Linking contracts, processes and services: An event-driven approach

This paper addresses the problem of mapping business contract conditions onto the messages and rules that represent service interactions in a collaborative business process. We describe why this mapping is not straightforward by means of an example. We then consider a message-driven process language as a target for the mapping and use this mapping solution to discuss broad range of problems related to the mapping problem.

City branding:can goods and services branding models be used to brand cities?

A city's branding is investigated using generic product and services branding models. Two generic branding models and tourism segmentation models guide an investigation into city branding 'as it should be' and 'as it is' using Birmingham, England as a case study. The unique characteristics of city brands are identified and Keller's Brand Report Card provides a theoretical framework for building a picture of the brand-building activity taking place in the city. Four themes emerge and are discussed: 1) the impact of a network on brand models developed for organisations; 2) segmentation of brand elements; 3) corporate branding; and 4) the political dimension. A conclusion is that city branding would be more effective if the systems and structures of generic branding models were adopted.

Lexical and nonlexical processing in developmental dyslexia: a case for different resources and different impairments

In a group of adult dyslexics word reading and, especially, word spelling are predicted more by what we have called lexical learning (tapped by a paired-associate task with pictures and written nonwords) than by phonological skills. Nonword reading and spelling, instead, are not associated with this task but they are predicted by phonological tasks. Consistently, surface and phonological dyslexics show opposite profiles on lexical learning and phonological tasks. The phonological dyslexics are more impaired on the phonological tasks, while the surface dyslexics are equally or more impaired on the lexical learning tasks. Finally, orthographic lexical learning explains more variation in spelling than in reading, and subtyping based on spelling returns more interpretable results than that based on reading. These results suggest that the quality of lexical representations is crucial to adult literacy skills. This is best measured by spelling and best predicted by a task of lexical learning. We hypothesize that lexical learning taps a uniquely human capacity to form new representations by recombining the units of a restricted set.