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ISBN 9984-633-03-9Annual Proceedingsof Vidzeme University CollegeICTE in RegionalDevelopmentValmiera, 2006

Chief Editors:Dr. Eberhard Blümel – Fraunhofer Institute for factory Operation and Automation (Germany)Prof. Egils Ginters – Vidzeme University College (Latvia)Editorial Board:Prof. Agostino Bruzzone – The University of Genoa (Italy)Prof. Antoni Guasch – Politechnical University of Catalonia (Spain)Prof. Birger Rapp – Linköping University (Sweden)Prof. Bruno S. Sergi – University of Messina (Italy)Prof. Carmine G. Biancardi – Mettle Group (France)Prof. Eugene Kindler – University of Ostrava (Czech Republic)Prof. Henrikas Pranevicius – Kaunas University of Technology (Lithuania)Prof. Gaby Neumann - Otto-von-Guericke-University of Magdeburg, The LogNetgroup of European Logistics Association (ELA)Prof. Gunther Maier – Vienna University of Economics and Business Administration(Austria)Prof. Igor Kabashkin –Transport and Telecommunication Institute (Latvia)Prof. Janis Grundspenkis – Latvian Academy of SciencesProf. Klaus G. Troitzsch – The University Koblenz-Landau, European SocialSimulation Association (ESSA)Prof. Krzysztof Amborski –Warsaw University of Technology (Poland)Prof. Leonid Novitski – Riga Technical University (Latvia)Prof. Miquel Angel Piera –The University Autonoma of Barcelona (Spain)Prof. Vytautas Paulauskas – Klaipeda University (Lithuania)Prof. Yuri Merkuryev – RTU, Latvian Simulation SocietyCover designed by Ms. Inese UpiteThe Proceedings are aimed to introduction on research related with modern solutionsand tools of Information Technologies, Telecommunications, and Electronics used forregional development and sociotechnical systems management and control. TheProceedings also deals with some aspects of regional science. Responsibility for theaccuracy of all statements in each paper rests solely with the Author(s).The correspondence address is:Vidzeme University CollegeSociotechnical Systems Engineering InstituteCesu Street 4, Valmiera LV-4200LatviaTel.: +371-4207230Fax.: +371-4207229E-mail: egils.ginters@va.lvPublished in conformity with resolution No. 1on 11 December 2006 of SociotechnicalSystems Engineering Institute ofVidzeme University College, Latvia© Vidzeme University College, 2006

“Development of Creative Human – theWay to Knowledge Society”Neither successful new specialists’ preparation, nor regional balanced development ispossible without a research. Annual Proceedings of Vidzeme University Collegemanaged by Sociotechnical Systems Engineering institute serve for experiencegeneralization in ICTE technologies and research methods use in the differentregional development aspects. The new Proceedings involve articles aimed to e-learning and mobile telecommunication technologies introduction, about modern andintelligent logistics, about regional development planning and forecasting. There areinvolved articles related with simulation, evaluation, and development of the newmethods in mathematics. An aim of the publisher is to encourage regional science andresearch, granting free publication possibilities mainly to the young scientists,doctoral students, graduates, and industry specialists.The Editors are truly thankful to the article writers and technical personnel for thesuccessful cooperation during creation of the Proceedings. The printing partially hasbeen funded with the support from the European Commission. Therefore the Editorswould like to pay special thank to Leonardo da Vinci SocSimNet project No.LV/04/B/F/PP-172.000 and Agency for Vocational Education Development forfinancial support. This publication reflects the views only of the authors, and theCommission and SocSimNet project cannot be held responsible for any use, whichmay be made of the information contained therein.Editors

Valmiera often is called a pearl of Vidzeme and the capital of the region. Valmiera isgrowing and dynamic city with clear vision of the development – active and welfarecity for everybody. Priority for the municipality of Valmiera is provision of highquality all-level education. Contribution of Vidzeme University College in regionaldevelopment of human resources, education, and science is very important andworthwhile. The graduates of Vidzeme University College with honour bring thename of Valmiera in Latvia and outside.The Proceedings encourage recognition and popularity of Vidzeme UniversityCollege and the region not only in Latvia, but also in Europe. The Proceedingsgranting free of charge publishing for young regional scientists and thus support theirresearch activities.Major of Valmiera City CouncilMr. Inesis Boķis

TABLE OF CONTENTSINTELLIGENT SYSTEM FOR LEARNERS’ KNOWLEDGE SELF-ASSESSMENT AND PROCESS ORIENTED KNOWLEDGE CONTROLBASED ON CONCEPT MAPS AND ONTOLOGIES ………………………………………… 1Alla Anohina , Vita Graudina , Janis GrundspenkisWEB-BASED INTELLIGENT TUTORING SYSTEMS FORCOLLABORATIVE LEARNING ………………………………………………………………. 9Tatjana Rikure, Leonids NovickisINFORMATION TECHNOLOGIES AND E-LEARNING IN THE STUDIESOF TOURISM ……………………………………………………………………………………. 13Sarma CakulaAPPLICATION OF MODELING METHODS IN THE CONTEXT OFCONTINUOUS EDUCATION ………………………………………………………………….. 19Ginta Stale, Marite KirikovaCHANGES TO TRAINING AND PERSPECTIVE OF THE TEACHINGSTAFF FOR THE NEW TECHNOLOGIES …………………………………………………... 25Antonio Bustos JiménezE-LEARNING EVALUATION USING EDUSA SYSTEM …………………………………... 30Armands Strazds, Atis Kapenieks, Bruno ŽugaNATURNET PORT – NEW SOLUTION FOR E-LEARNING ANDM-LEARNING IN SUSTAINABLE DEVELOPMENT BASED ONINTEROPERABLE WEB SERVICES …………………………………………………………. 36Karel Charvat, Petr Horak, Peter Barz, Harald Stelzl, Alexander Almer,Markus Jochum and Maris AlbertsMOBILE TECHNOLOGIES USE IN SERVICES DEVELOPMENT ANDTRAINING IN LOGISTICS INFORMATION SYSTEMS …………………………………... 41Eberhard Bluemel, Egils Ginters, Atis Kapenieks, Leonid Novitsky, Ilmars SlaidinsDO INTELLIGENT OBJECTS AUTOMATICALLY LEAD TOINTELLIGENT LOGISTICS PROCESSES? …………………………………………………. 51Gaby NeumannTHE ECR E-COACH: A VIRTUAL COACHING ENVIRONMENTTO IMPROVE UNDERSTANDING AND IMPLEMENTATION OFEFFICIENT CONSUMER RESPONSE IN PRACTICE ……………………………………... 61Gaby Neumann, Stanislaw Krzyzaniak- i -

DEVELOPMENT OF WEB BASED GRAVITY MODEL FORFORECASTING THE COMMUTERS' FLOWS …………………………………………….... 73Marija Bogataj, Samo Drobne, Oleg GaiduchenkoINFLUENCE OF MARKET REGULATION PROCESSES ONCOMPETITION WITHIN ELECTRONIC COMMUNICATIONSINDUSTRY ……………………………………………………………………………………….. 78Juris BindeINFORMATION TECHNOLOGY FOR MOTIVATING LATVIANPROVINCES TO TAKE ADVANTAGES ON OPPORTUNITIESPROVIDED BY ESF ……………………………………………………………………………... 87Juris Lavendels, Vjaceslavs SitikovsPERSPECTIVES OF WEB PAGE AND E-MAIL USAGE INRURAL TOURISM ACCOMODATION PLACES IN THE LATVIANCOUNTRYSIDE …………………………………………………………………………………. 93Iveta Druva-Druvaskalne, Juris SmaļinskisA GLOBAL SIMULATION MODEL OF DOMESTIC ANDINTERNATIONAL TOURISM: AN APPLICATION TO THEESTIMATION OF CLIMATE CHANGE IMPACTS ………………………………………… 104Andrea Bigano, Jacqueline M. Hamilton and Richard S.J. TolAN OVERVIEW OF THE AGENT − BASED SOCIAL SYSTEMSIMULATION TOOLS ………………………………………………………………………….. 113Dmitrij PozdnyakovABSTRACTION MECHANISMS OF BETA ………………………………………………….. 120Ferdinand Mácha , František HuňkaEVOLUTION OF WIRELESS APPLICATION ……………………………………….……… 124Aleksejs JurenoksNECESSITY OF NEW LAYERED APPROACH TO NETWORKSECURITY ……………………………………………………………………………………….. 127Dmitry KryukovDUAL SUBSTITUTION METHOD OF SOLVING PARTIALDIFFERENTIAL EQUATIONS ………………………………………………………………... 130Valerijs Stepuchevs- ii -

INTELLIGENT SYSTEM FOR LEARNERS’ KNOWLEDGE SELF-ASSESSMENT AND PROCESSORIENTED KNOWLEDGE CONTROL BASED ON CONCEPT MAPS AND ONTOLOGIESAlla Anohina 1 , Vita Graudina 2 , Janis Grundspenkis 3Riga Technical UniversityKalku Street 1, Riga LV-1658, Latvia1E-mail: alleila@algs.lv2E-mail: vita@cs.rtu.lv3E-mail: jgrun@cs.rtu.lvKEYWORDSIntelligent system, knowledge assessment, processoriented learning, concept map, ontologyABSTRACTEmerging of knowledge-based society and rapidgrowth of technology put forward necessity to develophuman resources through acquiring of qualitativeknowledge accordingly to today's requirements of labourmarket and tendencies of global economy. The quality ofknowledge depends on the quality of teaching andlearning process which, in turn, has strong connectionwith assessment of knowledge. The paper describes anintelligent software system based on concept maps. It hasbeen developed with the purpose to improve a techniqueof knowledge assessment within an educationalinstitution through the support of process orientedlearning and knowledge self-assessment. The mainquestions are related to the system’s functionality, testingresults and use of ontologies in the further developmentof the system.INTRODUCTIONNowadays a new type of society - knowledge society -emerges as consequence of replacement of industrial ageby information age. Furthermore, constantly increasinginfluence and rapid growth of technology forceemployers to put forward demands for highly skilled andeducated workforce. Thus, knowledge is becoming themost important asset and it is necessary to develophuman resources in order to ensure the competitivenessof a state on world arena in the nearest century.It is obvious, that the harmonized development of awhole state is possible only under condition of theharmonized development of its all regions. Therefore, itis important to develop human resources in regions,increasing an educational level, promoting improvementof professional skills, and retraining of workforceaccordingly to today's requirements of labour market andtendencies of global economy.The quality of knowledge, which a person acquireswithin an educational institution, depends on the qualityof teaching and learning process, which, in turn, hasstrong connection with assessment of reached knowledgelevel. The main value of knowledge assessment lies infeedback, which gives important information both to ateacher and to a learner. This information can be used forknowledge management. The teacher can managelearners' knowledge by tracking and assessing a level oftheir knowledge at each stage of a learning course.Assessment results may be used to analyze quality andsuitability of learning material and to change teachingmethods for the purpose of learners’ progress towardsachievement of the desirable knowledge level. Thus, theteacher should put into practice the concept of processorientedlearning. Knowledge management from thelearner side is related with the keeping track of his/herprogress in learning by means of knowledge selfassessment.However, knowledge assessment very oftenis limited only with final assessment, and knowledgeself-assessment is ignored at all.The Department of System Theory and Design ofRiga Technical University has developed an intelligentsoftware system based on concept maps for learners’knowledge self-assessment and assessment from theteacher side during a learning course. Regardless the factthat the system was created for assessment of students’knowledge at university, it can be used in any othercourses from school learning courses up to retrainingcourses because it is enough that a teacher is capable tocreate concept maps. Furthermore, the system is a Webbasedapplication that makes the developed system to beusable at any regional institution, which has the Internetaccess.The remainder of this paper is organized as follows.The next section presents such underlying concepts ofthe system as process oriented learning, knowledge selfassessmentand concept maps. After that, the architectureand the scenario of the system’s interaction with its usersare described. Further, the detailed results of the systemtesting in four different learning courses are discussed.At the end of the paper some questions related to the useAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 20061

of ontologies in the future development of the system aswell as conclusions are presented.UNDERLYING CONCEPTS OF THE SYSTEMThe qualitative teaching and learning process isachievable under condition of assessment not only of thefinal result, but of process of knowledge acquisitionitself. When assessment is made at the end of thelearning course it is impossible to determine at whatlearning stage a learner has met difficulties, which as aresult have led to, incomplete or insufficient developmentof knowledge and skills and it is also already late to startany remedial actions. Regular assessment of learner'sknowledge level allows to analyze suitability and qualityof learning content and teaching methods and to changethem timely to promote the learning course towardsachievement of desirable learners’ knowledgecharacteristics. Thus, an emphasis of regular assessmentduring teaching and learning process promotes processorientedlearning.In process-oriented learning, a teacher divides alearning course into stages. The notion of the stage is notstrictly defined and it can be any logically complete partof the learning course, for example, a chapter or a topic.At the end of each stage the teacher makes assessment oflearner's knowledge level.Trying to achieve qualitative teaching and learningprocess it is also important to support self-assessment oflearners’ knowledge. The knowledge self-assessmentallows the learner to keep track of his/her progress inlearning, thus, promoting more realized approach to thelearning process and performance of tasks. Providingopportunities of knowledge self-assessment, the teachercan inform about his/her expectations from the learningprocess (Anohina et. al. 2006), and tracking results ofknowledge self-assessment to adjust learning process,making it more individualized.In the proposed system assessment is based on thenotion of concept maps. Concept maps are a method forrepresentation and measuring of individual’s knowledge(Croasdell et. al. 2003) by the means of a visual model,which uses nodes and arcs that represent concepts andconceptual links, respectively. The way how conceptmaps can be used for knowledge assessment in thecontext of process oriented learning, as well as anexample of a concept map for the learning course “SQLFundamentals” is given in (Anohina et. al. 2006).ARCHITECTURE AND FUNCTIONALITY OFTHE SYSTEMThe developed intelligent system consists of anintelligent agent for assessment of learners’ currentknowledge level and a group of human agents, i.e.learners who are communicating with this agent. Theintelligent assessment agent is a core of the system and itincludes the communication, knowledge evaluation,interaction registering, and expert agents now.The following scenario describes interaction betweenthe system and its two users: a teacher and a learner. Theteacher using the system creates concept maps for eachstage of a learning course and defines theircharacteristics. During knowledge assessment the learnergets a structure of a concept map of the current learningstage. The structure is formed by the agent-expert basedon the teacher-created concept map and the learner'sconcept map of the previous stage. At the first stage it isan empty structure with very few initial concepts definedby the teacher. In the subsequent stages new concepts areincluded in addition with those, which the learner alreadyhas correctly inserted during the previous stages. In bothcases the set of concepts which should be inserted intothe structure of the concept map is given to the learner.The formed structure is delivered to the communicationagent for its visualization. The communication agentperceives learner's actions on the working surface, i.e.concept inserting into and removing from the structure ofthe concept map, and clicking on the buttons of solutionsubmission and window closing. After the learner hasconfirmed his/her solution, the communication agentdelivers the learner-completed concept map to the agentof knowledge evaluation. It compares the concept mapsof the learner and the teacher on the basis of recognitionof five patterns of learner’s solutions (Anohina andGrundspenkis 2006) and generates a feedback which isdelivered back to the communication agent and then tothe learner. The interaction-registering agent receivesthe learner-completed concept map from thecommunication agent and results of its comparison withthe teacher-created concept map from the agent ofknowledge evaluation and stores them in a database. Atany time the teacher has an opportunity to examineconcept maps completed by the learner and his/her score.Figure 1 displays the described scenario.The developed system consists of the three majormodules. The administrator module allows to managedata about users, learners and groups of learners, teachersand learning courses providing such functions as datainput, editing and deleting.The teacher’s module supports the teacher in thedevelopment of concept maps and of examining oflearners’ final score. Its main functions are the following:automatic providing of information on learning coursestaught by the teacher and on learners studying aparticular learning course; automatic providing ofinformation about maximum score, the publication statusand the date of a particular concept map within a chosenlearning course; tools for developing, editing anddeleting concept maps; and tools for examining oflearner-completed concept maps and score, as well as fordeleting of the results.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 20062

LEARNER 1GROUP OF HUMAN AGENTSLEARNER i... ...LEARNER NStructure of theconcept map ofthe current stageLearnercompletedconcept mapFeedbackConcept mapsand theircharacteristicsTeachers’conceptmapsTeachercreatedStructure of theconcept map concept map of thecurrent stageCommunication agentLearnercompletedconcept mapFeedbackTEACHERFeedbackLearner’s concept mapof the previous stageLearners’conceptmaps andscoreLearner’sconceptmap andscoreAgentexpertInteractionregisteringagentTeacher-createdconcept mapScoreINTELLIGENT ASSESSMENT AGENTINTELLIGENT KNOWLEDGE ASSESSMENT SYSTEMKnowledgeevaluationagentLearner-completedconcept mapFigure 1. The scenario of the system’s operation.The learner’s module includes the followingfunctionality: automatic providing of information onlearning courses studied by the learner and on conceptmaps within learning courses (stage, status ofpublication and learner’s score); tools for filling ofconcept maps provided by the teacher; tools forviewing feedback after the learner has submittedhis/her solution.The modules interact sharing a common databasewhich stores data about teachers and their learningcourses, learners and groups of learners, teachercreatedand learner-completed concept maps, learners’final score and system’s users (see Figure 2).The functionality of the system and its client/serverarchitecture in details are described in (Anohina andGrundspenkis 2006). Such system functions as thedevelopment of a new concept map by the teacher andexamining of learners’ results, as well as concept mapfilling by the learner in the form of use case diagramsare given in (Anohina et. al. 2006).LEARNER MODULETEACHER MODULEDATABASEData about:users,teachers andlearningcourses,learners andgroups oflearners,teachercreatedandlearnercompletedconceptmaps,learners’ADMINISTRATOR MODULEINTELLIGENT KNOWLEDGEASSESSMENT SYSTEMFigure 2. The system’s architecture in terms ofmodules.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 20063

SYSTEM’S TESTING RESULTSThe operation of the developed system has beentested in four learning courses of different types (bothengineering and social sciences) in Vidzeme UniversityCollege and in two institutes of Riga TechnicalUniversity. Seventy-four students were involved in thetesting process. After testing students were asked tocomplete a questionnaire.Each questionnaire had fifteen questions, seven ofthem were devoted to the evaluation of system’sperformance, and eight questions were related to theused approach based on concept maps. As a result,sixty-three questionnaires have been processed. Let usconsider some important questions and students’answers.Whether do you understand essence of conceptmaps?Students could choose one of five answers:A. Yes and I like this idea;B. Yes, but I do not like this idea;C. No, I do not understand sense of conceptmaps;D. No, I do not understand how concept mapsare developed at all;E. Other answer.Figure 3 shows that the majority of studentsunderstood essence of concept maps, as well as theypositively evaluated the offered idea of knowledgeassessment.the same learning course taught by the same teacher,everyone perceives and interprets the informationdifferently. Moreover, the same concept can have anumber of interpretations and can be related withdifferent concepts in different contexts.QuantityAnswersA B CFigure 4. Distribution of students’ answers.Whether it was difficult for you to fill conceptmaps?Students could choose one of the following answers:A. Very difficult;B. Difficult;C. Easy;D. Very easy.The majority of students as it is shown on Figure 5 haddifficulties when filling concept maps. They explainedthis fact by the complexity of the offered maps and thelimited functionality of the system’s prototype.QuantityQuantityA B C DAnswersA B C D EAnswersFigure 5. Distribution of students’ answers.Figure 3. Distribution of students’ answers.How do you think, whether it is possible to createunambiguous concept maps for a learning course?The offered answers were the following:A. Yes;B. No;C. Other answer.The majority of students (see Figure 4) answeredthat it is not possible because even if all learners studyWhether the filling of concept maps has helpedyou to understand teaching material better?The offered answers were the following:A. Yes;B. No;C. Other answer.Figure 6 displays their distribution. The analysis ofanswers revealed that concept maps activate thinkingand help to arrange the mastered concepts.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 20064

QuantityQuantityFigure 6. Distribution of students’ answers.How do you think, whether the filling of conceptmap helps to objectively assess knowledge?Three answers were offered to the students:A. Yes;B. No;C. Other answer.Students specified that the chosen approach hassome level of ambiguity, as well as it cannot assessknowledge perfectly as concepts are only one part ofknowledge. Therefore, concept maps cannotobjectively assess knowledge (see Figure 7) and theyare unacceptable for final knowledge assessment.QuantityA B CA B CAnswersAnswersFigure 7. Distribution of students’ answers.Would you like to use such method of knowledgeassessment also in other learning courses?Students were offered to choose one of the followinganswers:A. Yes;B. Possibly;C. No;D. Other answer.The majority of students agreed to use concept mapsin other learning courses (see Figure 8), but only undercondition that both the approach to knowledgeassessment, and functionality of the system will beimproved in future.A B C DAnswersFigure 8. Distribution of students’ answers.Thus, the analysis of the questionnaires revealedthat students positively evaluated the chosen approachto knowledge assessment, as well as they specifieddrawbacks, which gave new ideas for future work.ONTOLOGIES AS THE NEXT STEP IN THEIMPROVEMENT OF THE SYSTEMAnalysis of the questionnaires and typical failuresof students’ concept maps show some quite seriousdrawbacks, which triggered the current research.First, system supports only simple links betweenconcepts. Thus, the approach does not providesufficient learners’ knowledge assessment, becausethere are no possibilities to clarify has the learnermastered correct relationships between linked conceptsor he/she has linked concepts without mastery.Second, the system does not give opportunities toassess learners’ skills to organize knowledge structureby him/herself. Now the system offers predefinedstructure for the concept map and a list of conceptsneeded to complete the map.Third, the system does not provide anyopportunities to find which concepts are causes forincorrect positions of other concepts and links betweenthem.Fourth, the system does not give advices andguidance to learners how to improve his/her knowledgelevel.In this section, we discuss the foreseenimprovements of system’s functionality that are focusof ongoing research. We believe that usage ofontologies instead of teacher-created concept maps willhelp to solve established drawbacks of the system. Weare using term ontology according to definition(Gruninger and Fox 1995) that considers ontology as“a formal description of entities and their properties,relationships, constraints and behaviour”.We propose to define course ontology for eachstudy course. It helps to represent study course deeplyand widely enough, including constraints on problemsdomain semantics. First, the ontology provides muchAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 20065

more semantics in contrast to concept maps. Theontology has value constraints, where values of theconcept properties are restricted with data types, valuerange or allowable value list. It also contains axiomsand restrictions about concepts linkage. It has enoughdetailed relations between concepts, e.g. inverserelations and disjoint classes.We suppose that the usage of ontology in evaluationof learner-created concept maps have some advantages.In cases, when learner’s concept maps do not fullymatch with the predefined ontology, semanticcomparison may be performed. This includes searchingfor the synonyms of concepts and links and checking ofconcept linking. In cases if concepts are relatedimplicitly, ontology helps to verify if alternativelinking is logical. In addition, missing concepts that thelearner failed to master in learning activities areidentified. It allows providing learners with necessaryadditional materials that enable to prevent determinedweaknesses in concepts mastery.The system’s deployment with ontologies requiresalso changes in its architecture (see Figure 9). Thesystem may be extended in two directions: theadditional database provides the learner with advicesand necessary learning materials to improve his/herknowledge level, and the remedial agent finds theappropriate material. Mentioned system’s extensionsobligate teachers not only to create course ontology butalso to prepare materials.The system’s operation is provided by interactionsbetween two intelligent agents: the assessment agentand the remedial agent. Each of these agents consists ofseveral agents. The assessment agent has the samestructure as its predecessor in the previous system’sversion (see Figure 1). The remedial agent is requiredfor analyzing learner’s concept maps to determinewhich concepts are incorrectly mastered. The remedialagent includes the analysis agent and the search agent(see Figure 10), which determine non-masteredconcepts and appropriate additional learning material,respectively. The remedial agent also finds whichconcepts are causes of non-mastery of other concepts.The agent backtracks in predefined course ontology todetermine which predecessor concept is incorrectlymastered.A rather similar approach is proposed in (Jong et. al.2004) where in concept maps missed concepts aresearched using Remedial – Instruction Decisive path.After determination of missed concepts, the agentsearches appropriate additional learning materials inthedatabase.LEARNERTEACHERCourseontologyFeedbackCourseontologyAdditionalmaterialStandardontologyLearners’ conceptmaps and scoreStructureof theconceptmapLearner’s concept mapof the previous stageLearnercompletedconceptmapAssessment agentLearner’sconcept mapand scoreFeedback,scoreNon-masteredconcepts andstandardontologyLearningmaterialsAdditionalmaterialAdditionalmaterialRemedialagentINTELLIGENT ONTOLOGY-BASED KNOWLEDGE ASSESSMENT SYSTEMFigure 9. Typical interaction between users and the intelligent ontology-based knowledge assessment system.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 20066

LEARNERStructure of theconcept mapLearnercompletedconcept mapFeedback,scoreAdditionalmaterialCommunication agentStructureof theconceptmapLearnercompletedconceptmapAssessment agentFeedback,scoreNon-masteredconcepts andstandardontologyMasteryanalyzingagentNon-masteredconcepts andtheir causesINTELLIGENT REMEDIAL AGENTAdditionalmaterialSearchagentLearningmaterialsAdditionalmaterialFigure 10. The architecture of the remedial agent.CONCLUSIONSEmerging of a knowledge-based society andgrowing demand for the highly skilled and educatedworkforce lead to emphasizing of qualitative aspects oflearning. It, in turn, affects not only the content ofcurriculum and the organization of educational process,but also knowledge assessment.Acquiring of qualitative knowledge is achievablethrough the management of this process both from theteacher side through knowledge assessment at eachstage of a learning course, and from the learner side bymeans of knowledge self-assessment. In both cases,assessment results can be used to determine and toremedy knowledge misconceptions andmisunderstandings timely. As both assessmentsdemand additional time and cost, they are usuallyignored by educational institutions.Given paper describes a computerized tool- anintelligent knowledge assessment system based onconcept maps, which can assist in the mentionedproblem solving.The developed system uses concept maps as a toolof knowledge assessment. Concept maps visuallydisplay concepts and relationships between themwithin problem domain. Thus, the teacher offers suchmaps as a task for knowledge self-assessment or usesthose for knowledge assessment at each stage of alearning course.The teacher's concept map serves as the standardwith which the learner-completed concept map iscompared. The system is sensitive to variations offilling the concept maps using for this purpose theintelligent comparison algorithm.Positive results of system testing in four learningcourses that are described in detail in this paper haveprovided a basis for further development of the system.One of directions of future work is related with theuse of ontologies for deepening knowledge assessmentand for generating the recommendation concerninglearning material, which a learner should be masteredfor filling blanks in his/her knowledge.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 20067

