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By Gabor Maygar, Gabor Knapp, Wita Wojtkowski, Gregory Wojtkowski, Jože Zupancic

Information structures improvement (ISD) progresses quickly, continuously growing new demanding situations for the pros concerned. New suggestions, ways and strategies of structures improvement emerge always during this box. growth in ISD comes from learn in addition to from perform. the purpose of the convention is to supply a global discussion board for the alternate of principles and reviews among academia and undefined, and to stimulate exploration of recent solutions.

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For facilitating of transition from the sub-process model to the interaction model, the transitional auxiliary model is used. The transitional auxiliary model is generated from the sub-process model using an approach of graph transformation. And the second major change is bipartition of the Interaction diagram with introducing of the collaboration diagram and introducing of the statechart diagram at the PSM level. The collaboration diagram is added as a more logical sequel of the sub-process model for object interaction representation.

A consequence of this could be to define a new premise for these situations, which would involve all participants and make their responsibility for the outcome clearer. g. computer based systems for planning and scheduling classes, lessons and pupils in the courses. Though the study is done in a specific environment and organization, a conclusion from this study must be that the development model of theatre productions can be generalized to many contexts as the team meetings described in this study easily can be transferred to other types of organizations as well.

Even though the play mostly has these kind of given premises, there’s no guarantee that it will be mediated in a manner that it’s understood by the audience as the actors wants. The traditional view on the role of a teacher does simplify things, as they have some common basic principles for how to perform their roles as teachers. This includes preparations for lectures, tutoring and other lessons. In this work, the teacher as director looks for alternative ways to mediate the premise for the actual subject, and makes cognitive stage directions for the upcoming performance.

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