Complexity in the Classroom Workshop: Teaching and Learning the Cynefin Framework by Applying it to the Classroom

Complex adaptive systems are both an important fundamental principle in systems engineering education and a reality of all engineering education. The Cynefin framework, as created by Snowden and Boone (2007), is a decision-making tool that helps the engineer recognize the type of system within which they are operating and then respond in a manner that is appropriate for the cause-and-effect relationships associated with that system type. The types of system, or the domains, fall into five categories and their liminal spaces: obvious, where the cause-and-effect relationships are clear to everyone involved; complicated, where the cause-and-effect relationships are clear to those who have appropriate expertise; complex, where the cause-and-effect relationships are not predictable or necessarily even visible; chaos, where there are no cause-and-effect relationships; and disorder, where it is unclear what system context should be the focus. In this hands-on SPECIAL SESSION, participants will explore a new way to teach complex adaptive systems by experiencing it. The new pedagogical application is to use a variation on the collaborative inquiry technique where learners move through one or more cycles of delving into a system (collecting evidence), experience discussion guided through the Cynefin framework, and shared reflection on the meaning of the systems domain knowledge to operating and thriving in the system. The system we will use in the special session is a multi-institutional course wherein participants will be able to explore how additional layers of complexity and their changing cause-and-effect relationships impact pedagogical decisions to create different learning experiences. The course, cardio-vascular engineering, is an example of systems engineering topics taught in a biomedical engineering environment. The facilitators of this special session include two faculty who have experience in both teaching systems engineering and in collaborative inquiry, as well as two faculty who are part of the creation and delivery of the cardio-vascular engineering course. The course is offered simultaneously over multiple institutions with a unified syllabus that accounts for learning needs and contexts of all the students. Learning objectives for the special session include: • Increase knowledge of the Cynefin framework of complex systems; • Practice a pedagogical technique for teaching systems engineering concepts; • Reflect on using systems engineering fundamental knowledge to create learning environments in different ways, particularly as the context needs of learners and industry continue to change; and • Gain exposure to a successful course taught simultaneously across multiple institutions and student levels

Resource Access with Variably Typed Return

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Workload modeling using time windows and utilization in an air traffic control task

In this paper, we show how to assess human workload for continuous tasks and describe how operator performance is affected by variations in break-work intervals and by different utilizations. A study was conducted examining the effects of different break-work intervals and utilization as a factor in a mental workload model. We investigated the impact of operator performance on operational error while performing continuous event-driven air traffic control tasks with multiple aircraft. To this end we have developed a simple air traffic control (ATC) model aimed at distributing breaks to form different configurations with the same utilization. The presented approach extends prior concepts of workload and utilization, which are based on a simple average utilization, and considers the specific patterns of break-work intervals. Copyright 2011 by Human Factors and Ergonomics Society, Inc. All rights reserved

Modular session types for objects

Session types allow communication protocols to be specified type-theoretically so that protocol implementations can be verified by static type checking. We extend previous work on session types for distributed object-oriented languages in three ways. (1) We attach a session type to a class definition, to specify the possible sequences of method calls. (2) We allow a session type (protocol) implementation to be modularized, i.e. partitioned into separately-callable methods. (3) We treat session-typed communication channels as objects, integrating their session types with the session types of classes. The result is an elegant unification of communication channels and their session types, distributed object-oriented programming, and a form of typestate supporting non-uniform objects, i.e. objects that dynamically change the set of available methods. We define syntax, operational se-mantics, a sound type system, and a sound and complete type checking algorithm for a small distributed class-based object-oriented language with structural subtyping. Static typing guarantees that both sequences of messages on channels, and sequences of method calls on objects, conform to type-theoretic specifications, thus ensuring type-safety. The language includes expected features of session types, such as delegation, and expected features of object-oriented programming, such as encapsulation of local state.Comment: Logical Methods in Computer Science (LMCS), International Federation for Computational Logic, 201

EU accession and Poland's external trade policy

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Behavioral types in programming languages

A recent trend in programming language research is to use behav- ioral type theory to ensure various correctness properties of large- scale, communication-intensive systems. Behavioral types encompass concepts such as interfaces, communication protocols, contracts, and choreography. The successful application of behavioral types requires a solid understanding of several practical aspects, from their represen- tation in a concrete programming language, to their integration with other programming constructs such as methods and functions, to de- sign and monitoring methodologies that take behaviors into account. This survey provides an overview of the state of the art of these aspects, which we summarize as the pragmatics of behavioral types

Haptic guidance improves the visuo-manual tracking of trajectories

BACKGROUND: Learning to perform new movements is usually achieved by following visual demonstrations. Haptic guidance by a force feedback device is a recent and original technology which provides additional proprioceptive cues during visuo-motor learning tasks. The effects of two types of haptic guidances-control in position (HGP) or in force (HGF)-on visuo-manual tracking ("following") of trajectories are still under debate. METHODOLOGY/PRINCIPALS FINDINGS: Three training techniques of haptic guidance (HGP, HGF or control condition, NHG, without haptic guidance) were evaluated in two experiments. Movements produced by adults were assessed in terms of shapes (dynamic time warping) and kinematics criteria (number of velocity peaks and mean velocity) before and after the training sessions. CONCLUSION/SIGNIFICANCE: These results show that the addition of haptic information, probably encoded in force coordinates, play a crucial role on the visuo-manual tracking of new trajectories