Other directions concern refining of feedback,which the system offers to the teacher and the learner,improvements of the user interface of the system andsolving of several technical questions.ACKNOWLEDGEMENTAuthors would like to thank professor Anita Lankaand M.sc.ing. Ginta Stale for their valuable advices onprocess oriented learning and usage of concept maps,respectively. Authors express gratitude to masterstudents Dmitriy Pozdnyakov and Egons Lavendeliswhose high level programming skills help toimplement the proposed system into a workingprototype.This work has been partly supported by theEuropean Social Fund within the National Programme“Support for the carrying out doctoral study program’s,post-doctoral researches” project “Support for thedevelopment of doctoral studies at Riga TechnicalUniversity” and EC Leonardo da Vinci programmeSocSimNet project LV/04/B/F/PP-172.00.The main results are outcomes of the researchproject F6962 “Intelligent system for the effectivenessanalysis support of process-oriented learning”.REFERENCESAnohina, A., Stale, G., Pozdnyakov, D. 2006.Intelligent System for Student Knowledge Assessment.Scientific Proceedings of Riga Technical University,5th series, Computer Science, Applied ComputerSystems, Riga (2006, to appear)Croasdell, D.T., Freeman, L.A., Urbaczewski, A. 2003.Concept Maps for Teaching and Assessment.Communications of the Association for InformationSystems, Vol. 12 (2003) 396-405Anohina, A., Grundspenkis, J. 2006. Prototype ofMultiagent Based Knowledge Assessment System forSupport of Process Oriented Learning (submitted forthe publication in the Proceedings of the SeventhInternational Baltic Conference on Databases andInformation Systems, 2006, July 3-6, Vilnius,Lithuania)Gruninger, M., Fox, M.S. 1995. Methodology for theDesign and Evaluation of Ontologies. Proceedings ofIJCAI’95 Workshop on Basic Ontological Issues inKnowledge Sharing, 1995Jong, B.S., Lin, T.W., Wu, Y.L., Chan, T. 2004.Diagnostic and remedial learning strategy based onconceptual graphs. Journal of Computer AssistedLearning, Vol. 20 (2004) 377-386BIOGRAPHYAlla Anohina is an assistant at the Department ofSystem Theory and Design of Riga TechnicalUniversity. She got M.Sc.ing. in 2002 from RigaTechnical University and received Werner vonSiemens Excellence Award, Award of Latvian Fund ofEducation and Award and memorial medal of LatvianAcademy of Sciences, Lattelekom Ltd. and LatvianFund of Education for the best master's thesis in year2002. Now she is writing her Ph.D. thesis which maintopics are intelligent tutoring systems and agenttechnology. She has five years' experience of teachingin the field of computer science both in Riga TechnicalUniversity, and in other educational institutions ofLatvia.Vita Graudina is an assistant at the Department ofSystem Theory and Design of Riga TechnicalUniversity. She is graduated with excellence from RigaTechnical University in 2005 and received Award ofLatvian Fund of Education for the best master's thesisin year 2005. Now she is PhD student at RigaTechnical University. The topic of her thesis is theusage of ontologies in different intelligent, information,knowledge-based and tutoring systems.Janis Grundspenkis is a professor at Riga TechnicalUniversity. He is the director of the Institute of AppliedComputed Systems, and the head of the Department ofSystems Theory and Design. He got Dr.sc.ing. in 1972,Dr.habil.sc.ing. in 1993 both from Riga TechnicalUniversity. His research interests are agenttechnologies, knowledge engineering and management,and structural modelling. He is a member of Institute ofElectrical and Electronics Engineers (IEEE) andAssociation for Computing Machinery (ACM). He is afull member of Latvia Academy of Science.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 20068

WEB-BASED INTELLIGENT TUTORING SYSTEMS FOR COLLABORATIVE LEARNINGTatjana Rikure 1 , Leonids Novickis 21, 2 Riga Technical University,1, Kalku Street, Riga LV-1658, Latvia1 E-mail: rikure@cs.rtu.lv2 E-mail: idc@balva.lvKEYWORDSIntelligent tutoring systems (ITS), collaborativelearning, web-based ITS, adaptive user interfaceABSTRACTCollaborative learning can enhance efficiency ofintelligent tutoring systems, while web-basedenvironment adds flexibility. Some promising issues inthis perspective have been addressed in this paper.INTRODUCTIONThe concept, known as Intelligent Tutoring Systems(ITS) or Intelligent Computer-Aided Instruction (ICAI),has been pursued for more than three decades byresearchers in education, psychology, and artificialintelligence. Today, prototype and operational ITSsystems provide practice-based instruction to supportcorporate training, school, college and higher education,as well as other kinds of trainings.The goal of ITS is to provide the benefits of one-ononeinstruction automatically and cost effectively. Liketraining simulations, ITS enables participants to practicetheir skills by carrying out tasks within highly interactivelearning environments. However, ITS goes beyondtraining simulations by answering user questions andproviding individualized guidance. Unlike othercomputer-based training technologies, ITS systemsassess each learner's actions within these interactiveenvironments and develop a model of their knowledge,skills, and expertise. Based on the learner model, ITSstailor instructional strategies, in terms of both the contentand style, and provide explanations, hints, examples,demonstrations, and practice problems as needed.RTU EXPERIENCEResearch activities in the field of using computers ineducation, including ITSs and artificial intelligence (AI),have been held at Riga Technical University (RTU) sincethe late 1980s (Методы и средства кибернетики вуправлении учебным процессом высшей школы 1989and Зайцева et.al. 1989). Latest advances in the fieldconsider the advantages and future perspectives of theuse of agents in intelligent tutoring systems(Grundspenkis 2005; Grundspenkis and Anohina 2005),methods of students’ knowledge level estimation(Prokofjeva 2005), development of online electronictextbooks (Zaitseva and Popko 2005), mobile learning(Rikure et. al. 2005) and others.COLLABORATIVE LEARNINGA lot of current research and development efforts inthe domain of ITSs is focused on ITSs for collaborativelearning, on using Internet and WWW technology inorder to provide comfortable, user-oriented, distributedlearning and teaching facilities, and on employingintelligent agents to play important teaching and learningroles in ITSs.Despite all the recent activity, models for how peopleteach and learn online are still not well defined. A newapproach could take care of the long-standing e-learningproblem: low enrolments and high attrition ratesstemming from user dissatisfaction. The possible causeof this problem is the separation of people in time andspace, but it can be overcome by building environmentswhere people talk to one another, build relationships, andteach one another.While there is no simple answer, there is one key ideathat has been overlooked in the design andimplementation of many of the e-learning programs onthe market today: learning is fundamentally both socialand experiential. From this point of view the mostimportant is the context of the learning – all of theelements that comprise the experience around thecontent.The emphasis of most e-learning programs nowadayshas been on the accumulation, organization, and deliveryof content. With all of the information now available onthe Web, it is possible to find good content on just aboutany subject.There was a survey among the university students,which approved that even when working with the bestprofessors at university, students have told that theyvalue their interaction with one another as much as theyvalue the content being delivered by their professors.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 20069

Thus, the ideal class is organized around what is calledthe “50/50 rule”. At least 50 percent of the time studentsspend in the virtual classroom is spent interacting withand learning about other students. When the social aspectof the learning is missing, student dissatisfaction risesdramatically, as does the attrition rate.If we think about our own learning experiences, weremember not only what we learned, but how and wherewe learned. A very large part comes socially andinformally – from the context. It comes from therelationships we build around the content of what we arelearning. For instance, in college, it is the interestingconversations around the lunch table, an informal chatduring a professor's office hours, the insights of ourclassmates in a case study discussion. At conferences andworkshops, it is the networking. The rich context that wegain from informal situations is often what helps us makethe content more memorable and useful in the future.In most e-learning programs offered today, the burdenfor learning is placed wholly on the shoulders of thelearner. When a learner goes to a course web site, heenters a grid that does not vary from course to course,consisting of a menu of activities: announcements,documents, assignments, external links, communications,and tools. The course is served up as content that isdevoid of any context, and the learner is expected tonavigate this material on his own, without much support.E-learning should be first and foremost about creating asocial space that must be managed for the teaching andlearning needs of the particular group of peopleinhabiting that space.Therefore, when the focus is no longer content butrather the management of the learning experience, thenthe pedagogical process becomes the most importantfactor in the design and support of that experience. It isalso, what makes learning pleasurable and beautiful. Tobe effective, each course must be customized both to thepedagogical process of the teacher or subject-matterexpert and to the individual needs of the learner.Currently, customization of online learning programsoften amounts to changing colour schemes or turningfeatures of the platform on or off.TOOLS FOR COLLABORATIVE LEARNINGFirst consideration regarding e-learning tools is thetype of required communication (see Figure 1) (Novickiset. al. 2005). Synchronous communication occurssimultaneously between participants with instant accessto information and an opportunity for feedback.Technologies enable real-time communication amonglearners, remote presentations from experts or instructors,online meetings and virtual classrooms. In terms ofcommon features and functions, synchronous Web-basedcollaboration platforms and tools typically include sharedwhiteboards and chat tools. Tools such as Astound(Genesys), WebEx, PlaceWare, HorizonLive, LearnLinc(Mentergy), Interwise, Centra, Raindance, ConferenceMOOS, WebChat Broadcasting System, and MicrosoftNetMeeting are among those frequently mentioned.While there are often complaints about stability andfidelity of the video and audio elements of such training,it is likely that live or synchronous training on the Webwill become more cost-feasible and effective.Figure 1. Synchronous and asynchronous options.In addition to the synchronous training, there areopportunities for collaboration in asynchronous learningenvironments. Many conferencing tools (e.g., WebBoard,SiteScape Forum, FirstClass, CSILE/Knowledge Forum,Learning Space etc.) allow learners to discuss topics attheir leisure. Asynchronous technology also is used inweb-casting for archived presentation and in a self pacedcourse.There are no geographical or time-zone restrictions oncontributions. In fact, team meetings may take placeacross continents. For those who want to discuss issuesin real time, conferencing tools often includesynchronous chat options.Many conferencing tools are embedded in coursewareplatforms (e.g., Blackboard, eCollege, LotusLearningSpace and WebCT) and learning managementsystems (vendors such as Docent, Saba, Plateau andTHINQ). In addition, some of these tools allowinstructors to create online teams for small-group work orproduct development with associated drop boxes. Manyof them also embed real-time chat tools with a discussionforum to allow learners to collaborate and hold specialevents such as team meetings. Various feedback tools areoften built in.Selecting e-conferencing solution in each particularcase is necessary to take into consideration not onlytechnical and functional requirements, such as types ofAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200610

materials to be presented and which services will berequired - slide presentation, streaming audio, documentsharing, etc., but also organizational and financialrequirements and constraints.WEB-BASED ITSThere are a number of known advantages of webbasedlearning systems, including benefits like time andplace flexible, cost effective, 24/7 available, learnercentredetc. Taking into account the importance of socialinteraction to learning, so called collaborative learningseems to be very promising development area.Collaborative learning means that knowledge is notsomething that is “delivered” to students, but rathersomething that emerges from active dialogue amongthose who seek to understand and apply conceptstechniques. According to description above, the mainimportant components of collaborative learning in webbasedenvironment is how to realize social context, grouplearning process, communication each other(collaboration), and performance evaluation.The architecture might include both client and servercomponents. The client presents the information to thestudent and the server keeps track of and structures theinformation to be delivered to the student (see Figure 2).Individuals use web browsers on client computers (users’computers) to run ITS modules residing on servercomputers. Normally, a desktop computer, workstation,laptop computer, PDA (Personal Digital Assistant), oreven cell phone can be used as a client computer.Therefore, the software on the student’s computer mustbe platform independent.Based on client-server architecture, the learningmodels of ITS programs can be divided three differenttypes: client-based learning, distributed learning, andserver-based learning.In client-based learning, learning activities and courseinstructional content are usually operated in clientcomputers; individuals do not need to interact withservers frequently. In distributed learning, some learningactivities and instructional content are based on clientcomputers and others are run in servers.This means that client computers have wholeopportunities to handle learning activities and contents.In server-based learning, both learning activities andcourse instructional content are usually run in servers,individual computers only are used as Web browsers.This means learners have more chances tocommunicate with other learners or instructors throughserver computers.In web-based ITSs, the goals are classroomindependence and platform independence of the teachingand learning process, interactivity and adaptively. Theidea is that ITS application installed at one server can beused by thousands of learners all over the world who areequipped with any kind of Internet-connected computer.This is, however, far more difficult than just putting aweb-based course on a server and let remote learnersplay with it.In order to be useful to individual learners, web-basedITSs must be adaptive, since when learning from a webtutorthere is often no colleague or a teacher around toprovide assistance as in a normal classroom situation.CONCLUSIONSEmerging research shows that learning isfundamentally both social and experiential. Intelligenttutoring systems integrated into web-based environmentcan enhance its efficiency and flexibility and has greatpotentials in facilitation of collaborative learning.Collaborative Intelligent Tutoring System (CITS)should be able to provide an environment where thestudent can interact with one or more, simulatedcollaborative partners and/or fellow students, to progresstowards a common goal of learning.Figure 2. Architecture for the web-based ITS.To overcome problems resulting from the increasingcomplexity of human-computer interaction adaptive userinterfaces are a promising attempt.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200611

Adaptive interfaces hold the promise to solve userproblems by dynamically modifying the interface basedon knowledge about current states, goals, andenvironments of an individual user.ACKNOWLEDGEMENTThis work has been partly supported by the EuropeanSocial Fund within the National Programme “Support forthe carrying out doctoral study programme’s and postdoctoralresearchers” project “Support for thedevelopment of doctoral studies at Riga TechnicalUniversity”.REFERENCES“Методы и средства кибернетики в управленииучебным процессом высшей школы”. 1989.Межвузовский сборник научных трудов, РижскийПолитехнический институт, Рига.Зайцева, Л.В., Л.П. Новицкий, В.А. Грибкова. 1989.„Разработка и применение автоматизированныхобучающих систем на базе ЭВМ”. Рига «Зинатне».Grundspenkis, J. 2005. “Conceptual Framework forIntegration of Multiagent and Knowledge ManagementTechniques in Intelligent Tutoring Systems” // In:O.Vasilecas et. al. (eds), Information SystemsDevelopment. Advances in Theory, Practice andEducation. Springer, Berlin.Grundspenkis J., A. Anohina. 2005. “Agents inIntelligent Tutoring Systems: state of the art”, “AnIntelligent Tutoring System for MiniMax Algorithm” //In: Scientific Proceedings of Riga Technical University.Series – Computer Science. Applied Computer Sysytems– 6th Thematic Issue, Riga.Prokofjeva, N. 2005. “Knowledge control models andmethods” // In: Scientific Proceedings of Riga TechnicalUniversity. Series – Computer Science. AppliedComputer Sysytems – 6th Thematic Issue, Riga.Zaitseva, L., V. Popko. 2005. “Online electronictextbooks: using and development” // In: ScientificProceedings of Riga Technical University. Series –Computer Science. Applied Computer Sysytems – 6thThematic Issue, Riga.Rikure T., A. Jurenoks, E. Latisheva. 2005. “Wirelessnetwork technologies: security and e-learningapplications” // In: Scientific Proceedings of RigaTechnical University. Series – Computer Science.Applied Computer Sysytems – 6th Thematic Issue, Riga.Novickis L., T. Rikure, V. Shitikov. 2005.“Collaborative e-Learning and Model-based Trainingmethodology in logistics Information Systems” // In:Annual Proceedings of Vidzeme University College,ICTE in Regional Development, Valmiera.Vasilyeva, E. 2005. “Adaptive user interface design.Case: web-based learning systems” // In: ScientificProseeding of RTU, Series – Computer Science.BIOGRAPHYTatjana Rikure has MSc degree in Computer Scienceand Information Technologies from Riga TechnicalUniversity (RTU). Now she is a PhD student at RTUfaculty of Computer Science and InformationTechnology, Institute of Applied Computer Systems,Division of Applied Systems Software. She is aresearcher in mobile and e-learning, Intelligent TutoringSystems, web technologies and security. She is theauthor of three educational books and many instructionalmaterials for teaching different courses in the computerscience field. Currently she takes part in IST 6FP projectIST4Balt (Information Society Technologies Promotionin Baltic States).Leonids Novickis is Professor and Head of theDepartment of Applied Systems Software at the RigaTechnical University. He holds a Ph.D. from RigaTechnical University (1980) and Dr. Habil. Sc. ing. fromLatvian Academy of Science (1990). His researchinterests include software engineering, computer science,design, and development of applied software systems.He is the author of more than 120 publications. Hewas involved in the EC INCO COPERNICUS 94AMCAI project as manager of the WP related to DataProcessing Systems Design (1995-1997). He wasscientific co-ordinator of EC 5FP IST DAMAC-HPproject (1998-2000), EC 5FP IST BALTPORTS-IT(2001-2003), EC 6FP IST IST4BALT (2004-2006) andEC6FP IST e-LOGMAR-M (2004-1006) projects. Prof.Novickis also participated in EC funded Leonardo daVinci pilot projects LOGIS (2000-2002) and LOGISMOBILE (2004-2006) “Competence Framework forMobile On-Site Training in Logistics InformationSystems” related with use of mobile technologies in e-learning in Logistics Information Systems. He is amember of the International Association of AdvancedComputing in Education (AACE), USA; a member of theLiophant Simulation Society (Italy) and a member of theLatvian branch of IFAC.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200612

INFORMATION TECHNOLOGIES AND E-LEARNING IN THE STUDIES OF TOURISMSarma CakulaVidzeme University CollegueTerbatas str. 10, Valmiera, LV-4200, LatviaE-mail: sarma@va.lvKEYWORDSInformation technology, E-learning, study processABSTRACTThe aim of the paper is to show possibility to useinformation technology in study process of tourismprograms. Paper contains analyses of possible ways tointroduce student for using IT in everyday life, changingtheir personality, and making their creative experience.Paper is based on the research in the Vidzeme UniversityCollege. Using IT in study process of tourism is in threedifferent forms: computer course, research using IT ande-learning.IDENTIFICATION OF PROBLEMS INREGIONAL DEVELOPMENTVidzeme region is a one of the most beautiful regionsof Latvia for tourism. It appoints necessity for qualitativetourism services to develop tourism infrastructure andperspectives.The mission of Latvia regional politics is toapproximate Latvia and regions to the level of country ofEurope contributing competitiveness of Latvia level withother countries of European Union. Differences indevelopment between local government indicate tonecessity more develop centres of economical growthcentres accordingly programs of regional developmentand territorial division.Vidzeme University College have possibility to studyTourism Organization and Management bachelorprogram and Tourism Strategic Management masterprogram. It is very important to give qualitativeeducation accordingly requirements of moderninformation society. Training of a highly qualifiedspecialist is only possible in a teaching and educationprocess increasing the potential skills, talents intellectualdevelopment enlarging the cognitive outlook anddirecting the student towards life long learning. Thisprocess is connected with objective contradictions:• Between disposition towards independency inthe selection of knowledge from one side andthe existing forms and methods of professionaltraining from the other,• Between the large amount of information andsuperficial knowledge from one hand and thequality of practical skills in a definite professionfrom the other.Hence, there are some new objectives of education:• To prepare the pupil and student for a successful andfast acquirement of new information,• To form skills of orientation in different informationstructures,• To develop habits of rational use of informationalavailable,• To develop skills of evaluating and selectinginformation from various sources.The research work set a problem: insufficientdevelopment of study methods and formation of weekskills of students in IT useORGANIZATION OF STUDY PROCESSIt is essential in modern study process to observe theprinciples of constructivity, interactivity, externalization,and instrumentation according to Brunner’s theory(Brunner 1996). The perspectives of education are hardlyimaginable within borders of a single organization or anindividual country, and determine necessity for a widerand wider exchange of information, which can betechnically provided by IT, provided it served the needsof the society. In the study process, it is important todevelop basic academic skills and highly organizedthinking and problem solving skills. Learning should nolonger be concentrated on individual work. Theory ofconstruction determines learning to be an active processin which a student constructs new ideas and conclusionsbased on previously acquired or actual knowledge. Thestudent selects and transforms information, sets aHypothesis, forms conclusions, changes based on thecognitive structure.Problem solving is an important part of the studentswork as it is a real test of knowledge and applyingprinciples in new situations, a test of studentsunderstanding takes place. Knowledge withoutimplementation is week that is why teachers can choseresearch work as an essential part of study work. THcognitive structure ensures managing and organization ofexperience. The faculty has two main tasks: deliverAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200613

information according to the level of the student andsecond to help the student to gain, select and organizeinformation. Each individual has a different perception;hence, learning is an individual process, formingindividual experience.The quality of teaching influences the quality oflearning and thus the teaching remains important.Qualitative education contains full time education,distance education, learner responsibility, educatorresponsibility, and administrative responsibility.Computer managed learning as an aid to formativeassessment in higher education, focuses on an advantagesprovided by computer managed learning systems thatprovide assessment and student tracking functions(Zellner 2003). Fundamental knowledge is coming to beincreasingly important in the training of graduates for arather broad field of future professional activity.Information technology has revolutionized education interms of how we organize, structure, and empowers ourdaily education practice. Since networkedcommunication came into being, it has affected the waywe teach and learn. The use of technology now has notonly increased in the classroom, but also homes,libraries, coffee shops and other places throughout ournation’s communities. E-learning and distance educationprograms have spread, while the opportunities for usingthem have increased.The productivity of the study process is determined bythe goal of the student in the study process, cooperation,the level of mastering knowledge and skills translatedinto the results of studies The levels of knowledgecharacterize the quality of knowledge with the help ofsuch characterizes as breadth and depth, systematicalcharacter, system, stability, operational characteristics(Cakula 2005).It is a pedagogical problem to make more optimal theproportion in the cognition process between the readymade knowledge and knowledge achieved by the studenthim/herself.Experience is always necessary for intellectualdevelopment, although it is not sufficient to only free thestructures involved in experience. It is important for thestudent to be active, be able to transform things and findhis/her own activity concerning the object. Essentiallyimportant is the structure and organization of the studyunit, a better succession of the tasks and experiences.There exists a feedback concerning the student’s progresson each phase, unit, or task; an idea of alternativelearning and tasks is being formed. The assessment hasformed in development. Analysis and assessment in thestructure within the framework of each learning unit ortask is important together with an offer of alternativelearning materials and access to them. In the frameworkof a course, it is advisable to keep to an optimalproportion between different teaching methods, theirassessment and organization, including lectures,seminars, research activities, and others.The inclusion of online learning technologies into thehigher education curriculum is frequently associated withthe design and development of new models of learning.Constructivist approaches started to replace instructionalmethods: the focus went away from the teacher andmoved to the individual learner.There are three ways for student to acquirepossibilities of information technology: to learncomputer courses, to make researches using informationtechnology and to use information technologies in theeveryday study process.In that case, by information technologies (IT) inlearning process we understand acquiring information,formation, adding, and exploring information, with thehelp of computer and the Internet.E-learning is a way to use information technology inthe study process regularly. We will define e-learningbased on German definition that e-learning contains allforms of electronic supported learning and teaching,which are procedural in character and aim to effect theconstruction of knowledge with reference to individualexperience, practice and knowledge of learner.Information and communicators systems, whethernetworked or not serve as specific media to implementthe learning process. This definition is based on theconstructivist-learning model. Individual content andlearner specific interaction are the media specific valuesoftware based systems could contribute to learning(Tavangarian et.al. 2004).To support the constructivist learning theory thelearning material must be customized to the individuallearner. Methods to maintain and reuse learner specificcontent have been introduced with the multidimensionallearning objects and modular lectures mark-up languagedata model.COUMPUTER COURSES FOR TOURISMSTUDENTSA successful computer course strategy can be formedprovided the student is aware of IT as somethingpersonally and socially important. The student’s attitudetowards studies and the productivity of studies incorrelation of two components cause-consequencesexpression in a union create a new quality and influencethe development of student’s personality, which is theresult of the pedagogical process.Students’ participation in the choice of the coursecontents and the themes of research influence theperception of the course and the development of thestudent’s personality. An important part of the course isconstituted of the research project and cooperation inusing IT, which facilitates a deeper understanding andability to combine the knowledge, to consolidate theskills and develop a purposeful and persistent work ofstudents as well as to create a positive attitude towardsthe study process. A shift in the teacher’s position inAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200614

correspondence with the course aim and content areessential for the course.After Vidzeme University College was formed atraditional computer course was offered, this course wasaimed at acquiring knowledge, skills and habits to usedefinite computer programs for the needs of differenttasks and for document writing. Experience in work withstudent demonstrated their inability to use thepossibilities of computer programs and Internet resourcesin a creative way. Students were good at writingdocuments following an example, could solve typicaltasks, but had problems in using these skills forimprovement of other course coverage and solving ofreal life problems. Difficulties in working out yearprojects showed themselves. Problem solving requiresthe usage of knowledge and principles in a new situationthus keeping a control over and facilitating the realperception of problems by students. Informationtechnologies concentrate on the problem solvingmechanism.The new course of computers was created in nontraditionalway basing on three components: problemsolving, cooperation, and IT programs. The pedagogicalexperiment was carried out in Vidzeme UniversityCollege with first year students.RESEARCH USING IT AS A METHOD OFDEVELOPING CREATIVE EXPERIENCEThe research is mainly based on Piaget theory ofconstruction and Vigodsky theory of the closest zone ofreach (Piaget 1976, Vygotskij 1978). A special attentionis paid to IT as a means of cooperative learning, thepossibilities of IT in supporting the research activities.Ways of using computers for the needs of students’research activities have been worked out (see Figure 1).StudentHypothesisProblemAimIdeaRecommendationsConceptionRecommendationsSoftware supporting the dialogKnowledge and data basisMechanism of judgmentSoftware supporting the dialogExperimentActivityReal world Modelling softwareDataData analysisInterpretation of resultsDataResultsProgramsSoftware supporting the dialogMechanism of judgmentFigure 1. Ways of using computers for the needs of students’ research activities.There are four main phases of the research: theoreticalanalysis of the research and discovering new ideas,planning of the experiment, the procedure of theexperiment, analysis and interpretation of the resultsThe problem connected with the use of informationtechnologies in the study process has been in the focusof interest of the author of the research for more than 4years. Based on the analysis of a broad theoreticalpedagogical and psychological material, on theexperience of several foreign researchers and theresults of a research connected with the use of IT aswell as the author’s own experience and results of herresearch carried out in Latvia and Denmark a newcomputer course contents and methods of teachingwith emphasis on the development of students’ creativeactivity according to the needs of the modern societywere developed (Cakula 2001).During the experimental course, the studentscompleted an independent tourism research project,which offered a solution of a definite problem. This isa very important part of the course characterizingstudents’ creative activity.For a comparative analysis of students ‘selfevaluation and external assessment questionnaireswhere students were asked to evaluate their own andtheir partners’, activities as well as the teacher’sevaluation were used. These evaluations were enteredin tables for in comparison with the assessment of eachpractical work, test, examination work, and researchwork.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200615

