Investigating post-completion errors with the alloy analyzer

Post-completion errors are a particular kind of error found in interactive systems. This type of error occurs through the incorrect sequencing of goals and sub-goals, when the primary goal is achieved before all of the prequisite sub-goals have been satisfied. This paper shows how we can check for this property in a formal model of an interactive system. Specifically, we suggest that lightweight formal methods, such as the Alloy structural modelling language, are particulary well suited for this task. As a case study we develop two example interactive systems. The first is the ubiquitous chocolate machine, where both the chocolate and change must be delivered to the customer. The second model is of a typical cash machine and explores the problems of returning the cash and the cash card in the correct order. Both of these models are developed in the Alloy language

BOF4WSS : a business-oriented framework for enhancing web services security for e-business

When considering Web services' (WS) use for online business-to-business (B2B) collaboration between companies, security is a complicated and very topical issue. This is especially true with regard to reaching a level of security beyond the technological layer, that is supported and trusted by all businesses involved. With appreciation of this fact, our research draws from established development methodologies to develop a new, business-oriented framework (BOF4WSS) to guide e-businesses in defining, and achieving agreed security levels across these collaborating enterprises. The approach envisioned is such that it can be used by businesses-in a joint manner-to manage the comprehensive concern that security in the WS environment has become

No Admission Required: Sovereignty, Slots and Native American Art

This dissertation examines how Native American art is displayed in Indian casinos in the Southwest. Exhibition strategies, employed by traditional art and natural history museums offer points of comparison. An overview of legal battles leading up to and following the passage of the Indian Gaming Regulatory Act (IGRA) in 1988 is provided. While New Mexico is the primary focus of this discussion, the state of Arizona is also mentioned. The evolution of gaming compacts in New Mexico is detailed at length. Local attitudes both for and against the legalization of Indian gaming is documented through media sources, such as newspaper articles, letters to the editor and political cartoons. These sources all speak to the climate of the time: negative stereotypes are prevalent. Connections between tourism and casino advertising are also explored. Early advertisements capitalize on Indian humor, inside jokes that emphasize ironic wordplay or puns. Later examples become more generic, characterized by less text and fewer references to Indian culture. This study draws comparisons between American Indian literature, museum studies, the history of Native American art and depictions of gaming. Themes associated with oral histories, storytelling and a sense of place are analyzed. In addition, topics related to tribal sovereignty, economic well-being and the growth of Indian gaming are investigated. Whether sovereign status is enhanced or depleted by the advent of legalized gaming is a reoccurring question. Native artists who depict casino subject matter are highlighted, with an emphasis on work that offers social commentary or questions the impact of Indian gaming on Native life. The visual culture of specific Indian gaming facilities is explored through Interior and exterior design, ranging from casino chips to monumental sculptures. Casinos discussed include Sandia Resort and Casino, Camel Rock Casino, Isleta Resort and Casino, Buffalo Thunder Casino and Resort, Twin Arrows Navajo Casino Resort, Casino Arizona and Foxwoods Resort Casino. While the main emphasis of this dissertation is on Pueblo casinos, other indigenous gaming facilities are discussed, including those owned by Navajo, Salt River Pima-Maricopa and Pequot tribal communities. This study provides a new perspective on how Indian casinos can function as museums

Action Systems, Determinism and the Development of Secure Systems

This thesis addresses issues arising in the specification and development of secure systems, focusing in particular on aspects of confidentiality. Various confidentiality properties based on limiting the allowed flows of information in a system have previously been proposed. These definitions axe reviewed here and some of the problems inherent in their use axe outlined. Recent work by Roscoe [106] has. provided information flow definitions based on restricting the allowed nondeterminism within the system. These properties axe described in detail, with a range of examples provided to illustrate their use.This thesis is concerned with providing a new, pragmatic approach to the development of secure systems. Action systems axe chosen as a notation which incorporates both direct representation of system state useful for effective system modelling and the succession of events in a system essential for representation of information flow properties. A definition of nondeterminism and formulations of the deterministic security properties axe developed for action systems. These axe shown to correspond to the original CSP event based definitions.The emphasis of this work is on the practical application of theoretical results. This is reflected in the case studies in which the preceding work is applied to realistic development situations. This allows the strengths and weaknesses of both the deterministic security conditions and the use of action systems to be assessed. The first study investigates security constraints applied to a distributed message-passing system. Ways of specifying security conditions and the effects of including them at different levels axe explored. The second case study follows through the specification and refinement of a distributed security kernel. A technique for the simplification of security proofs is introduced

A structured model metametadata technique to enhance semantic searching in metadata repository

