Executable Petri Nets

In the last decades, the fast growth of Information and Communication Technologies changed our way to communicate and share information. Traditional groups or teams frequently give way to virtual teams, working with tools for online collaboration. Interaction between persons geographically dispersed has become easier. However, the use of new collaboration tools can also bring many challenges. Some technologies, like e-mail, can create delays on reply or even misunderstandings, case the message is not well understood by the recipient. Can these new technologies improve the productivity and enhance the creativity between group members, improving also their confidence and motivation? Although virtual teams have a high capacity to adapt to constant market changes, personal interactions are still important, mainly to clarify tasks and goals. The main purpose of this study is to understand how tools for online collaboration may improve the productivity (and enhance creativity) in teamwork. This study was conducted through an internet platform and the survey was hosted online by SurveyMonkey.com. We intended to verify, among other questions, what users think about different collaboration tools, how often they use these tools, and how they perceive these technologies as adequate ways to communicate, to work with, and to improve productivity. Findings show that e-mail is the most used tool, and personal contact is still more important for teamwork than any tools for online collaboration. Our results contribute to perceive in what extent collaboration tools are indeed an asset or a barrier in teamwork. DOI: 10.5901/mjss.2015.v6n6s4p511

A set of non-negative integral vectors is said to be right-closed if the presence of a vector in the set implies all term-wise larger vectors also belong to the set. A set of markings is control invariant with respect to a Petri Net (PN) structure if the firing of any uncontrollable transition at any marking in this set results in a new marking that is also in the set. Every right-closed set of markings has a unique supremal control invariant subset, which is the largest subset that is control invariant with respect to the PN structure. This subset is not necessarily right-closed. In this paper, we present an algorithm that computes the supremal right-closed control invariant subset of a right-closed of markings with respect to an arbitrary PN structure. This set plays a critical role in the synthesis of Liveness Enforcing Supervisory Policies (LESPs) for a class of PN structures, and consequently, the proposed algorithm plays a key role in the synthesis of LESPs for this class of PN structures.

Aim/Purpose: There is a huge array of educational technology tools that are now in use today. These tools have changed the way teachers teach and the way students learn. Among the many educational technology tools that are gaining popularity are the online collaboration tools. Online collaboration tools are web-based tools that allow individuals to do things together online like messaging, file sharing, and assessment. However, when new educational technology is integrated in the classroom, its effects must be determined as this is an essential component for evaluation. Having the tool is not enough, there has to be an evaluation of its quality to make it more effective. It is on this premise that the customized online collaboration tool of one university in the Philippines was assessed. The study specifically aimed to identify the perceived effectiveness of the customized online collaboration tool; and identify the effectiveness of using Usability Metrics for Effectiveness. Background: Most studies provide evaluation of newly developed software using a set of quality standards such as functionality and usability. However, there is limited evidence where online collaboration tools are evaluated on their effectiveness using user’s perception as well as assessing their usability using a set of effectiveness metrics. Methodology: The study employed questionnaire-based (n=127) and metrics-based (n=81) approaches. Data gathered were analyzed using simple and relative frequencies, weighted mean, ANOVA, and Tukey HSD (Honestly Significant Difference). Contribution: This study supplements the literature regarding the effectiveness of online collaboration tools that are used for teaching and learning particularly those that are custom-made for an institution. It provides additional information on other ways to evaluate the effectiveness of customized online collaboration tools. It likewise provides information on the difference between what the users report about the tool’s effectiveness and what the metrics show. Findings: The customized online collaboration tool was perceived to be very effective for collaboration, teaching and learning. But there is a significant difference on the students’ perception based from their courses and year levels. The customized online collaboration tool’s effectiveness as regards its application performance is poor because of design interface faults. However, the customized online collaboration tool has good completion rate. Recommendations for Practitioners: Findings suggest that the customized online collaboration tool can be an alternative tool to open-source learning platforms which faculty members may use for teaching and learning as students find it very effective not only for collaboration but for teaching and learning as well. However, errors caused by interface design problems must be addressed to yield a higher application performance rating and higher completion rate. Recommendation for Researchers: Further assessment on the tool’s effectiveness using an empirical study is recommended to provide additional definitive evidence which may support the benefits of using online collaboration tools in the classroom.