The levels of knowledge characterize the quality ofknowledge with the help of such characterizes asbreadth and depth, systematical character, system,stability, operational characteristics.Experience is always necessary for intellectualdevelopment, although it is not sufficient to only freethe structures involved in experience. It is importantfor the student to be active, be able to transform thingsand find his/her own activity concerning the object.Essentially important is the structure and organizationof the study unit, a better succession of the tasks andexperiences. There exists a feedback concerning thestudent’s progress on each phase, unit, or task; an ideaof alternative learning and tasks is being formed. Theassessment has formed in development. Analysis andassessment in the structure within the framework ofeach learning unit or task is important together with anoffer of alternative learning materials and access tothem. In the framework of a course, it is advisable tokeep to an optimal proportion between differentteaching methods, their assessment and organization,including lectures, seminars, research activities, andothers.Students’ research activities involve constantsolving of problem situation or a problem with an aimto improve the experience of creative activity, which isbased on previous knowledge and skills, successfullychoosing the appropriate methods.After completing the computer course where thestudents could use the research work, IT andcooperation approximately 60 % of the studentsassessed their own results as being on a creative level.Cooperatively skills of using the computer andprograms were evaluated on the creative level for 63%of the students. Adding the teacher’s evaluation results,in 73% of the students having reached a creative levelin problem solution. This describes a situation wherethe majority of students have learned during the courseo independently find a way of solving the problem.70% of the interviewed students can independentlyfind and determine the theme. When applying theknowledge in other courses the evaluation differs- thenumber of students evaluating their knowledge to be atthe lowest level increases, although there are very fewof them, the number of students evaluating theirknowledge to be of the highest level has also increased.There is an obvious tendency in the self-evaluation ofstudents, which shows an increasing number ofstudents being able to use their skills in computers in acreative way. Knowledge as a value in the value scaleof students gains more and more significance.One third of the students have used the ITpossibilities in forming creative abilities, in lectures,practical works and in the library. They have improvedtheir knowledge by using information technologies.Official statistical data basis on the Internet arehighly appreciated by the students as an initial sourcefor problem solving, although the main problem of theInternet as a basis for theoretical knowledge isconsidered to be the possibility of incorrect data, arestricted access to official international data bases andthe slow speed of Internet traffic. This makes theadministration of the college look for possibilities ofsigning contracts with corresponding data basessuppliers as it is in the majority of foreign colleges.The college should also think of improvement of thetechnical characteristic of the net.The most comprehensive data during a pedagogicalexperiment can be obtained by questionnaire. Students’questionnaire was carries out 3 times: on the beginningof studies on the first day of studies, after completingthe course and in the end of the study year. Thequestionnaires included close, semi-close, and openquestions.During the course, electronic mail was widely usedwhere the messages sent by the teacher and thestudents were saved in the computer. Thiscorrespondence characterizes the cooperation ofteacher and the students through the means ofinformation technologies. The total number of e-mailmessages is 1 500. They fall under 3 groups:1) Questions and comments of the students and theteacher’s answers, suggestions and instructionsaccording to the students’ needs,2) Practical works and home works sent in by thestudents, evaluation by the teacher in the answer toeach student about his/her individual or groupwork,3) The control works, tests and examination worksent in by the students with a fixed time of sendingit and the teachers evaluation concerning eachwork.In connection with the problem based study processthe problem based learning, where the student learnswhile looking for a solution of a problem, has to besingled out. He/She is responsible for what he/she isgoing to learn as well as for an active research activity.Only an action aimed at realizing a goal serves thedevelopment. While working in a group, the student’sincrease their motivation to be involved in the studyprocess, the amount of information, which comes toone’s mind after a longer period, increases severaltimes. In addition to this, a process of socializationtakes place. It is necessary for a higher school ofeducation student to cooperate in the process of studiesin order to form a deeper understanding of the themeand sources, it is important for the student to join thecourse content in analysis of theoretical sources, toform a personal ideological meaning for cooperationwith others as positive as possible, to increase selfrespectconcerning the academic practices in theprocess of common work in this process. It is importantto diminish isolation of a single student and develop asuccessful cooperation as well as bring down isolationof individual higher schools of education, which isdone in the form of different exchange seminars,Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200616

projects and through IT. Hence, it is important forstudents to provide the possibility to become aware ofand make use of IT, one of the main informationcollection and data processing means nowadays,ensuring exchange of information on a much largerscale.E-LEARNING AS A POSSIBILITY TO USE NEWMODELS OF LEARNINGIT comes in our life more and more therefore thereis a necessity to make student friendly with IT ineveryday life. One of the ways to make it possible is e-learning as a basic method for distance learning and e-learning as a support method for full time students.Much of the early research on Web-based learningfocused on the technology and ignored the instructionaldesign imbedded in the course. Meyer shows that thelow numbers for integration and resolution were duethe need for students to take more time to reflect on theproblem, and individuals were reluctant to offersolutions that would be scorned by others in the class(Meyer 2003, Cakula 2001). The opportunity forreflection is especially suited to asynchronous learningenvironments, as well as for students whose learningstyles require some time and reflection to make senseof information.A successful e-learning class needs to solve anumber of new problems that have not been seenbefore. One of them is how to effectively use e-learning environment to improve the quality ofdistance learning through networked learninginteractivity and new format of instructional tools. Itwill serve as feedback to the producers and help themmake better decisions on developing, administratingand manipulating internal network for educationalpurposes, and a feedback to the educators to betterunderstand the e-learning class, and improve theirinstructional design and methodology for thenetworked distance class. The online class adds adifferent array of pedagogical concepts and practice toinstruction. Students do not know the regulations of theclass, how to learn online, how to discuss, and how tokeep up with the class schedule and the instructor’sexpectation. Findings of research of Sha Li are that asnew learners in online class, many students expressedtheir excitement about trying a distance class. Thereality of taking part in the first distance class could behardest when the class first started. The skillsnecessary to use Learning Space take time to acquire atthe start of the semester while students are busy takingnew course (Sha 2003)One advantage is, that personalized documents,which lead the learner without needless detoursdirectly from her/his current base of knowledge to thedesired learning objective, can be generatedautomatically and every time.There are some positive and some negative aspectsof learning in e-learning environment. On technologyaspect the positive is that technology is an incentive forlearning, it provides variety of tools to full fit academicaccomplishment. Also technically intimidated withlearning network, concerned with lack of technologybackground. The benefit is to offer e-learning coursefor IT students but also tourism students have veryopened for new learning methods such as e-learning.E-learning class provides learning any time and anyplace; helps mediate the time and space conflicts.Asynchronous interaction is convenient tocommunicate any time and anywhere to checkassignments during travel. The negative aspect is notaccustomed to the asynchronous interaction.Synchronous interaction is more emotionally,cognitively, and mentally engaging. Immediateresponses could generate fast and more effectivefeedback that asynchronous response. Good way is toorganize seminars with directly defined rules. Therewas successful experiment of online asynchronousseminars in Vidzeme University College.Learning environment could be a convenientnetwork for online learning, can secure retrieve anycourse resources from it and perform any class-relatedlearning activities in this place but learningenvironment could be not user-friendly. It could behard to find things student want for the course previewand class assignment. It is easy to mess up with thework. The solution is to find an environment userfriendly.The instructor is patient and ready to helpstudents. His responses to the e-mails and discussionquestions could meet student needs but the instructordo not teaches students. Sometimes student should waitfor an answer for longer time that he wants.Disadvantage if using e-learning is that student couldnever show up in the discussion board. In addition,once the class was shifted to cyberspace, studentscould not see the teacher’s face and effort and couldnot grasp what was the right way for a teacher to teach.The better way is to start course with someintroductory face-to-face part. When the student isswitching to the distance-learning environment, he isoften confused by it old traditional learning style andcaused problems such forgetting the online class. Theother problem is that the students complained that thisclass require more work than a regular class (Sha2003).A good transition and accommodation to the newlearning format could minimize the starting difficultyand maximize learning effect.There are some e-learning benefits and problemsdescribed by researchers of the United Kingdom andUSA. As the first benefit is independent/autonomouslearning. Through using educational technologies,students have more control over the management oftheir learning. Each learner is an individual, with his orher own motivation for studying, access to resources,Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200617

and study habits and practices. The other benefit is peersupport. Conferencing and discussion tools enablelearners to interact independently from tutors. Oftenstudents share their professional experience to eachother (Underwood J&G 1999). E-learning can be moreresponsive to the needs of both tutors and students. Asstudents are engaged in a number of different forms ofcommunication, new strategies to assist with thelearning process can be utilised quickly and easily. Inaddition, this form of learning, particularly withdistance students, can result in a sense of isolation ordisengagement of students. There can be no denyingthat distance students are working, in theory, at least, inisolation from other students. There is the perception,sometimes among students and management, that e-learning can take less time. However, as anyoneinvolved with online learning will testify production ofmaterials and adequate support of students using onlinematerials can take a phenomenal amount of time.Students often expect much more when materials areonline unless clear criteria established to address this.Therefore, clear boundaries to be established in termsof responsibility, which ensures that the students knowwhere to go for support and guidance on using onlineresources (Quinse and Hurst 2004).CONCLUSIONSBecause of the research, there are some newlearning models of tourism in Vidzeme UniversityCollegue. A basic model is lectures, practical works,work with computer programs and support e-learningenvironment for full time students and e-learning, somelectures; work with computer programs andconsultations for distance learning students. There is abase of e-learning materials for both: full time studentsand distance learning students. This model is muchmore effective in case of knowledge, practical skills,developing of creative experience as traditionallearning models without IT, cooperation and e-learning.REFERENCESBruner, J. S. 1996. The culture of education.Cambridge: Mass. Harvard Univ. Press, 224 p.Cakula, S. 2005. E-Learning in Regional DevelopmentPerspective ICTE in Regional Development. In:Annual Proceedings of Vidzeme University Collegue.Valmiera, 127-131.Cakula, S. 2001. Informācijas tehnoloģijaspētnieciskajā darbībā augstskolā kā studentu radošāspieredzes veidošanas līdzeklis. In: Latvijas ZinātņuAkadēmijas Vēstis, 55.sēj, 1./2., 33-41. [into Latvian]Meyer, K. 2003. The Web’s Impact On StudentLearning. In: THE Journal. May, Vol 30 Issue 10, 14-19.Piaget, J. 1976. Piaget’s theory. In Piaget and HisSchool. /Edited by B. Inhelder and H. H. Chipman.New York Heidelberg Berlin: Springer–Verlag, 11–23(301).Quinsee, S., and J.Hurst. 2005. Bluring theBoundaries? Supporting Students and Staff within anOnline Learning Environment. In The Turkish OnlineJournal of Distance Education Vol. 6 Issue 1, ISSN13026488.Sha, Li. 2003. The Format-Shifting Dilemma inDistance Education. In: The Quarterly Review ofDistance Education. Vol. 4(2), 109-127.Tavangarian, D., L. Markus, K. Noltig, M. Roser andD. Voigt. 2004. Is e-learning the Solution forIndividual Learning? In Electronic Journal of e-Learning. Paper 4, Vol. 1. Issue 1, ISSN 1479-4403.Underwood, J. and G. Underwood. 1999. Task effectson co-operative and collaborative learning withcomputers. In: Learning with computers: analysingproductive interaction. /Edited by K. Littleton, P.Light, Great Britain, USA: Routledge, 10-23 (197).Vygotskij, L. S. 1978. Mind in society: Thedevelopment of higher psychological processes./Edited by M. Cole. Cambridge, Mass: HarvardUniversity Press, 159 p.Zellner, R. 2003. Computer-Assisted Assessment inHigher Education. In: Quarterly Review of DistanceEducation. /Edited by S. Brown, P. Race and J. Bull.Summer, Vol. 4. Issue 2. 191-196.Wadsworth, B. J. 1984. Piaget’s Theory of cognitiveand Affective Development. Longman Inc., 238 p.BIOGRAPHYSarma Cakula is director of IT professional bachelorprogram, the head of IT Department. She is anAssociate Professor of Information Technologies in theIT Department at the Vidzeme University CollegeLatvia. Graduated with excellence from LatviaUniversity Department of Physics and Mathematics in1984 and holds Ph.D. in 2002. She is a member ofLatvian Information Technology andTelecommunications Association (LIKTA) and LatvianUniversities Professor Association (LAPA).Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200618

APPLICATION OF MODELING METHODS IN THE CONTEXT OF CONTINUOUS EDUCATIONGinta Stale 1 , Marite Kirikova 21 Vidzeme University CollegeCesu 4, Valmiera, LV-4200, LatviaE-mail: ginta_stale@va.lv2 Riga Technical University,Kalku 1, Riga, LV-1048, LatviaE-mail: marite.kirikova@cs.rtu.lvKEYWORDSModelling process, Modelling methods, Continuingprofessional education, Regional development.Lifelong learning.ABSTRACTNowadays, the continuing professional education isan important constituent of knowledge society. Thistype of education differs from traditional academiceducation and requires integrated consideration ofmany factors to achieve timeliness and professionalexcellence of continuing professional courses. Thispaper illustrates a variety of issues to be taken intoconsideration in continuing education coursedevelopment and suggests Enterprise KnowledgeDevelopment method as a basis for integratedrepresentation of concepts relevant to these issues. Theapplication of the Enterprise Knowledge Developmentmethodology for course development process isillustrated in the context of continuing educationprogram meant to strengthen capacity of SME bydeveloping ICT infrastructure and knowledgemanagement.INTRODUCTIONToday people in almost all professions are facedwith increasing demands regards their knowledge andabilities, because the fast development of technologiesand vocational demands require specialized andcomplex skills that need to be renewed frequently.Therefore, the role of continuing education and lifelonglearning is becoming increasingly important.In 1997, the European Commission and the MemberStates have defined life long learning, as all purposefullearning activity, undertaken on an ongoing basis withthe aim of improving knowledge, skills andcompetences.According to the Single Programming Document forLatvia (Objective 1, Programme 2004 – 2006) threesectors of education – initial vocational education andtraining, higher education and continuing education, aswell as provision and quality of education in regionsplay an equal role in human resource development andlabour force training in Latvia.According to the above mentioned it is veryimportant to develop continuing education program foradults who already have higher academic orprofessional education.There are certain steps to continuing professionaleducation that should be highlighted (Weingand 1999):• Needs assessment;• Planning;• Developing;• Evaluation of the educational event.The education course designers are confronted withfour aspects:• Previous education;• Pedagogical;• Needs of learning process;• Technological.Due to large variety of factors, to be taken intoconsideration in continuing professional educationdevelopment and implementation, it is necessary to usemodelling methods that help to manage thedevelopment and use of continuing (or lifelong)education programs successfully by means of:• Appropriate formalisations;• Useful, case sensitive, simplifications;• Application of computer based methods ofmodel analysis.In this paper, we focus on variety of issues thatinfluence the development of lifelong learningprograms and suggest a modelling framework thatgives an opportunity to represent transparentlyinterrelated concepts corresponding to these issues.The discussion in the paper is limited to theEuropean tradition of managing life long learning.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200619

LIFELONG LEARNING STRATEGY FOREUROPELifelong learning Memorandum suggests that acomprehensive and coherent lifelong learning strategyfor Europe should aim to (Trapenciere 2004):• Guarantee universal and continuing access tolearning for gaining and renewing the skillsneeded for sustained participation in theknowledge society;• Visibly raise levels of investment in humanresources in order to place priority in Europe’smost important asset – its people;• Develop effective teaching and learningmethods and contexts for the continuum oflifelong and life wide learning;• Significantly improve the ways in whichlearning participation and outcomes areunderstood und appreciated, particularly nonformaland informal learning;• Ensure that everyone can easily access goodquality information and advice about learningopportunities through Europe and throughouttheir lives;• Provide lifelong learning opportunities asclose to learners as possible, in their owncommunities and supported through ICTbasedfacilities wherever appropriate.All strategic issues highlighted in the Memorandumare to be taken into consideration when developingparticular lifelong educational courses and programs.These courses and programs in most cases are aimed toenable a person to perform her/his particularprofessional activities more effectively (e.g., in shortertime, in higher quality using advanced decision makingprocedures or new social skills, etc). Therefore, in thecontext of lifelong learning, professional dimension ofthe education requires higher degree of attention than itis usual in traditional academic education.CONTINUING PREFESSIONAL EDUCATIONDEFINITIONTo gain a better understanding of the phenomenonof life long learning, the phrase "continuingprofessional education" can be sub-divided into itscomponents that helps to better comprehend its origins(Pöyry 2003):• Continuing...to go on with a particular actionor in a particular condition; persist; to existover a prolonged period; last;• Professional...of, relating to, engaged in, orsuitable for a profession; engaged in a specificactivity as a source of livelihood; performedby persons receiving pay; having great skill orexperience in a particular field or activity;• Education...the knowledge or skill obtained ordeveloped by a learning process;• Continuing education...an educationalprogram that brings participants up to date in aparticular area of knowledge or skills.Continuing professional education is clearly theprocess of engaging in education pursuits with the goalof becoming up-to-date in the knowledge and skills ofone's profession. This requires balanced considerationof both (1) educational and (2) professional dimensionsin the scale of time and place, when providing this typeof education.STEPS TO CONTINUING PROFESSIONALEDUCATIONThere are certain steps to continuing professionaleducation that should be highlighted (Weingand 1999):• Needs Assessment seeks answers to thefollowing questions. Who is the audience forthe program? What are the needs of thisaudience? What are the most appropriatelearning strategies to meet those needs?• Planning Objectives is the stage where what islearned from the needs is implemented incourse plan and course implementationspecification;• Developing is stage where Assessment istranslated into program. Consideration of howadults learn is also factored into the decisionsthat are made;• Evaluation of the educational event is both thefinal piece of one event and the first piece ofthose to come, as data is fed into the nextNeeds Assessment exercise. There are sixsteps to evaluating a learning activity: knowyour purpose(s) in evaluation, delineate whatyou need to discover, identify who knowswhat you need to discover, communicate whatyou need to discover to those who are bestable to inform you, gather the information,and relate the findings to your purpose(s).Evaluation is an essential ingredient instrengthening the quality of continuingprofessional education.Figure 1 shows inter-relationships between themodel for the course cycle (Corbiere and Choquer2004) and the steps to continuing professionaleducation described above.Interplay of different aspects of course developmentshown in Figure 1 and demand of frequent changes,due to the need to incorporate up-to-date professionalknowledge in the course, suggests use of methods thatAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200620

can support configuration management concerning allrelevant issues of continuing professional education. Ine- learning situation, one more issue to be considered isuse or development of software for courseimplementation. In this context, systems re-engineeringmethods used in the area of software development maybe considered as useful tool of continuing educationcourse development.Figure 1. Inter-relationships between the model for the course cycle.In (ISO/IEC-IS-10746-3 1995 and Weingand 1999)the main idea of re-engineering method is presented asthe articulation between five viewpoints of the softwaresystem architecture• The enterprise viewpoint: which definescommunities, actors, roles, activities and toolsfocused on rationales, opportunities andstrategies;• The information viewpoint: which defines theinformation handled by various systemresources and how it is dealt with by thevarious components;• The computational viewpoint: which focuseson the software mechanisms that allowcomponent diffusion and execution onsoftware platform;• The engineering viewpoint: which focuses onthe component mechanisms and function;• The technology viewpoint: which defines thematerial and software technologies.In order to create a context, in which the five pointsof view are formalized clearly enough to be wellmanaged and controlled, it is necessary to consider andapply modelling or formal specification methods thatare relevant for each viewpoint. Below we propose onepossible set of modelling/specification techniques fordevelopment of continuing education e-course:• EKD (Enterprise Knowledge Management),which describes an enterprise model(Bubenko et. al. 2001);Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200621

• EML (Education Modelling language), whichwent through three complete cycles ofspecification development, implementationand prototype software, trilling with users,evaluation of results, and redesign of thespecification and prototype software (Koperand Tattersall 2005);• LTSA (Learning Technology SystemArchitecture) (IEEE/LTSA 2003; Corbiereand Choquer 2004) of IEEE describes acomputational view on learning processes byidentifying sub-processes and data flows;• SCORM (Sharable Content Object ReferenceModel) (Koper and Tattersall 2005) of ADL(Advanced Distributed Learning) describesthe technical behaviour and the componentinterface of the software framework (Corbiereand Choquer 2004);• UML (Koper and Tattersall 2005) of OMG(Object Management Group) is the languageused by the actors in software developmentprocess. It describes the design componentsoftware artifacts (re-use design patterns,current technical framework, blueprints)(Corbiere and Choquer 2004).ADDITIONAL REQUIREMENTS FORCONTINUOUS EDUCATION COURSEDEVELOPMENTAll five viewpoints and corresponding to themmodelling/specification techniques, given in theprevious section, have to support the followingcourseware development requirements (Khaldoun et.al. 2000):• Reusability. It means that the main focus ofthe approach is not only to support reusabilityon the level of automatic multimedia elements(animation, simulation, audio, text, etc.) butalso on a semantics level, i.e., the level oflearning units.• Support for face-to-face and distance learning.It should be possible to use the developmentlearning content in both face-to-face anddistance education. This requires the ability toconstruct different views on the learningmaterials.• Ability to support various target groups. Itshould be possible to use the developmentlearning modules for various target groups.• Adaptability to student. The learning materialshould satisfy different characteristics of thestudents such as a student’s profile, learningmethod and background. To meet theserequirements, it should be possible toconstruct different views on the learningmaterial so that students can switch betweenthese.• Allowing learners to work in several groupsso that each group could do different things atthe same time to support more complex typesof collaboration, as in project-based learning(Koper and Tattersall 2005).• Adaptability to authors. Different authors havedifferent needs. They use different didacticaland pedagogical methods suitable for theirtarget group. It should be possible for authorsto derive their own view on the developmentmaterials and apply their own didactic to it.• Cooperation support. Cooperativedevelopment of learning content reduces theenormous efforts and costs for participation.• Open standards such as IMS (EDUCAUSE2006 and Khaldoun et. al. 2000) and XML(W3C 2006 and Khaldoun et. al. 2000) areimportant so that the development contentscan be easily shared and exchanged betweencontent development and content managementsystems.• Automation. It should be possible to automateas many steps of the development process aspossible.THEORY IN PRACTICEIt is a continuing professional education coursedevelopment challenge to take into consideration allissues discussed in previous sections. This challenge isgoing to be taken in the European Structural Found(ESF) project “Continuing education programme tostrengthen capacity of SME by developing ICTinfrastructure and knowledge management”Nr.: VPD1/ESF/PIAA/05/APK/3.2.4.2./0037/0007financed by European Union.To achieve the project goals, the main activities aretargeted to the development of new continuingprofessional education course for entrepreneurs to givethem new skills for implementation of innovations intheir organizations. The main emphasis in the coursewill be on such skills as information andcommunication technologies and knowledgemanagement in small and medium companies (SMEs).Needs assessment for course are performed incooperation with project “Development of knowledgemanagement conception for Latvian SMEs” financedby Latvian Ministry of Science and Education.In order to take into consideration all relevant issuesof continuing professional education coursedevelopment, a set of modelling/specificationtechniques has to be applied. In this paper, we illustratehow EKD methodology (Bubenko et. al. 2001), whichdescribes an enterprise model, can be applied incontext of continuing education course development.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200622

