Automatic deployment of interoperable legacy code services

The Grid Execution Management for Legacy Code Architecture (GEMLCA) enables exposing legacy applications as Grid services without re-engineering the code, or even requiring access to the source files. The integration of current GT3 and GT4 based GEMLCA implementations with the P-GRADE Grid portal allows the creation, execution and visualisation of complex Grid workflows composed of legacy and nonlegacy components. However, the deployment of legacy codes and mapping their execution to Grid resources is currently done manually. This paper outlines how GEMLCA can be extended with automatic service deployment, brokering, and information system support. A conceptual architecture for an Automatic Deployment Service (ADS) and for an x-Service Interoperability Layer (XSILA) are introduced explaining how these mechanisms support desired features in future releases of GEMLCA.

The Edinburgh Critical Edition of the Selected Writing of Andrew Lang, volume 2

This is the first critical edition of the works of Andrew Lang (1844-1912), the Scottish writer whose enormous output spanned the whole range of late nineteenth-century intellectual culture. Neglected since his death, partly because of the diversity of his interests and the volume of his writing, his cultural centrality and the interdisciplinary nature of his work make him a vital figure for contemporary scholars. This volume covers his work on literary criticism, history and biography.

Discipline-specific writing for business students: Research, practice and pedagogy

In the past few years strong arguments have been made for locating academic writing in higher education within the students’ disciplinary contexts in the belief that a full understanding of the role and dynamic of writing can only be achieved if it is examined as a social practice in its context of production. This chapter reports on a study that examined the conceptualisations of writing for business by a group of undergraduate and postgraduate lecturers and students at the business school of a British university. Based on a critical analysis of the literature reviewed for the study, and the data collected, the chapter contributes to existing writing pedagogy with a number of research-informed transformative pedagogical applications for teaching discipline-specific writing for business. Such applications which combine context-oriented practices (e.g. raising awareness of the role of disciplinary values in shaping writing) and text-oriented activities (e.g. discipline-specific referencing) aim at influencing the pedagogic agenda for teaching writing in higher education. The chapter concludes with questions for reflection and discussion that provide an opportunity for readers to reflect upon their own teaching environment.