The authors propose evolutionary Petri net consisting of units in order to obtain a structural model of team medical care automatically. The number of medical staffs is not sufficient in aged societies, so the work efficiency must be improved. The authors conceive that a Petri net can be used to express cooperative operation; therefore, the structure of a Petri net might assist in understanding the whole team medical care in hospitals and facilities. Evolutionary Petri net is a method to create the best structure of a Petri net that expresses a target workflow well and evolves the genes of individuals correspond to Petri nets. In the previous work, the authors represented each gene as a combination of nodes. However, the representation frequently generated worthless individuals that do not have a Petri net structure. In this work, the authors represent each gene as a combination of units that consist of two types of nodes. Additionally, the authors propose a new method to separately calculate the fitness value on the Petri net structure and that on the unit structures. The authors verified that the total fitness value of the best individual quickly reached the best value by applying genetic operators along with the balance of the two fitness values.

BackgroundOnline collaboration tools have been identified as potentially effective means for enhancing student learning, motivation, and engagement in science education. However, their effectiveness in improving science education outcomes among middle school students remains uncertain.ObjectivesThe study aimed to investigate the impact of online collaboration tools on science education outcomes among middle school students, focusing on learning achievement, engagement, and motivation.MethodsA quasi‐experimental design with a pretest‐posttest control group was used in this study. A total of 60 eighth‐grade middle school students were involved in the study, with both the experimental and control groups comprising 30 students each. The experimental group incorporated the use of digital collaboration platforms, including Asana, Slack, and Team Viewer, as instrumental components of group project execution and discussion in their science lessons. Conversely, the control group adhered to the current educational approach in Turkey, characterized by the employment of an inquiry‐based learning strategy in their science instruction. Data was collected over eight weeks using a science achievement test, engagement scale, and science motivation scale.ResultsThe experimental group demonstrated significantly higher post‐test scores compared to the control group, suggesting that online collaboration tools positively impacted science education outcomes. Additionally, survey data indicated high levels of engagement and motivation among the experimental group students when using the online collaboration tools.ConclusionsThe findings support the notion that online collaboration tools can effectively enhance learning, motivation, and engagement in science education among middle school students. These results have significant implications for educators, educational institutions, policymakers, and curriculum developers. Further research is needed to examine the potential of these tools in various educational contexts and with different student populations. This will help broaden the understanding of how online collaboration tools can be integrated into diverse learning environments, potentially benefiting a larger number of students and further improving science education outcomes.

As businesses increasingly use collaboration tools with audio capabilities to support online meetings, it is important for universities to examine the potential value that similar tools can add to distance learning courses. This study reveals findings from MBA students regarding the perceived benefits of online meetings supported by Wimba Classroom, an online collaboration tool with audio capabilities. The results are benchmarked against the perceived benefits of students who participated in online meetings using Blackboard Virtual Classroom, an online collaboration tool that lacks audio capabilities. The central findings of the study provide evidence to suggest that collaboration tools with audio may be an important component in distance learning courses with synchronous online meetings.

Petri net as a modeling tool

In this paper I propose that applied ethnographers should think critically and innovatively about the practice of producing fieldnotes in ethnographic research. Critical thought on ethnographic fieldnotes has been relatively underdeveloped, both in applied and academic anthropology. Moreover, as applied ethnographers our projects have particular opportunities and constraints that are unique from academic anthropology. I make a case for elevating fieldnotes as a topic of more critical discussion in applied ethnography, and for moving fieldnotes from a private practice to a social practice. I use a collaborative online tool as a case example for possible innovation. Collaborative practices present certain vulnerabilities and challenges to creating fieldnotes, but I argue that the benefits of innovating fieldnotes help to build bridges both between researchers, and between researchers and stakeholders in a project. Innovative fieldnote practices can: deepen the thinking in our research; increase our impact; help ensure that our practices are credible as applied ethnography; and make contributions to the practice of ethnography more broadly.

