Recent literature in cultural geography has turned its attention to the enactment of landscape through performance. Drawing upon the insights of new cultural geography and non-representational theory, this thesis examines the performative enactments of “place” through the production of landscape representations on the Islands of the Salish Sea. In particular, I adopt a narrative approach to consider how the embodied and discursive performances of becoming-artist and the enactment of landscape are co-constituted. Through a comparative case study of four Islands in the Salish Sea – San Juan, Lopez, Salt Spring, and Pender Islands – the current study provides an embodied account of the practices of landscape representation based upon fieldwork, participant observation, and 13 semi-structured interviews with landscape artists on the Islands. This is followed by a thematic analysis of recurring imagery in landscape paintings with a focus on representations of the rural scene, property relations, nationalism, and “unpeopled” landscapes. I conclude that landscape representations are both discursive and experiential in their performative enactments of place. / Graduate / 0366 / jolenejackson12@gmail.com

Students of chemistry encounter difficulties due to its abstract nature and the need to understand and communicate its concepts on macro, submicro, and symbolic levels using a range of representations and representational modes. Research suggests that when students are required to use multiple representations they have difficulties in understanding individual representations and in negotiating meaning through their use. This study sought to address these issues through the application of digital technologies. The main areas of research that provided a theoretical framework for this study were multiple representations in chemistry education and writing-to-learn in science. Other research in these areas has suggested that a better understanding of multiple representations might enhance students’ chemical literacy; however, limited research has investigated the impact of using digital technologies to create multimodal texts on students’ learning in chemistry, particularly the development of students’ skills in generating and integrating multiple representations. Until recently, much of the writing-to-learn research has focused on written composition. The knowledge-transforming model was proposed by Bereiter and Scardamalia (1987) to explain the influence of written composition on knowledge construction. However, having been developed prior to the time when students had ready access to digital technologies and a consequent capacity to create multimedia and digital texts, this model does not account for the production of such multimodal texts. This study examined the effect of learning experiences that utilised digital technologies to support students in using multiple representations and through writing-to-learn activities to create multimodal texts on learning outcomes in chemistry. The study was conducted in a metropolitan public co-educational high school in Queensland, Australia. Two Year 11 chemistry classes participated in the study, which was conducted in the first term of a 2-year course in which students learn chemistry as a separate discipline. The study consisted of a pilot study and an intervention study with two phases. The pilot study was used to trial the learning activities and data collection instruments and to gain an insight into instructional approaches that might be appropriate for the study. Phase 1 of the intervention study employed a pretest–posttest design. In this phase, students learned about chemical bonding and structure and their effects on the properties and behaviours of different materials. They also learned about the multiple representations used to understand and communicate about chemical bonding and structure. Within a modified crossover design, Phase 2 of the study employed mixed methods to compare the effects on learning outcomes when they created two different scientific texts: a digital poster and a laboratory report. Both text types required students to integrate multiple representations to report on their learning during laboratory investigations. These text types were chosen because they are commonly used by scientists to communicate their experimental findings. In Phase 1, students engaged in computer-based inquiries using both molecular modelling and simulation software to investigate phenomena such as intra- and inter-molecular bonding and their effects on properties, the differences between various types of bonds, the multiple representations used to describe and investigate bonding and structure, and to present their understanding to others. In Phase 2, students used a range of scaffolding resources to design and carry out two inquiries about the chemistry of biomaterials. In the first inquiry, students made and compared the properties of two different bioplastic films; in the second, students compared the relative fermentation rates of a range of carbohydrates. In both inquiries, students were required to report their findings and explain them on the submicro level using appropriate representations. Scaffolds included Science Writing Heuristics, which explicitly required students to consider which multiple representations would support their claims and explanations of data; digital resources for selecting, modifying, or creating representations; and genre templates. Pretest–posttest comparisons for both phases showed that the instructional approaches and resources used were effective for enhancing students’ learning outcomes. In all comparisons, the posttest performances were significantly higher. In the first phase, several of the identified alternative or missing conceptions about chemical bonding were effectively addressed, and in both phases, students’ conceptual understanding and their representational competencies were enhanced. The pretest–posttest comparisons for Phase 2 suggested that creating a diversified text – a digital poster – for explaining experimental results is at least as effective for enhancing understanding and representational