Querying business processes with BP-QL

We present in this paper BP-QL, a novel query language for querying business processes. The BP-QL language is based on an intuitive model of business processes, an abstraction of the emerging BPEL (business process execution language) standard. It allows users to query business processes visually, in a manner very analogous to how such processes are typically specified, and can be employed in a distributed setting, where process components may be provided by distinct providers.     

The Active XML project: an overview

This paper provides an overview of the Active XML project developed at INRIA over the past five years. Active XML (AXML, for short), is a declarative framework that harnesses Web services for distributed data management, and is put to work in a peer-to-peer architecture. The model is based on AXML documents, which are XML documents that may contain embedded calls to Web services, and on AXML services, which are Web services capable of exchanging AXML documents. An AXML peer is a repository of AXML documents that acts both as a client by invoking the embedded service calls, and as a server by providing AXML services, which are generally defined as queries or updates over the persistent AXML documents. The approach gracefully combines stored information with data defined in an intensional manner as well as dynamic information. This simple, rather classical idea leads to a number of technically challenging problems, both theoretical and practical. In this paper, we describe and motivate the AXML model and language, overview the research results obtained in the course of the project, and show how all the pieces come together in our implementation. The first and third authors were partially funded by the European Project Edos. Work done when the second and third authors were at INRIA. Work done when the second and third authors were at INRIA.     

Investigating preservice teachers' professional growth in self-regulated learning environments.

Educational reforms have suggested that the ability to self-regulate learning is essential for teachers' professional growth during their entire career as well as for their ability to promote these processes among students. This study observed teachers' professional growth along 3 dimensions: self-regulated learning (SRL) in pedagogical context, pedagogical knowledge, and perceptions of teaching and learning. The authors examined 194 preservice teachers' professional growth in 4 learning environments: e-learning (EL) and face-to-face (F2F) learning, either supported by SRL (EL + SRL; F2F + SRL) or unsupported by SRL (EL; F2F). SRL support was based on the IMPROVE metacognitive self-questioning method (B. Kramarski & Z. R. Mevarech, 2003). Mixed quantitative and qualitative analyses showed that preservice teachers in both supported SRL conditions outperformed their unsupported peers on all professional growth measures. Moreover, EL + SRL teachers exhibited the highest SRL ability (cognition, metacognition, motivation), pedagogical knowledge (designing a learning unit), and student-centered learning perceptions (self-construction of knowledge). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An Algebra for Pomsets

We study languages for manipulatingpartially orderedstructures withduplicates(e.g., trees, lists). As a general framework, we consider thepomset(partially ordered multiset) data type. We introduce an algebra forpomsets, which generalizes traditional algebras for (nested) sets, bags, and lists. This paper is motivated by the study of the impact of different language primitives on the expressive power. We show that the use of partially ordered types increases the expressive power significantly. Surprisingly, it turns out that the algebra when restricted to both unordered (bags) and totally ordered (lists) intermediate types, yields the same expressive power as fixpoint logic with counting on relational databases. It therefore constitutes a rather robust class of relational queries. On the other hand, we obtain a characterization of PTIME queries on lists by considering only totally ordered types.     

