The Experts below are selected from a list of 1443 Experts worldwide ranked by ideXlab platform
Lawrence Cabac - One of the best experts on this subject based on the ideXlab platform.
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multi agent system a Guiding Metaphor for the organization of software development projects
Multiagent System Technologies, 2007Co-Authors: Lawrence CabacAbstract:In this work we propose the introduction of multi-agent concepts for the organization of software development projects of (especially multi-agent) application design and implementation. This is expressed by the Guiding Metaphor (German: Leitbild) of a multi-agent system of developers. Team orientation and concurrent development are two aspects that are crucial in every large development project. Consequently, the organizational structure of the programming team has to take account for both. If the developed application is distributed, concurrent and team-oriented --- e.g. a multi-agent application --- one approach is to aim for a comparable (homomorphic) structure of a developed system and development team. We achieve this by reintroducing the multi-agent system: Metaphor into the organizational structure of the development team. Agent attributes such as autonomy, communication, cooperation, self-organization and the capacity for teamwork are transferred by the Guiding Metaphor back to team members. Concurrency and distribution of resources and processes is naturally supported by the Guiding Metaphor. This Guiding Metaphor can be applied to any project organization. However, it is best suited for the organization of multi-agent application development, due to the similarity in structure.
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MATES - Multi-Agent System: A Guiding Metaphor for the Organization of Software Development Projects
Multiagent System Technologies, 1Co-Authors: Lawrence CabacAbstract:In this work we propose the introduction of multi-agent concepts for the organization of software development projects of (especially multi-agent) application design and implementation. This is expressed by the Guiding Metaphor (German: Leitbild) of a multi-agent system of developers. Team orientation and concurrent development are two aspects that are crucial in every large development project. Consequently, the organizational structure of the programming team has to take account for both. If the developed application is distributed, concurrent and team-oriented --- e.g. a multi-agent application --- one approach is to aim for a comparable (homomorphic) structure of a developed system and development team. We achieve this by reintroducing the multi-agent system: Metaphor into the organizational structure of the development team. Agent attributes such as autonomy, communication, cooperation, self-organization and the capacity for teamwork are transferred by the Guiding Metaphor back to team members. Concurrency and distribution of resources and processes is naturally supported by the Guiding Metaphor. This Guiding Metaphor can be applied to any project organization. However, it is best suited for the organization of multi-agent application development, due to the similarity in structure.
Matthew Hoffmann - One of the best experts on this subject based on the ideXlab platform.
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Climate politics, Metaphors and the fractal carbon trap
Nature Climate Change, 2019Co-Authors: Steven Bernstein, Matthew HoffmannAbstract:In this Perspective, the authors argue that defining the climate change problem as one of decarbonization rather than emissions reduction suggests a new Guiding Metaphor — the global fractal — which may be a more productive conceptualization for research and policy than the global commons. The international community has treated climate change as an emissions reduction challenge, drawing on the analytical Metaphor of the global commons, and thus the politics of collective action and international cooperation. So far, these strategies have failed to produce an effective global response. We propose decarbonization as the defining challenge and a new Guiding Metaphor for the problem structure: the global fractal. This Metaphor aptly describes the decarbonization challenge, capturing the multilevel and interdependent nature of carbon lock-in and the fractal carbon trap facing decarbonization efforts. It also provides a means to explore the range of diverse policies and practices that can potentially escape the fractal carbon trap and catalyse deep decarbonization.
Kathy O'byrne - One of the best experts on this subject based on the ideXlab platform.
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Reconsidering action research as a Guiding Metaphor for professional psychology
Journal of Community Psychology, 1998Co-Authors: Lisa Tsoi Hoshmand, Kathy O'byrneAbstract:Action research is proposed as a more appropriate Guiding Metaphor for inquiry in professional psychology than applied research as traditionally conceived and practiced. Institutional, social, and ideological factors that affect the research practices of psychologists are considered in the context of contemporary knowledge production. The history of action research and its justification with a pragmatist epistemology are given. Its value in promoting a culture of inquiry based on collaborative norms and the reciprocity of theory and practice is argued. Specific characteristics of action research are explained and illustrated with examples from diverse areas of professional psychology. Implications for professional knowledge, research, training, and practice are discussed. © 1996 John Wiley & Sons, Inc.
Hilda Borko - One of the best experts on this subject based on the ideXlab platform.