competencies as creating a more traditional laboratory report. Other data were analysed to gain an insight into how or why the instructional strategies and resources used might have been effective. The student interviews revealed a number of advantages of using digital technologies, including promotion of higher order thinking, enhanced motivation and interest, the capacity of digital technologies to support and enhance visualisation, and the production of multiple representations in multiple modes. Students suggested that the digital resources allowed them to make links between macroscopic, molecular, and symbolic levels and to include a range of representations in their explanations. The evaluation questionnaire revealed similar trends. Analysis of the students’ texts suggested that the approaches used in Phase 2 were effective in supporting students’ content and rhetorical problem solving and the interactions between the two. Students utilised a range of representations, particularly structural diagrams, when making explanations of their macroscopic data on the submicro level. This study has implications for the instructional approaches used by chemistry teachers because it showed that integrating digital technologies into learning environments is effective when introducing students to the multiple representations used in chemistry and in the development of students’ chemical literacies. It also contributes to writing-to-learn research by focusing on multimodal communication and the benefits of creating multimodal texts for presenting, organising, and explaining data, and for representing knowledge. Significant findings of the study relate to the importance of digital technologies in generating multimodal texts and representations for instruction, scaffolding, and in student-centred inquiry-based learning. Further research might focus on the use of such resources for addressing other commonly identified alternative conceptions, the creation of other multimodal text types, the use of other digital technologies or authoring tools, or on the development of teachers’ technological pedagogical content knowledge, which is required for effective classroom implementation of these resources and strategies.

Students of chemistry encounter difficulties due to its abstract nature and the need to understand and communicate its concepts on macro, submicro, and symbolic levels using a range of representations and representational modes. Research suggests that when students are required to use multiple representations they have difficulties in understanding individual representations and in negotiating meaning through their use. This study sought to address these issues through the application of digital technologies. The main areas of research that provided a theoretical framework for this study were multiple representations in chemistry education and writing-to-learn in science. Other research in these areas has suggested that a better understanding of multiple representations might enhance students’ chemical literacy; however, limited research has investigated the impact of using digital technologies to create multimodal texts on students’ learning in chemistry, particularly the development of students’ skills in generating and integrating multiple representations. Until recently, much of the writing-to-learn research has focused on written composition. The knowledge-transforming model was proposed by Bereiter and Scardamalia (1987) to explain the influence of written composition on knowledge construction. However, having been developed prior to the time when students had ready access to digital technologies and a consequent capacity to create multimedia and digital texts, this model does not account for the production of such multimodal texts. This study examined the effect of learning experiences that utilised digital technologies to support students in using multiple representations and through writing-to-learn activities to create multimodal texts on learning outcomes in chemistry. The study was conducted in a metropolitan public co-educational high school in Queensland, Australia. Two Year 11 chemistry classes participated in the study, which was conducted in the first term of a 2-year course in which students learn chemistry as a separate discipline. The study consisted of a pilot study and an intervention study with two phases. The pilot study was used to trial the learning activities and data collection instruments and to gain an insight into instructional approaches that might be appropriate for the study. Phase 1 of the intervention study employed a pretest–posttest design. In this phase, students learned about chemical bonding and structure and their effects on the properties and behaviours of different materials. They also learned about the multiple representations used to understand and communicate about chemical bonding and structure. Within a modified crossover design, Phase 2 of the study employed mixed methods to compare the effects on learning outcomes when they created two different scientific texts: a digital poster and a laboratory report. Both text types required students to integrate multiple representations to report on their learning during laboratory investigations. These text types were chosen because they are commonly used by scientists to communicate their experimental findings. In Phase 1, students engaged in computer-based inquiries using both molecular modelling and simulation software to investigate phenomena such as intra- and inter-molecular bonding and their effects on properties, the differences between various types of bonds, the multiple representations used to describe and investigate bonding and structure, and to present their understanding to others. In Phase 2, students used a range of scaffolding resources to design and carry out two inquiries about the chemistry of biomaterials. In the first inquiry, students made and compared the properties of two different bioplastic films; in the second, students compared the relative fermentation rates of a range of carbohydrates. In both inquiries, students were required to report their findings and