This is the proceedings of the Sixth Symposium on Empirical Foundations of Information and Software Sciences (EFISS), which was held in Atlanta, Georgia, on October 19-21, 1988. The purpose of the symposia is to explore subjects and methods of scientific inquiry which are of common interest to information and software sciences, and to identify directions of research that would benefit from the mutual interaction of these two disciplines. The main theme of the sixth symposium was modeling in information and software engineering, with emphasis on methods and tools of modeling. The symposium covered topics such as models of individual and organizational users of information systems, methods of selecting appropriate types of models for a given type of users and a given type of tasks, deriving models from records of system usage, modeling system evolution, constructing user and task models for adaptive systems, and models of system architectures. This symposium was sponsored by the School of Information and Computer Science of the Georgia Institute of Technology and by the U.S. Army Institute for Research in Management Information, Communications, and Computer Sciences (AIRMICS). 17le Editors vii CONTENTS 1 I. KEYNOTE ADDRESS ............................................. .

This is the proceedings of the Sixth Symposium on Empirical Foundations of Information and Software Sciences (EFISS), which was held in Atlanta, Georgia, on October 19-21, 1988. The purpose of the symposia is to explore subjects and methods of scientific inquiry which are of common interest to information and software sciences, and to identify directions of research that would benefit from the mutual interaction of these two disciplines. The main theme of the sixth symposium was modeling in information and software engineering, with emphasis on methods and tools of modeling. The symposium covered topics such as models of individual and organizational users of information systems, methods of selecting appropriate types of models for a given type of users and a given type of tasks, deriving models from records of system usage, modeling system evolution, constructing user and task models for adaptive systems, and models of system architectures. This symposium was sponsored by the School of Information and Computer Science of the Georgia Institute of Technology and by the U.S. Army Institute for Research in Management Information, Communications, and Computer Sciences (AIRMICS).17le Editors vii CONTENTS 1 I. KEYNOTE ADDRESS ...

The monograph presents the proceedings of the Third Symposium on Empir ical Foundations of Information and Software Sciences (EFISS) held at the Riso National Laboratory in Roskilde, Denmark, 23-25 October 1985. The EFISS series of meetings was initiated with the express purpose of explor ing subjects and methods of scientific inquiry of empirical nature which are of common interest to information and software sciences. Furthermore, these meetings were expected to provide a cross-disciplinary forum for discussion of problems and exchange of research results of importance for the design and application of advanced information systems. The previous two EFISS symposia took place at the Georgia Institute of Technology in Atlanta, Georgia, USA. The first meeting in 1982 focused on methods of experimental design and measurement techniques in information and software sciences. The second meeting was held in 1984 and its main theme was the value of information in prescriptive contexts, such as value of information for understanding and implementation of these messages, instructions, and commands. Specific examples of problems of this kind are the value of comments for the enhancement of understanding of computer programs, the value of information in assisting and guiding users of on line interactive systems, and the value of lexical aids in information retrieval. In both symposia, contributed papers were considered on any other valid subject of empirical foundations of the said two sciences.

The purpose of the Second Symposium on Empirical Foundations of Informa tion and Software Science (EFISS) was, in essence, the same as that of the First Symposium in this series, i. e. to explore subjects and methods of sci entific inquiry which are of fundamental and common interest to information and software sciences, and to map directions of research that will benefit from the mutual interaction of these two fields. In fact, one of the most important results of the First EFISS Symposium was the conclusion that the commonality of these two sciences is much more than just the commonality of their objects of study, namely, the study of informative and prescriptive properties of texts in all kinds of sign sys tems (such as natural or artificial languages). Rather, the most challeng ing problems appear to be in the areas in which both these sciences overlap, such as, for instance, the problem of trade-offs between informative and prescriptive uses of texts. This problem can be formulated in generic terms as follows: given a certain kind of action or activity which has been pre scribed to some agent, i. e. which is required to be implemented or carried out, what kind of information should be provided to the agent, in what form, and how should it be distributed over the contextual structure of the pre scriptive text to enable the agent to carry out the action or activity most effectively and efficiently.

