title: Developing CASE tools which support integrated development notations

authors: Grundy, John C.

subjects: computer science

abstract: This paper discusses the recent work of the authors in developing Integrated CASE (ICASE) tools which support multiple development notations. We use a four-step methodology to develop these integrated tools. The conceptual data models of different notations are first developed, and then merged into an integrated conceptual data model. Dynamic mappings between different notations components are used to describe how related notation components are kept consistent under change. The conceptual data models and mappings are used to implement individual CASE tools for each notation. Separate tools are then integrated by linking their repositories via a shared repository based on the integrated conceptual data model. We discuss extensions to this work which will provide MetaCASE facilities for environment generation and evolution.

text: Developing CASE tools which support integrated development notations This paper discusses the recent work of the authors in developing Integrated CASE (ICASE) tools which support multiple development notations. We use a four-step methodology to develop these integrated tools. The conceptual data models of different notations are first developed, and then merged into an integrated conceptual data model. Dynamic mappings between different notations components are used to describe how related notation components are kept consistent under change. The conceptual data models and mappings are used to implement individual CASE tools for each notation. Separate tools are then integrated by linking their repositories via a shared repository based on the integrated conceptual data model. We discuss extensions to this work which will provide MetaCASE facilities for environment generation and evolution.

year: 1995-02

title: Safety first: combining task models of medical devices with numeracy skills and technical competence

authors: Bowen, Judy

subjects: computer science

abstract: We propose that by more closely aligning interdisciplinary work in (a) numeracy education for medication dosage calculations and (b) model-driven design for medical devices that are used for delivery of medication we may help address the incident-rate in incorrect medication calculations and delivery, given that such devices commonly require the user to engage with numerical information via a digital interface. We demonstrate the use of task models as a way of supporting safe, effective and efficient delivery of medication to the patient, taking as our example the use of infusion and syringe pumps in Nursing. This work indicates a new way of facilitating knowledge transfer between numeracy education and medical device design and usage, using task models. We aim to support medical professionals’ and students’ numeracy education as well as to inform the design of medical devices based on a better understanding of the use and potential errors of medication delivery by trained professionals.

text: Safety first: combining task models of medical devices with numeracy skills and technical competence We propose that by more closely aligning interdisciplinary work in (a) numeracy education for medication dosage calculations and (b) model-driven design for medical devices that are used for delivery of medication we may help address the incident-rate in incorrect medication calculations and delivery, given that such devices commonly require the user to engage with numerical information via a digital interface. We demonstrate the use of task models as a way of supporting safe, effective and efficient delivery of medication to the patient, taking as our example the use of infusion and syringe pumps in Nursing. This work indicates a new way of facilitating knowledge transfer between numeracy education and medical device design and usage, using task models. We aim to support medical professionals’ and students’ numeracy education as well as to inform the design of medical devices based on a better understanding of the use and potential errors of medication delivery by trained professionals.

year: 2019

title: 'Kōrero Tuku Iho': Reconfiguring Oral History and Oral Tradition

authors: Mahuika, Nepia

subjects: History

abstract: The studies of oral history and oral tradition each have their own distinctive bodies of literature and preferred methodologies, yet share significant overlaps that make them difficult to differentiate. For many indigenous peoples, oral histories and traditions are key to their their past, present, and future lives, and are rarely considered separate. This thesis examines the differences and similarities between the studies of oral history and oral tradition. It explores how these areas of research converge and diverge in form, politics, practice, and theory, and the extent to which they resonate within a specific ‘indigenous’ context and community.
The thesis draws on the life narrative interviews of four generations of Ngāti Porou descendents, the second largest tribal group in New Zealand, whose home boundaries extend from Potikirua in the north to Te Toka-a-Taiau in the south on the East Coast of the North Island. Drawing on these voices, this study offers a commentary on the form and nature of oral traditions and histories from an indigenous perspective, and explores the ways they converge and depart from ‘international’ understandings. An exploration of these intersections offers insights to the ways oral history and oral traditions might be reconsidered as distinctive fields of study. Reconfigured through an indigenous frame of reference, this thesis challenges scholars of both oral history and oral tradition to expand their conceptions. Likewise, it urges indigenous scholars to consider more deeply the work of oral historians and oral traditionalists to further enhance their scholarship. Moreover, this thesis revisits the intellectual and conceptual territory that names and claims oral history and oral tradition, and invites all those who work in these areas to develop a more extensive comprehension of the interconnections that exist between each area of study.

text: 'Kōrero Tuku Iho': Reconfiguring Oral History and Oral Tradition The studies of oral history and oral tradition each have their own distinctive bodies of literature and preferred methodologies, yet share significant overlaps that make them difficult to differentiate. For many indigenous peoples, oral histories and traditions are key to their their past, present, and future lives, and are rarely considered separate. This thesis examines the differences and similarities between the studies of oral history and oral tradition. It explores how these areas of research converge and diverge in form, politics, practice, and theory, and the extent to which they resonate within a specific ‘indigenous’ context and community.
The thesis draws on the life narrative interviews of four generations of Ngāti Porou descendents, the second largest tribal group in New Zealand, whose home boundaries extend from Potikirua in the north to Te Toka-a-Taiau in the south on the East Coast of the North Island. Drawing on these voices, this study offers a commentary on the form and nature of oral traditions and histories from an indigenous perspective, and explores the ways they converge and depart from ‘international’ understandings. An exploration of these intersections offers insights to the ways oral history and oral traditions might be reconsidered as distinctive fields of study. Reconfigured through an indigenous frame of reference, this thesis challenges scholars of both oral history and oral tradition to expand their conceptions. Likewise, it urges indigenous scholars to consider more deeply the work of oral historians and oral traditionalists to further enhance their scholarship. Moreover, this thesis revisits the intellectual and conceptual territory that names and claims oral history and oral tradition, and invites all those who work in these areas to develop a more extensive comprehension of the interconnections that exist between each area of study.

year: 2012