The document describes the results of a systematic literature review on modeling languages for privacy requirements. 58 papers were identified that proposed modeling languages to capture privacy concepts. Most proposed new modeling languages or extensions to existing languages, and used illustrative examples to evaluate them. The majority of papers were solution proposals in academic contexts, focusing generally on privacy rather than a specific application domain.
Probing the Efficacy of the Algebra Project: A Summary of FindingsEDD SFSU
The document summarizes findings from a study that compared outcomes of students in the Algebra Project program to outcomes of students not in the program. The study used a mixed methods approach including quantitative analysis of test scores and survey responses, as well as qualitative analysis of teacher interviews and student focus groups.
Key findings include: 1) Quantitative analysis found no significant differences between program and non-program students on algebra test scores or affective survey measures, with a few exceptions. 2) Teacher interviews suggested the Algebra Project curriculum required extensive reworking to align with standards. 3) Student focus groups revealed differences in classroom dynamics and student preferences for the different approaches.
The document describes OOPS!, a web-based tool for validating ontologies by detecting common pitfalls. OOPS! scans ontologies for 21 predefined pitfalls related to modeling issues, logical consistency, human understanding, and real world representation. It is organized with Java classes to detect pitfalls by checking ontology characteristics or looking for patterns. OOPS! provides a brief description of detected pitfalls, affected elements, and suggestions. An evaluation involved using OOPS! in research and educational projects, receiving feedback on improvements like showing undetected pitfalls and considering reasoning. The conclusions note that OOPS! advances ontology evaluation by automating more steps compared to other tools.
The document outlines Evelyn Izquierdo's presentation on research in EFL (English as a Foreign Language) given at MILE-UCV in April 2018. The presentation defines research, discusses current areas and trends in EFL research, and guides attendees through outlining a research project from developing research questions to establishing a timeline. Areas of EFL research highlighted include technology, digital literacy, discourse analysis using digital tools, and English for specific purposes. The presentation encourages participants to collaboratively develop their own research ideas and provides a framework to shape initial concepts into outlined projects.
The document analyzes why some questions on Stack Overflow remain unresolved and explores whether machine learning can predict which questions will be unresolved. It finds that unresolved questions have higher topic entropy, meaning they are less specific. Owners of unresolved questions reject answers more often, have lower reputation, and are less active on Stack Overflow. Models using features like topic entropy, answer rejection ratio, and owner reputation achieved up to 78% accuracy at predicting unresolved questions. The study aims to help improve question quality on Stack Overflow.
Providing Cognitive Scaffolding within Computer-Supported Adaptive Learning E...Olga Maksimenkova
Presenation at ICL-2018 by Fedor Dudyrev, Olga Maksimenkova, and Alexey Neznanov. The paper deals with adaptive learning system which provides cognitive scaffolding in Vygotsky meaning and based on FCA and descriptive logic foundation.
The document discusses various techniques for software testing, including:
- White-box testing techniques like control flow-based testing which aims to cover all statements, branches, and paths in the code. Data flow-based testing which aims to cover all def-use pairs to test variable definitions and uses.
- Black-box testing techniques like equivalence partitioning which partitions input/output domains into equivalence classes and tests using values from different classes.
- The benefits of testing include finding bugs, improving quality, and ensuring software meets specifications despite inevitable faults. Thorough testing can help reduce risks even if perfect testing is impossible.
The existence of a gender gap in STEM is, nowadays, a known fact. In the conviction that gender should not influence the choice of the career to pursue, and in the belief that heterogeneity (of gender, but not only), can be an added value, we founded the IEEE Women In Engineering Student Branch Affinity Group PoliMi. The main purpose of this group is to quantify and evaluate the existence of such a gap all along the academic path and to measure the impact of team heterogeneity on research performance measured in terms of scientific publication venue quality. This will be done through the computation of the gender gap index, the sticky floor index and the glass ceiling index and through the evaluation and confrontation of the outcomes of both homogenous and heterogenous entrepreneurial teams of Politecnico di Milano spin-off on probability of survival and turnover. We propose a case study based on the Politecnico di Milano reality and, in particular, on the Information, Electronic and Bioengineering Department. In the talk the outcomes of this analysis will be illustrated and discussed.
Probing the Efficacy of the Algebra Project: A Summary of FindingsEDD SFSU
The document summarizes findings from a study that compared outcomes of students in the Algebra Project program to outcomes of students not in the program. The study used a mixed methods approach including quantitative analysis of test scores and survey responses, as well as qualitative analysis of teacher interviews and student focus groups.
Key findings include: 1) Quantitative analysis found no significant differences between program and non-program students on algebra test scores or affective survey measures, with a few exceptions. 2) Teacher interviews suggested the Algebra Project curriculum required extensive reworking to align with standards. 3) Student focus groups revealed differences in classroom dynamics and student preferences for the different approaches.
The document describes OOPS!, a web-based tool for validating ontologies by detecting common pitfalls. OOPS! scans ontologies for 21 predefined pitfalls related to modeling issues, logical consistency, human understanding, and real world representation. It is organized with Java classes to detect pitfalls by checking ontology characteristics or looking for patterns. OOPS! provides a brief description of detected pitfalls, affected elements, and suggestions. An evaluation involved using OOPS! in research and educational projects, receiving feedback on improvements like showing undetected pitfalls and considering reasoning. The conclusions note that OOPS! advances ontology evaluation by automating more steps compared to other tools.
The document outlines Evelyn Izquierdo's presentation on research in EFL (English as a Foreign Language) given at MILE-UCV in April 2018. The presentation defines research, discusses current areas and trends in EFL research, and guides attendees through outlining a research project from developing research questions to establishing a timeline. Areas of EFL research highlighted include technology, digital literacy, discourse analysis using digital tools, and English for specific purposes. The presentation encourages participants to collaboratively develop their own research ideas and provides a framework to shape initial concepts into outlined projects.
The document analyzes why some questions on Stack Overflow remain unresolved and explores whether machine learning can predict which questions will be unresolved. It finds that unresolved questions have higher topic entropy, meaning they are less specific. Owners of unresolved questions reject answers more often, have lower reputation, and are less active on Stack Overflow. Models using features like topic entropy, answer rejection ratio, and owner reputation achieved up to 78% accuracy at predicting unresolved questions. The study aims to help improve question quality on Stack Overflow.
Providing Cognitive Scaffolding within Computer-Supported Adaptive Learning E...Olga Maksimenkova
Presenation at ICL-2018 by Fedor Dudyrev, Olga Maksimenkova, and Alexey Neznanov. The paper deals with adaptive learning system which provides cognitive scaffolding in Vygotsky meaning and based on FCA and descriptive logic foundation.
The document discusses various techniques for software testing, including:
- White-box testing techniques like control flow-based testing which aims to cover all statements, branches, and paths in the code. Data flow-based testing which aims to cover all def-use pairs to test variable definitions and uses.
- Black-box testing techniques like equivalence partitioning which partitions input/output domains into equivalence classes and tests using values from different classes.
- The benefits of testing include finding bugs, improving quality, and ensuring software meets specifications despite inevitable faults. Thorough testing can help reduce risks even if perfect testing is impossible.
The existence of a gender gap in STEM is, nowadays, a known fact. In the conviction that gender should not influence the choice of the career to pursue, and in the belief that heterogeneity (of gender, but not only), can be an added value, we founded the IEEE Women In Engineering Student Branch Affinity Group PoliMi. The main purpose of this group is to quantify and evaluate the existence of such a gap all along the academic path and to measure the impact of team heterogeneity on research performance measured in terms of scientific publication venue quality. This will be done through the computation of the gender gap index, the sticky floor index and the glass ceiling index and through the evaluation and confrontation of the outcomes of both homogenous and heterogenous entrepreneurial teams of Politecnico di Milano spin-off on probability of survival and turnover. We propose a case study based on the Politecnico di Milano reality and, in particular, on the Information, Electronic and Bioengineering Department. In the talk the outcomes of this analysis will be illustrated and discussed.
The document discusses an empirical study that examines the impact of professional status and expertise on comprehension of UML class diagrams. It aims to determine whether years of experience or professional status is a better indicator of expertise by comparing the performance of students, junior professionals, and senior professionals on UML class diagram comprehension tasks. The study analyzed the results to answer four research questions related to the effect of status, expertise, their relationship, and question precision.
The PISA definition of Scientific Competence includes three major components: Conceptual (to know and use scientific models to solve problems), Procedural (to design investigations, analyse scientific data and other scientific skills) and Epistemic (related to the understanding of the nature of Science and the way scientific knowledge is constructed and validated).