This article addresses expressiveness problems for Petri nets and their useful extension for modeling and control of a system that can be modeled with Petri nets. We construct some Petri net modules, namely, an enabling module, an inhibitor module and a Modulo-N counter, which are useful for system operations. We also present the simplifications for the enabling and inhibitor modules. Then, we propose two new types of arcs, namely, enabling and inhibitor arcs, with a weighted function set. The arcs with the weighted function set from places to transitions are the marked arcs. A function set is employed to denote the weight of an arc according to the system requirements. They are very useful to solve the resource reallocation problem in a resource allocation system, where resource sharing contributes to the occurrences of deadlocks. Finally, two examples are used to show the advantages of the presented new types of arcs.

In a situation of an unexpected catastrophe, uncertainty and demand for information are constant. In such a disaster scenario, the CRISIS system arises as a tool to contribute to previous coordination, procedure validation, exercise execution, a good and frequent communication among organizations, and weakness and threat assessment for an appropriate risk management. It offers a wide variety of tools for online communication, consultation and collaboration that, up to this day, includes cartography, tasks, resources, news, forums, instant messaging and chat. As a complement, mathematical models for training and emergency management are being researched and developed. For Argentinean society, it is a necessity to switch from the current handcrafted, bureaucratic emergency management method to a decision-making management model. Previous coordination, exercise execution, a fluid communication among institutions, and threats and weaknesses assessment are required for a proper risk management. With that goal in mind, it is important to reduce confusion, avoid the duplication of efforts to fulfill the same tasks, and have access to a complete vision of the situation, generated from the data of all the organizations taking part. The CRISIS system is a secure web application, accessible to every node in a network formed by the organizations which have complementary responsibilities during prevention and response. It offers a wide variety of tools for online communication, consultation and collaboration that, up to this day, includes cartography, tasks, media (organization and resources), news, forums, instant messaging and chat. As a complement, mathematical models for training and emergency management are being researched and developed. Currently, there are toxicological and epidemiological emergency models available. The present paper analyses, from the perspectives related to risk management for emergencies and disasters, the strengths and weaknesses of the CRISIS system to be used for prevention, response and recoveries in the case of a catastrophe.

This thesis deals with the broad question of how Australian universities and their teachers are meeting the changing market conditions of the 21st century. This examination occurs in the context of changing legislative and regulatory circumstances and strategic efforts to meet the broader goals of 'graduate attributes' and increased accessibility of tertiary learning. The underlying query of this thesis is how technology can assist in transcending traditional models of higher education teaching delivery. Related to this is a focus on collaborative learning, with the question of its desirability and what it might offer in terms of improved outcomes relevant to teaching and learning in higher education. These questions are primarily discussed in the context of how online environments can aid collaboration and result in both discipline specific and generic outcomes. Through a case study of Australian International Relations (IR) and Politics teachers at the undergraduate level, this thesis finds that there has been limited innovation in the online delivery of these subjects and that there is little consistency in any e-learning approaches that have been adopted. In particular, collaborative online learning is infrequently pursued. This is surprising because in a climate of increasingly market-driven higher education, collaborative online tools may offer a solution to many of the pressures teaching academics face. These findings point to a significant gap between the strategic goals expressed by universities and what is actually being delivered to undergraduates. This includes meeting ambitions in 'graduate attributes', satisfying regulatory oversight, contending with financial pressures and the societal drive to make learning more accessible to a wider audience. The thesis also examines some of the barriers teaching staff feel prevent them from utilising online collaborative methods, including perceptions of time poverty, support, skills, institutional factors and peer experience. The findings indicate that teachers of IR/Politics feel little incentive to implement online collaborations, chiefly because of time constraints,but also a prevailing sense that such innovations are not worth their investment in terms of career advancement and institutional support. Unfamiliarity with the technology involved serves to exacerbate these perceptions to the point where investing any effort in the pursuit of online approaches is seen as wasteful. A theoretical Technology-Assisted Teaching Adoption Model is proposed as a means of demonstrating the barriers to innovation uncovered by this research. Finally, this thesis explores online role play as a possible solution to some of these barriers perceived by IR and Politics teachers, as well as how such an approach could address the market factors currently shaping Australian higher education. There is strong and consistent support within the literature for role play as a collaborative learning strategy with identified pedagogical benefits. In the disciplines of IR and Politics, where much of the subject matter being studied concerns the concept of people and entities communicating and co-operating, role plays can help generate deeper and broader understanding. The thesis concludes by making recommendations as to how Australian universities can move towards fostering online innovation amongst teaching staff, both to better meet institutional goals, as well as serve their students better by producing qualities conducive to their future careers.

