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We present GEM-NI -- a graph-based generative-design tool that supports parallel exploration of alternative designs. Producing alternatives is a key feature of creative work, yet it is not strongly supported in most extant tools. GEM-NI enables various forms of exploration with alternatives such as parallel editing, recalling history, branching, merging, comparing, and Cartesian products of and for alternatives. Further, GEM-NI provides a modal graphical user interface and a design gallery, which both allow designers to control and manage their design exploration. We conducted an exploratory user study followed by in-depth one-on-one interviews with moderately and highly skills participants and obtained positive feedback for the system features, showing that GEM-NI supports creative design work well.
Binary relations with certain properties such as biorders, equivalences or difunctional relations can be represented as particular matrices. In order for these properties to be identified usually a rearrangement of rows and columns is required in order to reshape it into a recognisable normal form. Most algorithms performing these transformations are working on binary matrix representations of the underlying relations. This paper presents an approach to use the RLE-compressed matrix representation as a data structure for storing relations to test whether they are biorders in a hopefully more efficient way.
Formal concept analysis (FCA) as introduced in [4] deals with contexts and concepts. Roughly speaking, a context is an environment that is equipped with some kind of "knowledge". Such contexts are also known as information or knowledge representation systems where the knowledge consists of (intensional) descriptions relating sets of objects to sets of properties. Given extsensional and intensional descriptions (the latter one in terms of binary attributes), they can be arranged in a taxonomy or concept lattice.
Roughness by Residuals
(2015)
Rough set theory (RST) focuses on forming posets of equivalence relations to describe sets with increasing accuracy. The connection between modal logics and RST is well known and has been extensively studied in their relation algebraic (RA) formalisation. RST has also been interpreted as a variant of intuitionistic or multi-valued logics and has even been studied in the context of logic programming.
The aim of our research is finding measures to preserve the learners’ initial motivation in educational settings. For that we need to avoid conflicting situations that possibly could jeopardize their joy of learning.
In our thematically comprehensive Learning Culture Survey, we investigate the cultural biasing of students’ attitudes, behaviours, and expectations towards education. Particularly in times of massive international migration and growing numbers of refugees, the relevance to deeply understand cultural aspects in education increases. Just with this understanding, we can raise the awareness towards more cultural tolerance across all involved stakeholder groups and thus, foster the development of more culture-sensitive educational approaches. In this paper we focus on the most relevant aspect of motivation and comparatively discuss our study conducted in Germany and South Korea.
Mit unserer Forschung wollen wir Maßnahmen finden, die dazu beitragen, die anfängliche
Bildungsmaßnahmen zu
Motivation von Lernern bewahren. Zu diesem Zweck
in müssen Konfliktsituationen möglichst vermieden werden, wenn sie das Potential haben, ihnen die Freude am Lernen zu verderben. In unserem thematisch breitgefächerten Learning Culture Survey (Untersuchung von Lernkultur), untersuchen wir bei Lernern das Vorhandensein und den Einfluss kulturspezifischer Prägungen auf deren Verhaltensweisen, Gewohnheiten und Erwartungen bzgl. Bildung. Besonders in Zeiten massiver internationaler Migration und steigender Zahlen von Flüchtlingen wächst der Bedarf nach entsprechender Forschung stetig an. Nur wenn wir die Zusammenhänge zwischen Lernen und Kultur ausreichend verstehen, sind wir in der Lage, auf allen Ebenen die Entwicklung des erforderlichen Bewusstseins bzgl. kultursensibler Bildungsansätze zu fördern. In diesem Beitrag konzentrieren wir uns auf den sehr wichtigen Aspekt Motivation und diskutieren die Ergebnisse, die wir in unserer vergleichenden Studie in Deutschland und Südkorea erzielt haben.
Despite the opportunities and benefits of OER, research and practice has shown how the OER repositories have a hard time in reaching an active user-base. The opportunities of experience exchange and simple feedback mechanisms of social software have been realized for improving the situation and many are basing or transforming their OER offerings towards socially powered environments. Research on social software has shown how knowledge-sharing barriers in online environments are highly culture and context-specific and require proper investigation. It is crucial to study what challenges might arise in such environments and how to overcome them, ensuring a successful uptake. A large-scale (N = 855) cross-European investigation was initiated in the school context to determine which barriers teachers and learners perceive as critical. The study highlights barriers on cultural distance, showing how those are predicted by nationality and age of the respondents. The paper concludes with recommendations for overcoming those barriers.
