3rd EGEE User Forum

We have organized this book in a sequence of chapters, each chapter associated with an application or technical theme introduced by an overview of the contents, and a summary of the main conclusions coming from the Forum for the chapter topic. The first chapter gathers all the plenary session keynote addresses, and following this there is a sequence of chapters covering the application flavoured sessions. These are followed by chapters with the flavour of Computer Science and Grid Technology. The final chapter covers the important number of practical demonstrations and posters exhibited at the Forum. Much of the work presented has a direct link to specific areas of Science, and so we have created a Science Index, presented below. In addition, at the end of this book, we provide a complete list of the institutes and countries involved in the User Forum

Exploiting the Hard-Working DWARF: Trojan and Exploit Techniques Without Native Executable Code

The study of vulnerabilities and exploitation is one of finding mechanisms affecting the flow of computation and of finding new means to perform unexpected computation. In this paper we show the extent to which exception handling mechanisms as implemented and used by \gcc can be used to control program execution. We show that the data structures used to store exception handling information on UNIX-like systems actually contain Turing-complete bytecode, which is executed by a virtual machine during the course of exception unwinding and handling. We discuss how a malicious attacker could gain control over these structures and how such an attacker could utilize them once control has been achieved

The suitabilty of conceptual graphs in strategic management accountancy

The hypothesis of the research is "conceptual graphs are a suitable knowledge-base decision support tool for use by managemenat ccountants in strategic planning", explained as follows. Knowledge-based approaches can help accountants apply their skills in the direction of strategic management problems. Such problem domains cannot be modelled effectively by computer alone, hence we are only interested in those advanced knowledge-based methodologies that can be adequately reviewed by strategic management accountants in the light of their own continually changing tacit and implicit knowledge. Structured diagram techniques, such as flowcharting, are well known by accountants and are a clearly understandable yet important aid in problem review. Apart from being founded on a logically complete reasoning system, the knowledge-based methodology of conceptual graphs was formulated to be an enhancement of these other methods. Furthermore the graphical form of conceptual graphs enjoy an apparent similarity to the 'negating' brackets in the accountant's traditional bookkeeping model. After conducting a comparative study with two similar methodologies in current use showing the technical advantages of conceptual graphs, the Conceptual Analysis and Review Environment computer software was devised and implemented. CARE was used to test the - accepted graphical form of conceptual graphs through a series of user evaluation sessions. The evaluations started out with subjects from the conceptual graphs community itself, then key business school staff, and culminated in a session with senior practising accountants. In addition, CARE was enhanced iteratively in accordance with the results of each evaluation session. Despite their strong prima facie attractiveness and positive response from the conceptual graphs community session, as the user evaluations progressed it became increasingly evident that the inherent complexity of conceptual graphs fundamentally undern-tined them as a viable tool, other than for very trivial problems well below the level needed to be viable for strategic management accountancy. Therefore the original contribution of this research is that its hypothesis turns out to be false

Accounting information for operations management decisions

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Collaboration in Performing Arts

__Abstract__ As a result of declining government support, performing arts organisations (PAOs) face increased challenges and difficulties in the sector. They attempt to develop new ways of generating income and seek new models of organising the production and presentation of performing arts. Hereby, we can think of collaboration and integration as horizontal and vertical within the production chain of performing arts. There are various reasons for cultural organisations to decide upon collaboration, such as increasing organisational capacity, engaging new audience and building organisational networks (Ostrower, 2005). Other reasons for deciding upon collaboration are economies of scale and stronger profiling of the performing arts organisation. Collaboration intensifies knowledge, thus the performing arts market becomes more dynamic and there is more room for experimentation. The issue or threat, however, is that not all collaboration processes are successful. According to Kottler and Scheff (1996), the organisation needs to meet several conditions in order to build an efficient collaboration: one has to set a goal-building consensus, build trust, communicate, design leadership and involvement structures, and commit adequate resources. These are the fundamental conditions but during the process of collaboration there are other issues that need to be considered. A frequent threat is that parties often have different motives to collaborate. For example, for commercial organisations the motive could be generating more profit whereas for non-profit art organisations, especially in these times, collaboration means survival. A related issue is whether collaboration aimed at surviving is a good motive for collaboration formation. Moreover, fear may exist of losing an organisation’s identity or artistic autonomy, employees may become anxious, the coordination costs might increase and parties may need additional resources and time to establish such a project. Backer (2003) summarises this dilemma in the following question: ‘How can parties control the collaboration in an efficient way while at the same time meeting their main objectives and guarding their own artistic identity?

