title: Specifying Single-user and Collaborative Profiles for Alerting Systems

authors: Jung, Doris

subjects: Human Computer Interaction

abstract: The 21st century is the age of information overload. Often, humans are incapable of processing all of the information that surrounds them and determining its relevance. The impact of overlooking crucial information ranges from annoying to fatal.

Alerting systems help users deal with this vast amount of information by employing a push-based rather than a pull-based approach to information delivery. In this way, users receive the information they require at the appropriate moment. Users specify their alerting needs in a profile that is subscribed to the alerting system. The alerting system is continuously fed with data, and filters this data against all subscribed profiles. Whenever incoming data matches a profile, the subscriber is alerted.

Although alerting systems solve the problem of information overload, the potential of these systems has not been fully put into practice. Alerting systems are either realised as dedicated systems that, at best, offer a set of possible profiles to choose from or, at worst, offer a preset profile for one purpose only. Alternatively, they are application frameworks that offer no support for the average user; that is, the specification of profiles is realised using a programming interface. Collaboration between users when specifying profiles is not supported.

This thesis verifies the described situation by considering the example application domain of health care. Within this context, a requirements analysis was undertaken involving a patient-based online survey and interviews with health care providers. This analysis revealed the utility of alerting systems but a need for support for profile specification by end-users. It also identified the need for such a system to support the collaborative nature of health care.
 
The shortcomings of alerting systems identified for the health-care area also exist in other domains. Hence, a variety of application areas will benefit from providing universal solutions to eliminate these shortcomings.

Based on these findings, this thesis proposes the graphical profile specification language GPDL and an interactive single-user software tool that supports its use (GPDL-UI). The thesis introduces a novel collaborative alerting model for Information Systems. A collaborative extension of GPDL is implemented in the software tool CoastEd, an editor for the graphical specification of collaborative profiles. The developed languages and software tools target average users who have no expertise in specifying profiles involving logics and temporal constraints.

The efficacy of the proposed languages and software were evaluated through three user studies. The first study examined interpretation and specification with GPDL. Based on the results of this first study, the single-user system GPDL-UI was designed and implemented and then evaluated in a second study. In turn, the lessons learned from the implementation and user studies for the single-user system influenced the development of the collaborative approach CoastEd; this editor was evaluated in the third study.

The studies have shown that GPDL and GPDL-UI are suitable means for average users to effectively specify profiles in single-user alerting systems. High levels of accuracy were reached for specification and interpretation in both studies. GPDL-UI turned out to be a usable and effective software tool. The collaborative approach and CoastEd succeed in conveying the idea of collaborative profile specification to average users. Most types of collaborative profiles were successfully specified by users. For the initiator of the collaborative profile specification process, two types of profiles call for further research.

Overall, the approach, languages and software tools developed are shown to be effective and merit future research in that area.

text: Specifying Single-user and Collaborative Profiles for Alerting Systems The 21st century is the age of information overload. Often, humans are incapable of processing all of the information that surrounds them and determining its relevance. The impact of overlooking crucial information ranges from annoying to fatal.

Alerting systems help users deal with this vast amount of information by employing a push-based rather than a pull-based approach to information delivery. In this way, users receive the information they require at the appropriate moment. Users specify their alerting needs in a profile that is subscribed to the alerting system. The alerting system is continuously fed with data, and filters this data against all subscribed profiles. Whenever incoming data matches a profile, the subscriber is alerted.

Although alerting systems solve the problem of information overload, the potential of these systems has not been fully put into practice. Alerting systems are either realised as dedicated systems that, at best, offer a set of possible profiles to choose from or, at worst, offer a preset profile for one purpose only. Alternatively, they are application frameworks that offer no support for the average user; that is, the specification of profiles is realised using a programming interface. Collaboration between users when specifying profiles is not supported.

This thesis verifies the described situation by considering the example application domain of health care. Within this context, a requirements analysis was undertaken involving a patient-based online survey and interviews with health care providers. This analysis revealed the utility of alerting systems but a need for support for profile specification by end-users. It also identified the need for such a system to support the collaborative nature of health care.
 
The shortcomings of alerting systems identified for the health-care area also exist in other domains. Hence, a variety of application areas will benefit from providing universal solutions to eliminate these shortcomings.

Based on these findings, this thesis proposes the graphical profile specification language GPDL and an interactive single-user software tool that supports its use (GPDL-UI). The thesis introduces a novel collaborative alerting model for Information Systems. A collaborative extension of GPDL is implemented in the software tool CoastEd, an editor for the graphical specification of collaborative profiles. The developed languages and software tools target average users who have no expertise in specifying profiles involving logics and temporal constraints.

The efficacy of the proposed languages and software were evaluated through three user studies. The first study examined interpretation and specification with GPDL. Based on the results of this first study, the single-user system GPDL-UI was designed and implemented and then evaluated in a second study. In turn, the lessons learned from the implementation and user studies for the single-user system influenced the development of the collaborative approach CoastEd; this editor was evaluated in the third study.

The studies have shown that GPDL and GPDL-UI are suitable means for average users to effectively specify profiles in single-user alerting systems. High levels of accuracy were reached for specification and interpretation in both studies. GPDL-UI turned out to be a usable and effective software tool. The collaborative approach and CoastEd succeed in conveying the idea of collaborative profile specification to average users. Most types of collaborative profiles were successfully specified by users. For the initiator of the collaborative profile specification process, two types of profiles call for further research.