explain them on the submicro level using appropriate representations. Scaffolds included Science Writing Heuristics, which explicitly required students to consider which multiple representations would support their claims and explanations of data; digital resources for selecting, modifying, or creating representations; and genre templates. Pretest–posttest comparisons for both phases showed that the instructional approaches and resources used were effective for enhancing students’ learning outcomes. In all comparisons, the posttest performances were significantly higher. In the first phase, several of the identified alternative or missing conceptions about chemical bonding were effectively addressed, and in both phases, students’ conceptual understanding and their representational competencies were enhanced. The pretest–posttest comparisons for Phase 2 suggested that creating a diversified text – a digital poster – for explaining experimental results is at least as effective for enhancing understanding and representational competencies as creating a more traditional laboratory report. Other data were analysed to gain an insight into how or why the instructional strategies and resources used might have been effective. The student interviews revealed a number of advantages of using digital technologies, including promotion of higher order thinking, enhanced motivation and interest, the capacity of digital technologies to support and enhance visualisation, and the production of multiple representations in multiple modes. Students suggested that the digital resources allowed them to make links between macroscopic, molecular, and symbolic levels and to include a range of representations in their explanations. The evaluation questionnaire revealed similar trends. Analysis of the students’ texts suggested that the approaches used in Phase 2 were effective in supporting students’ content and rhetorical problem solving and the interactions between the two. Students utilised a range of representations, particularly structural diagrams, when making explanations of their macroscopic data on the submicro level. This study has implications for the instructional approaches used by chemistry teachers because it showed that integrating digital technologies into learning environments is effective when introducing students to the multiple representations used in chemistry and in the development of students’ chemical literacies. It also contributes to writing-to-learn research by focusing on multimodal communication and the benefits of creating multimodal texts for presenting, organising, and explaining data, and for representing knowledge. Significant findings of the study relate to the importance of digital technologies in generating multimodal texts and representations for instruction, scaffolding, and in student-centred inquiry-based learning. Further research might focus on the use of such resources for addressing other commonly identified alternative conceptions, the creation of other multimodal text types, the use of other digital technologies or authoring tools, or on the development of teachers’ technological pedagogical content knowledge, which is required for effective classroom implementation of these resources and strategies.

Made available in DSpace on 2014-06-11T19:30:28Z (GMT). No. of bitstreams: 0 Previous issue date: 2006-11-24Bitstream added on 2014-06-13T20:00:40Z : No. of bitstreams: 1 baeza_lc_dr_arafcf.pdf: 2250737 bytes, checksum: 666c7d374ebfa4ff8507fbfbe951a4b8 (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Universidade Estadual Paulista (UNESP) / As dermatofitoses são processos infecciosos de pele, pêlo e unhas muito comuns no mundo inteiro. Trichophyton rubrum é o dermatófito mais freqüentemente isolado em lesões superficiais de pele e unha. Estudos envolvendo este patógeno são cada vez mais importantes devido ao aparecimento de linhagens resistentes aos medicamentos antifúngicos disponíveis no mercado e ao comportamento invasivo deste agente em pacientes com o sistema imune comprometido. Estes fatos e poucos estudos levam à necessidade de se ampliar o conhecimento sobre a biologia deste agente. Visando colaborar nesse sentido, o presente trabalho teve dois objetivos centrais: 1) Realizar a tipagem molecular de isolados clínicos de T. rubrum com e sem relação epidemiológica por RAPD (Amplificação Randômica de DNA Polimórfico) com duas seqüências randômicas diferentes (denominadas de 1 e 6), bem como a análise dos elementos repetitivos (TRS-1 e TRS-2) do espaço não transcrito (NTS) do DNA ribossomal (DNAr) e 2) Identificar transcritos envolvidos na interação deste patógeno com fonte humana de queratina, através do RDA (Análise de Diferença Representacional). A aplicação do RDA permitiu pela primeira vez a identificação de alguns transcritos expressos, provavelmente relacionados à patogênese deste microrganismo. / Dermatophytosis is common infection process which occurs in skin, hair and nails and Trichophyton rubrum is the most frequently isolated dermatophyte. Studies on this pathogen are becoming increasingly important because of frequent reports on resistant strains to antifungal drugs commercially available and the invasive behavior of these agents in immunocompromised patients. These facts, associated with few studies with this agent, indicate the need to expand the information about the fungal biology. As a contribution to this goal, the present study had two central objectives: 1) To compare different methodologies for molecular typing of clinical isolates of T. rubrum epidemiologically related and unrelated for RAPD (Randomly Amplified Polymorphic DNA) with two different random primers (denominated of 1 and 6); as well as the analysis of the repetitive elements (TRS-1 and TRS-2) of the space non-transcribed (NTS) of the ribosomal DNA (DNAr) and 2) To identify transcripts involved in the interaction of this pathogen with human keratin by RDA (Representational Difference Analysis). The application of the RDA allowed for the first time the identification of expressed transcripts during the microorganism proliferation that could be related to the T. rubrum virulence.