The PISA tests demonstrates that this is possible to test such dimensions, and, in particular those scientific skills taking part in the procedural component. Since 2011 the expert has lead EduWikiLab (https://eduwikilab.wordpress.com/ ), a group of teachers that undertook this subject and developed and applied several Exam Questions. As a result of this work, a Protocol to construct several kinds of exam questions assessing Scientific Skills arose. During this Distance Learning Activity, the expert will introduce and explain this protocol and give you guidance on how you may apply it to your own teaching situation.
The document describes an active learning strategy called D-Confidence that aims to efficiently identify small classes with a low labeling cost from incomplete specifications. It does this by combining low-confidence exploitation to improve accuracy with high-distance exploration to improve representativeness of identified cases. The strategy is evaluated on several datasets and is shown to identify minority classes faster, particularly for imbalanced data, outperforming alternative active learning methods.
Experiments on Pattern-based Ontology Designevabl444
The document describes an experiment on using ontology design patterns (ODPs) to construct ontologies from textual requirements. It found that:
- Most participants perceived ODPs as useful for building better quality ontologies, though it did not necessarily speed up development.
- Ontologies constructed using ODPs showed improved coverage of tasks and modeling quality compared to those built without patterns.
- However, more support is still needed for easily finding, selecting, and relating relevant patterns during ontology engineering.
The existence of a gender gap in STEM is, nowadays, a known fact. In the conviction that gender should not influence the choice of the career to pursue, and in the belief that heterogeneity (of gender, but not only), can be an added value, we founded the IEEE Women In Engineering Student Branch Affinity Group PoliMi. The main purpose of this group is to quantify and evaluate the existence of such a gap all along the academic path and to measure the impact of team heterogeneity on research performance measured in terms of scientific publication venue quality. This will be done through the computation of the gender gap index, the sticky floor index and the glass ceiling index and through the evaluation and confrontation of the outcomes of both homogenous and heterogenous entrepreneurial teams of Politecnico di Milano spin-off on probability of survival and turnover. We propose a case study based on the Politecnico di Milano reality and, in particular, on the Information, Electronic and Bioengineering Department. In the talk the outcomes of this analysis will be illustrated and discussed.
楊意涵 9922606 how computers facilitate english foreign language learners acquireJoanna Yang
The document summarizes a study that examined how computers can help English language learners acquire abstract words. The study involved 38 6th grade students in Taiwan who used a computer program to learn 11 abstract words over two hours. The experimental group only used the computer program while the control group used traditional instruction. Students were given a pre-test and post-test on the words as well as a survey. The results showed that the experimental group improved their scores by an average of 3.47 points compared to 0.78 for the control group, indicating that computer-assisted instruction helped students learn abstract words more effectively. The conclusion suggested expanding the program to include more words and adaptive learning paths based on student responses.
Qualitative data analysis in design researchEva Durall
The document summarizes a qualitative research study analyzing data from user tests of the Feeler prototype, a self-monitoring device. It describes the research methodology, including contextual inquiry, participatory design workshops, and tests with 6 graduate student participants. Thematic analysis of think-aloud and interview audio identified patterns in content. A coding scheme with categories like reflection and non-reflection was developed from theory and used to analyze the data. Challenges in coding like biases and fatigue are discussed. Results provide insight into how interactive technology can support different levels of reflection.
This presentation is about a lecture I gave within the "Software systems and services" immigration course at the Gran Sasso Science Institute, L'Aquila (Italy): http://cs.gssi.infn.it/.
http://www.ivanomalavolta.com
Selecting Empirical Methods for Software EngineeringDaniel Cukier
Presentation on how to write good Master and PhD dissertations.
Empirical Methods, Software Engineering, science, computer science, software, methods, positivism, epistemology, onthology, construtivism, critical theory, pragmatism, case study, research action, ethnography
This document provides an overview of design-based research (DBR) for studying educational innovations. It discusses DBR as a flexible methodology that uses iterative design, development, implementation, and analysis to improve educational practices and develop design principles and theories. Key aspects of DBR include collaboration between researchers and practitioners in real-world settings, qualitative and multimethod approaches, and exploring new domains to design effective solutions while allowing theories to emerge. The document also provides recommendations for conducting DBR, such as rigorous data collection and clear project structure.
Track 14. 9th International Workshop on Software Engineering for E-learning (ISELEAR’18)
Authors: Alicia García-Holgado and Francisco José García Peñalvo
https://youtu.be/e1etRHqIjCo
Towards Automated Classification of Discussion Transcripts: A Cognitive Prese...Vitomir Kovanovic
LAK'16 Conference paper presentation:
abstract:
In this paper, we present the results of an exploratory study that examined the problem of automating content analysis of student online discussion transcripts. We looked at the problem of coding discussion transcripts for the levels of cognitive presence, one of the three main constructs in the Community of Inquiry (CoI) model of distance education. Using Coh-Metrix and LIWC features, together with a set of custom features developed to capture discussion context, we developed a random forest classification system that achieved 70.3% classification accuracy and 0.63 Cohen’s kappa, which is significantly higher than values reported in the previous studies. Besides improvement in classification accuracy, the developed system is also less sensitive to overfitting as it uses only 205 classification features, which is around 100 times less features
than in similar systems based on bag-of-words features. We also provide an overview of the classification features most indicative of the different phases of cognitive presence that gives an additional insights into the nature of cognitive presence learning cycle. Overall, our results show great potential of the proposed approach, with an added benefit of providing further characterization of the cognitive presence coding scheme.
Assessment is a well understood educational topic which is having a long history and a rich literature. Generating questions items from (Web Ontology Language) OWL-DL ontologies has gained much attention recently, as these structures can capture the semantics of a domain and not just data.
In this seminar, we will cover the relevant works in the literature, and explore the various aspects of a formal ontology that can be utilized for generating an assessment test which is meant for a specific pedagogical goal. For this purpose, we elaborate two prototype systems called Automatic Test Generation (ATG) system and its extended version, Extended-ATG (E-ATG) system, which we have proposed in our publications. The ATG system was useful in generating multiple choice question(MCQ)-sets of required sizes from a given formal ontology. It works by employing a set of heuristics for selecting only those questions which are most-relevant for conducting a domain related assessment. We enhanced this system with new features such as finding the difficulty values of generated MCQs and controlling the overall difficulty-level of question-sets, to form Extended-ATG system.
In the talk, we will discuss the novel methods adopted to address the various features of these systems. While the ATG system uses at most two predicates for generating the stems of MCQs, the E-ATG system has no such limitations and employs several interesting predicate based patterns for stem generation. These predicate patterns are obtained from a detailed empirical study of large real-world question-sets. In addition, the new system also incorporates a specific non-pattern based approach which makes use of aggregation-like operations, to generate questions that involve superlatives (e.g., highest mountain, largest river etc.).
We studied the feasibility and usefulness of the proposed methods by generating MCQs from several ontologies available online. The effectiveness of the suggested question selection heuristics is studied by comparing the resulting questions with those questions which were prepared by domain experts. It is found that the difficulty-scores of questions computed by the proposed system have highly correlation with their actual difficulty-scores determined with the help of (Item Response Theory) IRT principles applied to data from classroom experiments.
Our results show that the E-ATG system can generate domain specific question-sets which are close to the human generated ones (in terms of their semantic similarity). Also, the system can be potentially used for controlling the overall difficulty-level of the automatically generated question-sets for achieving specific pedagogical goals.
This presentation is about a lecture I gave within the "Green Lab" course of the Computer Science master program, of the Vrije Universiteit Amsterdam.
http://www.ivanomalavolta.com
Multimodal behavior signal analysis and interpretation for young kids with ASDdiannepatricia
Dr. Ming Li from Sun Yat-sen University CMU Joint Institute of Engineering presented “Multimodal behavior signal analysis and interpretation for young kids with ASD.” as part of the Cognitive Systems Institute Speaker Series.
This document discusses using cognitive mapping as an evaluation tool for an education program. Cognitive mapping creates a visual representation of the relationships between key concepts in a program. The evaluation team used cognitive mapping to create a logic model that mapped the underlying mechanisms of a science education program in more detail than a traditional logic model. Stakeholder feedback found the cognitive map clarified outcomes and how they were achieved. It also helped identify critical implementation features and alignment between the program goals and evaluation. The cognitive mapping approach incorporates theoretical frameworks like fidelity of implementation and can be adapted to other subject domains or theories.