With the uncertain trajectory of COVID-19 conditions worldwide, there lies the potential for emergencies to arise, abruptly yielding mass social and economic disruption. Gaining insight into how digital technologies may be leveraged for effective emergency response is therefore pertinent. Emergency-induced needs may prompt citizens to organize mutual aid initiatives where people give what they can and get what they need in response. An increasingly prominent technology used for emergency response, online collaboration tools (OCTs), enables the appropriate match between the supply of aid and its relevant demand in mutual aid initiatives by mediating information and interactions between participants. Through analysis of mutual aid cases during the 2022 Shanghai COVID-19 lockdown, this study elucidates the benefits OCTs provide through the lens of affordance theory and identifies five key affordances of OCTs for emergency mutual aid: persistent accessibility, iterative modifiability, structured consolidation and retrieval, multisynchronous participation, and multichannel broadcasting. We illustrate how such affordances are actualized and how their enabling features work across information flow processes, specifically highlighting benefits of software minimalism with implications for practitioners and future software design in emergency situations. This study contributes to the body of knowledge on OCTs and affordances by disentangling its role in emergency responses.

This paper presents an approach to modeling aircraft airline maintenance circuit through a particular Petri Nets structures, called Treble transitions Petri Nets. In order to meet the requirements of the simulation of aircraft airline maintenance circuit, several enhancements were proposed. The first of them consider the characteristic of circuit, the places, transitions and arcs of classical Petri Nets are extended. In the Second enhancement, the rules of transitions were modified. Finally, the relating matrix and the state transfer equation are redefined. One case is included illustrating the applicability and efficiency of the proposed modeling method.

The increasing use of online or cloud collaboration tools in organizations creates a need for students to develop skills in the use of these tools. Instructors have an opportunity to prepare students by incorporating these collaboration tools into their courses. The use of these online collaboration tools has the potential to expose instructors and educational institutions to potential violations of the Family Educational Rights and Privacy Act (FERPA). In this paper we will explore the benefits of collaboration, a variety of online collaboration tools, FERPA considerations when using such tools, and strategies for staying in compliance.

The instructors generally utilize conventional methods in teaching software engineering courses, where the students are provided theoretical knowledge based on text books or lecture notes. Usage of collaborative tools may be a solution to the problems of not practicing the depth of the components of the subject. This study proposes the usage of a collaborative tool, namely, Google Docs in a software engineering course based on predefined scenarios. The review meeting subject was selected for this purpose and students’ reactions were assessed with a survey after the completion of the experiments. The survey data were analysed using least square regression method. The results have shown that efficiency, certainty, satisfaction, advantage, complexity, learnability, and intention are indicators of the adoption of the online collaborative tool.