The EKD is one of the Enterprise modellingmethods that was developed a few years ago and isbeing used by business consultancy companies withincreasing frequency. This method has been subject ofresearch in a number of multinational Europeanprojects (including 5th framework programme). It hasproved its productivity both in the business and thepublic sector by providing a framework forarticulating, modelling, and reasoning about pertinentknowledge and ill-structured even “wicked” problemsituations, typically occurring in organisations andsociety. The EKD aims at setting organisation vision,mission, and goals, providing guidance in restructuringand changing different processes (Bubenko andKirikova 1999).A simplified EKD model for continuingprofessional education is presented in Figure 2.Figure 2. Continuing professional education course development for SME (part of the simplified EKD model).It shows course development goals (G), processes(P) and rules (R). The advantage of the model is inpossibility to show all relevant relationships betweenthose issues of curse development at different levels ofabstraction and detail (bottom up arrows show, whichlower abstraction level concepts support particularupper abstraction level concepts; different levels ofdetail are not shown in Figure 2). Another advantage ofEKD technique is a possibility to reflect in particularsub-models requirements imposed by different coursedevelopment aspects as well as to reflect constraintsimposed by other than EKD modelling/specificationtechniques. Discussion about representationpeculiarities of those requirements and constraints isbeyond of the scope of this paper.CONCLUSIONSDevelopment of continuing education courses is acomplicated endeavour that requires analysis andAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200623

integration of many different issues that are relevant ina variety of aspects of course development.Requirements for course development imposed bymultiple issues are rarely formally defined, areoverlapping and quite hard to be transparentlyintegrated. In such situation success and quality ofcourse development depends on modelling technique tobe used for handling complexity of the task. In thispaper we suggest EKD modelling as an effectivemethod for getting a detailed enough and transparentoverall picture about developing process for continuingeducation course.The presented results will be improved andimplemented in the current project “Continuingeducation programme to strength capacity of SME bydeveloping ICT infrastructure and knowledgemanagement” and further in the project “Using E-learning solutions for development and implementationof IT continuing education program modules(MULTIMOD)”.REFERENCESBubenko, J.A., M. Kirikova. 1999. Improving theQuality of Requirements Specifications by EnterpriseModelling. Perspectives on Business Modelling:Understanding and Changing Organisations,A.G.Nilsson, Ch.Tolis, Ch.Nellborn – Berlin;Niedelberg; New York; Barcelona; Hong Kong;London; Milan; Paris; Singapore; Tokyo: Springer..Corbiere, A., C. Choquer. 2004. Re-engineeringmethod for multimedia system in education. In:Proceedings of the IEEE Sixth InternationalSymposium on Multimedia Software Engineering,IEEE.Weingand, Darlene E.. 1999. Describing the elephant:what is Continuing Professional Education? InProceedings of Council and General Conference ofInternational Federation of Library Associations,Thailand.EDUCAUSE IMS. 2005. [accessed 05.05.2006]IEEE/LTSA. 2003. “IEEE Standard for LearningTechnology-Learning Technology SystemsArchitecture (LTSA),” IEEE Computer Society 0-7381-3715-4.ISO/IEC-IS-10746-3. 1995. “Open DistributedProcessing Reference Model, Part 3: Architecture,”ISO/IEC JTC.SC 21.Kapenieks, A., et. al. 2000. New IT-based VirtualSolutions for Learning and University Development.Proceedings of conference Baltic IT&T, April 2000,87-89Khaldoun, A., et. al. 2000. Modular Development ofMultimedia Courseware. In Proceedings of the 1 thInterrnational Conference on WEB InformationSystems Engineering, IEEE.Koper, R., and C. Tattersall. 2005. Learning Design. AHanbook on Modelling and Delivering NetworkedEducation and Training .Netherlands. Springer, 412 p.Pöyry, P. 2003. CUBER: A Personalised CurriculumBuilder. In: Proceedings of the 3 rd IEEE InterrnationalConference on Advanced Learning Technologies,IEEE.Bubenko, J. A., jr, A. Persson, and J. Stirna. 2001. Userguide of the Knowledge Management approach usingEnterprise Knowledge Patterns, Royal Institute ofTechnology (KTH) and Stockholm University,Stockholm,Sweden,,[accessed April 30, 2006].Trapenciere, I. 2004. Life long learning in Latvia. In:Aspects of life long learning in Latvia. Rīga: CentralStatistical Bureau of Latvia, 20 – 30.W3C. 2006. Extensible Markup Language (XML).[accessed 05.05.2006]BIOGRAPHYGinta Stale is teacher of the IT department at theVidzeme University College Latviaand project manager at Riga Technical universityDistance Education Study centre; has higherprofessional education in Computer Systems andexperience in project management in the Phare CBCprogramme in the Baltic Sea Region 2001 project“Achieving Social Inclusion by the Application of E-Learning solutions at College RRC”Marite Kirikova is associated professor at RigaTechnical University, author of more than fiftyscientific publications on information systems andknowledge management, did field research onknowledge management in e-learning at Boise StateUniversity, USA; and field research on enterprisemodelling and requirements engineering at StockholmUniversity and Royal Institute of Technology, Sweden.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200624

CHANGES TO TRAINING AND PERSPECTIVE OF THE TEACHING STAFF FOR THE NEWTECHNOLOGIESAntonio Bustos JiménezDpto. de Didáctica y Organización Escolar,Facultad de Ciencias de la Educación, University of Granada, 18071 – Granada (Spain)E-mail: abustosj@ugr.esKEYWORDSInformation and Communication Technologies (ICT),curricular integration, training.ABSTRACTThe present effort of the Education Administrations inthe field of the New Technologies assumes that morecomputer science equipment is made available to theeducation centres and that there exists a considerableinterest in improving the training of the teaching staff inthis type of emerging literacy and, finally, an increasedawareness of the need for this educational resource.The introduction of the New Technologies ineducation centres opens new possibilities and contributesvery diverse advantages, not only in the direct process ofteaching-learning, but in others. To understand thesepositive and diverse elements, and to spread and presentthem to the parents, teaching staff and pupils will help usto integrate these technologies in the centres (Mir Montes2000). Throughout recent courses one has seen increasedpossibilities for improving the manner of performingdirect tasks with the pupils and the teaching staff.My experiences in the centres in which I have had theopportunity to co-ordinate these types of resources, showthe necessity for an open and dynamic use of the newInformation and Communication Technologies.Furthermore, due to the scarcity of legal and internalguidelines concerning its use and the people who mustmanage it, there is an organisational deficiency, which issolved in many cases, by the generous participation of afew people. The intervention of the teaching staff in thismanner demands much effort and dedication (Rodriguezde las Heras 2003). Therefore, the proposal that Ipresent, part of which has been the stagedimplementation of necessities, argues for the applicationof a management model that tries to provide solutionsbefore the demand occurs at a greater rate than theadministration itself is able to regulate.WHERE IS THE DIGITAL DIVIDE?If we think of the digital divide as the set of socialinequalities produced by unequal implementation of theNew Technologies, this situation results in being unableto take advantage of the benefits that the informationsociety can offer to the more depressed zones, since theycan be the access to a very ample supply of trainingcourses, with the possibility of being able to mount theirown virtual companies with access to internationalmarkets, without leaving their localities. The situationcreates second-class citizens.Without doubt, when this concept is used, it leads to atype of separation produced in underdeveloped societies.This happens in countries like Spain, where one assumesthat, holding 9th place in worldwide development, itwould not occur. When the repercussions and real scopeof the New Technologies are analysed in depth weobserve that, for example, broadband Internet does notarrive at rural nuclei of great geographic isolation,causing an unequal development of these zones thataggravates their differences even more. This creates firstclass and second-class citizens. The inequalities are notcompensated for, but are promoted.If, as Camacho (2005) indicates, this digital dividearises from the social divide, while it is not able tooverturn the efforts in eliminating the social inequalities,the access in equality of conditions to the informationwill be a chimera. In the rural context, if the responsiblecollectives and companies through which the wholepopulation has real possibilities of access, also providinga sufficient degree of literacy in the new technologies, donot tackle the necessary initiatives jointly, the digitaldivide will progressively increase in these sectors ofpopulation.One of the processes to which these underprivilegedpopulations are subjugated is like a lost fight in the effortto compensate their deficiencies. The result, as PerezTapias (2003) indicates, is a "infernal circle": the morethe technology advances in developed sectors ofpopulation, the greater is the disadvantage of the leastmost developed to compete in equality of opportunities,and the more difficult it becomes to overcome thesituation. According to this author, "that which until nowhas been a traditional school is being overrun, and thetechnocratic pressure would make that which would bean elitist education in danger of obtaining partialachievements in comparison with an educational systemthat endorses the principle of equality of opportunities".More concretely, with the bursting in of these newtechnologies and everything they bring, the design of aneducation system conceived as obligatory for all, with thestate school as its vehicle, is seen to be more and moreAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200625

questioned, without us managing, so far, to articulate aneffective defence of both in our democratic societies.On the other hand, the influence of the mass media insociety puts the scholastic institution in constant fear.The lessons established for whose transmission it isdesigned, the roll of the teaching staff, scholastic micropoliticsand thoughts on the content of theapprenticeship, are changing within the framework of thenew situation. The value of the teacher as relating toknowledge diminishes whilst his potential as a mediatorincreases.This demands a reconstruction in the training modelwe will consider below, trying to later obtain educationstrategies that reduce the differences in access toknowledge and information technologies. However, wemust not forget that "it turns out naive to think that itwould be possible to become free of people excludedfrom connection to the Internet" (GilCalvo 2000). Aslong as there are strong inequalities as far as economicand, therefore, cultural levels are concerned, the accessdifferential to the Internet indicates that, faced with thedigital divide, the access in itself is not a sufficientsolution, no matter how necessary it is to overcome theinequalities. Moreover, between the necessary minimumand that which suffices, many conditions if they are notcovered, will make it impossible to surpass the"knowledge gap".Since it is necessary to develop the ability to decidewhat to look for, how to process it and how to use it, it isimportant to remember that "learning based on theInternet does not depend solely on technological skill,but changes the type of education necessary, as much towork with the Internet as to develop the capacity to learnin an economy and a society based on the network"(Castells 2001).The education problem must be seen primarily ashow, over and above what, and of course, why.Computers are sent to the schools in great numbers,without having established why, based on what teachingmethods, in relation to what curriculum, or part thereof.Hence, the teaching staff must decide what to teach itspupils before being able to ask how to teach it. It isnecessary to surpass the "technological obsession"(Capra 1998) that uses the computer like a panacea for allevils, including educational deficiencies.For present day schools, the computers and what theyprovide are very beneficial, but this is not sufficient.Wolton (2000) proposes an education brought up to datefor the present digital world which puts digital excesseson hold and vindicates the role of what it calls "humanintermediaries", who are non other than the teachingstaff. It is a way to reaffirm the new role of the teacher.As it appears to Perez Tapias (2003), "to plan thecapability to manage the new technologies, although,beyond preparing to use the new instruments that theysupport, to educate today also implies preparation to livehumanistically in the world that they are forming". Allthis will not be possible if the new technologies are notbrought into an education system, which focuses oncompatible teaching approaches. In any case, we mustleave behind the myths which can be incurred from oneside or another, and which distort the reality and preventus arriving at a creative and fruitful structure.TECNOPHOBIA, TECNOFILIA, ANDTECNOMANIAAlbert Boadella says we are attending the birth of "anew class of idiot". The type of person who loves tohave all the latest up-to-date gadgets provided by the newtechnology such as DVD, digital camera, computerequipment and games, mobile phones..., without having aserious reason or putting the equipment to good use.Without sharing totally this attitude, we are ledultimately to ask the question why. It is difficult to give acoherent reason for this type of position, because it alsoinfluences the interests that impose the marketing andsocial stereotypes, which, now, prepare people for thechallenges of the information society (technologicalpressure). It is considered that a person who "embracestechnology" is better prepared. It is certain that, asworkers in and with new technology, we consider itspracticality, but it is always necessary to submit it to thesieve of logic.We must not forget that in the services andmultimedia product markets for education, not only theinstitutional directives are followed, but essentially thetraditional and current strategies of marketing andpublicity where the products generated by the marketprevail (Ojeda Castaneda 2003).Rejecting technophobia as the extreme fears ofutopian excesses of the love of technology or even of"technomania" (Perez Jiménez 2000), we can agree thatthe present information society requires critical analysis,from an approach that allows us to understand itscontradictory tendencies, enabling the point of view thatallows us to discern adequately between the values thatare in play in the middle of it all (Perez Tapias 2003).Now there is a frenetic race on the part of theEducation Administrations of the IndependentCommunities to assign a computer to each two studentsbefore completion of the equipment allocations to thecentres. The Frontier Community has been pioneeringthis type of decision. This is a correct estimationalthough sometimes activated only by electoral interests.Nevertheless, once the equipment is at the centres,machines that cost much of the citizens’ money, what useare they? Are they used? How are they used? Oncethey are installed, what do we do with them? It is at thispoint that the training of the teaching staff with respect tothese new resources enters the game, not only thetraining, but also the attitude and perspective that isadopted with respect to their use. There are teachers whoconsider them as a means; others consider them an end inthemselves and those who consider them neither a meansAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200626

or an end, yet none of these attitudes permits theequipment to be taken advantage of. A change ofattitude on this subject is necessary. Studies such asthose of the European Commission (2000) recognise thatonly one third of the teachers feel able to introduce theuse of ICT in their work. Imagine a teacher who has aclass of twenty-five students with twelve computers andwho refuses to use them. The waste is not onlyeconomic, but also educational. Some of these adversepossibilities are avoided by having instructors preparedfor the new society. It is also necessary to select carefullyfrom the market products.The investment effort is considerable and never beforehas the administration been responsible for payments forsimilar projects. Nevertheless, the cost attaches to thematerial and not so much to the training, since suchresponsibility traditionally is in the hands of the CEP,whose infrastructure is being restructured with meanssimilar to those used by teachers in their centres. Theexperts recommend that 30 % of the budget is allocatedto training of the teaching staff (Barquin 2004).For some teachers, the creation of web pages, documentswith text and images by their students constitutes anadvance, and accordingly we can find web pages ofcentres where the work of the students is exposed. Inthis manner, it is thought that an education for the digitalsociety occurs through the greater possible use of the ICTtools, and it is understood to be an advance in thelearning process that a child is able to express himselfusing tools that are a mixture of multimedia and texttools. In parallel with this is the idea of thecompensatory element that supposes families the childrencan use computers in the centre, which they lack in thehome.However, at the same time voices are heard that doubtthe real advance in the matter of innovation and changein the education practices. Now they are in the processof preparing a series of studies that try to discover theimpact of this project on teaching, although somemanifestations can be observed in the web pages of thecentres and in the specific pages of projects (Barquin2004). Most of the teachers are accustomed to the use oftext and exercise books. To face a class in which thecomputer is the go-between demands a revolutionaryreorganisation of the teachers and the strategies oflearning. This, of course, if the computer were always inuse during all the hours of teaching. As such a situationdoes not seem to be expected (nor do we think that it isadvisable), common sense must prevail above all else. Inthis the administration could accept a change in themodel, and the teachers begin to consider seriously thatthe Internet and the computer can help them in theeducation process.The good use and application of ICT in the field ofeducation rests with the people involved in the process,but also with their people in charge. In the manner inwhich these people have to be open to the adoption ofICT and are able to assimilate it, will be possible theadvance towards new and better education models ofgreater quality.ROLL OF THE TEACHING STAFFMariano Fernandez Enguita explains that at thepresent time knowledge does not wait for the educators,because there is such deluge of new knowledge availablefor the pupils that the teacher experiences a gap in histraining, in which he does not update his methods. Theteacher is disadvantaged during this gap and this impliesa super-effort that, as he comments, all are not ready tomake. One of the factors that reduce the incidence of thisgap between what is taught and what could be taught isthe modification of the teaching role. The traditionalforms of teacher performance do not work in the presentframework of the technological school; now more thanever the functions of mediation, guiding, orienting..., arenecessary, rather than to take on an unjustifiable leadingrole in the classroom. The technological means permitadoption of this function, in fact, they demand it.CONDITIONS FOR USE OF TECHNOLOGICALMEANS IN THE SCHOLASTIC CENTERS.RESULTS OF THE INVESTIGATION-ACTIONThe approaching use of the computer on a daily basisin the centres must be controlled by coherency in theprocess programmer. For this the training in the NewTechnologies must be united for harmonisation of thetechnological work within the framework of theprogramming classroom. In the first place, the objectivesand contents, which set the standards of work or designof activities to be realised, have to take form. It is,therefore, essential to know clearly, why it is wanted andwhen it is wanted for use, and hence it is necessary tohave a global vision of the work to be done. Once thesedetails are known clearly, we move to the next phase,searching for the most suitable software to perform thefunctions of the unit and to make or to design activitiesso that the students can work with it. In this phase ofselection, the teacher has to have present the technicaladaptation of the program and the instructions.In this sense, the experience we have gained cutsthrough the ideas in a study of investigation-actiondeveloped in different centres from Primary Education.It shows us that the computer science classroom musthave the following conditions to enable profitable use byall the Community:OPEN. Without privilege in its use. It must be aplace in which students, teachers, and parents areenriched. This three-way training must be establishedsystematically and not of intermittent form. Oncesuitable technical and human resources have beenAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200627

calculated, the supply must be realised completely. Thiscarries with it a constant improvement and update of theknowledge that must be acquired to co-ordinate thedynamics of work with each of the reference groups, but,at the same time, it causes the attendance of marginalgroups that traditionally have been excluded. Now, ICTstill emphasises more the strong relations and tiesbetween education centres, families and communities(the OECD 2001).• With pupils. Using the computer as a tool forlearning and controlled self-learning. Through thismeans of work, the student becomes familiar, if heis not already, with an increasingly necessaryelement in everyday life. As Silva Salinas (2004)advises, "the computer, in addition to being aneducation object, is also used as a tool for thelearning of determined contents, using specificprograms, through a specific methodology".Drawing and writing, scholastic newspaper with theteaching staff, stories, accounts, grammar,mathematical operations... Fitting us to the Infantand Primary centres, exceptions of age in the use ofthe computer do not exist, that is to say, from threeyears of age to twelve. For this, suitableeducational software is used within school hours.Outside school hours, as an extracurricular activity,by use of workshops suck as those on the Internet.• With parents. By means of the introduction, inmost cases. The school of the parents provides ameans by which it assures first choice of the sharededucational opportunities of the centre to thefamilies, furthermore to offer training, which,although basic, can be very useful. The activities ofthis type allow:- Approach of the sector of parents to thedynamics of the centre.- Learning and control of the basic tools tomake profitable use of Internet.- Profitable use of computer scienceequipment acquired in principle only forthe use of the sons and the daughters.- Collaboration with the centre in tasks likewriting of the school newspaper, developmentof projects, computerisation of the AMPA andelaboration of formal administrativedocuments.• With teaching staff. Greater training would benecessary. Training, mainly, so that it reflectspositively on the pupils, so that we use what wehave learned from it. Mainly, and as we have cometo do under control of the Windows or Linuxenvironment, word processors, data bases,spreadsheets, production of slides..., that whichfavours the quality of the teaching work (TeachingUnits, work sessions...), under the control ofeducational information science programs and inthe suitable use of the Internet. If we tookadvantage of the public highway, it is possible toachieve work groups, seminars and training projectsin Centres and in Resource and Teacher Centres.On the other hand, the private route exists, lessused, perhaps because of the cost to those interestedand by its being cut off from the scholastic reality.Nevertheless, why do we take advantage of thistraining? - In order to learn to read and write and touse the computer without which is imagined nodirect benefit to the student? - So that theknowledge is exclusively left in the face of didacticpreparation of the teaching staff? Without a doubtsome exist, the risk of which appears as a maskedindividualistic slope.• DYNAMIC. That it is used to the maximum and inthe best possible manner. It treats resources thathave been obtained through a great economic efforton the part of the administration or by the centreitself and, mainly, are resources of resisted utility inthe education world. In this sense, also it isnecessary to modify the attitudes amongst theteaching staff towards technological means.Previously a part of the teaching staff perceivedthem more as entertainment than as true resourcesfor learning.According to Cabero Almenara (1999), one of thegreat perspectives that the analysis of the newinformation communication technologies adopts in thepresent education centres is the "necessity to count onprinciples and an organisational structure to facilitate theincorporation and its effective use". A key concept inrelation to the management of these resources is the oneof orgdware, understood as a structural component of atechnological system that guarantees its operation. Inthis sense, Montero Montero (2003) points out the needfor headmasters and headmistresses of centres tounderstand problems that adoption of ICT raises, becauseit is probable that its total integration demands changes inthe schedules and structures of the centre, besides havingimplications on the resources.For this reason, in these cases, setting out rules for theclassroom has been necessary. It is essential, mainly, inlarge centres, where the demand of use is high. The bestway of achieving this is by referring internal regulationtexts to Computer science Resources. Thus, a set ofnorms and information for the co-ordinator of themedium are created. This person must be the delegatedauthority, not only a good volunteer, but with power toAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200628

make decisions. It cannot be voluntary work for shortperiods, which is the reason why a suitable hourly rate ofpay is necessary. It is necessary for him to have training,qualification, and knowledge. In addition, resources andspaces for the activities of management and training mustbe allowed for.Moreover, with respect to the training, where andhow? If it is initial, then it needs a good base in theeducation faculties. In addition, the education centresbecome an extraordinary platform for training if there areintelligent management teams, able to facilitate theorganisation of activities like work groups, seminars thatmeet the present plans of the centres, the necessities ofthe teaching staff based on the new educationalassignments... Another option is to use to the teachingcentres, which lately are making the effort to adapt theirmethodologies to the most pressing necessities of theschool.REFERENCESBarquin, R., J. 2004. “La implantación de lastecnologías de la información en la sociedad y en loscentros educativos públicos de la Comunidad deAndalucía”. En Revista Iberoamericana de Educación,nº 36.Bustos J., A. 2002. “El aula de informática al servicio dela Comunidad Educativa”. En La organización de losnuevos procesos de institucionalización de la educación.Antequera (Málaga), Innovación y cualificación y Grupode Investigación AREA.Bustos J., A. 2005. “La Escuela Rural y su profesoradoante el reto de las Tecnologías de la Información y laComunicación”. En Teleaprendizaje y profesióndocente: TIC para una educación innovadora. Madrid,Grupo Anaya.Bustos J., A. 2005. “The rural school and its teachingstaff facing the challenge of the advancing informationand communication Technologies”. En ICTE in regionaldevelopment. Latvia, Vidzeme University College.Camacho, K. 2005. “La brecha digital”. Enhttp://www.vecam.org/edm/article.php3?id_article=135Capra, F. 1998. La trama de la vida. Una nuevaperspectiva de los sistemas vivos. Barcelona, Anagrama.Castells, M. 2001. La galaxia Internet. Reflexionessobre Internet, empresa y sociedad. Barcelona, Plaza &Janés.Gil C., E. 2000. “Internet, Tocqueville y el genio dellugar”. Periódico El País, 14 de abril.Montero M., I. 2003. Los desafios de las Tecnologías dela Información y las Comunicaciones en la Educación.Madrid, Secretaría General Técnica y SubdirecciónGeneral de Información y Publicaciones (Ministerio deEducación, Cultura y Deporte).Mir M., J. Ignacio. 2000. “Organización de undepartamento de tecnología educativa”. En C.Reparaz,A.Sobrino, J.I.MIR: Integración curricular de las nuevastecnologías. Barcelona, Ariel.OCDE. 2001. E-Learning. The PartnershipChallenge/Cyberformation. París, Les enjeux dupartenariat.Ojeda C., G. 2003. Análisis de tecnologías convergentesde información y comunicación en el ámbito educativo.Madrid, Ministerio de Educación y Ciencia (SerieInformes).Perez J., J.C. 2000. Futuro.com. Utopía y paranoia antelas nuevas tecnologías. Mérida, EE.Perez T., J. Antonio. 2003. Internautas y náufragos. Labúsqueda del sentido en la cultura digital. Madrid,Trotta.Rodriquez de Las Heras, A. 2003. “Los grumos de laglobalización”. En I. Montero: Los desafios de lasTecnologías de la Información y las Comunicaciones enla Educación. Madrid, Secretaría General Técnica ySubdirección General de Información y Publicaciones(Ministerio de Educación, Cultura y Deporte).Silva, S. S. 2004. Informática educativa. Usos yaplicaciones de las Nuevas Tecnologías. Coruña, IdeasPropias Editorial.Wolton, D. 2000. Sobrevivir a Internet. Conversacionescon Olivier Jay. Barcelona, Gedisa.BIOGRAPHYAntonio Bustos Jiménez is an investigator in the groupHUM 267 for structure and knowledge of the staff at theUniversity of Granada. He is (at present), two yearsbeyond PhD and has completed his doctoral thesis onnew technologies and the rural school. He has hadresponsibilities as Coordinator of Computer studies in thecenters in which he as worked and has publisched textson management and organisation in these schools. Atpresent he exercices his profession as teacher in a ruralschool in the province of Granada (Spain).Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200629

E-LEARNING EVALUATION USING EDUSA SYSTEMArmands Strazds 1 , Atis Kapenieks 2 , Bruno Žuga 31 Riga Technical University,Distance Education Study CentreKr. Valdemara str. 109-1, 1013 Riga, LatviaE-mail: armands@strazds.com2 Riga Technical University,Distance Education Study CentreAzenes str. 12, 1048 Riga, LatviaE-mail: desc@rsf.rtu.lv3 Riga Technical University,Distance Education Study CentreAzenes str. 12, 1048 Riga, LatviaE-mail: bruno@rsf.rtu.lvKEYWORDSE-learning, non-linear learning, multi-taskingevaluation, ambient usability, quality assessment, e-gesture.Increasing of networking and technology usage likep2p information exchange, advent of mobile ubiquitousknowledge slots, collaborative learning environments,and platforms built upon the e-Technologies andparticularly the m-Technologies (notebooks, PDAs, cellphones, laptop computers, etc.) is a catalyst of learners’generation change. New generation of learners use nonlinearknowledge acquisition methods in multitaskingenvironments. They are learning by googling, chatting,skyping, camfrogging and eventually but not necessarilyreading a book, an electronic manual or printeddocumentation.ABSTRACTThis paper reveals the nature of a new evaluationmethod for multi-tasking learning environmentsimplemented with EDUSA software applicationprototype developed at Riga Technical UniversityDistance Education Study Centre.Series of evaluation sessions were performed usingthe EDUSA system, including data collecting,elaboration of metrics and evaluation of the experimentalresults.According to the initial testing model, adapted withrespect to the requirements of the new technically savvytype of learner, evidence of probability distributioncomposed of a Discovering relative probability curve andLearning relative probability curve was found.THE NATURE AND CHARACTERISTICS OF THENEW TYPE OF LEARNERNew technological environmentsNew type of learnerChanges in society, technology and knowledgeacquisition are accompanied by individualization,avatarization of learners where learners becomeincreasingly “digital” continuously widening the gapbetween them and mainly “analogue” schools.The impersonal mode of operation in open networksleads to the phenomena of multiple electronicpersonalities where one learner can at whish use morethan one personal e-Portfolio. This leads to role-playingeffect that can be successfully implemented withunobtrusive learning environments.New technologies if they become widely acceptedlead to development of new skills, competencies andabilities and ultimately a new type of learner. Wim Veen(Veen 2006) summarizes the crucial characteristics of thenew e-generation of learners as follows:• Integrated scanning skills• Ability to multi-task• Ability to handle discontinuity• Non-linear approaches to learning.The competencies of e-generation cover suchcommunication media and environments as online chatsand forums, MOOS and MUDS, Comic chat,collaborative online groups, mobile / WAP / picture chatsand text messaging, research on the Internet (includinginformation, galleries, web cams, forums, newsboards,Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200630

logs), data and video conferencing (e.g. Netmeeting),Learning Management Systems, dynamic applicationsand other instant communication software (Carr 2003).A NEW APPROACH TO EVALUATING ONLINEAND E-LEARNINGEvaluation automation / Interactions and e-gesturesDaniel C. Dennett defines learning as a matter ofextracting meaning from interactions for use in the future(Dennett 1998). Interactions between users andcomputers occur at the user interface, which includesboth software and hardware, for example, generalpurpose computer peripherals like mouse and keyboard,in m-learning and ambient intelligence environments alsosensors, GPS devices, etc.E-Gestures are already widely used with interactivecomputer games (e.g. mouse-gestures in Black & White).They add intuitive human-like communication levelmaking use of human-computer interface. In broadersense, e-gesture can be defined as any programmaticallyrecognizable pattern of human behaviour performedthrough the human-computer interface as:• Action to create;• Reaction to respond to the specified context.Examples of e-gestures applicable to evaluation of e-generation’s learning process are:• Browsing Gesture: context = evaluation of new m-learning course; learner scrolls the text windowevery 3 seconds or less;• Discovering Gesture: context = (same); learnerscrolls the text window every 3 to 8 seconds;• Learning Gesture: context = (same); learner scrollsthe text window every 8 to 210 seconds;New functionality requirementsEvaluating methods of online, e-learning and m-learning materials should adapt to the new demandcreated by the e-generation of learners. Following newfunctionality classes should be considered according tocharacteristics of learning process:• Evaluation of scanning skills (builds the learner’sinformation scanning and e-gestures’ usage profile)• Environment-wide task-awareness of evaluationsession• Ability to handle discontinuity (by creatingevaluation contexts capable of focusing on one ormore target tasks)• Non-linear approaches to evaluation (requiredesigning of evaluation tools capable to keepingtrack of all possible combinations of learning“lines”)THE NATURE OF THE EDUSA EVALUATIONSOFTWAREEDUSA 1.0 implements the initial set of automationand functionality as a new type of learning materialevaluation methods required by the new type of learner.Paraphrasing Wim Veen’s (Veen 2006) description offour crucial skills of the new e-generation, EDUSA’snature can be summarized as follows:• Integrated system-wide scanning skills;• Ability to follow user’s multi-tasking activities;• Ability to handle learning process real-timediscontinuity;• Non-linear approaches to evaluation.Traditional approaches of assessing the effectivenessof e-learning materialsThere are many already established ways to assess theusability of e-learning materials. Most important of themare: (1) heuristic evaluations, (2) usability tests, and (3)field studies (Miller 2005).Heuristic evaluationsLike in heuristic evaluation, EDUSA is able toidentify potential usability and ease of use issues in orderto resolve them before final implementation.Instead of formal reviewing of the application withexperts in usability and interface design, EDUSA usesspecial algorithms to automatically determine whetherthe application is aligned with user’s requirements or not.Usability testsUnlike the traditional usability tests, EDUSA does notask users to perform specified tasks on an applicationwithin a controlled laboratory environment, although thisoperational mode is also possible.Each user – like in field studies – can choose his/herown most natural environment to evaluate e-learningmaterials: at home, while travelling (with m-learningsolutions), at workplace, etc.EDUSA collects metrics evaluating e-gestures todetermine the level of satisfaction that users have withthe application.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200631