Chapter 10
Mixed Methods Procedures
*
Components of Mixed Methods Procedures
Creswell, Research Design 5e
SAGE Publishing, 2018
*
Creswell, Research Design 5e
SAGE Publishing, 2018
Components of Mixed Methods Procedures
Describe mixed methods research:
Because it is still somewhat unknown in the social and human sciences as a distinct research approach
a. Begin by defining mixed methods
Collection of both qualitative and quantitative data
Rigorous methods (collection, analysis and interpretation)
Integration of the two forms of data
Procedures incorporated into a distinct methods design
Often informed by philosophy or theory
Creswell, Research Design 5e
SAGE Publishing, 2018
*
Creswell, Research Design 5e
SAGE Publishing, 2018
Components of Mixed Methods Procedures
Describe mixed methods research:
b. TerminologiesMany different terms are used for this approach; recent writings tend to use the term mixed methods
c. Background of mixed methods reviewing the history of this approach to research
Creswell, Research Design 5e
SAGE Publishing, 2018
*
Creswell, Research Design 5e
SAGE Publishing, 2018
Components of Mixed Methods Procedures
Describe mixed methods research:
d. Reasons for choosing mixed methodsComparing perspectivesExplaining quantitative results with qualitative
Developing contextual measurement instrumentsAugmenting experiments by incorporating the perspectives of individuals
Developing casesUnderstanding changes needed for marginalized groupEvaluating processes and outcomes
*
Types of Mixed Methods Designs
Creswell, Research Design 5e
SAGE Publishing, 2018
*
Creswell, Research Design 5e
SAGE Publishing, 2018
Types of Mixed Methods Designs
Convergent mixed methods design
(Figure 10.1)
i. Description of the design
Collects both quantitative and qualitative data,
Analyzes them separately,
Compares the results to see if the findings confirm or disconfirm each other
Creswell, Research Design 5e
SAGE Publishing, 2018
*
Creswell, Research Design 5e
SAGE Publishing, 2018
Types of Mixed Methods Designs
Convergent mixed methods design (Figure 10.1)
ii. Data collection
Use the same or parallel variables, constructs, or concepts
iii. Data analysis and integration
Analyze qualitative database
Analyze quantitative database
Integrate the two
Joint display – merge forms of data in a single visual display
Creswell, Research Design 5e
SAGE Publishing, 2018
*
Creswell, Research Design 5e
SAGE Publishing, 2018
Convergent mixed methods design:
iv. Interpretation
Discussion section compares results and notes convergence or divergence
v. Validity
Quantitative validity (e.g., construct)
Qualitative validity (e.g., triangulation)
Mixed methods validity (e.g., unequal sample sizes)
Creswell, Research Design 5e
SAGE Publishing, 2018
*
Types of Mixed Methods Designs
Creswell, Research Design 5e
SAGE Publishing, 2018
B. Explanatory sequential mixed methods design:
i. Description of the design
Involves a ...
· Assignment List
· Week 7 - Philosophical Essay
Week 7 - Philosophical Essay
DUE: Mar 22, 2020 11:55 PM
Grade Details
Grade
N/A
Gradebook Comments
None
Assignment Details
Open Date
Feb 3, 2020 12:05 AM
Graded?
Yes
Points Possible
100.0
Resubmissions Allowed?
No
Attachments checked for originality?
Yes
Top of Form
Assignment Instructions
Objective: Students will write a Philosophical Essay for week 7 based on the course concepts.
Course Objectives: 2, 3, & 4
Task:
This 4 - 5 full page (not to exceed 6 pages) Philosophical Essay you will be writing due Week 7 is designed to be a thoughtful, reflective work. The 4 - 5 full pages does not include a cover page or a works cited page. It will be your premier writing assignment focused on the integration and assessment relating to the course concepts. Your paper should be written based on the outline you submitted during week 4 combined with your additional thoughts and instructor feedback. You will use at least three scholarly/reliable resources with matching in-text citations and a Works Cited page. All essays are double spaced, 12 New Times Roman font, paper title, along with all paragraphs indented five spaces.
Details:
You will pick one of the following topics only to do your paper on:
· According to Socrates, must one heed popular opinion about moral matters? Does Socrates accept the fairness of the laws under which he was tried and convicted? Would Socrates have been wrong to escape?
· Consider the following philosophical puzzle: “If a tree falls in the forest and there's no one around to hear it, does it make a sound?” (1) How is this philosophical puzzle an epistemological problem? And (2) how would John Locke answer it?
· Evaluate the movie, The Matrix, in terms of the philosophical issues raised with (1) skepticism and (2) the mind-body problem. Explain how the movie raises questions similar to those found in Plato’s and Descartes’ philosophy. Do not give a plot summary of the movie – focus on the philosophical issues raised in the movie as they relate to Plato and Descartes.
· Socrates asks Euthyphro, “Are morally good acts willed by God because they are morally good, or are they morally good because they are willed by God?” (1) How does this question relate to the Divine Command Theory of morality? (2) What are the philosophical implications associated with each option here?
· Explain (1) the process by which Descartes uses skepticism to refute skepticism, and (2) what first principle does this lead him to? (3) Explain why this project was important for Descartes to accomplish.
Your paper will be written at a college level with an introduction, body paragraphs, a conclusion, along with in-text citations/Works Cited page in MLA formatting. Students will follow MLA format as the sole citation and formatting style used in written assignments submitted as part of coursework to the Humanities Department. Remember - any resource that is listed on the Works Cited page must .
· Assignment List
· Week 7 - Philosophical Essay
Week 7 - Philosophical Essay
DUE: Mar 22, 2020 11:55 PM
Grade Details
Grade
N/A
Gradebook Comments
None
Assignment Details
Open Date
Feb 3, 2020 12:05 AM
Graded?
Yes
Points Possible
100.0
Resubmissions Allowed?
No
Attachments checked for originality?
Yes
Top of Form
Assignment Instructions
Objective: Students will write a Philosophical Essay for week 7 based on the course concepts.
Course Objectives: 2, 3, & 4
Task:
This 4 - 5 full page (not to exceed 6 pages) Philosophical Essay you will be writing due Week 7 is designed to be a thoughtful, reflective work. The 4 - 5 full pages does not include a cover page or a works cited page. It will be your premier writing assignment focused on the integration and assessment relating to the course concepts. Your paper should be written based on the outline you submitted during week 4 combined with your additional thoughts and instructor feedback. You will use at least three scholarly/reliable resources with matching in-text citations and a Works Cited page. All essays are double spaced, 12 New Times Roman font, paper title, along with all paragraphs indented five spaces.
Details:
You will pick one of the following topics only to do your paper on:
· According to Socrates, must one heed popular opinion about moral matters? Does Socrates accept the fairness of the laws under which he was tried and convicted? Would Socrates have been wrong to escape?
· Consider the following philosophical puzzle: “If a tree falls in the forest and there's no one around to hear it, does it make a sound?” (1) How is this philosophical puzzle an epistemological problem? And (2) how would John Locke answer it?
· Evaluate the movie, The Matrix, in terms of the philosophical issues raised with (1) skepticism and (2) the mind-body problem. Explain how the movie raises questions similar to those found in Plato’s and Descartes’ philosophy. Do not give a plot summary of the movie – focus on the philosophical issues raised in the movie as they relate to Plato and Descartes.
· Socrates asks Euthyphro, “Are morally good acts willed by God because they are morally good, or are they morally good because they are willed by God?” (1) How does this question relate to the Divine Command Theory of morality? (2) What are the philosophical implications associated with each option here?
· Explain (1) the process by which Descartes uses skepticism to refute skepticism, and (2) what first principle does this lead him to? (3) Explain why this project was important for Descartes to accomplish.
Your paper will be written at a college level with an introduction, body paragraphs, a conclusion, along with in-text citations/Works Cited page in MLA formatting. Students will follow MLA format as the sole citation and formatting style used in written assignments submitted as part of coursework to the Humanities Department. Remember - any resource that is listed on the Works Cited page must ...
This document summarizes an action research study that aimed to motivate high school language learners in Thailand using Computer-Assisted Language Learning (CALL) technology and a Communicative Language Teaching (CLT) approach. The study had three goals: to confirm the use of CLT and CALL in motivating learners, to improve student motivation in language learning through the interventions, and for the researcher to explore teaching skills and earn a master's degree. The study used qualitative and quantitative methods including interviews, observations, and pre- and post-tests with 19 students to analyze the impact of the CALL and CLT interventions over 10 weeks. The roles of various theories in the study and measures to ensure credibility and ethical treatment of participants are
The document discusses an empirical study that examines the impact of professional status and expertise on comprehension of UML class diagrams. It aims to determine whether years of experience or professional status is a better indicator of expertise by comparing the performance of students, junior professionals, and senior professionals on UML class diagram comprehension tasks. The study analyzed the results to answer four research questions related to the effect of status, expertise, their relationship, and question precision.
The PISA definition of Scientific Competence includes three major components: Conceptual (to know and use scientific models to solve problems), Procedural (to design investigations, analyse scientific data and other scientific skills) and Epistemic (related to the understanding of the nature of Science and the way scientific knowledge is constructed and validated).