The Whole Is More than the Sum of Its Parts - On Culture in Education and Educational Culture
(2015)
The Learning Culture Survey investigates learners’ expectations towards and perceptions of education on international level with the aim to make culture in the context of education better understandable and support educators to prevent and solve intercultural conflicts in education. So far, we found that culture-related expectations differ between educational settings, depend on the age of the learners, and that a nationally homogenous educational culture is rather an exception than the rule. The results of our recently completed longitudinal study provided evidence that educational culture on the institutional level actually is persistent, at least over a term of four years. After a brief introduction of the general background, we will subsume the steps taken during the past seven years and achieved general insights regarding educational culture. Last, we will introduce a method for the determination of conflict potential, which bases on the understanding of culture as the level to w hich people within a society accept deviations from the usual. We close with demonstrating the method’s functionality on examples from the Learning Culture Survey.
Quality Management in Education: Business Process Modelling in Interdisciplinary Environments
(2015)
The generation and maintenance of intricate spatiotemporal patterns of gene expression in multicellular organisms requires the establishment of complex mechanisms of transcriptional regulation. Estimations that up to one million enhancers exist in the human genome accentuates the utmost importance of this type of cis-regulatory element for gene regulation. However, surprisingly little is known about the mechanisms used to temporarily or permanently activate or inactivate enhancers during cellular differentiation. The current work addresses the question how enhancer regulation can be achieved.
Using the chemokine (C-C motif) ligand gene Ccl22 as a model, the first example is based on the question how the activation of an enhancer can be prevented in a physiological context. Ccl22 is expressed by myeloid cells, such as dendritic cells, upon exposure to inflammatory stimuli. The expression in other cell types, such as fibroblasts, is prevented by the strong accumulation of H3K9me3 at the enhancer's proximal region. This accumulation is attenuated in myeloid cells through activity of the stimulus-induced demethylase Jmjd2d. To tease out which genomic fragment or fragments in the Ccl22 locus could be responsible for the maintenance of enhancer inactivity, potentially through the recruitment of H3K9 methyltransferases, the enhancer repressing capacity of 1 kb fragments of the gene locus was analysed in retroviral reporter assays. It was found that a fragment adjacent to the Ccl22 enhancer that overlaps with a member of a subfamily of long interspersed nuclear elements (LINEs) showed strong repressive potential on a model enhancer. Subsequent retroviral reporter assays with LINEs from loci of other stimulus-dependent genes identified additional LINE fragments that exhibit strong enhancer repressive capacity. These findings suggest a mechanism for enhancer silencing involving LINEs.
The second example concentrates on the inactivation of an enhancer during colorectal cancer (CRC) progression. The adenoma to carcinoma transition during CRC progression often is accompanied by a downregulation of the tumour suppressor gene EPHB2. The EMT inducing factor SNAIL1 strongly downregulated EPHB2 expression in a CRC cell model. To gain insights into the transcriptional regulation of EPHB2, potential cis-regulatory elements in the EPHB2 upstream region were analysed using reporter assays. A cell-type-specific enhancer was identified and subsequent chromatin analyses revealed a correlation between enhancer chromatin conformation and EPHB2 expression in different CRC cell lines. Additionally, the overexpression of the murine Snail1 induced chromatin changes at the EPHB2 enhancer towards a poised, transcriptionally silent chromatin conformation. Mutational analyses of the minimal enhancer region pinpointed three transcription factor binding motifs to be essential for full enhancer activity. Different binding patterns between CRC cell lines at the TCF/LEF motif were subsequently identified. Furthermore, a switch from TCF7L2 to LEF1 occupancy was found upon overexpression of Snail1 in vitro and in vivo. The generation of LS174T CRC cells overexpressing LEF1 confirmed the involvement of LEF1 in the downregulation of EPHB2 and the competitive displacement of TCF7L2. This part of the work demonstrated that the SNAIL1 induced downregulation of EPHB2 is dependent on the decommissioning of a transcriptional enhancer and led to a hypothetical model involving LEF1 and ZEB1.
