative steps including complementary (multi-)method application in order to handle complexity, uncertainty, user engagement and differing assumptions in a fast-paced environment. They need to be able to do this while rigorously addressing questions in their field or organisation of professionals. Design Science Research (DSR) has been suggested as an suitable approach to fulfil these needs. While numerous examples of applying DSR principles have been reported with respect to Information Systems Research (ISR), the application in BMR has so far been rather modest. This article presents a conceptual basis of DSR principles to apply in Mode 2 BMR artefact development projects, accompanied by a framework for a systematic quality evaluation. By doing so, the article contributes to the advancement of the emerging convergence of BMR and ISR by presenting guidelines embracing iterative and systematic procedures for BMR and ISR researchers

A knowledge-based framework to facilitate E-training implementation

Dissertação para obtenção do Grau de Mestre em Engenharia Eletrotécnica e de ComputadoresNowadays, there is an evident increase of the custom-made products or solutions demands with the objective to better fits to customer needs and profiles. Aligned with this, research in e-learning domain is focused in developing systems able to dynamically readjust their contents to respond to learners’ profiles demands. On the other hand, there is also an increase of e-learning developers which even not being from pedagogical curricula, as research engineers, needs to prepare e-learning programmes about their prototypes or products developed. This thesis presents a knowledge-based framework with the purpose to support the creation of e-learning materials, which would be easily adapted for an effective generation of custom-made e-learning courses or programmes. It embraces solutions for knowledge management, namely extraction from text & formalization and methodologies for collaborative e-learning courses development, where main objective is to enable multiple organizations to actively participate on its production. This also pursues the challenge of promoting the development of competencies, which would result from an efficient knowledge-transfer from research to industry