Reuse patterns in adaptation languages : creating a meta-level for the LAG adaptation language

A growing body of research targets authoring of content and adaptation strategies for adaptive systems. The driving force behind it is semantics-based reuse: the same strategy can be used for various domains, and vice versa. Whilst using an adaptation language (LAG e.g.) to express reusable adaptation strategies, we noticed, however, that: a) the created strategies have common patterns that, themselves, could be reused; b) templates based on these patterns could reduce the designers' work; c) there is a strong preference towards XML-based processing and interfacing. This has leaded us to define a new meta-language for LAG, extracting common design patterns. This paper provides more insight into some of the limitations of Adaptation Languages like LAG, as well as describes our meta-language, and shows how introducing the meta-level can overcome some redundancy issues

Carbon and Chlorine Isotope Analysis to Identify Abiotic Degradation Pathways of 1,1,1-Trichloroethane

This study investigates dual C−Cl isotope fractionation during 1,1,1-TCA transformation by heat-activated persulfate (PS), hydrolysis/dehydrohalogenation (HY/DH) and Fe(0). Compound-specific chlorine isotope analysis of 1,1,1-TCA was performed for the first time, and transformation-associated isotope fractionation εCbulk and ε CIbulk values were −4.0 ± 0.2‰ and no chlorine isotope fractionation with PS, −1.6 ± 0.2‰ and −4.7 ± 0.1‰ for HY/DH, −7.8 ± 0.4‰ and −5.2 ± 0.2‰ with Fe(0). Distinctly different dual isotope slopes (Δ δ13C/Δδ37Cl): ∞ with PS, 0.33 ± 0.04 for HY/DH and 1.5 ± 0.1 with Fe(0) highlight the potential of this approach to identify abiotic degradation pathways of 1,1,1-TCA in the field. The trend observed with PS agreed with a C−H bond oxidation mechanism in the first reaction step. For HY/DH and Fe(0) pathways, different slopes were obtained although both pathways involve cleavage of a C−Cl bond in their initial reaction step. In contrast to the expected larger primary carbon isotope effects relative to chlorine for C−Cl bond cleavage, εCbulk Clbulk was observed for HY/DH and in a similar range for reduction by Fe(0), suggesting the contribution of secondary chlorine isotope effects. Therefore, different magnitude of secondary chlorine isotope effects could at least be partly responsible for the distinct slopes between HY/DH and Fe(0) pathways. Following this dual isotope approach, abiotic transformation processes can unambiguously be identified and quantified

MOT meets AHA!

MOT (My Online Teacher) is an adaptive hypermedia system (AHS) web-authoring environment. MOT is now being further developed according to the LAOS five-layer adaptation model for adaptive hypermedia and adaptive web-material, containing a domain -, goal -, user -, adaptation – and presentation model. The adaptation itself follows the LAG three-layer granularity structure, figuring direct adaptation techniques and rules, an adaptation language and adaptation strategies. In this paper we shortly describe the theoretical basis of MOT, i.e., LAOS and LAG, and then give some information about the current state of MOT. The purpose of this paper is to show how we plan the design and development of MOT and the well-known system AHA! (Adaptive Hypermedia Architecture), developed at the Technical University of Eindhoven since 1996. We aim especially at the integration with AHA! 2.0. Although AHA! 2.0 represents a progress when compared to the previous versions, a lot of adaptive features that are described by the LAOS and the adaptation granulation model and that are being implemented into MOT are not yet (directly) available. So therefore AHA! can benefit from MOT. On the other hand, AHA! offers a running platform for the adaptation engine, which can benefit MOT in return

Adaptive web-based educational application for autistic students

Adaptive web-based applications have proven successful in reducing navigation and comprehension problems in hypermedia documents. In this paper, we describe a toolkit that is offered as an adaptive Web-based application to help autistic students incorporate to high education. The toolkit has been developed using a popular CMS in which we have integrated a client-side adaptation library. The toolkit described here was tried out during workshops with autistic students at Leeds Becketts University to gather (mostly qualitative) feedback on the adaptation and privacy aspects of the Autism&Uni platform. That feedback was later used to improve the toolkit