This book presents the refereed proceedings of the 8th International Conference on Advanced Information Systems Engineering, CAiSE '96, held in Herakleion, Crete, Greece, in May 1996. The 30 revised full papers included in the book were selected from a total of some 100 submissions. The book is organised in sections on CASE environments, temporal and active database technologies, experience reports, interoperability in information systems, formal methods in system development, novel architectures, workflow management and distributed information systems, information modelling, object-oriented database design, and semantic links and abstraction.

The author's aim in this textbook is to provide students with a clear understanding of the relationship between the principles of object-oriented programming and software engineering. Professor Zeigler takes an approach based on state representation to formal specification. Consequently, this book is unique through its - emphasis on formulating primitives from which all other functionality can be built; - integral use of a semi-formal behaviour specification language based on state transition concepts; -differentiation between behaviour and implementation; -a reusable heterogeneous container class library; -ability to show the elegance and power of ensemble methods with non-trivial examples. As a result, students studying software engineering will find this a distinctive and valuable approach to programming and systems engineering.

The three-volume set LNCS 9186, 9187, and 9188 constitutes the proceedings of the 4th International Conference on Design, User Experience, and Usability, DUXU 2015, held as part of the 17th International Conference on Human-Computer Interaction, HCII 2015, in Los Angeles, CA, USA, in August 2015, jointly with 13 other thematically similar conferences. The total of 1462 papers and 246 posters presented at the HCII 2015 conferences were carefully reviewed and selected from 4843 submissions. These papers address the latest research and development efforts and highlight the human aspects of design and use of computing systems. The papers accepted for presentation thoroughly cover the entire field of Human-Computer Interaction, addressing major advances in knowledge and effective use of computers in a variety of application areas. The total of 132 contributions included in the DUXU proceedings were carefully reviewed and selected for inclusion in this three-volume set. The 67 papers included in this volume are organized in topical sections on users in DUXU, women in DUXU, information design, touch and gesture DUXU, mobile DUXU, and wearable DUXU.

Artificial Intelligence and Learning Futures: Critical Narratives of Technology and Imagination in Higher Education explores the implications of artificial intelligence’s adoption in higher education and the challenges to building sustainable instead of dystopic schooling. As AI becomes integral to both pedagogy and profitability in today’s colleges and universities, a critical discourse on these systems and algorithms is urgently needed to push back against their potential to enable surveillance, control, and oppression. This book examines the development, risks, and opportunities inherent to AI in education and curriculum design, the problematic ideological assumptions of intelligence and technology, and the evidence base and ethical imagination required to responsibly implement these learning technologies in a way that ensures quality and sustainability. Leaders, administrators, and faculty as well as technologists and designers will find these provocative and accessible ideas profoundly applicable to their research, decision-making, and concerns.

This book provides the foundations of BE, reviews the disciplines integrated within its methodology, and presents plentiful evidence of its power by giving detailed application cases, including impressive results in private and public situations.

At present, there is a general consensus on the nature of learning programming, but there are different opinions on what forms an effective environment for it. It is generally recognized that the development of a mental model is a formidable task for the student and that learning programming is a complex activity that depends heavily on metacognitive skills. This book, based on a NATO workshop, presents both pure cognitive models and experimental learning environments, and discusses what characteristics can make a learning model effective, especially in relation to the learning environment (natural or computerized). The papers cover cognitive models related to different aspects of programming, classes of learners, and types of environment, and are organized in three groups: theoretical and empirical studies on understanding programming, environments for learning programming, and learning programming in school environments. Comprehension, design, construction, testing, debugging, and verification are recognized as interdependent skills, which require complicated analysis and may develop independently, and indifferent orders, in novices. This book shows that there is unlikely to be asingle path from novice to expert and that the structure of the final product (the program) may not constrain the process by which it comes into being as much as some would advocate.