The First Provenance Challenge

The first Provenance Challenge was set up in order to provide a forum for the community to understand the capabilities of different provenance systems and the expressiveness of their provenance representations. To this end, a Functional Magnetic Resonance Imaging workflow was defined, which participants had to either simulate or run in order to produce some provenance representation, from which a set of identified queries had to be implemented and executed. Sixteen teams responded to the challenge, and submitted their inputs. In this paper, we present the challenge workflow and queries, and summarise the participants contributions.

Requirements for Provenance on the Web

From where did this tweet originate? Was this quote from the New York Times modified? Daily, we rely on data from the Web but often it is difficult or impossible to determine where it came from or how it was produced. This lack of provenance is particularly evident when people and systems deal with Web information or with any environment where information comes from sources of varying quality. Provenance is not captured pervasively in information systems. There are major technical, social, and economic impediments that stand in the way of using provenance effectively. This paper synthesizes requirements for provenance on the Web for a number of dimensions focusing on three key aspects of provenance: the content of provenance, the management of provenance records, and the uses of provenance information. To illustrate these requirements, we use three synthesized scenarios that encompass provenance problems faced by Web users today.

The several social constructions of James, Jenks, and Prout: A contribution to the sociological theorization of childhood

The article is intended to contribute to the ongoing debate over theorizations of childhood, especially in the terms articulated by Allison James, Chris Jenkins and Alan Prout. The article focuses on the notion of social construction as a theory of childhood. There are four valid approaches to theorizing childhood. The tribal approach treats childhood as a kind of exotic tribe with its own beliefs, practices and institutions. The social structural approach treats childhood as a structurally necessary stratum in any society. The minority group approach treats childhood as an oppressed minority group, able to some extent to represent themselves and exert quasi-political action. The socially constructed approach constitutes the sociological view of childhood. The key role played by the idea of social construction is made extremely clear in the earlier work, Constructing and Reconstructing Childhood by James and Prout. Social constructionism is said to be an interpretive approach, related historically to research on children's understanding of adult experimenters' intentions. The senses of social construction that emerge from critical psychology overlap a great deal with those articulated in the new sociology of childhood.

Preliminary investigations into tris(2,2'-bipyridyl) ruthenium (III) as a chemiluminescent reagent for the detection of 3,6-diacetylmorphine (heroin) on surfaces

The use of tris(2,2'-bipyridyl) ruthenium (III) as a chemiluminescent spray reagent spot-test for heroin is discussed. Two forms of the reagent are investigated an aqueous and an anhydrous where both were found to give vastly different results. The aqueous reagent giving slow, low intensity chemiluminescence whilst the anhydrous reagent gave a fast, bright response in the presence of 3,6-diacetylmorphine. The anhydrous reagent is less sensitive the slow, intensity response is characteristic of only two opiates tested 3,6-diacetylmorphine and 3-monoacetylmorphine.

Instructor's resource guide to accompany 'Management : core concepts & skills'

Prepared by Andrew Creed (Deakin University), this useful resource includes an introductory statement or question tp stimulate thought about topic, chapter learning objectives, chapter outline, chapter summary and teaching notes (including enhancements such as inserted activities for use in lectures/class). Responses for text questions including critical thinking, review, analysis and case study questions and additional class exercises.