A great deal of philosophy of perception literature has been concerned with determining the fundamental philosophical account of perception. The overwhelming majority of contemporary work in this area has advocated for either a relational view of perception (broadly known as relationalism) or a representational view of perception (broadly known as representationalism). Each of these views is argued by its proponents to constitute the fundamental philosophical account of perception. These arguments are often framed in a manner suggesting that relationalism and representationalism are incompatible with one another on the grounds that if one theory explains all that we would like a philosophical theory of perception to explain, then the other theory is at best screened off as explanatorily redundant. This is known as a screening off argument, and has been utilised by both sides of the relationalism versus representationalism debate. The aim of this thesis is to demonstrate that both the utilisation of this argument in the philosophy of perception, as well as the explanatory methodology underpinning this utilisation, are misguided. This is accomplished by proposing instead that a methodology called explanatory pluralism, which holds that the best explanation of a given phenomenon is determined by what it is about that phenomenon one wishes to understand, should be applied to the debate in question. Once this plausible methodology is applied, I argue, instances that appeared to settle the relationalism versus representationalism debate decisively in favour of one view or the other instead become instances that shape the contours of a view according to which relationalism and representationalism are in fact compatible. I identify and argue for such instances, using them to support the conclusion that relationalism and representationalism are complementary explanations of perception and are, therefore, compatible.

Young children begin to draw spontaneously, and their drawings develop in complexity and skill as they become older. Previously, children's drawings have been utilized to assess aspects of emotional and cognitive development. On the other hand, very few studies have used children's drawings as a tool for understanding their language development. The purpose of this study was to examine the potential for using drawing as an assessment tool for language skill. Therefore, this study explored the relationship between pre-kindergarten children's drawing and language development and stability of this relationship over time. This study also examined whether children's English-language status influenced the drawing-language relationship. The study's subjects were 34 children who attended a pre-kindergarten program in a local elementary school located in a Mid-Western university town. These children participated in take-home reading and drawing activities once a week for one school year. Children's drawings that were completed after reading storybooks with their parents served as data documenting their drawing skills. Classroom teachers' observations of the children's language use were recorded on the Work Sampling System's developmental checklists, and this served as data to document their language skills. A hierarchical regression analysis revealed that children's drawing skill was a significant predictor to their language skill and explained 10% of the variance in language scores. This finding was consistent at both the beginning and end of the school year. Children's English-language status did not make a statistically significant difference in the predictive relationship of drawing for their language skills. Therefore, this study concluded that children's drawings can be used as a supplementary assessment tool to provide information about children's language skills, regardless of their primary language. However, more than half of the language variance was not identified from this study; this is an area for further investigation.