This paper discusses on a novel technique for semantic searching and retrieval of information about learning materials. A novel structured metametadata model has been created to provide the foundation for a semantic search engine to extract, match and map queries to retrieve relevant results. Metametadata encapsulate metadata instances by using the properties and attributes provided by ontologies rather than describing learning objects. The use of ontological views assists the pedagogical content of metadata extracted from learning objects by using the control vocabularies as identified from the metametadata taxonomy. The use of metametadata (based on the metametadata taxonomy) supported by the ontologies have contributed towards a novel semantic searching mechanism. This research has presented a metametadata model for identifying semantics and describing learning objects in finer-grain detail that allows for intelligent and smart retrieval by automated search and retrieval software

Student engagement in massive open online courses

Completion rates in Massive Open Online Courses (MOOCs) are disturbingly low. Existing analysis has focused on patterns of resource access and prediction of drop-out using learning analytics. In contrast, the effectiveness of teaching programs in traditional Higher Education (HE) settings internationally is increasingly assessed by surveys measuring student engagement. The conceptualisation of engagement used is much richer and more informative than the way the term is currently interpreted in the context of MOOCs. This paper considers MOOC participation, learning and drop-out in the context of this richer conceptualisation of student engagement. MOOC pedagogy and practice are examined and we evaluate how far HE engagement measures can be successfully used in the MOOC context. We identify the need for a MOOC engagement model and suggest recommendations for basic, initial steps which MOOC developers can make towards improving engagement

16th Navajo Studies Conference: Selected Bibliography

Yá át ééh! This guide presents a brief offering of resources available on Navajo life and culture in the University of New Mexico Libraries collections

Exploring societal factors affecting the experience and engagement of first year female computer science undergraduates

Despite computer science (CS) having many women associated with it historically, such as Ada Lovelace and Grace Hopper, the proportion of female students completing computing degrees is steadily declining, particularly in the USA, UK, and several other Western countries. Many initiatives have been attempted to address this gender imbalance, but the majority have proved to be ineffectual and difficult to sustain in the long term. One important step in the notorious shrinking participation pipeline for CS is the first year of a university degree. The transition from school to university can be a difficult time for many students and, for females in CS, issues of readjusting expectations and of developing their identity within a predominantly male cohort may present an additional challenge. In this paper, we analyse data from the North American National Survey of Student Engagement (NSSE) and discuss gender-distinct perceptions of the discipline and factors relating to retention of students, particularly female students, within the context of a small UK survey of first-year students’ expectations at the start of their studies. We suggest several areas emerging from the investigation which have implications for CS curricula and teaching practice

Massive open online courses : an adaptive learning framework

Diverse student needs present a challenge in online education. Massive Open Online Courses (MOOCs) attract many diverse learners, so there is need to tailor the course instruction to meet the students’ individual needs. This paper investigates an adaptive MOOC system from a personalised learning perspective. Firstly, we review existing literature on adaptive online learning systems, bringing together findings on the relationship to both effective learning support and motivation to study. Secondly, we outline a proposed framework, which tailors the recommendation of instructional material using the learner’s profile. In this model, the system can present the user with a suggested learning path to meet appropriate learning objectives. As the student progresses, further recommendations can be made with appropriate resources to enhance and develop the learner’s understanding of the previous topics. Adaptation and personalised recommendation have been noted as providing the means for an online system to replicate, in part, the function of a human tutor. However, there are drawbacks both in the limitations of providing the best recommendations and in the danger of users having little control over their own learning. Allowing learners to manage their learning by setting objectives and developing paths has been associated with encouraging effective learning skills, increasing collaboration and enhancing learning. Our framework therefore supports users in creating their own paths, allowing them to make informed choices about appropriate resources based on their expression of current objectives and preferences. The framework will be evaluated by adapting an existing MOOC, allowing comparison of a variety of aspects including choice of learning path, learner satisfaction and effect on attainment and drop-out rate

Learners expectations and motivations using content analysis in a MOOC

The phenomenon of massive open online courses (MOOCs) has transformed the online educational delivery of courses around the world. There are several literature on MOOC publicity in the press, but little has been mentioned and discussed about the learner expectation and motivation. This paper investigates MOOC learner expectations and motivation from different perspectives. What they are hoping to achieve and how they prefer to learn. Firstly, we review existing literature bringing findings about learner expectations and motivation. We provide discussion from previously analysed research to review some learners’ expectation leading to motivation. Secondly, using the initial pilot investigation, we provide preliminary analysis of data from computing for teachers MOOC, run by the University of Warwick, UK hosted using Moodle platform. The first pilot study of CfT MOOC registered over 500 participants in 2013/2014. The CfT MOOC is of two main strands, programming and computing concepts