5 research outputs found
Ontology based virtual enterprise system domain modeling
Get PDFPaper presented at the Proceedings of the 24th International Conference on Flexible Automation & Intelligent Manufacturing, held May 20-23, 2014 in San Antonio, Texas, and organized by the Center for Advanced Manufacturing and Lean Systems, University of Texas at San AntonioIncludes bibliographical referencesA virtual enterprise (VE) is a product oriented temporary consortium which forms a collaboration platform to fulfil a specific common purpose (typically to create a product) by benefiting from various capabilities of multiple VE partner enterprises. VE lifecycle consists of 3 distinct phases including VE Formation, Operation and Dissolution. VE partner enterprises are selected from virtual breeding environment (VBE) based on specific criteria considering the new VE project specifications. In order to select the most appropriate partners for the forthcoming VE project, it is required to have comprehensive information regarding the VBE members, their current conditions, capabilities, capacities and their past performances. This database continuously changes and it is dynamic. Ontologies and the corresponding knowledge bases provide the best tools for modelling such complex domain knowledge and highly dynamic data requirements. Ontologies not only help model and capture complex domain knowledge, but also improve the sharing and reusability of data and knowledge providing a suitable environment for software agents and human communications. The VE system must be able to demonstrate what types of resources exist, where they are located, and how much resource capacity is available to be used by the consortium. In this paper a pilot Virtual Enterprise system model developed for OSTIM organized industrial park in Ankara will be presented in detail. The objective of this system model is to enable SMEs in the region to collaborate effectively in order to produce eco-friendly high value added products
Proceedings of the 24th International Conference on Flexible Automation & Intelligent Manufacturing; FAIM 2014
No full textPaper presented at the Proceedings of the 24th International Conference on Flexible Automation & Intelligent Manufacturing, held May 20-23, 2014 in San Antonio, Texas, and organized by the Center for Advanced Manufacturing and Lean Systems, University of Texas at San Antonio; Includes bibliographical references; A virtual enterprise (VE) is a product oriented temporary consortium which forms a collaboration platform to fulfil a specific common purpose (typically to create a product) by benefiting from various capabilities of multiple VE partner enterprises. VE lifecycle consists of 3 distinct phases including VE Formation, Operation and Dissolution. VE partner enterprises are selected from virtual breeding environment (VBE) based on specific criteria considering the new VE project specifications. In order to select the most appropriate partners for the forthcoming VE project, it is required to have comprehensive information regarding the VBE members, their current conditions, capabilities, capacities and their past performances. This database continuously changes and it is dynamic. Ontologies and the corresponding knowledge bases provide the best tools for modelling such complex domain knowledge and highly dynamic data requirements. Ontologies not only help model and capture complex domain knowledge, but also improve the sharing and reusability of data and knowledge providing a suitable environment for software agents and human communications. The VE system must be able to demonstrate what types of resources exist, where they are located, and how much resource capacity is available to be used by the consortium. In this paper a pilot Virtual Enterprise system model developed for OSTIM organized industrial park in Ankara will be presented in detail. The objective of this system model is to enable SMEs in the region to collaborate effectively in order to produce eco-friendly high value added product
Ethnic identity, political identity and ethnic conflict: simulating the effect of congruence between the two identities on ethnic violence and conflict
Get PDFThis thesis outlines and presents an alternative hypothetical process to the emergence of ethnic conflict. Ethnic conflicts, rather than being dependent upon pre-existing 'ancient hatreds', are instead the result of a congruence between ethnic and political identity which grants individuals the ability to use ethnicity to identify and eliminate political threats. This hypothesis is formed by the examination of three case studies of ethnic conflict: Lebanon, Northern Ireland and Croatia. This hypothesis is then formalised and tested using an agent based simulation in which agent interactions are dependent upon ethnic and political identity and the congruence between the two. As predicted there was a strong positive correlation between how accurately ethnic identity reflected political identity and the level of ethnically motivated violence in the simulation, although the relationship was not linear. Furthermore the effect of a shift in congruence was found to be roughly comparable to the effect of initialising agents with a moderate level of pre-existing ethnic antagonism
Metodología adaptativa para procesos colaborativos de evaluación en entornos de aprendizaje
Get PDFLa evolución de las Tecnologías de la Información y las Comunicaciones
está suscitando profundos cambios sociales. Esta transformación plantea nuevos
retos educativos derivados de la necesidad de preparar a los individuos
para la Sociedad del Conocimiento.