In summary, this work highlighted two distinct mechanisms for enhancer regulation. One mechanism is based on enhancer repressive LINE fragments that might prevent stimulus-dependent enhancer activation. In the second, enhancer silencing was shown to be based on a competitive transcription factor binding mechanism.
Despite the lack of standardisation for building REST-ful HTTP applications, the deployment of REST-based Web Services has attracted an increased interest. This gap causes, however, an ambiguous interpretation of REST and induces the design and implementation of REST-based systems following proprietary approaches instead of clear and agreed upon definitions. Issues arising from these shortcomings have an influence on service properties such as the loose coupling of REST-based services via a unitary service contract and the automatic generation of code. To overcome such limitations, at least two prerequisites are required: the availability of specifications for implementing REST-based services and auxiliaries for auditing the compliance of those services with such specifications. This paper introduces an approach for conformance testing of REST-based Web Services. This appears conflicting at the first glance, since there are no specifications available for implementing REST by, e.g., t he prevalent technology set HTTP/URI to test against. Still, by providing a conformance test tool and leaning it on the current practice, the exploration of service properties is enabled. Moreover, the real demand for standardisation gets explorable by such an approach. First investigations conducted with the developed conformance test system targeting major Cloud-based storage services expose inconsistencies in many respects which emphasizes the necessity for further research and standardisation.
This paper gives necessary foundations to understand the mechanism of warning processing and summarizes the state of the art in warning development. That includes a description of tools, researchers use to work in this scientific field. In detail these are models that describes the human way of processing warnings and mental models. Both are presented detailed with relevant examples. The paper tells how these tools are connected and how they are used to improve the effectiveness of warnings.
Managing the needs of learners is crucial in order to support their motivation and keep dropout rates on a low level. With the constantly growing level of internationalization in classrooms, the variety of different context-specific requirements from learners increase; without a profound understanding of the learners’ contexts, successfully maintaining a culture-sensitive and learner-focussed education is impossible. A solution to reach this understanding is the open exchange of experiences and knowledge amongst educators of the different contexts. In this paper, we will briefly introduce the two European projects “Open Discovery Space” (ODS) and “Inspiring Science Education” (ISE), which have the aim to foster the establishment and improvement of Open Educational Practices in the context of school education. The purpose of this paper is to attract and invite potential partners to affiliate with, contribute to, and profit from the projects.
With a focus on Technology Enhanced Learning, this paper investigates if and to which extent a culture shift can be expected alongside with the adoption of currently emerging Web 3.0 technologies. Instead of just offering new opportunities for the field to improve education, such a culture shift could lead to unexpected general consequences not just for Technology Enhanced Learning but the whole educational sector. Understanding the dimension of expectable changes enables us to prevent conflicts and pointedly support culture-related change processes. After an introduction of the Revised Onion Model of Culture, which, later on, serves as theoretical foundation, expectable changes in the design of learning scenarios are analysed, distinguishing the stakeholder groups “learners” and “educators”. Eventually, the found changes are analysed to which extent a general culture shift is to be expected in order to understand the transferability and limitations of future research results in the field.
IT-accessiblity is often treated as an orphan in companies. Even though the proportion of disabled people is substantial and people become older and more susceptible to disabilities. Besides cost factors, companies often do not have a plan how to implement and control IT-accessibility successfully. However, most companies are familiar with IT-maturity frameworks to evaluate and improve their own IT-infrastructure. It would facilitate dealing with IT-accessibility, if IT-maturity frameworks consider IT-accessibility and provide recommendations and solutions for a successful implementation. Therefore, this article conducts a review of an acknowledged IT-maturity framework with regard to its capability to enable implementation of IT-accessibility in an organization. The first part of this article will illustrate the motivation and background for the authors concern with such a topic. Afterwards the authors will introduce the reader to the reviewed IT-maturity framework and provide basic knowledge on IT-accessibility. The main part of the article will deal with the review of the applied IT-maturity framework and outline examples of critical capabilities for successfully implementing IT-accessibility in an organization. The final section will derive implications and close with planned future research activities in this field.