Engineering Concurrent and Event-driven Web Apps: An Agent-Oriented Approach based on the simpAL Language

Web is constantly evolving, thanks to the 2.0 transition, HTML5 new features and the coming of cloud-computing, the gap between Web and traditional desktop applications is tailing off. Web-apps are more and more widespread and bring several benefits compared to traditional ones. On the other hand reference technologies, JavaScript primarly, are not keeping pace, so a paradim shift is taking place in Web programming, and so many new languages and technologies are coming out. First objective of this thesis is to survey the reference and state-of-art technologies for client-side Web programming focusing in particular on what concerns concurrency and asynchronous programming. Taking into account the problems that affect existing technologies, we finally design simpAL-web, an innovative approach to tackle Web-apps development, based on the Agent-oriented programming abstraction and the simpAL language. == Versione in italiano: Il Web è in continua evoluzione, grazie alla transizione verso il 2.0, alle nuove funzionalità introdotte con HTML5 ed all’avvento del cloud-computing, il divario tra le applicazioni Web e quelle desktop tradizionali va assottigliandosi. Le Web-apps sono sempre più diffuse e presentano diversi vantaggi rispetto a quelle tradizionali. D’altra parte le tecnologie di riferimento, JavaScript in primis, non stanno tenendo il passo, motivo per cui la programmazione Web sta andando incontro ad un cambio di paradigma e nuovi linguaggi e tecnologie stanno spuntando sempre più numerosi. Primo obiettivo di questa tesi è di passare al vaglio le tecnologie di riferimento ed allo stato dell’arte per quel che riguarda la programmmazione Web client-side, porgendo particolare attenzione agli aspetti inerenti la concorrenza e la programmazione asincrona. Considerando i principali problemi di cui soffrono le attuali tecnologie passeremo infine alla progettazione di simpAL-web, un approccio innovativo con cui affrontare lo sviluppo di Web-apps basato sulla programmazione orientata agli Agenti e sul linguaggio simpAL.

Autorenwerkzeuge für digitale, multimediale und interaktive Lernbausteine im Web 2.0

Die Forschungsarbeit siedelt sich im Dreieck der Erziehungswissenschaften, der Informatik und der Schulpraxis an und besitzt somit einen starken interdisziplinären Charakter. Aus Sicht der Erziehungswissenschaften handelt es sich um ein Forschungsprojekt aus den Bereichen E-Learning und Multimedia Learning und der Fragestellung nach geeigneten Informatiksystemen für die Herstellung und den Austausch von digitalen, multimedialen und interaktiven Lernbausteinen. Dazu wurden zunächst methodisch-didaktische Vorteile digitaler Lerninhalte gegenüber klassischen Medien wie Buch und Papier zusammengetragen und mögliche Potentiale im Zusammenhang mit neuen Web2.0-Technologien aufgezeigt. Darauf aufbauend wurde für existierende Autorenwerkzeuge zur Herstellung digitaler Lernbausteine und bestehende Austauschplattformen analysiert, inwieweit diese bereits Web 2.0-Technologien unterstützen und nutzen. Aus Sicht der Informatik ergab sich aus der Analyse bestehender Systeme ein Anforderungsprofil für ein neues Autorenwerkzeug und eine neue Austauschplattform für digitale Lernbausteine. Das neue System wurde nach dem Ansatz des Design Science Research in einem iterativen Entwicklungsprozess in Form der Webapplikation LearningApps.org realisiert und stetig mit Lehrpersonen aus der Schulpraxis evaluiert. Bei der Entwicklung kamen aktuelle Web-Technologien zur Anwendung. Das Ergebnis der Forschungsarbeit ist ein produktives Informatiksystem, welches bereits von tausenden Nutzern in verschiedenen Ländern sowohl in Schulen als auch in der Wirtschaft eingesetzt wird. In einer empirischen Studie konnte das mit der Systementwicklung angestrebte Ziel, die Herstellung und den Austausch von digitalen Lernbausteinen zu vereinfachen, bestätigt werden. Aus Sicht der Schulpraxis liefert LearningApps.org einen Beitrag zur Methodenvielfalt und zur Nutzung von ICT im Unterricht. Die Ausrichtung des Werkzeugs auf mobile Endgeräte und 1:1-Computing entspricht dem allgemeinen Trend im Bildungswesen. Durch die Verknüpfung des Werkzeugs mit aktuellen Software Entwicklungen zur Herstellung von digitalen Schulbüchern werden auch Lehrmittelverlage als Zielgruppe angesprochen.