Unmet goals of tracking: within-track heterogeneity of students' expectations for

Educational systems are often characterized by some form(s) of ability grouping, like tracking. Although substantial variation in the implementation of these practices exists, it is always the aim to improve teaching efficiency by creating homogeneous groups of students in terms of capabilities and performances as well as expected pathways. If students’ expected pathways (university, graduate school, or working) are in line with the goals of tracking, one might presume that these expectations are rather homogeneous within tracks and heterogeneous between tracks. In Flanders (the northern region of Belgium), the educational system consists of four tracks. Many students start out in the most prestigious, academic track. If they fail to gain the necessary credentials, they move to the less esteemed technical and vocational tracks. Therefore, the educational system has been called a 'cascade system'. We presume that this cascade system creates homogeneous expectations in the academic track, though heterogeneous expectations in the technical and vocational tracks. We use data from the International Study of City Youth (ISCY), gathered during the 2013-2014 school year from 2354 pupils of the tenth grade across 30 secondary schools in the city of Ghent, Flanders. Preliminary results suggest that the technical and vocational tracks show more heterogeneity in student’s expectations than the academic track. If tracking does not fulfill the desired goals in some tracks, tracking practices should be questioned as tracking occurs along social and ethnic lines, causing social inequality

Transaction Machines – The Infrastructure of Financial Markets

This thesis describes financial markets as complex machines in the broader sense, as systems for organizing informational flows and performing certain functions in regards to the processing of transactions. We focus on the transaction infrastructure of financial markets, on the flow architecture that allows transactions to happen in the first place. First, in order for a financial market to function there needs to be some mechanism for aggregating and matching disparate transactional requests. Another mechanism is then needed in order to untangle and reduce the complexity of overlapping exposures between participants. The history of finance shows us that there are indeed certain patterns and regularities, procedures and mechanisms present in any system that processes financial transactions. The thesis describes this sequence of functions as transaction machines, understood as complex socio-technical systems for the execution of financial transactions. This is achieved by leveraging a specific philosophical account of technology coupled with a computational and evolutionary account of financial markets. We ultimately focus two types of transaction machines, performing the matching and clearing of financial flows, acting as the infrastructure of financial markets. We also provide a sketch for an evolutionary trajectory of these machines, evolving under the demands and needs of marker participants. From medieval fairs to the millisecond electronic platforms of today, transaction machines have gradually transitioned from human-based ‘hardware’ to electronic automated platforms. Moreover, we also describe the complex power dynamics of contemporary transaction machines. In as much as they are the dominant hubs of global financial markets, the thesis argues for the necessity of a more granular account of the functioning and evolution of transaction machines

Teachers’ use of reform-oriented mathematics textbooks: A multiple-case study of Delhi government primary school teachers

India in the last two decades has introduced several policy reforms to improve primary school mathematics teaching and learning, especially to make it more accessible for children. One such policy, National Curriculum Framework – 2005, outlines the need for making mathematics relevant to all children and connecting school mathematics to students’ lives. Based on these reforms, the National Council of Educational Research and Training (NCERT) developed new primary school mathematics textbooks. These books are a radical departure from traditional mathematics textbooks, as they explicitly restructure its form, pedagogy and mathematical content. The crucial enabling link in actualising transformational ideals in textbooks are, the teachers. Yet, both in India and globally, very little is understood on how teachers use textbooks in their teaching. To fill this gap, my study explores how teachers view and use textbooks in a reform context. The study adopts a participatory view of the relationship between the textbook and the teacher; which is both influenced by the textbook’s features as well teachers’ thinking. The study explores the cases of ten primary school teachers in Grades 4 and 5, in four government schools of Delhi. Data were collected from classroom observations, semi- structured teacher interviews, and textbooks. Thematic analysis was used to analyse the textbooks, classroom observations as well as interviews. The textbook analysis reveals that several pedagogical changes are introduced within the textbook. The reformed textbook challenges the authority relations between school mathematics and the learner. Additionally, social justice messaging is implicitly embedded within the textbook. Teachers in turn make textbook related choices at two levels: first, at the level of task selection; second at an interpretive level. Challenging the predominant understanding of textbooks-centric teaching, my findings show that teachers use a range of strategies to engage with the textbook. These include following the textbook as a script, customising it to fit their own notions of mathematics teaching and institutional realities, as well as avoidance of the textbooks and the subject all together. There are two important implications of the study. First, in relation to producing reform oriented textbooks, the thesis argues for a simultaneous focus on teachers must be maintained, so that textbooks become educative materials for professional development. Second, the study also highlights the significance of institutional and cultural opportunities and barriers in enabling teachers’ productive interpretations of textbooks