36070686
Modelling dynamic behaviour of business organisations - extension of DEMO from a semiotic perspective
An organisation is by virtue an information system, in which information is used for communication and coordination of activities. This information system is built upon the organisational infrastructure and is supposed to support the business processes. To study the organisational behaviour in the form of business processes, one needs an effective modelling method to capture dynamics of business processes. In this paper we introduce the DEMO methodology for organisational modelling. An extension of the methodology has been made by incorporating a semiotic method. DEMO is a cross-disciplinary theory for describing and explaining the action of organisations. It contains several model types, each expressed in a specific diagram. They collectively provide the necessary knowledge for information systems development and business process redesign. The process model of DEMO has been discussed in detail in this paper. A need for a facility in DEMO has been identified to formulize rules and conditions for optional and conditional actions. Towards this end, a semiotic method, namely NAM has been chosen as a complement to DEMO for this purpose. After producing process model in terms of DEMO, we use NAM to capture norms (e.g. rules, regulations and conditions). The norms determine the conditions and constrains in controlling optional and conditional actions. They govern the behaviour of actors (agents), normally to decide when certain actions are performed. Norms define clearly the roles, functions, responsibilities and authorities of the actors. The extended DEMO has been applied to a real-life problem for demonstration purposes.
6044165
Articulation of information requirements for personalised knowledge construction
The quality of information provision influences considerably knowledge construction driven by individual users’ needs. In the design of information systems for e-learning, personal information requirements should be incorporated to determine a selection of suitable learning content, instructive sequencing for learning content, and effective presentation of learning content. This is considered as an important part of instructional design for a personalised information package. The current research reveals that there is a lack of means by which individual users’ information requirements can be effectively incorporated to support personal knowledge construction. This paper presents a method which enables an articulation of users’ requirements based on the rooted learning theories and requirements engineering paradigms. The user’s information requirements can be systematically encapsulated in a user profile (i.e. user requirements space), and further transformed onto instructional design specifications (i.e. information space). These two spaces allow the discovering of information requirements patterns for self-maintaining and self-adapting personalisation that enhance experience in the knowledge construction process.
16590368
Knowledge Construction in E-Learning - Designing an E-Learning Environment
In the traditional classroom, students learned to depend on tutors for their motivation, direction, goal setting, progress monitoring, self-assessment, and achievement. A fundamental limitation is that students have little opportunity to conduct and manage their learning activities which are important for knowledge construction. e-Learning approaches and applications which are supported by pervasive technologies, have brought in great benefits to the whole society, meanwhile it also has raised many challenging questions. One of the issues that researchers and educators are fully aware is that technologies cannot drive a courseware design for e-Learning. An effective and quality learning requires an employment of appropriate learning theory and paradigms, organisation of contents, as well as methods and techniques of delivery. This paper will introduce our research work in design an e-Learning environment with emphases on instructional design of courseware for e-learning.
36018188
A note on graphs with largest total k-domination number
1151930
A result on Vizing's conjecture
Let γ(G) denote the domination number of a simple graph G and let G?H denote the Cartesian product of two simple graphs G and H. In this paper we prove that if γ(G)=3, then γ(G?H)?γ(G)γ(H).
40923560
On a problem of J. Csima
Abstract A problem of J. Csima on the factorization of regular bipartite graphs is settled.
28317923
Characterization of graphs with equal domination and connected domination numbers
Arumugam and Paulraj Joseph (Discrete Math 206 (1999) 45) have characterized trees, unicyclic graphs and cubic graphs with equal domination and connected domination numbers. In this paper, we extend their results and characterize the class of block graphs and cactus graphs for which the domination number is equal to the connected domination number.
34683247
Two classes of perfect graphs
Abstract We present two classes of perfect graphs. The first class is defined through a construction used by Gallai in his investigation of comparability graphs; the second class contains those Berge graphs defined through a forbidden graph on five vertices.