A Web GIS Decision Support System For Coastal Risk Assessment and Mitigation Planning

Coastal flooding poses serious threats to coastal areas around the world, billions of dollars in damage to property and infrastructure, and threatens the lives of millions of people. Therefore, disaster management and risk assessment aims at detecting vulnerability and capacities in order to reduce coastal flood disaster risk. In particular, non-specialized researchers, emergency management personnel, and land use planners require an accurate, inexpensive method to determine and map risk associated with storm surge events and long-term sea level rise associated with climate change. This study contributes to the spatially evaluation and mapping of social-economic-environmental vulnerability and risk at sub-national scale through the development of appropriate tools and methods successfully embedded in a Web-GIS Decision Support System. A new set of raster-based models were studied and developed in order to be easily implemented in the Web-GIS framework with the purpose to quickly assess and map flood hazards characteristics, damage and vulnerability in a Multi-criteria approach. The Web-GIS DSS is developed recurring to open source software and programming language and its main peculiarity is to be available and usable by coastal managers and land use planners without requiring high scientific background in hydraulic engineering. The effectiveness of the system in the coastal risk assessment is evaluated trough its application to a real case study.

Development and implementation of a S/W platform to automatically receive and share satellite data

Relazione del lavoro di creazione e implementazione della piattaforma software che sviluppa l’archivio del progetto SATNET. I satelliti universitari hanno un tempo di vista della propria Stazione di Terra di pochi minuti al giorno: SATNET risponde all’esigenza di comunicare con un satellite universitario in orbita bassa per più dei pochi minuti al giorno che una singola Stazione di Terra permette. Questo avviene grazie a una rete di Stazioni di Terra Satellitari collegate da specifiche missioni comuni che mettono in condivisione dati ricevuti da uno o più satelliti, aumentando il rendimento dati/giorno di questi e permettendo una migliore fruizione delle Stazioni di Terra stesse. Il network sfrutta Internet come canale di connessione, e prevede la presenza di un archivio nel quale memorizzare i dati ricevuti, per poi renderne possibile la consultazione e il recupero. Oggetto di questo lavoro di tesi è stato lo sviluppo e l’implementazione di tale archivio: utilizzando un sito web dinamico, il software risponde a tutte le richieste evidenziate nel paragrafo precedente, permettendo a utenti autenticati di inserire dati e ad altri di poterne avere accesso. Il software è completo e funzionante ma non finito, in quanto manca la formulazione di alcune richieste; per esempio non è stato specificato il tipo di informazioni che è possibile caricare in upload, né il tipo di campi richiesti nel modulo di registrazione dei vari utenti. In questi casi sono stati inseriti campi generici, lasciando all’utente la possibilità di modificarli in seguito. Il software è stato dunque concepito come facilmente personalizzabile e modificabile anche da utenti inesperti grazie alla sola lettura della tesi, che rappresenta quindi una vera e propria guida per l’utilizzo, l’installazione, la personalizzazione e la manutenzione della piattaforma software. La tesi evidenzia gli obiettivi e le richieste, mostrando l’aspetto del sito web e le sue funzionalità, e spiega passo per passo il procedimento per la modifica dell’aspetto delle pagine e di alcuni parametri di configurazione. Inoltre, qualora siano necessarie modifiche sostanziali al progetto, introduce i vari linguaggi di programmazione necessari allo sviluppo e alla programmazione web e aiuta l’utente nella comprensione della struttura del software. Si conclude con alcuni suggerimenti su eventuali modifiche, attuabili solo a seguito di un lavoro di definizione degli obiettivi e delle specifiche richieste. In futuro ci si aspetta l’implementazione e la personalizzazione del software, nonché l’integrazione dell’archivio all’interno del progetto SATNET, con l’obiettivo di migliorare e favorire la diffusione e la condivisione di progetti comuni tra diverse Università Europee ed Extra-Europee.