Field studiesTraditional field studies require watching usersinteract with the application in their own environments.Users have to be observed completing the course, eitherin person or via Web or phone conferencing.As mentioned earlier, EDUSA combines elements offield studies and usability tests in order to give user mostconvenient environment while performing the evaluationof his/her satisfaction in the background.Time consuming solutionsMany of traditional e-learning assessment methodsare very time consuming. They often require hours(sometimes even weeks) to perform an evaluation cycle(Shilwant and Haggarty 2005). In most cases, theseapproaches require writing reviews, filling questionnairesor evaluation reports manually.Event Monitor shows graphical representation of (1)selected user participation activities; (2) selected systemresponse activities and/or (3) a value calculated fromparticipation and response data according to the selectedmodel to be described in this paper.Event Log shows time, type, and textualrepresentation of (1) selected user participation events,(2) selected system response events. Evaluator can usethe scrollbar to review each of the Event Log entriestogether with its graphical representation within EventMonitor.Figure 1 shows graphical user interface of EDUSAAmbient Usability Assessment Meter.Expensive solutionsPerson-hours of hired usability experts can be veryexpensive. Traditional non-automated e-learning testingsolutions normally depend on experts’ availability.Technology loaded solutionsMaking interviews and the subsequent audio/videopost-production requires usage of correspondingtechnology (video cameras, microphones, tape recorders,etc.). Only well equipped highly professional usabilityevaluation labs have the necessary means to produce thatsort of good quality materials.New approach of assessing learning tasks for multitaskinglearners using EDUSAIntegrated system-wide scanning skillsEDUSA evaluation method emphasizes the organicand functional relation between all parts (tasks) and thewhole system (in broader sense – human, computer andsurrounding ambience).EDUSA acts task independently at the very core ofthe operational system. It connects to the humancomputerinterface to scan all the communicationbetween user and system. The resulting information issearched for programmatically recognizable patterns ofhuman behaviour (e-gestures) and used to identifylearner’s subjective satisfaction with the learningmaterial. Optionally EDUSA can build and exportlearner’s profile that can be later used with other multitaskingevaluation sessions.Figure 1. EDUSA Ambient Usability Assessment Meter.Display at the top of the screen shows the real-timevalues for (1) weighted cumulative value of userparticipation and system response values, (2) degree ofuser participation, (3) degree of system response, (4)current session time and (5) current Event Monitor time.File menu is used to access functionality forloading/saving the (1) environment parameters, (2) userprofiles and (3) session log files.Tools menu is used to access functionality for (1)creating/editing hotspots (evaluator-defined areas insidetask windows that can capture specified user activities),(2) analyzing currently loaded session and (3) generatingsummary (currently in MS Excel file format).Help menu is used to access software documentationand client support files.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200632

Ability to follow user’s multi-tasking activitiesEDUSA analyzes all user and system activities withall tasks learner participates in during the evaluationsession and combines the results with respect to theparticipation levels in every single task.Figure 2 shows ordered lists for four levels of userparticipation in different tasks together with degree ofparticipation in each task.analyze the overall efficiency of learning process“orchestration”.E-Gestures implementation in EDUSAEDUSA currently implements the following set of e-gestures:• User e-gestures: (1) Browsing (2) Discovering (3)Learning (4) Logged off;• System e-gestures: (1) Productive action (2)Unproductive action.Figure 3 represents user e-gestures linked to a timescale. S1 to S4 are called Decision Slots.User e-gesturesFigure 2. EDUSA - Multi-tasking learner’s participationlevels.EDUSA Usability Analyzer allows also viewingordered lists of productive/unproductive peripheral(mouse, keyboard), hardware (CPU, memory) andsoftware (learning tasks, hotspots) activities.Figure 3. e-gestures / Decision slots.Another way to represent e-gestures is shown in figure 4.Ability to handle learning process real-timediscontinuityDuring the evaluation session, EDUSA writes everytask-related action to a XML log file. This way it canhandle both continued and discontinued learning sessionswhile analyzing the recorded data subsequently. EDUSAhas the ability to reconstruct discontinued learning tasksand analyze them by putting in different evaluationcontexts (task scopes, e-gesture sets, etc.).Non-linear approaches to evaluationEDUSA is aware of all learner-computer interactionsprovided by the interface. This allows evaluation of bothlinear and non-linear learning sessions.EDUSA logs learner’s connection times, return ratesand idle times per task window. It keeps track of allpossible combinations of learning “lines” and is able toFigure 4. e-gestures / Decision tree.Figure 4 shows the decision tree learner uses to decideif Learning Screen (LS - page, slide, window scrollregion, etc.) is useful. After entering the LS learnersearches for Good Content Indicators (GCI). GCIs arehighly context dependant. The main context buildingcomponents are: (1) learner’s type characterized byAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200633

learning skills and attentional parameters and (2)material’s type characterized by interactivity parameters(game-like material, reading/viewing material, etc.).E-Gestures and Good Content IndicatorsGood electronic learning materials have (1) goodcontent and (2) good content organization (navigation,design style guides, etc.).Strategies of finding good content are very differentfor each learner. Learners have different knowledge,different skills, different learning objectives, differentlearning paths, and different positions within theparticular learning path. All this must lead to varyingperception of what a good content (1) for a specificstudent (2) at a specific time actually mean?As the victory march of smart and fast Internet searchengines has shown, the most commonly used techniqueof finding good content is using keywords. Therefore,keywords are probably the today’s top ranked GoodContent Indicators. But as presumably every googler hasnoticed not every GCI points to a really valuable content.Table 1 shows how EDUSA’s interpreter processesuser’s e-gestures.DecisionSlot Nr.Table 1. Interpretation of e-gestures.e-GestureDescription of impliedUser actions1 Browsing 1. User has entered a newLearning Screen (LS -page, slide, window scrollregion, etc.)2. User browses the LS forGood Content Indicators(GCI)3. User finds no GCI4. User leaves the LS2 Discovering 3. User finds GCI4. User evaluates GCI’s ifthere is really good contentbehind them5. User finds no goodcontent behind the GCI6. User leaves the LS3 Learning 5. User finds good contentbehind the GCI6. User consumes goodcontent = learns (readstext, views image or video,explores diagram, etc.)7. After learning userleaves the LS4 Logged off 7. After learning user doesnot leave the LS (gone fora coffee break?)EXPERIMENTAL RESULTS OF E-COURSEEVALUATION USING EDUSAFigure 5 shows the experimental data and calculatedrelative probability of participation intervals ininteractive multimedia e-course SQL Fundamentals usingEDUSA method: 1 – Learning curve, 2 – Discoverycurve, 3 – Additive curve (Discovery curve + Learningcurve).Figure 5. EDUSA measurement of e-course delivery -relative probability of observation intervals in interactivemultimedia e-course SQL Fundamentals.Log file data for the subsequent measurements wererecorded during the testing session in Liepaja Academyof Pedagogy/Latvia with 25 participants.The subject for tests was SQL Fundamentals e-coursedeveloped at Riga Technical University DistanceEducation Study Centre.Participants explored units 1 to 6 from altogether 14course units. Browsing the web, reading e-mails, chattingand similar multi-tasking activities were explicitlypermitted.Measurements were calculated using time intervals of250ms. In order to interpret the results, user participationevents (interactivities with computer: mouse clicks,mouse move events, key press events, etc.) wereevaluated.Experimental data shows the presence of twoprobability distributions. Participation events withinshorter time intervals, approx. 3 to 8s, were interpreted asDiscovering events (see: Discovering curve, Figure 5),participation events with longer time intervals, approx. 8to 25s, were interpreted as Learning events (see:Learning curve, Figure 5).Additive curve was calculated to assess the selected 2-components model of multi-tasking evaluation accordingto the recorded data. Both components were described asnormal distribution curves that allowed goodinterpretation of the results of experiment.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200634

CONCLUSIONSEDUSA method gives us a tool to measure relativeprobability of user participation intervals in interactivemultimedia e-courses in multi-tasking environments.Participation probability is cumulative value ofDiscovering curve and Learning curve relativeprobability.Given the large investments organizations are makingin online training, and the unique needs of non-linearmulti-tasking learners, it would be prudent to address theusability of m-learning applications for this extremelylarge emerging target group.Doing so will help ensure that such users can actuallyaccess the necessary material, have optimal levels ofsatisfaction with the learning experience, and enable theorganization to maximize its m-learning investment.To our knowledge most of the traditional approachesof assessing the effectiveness of e-learning materials arenot oriented to target the new e-generation of learners,especially their non-linear multi-tasking abilities.This is why we consider the EDUSA-approach moresensitive to the skills and competencies of the newlyemerging technically savvy media aware learners thanmost of the traditional evaluation methods.The piloting results of EDUSA system allow us toconclude that it will be probably better able to assess theeffectiveness of materials/learning tasks for multi-taskinglearners than most traditional approaches.Specifically, we expect that the high degree ofunobtrusiveness through extended automation and usageof advanced e-gesture interpreters could contribute toacceptance of evaluation systems of this kind in the nearfuture.REFERENCESVeen, W. 2006. Teaching the media generation, Copingwith Homo Zappiens.Dennett, D.C. 1998. Brainchildren, Essays on DesigningMinds.Miller, M.J. 2005. Usability in e-Learning.Carr, J. 2003. Communication through The LearningPlace.BIOGRAPHYArmands Strazds is the European Commission’s NEMVision group expert from Latvia. Since 2003, he is theDirector of ZIME Foundation, vice-president of theEnvironmental Education Foundation ‘Keep LatviaTidy’, member of IEEE and Latvian InformationTechnologies and Telecommunications Association(LIKTA). He is lecturer and researcher of Riga TechnicalUniversity and currently works on his doctoraldissertation about ubiquitous e-learning.Atis Kapenieks has education in Physics and PhD fromUniversity of Latvia. He is Director of Riga TechnicalUniversity Distance Education Study Centre.Experienced in IT, Research, e-learning andadministration, Director of Department of HigherEducation and Research, Latvian Ministry of Educationand Science 1991-1997.Dr. Atis Kapenieks has participated in more than 20international e-learning development projects in Europe.Over 60 publications on physics, 6 publications on highereducation and research policy, 15 on Internet andMultimedia applications in e-learning. Current scientificinterest: virtual learning environments, multimediaapplications e- learning and regional development.Bruno Zuga has MSc degree in Electronics andTelecommunications engineering from Riga TechnicalUniversity (RTU). Bruno Zuga is author or co-author ofmore than ten international publications in e-learning andmultimedia. At present, he is a PhD student at RTU. Inessence the research topic deals with question “Howexactly technology supports learning?” the approach ismultidisciplinary. Besides his studies, Bruno is workingat RTU Distance Education Study Centre. He hasparticipated in about 20 national/international e-learningand knowledge management projects. He likes his workand enjoys almost every aspect of it, especially the onethat involves international collaboration.Myers, B.A. 1996. A brief history of Human ComputerInteraction Technology.Shilwant, S., A. Haggarty. 2005. Usability Testing for E-Learning.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200635

NATURNET PORT – NEW SOLUTION FOR E-LEARNING AND M-LEARNING IN SUSTAINABLEDEVELOPMENT BASED ON INTEROPERABLE WEB SERVICESKarel Charvat 1 , Petr Horak 1 , Peter Barz 2, Harald Stelzl 3 , Alexander Almer 3 , Markus Jochum 4 , Maris Alberts 51 Czech Centrum for Science and Society, Praha 150 00 Czech Republic2 Environmental Network, Aboyne AB34 4TJ, Scotland, UK.3 Joanneum Research – Institute of Digital Image Processing, Graz A-8010, Austria4 Ludwigs Albert University, Freiburg 79085, Germany5 Institute of Mathematics and Computer Science, University of Latvia, Riga LV-1459, LatviaKEYWORDSSustainable development knowledge management,elearning, qualitative reasoning, metadata, thesaurus.ABSTRACTNaturNet-Redime develops educational programmestowards implementing the European Union’s Strategy forSustainable Development (SSD). The prototypetechnology produced demonstrates the utility of ourapproach for developing educational programmes thatincreases understanding of sustainable development andthe tools used to make decisions that affect sustainabledevelopment. Example content stresses awareness ofenvironmental, economic, and social factors. Asrecognized by the SSD, this increased understanding willallow more informed and equitable decisions to be madeby increasing public involvement in the decision-makingprocess. All educational; materials of the project will beavailable via the NaturNet-Redime web portal, whereusers will find appropriate learning objects to lead themthrough the learning process. Interaction with end usersthroughout the project provides feedback to the projectpartners to ensure that the tools are optimised.INTRODUCTIONThe main concept of Sustainable Development (SD)is development that meets the needs of the presentwithout compromising the ability of future generations tomeet their own needs (United Nations, 1987). SD thusaims to balance the effects of the interactingenvironmental, social, and economic systems. TheEuropean Strategy for SD tries to distribute and inculcatethe concept of SD and supports particularly electronicmedia such as the Internet that offer new ways oflearning to promote better understanding of thosedependencies among citizens. Existing SD informationresources on the Internet focus from the local to thenational, supra-national and global levels and arecharacterized by their sheer quantity – a search for theterms “sustainability” and “sustainable development”alone generates several million resources on the Internet.With sub-topics such as SD in agriculture, forestry,environmental science, politics, economics, urbandevelopment etc., as well as items in other languages andmedia, these numbers increase exponentially. Theseresources call for organisation, and focussedpresentation, as the complexity and comprehensivenessof the subject require the new user to show somedetermination to actually get to them and spend sometime learning how best to utilise them.The general objective of NaturNet-Redime (NNR) isto support the European Strategy for SD by improvingknowledge about all aspects of sustainability and provideeducation mainly about the social, economic, andenvironmental tools for the implementation of the EUStrategy on SD at both EU and international levels. Thereare two main approaches of the NNR project, whichoriginate from the two proposals that have merged tocreate the combined project. The first an interoperableInternet architecture, which focuses on innovativepresentation of different tools and data sources forlearning about sustainability. The second is learningthrough modelling, where learners develop a deepunderstanding of causes and effects by developing andexploring models of SD situations using QualitativeReasoning. Both approaches will be accessible to thepublic via the NNR portal (www.naturnet.org).SUSTAINABLE DEVELOPMENT AND E-LEARNING SUSTAINABLE DEVELOPMENTSD is adaptive, continuous and has no fixed endpoint.SD tends to be most focused on situations where jointaction is needed to ensure the common good for presentand future generations. In addition, since interventionsinvolve the creation, identification and, above all,societal sharing of risks that scientific and other expertisecannot reliably predict or prevent, they have added astrong impetus towards wider public participation indecisions on SD. The result of such factors is that SD hasa strong collective element in it, and the capacity ofsocieties for such collective action is an important factorAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200636

in successful SD. Given this situation, societies,organisations, or individuals cannot autonomously definewhat constitutes a sustainable future or a sure pathtoward it. They have to jointly learn their waycontinuously towards such a future. The capacity of asociety for such joint learning, often termed “colearning”or “social learning” is a key element ofsuccessful SD, tackling the fundamental question of“What are we going to do next?” The required paradigmshift to SD thus requires changes in awareness, values,purposes, and identity. SD resource sites cover sitesaimed at varied target audiences from school children tothose professionally involved in the field. The leastcatered for audience would appear to be the general adultuser with lower-level academic skills. The content designof the NNR portal clearly will need to be adapted to therequirements of these target user groups.E-LEARNING STANDARD AND PLATFORMNNR adopted a ground-up strategy of developing thee-learning environment for the SD content. At thebeginning, a standardisation in the e-learningtechnological field was looked for. From the first glance,it was realised that this part of the research work will befar more complicated than anticipated. The status of thecurrent e-learning standardization is rather confusing. Inthe last few years, e-learning software has achievedcomplex structures by integrating a large number ofadditional functionalities. The most widespread standardsfor the e-learning platforms are: IEEE LOM Metadata,IMS Packaging, AICC RTE, and SCORM. SCORM wasconceived as a reference model for the first three andother specifications. In fact, what SCORM is offering isinteroperability by using its own reference model tointegrate different standards conceived by differentvendors and developers. Judging by the number of the e-learning platforms compliant with SCORM, incomparison with the other standards, we can concludethat increasingly vendors are interested in usingSCORM. As a result, an algorithm was developed for theselection of the intended e-learning platform. Within theselection, criteria are included: standardisation, licencetype, development language, database type in use, etc.The NNR consortium decided that the best platformfor the project would be ILIAS. A tool is compliant withthe SCORM standard and a powerful open sourceLearning Management System (LMS). ILIAS reachedthe LMS-RTE 3 level and therefore provides theindependent reutilisation of content.LEARNING ABOUT SUSTAINABILITY ONLINENNR aims to distribute the concept of SD through theInternet by providing innovative tools and web services.The concept of SD will be demonstrated on example usecase scenarios in test regions associated to the NNRproject and on European scale as well. The scenarios areembedded in an e-Learning environment that guides theuser through structured use case modules.The focus is set on the visualisation and use ofgeographical data since the environmental pillar of SDhas a strong geographical relationship. Geographicalinformation is presented in 2D by the open sourceMinnesota Map Server that will be implemented into thee-Learning platform ILIAS. In addition to that, this datawill also be accessible by a 3D viewer that providesadditional information about the terrain. These courseswill be established for each region presenting the specificchallenges towards SD. For all the regions, geographicaldata of various kinds is available and alreadyimplemented on the web server. Economic development,in terms of industrial growth or just the increase of urbanarea can have negative effects on the environment andthe society if it is not supervised on a large scale.Environmental planners need to have appropriate toolsfor sustainable area management that providesinformation about the effects on the environmentbeforehand. For this reason a NNR specificSustainability Impact Assessment, based on theprinciples of the Environmental Impact Assessment, willbe available as learning module. The aim is to sensitizethe user to anthropogenic development projects and itsvarious side effects concerning environmental, social,and economic parameters. The module will containinteractive matrices that enable the user to rate the impactfor every single parameter. In this context, the geodatawith environmental, social, and economical relationprovide the needed information for that assessment. Inaddition to the application in the web portal, mobiledevices will be applied outdoor in order to verify and/oradd actual data to the database of the system.NATURNET-REDIME PORTALThe NNR portal objective is to provide a structure fordescribing data related to SD. This system will:• Provide data producers with appropriateinformation to characterize their data properly.• Facilitate the organization and management ofmetadata for sustainable development data.• Enable users to apply sustainable developmentdata in the most efficient way by knowing itsbasic characteristics.• Facilitate data discovery, retrieval, and reuse.Users will be better able to locate, access,evaluate, purchase, and utilize sustainabledevelopment data.• Enable users to determine whether sustainabledevelopment data, in a holding, will be of use tothem.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200637

METADATA AND CATALOGUEA revival in awareness of the importance ofgeography and how things relate spatially, combinedwith advancements in electronic technology, has caused aworldwide expansion in use of digital geographicinformation and geographic information systems (GIS).People from a wide range of disciplines outsidegeographic sciences and information technologies areincreasingly capable of producing, enhancing, andmodifying digital geographic information.A Catalogue is simply a collection of 'entries' that isorganized to assist in the discovery, access, and retrievalof geospatial resources that are of interest to the user,especially when the user does not know the existence orwhereabouts of the resource. Being a collection ofcatalogue entries, a catalogue should be able toenumerate each of its entries, and should allow entries tobe added or removed. It should also support queries thatwill enable the user to obtain entries of interest based onspecified criteria.The important task of NNR portal is to supportcombined search for spatial and non-spatial information.Therefore, the decision was to implement two systems,which combine ISO19115 standards for spatial data andDC for non-spatial data.The solution is based on MIcKA metadata systemdeveloped by HSRS (member of OGC) (see Figure 1).For the search of textual, multimedia and educationalcontent, projects and tools, the Dublin Core metadatamethodology that is implemented in the MIcKAcatalogue system will be used. The specific profiles ofDC metadata will be prepared for information searches.The integration of a Thesaurus (AgroVoc) and Gazetteersbased on NUTS 5 European level supporting localisationof information is recommended. For the search forGeospatial information, the ISO19115 metadata model(respective implementation scheme 19139) that isimplemented in MIcKA will be used.Figure 2. Map Designer layout.The following part of the catalogue is Map DesignerMapMan (see Figure 2) supported:• Search for spatial data (see Figure 3);Figure 3. Spatial data search in MapMan.• Definition of the composition of spatial data(see Figure 4);Figure 4. Spatial data processing.Figure 1. MicKA catalogue system.• Storing of this composition as an application ofMapServer.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200638

SPATIAL INFORMATIONFor the visualisation of spatial data, the open sourcesoftware MapServer, developed by University ofMinnesota (USA) within the frame of a NASA grant, isused. The MapServer output is a raster map in GIF, PNG,JPG (for Internet browsers of personal or pocketcomputers) or WBMP formats (for mobile phonessupporting WAP), and optionally PDF or GML vectorformat. Our applications use the wide range ofpossibilities provided by MapServer. Two clients areimplemented. For professional work, it will be JavaScript clients. For the work of non-specialists and forintegration with e-learning application, a DHTML clientwill be used.E-LEARNING PLATFORMNNR aims to promote the concept of SD through theInternet by providing innovative tools and web services.The concept of SD will be demonstrated throughexample use case scenarios in test regions associatedwith the NNR project as well as at the European scale.The scenarios are embedded in an e-learningenvironment that guides the user through structured usecase modules.The focus of this part of the NNR project isvisualisation and use of geographical data since theenvironmental component of SD has a stronggeographical relationship. Geographical information ispresented in 2D by the open source Minnesota MapServer that will be implemented into the e-learningplatform ILIAS. In addition to that, this data will also beaccessible by a 3D viewer that provides additionalinformation about the terrain.These courses will be established for each test regionthereby presenting the specific challenges for SD. For alltest regions, a variety of geographical data is availableand already implemented on the web server. Economicdevelopment, e.g. in terms of industrial growth or just theincrease of urban areas, can have negative effects on theenvironment and society if this process is not managed.Planners require appropriate tools for the sustainablemanagement of geographic areas that provideinformation about the potential effects on theenvironment in advance. For this reason a NNR-specificSustainability Impact Assessment, based on theprinciples of the Environmental Impact Assessment, willbe provided as a learning module with the aim tosensitize the user to the potential impacts of physicaldevelopment projects with regard to their environmental,social and economic parameters. The module will containinteractive matrices that enable the user to rate the impactfor each parameter. In this context, the geodata withenvironmental, social, and economic relation provide theinformation required for such an assessment. In additionto the application in the web portal, mobile devices willbe applied in an outdoor environment in order to verifyand/or add actual data to the database of the system.3D-PRESENTATION OF SPATIALINFORMATIONAccording to the requirements of the project a realtimelandscape visualisation that allows the integration ofadditional multimedia information was realised. Nolicense cost, as well as the technological possibilities andthe performance were the main reasons to select theShockwave3D solution for the real-time visualisationmodule. The 3D-presentation of spatial data is animportant and impressive part of the informationpresentation in the e-learning applications. The 3Dpresentationconsists of a 3D-viewer, which is very easyto handle, and which shows the three-dimensional spatialdata models to the user. This 3D-viewer is developedusing Macromedia Director 8.5.Figure 5. Shockwave3D solution for spatial datapresentation.The 3D-models are built up from existing geo-datasources using standardised web-services for the geo-dataexchange. Figure 5 shows a prototype of the 3D-viewer,which contains navigation elements (pan / zoom / rotate)as well as an overview map and additional informationbuttons (Almer et al., 2004).INTERACTIVE MULTIMEDIA EVENTSOne of the NNR project goals is to build a simple andflexible portal component which: provides organizingand conducting of multimedia events where participantsare allocated remotely; uses Internet as a tool via userfriendly NNR portal interface; uses inexpensive andwidespread hardware and software components.A multimedia event allows individuals or groups tomeet face-to-face in real time to interact andAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200639

communicate via portal using video, audio, and text. Thefollowing multimedia events are proposed: lecture –teacher is giving knowledge to students; round table – allactive participants are equal; moderated discussion –moderator is supervising the discussion.Not to limit the number of multimedia eventparticipants, only a part of speakers are showncontinuously but others speak one at a time when theyare entitled to. Those from the audience who want to takean active part in multimedia event should be equippedwith hardware and software means for audio/videostream creation and transmission. In all cases there maybe need to show documents. Sometimes it may be donein the same window showing the speaker, sometimes –for convenience/better quality/or some other reason – itmay be done in a special document panel showingpicture from a separate video stream. Technicalcoordinator who supports the event while it runs preparesall multimedia events.The presentation on this device (see the Figure 6)includes the following information levels andfunctionalities:• General information about e-learning scenarios(multimedia data); display of different types ofmaps;• Visualisation of objects on the map and their detailsincluding multimedia content, such as pictures,movies and sounds;• Display lists of objects with filter-capabilities;visualisation of the current GPS-position if availableand display objects within a user-defined distance.Data acquisition is realised by the followingfunctionalities:• Record tracks and points via GPS while being in thefield and linking of photos or voice notes recordedwith the PDA to those objects;• Keeping a digital, location aware, personal diary ofyour trip.MOBILE APPLICATIONSThe mobile applications are developed for a PDArunning “Microsoft Pocket PC 2003”, or higher, incombination with a GPS functionality (Almer et al.2003). This device fits well for the presentation of e-learning content and for the presentation of spatial data.Cartographic and object data can be added offline to thePDA or can be installed by downloading packages fromthe Internet. These packages can be configured online,giving the user the chance to define which maps, regionsand types of object data he wants to download,depending on his needs, bandwidth, and available storagespace on his PDA. The functionalities of the mobileapplications can be divided into the presentation- and thedata acquisition-part.CONCLUSIONSThis paper described the general objectives of theNNR project. These are the provision of a web portal forthe improvement of knowledge and the provision ofeducation concerning all aspects of SustainableDevelopment. The project will further develop anddemonstrate prototype technology and educationalprogrammes towards implementing the European Union'sStrategy for Sustainable Development.ACKNOWLEDGEMENTThe presented activity is supported by the 6 thFramework Program Specific Target Research ProjectSUSTDEV-2004-3.VIII.2.e 004074 NaturNet-Redime“New Education and Decision Support Model for ActiveBehaviour in Sustainable Development Based onInnovative Web Services and Qualitative Reasoning”.REFERENCESAlmer A., Schnabel T., Schardt M., Stelzl H. 2004. Real-Time Visualization of Geo-Information Focusing onTourism Applications. ISPRS WG V/6 - Visualizationand Animation. 18-20 November 2004, Pitsanulok,Thailand.Figure 6. PDA use for navigation and spatial datavisualisation.Almer A., Luley P., Nischelwitzer A. 2003. LocationBased Tourism Information Systems on MobileMultimedia Devices. GNSS2003 Global NavigationSatellite System – Graz, 22-25.04.2003.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200640