Effectiveness evaluation of simulative workshops for newly licensed drivers

The current study set to examine the effects of simulator use in driving instruction on newly licensed drivers, comparing the road safety knowledge and reported intended behavior, as well as the actual driving performance of new drivers. Participants consisted of 280 newly licensed driver, of which 140 whose drivers license training included additional simulator-based lessons, and 140 drivers whose training precluded simulator-based lessons. All drivers answered questionnaires pertaining to their intended safe driving behaviors (according to Ajzen's (2000) theory of planned behavior), and to their traffic safety knowledge. Of the initial sample, 40 drivers received actual driving performance evaluation by an expert driving instructor, as well as by in-vehicle data recorders (IVDRs). We assumed that safer drivers report safer driving intentions, demonstrate greater traffic safety knowledge, evaluated as safer drivers by the driving instructor, and display lower and stable driving parameters on the IVDRs. We hypothesized that theoretical driving studies combined with practical training on simulators will elevate the safety level of novices driving. Hierarchical regression analyses on driving intentions indicated that drivers who did not receive simulator-based lessons demonstrated safer driving intentions compared to drivers who received simulator-based lessons. This pattern possibly indicating the drivers who received simulator-based lessons felt more confident in their driving abilities compared to drivers who did not receive simulated training. No significant difference was found in traffic safety knowledge, or in the evaluation of the expert driving instructor. IDVR data comparisons indicated drivers who received simulator-based lessons braked more often and were less prone to headway events, suggesting a more responsive driving style. These findings do not point to any significant advantage or disadvantage of the current simulator-based driving training over other driving training methods.     

Traffic light compliance by civilians, soldiers and military officers

Military officers, particularly those in the chain of command, are expected to provide “a good example of virtue, honor, patriotism, and subordination” (Snider, 2008). The aim of the present study was to examine the extent to which these values are reflected in the behavior that military officers exhibit crossing roads, as compared with soldiers’ and civilians’ road-crossing behavior. One thousand two hundred pedestrians were observed while crossing the street at an urban intersection in the center of Israel. Of these pedestrians, 594 (49.5%) were soldiers, 112 (9.33%) were officers and 488 (40.66%) were civilians. An observation grid was constructed to register pedestrians’ crossing behavior. The independent variables encoded were gender, military status and military rank. The dependent variables encoded were crossing the road at a red light; crossing a busy road; running across the road; crossing the road diagonally; crossing the road without looking both ways; and crossing without first stopping at the sidewalk edge. To compare the crossing behaviors of each group of pedestrians, a summation was made for the six parameters of safe crossing. An ANOVA compared the means of unsafe road-crossing behaviors of males and females, on the one hand, and of civilians, soldiers and officers, on the other. A post hoc Scheffe test conducted on the means showed that the mean of the unsafe road-crossing behaviors of the civilians (M = 1.55, SE = .04) was higher than that of the soldiers (M = 1.35, SE = .04) and of the officers (M = 1.21, SE = .08) p < .05. No significant difference was found between the means of the unsafe road-crossing behaviors of soldiers and officers, although the means of the officers’ unsafe behaviors was lower than that of the soldiers. That is, both soldiers and officers exhibited road-crossing behavior that was significantly safer than that of civilians. Generally, more females waited for the green light (54.1%) than males (45.9%). No main effect of gender or interaction with belonging to the military was found.     

Dear Readers

Introduction

Dear Readers     

Parental and offspring assessment of driving capability under the influence of drugs or alcohol: Gender and inter-generational differences

The current study set to examine whether there are inter-generational and gender-based differences between family members self-assessing their ability to drive under normal conditions and while under the influence of either alcohol or drugs. Participants were 135 young-adults and both their parents, consisting 45 family triads, who received self-assessment questionnaires relating to their driving skills in various road scenarios. Each family triad was randomly assigned to one of three groups: either requested to base the assessments on normal driving conditions, or under the influence of either drugs or alcohol, thus forming a control group, and two experimental groups (alcohol and drugs), respectively.The findings indicate the assessments of both the alcohol and drugs groups were more severe than those of the control group. The alcohol group assessments were less strict than the drug group assessment (non-significantly). Inter-generational differences indicated that the parents’ driving-skills assessments were lower than those of their offspring, corresponding with previous findings (Elkind, 1967, Finn and Bragg, 1986).A significant within-subject interaction has been found between the respondent's gender and familial relations regarding the self-assessment of driving skills: male respondents assessed better driving skills compared to the self estimates of both parents (which did not significantly differ). In contrast, female respondents’ estimates did not differ from their fathers’ and both fathers’ and daughters’ estimates were significantly higher than that of the mothers in each family.