Infrastructure (Resilience-oriented) Modelling Language: I®ML A proposal for modelling infrastructures and their connections

The modelling of critical infrastructures (CIs) is an important issue that needs to be properly addressed, for several reasons. It is a basic support for making decisions about operation and risk reduction. It might help in understanding high-level states at the system-of-systems layer, which are not ready evident to the organisations that manage the lower level technical systems. Moreover, it is also indispensable for setting a common reference between operator and authorities, for agreeing on the incident scenarios that might affect those infrastructures. So far, critical infrastructures have been modelled ad-hoc, on the basis of knowledge and practice derived from less complex systems. As there is no theoretical framework, most of these efforts proceed without clear guides and goals and using informally defined schemas based mostly on boxes and arrows. Different CIs (electricity grid, telecommunications networks, emergency support, etc) have been modelled using particular schemas that were not directly translatable from one CI to another. If there is a desire to build a science of CIs it is because there are some observable commonalities that different CIs share. Up until now, however, those commonalities were not adequately compiled or categorized, so building models of CIs that are rooted on such commonalities was not possible. This report explores the issue of which elements underlie every CI and how those elements can be used to develop a modelling language that will enable CI modelling and, subsequently, analysis of CI interactions, with a special focus on resilience

Ḥawāshī Sharḥ Qāḍīʻzādah ʻalá al-Jaghmīnī / imlā al-ʻAllāmah al-Muḥaqqiq wa-al-Naḥrīr al-Mudaqqiq Mullāʻzādah al-Shirwānī : manuscript, undated

Bound with: Ḥāwāshī Sharḥ Qāḍīʻzādah al-Rūmī ʻalá al-Jaghmīnī / Faṣīḥ al-Dīn ibn ʻAbd al-Karīm al-Niẓāmī.

Assessing architectural design processes of diverse learners

Given that what students learn is so strongly related to how they learn, the modes of delivery and assessment that we as teachers provide them with have a major impact on their ability to learn. As this paper shows, good learning environments are constructed from a range of modes that respond to student learning styles and seek to align activities and learning outcomes with assessment tasks, to better accommodate a diversity of student learning styles and backgrounds. This paper uses a number of models of learning to critique and analyse the traditional practices of assessment in an architectural design class, and then proposes and reports on an alternative pattern of assessment. It discusses the issues of accommodating a group of first-year architecture students at Queensland University of Technology in 2009. These students arrived with diverse prior learning backgrounds, the group being evenly split between those with drawing capabilities and those without. They also had a variety of learning style preferences. The experiment in alternative assessment patterns presented here shows that what has traditionally been considered a diverse and difficult cohort of students can benefit from the assessment of a range of task types at different stages in the learning cycle.

She who can, teaches

The following are real statements from real women taken from two surveys (2001, 2008). While they were all pre-service teachers training to teach specialist secondary IT or computer science subjects, some were straight from school while others were mature-age or career-change students. Some were questioning whether they should follow careers in the IT industry or should they continue into IT teaching. This is a poetic transcription of their voices.