Paralelamente, las tendencias pedagógicas actuales ponen el énfasis en tres
factores clave en el proceso de aprendizaje. Por una parte, el rol activo desempeñado por el estudiante, protagonista de su propio desarrollo formativo. Por
otra, la realidad social del aprendizaje, insistiendo en la importancia de las
interacciones entre los alumnos y el aprendizaje colaborativo. Finalmente, la
necesidad de adaptación al alumno, en respuesta a los modelos de aprendizaje
cognitivo.
En sintonía con los nuevos modelos pedagógicos, la introducción de las
nuevas tecnologías en el ámbito educativo ha abierto múltiples posibilidades,
facilitando el seguimiento del alumno, el acceso personalizado a los contenidos
y la interacción entre los diferentes actores del proceso, dando pie a escenarios
participativos en los que prima la iniciativa del alumno.
En consecuencia, en las últimas décadas la actividad educativa se está viendo
sometida a profundos cambios, reflejo de la transformación experimentada
por la sociedad, la evolución de las teorías pedagógicas en que se sustenta y la
introducción de nuevas tecnologías. Parte consustancial al proceso educativo,
la evaluación no escapa a esta evolución. Así, asistimos a un auge de modelos
de evaluación alternativos, caracterizados por la participación activa de los
alumnos y un propósito marcadamente formativo.
Entre ellos, la metodología de revisión entre iguales se encuadra perfectamente
en las tendencias pedagógicas actuales, asumiendo el alumno la responsabilidad
de evaluador y facilitando el intercambio de conocimiento mediante la
colaboración entre autores y revisores. No obstante, la aplicación de la revisión
entre iguales en entornos educativos generalmente obedece a un planteamiento
indiferenciado, ignorando las pautas de adaptación al alumno derivadas de las propias corrientes pedagógicas en que se sustenta.
Esta tesis aborda el problema de integrar la adaptación al alumno, clave
en la pedagogía actual, en la metodología de evaluación entre iguales.
A raíz del estudio de los modelos pedagógicos, se plantea la influencia del
perfil cognitivo del alumno en los resultados del proceso de revisión entre iguales
y la consecuente conveniencia de adaptar dicho proceso en función de las
características de los estudiantes. El análisis de las actividades y mecanismos
de aprendizaje asociados a la evaluación entre iguales conduce a identificar
el proceso de asignación de revisores como el mecanismo de actuación característico de la metodología en el que integrar la adaptación al alumno.
Partiendo de dichas premisas, se ha propuesto un modelo genérico, flexible,
expresivo e intuitivo, para especificar los criterios de asignación de revisores.
Para facilitar la adopción de la metodología, se ha desarrollado un sistema de
asignación de revisores que, mediante el modelo anterior, permite introducir
en dicho proceso de selección criterios pedagógicos y de adaptación adicionales
a los requisitos intrínsecos de validez del proceso.
Finalmente, la evaluación empírica ha sido objetivo prioritario de esta tesis,
lo que ha llevado a la aplicación de la metodología propuesta en entornos
educativos reales. Su uso en dos asignaturas de muy diferente naturaleza ha
permitido contrastar y refinar las ideas teóricas desarrolladas, y evaluar la
validez, generalidad y usabilidad tanto del modelo teórico propuesto como del
sistema implementado. Los resultados experimentales validan las hipótesis en
que se fundamenta esta tesis, confirmando la influencia del nivel de desempeño
del alumno y el efecto del criterio de asignación de revisores en los resultados
del proceso.
____________________________________________The evolution of the Information and Communication Technologies is causing
deep social changes. This transformation raises new educational challenges,
stemmed from the necessity to train the individuals for the Knowledge
Society.
In parallel, current pedagogical trends emphasize three key factors in the
learning process. On one hand, the active role played by the student, main
character of his/her own formative development. On the other hand, the social
nature of learning, insisting on the importance of interactions among the students
and collaborative learning. Finally, the need to adapt the learning process
according to student’s characteristics, in response to cognitive learning models.