The PISA tests demonstrates that this is possible to test such dimensions, and, in particular those scientific skills taking part in the procedural component. Since 2011 the expert has lead EduWikiLab (https://eduwikilab.wordpress.com/ ), a group of teachers that undertook this subject and developed and applied several Exam Questions. As a result of this work, a Protocol to construct several kinds of exam questions assessing Scientific Skills arose. During this Distance Learning Activity, the expert will introduce and explain this protocol and give you guidance on how you may apply it to your own teaching situation.
The document describes an active learning strategy called D-Confidence that aims to efficiently identify small classes with a low labeling cost from incomplete specifications. It does this by combining low-confidence exploitation to improve accuracy with high-distance exploration to improve representativeness of identified cases. The strategy is evaluated on several datasets and is shown to identify minority classes faster, particularly for imbalanced data, outperforming alternative active learning methods.
Experiments on Pattern-based Ontology Designevabl444
The document describes an experiment on using ontology design patterns (ODPs) to construct ontologies from textual requirements. It found that:
- Most participants perceived ODPs as useful for building better quality ontologies, though it did not necessarily speed up development.
- Ontologies constructed using ODPs showed improved coverage of tasks and modeling quality compared to those built without patterns.
- However, more support is still needed for easily finding, selecting, and relating relevant patterns during ontology engineering.
The existence of a gender gap in STEM is, nowadays, a known fact. In the conviction that gender should not influence the choice of the career to pursue, and in the belief that heterogeneity (of gender, but not only), can be an added value, we founded the IEEE Women In Engineering Student Branch Affinity Group PoliMi. The main purpose of this group is to quantify and evaluate the existence of such a gap all along the academic path and to measure the impact of team heterogeneity on research performance measured in terms of scientific publication venue quality. This will be done through the computation of the gender gap index, the sticky floor index and the glass ceiling index and through the evaluation and confrontation of the outcomes of both homogenous and heterogenous entrepreneurial teams of Politecnico di Milano spin-off on probability of survival and turnover. We propose a case study based on the Politecnico di Milano reality and, in particular, on the Information, Electronic and Bioengineering Department. In the talk the outcomes of this analysis will be illustrated and discussed.
楊意涵 9922606 how computers facilitate english foreign language learners acquireJoanna Yang
The document summarizes a study that examined how computers can help English language learners acquire abstract words. The study involved 38 6th grade students in Taiwan who used a computer program to learn 11 abstract words over two hours. The experimental group only used the computer program while the control group used traditional instruction. Students were given a pre-test and post-test on the words as well as a survey. The results showed that the experimental group improved their scores by an average of 3.47 points compared to 0.78 for the control group, indicating that computer-assisted instruction helped students learn abstract words more effectively. The conclusion suggested expanding the program to include more words and adaptive learning paths based on student responses.
Qualitative data analysis in design researchEva Durall
The document summarizes a qualitative research study analyzing data from user tests of the Feeler prototype, a self-monitoring device. It describes the research methodology, including contextual inquiry, participatory design workshops, and tests with 6 graduate student participants. Thematic analysis of think-aloud and interview audio identified patterns in content. A coding scheme with categories like reflection and non-reflection was developed from theory and used to analyze the data. Challenges in coding like biases and fatigue are discussed. Results provide insight into how interactive technology can support different levels of reflection.
This presentation is about a lecture I gave within the "Software systems and services" immigration course at the Gran Sasso Science Institute, L'Aquila (Italy): http://cs.gssi.infn.it/.
http://www.ivanomalavolta.com
Selecting Empirical Methods for Software EngineeringDaniel Cukier
Presentation on how to write good Master and PhD dissertations.
Empirical Methods, Software Engineering, science, computer science, software, methods, positivism, epistemology, onthology, construtivism, critical theory, pragmatism, case study, research action, ethnography
This document provides an overview of design-based research (DBR) for studying educational innovations. It discusses DBR as a flexible methodology that uses iterative design, development, implementation, and analysis to improve educational practices and develop design principles and theories. Key aspects of DBR include collaboration between researchers and practitioners in real-world settings, qualitative and multimethod approaches, and exploring new domains to design effective solutions while allowing theories to emerge. The document also provides recommendations for conducting DBR, such as rigorous data collection and clear project structure.
Track 14. 9th International Workshop on Software Engineering for E-learning (ISELEAR’18)
Authors: Alicia García-Holgado and Francisco José García Peñalvo
https://youtu.be/e1etRHqIjCo
Towards Automated Classification of Discussion Transcripts: A Cognitive Prese...Vitomir Kovanovic
LAK'16 Conference paper presentation:
abstract:
In this paper, we present the results of an exploratory study that examined the problem of automating content analysis of student online discussion transcripts. We looked at the problem of coding discussion transcripts for the levels of cognitive presence, one of the three main constructs in the Community of Inquiry (CoI) model of distance education. Using Coh-Metrix and LIWC features, together with a set of custom features developed to capture discussion context, we developed a random forest classification system that achieved 70.3% classification accuracy and 0.63 Cohen’s kappa, which is significantly higher than values reported in the previous studies. Besides improvement in classification accuracy, the developed system is also less sensitive to overfitting as it uses only 205 classification features, which is around 100 times less features
than in similar systems based on bag-of-words features. We also provide an overview of the classification features most indicative of the different phases of cognitive presence that gives an additional insights into the nature of cognitive presence learning cycle. Overall, our results show great potential of the proposed approach, with an added benefit of providing further characterization of the cognitive presence coding scheme.
Assessment is a well understood educational topic which is having a long history and a rich literature. Generating questions items from (Web Ontology Language) OWL-DL ontologies has gained much attention recently, as these structures can capture the semantics of a domain and not just data.
In this seminar, we will cover the relevant works in the literature, and explore the various aspects of a formal ontology that can be utilized for generating an assessment test which is meant for a specific pedagogical goal. For this purpose, we elaborate two prototype systems called Automatic Test Generation (ATG) system and its extended version, Extended-ATG (E-ATG) system, which we have proposed in our publications. The ATG system was useful in generating multiple choice question(MCQ)-sets of required sizes from a given formal ontology. It works by employing a set of heuristics for selecting only those questions which are most-relevant for conducting a domain related assessment. We enhanced this system with new features such as finding the difficulty values of generated MCQs and controlling the overall difficulty-level of question-sets, to form Extended-ATG system.
In the talk, we will discuss the novel methods adopted to address the various features of these systems. While the ATG system uses at most two predicates for generating the stems of MCQs, the E-ATG system has no such limitations and employs several interesting predicate based patterns for stem generation. These predicate patterns are obtained from a detailed empirical study of large real-world question-sets. In addition, the new system also incorporates a specific non-pattern based approach which makes use of aggregation-like operations, to generate questions that involve superlatives (e.g., highest mountain, largest river etc.).
We studied the feasibility and usefulness of the proposed methods by generating MCQs from several ontologies available online. The effectiveness of the suggested question selection heuristics is studied by comparing the resulting questions with those questions which were prepared by domain experts. It is found that the difficulty-scores of questions computed by the proposed system have highly correlation with their actual difficulty-scores determined with the help of (Item Response Theory) IRT principles applied to data from classroom experiments.
Our results show that the E-ATG system can generate domain specific question-sets which are close to the human generated ones (in terms of their semantic similarity). Also, the system can be potentially used for controlling the overall difficulty-level of the automatically generated question-sets for achieving specific pedagogical goals.
This presentation is about a lecture I gave within the "Green Lab" course of the Computer Science master program, of the Vrije Universiteit Amsterdam.
http://www.ivanomalavolta.com
Multimodal behavior signal analysis and interpretation for young kids with ASDdiannepatricia
Dr. Ming Li from Sun Yat-sen University CMU Joint Institute of Engineering presented “Multimodal behavior signal analysis and interpretation for young kids with ASD.” as part of the Cognitive Systems Institute Speaker Series.
This document discusses using cognitive mapping as an evaluation tool for an education program. Cognitive mapping creates a visual representation of the relationships between key concepts in a program. The evaluation team used cognitive mapping to create a logic model that mapped the underlying mechanisms of a science education program in more detail than a traditional logic model. Stakeholder feedback found the cognitive map clarified outcomes and how they were achieved. It also helped identify critical implementation features and alignment between the program goals and evaluation. The cognitive mapping approach incorporates theoretical frameworks like fidelity of implementation and can be adapted to other subject domains or theories.
