Laws and regulation affect software development, as they frequently demand changes in software’ requirements to protect individuals and businesses regarding security, privacy, governance, sustainability and more. Legal requirements can dictate new requirements or constrain existing ones. The problem of software compliance is howto ensure that the software complies with the norms that the legislation imposes. The problem is particularly challenging because it combines difficultsteps: 1)analyze legal documents, 2) extract requirements from those documents, 3) identify conflicting requirements with those already implemented in software and 4) ensure that software remains compliant even with the changes. Compliance is a continuous process: laws, software and the context within which software system operates changes continuously. The works dealing with the compliance problem focus only on one or two subjects: analyze legal documents or extract requirements or identify conflicts or changes. This thesis deals with all the problems at the same time; the idea is to extract requirements from legal text, compare them with the software requirement, resolve the possible conflicts that may arise, continuously leading with the changes on environment, laws and requirements. For this, this work proposes a framework that is composed of a compliance process and continuous monitoring of environmental changes. The framework deals with different types of laws (security, privacy, transparency, health care) that are represented in explicit norms. The compliance process supports the identification, extraction, comparison and conflict resolution to help software compliance, by producing a compliant set of requirements. The compliance process is based on the semantic annotation and goal model. The semantic annotation helps to extract requirements from thelaw, using patterns. The goal model is used to help the comparison between requirement and to represent requirements in a formal and consistent requirement specification. The process is tool supported; some tools were reused (Desiree and NomosT) to further each step. It was necessary to adapt the tools for the context of the compliance process, creating a guideline, patterns, and heuristics. The continuous monitoring is concerned about the changes that affect the software compliance and has 7 the mechanism to ensure that even with those changes the software will regain compliance. The compliance monitor is basedon agents and Non Functional Requirements. The agents are represented using in i*, the idea is to showthe collaboration between the agents to ensure the continuous compliance. The requirement specification of how each agent should behave was also generated using Business Process Modeling Notation and Desiree language. The Non Functional Requirements catalogue is used to help to define operalizations for the software awareness. The framework validation was made in two parts: first, the compliance process and after all the framework proposed. For the compliance process, the effort and correctness were measured comparing the use of the proposed process andan ad-hoc method. For the entire framework, the example of monitoring the changes in the environment when an automated car is crossing the border between Washington and Canada was used. The study shows that context has a strong influence on the software requirements, and nonconformity problems may incur penalties. The contribution of this work is the Eunomia framework that has a process and goal model perspective with emphasis on monitoring that helps to deal with the compliance challenge. The framework equips the requirements engineering team with a systematic method. Eunomia framework is a tool-supported and systematic process which can be reused to reduce the time effort and to improve the quality of the requirement specification that helps to create a compliant software requirement specification that is compliant over the time.

In the face of environmental breakdown, this dissertation focuses on the emergent field of biomaking as a learning space to reflect on human-nature relationships. The purpose of this qualitative study is to explore what occurs in interspecies creative encounters (particularly between humans and fungi) and how ethical engagement can be supported through the design of biomaking experiences, techniques, and materials. Building on a constructionist tradition of maker education and drawing from embodied cognition, I propose a learning design framework to support learning through creative engagement with other beings. The Interspecies Creativity framework aims to (1) guide the design of constructionist experiences rooted in local ecologies and (2) foster mindful creative relations between learners and living systems. The design principles of the framework—grounding, listening, responding, and relating—invite learners to empathize with other living beings in their local landscapes to meet their needs while leveraging their behavior for collective creation. Using a design-based research approach, I developed a six-session biomaking workshop to test and refine the affordances of the framework. In this program, twelve middle school students built living art pieces at a lab and installed them at a nearby park, where they continued growing after the implementation. I gathered multimodal data—including interviews, questionnaires, videos, photographs, drawings, and artifacts—and analyzed the creative process from an embodied cognition lens. The study reveals that biomaking, intentionally framed as an interspecies creative practice, provides multiple entry points to deal with tensions and build relationships with living organisms and local ecosystems. I highlight critical events in the making process in which there was a shift in students' perception of the organism in their work. In these events, participants intentionally tested or where surprised by the organism's behavior, turning its agency apparent and decisive for the creative outcome. In closing, I offer practical and theoretical insights to guide the implementation of interspecies making and biomaking education to support learners in modulating creative interactions with their extended communities of life.