MOBILE TECHNOLOGIES USE IN SERVICES DEVELOPMENT AND TRAINING IN LOGISTICSINFORMATION SYSTEMSEberhard Bluemel 1 , Egils Ginters 2 , Atis Kapenieks 3 , Leonid Novitsky 4 , Ilmars Slaidins 31 Fraunhofer Institute for Factory Operation and Automation, Magdeburg, GermanyE-mail: eberhard.bluemel@iff.fraunhofer.de2 Vidzeme University College, Valmiera, LatviaE-mail: egils.ginters@va.lv3 Riga Technical University, Distance Education Centre, Riga, LatviaE-mail: desc@rsf.rtu.lv4 Riga Technical University, Division of Applied Systems Software, Riga, LatviaE-mail: idc@balva.lvKEYWORDSLogistics Information Systems, e-learning, m-consultation, m-Work, mobile technologies.ABSTRACTThe rapid development of the modern knowledgebasedeconomy determines the use of advancedinformation processing and control systems, which havegreat impact on quality of provided logistics andtransportation services. Quick changes of Information &Communication Technologies and Electronics (ICTE)ask for reducing the training time and regular upgrade ofknowledge and skills.The LOGIS projects set started in 2000 was aimed tosolving the problems mentioned above providing e-learning and m-consultation possibilities using Webbasedsolutions and cellular GSM/UMTS networks.The eLogmar-M project started in 2004 was parallelintroduction of gained experience in servicesdevelopment based on mobile technologies use, but newEU funded projectVPD1/ERAF/CFLA/05/APK/2.5.1/000078/038PUMPURS is aimed to generalizing the knowledge ofdifferent areas obtained before and elaboration therecommendations for mobile technologies use in learningand training development.achievements of ICTE in transportation systems. Takingthese factors into, it was decided to launch the first stepLeonardo da Vinci project LOGIS LV-PP-138.003(2000-2002) “Long-distance tutorial network in“Logistics Information Systems” based on WEBtechnologies” (Ginters and Krecere 2003) and work outlectures, and training course on Logistics InformationSystems printed and e-learning form (seehttp://www.teachsys.com or http://www.logis-edu.com).However, technology pressure is very high, and it asksfor regular retraining of specialists.The 2001 Annual Report of the European Foundationfor the Improvement of Living and Working Conditionsindicated that more than 2 in 5 workers said that they donot have enough time to do their job. In reality, thismeans that they also do not have enough time to upgradetheir knowledge in the traditional way – in the classroom.Typical e-learning forms solve this problem onlypartially because is not a big difference to read the bookor to study this material in electronic form with orwithout Internet access. Therefore, to reduce trainingtime the Vocational Education Training (VET) methodsmust be modified. It was the main task of the next stepLeonardo da Vinci project LOGIS MOBILELV/04/B/F/PP-172.001 “Competence Framework forMobile On-site Accelerated Vocational Training inLogistics Information Systems” aimed to introduction ofm-training and m-consultation forms based on mobilecommunications.INTRODUCTIONThe experience acquired during previous projects:INCO Copernicus Programme AMCAI 0312 (1994-1997) and DAMAC-HP PL976012 (1998-2000)approved lack of interdisciplinary knowledge of logisticsmanagers and data processing systems administrators.Only some logistics managers demonstrated enoughICTE skills. Otherwise, data processing networkadministrators often were incompetent in logisticsprocesses. This affects the introduction of modernFIRST STAGE IN LOGIS DEVELOPMENT – E-LEARNINGWithin the framework of the Leonardo da Vinciprogramme project LOGIS LV-PP-138.003 (2000-2002)(Ginters and Krecere 2003) that involves experiences ofboth universities and transit companies the task how toprepare specialists for solving problems in analysis,design, and exploitation of logistics informationprocessing systems was explored.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200641

In order to accomplish the project work packagesCFLI (Italy), University of Genoa (Italy), the Universityof Technology of Delft (The Netherlands), LinköpingUniversity (Sweden), Latvian Intelligent Systems, Ltd.,Latvian Transport Development and EducationAssociation (LATDEA), Riga Technical University(Latvia), Ventspils College (Latvia) and VentspilsFreeport Authority (Latvia) were invited.All project participants were divided into two maingroups. The first working group included specialists,which regarded logistics as technical system from ICTEpoint of view – “Technicians”. The second groupunderstood the logistics system more from the viewpointof business processes – “Businessman’s” (see Figure 1).Figure 1. Structure of the LOGIS project framework.Each working group contributed to the project results,as well as evaluated other working group’s results. It wasthe only way, how to reach cooperation betweenspecialists who comprehend the same question different.On the other hand, professional association LATDEAand logistics consortium CFLI evaluated socialimportance of the results and influence to the branchoverall. As the project was interesting, external (silent)partners from Otto-von-Guericke University Magdeburg(Germany) and Vidzeme University College (Latvia)joined the working group and greatly contributed to theproviding of the project additional value.The programme of the training course:• Involved overall principles of architecturalanalysis and design of logistics informationprocessing systems;• Provided insight into description of physicalstructure of a goal system, emphasizingcommon features and differences of software, aswell as hardware elements and topology variety;• Described possibilities of the Internettechnologies and e-commerce techniques usedto improve the quality of business processes;• Examined modern simulation means, includinguse of different techniques in LogisticsInformation Systems research;• Analysed use of Global Positioning Systems(GPS) and Geographical Information Systems(GIS) to control transportation fleet;• Presented examples of existing LogisticsInformation Systems and elements.Besides development of the lectures course, laboratoryassignments and e-learning material were created.In order to ensure successful dissemination andimprovement of the prepared material, convenient e-Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200642

learning environment (Learning Management System(LMS)) was necessary:LMS = R, K , K(R).The following requirements ( R)were laid down for it:• Automated course generation and e-learningmaterial preparation possibilities;• Textual and multimedia content;• Customers self-registration and data protection;• Tests generation;• Test questions databases set generation;• Cross linking of databases;• Automated multi-session examination;• Remote Web content management;• Variable search options and reports generation;• Multi-course management.Each selected LMS was evaluated by the followingcriteria ( K ):• Belonging to the open source and freewaresolutions;• Convenient maintenance;• Affordable price.Unfortunately, it should be pointed out that not onlyfive years ago, but also now, it would not be easy to findsuitable LMS (EduTools 2006), which would conform tothe abovementioned requirements. Therefore, thepartners elaborated their own cost-effective LMS (seehttp://www.teachsys.com) allowing to save money andintroduce necessary modifications in short time limits.DM of LMS TeachSys isbased on relationships of five data sets (see Figure 2):Datalogical model ( )DM = LM , Questions,C DB , Test,Exam, whereLMcourses;QuestionsCDBcourses;TestExam- e-learning material of different- total set of test questions;- test questions data bases of different- test questions data sets;- examination questions sets.Figure 2. Datalogical model of LMS TeachSys.It is possible to consider that:TestU Jn ∨ Examl⊂j =1CDB j⊂ QuestionsIn order to check the knowledge the total test questionsset Questions is used. Using Questions ispossible to generate the separate test questions databasesC of different training courses. The relationshipsDB jAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200643

existing ensure questions exchange among thesedatabases. Usingquestions setCby e-learning participants.DB is possible to generate the testjTest n , which are permanently accessibleExamOtherwise, examination questions set l isgenerated only to examination time and are accessibleonly for authorized audience during the examinationsession.Figure 3. LMS TeachSys layout.The layout (see Figure 3) of LMS TeachSys isforeseeable and unpretentious. Any step of examinationthe student sees the time remaining. The system ensuresgathering the testing and examination results for manyshots, allowing observing of the applicant’s knowledgedeveloping.It was the first step of e-learning tools development fortraining on Logistics Information Systems (see Figure 4).Figure 4. Substantial innovation – first step in LOGIS project development.During the first step the content development wereimplemented and Web-based environment for learningmanagement were created. The practice affirm thetopicality of the direction selected, because if six yearsAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200644

ago only some curricula on Logistics InformationSystems could be found then today more than onehundred different training and learning activities arerelated with this direction.LMS customer’s database shows that during last threeyears more than 6500 users were attended the trainingWeb site. Now the project results are disseminated tomore than 25 countries of the world.MOBILE M-CONSULTATION – BASEMENT FORSECOND STAGE E-LEARNINGQuick and rapid changes in technologies are typicalfor developing knowledge society. Mostly these changesare related with introduction of the latest achievements ofICTE. Important changes in mobile and wirelesstelecommunication technologies reduce service costs andexpand the coverage of cellular networks. It givenpossibilities to apply Personal Digital Assistants (PDA)or Pocket PC in m-training. However, application area islimited due to screen size. Therefore, PDA would bedifficult to use in situations with big amount of the studymaterials. However, mobile terminal or PDA can besuccessfully used for information update needs.The functionality of the mobile phones during lastyears becomes similar to computer. Today only twoobstacles restrict convenient use of mobile phones foreducational needs. These are limited screen size anddeficient capacity of batteries, which are valid for typicalphone functions, but unsuitable for complete handheldcomputer and GPS receiver functions transfer to cellularphone maintaining the same level of comfort andefficiency of costs. However, it is the question of closefuture, therefore at the second stage of e-learningdevelopment on Logistics Information Systems themobile cellular technologies have been introduced.Figure 5. Combined VET - e-learning with m-consultation.The LOGIS MOBILE LV/04/B/F/PP-172.001“Competence Framework for Mobile On-siteAccelerated Vocational Training in Logistics InformationSystems” project joining participants, who coming fromLatvian Intelligent Systems, Fraunhofer-Institute forFactory Operation and Automation (Germany), Otto-von-Guericke University of Magdeburg (Germany),Autonomous University of Barcelona (Spain),Polytechnical University of Catalonia (Spain), MettleGroup (France), Klaipeda University (Lithuania), JSCVentamonjaks (Latvia), IDC Information Technologies(Latvia), Latvian National Association of FreightForwarders, Riga Technical University (Latvia) andWarsaw University of Technology (Poland). During theproject time, it was decided to change training methodsfundamentally, replacing classic e-learning with m-consultation and reducing amount of the study material(see Figure 5).Instead of comprehensive lectures and training book itwas decided to prepare as compact as possible concisetraining dictionary in Logistics Information Systems. TheAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200645

dictionary was composed in wide spoken Europeanlanguages – English, German, French, and Spanish. Morethan 600 terms most frequently used in LogisticsInformation Systems were involved in the dictionary.The all definitions were shared among seven categories:• Data processing technologies;• e-Business applications;• Information exchange and security;• Legislation;• Logistics and Logistics Information Systems;• Transportation;• Warehousing and Enterprise management.The aim of the authors was not explanation thelogistics and transportation definitions already involvedin dictionaries assembled by professional associations.Their task was to select and explain the terms related toICTE and the same time to logistics and transportation. Itmeans to describe the set of specific ICTE terms thatappear during introduction and exploiting of complexlogistics and transportation systems.The designing of reference material was based onexploitation of the information gathered during the firststep project, reviewing existing dictionaries provided byprofessional associations and browsing the Internetresources using search engines.The definitions set involved into dictionary wasdetermined by integral criterion. Only definitions givenhighest rate were added.The total set of definitions involved into dictionary isU N GRGR= KD , where KD is the setGR=1KDof terms belonging to the category GR , but N is totalamount of the categories, andMGRGRGRKD = U KDi, where KDiis thei =1GRterm belonging to the set of terms KD . If wesuppose that total amount of references for this termacquired from search engines GR , but weight ofKDiGRthe category GR determined by experts is W ,then KDi GR ∈ KD , if it has⎛GR ⎞max I × W⎜⎝KDGR. The total amount of thei⎟⎠terms included in concise training dictionary is equal toN × M .Each definition (see Figure 6) is combined withchecking question. Answering on the question theapplicant can check his knowledge more detailedIFigure 6. Web-based layout of the dictionary.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200646

The Web-based version can be accessed onhttp://www.logis-edu.com using typical browsers likeMS Explorer, Opera, FireFox etc. Access to mySQLdatabase is implemented on PHP. Any wired or wirelessTCP/IP user passing self-registration should have accessto e-learning material and the same time to the dictionarylocated on the Web site free of charge (see Figure 7).Figure 7. m-consultation platform on the LOGIS MOBILE network.Mobile cellular network platform also supportWAP/WML on http://www.logis-edu.com/wap. Anytime the user can access dictionary having cellular phonewith built-in WAP support. Limited screen size andthroughput of GPRS channel, which is sensitive todistance from retranslation units and obstacles,determines minimal set of functions (see Figure 8).Figure 8. WAP access of the Dictionary from mobile phone.Therefore, only basic regime for information Searchby exact phrase anywhere in the Dictionary’s database isused. Of course, that is possible in the same languages asin the Web version.After finding the explanation of the term is possible tocheck obtained knowledge answering on Checkingquestion (see Figure 9), which is related to the contentarea covered by mentioned definition. The user mostlymust select the answer among three possible variants. Ifthe answer is right then user receives confirmation aboutthat.Such approach ensures m-consultation possibilitiesout of classrooms and out of the Internet withoutcomputer access. In such a way combined learning: e-learning plus m-consultation is proposed.e-Learning and m-Consulting system on LogisticsInformation Systems of LOGIS MOBILE project now isa part of information resources of Baltic Sub-RegionalAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200647

Competence Centre for promoting and supporting thedistribution of research knowledge and advanced ITsolutionsin the field of maritime applications establishedduring 5 th Framework IST project Baltports-IT No.33030“Simulation and IT-solutions: Applications in the BalticPorts` Areas of the Newly Associated States” (Bluemel etal. 2003). Today the collaboration with adjacent projectscontinues to obtain and adapt the latest knowledge inLogistics Information Systems provided for vocationaltraining needs.Figure 9. Knowledge checking using WAP access to the Dictionary.DEMONSTRATOR FOR LOGISTICSOPERATIONS OPTIMISATION – ORIGIN OF M-WORK ENVIRONMENTMaritime transport is a rather fragmented sector witha significant number of different players involved(Bluemel et. al. 2006). During recent years, substantialefforts have been made to overcome this fragmentedstructure and to build an integrated information system,which can improve logistics services for differentpartners along the selected maritime freight route(owners of cargo, buyers, shipping lines, terminaloperators, freight brokers etc.).Although some of the companies operating along theselected freight route are competitors, the advantages thatco-operation and information exchange could bring realbenefits for different target groups are evident.Figure 10. Demonstrator of the collaborative work environment.Therefore major goal of the 6th Framework ISTproject eLogmar-M No.511285 “Web-based and MobileSolutions for Collaborative Work Environment withLogistics and Maritime Applications” was to create aAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200648

Web-portal, which incorporates different partnersoperating along the freight route Europe – China givingthem information support to achieve optimal rules andcosts for cargo consignment.The container transport route from Shanghai,Shenzhen (China) to the Baltic Sea region (Tallinn) wasselected to design, develop and test the use of Internetbased collaborative work environment for mobile users(see Figure 10).The mobile access is demonstrated by the use of PDAand provides practically the same set of functions as inWeb portal (http://www.balticit.com/elogmar-m) andsimilar demonstration scenario (Vinichenko et. al. 2006).There is only simplified way of information presentationon a screen and some changes in informationpresentation. Data connector is integrated in the Webportal for PDA. This option allows achieving lightmodification of the system when migration from mySQLto other data store platform is necessary.Such a demonstrator can be used for logistics servicesoptimisation and the same time for training the logisticsmanagers.STEP-BY-STEP OF MOBILE TECHNOLOGIESUSE FOR M-WORK ENVIRONMENTDEVELOPMENTThe first step in modern VET technologies developmentis LMS deployment on the Internet, which is typical forbeginning of XXI century. Imaging on the screen theinformation stored in databases changes reading thelectures and training books. Sometimes the material issupplemented with audio and video clips improvingperceptibility of the information. The features mentionedabove characterize typical e-learning system (see Figure11).Figure 11. Training technologies development.(Images have taken from HEA Akademie 2006, People 2006, Home Toys Review 2004, MATRIS 2004).Development of mobile and wireless technologiesallows mobile phone and PDA use in training processes.The total amount of visible information is low due tolimited screen size. Therefore, visualisation of completetraining material is problematic, but knowledgerefreshing and some new skills development is possible.Such a process can be considered as m-training.Technology changes in some industries are very rapid.New terms appearing, which explanation sometimes iscritical for employee, for instance in IntelligentTransportation Systems. Using advantages provided byGSM (TDMA) mobile cellular network solutions BasicGSM/HSCSD/GPRS/EDGE is possible to organize onlinecommunications with an applicant in m-consultationregime. Especially successful would be use of combinede-learning/m-training/m-consultation solution.Previous considerations allow forecasting possibleways of training technologies development. It is possiblethat in some branches long-time studies will be reducedgiving to employee only general knowledge. If thespecial operations implementation will be necessary, thenwearable computers operating in wireless and/or UMTS(CDMA) network and connected to the regional LearningCentre will be used. During the session, the employeewill receive on-line step-by-step instruction from virtualand augmented reality solutions knowledgebase abouthow to implement given operation. It means thatAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200649

employee often will develop their skills during real m-Work session.The PUMPURS project No.VPD1/ERAF/CFLA/05/APK/2.5.1/000078/038 is aimed to gathering theinformation about possible solutions of mobiletechnologies use in education and elaboration therecommendations for e-learning development.CONCLUSIONSRapid changes of ICTE technologies in knowledgesociety cause pressure on regularity of the knowledgerenewal in areas with high technologies impact, butspecialists have more and more less time for training dueto job intensity growing.Especially important and useful are interdisciplinaryknowledge promoting easier introduction of complexmanagement and control systems with high technologiesdominance.Classical e-learning is time consuming, but advancede-learning is not cost effective.To intensify learning the VET methods must bechanged moving accents from e-learning to m-consultation using mobile cellular technologies.Mobile solutions are direction of communicationtechnologies with highest index of developmentproviding new possibilities for VET enhancement.Combination of wireless and UMTS technologieswith virtual and augmented reality solutions will be thenext step in m-Work environment development.Networking of the research and academic projects isone of efficient ways for gathering, introduction, andmaintenance the latest knowledge of different fields.ACKNOWLEDGEMENTThe presented article is supported by the PUMPURSproject No.VPD1/ERAF/CFLA/05/APK/2.5.1/000078/038 and partially funded by the European RegionalDevelopment Fund (ERDF). Many thanks to adjacentprojects LOGIS MOBILE and eLOGMAR-M forcooperation and worthwhile advises.REFERENCESGinters, E., and L. Krecere. 2003. LOGIS Network forKnowledge Dissemination in Logistics InformationSystems. HMS 2003. ISBN 9984-32-547-4. Riga, Latvia,September 8-20, 251-255.EduTools. 2006. Course Management Systems.Available online via [accessedin October 10, 2006].Bluemel, E. et al. 2003. Applications of Simulation andIT-solutions in the Baltic Port Areas of the AssociatedCandidate Countries. ISBN 9984-30-057-9, Riga: JUMI.Bluemel, E., L. Novickis and S. Strassburger. 2006.eLOGMAR-M Project: IT Solutions for CollaborativeWork Environment with Logistics and MaritimeApplications. In: Scientific Proceedings of the ProjecteLOGMAR-M “IT&T Solutions in Logistics andMaritime Applications”. /Edited by E. Bluemel, S.Strassburger and L. Novitsky. ISBN 9984-30-119-2,Riga: JUMI, 9-12.Vinichenko, S., L. Novickis, D. Smirnov, K. Staniulisand W. Birskis. 2006. Demonstration Scenarios of Web-Portal with Maritime and Transport LogisticsApplications. In: Scientific Proceedings of the ProjecteLOGMAR-M “IT&T Solutions in Logistics andMaritime Applications”. /Edited by E. Bluemel, S.Strassburger and L. Novitsky. ISBN 9984-30-119-2,Riga: JUMI, 51-62.HEA Akademie, 2006. Available online via [accessed inOctober 11, 2006].People, 2006. Available online via[accessed in October 11, 2006].Home Toys Review, 2004. Available online via [accessed in October 11, 2006].MATRIS, 2004. Available online via < http://www.istmatris.org> [accessed in October 11, 2006].BIOGRAPHYEberhard Bluemel is the Head of the Division VirtualDevelopment and Training at the Fraunhofer Institute inMagdeburg, Germany. He holds a Ph.D. in naturalscience from the School of Mathematics and NaturalSciences Technical University Magdeburg in 1985. Hisresearch fields include discrete optimization, operationsresearch, logistics, simulation, and virtual reality. He isthe project coordinator of several nationally and ECfunded projects of applied research in the IT area.Egils Ginters is Professor of Information Technologiesin IT Department of the Vidzeme University CollegeLatvia and Vice-Rector for Science and Research. Heholds Dr. Sc. Ing. in 1996. He is a member of Institute ofElectrical and Electronics Engineers (IEEE), EuropeanSocial Simulation Association (ESSA) and LatvianSimulation Society.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200650