Chapter 10
Mixed Methods Procedures
*
Components of Mixed Methods Procedures
Creswell, Research Design 5e
SAGE Publishing, 2018
*
Creswell, Research Design 5e
SAGE Publishing, 2018
Components of Mixed Methods Procedures
Describe mixed methods research:
Because it is still somewhat unknown in the social and human sciences as a distinct research approach
a. Begin by defining mixed methods
Collection of both qualitative and quantitative data
Rigorous methods (collection, analysis and interpretation)
Integration of the two forms of data
Procedures incorporated into a distinct methods design
Often informed by philosophy or theory
Creswell, Research Design 5e
SAGE Publishing, 2018
*
Creswell, Research Design 5e
SAGE Publishing, 2018
Components of Mixed Methods Procedures
Describe mixed methods research:
b. TerminologiesMany different terms are used for this approach; recent writings tend to use the term mixed methods
c. Background of mixed methods reviewing the history of this approach to research
Creswell, Research Design 5e
SAGE Publishing, 2018
*
Creswell, Research Design 5e
SAGE Publishing, 2018
Components of Mixed Methods Procedures
Describe mixed methods research:
d. Reasons for choosing mixed methodsComparing perspectivesExplaining quantitative results with qualitative
Developing contextual measurement instrumentsAugmenting experiments by incorporating the perspectives of individuals
Developing casesUnderstanding changes needed for marginalized groupEvaluating processes and outcomes
*
Types of Mixed Methods Designs
Creswell, Research Design 5e
SAGE Publishing, 2018
*
Creswell, Research Design 5e
SAGE Publishing, 2018
Types of Mixed Methods Designs
Convergent mixed methods design
(Figure 10.1)
i. Description of the design
Collects both quantitative and qualitative data,
Analyzes them separately,
Compares the results to see if the findings confirm or disconfirm each other
Creswell, Research Design 5e
SAGE Publishing, 2018
*
Creswell, Research Design 5e
SAGE Publishing, 2018
Types of Mixed Methods Designs
Convergent mixed methods design (Figure 10.1)
ii. Data collection
Use the same or parallel variables, constructs, or concepts
iii. Data analysis and integration
Analyze qualitative database
Analyze quantitative database
Integrate the two
Joint display – merge forms of data in a single visual display
Creswell, Research Design 5e
SAGE Publishing, 2018
*
Creswell, Research Design 5e
SAGE Publishing, 2018
Convergent mixed methods design:
iv. Interpretation
Discussion section compares results and notes convergence or divergence
v. Validity
Quantitative validity (e.g., construct)
Qualitative validity (e.g., triangulation)
Mixed methods validity (e.g., unequal sample sizes)
Creswell, Research Design 5e
SAGE Publishing, 2018
*
Types of Mixed Methods Designs
Creswell, Research Design 5e
SAGE Publishing, 2018
B. Explanatory sequential mixed methods design:
i. Description of the design
Involves a ...
· Assignment List
· Week 7 - Philosophical Essay
Week 7 - Philosophical Essay
DUE: Mar 22, 2020 11:55 PM
Grade Details
Grade
N/A
Gradebook Comments
None
Assignment Details
Open Date
Feb 3, 2020 12:05 AM
Graded?
Yes
Points Possible
100.0
Resubmissions Allowed?
No
Attachments checked for originality?
Yes
Top of Form
Assignment Instructions
Objective: Students will write a Philosophical Essay for week 7 based on the course concepts.
Course Objectives: 2, 3, & 4
Task:
This 4 - 5 full page (not to exceed 6 pages) Philosophical Essay you will be writing due Week 7 is designed to be a thoughtful, reflective work. The 4 - 5 full pages does not include a cover page or a works cited page. It will be your premier writing assignment focused on the integration and assessment relating to the course concepts. Your paper should be written based on the outline you submitted during week 4 combined with your additional thoughts and instructor feedback. You will use at least three scholarly/reliable resources with matching in-text citations and a Works Cited page. All essays are double spaced, 12 New Times Roman font, paper title, along with all paragraphs indented five spaces.
Details:
You will pick one of the following topics only to do your paper on:
· According to Socrates, must one heed popular opinion about moral matters? Does Socrates accept the fairness of the laws under which he was tried and convicted? Would Socrates have been wrong to escape?
· Consider the following philosophical puzzle: “If a tree falls in the forest and there's no one around to hear it, does it make a sound?” (1) How is this philosophical puzzle an epistemological problem? And (2) how would John Locke answer it?
· Evaluate the movie, The Matrix, in terms of the philosophical issues raised with (1) skepticism and (2) the mind-body problem. Explain how the movie raises questions similar to those found in Plato’s and Descartes’ philosophy. Do not give a plot summary of the movie – focus on the philosophical issues raised in the movie as they relate to Plato and Descartes.
· Socrates asks Euthyphro, “Are morally good acts willed by God because they are morally good, or are they morally good because they are willed by God?” (1) How does this question relate to the Divine Command Theory of morality? (2) What are the philosophical implications associated with each option here?
· Explain (1) the process by which Descartes uses skepticism to refute skepticism, and (2) what first principle does this lead him to? (3) Explain why this project was important for Descartes to accomplish.
Your paper will be written at a college level with an introduction, body paragraphs, a conclusion, along with in-text citations/Works Cited page in MLA formatting. Students will follow MLA format as the sole citation and formatting style used in written assignments submitted as part of coursework to the Humanities Department. Remember - any resource that is listed on the Works Cited page must .
· Assignment List
· Week 7 - Philosophical Essay
Week 7 - Philosophical Essay
DUE: Mar 22, 2020 11:55 PM
Grade Details
Grade
N/A
Gradebook Comments
None
Assignment Details
Open Date
Feb 3, 2020 12:05 AM
Graded?
Yes
Points Possible
100.0
Resubmissions Allowed?
No
Attachments checked for originality?
Yes
Top of Form
Assignment Instructions
Objective: Students will write a Philosophical Essay for week 7 based on the course concepts.
Course Objectives: 2, 3, & 4
Task:
This 4 - 5 full page (not to exceed 6 pages) Philosophical Essay you will be writing due Week 7 is designed to be a thoughtful, reflective work. The 4 - 5 full pages does not include a cover page or a works cited page. It will be your premier writing assignment focused on the integration and assessment relating to the course concepts. Your paper should be written based on the outline you submitted during week 4 combined with your additional thoughts and instructor feedback. You will use at least three scholarly/reliable resources with matching in-text citations and a Works Cited page. All essays are double spaced, 12 New Times Roman font, paper title, along with all paragraphs indented five spaces.
Details:
You will pick one of the following topics only to do your paper on:
· According to Socrates, must one heed popular opinion about moral matters? Does Socrates accept the fairness of the laws under which he was tried and convicted? Would Socrates have been wrong to escape?
· Consider the following philosophical puzzle: “If a tree falls in the forest and there's no one around to hear it, does it make a sound?” (1) How is this philosophical puzzle an epistemological problem? And (2) how would John Locke answer it?
· Evaluate the movie, The Matrix, in terms of the philosophical issues raised with (1) skepticism and (2) the mind-body problem. Explain how the movie raises questions similar to those found in Plato’s and Descartes’ philosophy. Do not give a plot summary of the movie – focus on the philosophical issues raised in the movie as they relate to Plato and Descartes.
· Socrates asks Euthyphro, “Are morally good acts willed by God because they are morally good, or are they morally good because they are willed by God?” (1) How does this question relate to the Divine Command Theory of morality? (2) What are the philosophical implications associated with each option here?
· Explain (1) the process by which Descartes uses skepticism to refute skepticism, and (2) what first principle does this lead him to? (3) Explain why this project was important for Descartes to accomplish.
Your paper will be written at a college level with an introduction, body paragraphs, a conclusion, along with in-text citations/Works Cited page in MLA formatting. Students will follow MLA format as the sole citation and formatting style used in written assignments submitted as part of coursework to the Humanities Department. Remember - any resource that is listed on the Works Cited page must ...
This document summarizes an action research study that aimed to motivate high school language learners in Thailand using Computer-Assisted Language Learning (CALL) technology and a Communicative Language Teaching (CLT) approach. The study had three goals: to confirm the use of CLT and CALL in motivating learners, to improve student motivation in language learning through the interventions, and for the researcher to explore teaching skills and earn a master's degree. The study used qualitative and quantitative methods including interviews, observations, and pre- and post-tests with 19 students to analyze the impact of the CALL and CLT interventions over 10 weeks. The roles of various theories in the study and measures to ensure credibility and ethical treatment of participants are
This document provides an overview of research designs and methods. It discusses quantitative, qualitative, and mixed method approaches. Specific research designs covered include experimental, correlational, survey, case study, grounded theory, ethnography, narrative inquiry, and phenomenology. Key characteristics, types, steps, quality criteria and potential ethical issues are described for different research designs like experimental, correlational, survey research. Specific research methods like interviews, focus groups, observation, questionnaires are also outlined.
Chapter 22 Evaluating a Research ReportEducational Research.docxcravennichole326
The document outlines criteria for evaluating different aspects of a research report, including the introduction, method, results, and discussion sections. It provides questions to consider for each section to thoroughly assess the quality of the research design, methodology, analysis, and reporting. It also includes design-specific evaluation criteria for different research approaches like surveys, experiments, qualitative research, and more. The overall aim is to build knowledge about properly evaluating each component of the research process.