Traduzione per il web nelle istituzioni europee. Proposta di localizzazione di una sezione di sito della dg azione per il clima

The aim of this dissertation is to provide an adequate translation from English into Italian of a section of the European Commission's site, concerning an environmental policy tool whose aim is to reduce the EU greenhouse gas emissions, the Emissions Trading System. The main reason behind this choice was the intention to combine a personal interest in the domain of sustainability development with the desire to delve deeper into the knowledge of the different aspects involved in the localisation process. I also had the possibility to combine these two with my interest in the universe of the European Union. I therefore worked on the particular language of this supranational organisation and for this reason I had the opportunity to experience a very stimulating work placement at the Directorate-General for Translation in Brussels. However, the choice of the text was personal and the translation is not intended for publication. The work is divided into six chapters. In the first chapter the text is contextualised within the framework of the EU, and its legislation on multilingualism. This has consequences on the languages that are used by the drafters of the official documents and on the languages used by translators. The text originates from those documents, but it needs to be adapted to different receivers. The second chapter investigates the process of website localisation. The third chapter offers an analysis of the source text and of the prospective target text. In the fourth chapter the resources created and used for the translation of the text are described. A comparison is made between the resources of the translation service of the European Commission and the ones created specifically for this project: a translation memory, exploited through the use of a CAT tool, and two corpora. The fifth chapter contains the actual translation, side-by-side with the source text, while the sixth one provides a comment on the translation strategies.

Actor Kit: Design and Development of an Actor Framework for Swift

Nell'ambito dello sviluppo software, la concorrenza è sempre stata vista come la strada del futuro. Tuttavia, questa è stata spesso ignorata a causa del continuo sviluppo dell'hardware che ha permesso agli sviluppatori di continuare a scrivere software sequenziale senza doversi preoccupare delle performance. In un'era in cui le nuove architetture hardware presentano processori multi-core, tutto questo non è più possibile. L'obiettivo di questa tesi è stato quello di considerare il Modello ad Attori come valida alternativa allo sviluppo di applicazioni in ambito mobile e quindi di progettare, sviluppare e distribuire un nuovo framework sulla base di tale modello. Il lavoro parte quindi da una panoramica di Swift, il nuovo linguaggio di programmazione presentato da Apple al WWDC 2014, in cui vengono analizzati nel dettaglio i meccanismi che abilitano alla concorrenza. Successivamente viene descritto il modello ad attori in termini di: attori, proprietà, comunicazione e sincronizzazione. Segue poi un'analisi delle principali implementazioni di questo modello, tra cui: Scala, Erlang ed Akka; quest'ultimo rappresenta la base su cui è stato ispirato il lavoro di progettazione e sviluppo del framework Actor Kit. Il quarto capitolo descrive tutti i concetti, le idee e i principi su cui il framework Actor Kit è stato progettato e sviluppato. Infine, l'ultimo capitolo presenta l'utilizzo del framework in due casi comuni della programmazione mobile: 1) Acquisizione dati da Web API e visualizzazione sull'interfaccia utente. 2) Acquisizione dati dai sensori del dispositivo. In conclusione Actor Kit abilita la progettazione e lo sviluppo di applicazioni secondo un approccio del tutto nuovo nell'ambito mobile. Un possibile sviluppo futuro potrebbe essere l'estensione del framework con attori che mappino i framework standard di Apple; proprio per questo sarà reso pubblico con la speranza che altri sviluppatori possano evolverlo e renderlo ancora più completo e performante.

Cooperation after war: International development in Bosnia, 1995 to 1999

This paper discusses how predispositions, incentives, the number and heterogeneity of participants, and leadership (Faerman et al. 2001) jointly influenced the international effort to develop Bosnia and Herzegovina. International coalitions, task forces, and advisory groups are increasingly charged with implementing reforms following civil conflict. This requires a complex web of interorganizational relationships among NGOS, donors and host nations at both global and ‘ground’ levels. To better understand development assistance, attention must be paid to the relationships between these varied players. We find that four factors influenced relationships between policy, donor, and implementing organizations; and those strained relationships, in turn, affected development success. The paper draws on interviews, conducted in Bosnia, with 43 development professionals, observation of development meetings in Tuzla and Sarajevo, and review of related documents from international development programs.

Teachers' professional development in a community

The goal of this article was to study teachers' professional development related to web-based learning in the context of the teacher community. The object was to learn in what kind of networks teachers share the knowledge of web-based learning and what are the factors in the community that support or challenge teachers professional development of web-based learning. The findings of the study revealed that there are teachers who are especially active, called the central actors in this study, in the teacher community who collaborate and share knowledge of web-based learning. These central actors share both technical and pedagogical knowledge of web-based learning in networks that include both internal and external relations in the community and involve people, artefacts and a variety of media. Furthermore, the central actors appear to bridge different fields of teaching expertise in their community. According to the central actors' experiences the important factors that support teachers' professional development of web-based learning in the community are; the possibility to learn from colleagues and from everyday working practices, an emotionally safe atmosphere, the leader's personal support and community-level commitment. Also, the flexibility in work planning, challenging pupils, shared lessons with colleagues, training events in an authentic work environment and colleagues' professionalism are considered meaningful for professional development. As challenges, the knowledge sharing of web-based learning in the community needs mutual interests, transactive memory, time and facilities, peer support, a safe atmosphere and meaningful pedagogical practices. On the basis of the findings of the study it is suggested that by intensive collaboration related to web-based learning it may be possible to break the boundaries of individual teachership and create such sociocultural activities which support collaborative professional development in the teacher community. Teachers' in-service training programs should be more sensitive to the culture of teacher communities and teachers' reciprocal relations. Further, teacher trainers should design teachers' in-service training of web-based learning in co-evolution with supporting networks which include the media and artefacts as well as people.