DO INTELLIGENT OBJECTS AUTOMATICALLY LEAD TO INTELLIGENT LOGISTICS PROCESSES?Gaby NeumannOtto-von-Guericke University of MagdeburgP.O. Box 4120, D-39016 Magdeburg, GermanyE-mail: Gaby.Neumann@mb.uni-magdeburg.deKEYWORDSLogistics, logistics processes, intelligent logisticsobjects, identification technology, RFID.ABSTRACTRadio Frequency Identification (RFID) technology isone of the key drivers for changes in logistics. Attachinginformation directly to an object allows thinking aboutautonomous processes and decentralized architectures ofprocess control in logistics systems and supply chains.But apart from the various needs for technologicalimprovements, standardization of information and dataexchange, or cost reduction with transponders andreaders, it is also necessary to discuss about the impact ofthose technological opportunities on the design andperformance of logistics processes.The paper addresses questions on what does processintelligence of logistics objects mean, how much ofintelligence an object could have, and how processcontrol and management for those intelligent objectsmight look like. A variety of approaches to answer thesequestions from current research in the field but also fromother disciplines like manufacturing design or networkanalysis is introduced and discussed with regard to theirapplicability.Conclusions are drawn on modifications in logisticsprocess structuring and management, but also on chancesand limitations the application of RFID in logistics andsupply chain management might have.RFID – DRIVER FOR CHANGES IN LOGISTICSIn the last three decades logistics has changed itsfocus from the previously functionally orientedperspective on logistics operations for bridging space andtime to the today’s management-oriented concept of aneconomic, holistic design of all object flows in processchains and supply networks.This development has always also been initiated andenabled by the technological progress in material flow,automation and control technologies, or information andcommunication technologies. New technologicalopportunities did not only lead to local improvementsand increased efficiency in particular logistics operations,but even more to new kinds of logistics processescharacterized by a growing level of integration ofmaterial and information flows as well as fundamentallychanged business processes, too.The chain of drivers towards these changes hasrecently extended by Radio Frequency Identification(RFID) technology.RFID has already found a number of application areasin logistics. Directly attaching information to articles, forexample, allows building of complex systems for qualityassurance and manufacturing control as they alreadyhave been applied in automotive industries for manyyears. To support Kanban processes in productionmodern RFID systems in the UHF range (865 to 868MHz) are used. The tags attached to Kanban boxes areautomatically read; they initiate to change the status of abox from FULL to EMPTY and with this ensure directsupply.Effects resulting from this may cover reduced stocksand order lead times, optimized material order processesand lower error rates in the production, or transportationprocesses of increased speed and more preciseobservation.Despite its costs, the application of RFID is alreadyeconomically viable in closed-loop logistics with aguaranteed re-use of the expensive transponders.Furthermore, clear advantages of RFID with regard toperformance are given in special applications whereabsolute process security is required.The wide-scale application of product tagging alreadyprotects articles against theft. In future, this is expectedto enable automatic article identification, too. The tradesector already uses RFID in parts of the process chain,namely for logistics and inventory management with theretailers.Especially internationally leading companies likeMETRO Group, Wal-Mart and Tesco play an active rolein rapidly, extensively introducing RFID into the entirebusiness (see Table 1). These activities aim at improvingAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200651

efficiency and product security as well as increasingcustomer satisfaction (IBM/METRO 2005).Overall, the today’s applications of RFID in logisticsare mainly still of prototype nature. Stroh et al. (2004)point out that it is application industries, like theretailing, FMCG, pharmaceutical, electronic andespecially automotive businesses, that push ahead testingand roll-out of RFID technology in logistics. In future,RFID is expected to be used if:• A higher level of automation might lead to moreefficient processes;• More precise data are required;• Information will automatically be exchanged;• A maximum level of security is necessary;• Physical conditions of the environment encouragethe use of this technology;• Comfort plays an important role to the customer.Mostly this will be the case in the fields of directarticle identification and the direct attachment of objectinformation to a particular item (see MyLogistics 2005).Pre-condition for a successful implementation ofRFID projects in a company is a strategically-oriented,well-structured procedure based upon a detailed analysisof all business processes affected by this.Nowadays, there are a number of problems that stillhinder the extended use of RFID; certain approaches aresupposed to contribute to overcome them (see Ibold2005):1. Missing standardization of the many and diversedata to be integrated• EPCglobal (http://www.epcglobal.de) worksfor economic and technical standards ofelectronic product codes;• The Future Store Initiative (http://www.futurestore.org)endeavours to harmonize RFIDtechnology especially in the retailer business.2. High investment costs• Larger numbers of tags and new technologiesfor them might result in a lasting decrease ofprices per unit;• A positive ROI calculation can be achieved ifthe introduction of RFID is combined with acomprehensive re-design of formerly quiteinefficient processes, e.g. in the service andmaintenance areas or related to thedocumentation of product life cycles.3. Potential risks to data protection, e. g. because hugenumbers of customer-specific data need to be storedor data might be accessed and manipulated byunauthorized persons:• Encodable chips and authentication could beused especially for high-sensible and farreachingapplications.Targeted cost-effect examinations and more pilotprojects will help to establish RFID technology in longterms. There are already big hopes for solving currentlogistics challenges through RFID implementation andhigh expectations towards potential improvements of thelogistics performance and process security. The latterrange from faster material flows and reduced processcosts to increased security of processes and improvedquality of data.The opportunity to store data directly on the datacarrier is supposed to lead to a complete change in theinformation systems and data structures. In principle,newly designed, optimized business processes areexpected, that might entail a quantum leap in logisticscost reduction.There are serious consequences on the future designof logistics; they concern all elements of logistics, i.e.logistics objects as well as logistics systems, networksand processes. In an increasing manner they shall haveown intelligence and be able to decide and actautonomously and decentralized.Even today, the term “intelligent logistics” is usedreferring to intelligent objects self-controlling theirmovement through logistics networks (see Schenk andRichter 2005), decisions being more and more madestraight on the layer of the physical flows (see TenHompel 2005b) and parts of processes becomingautonomous procedures in a decentralized control andmanagement structure (see Scholz-Reiter et al 2005).In the end, logistics has to face the following challenges:• The diversity of options offered by the highlydynamic technological progress is to be examinedaccording to their purposefulness for realizingeffective and efficient logistics processes of highquality;• Adequate concepts and solutions for process controland management in companies, supply chains andnetworks need to be developed;• The methodological foundations of planning,designing and analyzing logistics processes andsystems have to be expanded with regard to thesenew requirements.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200652

Table 1. Examples for introducing RFID technology to the retailer business (translated from IBM/METRO 2005).METRO Group Wal-Mart TescoNov 2004:Marking the pallets of about 20industrial partners from FMCG byuse of RFIDFrom Jan 2006 (as planned):Extending the number of involvedsuppliers and retailers step-by-stepJan 2005:Attaching RFID transponders topallets and boxes of the hundredlargest suppliersUntil the end of 2005 (as planned)Using RFID technology in 12warehouses and 600 retailer shopsNov 2004:Marking boxes by use of RFID (to becontinued in Feb 2005)Until Jan 2007 (as planned):Marking all supplies alongside thewhole process chain by use of RFIDPROCESS INTELLIGENCE WITH LOGISTICSOBJECTSIn its widest meaning the term intelligence describesthe ability to see links and to find optimal problemsolutions. It is related to the ability of a human being toconsciously adjust his/her thinking to new requirementsand with this refers to the general intellectual adaptabilityto new tasks and conditions of life (see Stern 1912). Inthe context of problem solving this means on one handthe ability to creatively find solutions and their limits andon the other hand to internally weigh up alternativeactions before acting (in the sense of a test-action).In the context of modern logistics it is assumed thatsimilar abilities can be achieved with logistics objects(i.e. goods and load carriers) when RFID and powerfulsensor technologies are used. This shall enable logisticsobjects to independently communicate with the planningand monitoring systems, identify themselves, and informabout the own state. But to fully meet the deepermeaning of intelligence as explained above and let thoseobjects really become intelligent it is not enough just tobe able to actively or passively perceive the environmentand the changing situations. Additionally, objects mustbe provided with a logistics-oriented control and decisionlogic.In perspective, this is to be achieved throughmicrochips with increased memory enabling a singleobject not only to independently find its way through thematerial flow system including all crossings, but also toindependently allocate resources required for beingprocessed or to look for a by-pass in case of bottle-necksituations (see BearingPoint 2005). This way, logisticsobjects would be enabled to act according to currentenvironmental conditions and eventually changedrequirements.To a limited extent, namely with the focus on themomentary constellation in the local surroundings, predefinedalternatives of action can be weighed up. But toreally estimate the consequences of an action in the senseof the above mentioned test-action the object needssimulation competence. To provide this through a predefinedsimulation model integrated into the object, thatis a special challenge.The task to realize foresighted action in a complexsurrounding is even more ambitious, because for this theobject not only has to perceive its nearest environmentfrom a local point of view, but also needs to take up aglobal perspective towards the process as a wholeincluding complex interactions and competing objectinterests.Exactly this is the pre-condition for true processintelligence of a self-determined acting object, because alogistics process does not only result from locallyfocused activities of a single object with individualtargets and constraints, but from the entirety of alloperations and the superposition of the different objectlives. If here an object “thinks” only of itself, thenconflicts and less optimal processes are pre-programmed.Consequently, process intelligence less requires anegocentric, object-focused process view, but much morecomprehensive process information instead which notonly can result from object-specific perceptions; theyneed to include object and system information as well:• Object information are characteristics of goods orunits relevant to their physical processing such asID, location, state of being processed, sequence ofoperations, type, quantity/colour/size etc.;• System information comprise characteristics of the(static) structure (in the form of elements and theirlinks to each other) of a system as well as thesystem’s or its elements’ (dynamically changing)states according to availability, reservation,occupation, breaking-down etc. influencing itsability to run material flow processes;• Process information describe the structure of thephysical processes (i.e. permanent or temporaryprocess chains of operations and their links to eachother), their states, decision problems related to themand strategies/rules applicable to solve them,Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200653

protocols on processes’ history and errors,information specific to individual orders (i.e. startinformation like location and time, course list,MUST destination and expected/required interarrivaltimes) etc.All of these information as a whole form the completelogical representation of the logistics process, its historyand eventually existent planning ahead. They are also thebasis for intelligent control and decision processes. Whenacquiring the information the source used directlydepends on the kind of information to be gathered. In thecontext of logistics simulation, Tolujew and Neumann(1998) proposed three types of observers, which gatherthe corresponding information from a simulation model:• Resource observers are directly attached to systemelements or parts of the system to record theirinternal states and state changes as well as stocksand events of being entered or left. From theseinformation, resource-specific characteristics (i.e.system information) are derived.• Object observers move through the logistics system(network) together with the objects they are attachedto. Doing so they collect information on all eventsthe particular object experiences and with this recordthe objects “life” (i.e. object information).• Observers of the flow of objects are purposefullylocated at the links between the resources of thesystem to record the object flows as sequence ofobjects with their individual data. From this flowcharacteristics like, for example, range of objects,inter-arrival times, strength and intensity of the flowcan be derived.This concept can similarly be applied to gain respectiveinformation for controlling the logistics process in reality(see Figure 1).allocationmobilityresourceobserverindividualmaterial flow element(system element)group ofmaterial flow elements(part of a system)immovableobjectobserverindividual objectmovableobserver of theflow of objectsmaterial flow interface(logical link between twomaterial flow elements)immovabledata recordedresultsinternal statesstate changesstocksentries/leavingscharacteristics specificto a resourse, e.g.- utilization,- throughput,- percentage ofoccupationobject characteristicswith regard totype, quantity, locationchanges ofcharacteristicsan object's lifeobject flow as sequenceof objects with theirindividual characteristicsflow characteristics, e.g.- range of obejct types,- inter-arrival times,- strength of the flow,- intensity of the flowFrom combining information provided by the different observersprocess characteristics can be derivedFigure 1. Observers for acquiring process information.Process characteristics finally result from linking allinformation provided by the different observers. Themore complete and up-to-date the process is representedat the time, the higher the probability for a lastinglyAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200654

workable influencing of the process is. This even allowstaking into consideration foreseeable futuredevelopments, being directed towards achieving fullyoptimal processes, and efficiently and foresightedlyreacting on unforeseeable events (e.g. technical faults) inshort terms.The use of transponders can enable topicalinformation acquisition and efficient transfer to thedecision-making instances of the control andmanagement systems alongside the entire process. Thisstimulates process intelligence, that can be implementedeither with the logistics objects or with the systemelements, in the sense of the above explained ability toadaptively and knowledgeably act for achieving theoverall process goals in an optimal way. Whereasintelligence with the system elements mainly requires anextension of their usually existent control and decisionmakingcomponents, qualification of the logistics objectsneeds new approaches with regard to both technicalimplementation of intelligence and appropriate design ofthe logistics processes. Today’s approaches for enablinglogistics objects to act intelligently differ in theinformation carrier on one hand and the processcompetences handed over to the logistics object on theother.With regard to the way of attaching an intelligentcomponent to the logistics object, there is a differencebetween intelligent load carriers and intelligent goods.METRO and Wal-Mart apply the strategy of attachingtags to the load carriers, whereas OTTO wants to equipeach single article with a transponder. Advantages anddisadvantages of either of these alternative solutionsdirectly depend on the logistics processes to be achieved.If the units on a load carrier are exclusively treated as awhole that is homogeneously or inhomogeneouslycomposed of individual goods (e.g. a delivery to acustomer), the intelligent load carrier is the sufficientobject for process control.Furthermore, it could still act as intelligent objecteven when being unloaded. This is of special advantagefor returning empty carriers for being loaded again (e.g.in closed-loop logistics). In this case, the goods do nothave any own process intelligence and can only becontrolled by an external instance once they have beenseparated from the load carrier. But if the goods orarticles themselves are objects of complex logisticsprocesses (e.g. in order picking processes) and supposedto move self-determined through the respective systemsor networks, this might not be sufficient and each itemindividually has to be equipped with an intelligentcomponent. Of course, this goes in hand with a far highertechnical and cost-related effort, which eventually can bejustified by the achievable process improvements.According to the abilities a logistics object has, differentlevels of process intelligence can be defined:• Pre-condition for process intelligence is the fact thateach single object can unambiguously be identifiedand the IT system knows about its current state andlocation. Especially object localization inside acompany provides a special technological challenge,because the position needs perfectly to be found on acentimetre scale. In principle, this can be achievedby use of technology available today, but only atcosts far from being economically acceptable to awide range of potential applications. Here, furthertechnological progress is strongly required;• At the next level of intelligence, powerful sensortechnology is integrated into the object forperceiving environmental conditions and externalinfluences, such as temperature (e.g. withrefrigerator containers). This allows registering andrecording an object’s lifecycle alongside the logisticschain to continuously monitor the process, assurequality, trace back manipulations with the objectetc.;• If the object is able not only to perceive itsenvironment, but also to communicate with it at anytime, new possibilities open up for both topicallyreacting on changing situations and forming objectclusters by small-scale linking of tags ofneighbouring objects (e.g. for mutual surveillance);• The highest level of intelligence is reached when theobject additionally (e.g. in case of lackingcommunication) can act autonomously andpurposefully. In this case, application-specificsoftware functionality of the control andmanagement system is handed over to the object andthe tag becomes an autonomous agent. This goes inhand with a kind of decoupling effect and throughthis it can lead to a long-lasting reduction ofcomplexity with the higher-level IT systemsimultaneously improving performance. Preconditionsare the equipping of logistics objects withintelligent technologies and in any case theirintegration into the existent IT landscape (seeScholz-Reiter et al. 2005). Furthermore, anintelligent environment (i.e. intelligenceimplemented in system components) can providesustainable support to the autonomy of the intelligentlogistics objects. The latter is especially advisableagainst the background of a quasi-natural limitationof the amount of functionality to be handed over tothe objects because of limited memory and increasedenergy requirement.To the same extent, the degree of process intelligencewith the logistics objects increases and new possibilitiesopen up for implementing new kinds of logisticsprocesses. But at the same time logistics process designfaces more and new challenges. At presentAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200655

methodological consequences in logistics, are notforeseeable; some up-to-date research approaches andstill open research questions will be discussed in thefollowing section.PROCESS MANAGEMENT AND CONTROLWITH INTELLIGENT LOGISTICS OBJECTSAim of running logistics processes is to guide, manageand control logistics processes in such way thatperformance targets can be achieved safely, withoutendangering, quality-conform, efficiently and byeconomical use of resources. For this, logistics processesare discreetly to be adjusted, system-immanent degreesof freedom with the logistics systems are purposefully tobe limited, decision problems are to be solved, conflictsare to be avoided, failures are to be coped with andalternatives are reasonably to be chosen. Activities ofrunning logistics processes can be related to logisticsprocess control on one hand and logistics processmanagement on the other. Here, logistics process controlcomprises all activities for directly realizing andinfluencing physical transfer processes in logistics atoperational level, whereas logistics process managementis oriented towards their foresighted (strategic), allembracingdesign and influencing.To answer questions on how logistics processes andthe way to run them change with the use of intelligentlogistics objects, how process management and controlneed to be designed for intelligent logistics objects and –vice versa – which amount of process intelligence shouldbe attached to logistics objects in certain processes, anumber of aspects is to be discussed which concernprocess structure as well as process procedures.Architectures in logistics process management andcontrolIn dependence on the complexity of the logisticsprocesses to be run and on the level of difficulty of thetasks for running the process, the control andmanagement functionality is modularly (and thusmanageably) structured into hierarchical layers. Themany and diverse possible concepts vary in the targetsystems they should be used for, in the depth ofstructuring and in the naming (and tasks) of the differentmanagement and control layers. Despite of the diversityof the architectures the lower control layers alwaysinclude process-related control tasks, whereas the uppermanagement layers take over process-distantadministration and management tasks (see Table 2).Through equipping logistics objects (and systemcomponents, too) with process intelligence they aresupposed to be able to independently make decisions, actaccordingly and with this to take over particular controltasks. From this, lasting impacts are to be expected onthe traditional real-time control of material flows inlogistics (see Ten Hompel 2005b). In future, it will bepossible to attach process-related control tasks, such asoperational execution of material flow operations byintelligent resources (up to now settled on the system orresource layer) and path finding or resource allocation byTable 2. Layers of process management and control in logistics (based upon Kuhn 1995).Normative layerAdministrative layerDisposition layerNetwork layerSystem or resource layerDescribes general values, norms, targets at strategic levelDetermines the company’s culture and philosophyDefines requirements on the logistics processesTransfers requirements of the normative layer into target settings related to time, costsand qualityCoordinates collaboration of networks including their interfacesAdministrates orders to be processedAllocates resources according to demandsCoordinates complex procedures between the different processesAdministrates corresponding resourcesControls an operation according to the input information following specific rulesintelligent objects (up to now settled on the network ordisposition layer), to the (physical) material flow layer.In contrast to this, process-distant management tasksmight not be affected by increasing process intelligencewith objects and carriers of the processes.Finally, this could lead to new architectures oflogistics control systems if objects (and systemcomponents) will act in the sense of autonomous agentsand future logistics processes will be run by use of multiagent systems. This also might result in a strongerdecentralization of the logistics processes and theircontrol up to autarkic sub-processes that again can belinked (and to a certain extent centralized) by use ofintelligent objects. The more and diverse control tasksAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200656

are handed over to the objects and system components,the wider the scope of delegated decision-power andresponsibility for the entire process and the bigger thepart of self-determined activities are. In the end, selfcontrollingprocess solutions can occur.Self-control of logistics systems as process runningparadigmThe term self-control describes decentralizeddecision-making processes in heterarchic structures. Forthis, interacting elements of unpredictable systems needto have the ability and possibility to autonomously makedecisions. Following Scholz-Reiter et al. (2005) selfcontrollingin logistics aims at coping with the dynamicand structural complexity of horizontal and vertical cooperationsbetween companies without providing allinformation relevant for making decisions to a centralinstance. This would be the case if the logistics objectitself carries out information processing, decisionmaking,and execution.Here, the term decision-making covers the entireprocess from triggering the decision-making process viaidentifying and evaluating options for deciding toimplementing and controlling the chosen decisionalternative. Information processing includes all activitiesfor recording, storing, transforming, and transmittinginformation. Finally, execution of a decision is directedtowards implementing the decision made at the materialflow layer. In comparison to the typical heteronomouscontrol of today with decisions finally made by highercontrol and management layers implementation ofapproaches for self-control is expected to reduce thenumber of instances involved in a decision process and atthe same time also the volume of information flowsrequired for communication between these differentlayers. In the end, this should help to make certainprocess-related decisions faster, more flexible and thoughmore efficient.As previously already discussed, logistics objects canonly decide out of their local point of view and withfocus on their individual objectives. This is appropriate,for example, when searching for the best route at acrossing taking the process, its current situation, and theobject’s target into consideration. However, to achieve aglobal optimum for the process as a whole controldecisions are to be taken from a foresighted globalperspective repeatedly that affects both individual or agroup of resources and their influence on the process aswell as several objects and their future lives. Here, thequestion is to be asked for limitations of such a localview and from when a global perspective would be betteror even necessary instead. Additional, it is worth toinvestigate if self-control is really the better option thanheteronomous control with regard to the achievableprocess performance and the guaranteed process securityin general or for particular types of logistics processes.Perhaps, similar effects could eventually be achievedwithin traditional control and management architecturesas well through the improvement of material flowtracking and tracing by use of RFID?When talking about the paradigm of self-control, acontrol solution’s capability for self-learning has to bediscussed as well. An intelligent object decidesautonomously. From observing the effects of those cleveror not so clever decisions, the latter ones eventually evenbeing revised or modified, it could gain experience asinput for an individual learning process to improve theown decision-making competence. Pre-condition wouldbe a suitable design of the implemented controlfunctionality, e.g. by use of neuronal networks, to be ableto make use if those experience in future decisionmakingprocesses.Certainly, adaptive control algorithms resulting fromsuch learning curves are exclusively linked to the objectitself and would get lost as soon as this object leaves thesystem. To let further objects benefit from thoseexperience-based adaptations of the control algorithm aswell, they need to be either shared between the objects orforwarded to a (central) coordinating instance. Due to theobviously existing analogies to the problems inknowledge explication and sharing with human beings, itwould seem to be useful to investigate respectiveapproaches and methods from knowledge managementfor their applicability to keep object “knowledge” aswell.Process autonomy and process complexityIf intelligent objects are able to act self-determined,new chances open up for autonomous processes, i.e.those processes in which object transformations largelyare realized without any interaction with other processesor higher control and management layers. Scholz-Reiteret al. (2005), for example, describe a robot system fordistribution logistics, which is equipped with intelligentidentification, sensor and location technologies to form abasic component for self-controlling logistics processes:A package with transponder does not know just its ownidentification, but further logistics data, such as itsdestination, too. By use of a reader an unloading robot,for example, recognizes these data and transform theminto respective actions, such as local movement ordistribution. With this, the intelligent package controls itsown distribution leading to an autonomous process witha clearly separated mode of action, i.e. with clearlydefined interfaces to other processes and as few aspossible information exchange relations with them. Here,the object’s level of intelligence determines its autonomyand the process’ level of self-control. The level of selfcontroldecisively depends on the studied logisticssystem, even if any logistics process will always be in thesame lines as given by the central circumstances.Consequently, it can be expected that the frequentlyquoted paradigm shift from heteronomous control to selfcontrolin logistics practice will more likely appear as aAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200657

coexistence of both control and management approaches.The challenge to research then consists in identifyingwhich level of self-control is sensible and efficient forwhich logistics scenario.Furthermore, the question is to be answered if processautonomy reduces process complexity in the design ofcontrol and management layers at all and to what extent.For this, measures for characterizing and evaluatingprocess complexity are to be defined first. Because ofexisting analogies those characteristics could eventuallybe derived from the level of cooperation κ and the levelof separation γ as known from the field of structuringmanufacturing systems (see Schmigalla 1966):• The level of physical cooperation κ P expresses theaverage number of processes a certain process isphysically linked with, i.e. due to the material flow;• The level of logical cooperation κ L expresses theaverage number of processes a certain process islogically linked with, i.e. due to the information flowor because of the control and management concept;• The level of separation in the way of running theprocess γ PF describes the average proportionbetween the number of decision processes carriedout in a specific part of process control andmanagement and the total number of requireddecision processes. The smaller γ PF is, the lower theconcentration of decision-making power is and adistributed way of running the process can beassumed; purposefulness of process autonomy canbe given a boost.The bigger the level of cooperation and the smaller thelevel of separation is, the more complex the process is.To assess the “ability of autonomy” with a process it isnecessary to clarify how many decisions this processmakes without external support (by a higher control ormanagement layer) and which level of cooperation orseparation allows which level of autonomy. From thesethoughts, recommendations for purposeful decisionsabout autonomy and for assessing the resulting processcomplexity could eventually be derived. Pre-conditionsare measures and characteristics enabling to describe andevaluate the logistics process structure as well as to gainrespective design guidelines. Until now they are not to befound in logistics process design, whereas a large numberof performance-oriented technical or economiccharacteristics typically do exist to assess a logisticsprocess or even better the performance of a logisticssystem.The measures discussed earlier seem to beappropriate to close this gap; to correctly interpret themthe influence of different process structures and conceptsfor running the process is to be investigatedsystematically.Process design for intelligent objectsLogistics process design aims at strategically creatinga logistics process in its entirety of material andinformation flow operations. This includes both processconfigurations, i.e. defining the process structure, andprocess dimensioning, i.e. defining process parameterssuch as decision strategies; it is the basis for a conceptualdesign of the control algorithm. Process design forintelligent logistics objects differs from traditionallogistics process design in that decisions about selfcontroland autonomy are to be made as well. This is oflasting influence especially on the lower managementand control layers:• Shifting activities for running the process towardslower management and control layers causesorganizational changes to process structure andprocess operation.• At integration level work flows and process plansare to be adapted to intelligent logistics objects andshould result in a shortened process.To solve design problems for intelligent logisticsprocesses it is to be investigated which concepts,methods and characteristics from other domains, such asmanufacturing structure planning (see Schmigalla 1966)or logistics system design, can be applied to processdesign. Amongst others, they ought to provide a basis fordeciding about a suitable process structure (self-controlor heteronomous control, autonomous processes,coordination of autonomous processes and intelligentobjects, process operation beyond object or systemboundaries), too. Especially against the background ofself-control and process autonomy, there are manyparallels to design concepts, such as de-coupling,modularization, or fragmentation, and design methods,like e.g. logistics simulation.Component-based simulation packages, for example,are already based upon the concept of intelligent objectsor intelligent systems that independently make localcontrol decisions (e. g. related to an object type oraccording to the state of the current model componentand the previous or following one respectively). Theimplemented separation of local and global decisionprocesses is predefined by the tool (and method) andallowed defining standard strategies for selected controlneeds.Until now, the approach of a component-basedprocess design using hierarchical sub-structures (seeNeumann 2005 and Bernhard et al. 2005) is mainlyoriented towards requirements of the physical processstructure. Indeed, the concept distinguishes between• Elementary or combined material flow andinformation flow operations, like e. g. keeping,moving or sorting, that realize purposefultransformation of one single object characteristic(that is sort, quantity, location or time);Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200658

• Basic processes, such as warehousing or orderpicking processes, in the sense of process modules oreventually even generic reference processes;• Complex processes composed of basic processes andoperations.However, separation of precisely those basicprocesses is only done according to the flow of objects.In future, it will also be necessary to identify autonomousprocesses by their control tasks, which is expected to leadto new kinds of basic processes and an eventuallymodified syntax for composing complex processes ofavailable operation and process components. To definerespective rules and regulations and to identify andspecify the new process components, these are subjectsof ongoing research.CONCLUSIONSThe increasing interlinking inside the supply chainenabled by complex information technology systemsmakes new demands on logistics systems. New materialand information flow technologies have to ensurematerial flow tracking and tracing as well as controlwithout any gap and close to real-time. Radio FrequencyIdentification (RFID) technology offers a possibility forlinking material and information flows at a control andmanagement layer as low as possible. Even today, RFIDis already used in parts of the retail business processchain; in future article movements and accountingoperations across the entire process chain shallautomatically be recorded and documented (see Figure2).Application of RFID in logistics allows and requiresnew control systems and autonomous, decentralizedcontrol strategies which independently and flexibly adaptthemselves to changing environmental conditions andconcurrent objectives in special logistics domains (seeScholz-Reiter et al. 2005). In this context, the termintelligent logistics pops up meaning intelligent logisticsobjects that autonomously and self-controlled movethrough logistics networks. Here, an intelligent logisticsobject knows its position and state, perceives itsenvironment, and reacts accordingly, can communicatewith its surroundings, or – in case of missingcommunication – act autonomously and purposefully.Intelligent logistics objects find their way through thematerial flow on their own and finally control or organizethe own flow autonomously. For this, resources areindependently allocated and the objects organize localstrategies. Planning and control processes are shiftedtowards the layer of the physical material flows. Forrealizing this, the supply chain partners or logisticsoperators need to fulfil a number of requirements, suchas:• Common standards concerning processes, measures,data collection;• New control concepts including active action andnavigation or event-oriented navigation, planning,controlling in dependence on the state of thelogistics objects and the process chain.Apart from effects on software design andfunctionality as well as hardware requirements, such ascompletion of a system element’s control component bya decision instance, also effects on the processes andtheir design turn out. However, these effects are expectedto be less related to the physical process structure but tothe logical process structure instead. In future, the lattermight be shaped stronger by decentralized control andmanagement concepts based on self-control and processautonomy. With regard to process design, this goes inline with strengthening the approach of hierarchicalmodelling and process development, but requires furthermethodological development. In addition to this, genericmeasures and characteristics are needed to supportassessment and selection of process structures.1 23456789999manufacturerdistribution centermarket/shop1 – attaching transponders whilst manufacturing2 – packing products into boxes;order picking3 – automatically controlling outgoingconsignments4 – controlling trucks for article protection5 – automatically controlling and accounting in theMaterial Management Systems (MMS)6 – automatically sorting, counting, controllingthe stock7 – automatically controlling the consignment inthe transshipment area8 – transparent article movement from the marketstorage to the retailing area9 – checking availability (stock-taking) andarticle protectionFigure 2. The RFID vision of future – from the manufacturer to the point-of-sale(adapted from IBM/METRO AG 2005).Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200659