This document discusses research, evaluation, and assessment techniques relevant for human service professionals. It covers the major types of quantitative and qualitative research approaches, as well as formative and summative evaluation. Assessment techniques like clinical interviews, personality and ability testing are examined. Key topics include informed consent, proper interpretation of results, and understanding limitations. The overall aim is to provide an overview of how research, evaluation and assessment can help improve services and benefit clients, while adhering to ethical standards.
Indicators of study quality in systematic reviews of qualitative research to ...Merlien Institute
Indicators of study quality in systematic reviews of qualitative research to inform public health policy making
Presented at the 2nd European Conference on Qualitative Research for Policy Making, 26-27 May 2011, Belfast, UK
Organised by Merlien Institute
Week 11Collection of Data – questionnaire and Instruments & .docxjessiehampson
Week 11
Collection of Data – questionnaire and Instruments & sampling
1
RES 500 Academic Writing and Research Skills
2
Overall Flowchart for Instrument Design
3
Flowchart for Instrument Design Phase 1
4
Disguising Study Objectives
Situations
where
disguise is
unnecessary
Willingly shared,
Conscious-level
information
Reluctantly shared,
Conscious-level
information
Knowable,
Limited-conscious-level information
Subconscious-level information
5
Flowchart for Instrument Design Phase 2
6
Question Content
Should this question be asked?
Is the question of proper scope and coverage?
Can the participant adequately
answer this question as asked?
Will the participant willingly
answer this question as asked?
7
Multiple Choice Response Strategy
Which one of the following factors was most influential
in your decision to attend Metro U?
Good academic standing
Specific program of study desired
Enjoyable campus life
Many friends from home
High quality of faculty
8
Flowchart for Instrument Design Phase 3
9
Guidelines for Question Sequencing
Interesting topics early
Simple topics early
Sensitive questions later
Classification questions later
Transition between topics
Reference changes limited
Sampling
10
Sampling is the process of selecting units (e.g., people, organizations) from a population of interest so that by studying the sample we may fairly generalize our results back to the population from which they were chosen.
11
The Nature of Sampling
Population
Population Element
Census
Sample
Sampling frame
12
Why Sample?
Greater accuracy
Availability of elements
Greater speed
Sampling
provides
Lower cost
13
Sampling Design
within the Research Process
14
Types of Sampling DesignsElement
SelectionProbabilityNonprobabilityUnrestrictedSimple randomConvenienceRestrictedComplex randomPurposiveSystematicJudgmentClusterQuotaStratifiedSnowballDouble
15
Steps in Sampling Design
What is the target population?
What are the parameters of interest?
What is the sampling frame?
What is the appropriate sampling method?
What size sample is needed?
References
16
Business Research Methods by Donald R Cooper, 12th Edition.
16
INTERCULTURAL MANAGEMENT
UNIT V Part I JOURNAL
Instruction:
What are five things you need to prepare an employee for when that employee is going overseas as an expatriate? Would you like to be an expatriate? Why, or why not?
Your journal entry must be at least 200 words. No references or citations are necessary. SIMPLE SHEET / NO HEAD RUNNING / NOTHING JUST 200 WORDS.
___________________________________________________________________
DO NOT MIXED Part I & PART II. There are two different assignments.
Posted separated.
UNIT V Part II SCHOLARLY ACTIVITY
Instructions:
Write at least a three-page analysis using the case study on pages ...
Critical Appraisal Process for Quantitative ResearchAs you cri.docxwillcoxjanay
Critical Appraisal Process for Quantitative Research
As you critically appraise studies, follow the steps of the critical appraisal process presented in Box 18-1. These steps occur in sequence, vary in depth, and presume accomplishment of the preceding steps. However, an individual with critical appraisal experience frequently performs multiple steps of this process simultaneously. This section includes the three steps of the research critical appraisal process applied to quantitative studies and provides relevant questions for each step. These questions are not comprehensive but have been selected as a means for stimulating the logical reasoning and analysis necessary for conducting a study review. Persons experienced in the critical appraisal process formulate additional questions as part of their reasoning processes. We cover the identification of the steps or elements of the research process separately because persons who are new to critical appraisal often only conduct this step. The questions for determining the study strengths and weaknesses are covered together because this process occurs simultaneously in the mind of the person conducting the critical appraisal. Evaluation is covered separately because of the increased expertise needed to perform this final step.
Step I: Identifying the Steps of the Quantitative Research Process in Studies
Initial attempts to comprehend research articles are often frustrating because the terminology and stylized manner of the report are unfamiliar. Identification of the steps of the research process in a quantitative study is the first step in critical appraisal. It involves understanding the terms and concepts in the report; identifying study elements; and grasping the nature, significance, and meaning of the study elements. The following guidelines are presented to direct
you in the initial critical appraisal of a quantitative study.
Guidelines for Identifying the Steps of the Quantitative Research Process
The first step involves reviewing the study title and abstract and reading the study from beginning to end (review the key principles in Box 18-2). As you read, address the following questions about the research report: Was the writing style of the report clear and concise? Were the different parts of the research report plainly identified (APA, 2010)? Were relevant terms defined?
You might underline the terms you do not understand and determine their meaning from the glossary at the end of this textbook. Read the article a second time and highlight or underline each step of the quantitative research process. An overview of these steps is presented in Chapter 3. To write a critical appraisal identifying the study steps, you need to identify each step concisely and respond briefly to the following guidelines and questions:
I. Introduction
A. Describe the qualifications of the authors to conduct the study, such as research expertise, clinical experience, and educational preparation. Doctoral .
Adapting E-Learning Situations for International ReuseRichter Thomas
This document discusses internationalizing e-learning content through adaptation. It presents research comparing survey responses from German and South Korean students on topics related to e-learning contexts. Key differences were found regarding views of lecturers' roles and authority, expectations of feedback, and perceptions of gender roles. The survey showed the method can identify cultural influences to help adapt e-learning for international reuse while maintaining comparability. Further studies in more countries and contexts are planned to refine understanding of cultural factors and develop adaptation recommendations.
The document outlines the course Research Methodology (BECM 3116) taught at KUET, Khulna. It discusses the skills and attributes required for BECM graduates according to ABET, including the ability to apply knowledge, design experiments, solve problems, function on teams, communicate effectively, and engage in lifelong learning. It provides the course information, content, objectives, and descriptive outline which covers fundamentals of research, the research process, qualitative and quantitative research methods, ethical issues, literature review, thesis writing, and presentations. The document lists reference materials and discusses expectations, distribution of marks, and the importance and process of research.
Using phenomenography in educational technology research from 2003 to 2017: A...Sally Wan
The document summarizes a presentation on using phenomenography in educational technology research from 2003 to 2017. It conducted a systematic review and content analysis of 32 studies that used phenomenography. The review found that phenomenography was applied most in higher education settings to understand student experiences with educational technology. It identified limitations such as small sample sizes but noted phenomenography's potential to provide insights into technology adoption. The review concluded by calling for further refinement of phenomenography in educational technology research.
This document provides an overview of data analytics processes for learning and academic analytics projects. It discusses key data dimensions including computing, location, time, activity, physical conditions, resources, user attributes, and relations. It then covers applications of analytics for learners and teachers to monitor learning and improve performance. The document outlines the stages of an extract-transform-load data processing workflow. Finally, it discusses different methods for knowledge discovery including prediction, structure discovery through clustering and factor analysis, and relationship mining through association rules, correlations, sequential patterns and causal analysis.
This document provides guidance on dealing with qualitative data. It discusses the key steps in thematic analysis including familiarizing yourself with the data, generating initial codes, searching for themes, reviewing themes, defining themes, and producing a report. Thematic analysis is presented as an accessible and flexible method for analyzing qualitative data. A six-phase process for conducting thematic analysis is outlined involving familiarization with the data, generation of codes, development of themes, review of themes, definition of themes, and production of the report.
Report on the First Knowledge Graph Reasoning Challenge 2018 -Toward the eXp...KnowledgeGraph
JIST2019: The 9th Joint International Semantic Technology Conference
The premium Asian forum on Semantic Web, Knowledge Graph, Linked Data and AI on the Web. Nov. 25-27, 2019, Hangzhou, China.
http://jist2019.openkg.cn/
Similar to Modeling language to support privacy requirements (20)
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Modeling language to support privacy requirements
1. www.cin.ufpe.br/~ler
Laboratório de Engenharia
de Requisitos
Universidade
Federal de
Pernambuco
Modeling Languages to Support Privacy
Requirements: Results from a Systematic
Literature Review
Mariana Peixoto and Carla Silva
{mmp2, ctlls}@cin.ufpe.br
08/2018
3. Problem Characterization
n Is necessary address the privacy issues since the early
stages of development, ie the Requirements Engineering
phase [Kalloniatis et al., 2008; Omoronyia et al., 2012; Tun et
al., 2012].
n There is a need for systematic approaches for reasoning,
modeling and analyzing privacy from the early stages of the
software development [Webster et al., 2005].
n Privacy is a multifaceted concept, comes in many forms, relating to
what one wishes to keep private [Kalloniatis et al., 2008; Gharib et
al., 2017]. This has resulted in much confusion among designers
and stakeholders, and has led in turn to wrong design decisions
[Gharib et al., 2017].