Teachers' professional development in a community

The goal of this article was to study teachers' professional development related to web-based learning in the context of the teacher community. The object was to learn in what kind of networks teachers share the knowledge of web-based learning and what are the factors in the community that support or challenge teachers professional development of web-based learning. The findings of the study revealed that there are teachers who are especially active, called the central actors in this study, in the teacher community who collaborate and share knowledge of web-based learning. These central actors share both technical and pedagogical knowledge of web-based learning in networks that include both internal and external relations in the community and involve people, artefacts and a variety of media. Furthermore, the central actors appear to bridge different fields of teaching expertise in their community. According to the central actors' experiences the important factors that support teachers' professional development of web-based learning in the community are; the possibility to learn from colleagues and from everyday working practices, an emotionally safe atmosphere, the leader's personal support and community-level commitment. Also, the flexibility in work planning, challenging pupils, shared lessons with colleagues, training events in an authentic work environment and colleagues' professionalism are considered meaningful for professional development. As challenges, the knowledge sharing of web-based learning in the community needs mutual interests, transactive memory, time and facilities, peer support, a safe atmosphere and meaningful pedagogical practices. On the basis of the findings of the study it is suggested that by intensive collaboration related to web-based learning it may be possible to break the boundaries of individual teachership and create such sociocultural activities which support collaborative professional development in the teacher community. Teachers' in-service training programs should be more sensitive to the culture of teacher communities and teachers' reciprocal relations. Further, teacher trainers should design teachers' in-service training of web-based learning in co-evolution with supporting networks which include the media and artefacts as well as people.

Teachers' professional development in a community

The goal of this article was to study teachers' professional development related to web-based learning in the context of the teacher community. The object was to learn in what kind of networks teachers share the knowledge of web-based learning and what are the factors in the community that support or challenge teachers professional development of web-based learning. The findings of the study revealed that there are teachers who are especially active, called the central actors in this study, in the teacher community who collaborate and share knowledge of web-based learning. These central actors share both technical and pedagogical knowledge of web-based learning in networks that include both internal and external relations in the community and involve people, artefacts and a variety of media. Furthermore, the central actors appear to bridge different fields of teaching expertise in their community. According to the central actors' experiences the important factors that support teachers' professional development of web-based learning in the community are; the possibility to learn from colleagues and from everyday working practices, an emotionally safe atmosphere, the leader's personal support and community-level commitment. Also, the flexibility in work planning, challenging pupils, shared lessons with colleagues, training events in an authentic work environment and colleagues' professionalism are considered meaningful for professional development. As challenges, the knowledge sharing of web-based learning in the community needs mutual interests, transactive memory, time and facilities, peer support, a safe atmosphere and meaningful pedagogical practices. On the basis of the findings of the study it is suggested that by intensive collaboration related to web-based learning it may be possible to break the boundaries of individual teachership and create such sociocultural activities which support collaborative professional development in the teacher community. Teachers' in-service training programs should be more sensitive to the culture of teacher communities and teachers' reciprocal relations. Further, teacher trainers should design teachers' in-service training of web-based learning in co-evolution with supporting networks which include the media and artefacts as well as people.

Autorenwerkzeuge für digitale, multimediale und interaktive Lernbausteine im Web 2.0

