title: Towards a TIP 3.0 service-oriented architecture: Interaction design.

authors: Hinze, Annika

subjects: computer science

abstract: This paper describes our experience when applying formal methods in the design of the tourist information system TIP, which presents context-sensitive information to mobile users with small screen devices. The dynamics of this system are very complex and pose several challenges, firstly because of the sophisticated interaction of several applications on a small screen device and the user, and secondly because of the need for communication with highly asynchronous event-based information systems. UML sequence diagrams have been used to capture the requirements and possible interactions of the system. In a second step, a formal model has been created using discrete event systems, in order to thoroughly understand and analyse the dynamics of the system. By verifying general properties of the formal model, several conceptual difficulties have been revealed in very early stages of the design process, considerably speeding up the development. This work shows the limitations of typical methods for interaction design when applied to mobile systems using small screen devices and proposes an alternative approach using discrete event systems.

text: Towards a TIP 3.0 service-oriented architecture: Interaction design. This paper describes our experience when applying formal methods in the design of the tourist information system TIP, which presents context-sensitive information to mobile users with small screen devices. The dynamics of this system are very complex and pose several challenges, firstly because of the sophisticated interaction of several applications on a small screen device and the user, and secondly because of the need for communication with highly asynchronous event-based information systems. UML sequence diagrams have been used to capture the requirements and possible interactions of the system. In a second step, a formal model has been created using discrete event systems, in order to thoroughly understand and analyse the dynamics of the system. By verifying general properties of the formal model, several conceptual difficulties have been revealed in very early stages of the design process, considerably speeding up the development. This work shows the limitations of typical methods for interaction design when applied to mobile systems using small screen devices and proposes an alternative approach using discrete event systems.

year: 2005-01-01

title: Rational cognition and approximate truth in the Lvov-Warsaw School

authors: Ulatowski, Joseph W.

abstract: The Lvov-Warsaw School’s logistic anti-irrationalism, especially as it has been examined in the works of Kazimierz Ajdukiewicz, Izydora Dąmbska, and Jan Woleński, offered an intellectually distinct alternative to the logical positivism of the Vienna Circle. However, the Lvov-Warsaw School’s attempt to critique the Franco-German currents of mysticism and romanticism in the late 19th and early 20th centuries, especially in the works of Henri Bergson, open it up to the question of whether its members fully appreciated the consequences of accepting that rational cognition is abstract and schematic. We argue that the abstract nature of rational cognition provides reasons to countenance approximate truth; but doing so seems to put the goal of knowledge out of reach. The consequences of these arguments seem not to have been anticipated in the works of Ajdukiewicz, Dąmbska, or Woleński, and point to a new direction for research about the achievability of certain ambitious goals of the Lvov-Warsaw School’s logistic anti-irrationalism.

text: Rational cognition and approximate truth in the Lvov-Warsaw School The Lvov-Warsaw School’s logistic anti-irrationalism, especially as it has been examined in the works of Kazimierz Ajdukiewicz, Izydora Dąmbska, and Jan Woleński, offered an intellectually distinct alternative to the logical positivism of the Vienna Circle. However, the Lvov-Warsaw School’s attempt to critique the Franco-German currents of mysticism and romanticism in the late 19th and early 20th centuries, especially in the works of Henri Bergson, open it up to the question of whether its members fully appreciated the consequences of accepting that rational cognition is abstract and schematic. We argue that the abstract nature of rational cognition provides reasons to countenance approximate truth; but doing so seems to put the goal of knowledge out of reach. The consequences of these arguments seem not to have been anticipated in the works of Ajdukiewicz, Dąmbska, or Woleński, and point to a new direction for research about the achievability of certain ambitious goals of the Lvov-Warsaw School’s logistic anti-irrationalism.

year: 2022

title: Teaching Māori in English-medium schools in New Zealand: Teacher responses to aspects of the curriculum guidelines for te reo Māori in English-medium school settings

authors: Takurua, Nātana

subjects: New Zealand

abstract: Opinions are divided about how the content of language courses should be specified and whether educational authorities should include specifications/ suggestions about language content in national curriculum documents. Issues associated with language content are, however, not ones that can be avoided, particularly as teachers are expected to prepare students for national examinations at the upper levels of schooling and these examinations are necessarily predicated on general expectations about proficiency achievements and more specific expectations about the types of language with which students will be familiar. In this article, we explore the complex nature of some of the issues involved and the ways in which the New Zealand Ministry of Education has sought/ is seeking to resolve them in the case of the curriculum for Māori in English-medium schools. We also report on the responses of a sample of teachers of Māori in secondary schools in New Zealand to the omission of language examples from the final version of the curriculum guidelines document.

text: Teaching Māori in English-medium schools in New Zealand: Teacher responses to aspects of the curriculum guidelines for te reo Māori in English-medium school settings Opinions are divided about how the content of language courses should be specified and whether educational authorities should include specifications/ suggestions about language content in national curriculum documents. Issues associated with language content are, however, not ones that can be avoided, particularly as teachers are expected to prepare students for national examinations at the upper levels of schooling and these examinations are necessarily predicated on general expectations about proficiency achievements and more specific expectations about the types of language with which students will be familiar. In this article, we explore the complex nature of some of the issues involved and the ways in which the New Zealand Ministry of Education has sought/ is seeking to resolve them in the case of the curriculum for Māori in English-medium schools. We also report on the responses of a sample of teachers of Māori in secondary schools in New Zealand to the omission of language examples from the final version of the curriculum guidelines document.

year: 2009-09