Orientador: Maria José Soares Mendes Giannini / Banca: Clarice Queico Fujimura Leite / Banca: Celia Maria de Almeida Soares / Banca: Paulo Inácio da Costa / Banca: Mário Hiroyuki Hirata / Resumo: As dermatofitoses são processos infecciosos de pele, pêlo e unhas muito comuns no mundo inteiro. Trichophyton rubrum é o dermatófito mais freqüentemente isolado em lesões superficiais de pele e unha. Estudos envolvendo este patógeno são cada vez mais importantes devido ao aparecimento de linhagens resistentes aos medicamentos antifúngicos disponíveis no mercado e ao comportamento invasivo deste agente em pacientes com o sistema imune comprometido. Estes fatos e poucos estudos levam à necessidade de se ampliar o conhecimento sobre a biologia deste agente. Visando colaborar nesse sentido, o presente trabalho teve dois objetivos centrais: 1) Realizar a tipagem molecular de isolados clínicos de T. rubrum com e sem relação epidemiológica por RAPD (Amplificação Randômica de DNA Polimórfico) com duas seqüências randômicas diferentes (denominadas de 1 e 6), bem como a análise dos elementos repetitivos (TRS-1 e TRS-2) do espaço não transcrito (NTS) do DNA ribossomal (DNAr) e 2) Identificar transcritos envolvidos na interação deste patógeno com fonte humana de queratina, através do RDA (Análise de Diferença Representacional). A aplicação do RDA permitiu pela primeira vez a identificação de alguns transcritos expressos, provavelmente relacionados à patogênese deste microrganismo. / Abstract: Dermatophytosis is common infection process which occurs in skin, hair and nails and Trichophyton rubrum is the most frequently isolated dermatophyte. Studies on this pathogen are becoming increasingly important because of frequent reports on resistant strains to antifungal drugs commercially available and the invasive behavior of these agents in immunocompromised patients. These facts, associated with few studies with this agent, indicate the need to expand the information about the fungal biology. As a contribution to this goal, the present study had two central objectives: 1) To compare different methodologies for molecular typing of clinical isolates of T. rubrum epidemiologically related and unrelated for RAPD (Randomly Amplified Polymorphic DNA) with two different random primers (denominated of 1 and 6); as well as the analysis of the repetitive elements (TRS-1 and TRS-2) of the space non-transcribed (NTS) of the ribosomal DNA (DNAr) and 2) To identify transcripts involved in the interaction of this pathogen with human keratin by RDA (Representational Difference Analysis). The application of the RDA allowed for the first time the identification of expressed transcripts during the microorganism proliferation that could be related to the T. rubrum virulence. / Doutor

O objetivo desse trabalho foi compreender em que medida uma estratégia metavisual, utilizada em sala de aula, pode ajudar na construção e reconstrução de ideias, especificamente numa atividade introdutória de eletroquímica e quais os fatores envolvidos nesse processo. Para isso, foi desenvolvida uma atividade para o estudo inicial de duas interações eletroquímicas, envolvendo ferro e soluções de sulfato de cobre (II) e ácido sulfúrico. Foi utilizada uma metodologia qualitativa, envolvendo 32 estudantes do 3.o ano do ensino médio de uma mesma escola, idades entre 16 e 18 anos, em que foram feitos os registros audiovisuais dos alunos realizando a atividade e as falas transcritas para análise. Além disso, eles responderam a um questionário para se pesquisar por indícios nas habilidades metavisuais em 1D e 2D e, por último, uma entrevista semiestruturada. Duas categorias foram elaboradas com o objetivo de se classificar as hipóteses propostas para posterior comparação, uma para o nível simbólico e a outra para o submicro, possibilitando a observação de possíveis evoluções e dificuldades encontradas. Com relação às habilidades metavisuais, também foram necessárias três categorias para compor a análise. Os resultados indicam que a estratégia metavisual mostrou-se eficiente para a construção e reconstrução de conceitos associados à eletroquímica, na medida em que as concepções alternativas e dificuldades, comuns nessa área, puderam ser discutidas e modificadas. Houve evolução das hipóteses dos alunos, com intensa modelagem de conceitos, propiciada pela comparação de imagens (metavisualização), tanto no nível simbólico quanto no submicro. Foi observado que os estudantes demonstraram maior dificuldade ao elaborar as hipóteses do submicro, possivelmente por esse nível ter mais detalhes, maior aprofundamento de conceitos, ser mais abstrato e, portanto, não ser natural para os estudantes. Adicionalmente, o tempo de aprendizagem e de modelagem revelou-se diferente para os grupos, o que sugere aos professores considerarem isso no processo ensino-aprendizagem. Finalmente, os resultados parecem apontar também que as habilidades metavisuais e as conexões entre os níveis representacionais podem estar associados a melhores aprendizados e que, muitas vezes, é necessária a utilização de diversas representações e de um tempo maior para que os alunos consigam evoluir. Vale ressaltar que o assunto ainda é pouco pesquisado, se comparado a outros temas e, sendo assim, recomendam-se mais pesquisas sobre as estratégias metacognitivas no ensino de ciências e de química, em que as suas contribuições, no aprendizado dos alunos, possam ser mais investigadas. / The purpose of this study was to understand the extent to which metavisual strategy used in the classroom can help in the construction and reconstruction of ideas, specifically an introductory activity in electrochemistry and the factors involved in this process. For this purpose, an activity was developed for the initial study of two electrochemical interactions involving iron and copper sulfate and sulfuric acid solutions. A qualitative methodology was employed, involving 32 students of the 3rd year of high school from the same school, aged 16 to 