No description available.

Chemistry is a difficult subject for many students and often deters them from pursuing related careers or other paths of study. An obstacle that causes students to stumble is the comprehension of chemistry’s myriad abstract concepts. Strong visuospatial skills and modelling are required to understand the nuances of topics such as atomic structures, molecular behaviors, and others. Teaching tools like “ball and stick” molecule kits or virtual demonstrations are useful but have their limitations. Especially when presenting the connections between the macroscopic world and their abstract, atomic-scale representations (i.e., the sub-micro world (Johnstone, 1982)), there are few tools that have proven effective. In this 2 x 2 between-subjects experimental study, a virtual reality (VR) laboratory simulation is utilized in conjunction with a sub-micro intervention. The timing of the sub-micro intervention (pre-lab vs. integrated into a specific point in the simulation) and the level of embodiment (physical manipulatives vs. VR) are the two independent variables. Eighty students (N = 80), ages 11-18 years old, from a local community center participated in this study, completing a pretest, the laboratory simulation, the sub-micro intervention, and a post-test. The pre- and post-test measures included multiple-choice, free-response, drawing questions, and an attitudinal survey. Key findings were that integrating the intervention, no matter which level of embodiment, led to significantly higher gains in learning. The combination of using physical manipulatives and integrating them within the lab exercise demonstrated the most gains, although the VR Integrated condition also showed improvement. The VR Integrated condition also showed significant improvement in three out of the four drawing categories (i.e., molecule shape, atom quantity, and relative sizes), more than any other condition. The VR conditions also showed significant growth in positive student attitudes towards science, technology, and potential future careers in these subjects. The implications are that while practically, VR may not provide enough advantage over physical manipulatives to replace them as classroom learning tools, VR is an effective tool to teach abstract chemistry concepts. It enabled students to perform better on visuospatial measures and proved to be highly motivating for furthering learning in science and technology.

No description available.

M. Arch.

This work explores the acceptability of various persuasive design principles for pediatric users of a digital, asthma self-management solution. While persuasive design methods have been shown to motivate adherence to digital self-management, effective persuasion is highly context-dependent. The gap in research on persuasive design for younger users of asthma self-management applications raises the question of which persuasive principles are acceptable for this group’s unique context. This question is explored through the Persuasive Systems Design model. Based on interviews and workshop feedback from physicians, six persuasive principles were chosen for a redesign of an existing asthma self-management solution. The prototype was evaluated for potential acceptability by user proxies. The Personalization and Simulation persuasive principles were perceived as most acceptable for pediatric, digital asthma self-management. / Detta arbete undersöker hur pediatriska användare upplever acceptansen av övertygande designprinciper av ett digitalt självhanteringsstystem för astma. Även om övertygande designmetoder har visat sig motivera att man följer digital självhantering, är effektiv övertalning mycket kontextberoende. Den vetenskapliga kunskapsluckan rörande övertygande design för yngre användare väcker frågan om vilka designprinciper som anses vara acceptabla för denna grupps unika sammanhang. Denna fråga utforskas i detta arbete genom modellen för övertygande systemdesign. Baserat på intervjuer och workshops med läkare valdes sex övertygande designprinciper ut för att designas om för ett befintligt självhanteringssystem för astma. Designprototypen utvärderades med avseende på potentiell acceptans av användarproxys. Resultatet av undersökningen visade att personifierings- och simuleringsövertygande designprinciper uppfattades som mest acceptabla för pediatrisk, digital självhantering för astma.

No description available.

No description available.

No description available.