Die vorliegende Forschungsarbeit siedelt sich im Dreieck der Erziehungswissenschaften, der Informatik und der Schulpraxis an und besitzt somit einen starken interdisziplinären Charakter. Aus Sicht der Erziehungswissenschaften handelt es sich um ein Forschungsprojekt aus den Bereichen E-Learning und Multimedia Learning und der Fragestellung nach geeigneten Informatiksystemen für die Herstellung und den Austausch von digitalen, multimedialen und interaktiven Lernbausteinen. Dazu wurden zunächst methodisch-didaktische Vorteile digitaler Lerninhalte gegenüber klassischen Medien wie Buch und Papier zusammengetragen und mögliche Potentiale im Zusammenhang mit neuen Web 2.0-Technologien aufgezeigt. Darauf aufbauend wurde für existierende Autorenwerkzeuge zur Herstellung digitaler Lernbausteine und bestehende Austauschplattformen analysiert, inwieweit diese bereits Web 2.0-Technologien unterstützen und nutzen. Aus Sicht der Informatik ergab sich aus der Analyse bestehender Systeme ein Anforderungsprofil für ein neues Autorenwerkzeug und eine neue Austauschplattform für digitale Lernbausteine. Das neue System wurde nach dem Ansatz des Design Science Research in einem iterativen Entwicklungsprozess in Form der Webapplikation LearningApps.org realisiert und stetig mit Lehrpersonen aus der Schulpraxis evaluiert. Bei der Entwicklung kamen aktuelle Web-Technologien zur Anwendung. Das Ergebnis der Forschungsarbeit ist ein produktives Informatiksystem, welches bereits von tausenden Nutzern in verschiedenen Ländern sowohl in Schulen als auch in der Wirtschaft eingesetzt wird. In einer empirischen Studie konnte das mit der Systementwicklung angestrebte Ziel, die Herstellung und den Austausch von digitalen Lernbausteinen zu vereinfachen, bestätigt werden. Aus Sicht der Schulpraxis liefert LearningApps.org einen Beitrag zur Methodenvielfalt und zur Nutzung von ICT im Unterricht. Die Ausrichtung des Werkzeugs auf mobile Endgeräte und 1:1-Computing entspricht dem allgemeinen Trend im Bildungswesen. Durch die Verknüpfung des Werkzeugs mit aktuellen Software-Entwicklungen zur Herstellung von digitalen Schulbüchern werden auch Lehrmittelverlage als Zielgruppe angesprochen.

Demo Abstract: Disseminating WMSN Data by Using Social Network and Web

For smart cities applications, a key requirement is to disseminate data collected from both scalar and multimedia wireless sensor networks to thousands of end-users. Furthermore, the information must be delivered to non-specialist users in a simple, intuitive and transparent manner. In this context, we present Sensor4Cities, a user-friendly tool that enables data dissemination to large audiences, by using using social networks, or/and web pages. The user can request and receive monitored information by using social networks, e.g., Twitter and Facebook, due to their popularity, user-friendly interfaces and easy dissemination. Additionally, the user can collect or share information from smart cities services, by using web pages, which also include a mobile version for smartphones. Finally, the tool could be configured to periodically monitor the environmental conditions, specific behaviors or abnormal events, and notify users in an asynchronous manner. Sensor4Cities improves the data delivery for individuals or groups of users of smart cities applications and encourages the development of new user-friendly services.

The Great Silk Alternative Multiple Co-Evolution of Web Loss and Sticky Hairs in Spiders

Spiders are the most important terrestrial predators among arthropods. Their ecological success is reflected by a high biodiversity and the conquest of nearly every terrestrial habitat. Spiders are closely associated with silk, a material, often seen to be responsible for their great ecological success and gaining high attention in life sciences. However, it is often overlooked that more than half of all Recent spider species have abandoned web building or never developed such an adaptation. These species must have found other, more economic solutions for prey capture and retention, compensating the higher energy costs of increased locomotion activity. Here we show that hairy adhesive pads (scopulae) are closely associated with the convergent evolution of a vagrant life style, resulting in highly diversified lineages of at least, equal importance as the derived web building taxa. Previous studies often highlighted the idea that scopulae have the primary function of assisting locomotion, neglecting the fact that only the distal most pads (claw tufts) are suitable for those purposes. The former observations, that scopulae are used in prey capture, are largely overlooked. Our results suggest the scopulae evolved as a substitute for silk in controlling prey and that the claw tufts are, in most cases, a secondary development. Evolutionary trends towards specialized claw tufts and their composition from a low number of enlarged setae to a dense array of slender ones, as well as the secondary loss of those pads are discussed further. Hypotheses about the origin of the adhesive setae and their diversification throughout evolution are provided.

Developing a Web-Based Course in Phases

Introduction: Distance education has grown in popularity and usage. At the same time, enrollments at postsecondary institutions continue to increase. This places significant growth pressures on institutions of higher learning. Institutions providing nursing education have historically faced limited faculty resources. This has made it difficult to meet demand for distance education; and an “all-at-once” approach to course development does little to ease this problem. In this approach, resources are expended up front before a course is offered. [See PDF for complete abstract].