18, where audiovisual student records were made performing the activity and the speeches transcribed for analysis. In addition, they answered a questionnaire to search for clues in metavisual skills in 1D and 2D and, finally, a semi-structured interview was made. Two categories were prepared for the purpose of classifying the hypotheses proposed for comparison, one for the symbolic level and the other for submicro level, enabling to observe possible changes and difficulties. Regarding metavisual skills three categories were also needed to compose the analysis. The results indicate that metavisual strategy proved efficient for the construction and reconstruction concepts related to electrochemistry, in that alternative conceptions and difficulties common in this field, could be discussed and modified. There was a significant evolution of the hypotheses proposed by students, with intense modeling concepts, fostered by comparing images (metavisualization) both at the symbolic as in the submicro level. It was observed that the students showed greater difficulty in preparing the hypotheses of submicro level, possibly because this level has more details, deeper understanding of concepts, is more abstract and therefore it will not be natural for students. Furthermore, the learning time and modeling proved to be different for the groups, suggesting teachers should consider it within the teaching-learning process. Finally, the results also seem to indicate that metavisual skills and the connections between the representational levels may be associated with better learning and it often becomes necessary to use different representations and more time in order for students to be able to evolve. It is noteworthy that the subject is still poorly researched, compared to other topics and, therefore, it is recommended more research on metacognitive strategies in teaching science and chemistry, in which their contributions to student learning, may be more investigated.

This research study investigated intangible assets generated by sport event hosting, specifically in relation to those industries that could influence the planning and leveraging of this alternate value source at Rugby World Cup (RWC) 2015 host destinations. The industries under scrutiny were sport, public sector and tourism, and the sampled host destinations were Cardiff, Exeter, Brighton and Gloucester. The objectives of this thesis were threefold: (1) to respond to the lack of knowledge around the collaborative roles of sport, public sector and tourism organisations in sport event planning, (2) to pioneer representational capital, a concept that looks to examine the input of those pinpointed planners in the identification and valuation of intangible opportunities generated by hosting RWC 2015 fixtures, (3) to probe planning discourse for examples of leveraging representational capital. Expert opinions were captured from executive-level RWC 2015 planners, and supported by secondary data analysis. The findings showed that public sector and sport organisation planning representatives were key RWC 2015 planners and that tourism planners, at a destination level, were not key collaborators in central planning forums, but collaborated extensively with national and international tourism organisations on RWC 2015 planning matters. Additionally, the analysis uncovered that representational capital was predominantly made-up of three key intangible asset areas: destination image, exposure and reputation. Indeed, these intangible areas were recognised and valued by all three industries, but the data analysis indicated that the levels of collaboration between the sampled planning industries did not translate into collectively leveraging representational capital. Moreover, one of the main breakthroughs from this investigation was identifying the interconnected nature of a range of intangible assets in generating greater value, i.e. increasing representational capital available to planners. Representational capital was found to have a strong connection throughout the leveraging process, in terms of the maximisation strategy and planned outputs in RWC 2015 planning, further supporting the study project objective of investigating the intangible in relation to sport events.

Software systems evolve over the life span to accommodate changes in order to meet technical and business requirements. Evolution of open source software (OSS) is challenging because of involvement from a large number of independent teams and developers who make modifications in the systems according to their own requirements. It is required to evaluate these changes as these are being incorporated into the system against the long term evolvability objectives. This paper presents the analysis of the Hackystat, an OSS framework; against analyzability, changeability, extensibility, testability domain specific quality attributes. The analysis of the processes used during the development of the OSS systems is also discussed. On the basis of the analysis and the early research conducted to evaluate software evolvability, an evolvability analysis method for OSS evolution is presented in this report. Guidelines of the model suggest that the requirements identification and analysis, identification of the system components that are to be affected as a result of the change, identification and prioritization of the potential solutions, evaluation of the potential solutions with respect to evolvability characteristics, use of test driven development and automated build tools are the important steps that should be performed to evaluate system changes. Evolvability analysis model also suggests that the team which is responsible to for system overall architecture (project control group) should also evaluate changes submitted by different teams. A case study to modify a service oriented architecture bases system into software as a service cloud model following the guidelines of evolvability analysis model is also presented.