3
4. Problem Characterization
n Motivated by this scenario, we perform a Systematic
Literature Review to investigate requirements modeling
languages for privacy and provides an extensive analysis
of them.
¨ This SLR focuses on approaches that consider privacy, by
explicitly representing and analyzing privacy concepts in a
requirements model.
4
6. Research Methodology
n What are the modeling languages used to modeling and
analysis of privacy requirements?
¨ SRQ1 - What modeling languages capture privacy concepts?
Is it an extension of existing language? The language has tool
support?
¨ SRQ2 - What are the benefits and limitations reported in the
use of the modeling languages?
¨ SRQ3 - What are the privacy concepts captured by modeling
languages?
¨ SRQ4 - What are the modeling elements used to capture
privacy concepts and their relationships?
¨ SRQ5 – Do these languages support requirements analysis?
What are the methods of analysis used?
¨ SRQ6 - Are the modeling languages concerned with cognitive
understanding aspects?
6
7. Research Methodology
Search Strategy: automatic search and snowball
method
n Search String: (“privacy”) AND (“requirements
engineering”) AND (“modeling” OR “modelling” OR
“model” OR “language” OR “notation)
n Search Engines:
¨ IEEExplore
¨ ACM Digital Library
¨ Science Direct
¨ Scopus
¨ Compendex
¨ Springer
7
8. SLR Preliminary Results
8
Inclusion Criteria Exclusion Criteria
I1 Primary Studies E1 Studies that are not focused on
Requirements Engineering
I2 Peer-reviewed studies E2 Duplicate studies (only one copy of each
study was included)
I3 Studies that present privacy
representation in some visual language
E3 Redundant paper of same author
I4 Original studies in languages: English,
Portuguese or Spanish
E4 Studies not available
I5 Studies published in any year E5 Incomplete studies (short papers (≤ 3
pages)
E6 Presentations, reports, dissertations,
theses, secondary studies, tertiary and
meta-analysis, gray literature.
E7 Studies that do not capture privacy
concepts
E8 Studies irrelevant to the research
questions
Table 1. Selection Criteria.
9. Research Methodology
Selection Procedure
n Step 1: reading titles, abstracts and keywords;
considering the inclusion and exclusion criteria.
n Step 2: reading introduction and conclusion; considering
the inclusion and exclusion criteria.
n Step 3: the studies included are fully read; excluding
irrelevant papers for the research questions.
9
10. Research Methodology
10
Data Description
Identifier (ID) Unique identifier for each paper
Year, Affiliations, List of Authors, Title,
Abstract and Keywords
Source IEEE, ACM, Scopus, Science Direct, Ei
COMPENDEX and Springer
Application context Industrial, academic, both
Study Type Journal, conference, symposium,
workshop, book chapter
Research Type (based on Wieringa et
al., 2006)
Evaluation research, validation research,
solution proposal, philosophical papers,
experience papers, opinion papers
Evaluation Method (based on
Easterbrook et al., 2008 )
Controlled experiment, case study, survey,
ethnography, action research, illustrative
scenario, not applicable
Application Domain Any domain. For example, Health Care
Research Questions Answer to each research question
Table 2. Data Extraction.
11. Research Methodology
Quality Assessment
n To verify the quality, the studies were classified
according to Wieringa (2005):
¨ Validation Research
¨ Evaluation Research
¨ Experience Papers
¨ Opinion Papers
¨ Philosophical Papers
¨ Solution Proposal
11
12. 12
Quality Assessment
Question Eva Val Sol Phi Exp Opi
QA1- Are the proposed concepts/relations clearly defined? (Gharib et al.,
2017).
x x x x x x
QA2- Does the work propose sufficient concepts/relations to deal with privacy
aspects? (Gharib et al., 2017).
x x x x x x
QA3- Is the problem clearly stated? (Wieringa, 2006). x x x
QA4- Is the research method clearly stated? (Wieringa, 2006). x x
QA5- Is there an adequate description of the context? (Dyba and Dingsoyr,
2008).
x x
QA6- Was the data collected in a way that addressed the research issue?
(Dyba and Dingsoyr, 2008).
x x
QA7- Was the data analysis sufficiently rigorous? (Dyba and Dingsoyr, 2008). x x
QA8- Is there a clear statement of findings? (Dyba and Dingsoyr, 2008). x x
QA9- Was there a control group with which to compare treatments? (Dyba and
Dingsoyr, 2008).
x
QA10- Is the technique novel, or is the application of the techniques to this
kind of problem novel? (Wieringa, 2006).
x
QA11- Is the technique argued? (Wieringa, 2006). x
QA12- Is the broader relevance of this novel technique argued? (Wieringa,
2006).
x
QA13- Is there sufficient discussion of related work? (Wieringa, 2006). x
QA14- Is the conceptual framework original? (Wieringa, 2006). x
QA15- Is it argued? (Wieringa, 2006). x
QA16- Is the experience original? (Wieringa, 2006). x
QA17- Is the report about it sound? (Wieringa, 2006). x
QA18- Is the report relevant for practitioners? (Wieringa, 2006). x
QA19- Is the stated position argued? (Wieringa, 2006). x
QA20- Is the opinion Innovating? (Wieringa, 2006). x
Table 3. Quality Assessment
13. Research Methodology
Quality Assessment
n To verify the quality, the studies were classified
according to Wieringa (2005):
¨ Validation Research (less than 4.5 of 9.0)
¨ Evaluation Research (less than 3.5 of 8.0)
¨ Experience Papers (less than 2.5 of 5.0)
¨ Opinion Papers (less than 2.5 of 5.0)
¨ Philosophical Papers (less than 2.5 of 4.0)
¨ Solution Proposal (less than 2.5 of 7.0)
13
14. Research Methodology
Threats to validity
n This review was conducted by only one researcher and
one advisor. To reduce the bias in this case, a structured
data extraction approach was used, as indicated by
Cruzes and Dyba (2011).
n The search string used for the automatic search may not
include all the existing synonyms for the terms present in
the expression "Modeling languages that support privacy
requirements" and thus be insufficient to capture all area
studies. To reduce this bias the snowball search was
performed.
14
16. SLR Results
16
ID Title Authors
ACM7 Distilling Privacy Requirements for Mobile
Applications
Thomas, K; Bandara, A. K.;
Price, B.A.; Nuseibeh, B.
(2014)
ACM8 Elaborating Security Requirements by
Construction of Intentional Anti-Models
Lamsweerde, A.V. (2004)
ACM17 Legal Goal-oriented Requirement Language
(Legal GRL) for Modeling Regulations
Ghanavati, S.; Amyot, D.;
Rifaut, A. (2014)
COMPEDEX9 Designing privacy-aware personal health record
systems
Samavi, R.; Topaloglou, T.
(2008)
IEEE18 Compliance Analysis Based on a Goal-oriented
Requirement Language Evaluation Methodology
Ghanavati, S.; Amyot D.;,
Peyton, L. (2009)
IEEE30 Goal-oriented compliance with multiple
regulations
Ghanavati, S.; Rifaut;, A.;
Dubois, E.; Amyot, D. (2014)
IEEE48 Requirements engineering patterns for the
modeling of Online Social Networks features
Bouraga, S.; Jureta, I.;
Faulkner, S. (2014)
... .... ...
Table 4. Selected Papers
18. SLR Results
n Overview Results
18
Fig 4. Authors nationalities.
1
6
1
17
1
1
1
1
9
2
1
2
17
1
3
2
2
1
3
13
1
0
2
4
6
8
10
12
14
16
18
Australia
Belgium
Brazil
Canada
Chile
China
Cyprus
France
Germany
Greece
India
Ireland
Italy
Japan
Luxembourg
Netherlands
Norway
Saudi Arabia
Spain
UK
USA
19. SLR Results
n Overview Results
19
Table 5. Paper type x context.
Application Context
Study Type Academic Academic/Industrial
Total
Conference 24 0 24
Journal 17 4 21
Symposium 2 0 2
Workshop 11 0 11
Total 54 (93.1%) 4 (6.8%) 58 (100%)
20. SLR Results
n Overview Results
20
Table 6. Research type.
