Abstract: In 2003, a discussion about literacy in informatics was initiated in Germany. Its aim was to coin the literacy concept in the sense of OECD-PISA for the domain of informatics or computer science. To illustrate the intended concept, a few sample test items were published along with an explanation of which competencies they ask for. This proved to be a very fruitful approach towards stimulating the discussion in teacher training seminars. With the experience of these discussions and further test items in mind, this article endeavours to strengthen the underlying theory of literacy in informatics. We claim that education which yields literacy in informatics must enable young persons to ex-plain and understand what we call the phenomena of informatics, i. e. the appearences and consequences of informatics in every day life which need not necessarily be la-belled as such at first glance. It may even be that the phenomena are a good starting point for informatics education similarly to what was proposed by Wagenschein for physics education and by Freudenthal for mathematics education. Looking at the phe-nomena leads to a process of modelling, another central issue in informatics education.

This paper presents findings from a survey that set out to identify and rank order the essential ingredients of extra care housing schemes and their associated services, that was conducted among the members of the Department of Health (DH) Housing Learning and Improvement Network (LIN) during

of such common interfaces. Within this paper we present a list of essential ingredients for a common WCET annotation language. These selected ingredients comprise a number of features available in different WCET analysis tools and add several new concepts we consider important. The annotation concepts

and students. This article suggests that a necessary, but missing, ingredient for satisfactorily achieving learning results, is effective leader-ship behavior related specifically to developing and monitoring the implementation of curriculum. After a more detailed statement of this problem, the curriculum

Abstract. Common to Grid services, Web Services, software agents and software components is that they are independently built and provide services aimed for composition. A key issue is whether or not the services in a composite system can interact with each other “sensibly ” and as orchestrated by the enclosing composition. In this paper, we introduce an approach where we can specify individual services ’ interaction intentions, and check their compatibility in a composite system. We discuss the use of the approach, the specification language, and the compatibility checking tool in the context of software components. They are equally applicable to other service frameworks mentioned above. 1

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the development of common interfaces also to the level of annotation languages, which are crucial for the power of WCET analysis tools. In this paper we present a list of essential ingredients for a common WCET annotation language. The selected ingredients comprise a number of features available in different WCET

honics and fluency are two main ingredients in the teaching of reading and in children's reading development (National I stitut of Child Health and Human Development [NICHD], 2000). They can be thought of as essential spices in reading: Alone neither adds much to the process of reading

We take a new look at the issue of network capacity. It is shown that network coding is an essential ingredient in achieving the capacity of a network. Building on recent work by Li et al., who examined the network capacity of multicast networks, we extend the network coding framework to arbitrary