According to novel pedagogical models, the introduction of Information
and Communication Technologies in the educational context gives new chances,
making easy student monitoring, access to personalized contents and interaction
among the different actors involved in the process, generating scenarios
in which students’ active participation and initiative prevail.
Therefore, during the last decades the educational activity has been experimenting
deep changes, reflection of the social transformation, the evolution
of the pedagogical theories on which it is based and the introduction of new
technologies. Evaluation, as an inherent part of the educational process, is also
affected by this evolution. Thus, a peak of alternative evaluation models,
characterized by active participation of the students and a strong formative
propose, can be witnessed.
Among them, peer review fits naturally in the current pedagogical framework,
making the students take the responsibility of evaluation and facilitating
knowledge exchange by means of collaboration between authors and reviewers.
Nevertheless, application of peer review in educational environments usually
follows a non-differentiating approach, ignoring the guidelines about adaptation
promoted by the very same schools of pedagogy on which it is based.
This thesis tackles the problem of integrating adaptation to the student,
essential for current pedagogy, in the educational peer review methodology.
As a result of the study of pedagogical models, it is proposed the influence
of the student’s cognitive profile in the results of the peer review process, and
the consequent need for adapting such process depending on students’ characteristics.
The analysis of the activities and learning mechanisms related to
peer evaluation leads to identify the author-reviewer matching process as the
characteristic mechanism of the methodology in which the adaptation should
be integrated.
Based on the previous premises, a generic, flexible, expressive and intuitive
model has been proposed for specifying the criteria to be applied for matching
the reviewers. In order to facilitate the adoption of the proposed methodology,
a reviewers assignment system has been developed which, based on the latter
model, allows to consider pedagogical and adaptive criteria in the process of
reviewers selection, in addition to the validity requirements intrinsic to the
process.
Finally, a main objective of this thesis has been its empiric evaluation,
which has led to the application of the proposed methodology to real educational
environments. Its application to two completely different subjects has
allowed to contrast and adjust the theoretical ideas proposed, and to evaluate
the validity, capacity for generalization of the proposed model as well as the
developed system. Experimental results validate the hypotheses on which this
thesis is based, confirming the influence of the student’s level of knowledge and
the effect of the reviewers matching criteria in the process results
Altimetry for the future: Building on 25 years of progress
Get PDFIn 2018 we celebrated 25 years of development of radar altimetry, and the progress achieved by this methodology in the fields of global and coastal oceanography, hydrology, geodesy and cryospheric sciences. Many symbolic major events have celebrated these developments, e.g., in Venice, Italy, the 15th (2006) and 20th (2012) years of progress and more recently, in 2018, in Ponta Delgada, Portugal, 25 Years of Progress in Radar Altimetry. On this latter occasion it was decided to collect contributions of scientists, engineers and managers involved in the worldwide altimetry community to depict the state of altimetry and propose recommendations for the altimetry of the future. This paper summarizes contributions and recommendations that were collected and provides guidance for future mission design, research activities, and sustainable operational radar altimetry data exploitation. Recommendations provided are fundamental for optimizing further scientific and operational advances of oceanographic observations by altimetry, including requirements for spatial and temporal resolution of altimetric measurements, their accuracy and continuity. There are also new challenges and new openings mentioned in the paper that are particularly crucial for observations at higher latitudes, for coastal oceanography, for cryospheric studies and for hydrology.
The paper starts with a general introduction followed by a section on Earth System Science including Ocean Dynamics, Sea Level, the Coastal Ocean, Hydrology, the Cryosphere and Polar Oceans and the “Green” Ocean, extending the frontier from biogeochemistry to marine ecology. Applications are described in a subsequent section, which covers Operational Oceanography, Weather, Hurricane Wave and Wind Forecasting, Climate projection. Instruments’ development and satellite missions’ evolutions are described in a fourth section. A fifth section covers the key observations that altimeters provide and their potential complements, from other Earth observation measurements to in situ data. Section 6 identifies the data and methods and provides some accuracy and resolution requirements for the wet tropospheric correction, the orbit and other geodetic requirements, the Mean Sea Surface, Geoid and Mean Dynamic Topography, Calibration and Validation, data accuracy, data access and handling (including the DUACS system). Section 7 brings a transversal view on scales, integration, artificial intelligence, and capacity building (education and training). Section 8 reviews the programmatic issues followed by a conclusion