Research Type Frequency Percentage
Solution Proposal 48 82.8
Evaluation
Research 7 12.1
Validation
Research 3 5.2
Total 58 100.0
21. SLR Results
n Overview Results
21
Table 7. Evaluation method
Evaluation Method
Frequency
Percentage
Case study
13
22.4
Case study and Survey
1
1.7
Controlled Experiment
3
5.2
Illustrative Scenario
35
60.3
Not Applicable
5
8.6
Survey
1
1.7
Total
58
100.0
22. SLR Results
22
Table 8 Application Domain
Application Domain
Frequency
Percentage
Business Process Management
1
1.7
Cloud Computing Systems
2
3.4
Context-sensitive systems
1
1.7
General
32
55.2
Health Care
5
8.6
Internet Services
1
1.7
Legal Regulations
6
10.3
Mobile Applications
2
3.4
Online Social Networks
1
1.7
Public Key Infrastructures
1
1.7
Security Policies
1
1.7
Smart Grids
1
1.7
Socio-Technical Systems
3
5.2
Web of Things
1
1.7
Total
58
100.0
23. 23
Table 9. Languages used for privacy.
Language Frequency Percentage
UML4PF 1 1.4
BPMN 1 1.4
CORAS Risk Modeling 1 1.4
Data Flow Diagrams 1 1.4
Goal/Agent Modeling 8 11.4
GRL 3 4.3
i-Star 9 12.9
KAOS 1 1.4
Legal GRL 2 2.9
Misuse Cases 4 5.7
NFR Framework 3 4.3
Problem Frames 5 7.1
SecBPMN-ml 1 1.4
Secure Tropos 6 8.6
Security-Aware Tropos 1 1.4
SI* modelling 3 4.3
STS-ml 2 2.9
Threat Model 2 2.9
Threat Tree 1 1.4
Tropos 6 8.6
UML 3 4.3
UMLsec 3 4.3
Use Case Maps 2 2.9
User Requirements Notation 1 1.4
Total 70 100.0
24. SLR Results
What modeling languages capture privacy concepts?
24
Fig 5. Taxonomy of privacy modeling languages.
25. SLR Results
Is it an extension of existing language?
n 44 (75.9%) studies used an existing language;
n 14 (24.1%) studies proposed an extension of an existing
language;
n It was not possible to observe the proposal of no new
language.
25
26. SLR Results
The language has tool support?
26
Table 10. Paper Whose has Tool Support.
ID
Tool Name
ACM7
Customized OpenArgue
ACM17/ IEEE18/ IEEE30/
SCOPUS6/ SPRINGER119/
SPRINGER277
Extended tool support (jUCMNav)
SPRINGER183/ SPRINGER420/
SPRINGER23
UMLsec tool
SPRINGER23
Used Secure Tropos tool
SPRINGER160
Toolset for modeling in SecBPMN-ml
IEEE58/SPRINGER302
Extended/Used UML profile
SCOPUS20
Used CREE-tool
SCIENCE27
Tool developed using
the Open Models Initiative Platform
27. SLR Results
What are the privacy concepts captured by modeling languages?
Privacy Concepts Catalog
Private/ Public/ Semi Public/ Owner/ Third Party/ Personal
Information/ Privacy Mechanism- goals/ Safeguards/ Awareness –
Necessity to know/ Openness/ Consent/ Accuracy/ Agreement/
Obligation/ Socialization/ Intentionality/ Non Repudiation/
Availability/ Permission/ Collect/ Disclosure/ Use/ Access Control/
Autonomy/ Vulnerability/ Confidentiality/ Intervenability/
Dectectability/ Integrity/ Unobservability/ Unlikability/ Anonymity/
Pseudonymity/ Authorization/ Authentication/ Opportunity/ Strength/
Weakness/ Conflict/ Trust/ Constraint/ Assurance/ Measure/ Privacy
Threats/ Harms/ Exposure/ Surveillance/ Aggregation/
Misinformation/ Power Imbalance/ Contextl/ Intrusion/ Identification/
Accountability/ Compliance/ Auditability/ Processor/ Privacy policy/
Privacy Preferences
27
28. SLR Results
What are the privacy concepts captured by modeling languages?
n UML is used to support Personal Information, Awareness,
Consent, Obligation, Non Repudiation, Disclosure, Access
Control, Confidentiality, Integrity, Anonymity, Authorization and
Harms.
n NFR Framework is used to support, Privacy Mechanism,
Awareness, Socialization, Intentionality, Permission,
Autonomy, Vulnerability, Confidentiality, Anonymity, Conflict,
Trust, Privacy Threats in COMPEDEX9, SCIENCE178 and
SNOW115.
28
29. SLR Preliminary Results
What are the modeling elements used to capture privacy
concepts and their relationships?
29
Concept <Element; Relationships (ID)>
Private <Resource; Dependency (IEEE48)>
Public <Resource; Dependency (IEEE48)>
Semi-Public <Resource; Dependency (IEEE48)>
Owner <Owner; Dependency (SNOW122)
Third Party <Goal; Decomposition link (ACM17)>
Personal Information <Resource; Dependency (COMPEDEX9/IEEE48/SNOW123), part of
(SCOPUS31), Trust relation, Owner relation, Permission relation
(SCOPUS30)>, <Goal; Contribution Link (IEEE18/SNOW7), Goal
decomposition (SNOW46), Dependency (SCIENCE323/SCIENCE332)>,
<Softgoal; Decomposition Link (IEEE30), Strategic Dependencies
(IEEE53), Association (SCIENCE40)>, < Stereotype; Extension
(IEEE58)>, <Document; Contribution link SNOW122)>
Table 11. Modeling elements and relationships.
30. SLR Preliminary Results
What are the modeling elements used to capture privacy concepts
and their relationships?
30Fig 6. SLR Modeling Elements Results.
31. SLR Preliminary Results
Do these languages support requirements analysis? What are the
methods of analysis used?
n 48 (82.8%) do support analysis and 10 (17.2%) don’t.
31
Fig 7. Requirements Analysis Methods.
32. SLR Results
Do these languages support requirements analysis? What are the
methods of analysis used?
32
ID Requirements Analysis Techniques Supported Concept
SNOW115 Privacy and Transparency Together Analysis: Aims to
analyze how privacy would impact Transparency and
vice versa.
Third Party, Personal Information, Privacy
Mechanism, Awareness, Socialization, Collect,
Use, Anonymity and Trust
IEEE53/
SNOW123
Attacker Analysis: Aims to identify potential system
abusers and their malicious intents
Personal Information, Privacy Mechanism,
Awareness, Consent, Collect, Disclosure,
Access Control, Confidentiality, Authorization,
Authentication, Trust, Constraint, Assurance and
Privacy Threats
SNOW122 Consistency Analysis: Aims to verify whether the
diagram built by the designer is consistent and valid.
Owner, Personal Information, Availability,
Confidentiality, Integrity, Authorization and
Privacy Threats
IEEE53 Countermeasure Analysis: System designers make
decisions on how to protect security and privacy from
potential attackers and vulnerabilities
Personal Information, Awareness, Disclosure,
Access Control, Confidentiality, Authorization,
Trust and Privacy Threats
Table 12. Requirements Analysis Techniques X Supported Concept
.
33. SLR Results
Are the modeling languages concerned with cognitive
understanding aspects?
n only one study!
¨ They conducted a study in two countries with 152 participants in which
they assessed the effectiveness of graphical representations with
respect to extraction correct information about risks.
33
34. SLR Results - Quality Assessment
n Evaluation research: 7 papers just one received maximum
score, quality 80 ;
n Validation research: 3 papers (two studies received 80) from a
maximum of 90;
n Solution proposal: 48 papers just three received maximum
score, quality 70.
34
35. Future Work
n Concepts Validation
n Conceptual Model
n Framework of Privacy Capabilities
35
36. Main References
n Gharib, M., Giorgini, P., Mylopoulos, J. (2017) Towards an
Ontology for Privacy Requirements via a Systematic Literature
Review. In: Mayr H., Guizzardi G., Ma H., Pastor O. (eds)
Conceptual Modeling. LNCS, vol 10650. Springer, pages 193–
208.
n Hadar, I., Hasson, T., Ayalon, O., Toch, E., Birnhack, M.,
Sherman, S., & Balissa, A. (2018) Privacy by designers:
software developers’ privacy mindset. Empirical Software
Engineering, pages 259-289.
n Kitchenham, B., Charters, S. Guidelines for performing
Systematic Literature Reviews in Software Engineering.
Technical Report, EBSE-2007-01, Software Engineering Group,
School of Computer Science and Mathematics. Keele
University, Keele, UK.
n Privacy in RE: https://sites.google.com/cin.ufpe.br/
privacyconcepts/home
36
37. www.cin.ufpe.br/~ler
Laboratório de Engenharia
de Requisitos
Universidade
Federal de
Pernambuco
Modeling Languages to Support Privacy
Requirements: Results from a Systematic
Literature Review
Mariana Peixoto and Carla Silva
{mmp2, ctlls}@cin.ufpe.br
08/2018