Overall, the approach, languages and software tools developed are shown to be effective and merit future research in that area.

year: 2009

title: Development of action competence using Education for Sustainability in a New Zealand school

authors: Arthur, Margaret

subjects: action competence

abstract: This thesis explores whether an intervention carried out with a senior secondary school Environmental Science class was able to develop action competence in Education for Sustainability (EfS) in the students. The concept of action competence was initially proposed by Danish researchers who were dissatisfied with a focus on behavioural change by other researchers in the field. I was particularly interested in using a New Zealand model of action competence in my classroom and examining the role that the culture of the student played in that model. The United Nations literature includes culture as part of Education for Sustainability but international educational research has not to date. In designing the intervention, examined a range of learning theories and matched them with the needs of students in a city in New Zealand with a very multicultural population. Links were also made between The New Zealand Curriculum and Best Evidence Synthesis from the Ministry of Education here in New Zealand. The resulting intervention had a student centered approach and an emphasis on recognising the culture of students that was based around an action competence model developed for New Zealand. The aim was to see if this combination would enable the students in the intervention to make progress towards being action competent during an EfS unit on action –taking. The intervention was carried out with a class of seventeen students who were undertaking an Education for Sustainability Achievement Standard involving taking an action towards becoming more sustainable. I used an action research approach whereby I taught and supported students through the process. I used their log books, reports, journals and informal conversations to provide my research data. This data was analysed using a continuum I developed that was based on the work of a New Zealand team that adapted the concept of action competence for the New Zealand situation. The research findings indicate that the framework developed by the New Zealand team with the addition of starting from the culture of the students can lead to development of student action competence in EfS.

text: Development of action competence using Education for Sustainability in a New Zealand school This thesis explores whether an intervention carried out with a senior secondary school Environmental Science class was able to develop action competence in Education for Sustainability (EfS) in the students. The concept of action competence was initially proposed by Danish researchers who were dissatisfied with a focus on behavioural change by other researchers in the field. I was particularly interested in using a New Zealand model of action competence in my classroom and examining the role that the culture of the student played in that model. The United Nations literature includes culture as part of Education for Sustainability but international educational research has not to date. In designing the intervention, examined a range of learning theories and matched them with the needs of students in a city in New Zealand with a very multicultural population. Links were also made between The New Zealand Curriculum and Best Evidence Synthesis from the Ministry of Education here in New Zealand. The resulting intervention had a student centered approach and an emphasis on recognising the culture of students that was based around an action competence model developed for New Zealand. The aim was to see if this combination would enable the students in the intervention to make progress towards being action competent during an EfS unit on action –taking. The intervention was carried out with a class of seventeen students who were undertaking an Education for Sustainability Achievement Standard involving taking an action towards becoming more sustainable. I used an action research approach whereby I taught and supported students through the process. I used their log books, reports, journals and informal conversations to provide my research data. This data was analysed using a continuum I developed that was based on the work of a New Zealand team that adapted the concept of action competence for the New Zealand situation. The research findings indicate that the framework developed by the New Zealand team with the addition of starting from the culture of the students can lead to development of student action competence in EfS.

year: 2011

title: Restoring Indigneous Law and Justice Traditions

authors: Cook, Michelle Lynn

subjects: Indigenous peoples

abstract: Restoring indigenous people's law and their ability to practice their justice traditions is a fundamental aspect of non-discrimination, decolonization, self-governance, self-determination, and social justice. The critical application and interpretation of indigenous people's law has revolutionary potentiality to transform, confront, and heal multiple forms of oppression such as environmental destruction, patriarchy, and the prison/criminal justice system. The sovereign jurisgenerative (law making) power of indigenous peoples is a site of profound hope for the revitalization of indigenous law and justice traditions restores legal principles and values of sacredness, harmony, balance, and interconnectivity within human relationships and with the natural world. Revitalizing indigenous law is a way to re-construct the self and society while also finding and re-connecting to new/old ways of being human. This thesis focuses on both Navajo and Māori practices and visions of law and justice; the challenges and, successes they have faced and the hopes they have of living by their law. Indigenous peoples, their ways of being, their wisdom, laws, and philosophies, must be respected, protected, and preserved not only because they contribute to humanity's richness and cultural diversity but also because they are living examples of  a more just, dignified, and ecologically sustainable society, which can serve all humanity.

text: Restoring Indigneous Law and Justice Traditions Restoring indigenous people's law and their ability to practice their justice traditions is a fundamental aspect of non-discrimination, decolonization, self-governance, self-determination, and social justice. The critical application and interpretation of indigenous people's law has revolutionary potentiality to transform, confront, and heal multiple forms of oppression such as environmental destruction, patriarchy, and the prison/criminal justice system. The sovereign jurisgenerative (law making) power of indigenous peoples is a site of profound hope for the revitalization of indigenous law and justice traditions restores legal principles and values of sacredness, harmony, balance, and interconnectivity within human relationships and with the natural world. Revitalizing indigenous law is a way to re-construct the self and society while also finding and re-connecting to new/old ways of being human. This thesis focuses on both Navajo and Māori practices and visions of law and justice; the challenges and, successes they have faced and the hopes they have of living by their law. Indigenous peoples, their ways of being, their wisdom, laws, and philosophies, must be respected, protected, and preserved not only because they contribute to humanity's richness and cultural diversity but also because they are living examples of  a more just, dignified, and ecologically sustainable society, which can serve all humanity.

year: 2010