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Searching for Vitality in Teacher Education
Journal of Teacher Education, 2009Co-Authors: Jennie Whitcomb, Daniel P. Liston, Hilda BorkoAbstract:The hopes and dreams for our shared JTE editorship began 6 years ago over three bowls of tortilla soup. During that lunchtime meeting, through deliberation and debate, we formed our editorial vision statement. Scanning the professional horizon in fall 2003, we characterized the teacher education landscape for our American Association for Colleges of Teacher Education (AACTE) editorship proposal in the following terms: Those committed to education share a historically unprecedented goal: To ensure all children will develop the knowledge, understandings, and competencies needed to reach their full potential and to contribute to our democratic society. Furthermore, most accept that quality teachers play a crucial role in realizing this aim. Yet, in the face of this common goal, different visions for how best to realize this aim compete in the marketplace of ideas. On the one hand, some reforms promote standards-based accountability systems, market-based approaches to public education, advocacy of direct instruction and prescribed curricula, and deregulation of teacher preparation and licensure. On the other hand, other reformers encourage a broader conception of the aims and purposes of education, a view of public schools as institutions uniquely charged with shaping and creating a fairer, equitable, and just society, a preference for pedagogies and assessments that focus on conceptual understanding, and the promotion of teaching as a profession. One thing is certain in all of this mix, a consensus about teaching, public schooling, and the role of teacher education does not exist. Add to these debates an increasing number of alternative and state-sanctioned routes to teacher certification, the changing cultural and class demographics of our public schools, the relatively stable white, middle-class pool of prospective and practicing teachers, and the decreasing state appropriations for higher education, and we end up with a terrain ripe for structural transformation. While we don't believe these changes will be designed or guided solely by rational deliberations, we do maintain that the Journal of Teacher Education has and should provide a scholarly forum for the dissemination and examination of teacher education research, policy, and practice. If we were chosen to guide the Journal in upcoming years we would provide a ... setting where distinct and varied scholarly approaches could explore, interrogate, and illuminate the contours of teacher education. (1) The Guiding Metaphor for our editorial vision was then and has continued to be a "conversation of many voices." We believe that rich conversational lines with many distinct participants allow us to crisscross the ill-structured landscape of teaching and learning to teach, to explore and thereby affirm its complexity (Lampert, 2001; Spiro, Coulson, Feltovich, & Anderson, 1988/2004). Although understanding complexity is a scholar's primary aim (and delight), such multi-vocal conversations offer those involved in the endeavor opportunities to see the terrain from different vantage points and to cross well trodden paths in new places. Out of these encounters, it was our hope that fresh ideas and practices would emerge. As we approached this, the final issue published under our editorship, we revisited our proposal statement. To some extent, we were discouraged. The statement written in 2003 could easily be written in 2009. The field continues to be in flux, and university-based teacher preparation is arguably more besieged today than when we began. We wondered about the vitality of our field: Is there any evidence or reason to believe that creative, vital, and powerful ideas and practices are being taken up in the field of teacher education? We asked individuals who hold diverse views to respond to the following question: Is there vitality in the field of teacher education? …
Dorit Roer-strier - One of the best experts on this subject based on the ideXlab platform.
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Socialization in Changing Cultural Contexts: A Search for Images of the “Adaptive Adult”
Social work, 2001Co-Authors: Dorit Roer-strier, Miriam K. RosenthalAbstract:In recent years increasing attention has been paid to the significant roles of culture and socialization in child development. The conceptual framework presented in this article is derived from the fields of cross-cultural child development, immigration, and ethnic minority studies. The article focuses on the relationship between cultural contexts and images of an "adaptive adult," which is proposed as a Guiding Metaphor in the organization of child-rearing ideologies and practices, which in turn are influenced by the values, experience, culture, and behavior of socializing agents within a given culture. The article explains how this concept is rooted in past and future time orientations and in the duality of public and private cultures. The article also explores changes in images of the adaptive adult in interaction with ecological components. Examples from the authors' research in Israel, as well as the research of others, are cited. The article concludes with a general discussion of the potential contribution that this framework can make to social workers dealing with immigrant, migrant, and ethnic minority children and families.
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Reducing risk for children in changing cultural contexts: recommendations for intervention and training
Child abuse & neglect, 2001Co-Authors: Dorit Roer-strierAbstract:Abstract Objectives: This paper proposes guidelines to both parents and professionals for the prevention and reduction of risk associated with cultural differences, conflicts and misinterpretations. These guidelines are based on a conceptual framework derived from the multicultural reality of Israeli society and are supported by a growing corpus of studies on cross-cultural child development, immigration and minority families. Method: The paper is based on a conceptual model followed by practical implications for training and intervention. Results: Central to this paper is the concept of the “adaptive adult” which serves as a Guiding Metaphor for the organization of socialization goals, child-rearing ideologies, perceptions and values of socializing agents in a given culture or group. Childcare practices are defined as adaptive strategies, that is, means for socializing children to become “successful adults.” The paper describes different types of “adaptive adult” Metaphor (e.g., past and future oriented), and discusses images held by groups who have experienced either a duality of private and public culture or changes in their cultural contexts. The paper further explores and exemplifies the potential contributions of the proposed framework for a five step intervention plan with parents and for training of professionals in multicultural contexts. Conclusions: Children of families in changing cultural contexts are often considered to be at risk for maltreatment. This is because such families may experience sociocultural and socioeconomic change and a loss of their former support networks. Parental acculturation stress and related dysfunction might also affect children. The risk increases when children are exposed to systems with conflicting socialization goals and with contradictory definitions of desirable child-care or supervision frameworks. Conflicts and clashes between parents and socializing agents have been found to have long-term detrimental effects on children and families. Cultural differences may also result in misinterpretation of parental behaviors and misdiagnosis of abuse and neglect. Such conflicts and misinterpretations can be avoided if both parents and social agents learn to understand and to respect their cultural differences, so that together, they can devise ways to bridge them.