Finally, even today, there are many technologicalpossibilities, but what is to be realized under whichconditions, with which purpose and by when still remainsan open question. Furthermore, this is also describing theneed for ongoing investigation of the necessary orpurposeful information content with the objects: What isthe benefit of having permanent access to all information,of an object knowing everything by itself? How themisuse of information can be avoided?The “Internet of Things” and a self-organized logisticssystem based on autonomous, real-time objects (see TenHompel 2005a) is subject of interdisciplinary research.To let this not become another of those “TechnologyHypes” which will quickly loose importance, but toinitiate lasting positive changes in the logistics processes,truthful cost-benefit analysis have to be carried out andmethodological consequences on logistics and its designhave to be investigated. For this, first approaches can benoticed, but there is still an enormous need for action.REFERENCESBearingPoint GmbH. 2005. Radio FrequencyIdentification (RFID) - Funktionsweise, Einsatzbereicheund Nutzenprofile einer zukunftsweisenden Technologie.White Paper: Consumer, Industrial & Technology.Frankfurt 2005. [on-line] http://www.bearingpoint.de(03.11.2005)Bernhard, J.; Jodin, D.; Hömberg, K. 2005. Standardprozesseals Grundlage für die Informationsbedarfsanalysezur Modellierung von großen Netzen derLogistik. In: Magdeburger Schriften zur Logistik, Heft21, 2005, 3-14.IBM Deutschland and METRO Group. 2005. RFID –Motor für Innovationen. Herrenberg, Düsseldorf, Mai2005.Ibold, C. 2005. Prozessoptimierung durch RFID. [online]http://www.logistik-inside.de/fm/2248/Ibold.pdf(09.01.2006)Kuhn, A. 1995. Prozessketten in der Logistik – Entwicklungstrendsund Umsetzungsstrategien. VerlagPraxiswissen: Dortmund 1995.MyLogistics – Das Logistikportal. 2005. Studie – VieleUnternehmen arbeiten trotz Vorbehalten intensiv aufRFID-Einführung hin. [on-line] http://www.mylogistics.net/de/news/themen/key/news394182/jsp (03.11.2005)Neumann, G. 2005. How to Solve the Puzzle? SimulationSupport for Component-Based Process Design inLogistics. In: Y. Merkuryev, R. Zobel, E. Kerckhoffs(eds.), Proceedings of ECMS 2005 – 19th EuropeanConference on Modelling and Simulation, The EuropeanCouncil for Modelling and Simulation, 2005, 31-36.Schenk, M. und Richter, K. 2005. Logistik intelligentsteuern. In: IFFOCUS – Logistik verbindet, Heft 1/2005,12-16.Schmigalla, H. 1966. Methoden zur Vorausbestimmungdes wirtschaftlichsten räumlichen Strukturtyps und zuroptimalen Gestaltung räumlicher Strukturen desspanenden Fertigung in Maschinenbaubetrieben.Technische Hochschule Magdeburg, Fakultät fürMaschinenbau, Dissertation A, 1966.Scholz-Reiter, B.; Freitag, M.; Rekersbrink, H.; Wenning,B. L.; Gorldt, C.; Echelmeyer, W. 2005. Auf demWeg zur Selbststeuerung in der Logistik – Grundlagenforschungund Praxisprojekte. In: G. Wäscher et al.(Hrsg.); Intelligente Logistikprozesse: Konzepte, Lösungen,Erfahrungen; Begleitband zur 11. MagdeburgerLogistiktagung; LOGiSCH: Magdeburg 2005.Stern, W. 1912. Die psychologischen Methoden der Intelligenzprüfungund deren Anwendung an Schulkindern.In: 5. Kongress der experimentellen Psychologie; Berlin1912.Ten Hompel, M. 2005a. Das Internet der Dinge –autonome Objekte und selbstorganisierende Systeme derLogistik.[on-line]http://www.iml.fraunhofer.de/media/internetderdinge.doc (24.10.2005).Ten Hompel., M. 2005b. Status – Perspektiven – Aspekte.In: Bundesvereinigung Logistik (BVL) e.V. (Hrsg.);Wachstum schaffen – Zukunft gestalten; Kongressbandzum 22. Deutschen Logistik-Kongress Berlin; DeutscherVerkehrs-Verlag: Hamburg 2005, 64-73.Tolujew, J. und Neumann, G. 1998. Variable Tracefilesfür nutzerorientierte Analysen in der Materialflußsimulation.In: Proceedings der Tagung „Simulation und Visualisierung’98“; SCS - Society for Computer SimulationInternational: Delft, Erlangen, Ghent, San Diego1998, 322-333.BIOGRAPHYGaby Neumann received a Ph.D. in Logistics from theUniversity of Magdeburg. She co-ordinates the Europeanlogistics educators network for providing newtechnologies for logistics education inside the EuropeanLogistics Association (ELA-LogNet).Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200660

THE ECR E-COACH: A VIRTUAL COACHING ENVIRONMENT TO IMPROVE UNDERSTANDINGAND IMPLEMENTATION OF EFFICIENT CONSUMER RESPONSE IN PRACTICEGaby NeumannOtto-von-Guericke University of MagdeburgP.O. Box 4120, D-39016 Magdeburg, GermanyE-mail: Gaby.Neumann@mb.uni-magdeburg.deStanislaw KrzyzaniakInstitute of Logistics and Warehousing (ILiM)6, ul. Estkowskiego, POL-12345 Poznan, PolandE-mail: Stanislaw.Krzyzaniak@ilim.poznan.plKEYWORDSE-coaching, supply chain management, ECR,intelligent tutoring, problem-based learning, pedagogicaldiagnosis, e-assessment.ABSTRACTEfficient Consumer Response (ECR) is a concept forsupply chain improvement using many methods relatedto supply chain management (SCM). To implement andrun this concept in practice well-trained personnel isneeded closely collaborating throughout the entire supplychain. The ECR e-coach realizes the idea of helping aperson not to learn and gain knowledge directly, but inactively creating and successfully passing individuallearning processes through guidance-on-demand (i.e.coaching) in a virtual environment (e-coaching). Thepaper presents the results of a project aiming to supportthe implementation of ECR strategies in Poland andGermany by providing an e-coach for understanding andimplementing ECR. It discusses didactics implicationsand design rationales taken into consideration, illustratese-coach content and functionality as implemented, andsummarizes lessons learned with regard to trans-national,interdisciplinary collaboration and technologicalchallenges to be mastered.INTRODUCTIONEfficient Consumer Response (ECR) is a concept forsupply chain improvement by collaboratively usingappropriate methods of supply chain management. Itfocuses on increasing the effectiveness of supply chainsand aims at better responding to consumers’ needs atreduced costs along the whole supply chain by closecooperation of all members of the supply chain. Preconditionfor successful ECR implementation is a highlevelinformation flow from the selling point throughoutthe entire supply chain by using common informationstandards. The business partners in the supply chain,from raw material suppliers to the retail business, usethese information for meaningful market analysis,purposeful planning of production processes, distributionand mutual accounts of all elements of the supply chain.With this, the ECR concept provides methods forovercoming existing practical and content-related lacksin sphere of up-to-date solutions for truly integratedcooperation in supply chains and satisfying the hugedemand for such knowledge in the companies (seeLewandowska 2005).ECR has been developed for the distribution part ofthe supply chain, especially within the Fast-MovingConsumer Goods (FMCG) sector. It offers a number ofcomponents, which can be implemented as one wholepackage or – what seems to be common practice –independently over a certain period of time. As in thecase of all supply chain related concepts, putting ECRinto practice is not a kind of the project to be run by asingle company. Instead, its successful implementationrequires close cooperation of all parties involved (i.e.manufacturer and distributor/retailer in general).Consequently, this causes a number of problems andchallenges to be faced and overcome, and calls for goodknowledge and understanding of all relevant ECRcomponents and prerequisites for their efficientapplication. But this is just one side of ECRimplementation issues. The other is that the ECR conceptor at least some of its key elements can be applied asmeasures helping to overcome some general problemsand shortages in a particular supply chain. If this shouldbe the case, guidelines for identifying basic causes andways of most efficient improvements are needed. So,there is no doubt that to facilitate all ECRimplementation and execution activities companies mustbe offered a comprehensive training support.From the didactics point of view this training supportshould be based upon a constructivist design, whichassumes that in principle knowledge cannot be impartedAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200661

y a teacher or trainer, but results from self-constructingideas and concepts by the learner or trainee. The trainersupports this process by providing hints and feedback;his/her role changes from being a teacher towards actingas a coach. The task of such coach consists in nondirectivequestioning and helping coaches to analyse andaddress their own challenges rather than offering adviceor direction.Against this background, coaching is to be understoodas helping a person in actively creating and successfullypassing individual learning processes through guidanceon-demand.It is a highly focused process that unlockspotential and maximizes performance at both theindividual and organizational levels. It helps people gainclarity, remove self-imposed limitations and increasetheir self-reliance, so they can better leverage theirstrengths and help others to do the same. Coaching helpsindividuals to develop critical insight, bringing a newsense of purpose to their actions. It helps them to seewhere they are, where they want to go to, and how to getthere. It stirs them to contribute more. Coaching is aformal system that results in positive, lasting change.E-coaching is coaching delivered over an electronicmedium. It focuses on the same goals as “regular”coaching. A coach's goal would be to facilitate clientgrowth and potential by assisting them in identifyingneeds, developing goals, building strategies to meet thesegoals, and providing support and encouragement in orderto ensure these goals may be met. E-learning by itselfaddresses more the use of technology for teaching, wheree-coaching has the power to represent a ‘teacher” in theprocess. Consequently, coaching systems differ frominstructional (e-learning) systems that only presentsubject matter (domain knowledge) and that only checkwhether the student has understood the presentedmaterial. Coaching systems are computer programs thatprovide an environment for learners to acquire skills inapplying domain knowledge and that assess and correctlearners in their performance. In a coaching system thecoachee performs a task and the system (the e-coach)interprets the performance of a student, i.e. it monitorsdiscrepancies between intended results and actual results(see Muntjewerff and DeTombe 2004).THE IDEA AND VISION OF AN ECR E-COACHTaking into consideration both aspects, i.e. the needfor training support on the implementation and executionof the ECR concept as well as the chance a coachingapproach and especially e-coaching offers,implementation of ECR strategies in Poland andGermany was supposed to be supported by providing ane-coach for understanding and implementing ECR (seeNeumann et al. 2006). This ECR e-coach will be aunique supporter for the gaining, training and applicationof ECR knowledge and competence. For this, it is basedupon high-quality multimedia learning material,interactive assessment procedures and a library of termsand methods, examples and best practices, and guidelinesfor efficiently, effectively, and successfullyimplementing ECR strategies into supply chains. Theseelements are composed to form attractive e-learningmodules on the ECR topic in English, German, andPolish languages. Due to their well-structured designthey can be built in the learning management system oflocal preference (i.e. Lotus Learning Space, WebCT,Moodle, etc.) to meet specific needs of the differenttarget groups of both university students (undergraduatesas well as postgraduates) and logistics professionals(training-on-the-job). Introduction of the e-coach intotraditional education and training programmes willenable to apply a blended learning methodology for thespecific target group and learning content.However, the e-coach is not just a framework fordelivering learning material and accompanying learningprocesses. It also provides additional coachingfunctionality for the pre-learning process assisting theuser in identifying both his/her individual learning needsand the subject matter or context they are settled in. Withthis, special focus is put on increasing the active role of alearner in the learning process and especially his/herresponsibility for the design and success of the learning.Instead of learning what a teacher has decided to belearned, the learner is supported in understanding whatthe practical problem is s/he might have and whichknowledge on theories, methods, procedures, bestpractices etc. might be of help to deal with the problemand finally solve it. This specifies the subject area andtopics to be mastered. Furthermore, and even if anexperienced practitioner would be able to self-identifythe context of a problem him/herself, in a second step thee-coach requires and supports self-reflection of ownknowledge and competence in these fields. In the end, alearning process is created that is tailor-made to theindividual needs of the learner and customized for his/herpersonal level of understanding and competence.This methodological support describes the differencebetween the coaching and a teaching/training approach.Using information and communication technologies aswell as intelligent case-based reasoning in this processallows decoupling human coaches from somehow beingpermanently on call. Thus, the ECR e-coach will be apersonal coach available anywhere and anytime to reacton individual needs for support. With this the e-coachgoes far beyond what is already available across Europeto support ECR-related training, e.g. under theframework of the ECR Europe General LearningProgramme (see Penning and Karli 2004) whichcurrently comprises a variety of traditional class-roombased courses and seminars (http://www.ecrnet.org) only.Consequently, a learner is required to be on-the-spot forAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200662

participating in the workshops and gain condensedknowledge on a certain aspect of ECR. The ECR e-coachwill of course not replace those offers in total, but it is tobe understood as an additional opportunity to refresh orextend knowledge directly in the context of a specificproblem s/he has to deal with in his/her professionalenvironment (training-on-the-job). Furthermore, it willallow university students to get in touch with ECRrelatedtopics even when their home universities do notoffer special courses on ECR or just mention this conceptwithin supply chain education of different focus.HOW THE ECR E-COACH IS SUPPOSED TOWORKCorresponding to the nature of ECR as being based onknowledge from different fields and dealing with variousand diverse problems the ECR e-coach implements amatrix approach reflecting these two main basicperspectives. First, the e-coach should help the coach toidentify his/her individual needs:• Developing knowledge and skills in a certain ECRrelatedarea heading to better performance in andability of problem solving, or;• Tackling a just encountered specific problem in thecompany or supply chain collaboration as a primarytask.These two reasons for accessing (taking advantage of)the e-coach may be interlinked and therefore mayintertwine in the course of the coaching and learningprocess. The final result – in terms of gained knowledgeand skills as well as an ability to identify and solve aproblem – can be the same, but the stresses will be put indifferent ways. Taking this into consideration the ECR e-coach needs to consist of two functional components: adiagnosis system and a learning environment.A well-structured and comprehensive diagnosissystem forms the key part for starting the learningprocess (see Figure 1). As already explained above ithelps in identifying and specifying individual learningneeds and thus in initiating and self-creating apersonalized learning process. For this, the diagnosissystem is composed of different types of testing toolsleading – in an automatic way – to the followingconclusions:• Which problem in supply chain management do Ihave to deal with, when observing particularsymptoms in my own company or supply chain?• What is the particular field of knowledge – thelearning context – my personal interests/needs aresettled down in?• What is my specific learning goal: gainingknowledge or solving a problem?• What is my initial state of knowledge or competencelevel regarding my personal learning context andgoal?Lack ofknowledge(What is …?)Symptoms(out ofstocks etc.)The E-CoachProblemSpecificationChecklistsLack ofcompetence(How to …?)Problems(e.g.shrinkage)Environment(supply chainor company)learningneedscontextmodulesThe E-CoachDecision Layerproblembaseddescriptionorientedlearningmodulestest/quizmodulecasemoduleassessmentmodulesThe E-CoachKnowledgeBaseFigure 1. The ECR e-coach structure.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200663

Depending on the outcomes of the diagnosis processthe coached person is guided on either a knowledgeorientedor rather a problem-oriented path of learningmodules matching with his/her learning context and level(see Figure 2). As shown in Figure 1, a knowledgeorientedpath (A) focuses on a particular aspect or subjectarea of ECR and allows gaining relatively wide-areaknowledge in this field (but perhaps at varying levels ofdetail). Following such a path also helps to answerquestions like:• Which are the problems this particular knowledge isrelevant for?• If I go through those modules which kind ofproblems I can better deal with afterwards?This way, any knowledge-oriented path alsocontributes to strengthen problem-solving competencerelated to the implementation of ECR in a supply chain.In difference to this a problem-oriented path (B) clearlyaims at developing much more specific problem-solvingcompetence by providing instructions and methodicalknowledge on how to solve a particular problem. Itespecially helps to answer questions like:• Knowledge from which fields might be of help tosolve my particular problem?• In which directions I might think to find a solution tomy particular problem?In the end, those modules which might belong to aparticular path corresponding to the individual needs areidentified each of them dealing with certain aspects ofunderstanding and implementing Efficient ConsumerResponse in supply chains. Step (C) in the diagnosisprocess then decides about what a user should berecommended:BWhat isyour problem?Problem specificationcheck listProblem-oriented oriented Learning PathAKnowledge-orientedorientedLearning PathECRShrinkageRFID Technology……CWhat is…How to DesignRFID TechnologyHow to Run a SCby Use of RFIDHow to ApplyRFID in SCsHow to ImproveData AccuracyHow to Deal withExcessive StocksHow to ReduceLong Lead TimesHow to AvoidOut of StocksHow to ReduceShrinkage…Figure 2. How the ECR e-coach works.• Am I able to solve a respective problem related tothe identified aspect of ECR? => If so, we, forexample, might propose to go for examination ofknowledge or certification of competence;• Do I need to know more about this particular aspectof ECR? => If so, we would initiate a learningprocess and propose a learning path for this, which isoffered and guided-on-demand by the e-coach’slearning environment.The learning environment of the ECR e-coach isformed by a learning management system with a numberof modules as well as a wide range of information andcommunication tools embedded in it. To ensurefunctionality as described above the modules belong tothe following main categories:• Description-oriented modules deliver knowledge ona specific aspect of ECR such as shrinkage or RFIDtechnology (What is …?);• Problem-based modules provide relevant knowledgefor identifying, specifying and solving a particularproblem, like shrinkage reduction or application ofRFID technology in supply chains (How to …?);Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200664

• Assessment modules enable individual knowledgeapplication and evaluation within tests/quizzes atdifferent levels of difficulty with extended feedbackbeing provided to the user;• A case study module supports free knowledgeapplication within an interactive supply chainscenario by running case studies at four levels ofdifficulty.With this, customization and individualisation of auser’s learning process and learning path according tohis/her needs (resulting from current skills andknowledge level as well as the required targetcompetences) become possible by purposefully selectingthe suitable modules.A similar amount of flexibility and sensitivity to userneeds will also be provided by the diagnosis system.Generally, the diagnosis process (which from thepractical point of view can be based on a kind of aquestionnaire or even check list) will dynamically selfadaptto the user in the course of responding to thequestions depending on the answers given. This meansthere are no fixed standard set and sequence of questionsto be answered, but a step-by-step selection andpresentation of questions following the authoring-on-theflyprinciple instead. In some case, also some additionalor even “double check” questions may be asked.It is obvious that in the case where rather problemorientedneeds have been identified the questioningprocess will be longer and more sophisticated to get theright picture on the exact nature and complexity of theproblem and to configure the most appropriate paththrough the matrix of modules and/or their particularcomponents.In practice the outcome of this pre-learning andidentification process will be a set of tags set along thelearning path defining subsequent steps and measureschecking and testing achieved results and thus verifyingoriginally defined learning paths. This eventually canlead to a dynamic reconfiguration of the learning path;the procedure for this is included in the e-coach as well.Furthermore, the results of the intermediate tests will beused not only for reconfiguration, but also for repeating acertain module or suggesting/initiating additionallearning loops.This general approach determines the ECR e-coachfunctionality. As it has been said, the most characteristicfeature of the presented concept is its matrix structure (asdepicted in Figures 1 and 2). With this, it supports both,the knowledge- and the problem-oriented approachwithin a customizable procedure. The crucial challengefor bringing the e-coach concept to life consists inimplementing its matrix-based coaching functionality:• Structure and sub-structure knowledge on ECRrelatedaspects and problems in modules;• Define all relevant links between particular modules;• Develop a reliable diagnostic system helping a userto identify his/her weak points and suggest suitablemodules.HOW THE ECR E-COACH LOOKS LIKEImplementation of the idea of the ECR e-coach is inprogress. Concurrently a general mechanism enablingcoaching functions and particular modules are beingdeveloped. This approach allows for continuousmonitoring of the quality and completeness of designedcomponents but for testing and verifying the generalcoaching concept (by using different kinds ofdemonstrators and prototypes). The followingcomponents have been completed until now:Learning modulesThe learning modules developed so far introduce intothe topic of Efficient Consumer Response in general andtake up current problems in supply chain management(see Table 1):• The module “Introduction to ECR” covers the widerange of knowledge and information related to theEfficient Customer Response (ECR) concept. It aimsto provide an overview on the topic, to supportknowledge transfer on methods, tools, challengesand benefits of Efficient Consumer Response (ECR),and to fertilize implementation of ECR amongbusiness partners in supply chains;• The module “Introduction to Shrinkage” embracesseveral issues which give an overview of theshrinkage problem in supply chains, such as generalproblems in stock keeping, definition of shrinkage,sources of shrinkage and responsibility for shrinkagein the supply chain. The aim of this module is tosupport knowledge transfer about the shrinkageproblem in supply chains and to raise awareness ofthis issue.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200665

Table 1. The ECR e-coach learning modules.Module Type Learning Goals ContentsIntroduction to ECR D Know basic terms on ECRIntroduction toShrinkage ReductionHow to ReduceShrinkageIntroduction to RFIDTechnologyHow to Apply RFID inSupply ChainsDPDPKnow ECR methods and toolsKnow problems and benefits of ECRKnow about problems in stock keepingKnow and be able to identify shrinkageUnderstand causes of shrinkageHave a basic idea on how to cope with shrinkageBe able to develop a strategy for reducingshrinkageKnow about the Shrinkage Reduction Roadmapand be able to apply itBe able to measure shrinkageKnow basic terms related to RFIDKnow about RFID technologyKnow RFID components and applicationsUnderstand problems in using RFIDKnow about possibilities, problems and chancesof applying RFID in supply chainsBe able to introduce RFID to supply chainmanagementBe able to design RFID technologyBe able to run logistics processes and supplychains by use of RFIDTypes of learning modules: D = descriptive module; P = problem-based moduleChallenges in supply chain collaborationDefinition, objectives, benefits of ECRHistory and development of ECRECR componentsThe ECR Global ScorecardProblems in stock keepingDefinition, sources and effects of shrinkageResponsibilities and possibilities for coping withshrinkageCase studiesHow to develop a shrinkage reduction policyThe Shrinkage Reduction RoadmapHow to measure shrinkageCase studiesRFID technology (components, how it works,advantages, disadvantages)RFID applications (smart card, data verification,tracking & tracing etc.)Global RFID Deployment (standards, national/regionalactivities)RFID and Privacy & SecurityDefinition and components of RFIDRFID in a particular supply chain context – yes or no?How to design RFID technologyHow to implement RFID in supply chain managementHow to run a logistics process or supply chain by use ofRFID• The module “Introduction to RFID Technology”explains RFID technology, its components andapplication, but also problems or challengesresulting from the current state-of-development ofthis technology. With this, basic knowledge is to beachieved on what is behind the term RFID, how thistechnology works and what has to be taken intoconsideration when making use of it in practicalapplication;• The module “How to Reduce Shrinkage” focuses onthe Shrinkage Reduction Roadmap including anintroductory description of the policy, methods andmeasures. It wants to deliver knowledge andunderstanding on how to identify, prevent andreduce shrinkage in supply chains;• The module “How to Apply RFID in Supply Chains”presents practical instructions, general guidelinesand useful hints on when application of RFIDtechnology in a supply chain might make sense, howthe appropriate components are selected andintegrated in an application and how the supplychain can be run by use of RFID technology.With this both types of modules descriptive ones andproblem-based ones are available to be selected and usedaccording to the needs of a particular target group orindividual user. Generally, the target audience of thoselearning modules might cover:• Students (at private or public schools oruniversities);• Attendees of ECR learning programmes;• Supply chain professionals, i.e. employees ofmanufacturers, retailers, and service providers.To achieve this, all modules are designed along thesame lines and well structured according to both logicsteps of knowledge acquisition and context-dependencyof knowledge units. Furthermore, requirements ofplatform-independent implementation have been met toallow embedding of one and the same module into aWebCT-based learning environment as well as into aLotus Learning Space. Each module works on its own,but can also be combined with any other to form aparticular course (learning path). For this, modulecontent has been well-structured into topics which arerespectively covered by separate web pages enrichedAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200666

with pictures and illustrated graphs, Macromedia Flashanimations (see Figure 3), examples or multimediaquizzes. Application of common design rationales to allpages ensures a similar look within the modules, but alsosame navigation principles no matter which content ortopic is currently represented. For course creation, thelink between independent learning modules is technicallybeing realized through the infrastructure of the learningmanagement system they are embedded in.To provide context-related access to the topics (pages)a module always starts with a structured overview of itscontent. As Figure 4 shows for the module on“Introduction to ECR”, this mindmap also providesFigure 3. Illustrating animations on the effects of Category Management (left: without; right: with).Figure 4. Module 1 – Introduction to ECR.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200667

interactive hyperlinks to the respective parts of themodule and therefore allows easy-to-use navigation.On the contrary, each of the pages contains a littlemindmap logo being hyperlinked to the overview pagefor returning to the overall structure and/or easilyjumping into another topic of interest. In general, thetopics mentioned in the overview form the main learningpath as the module’s author has suggested it. Additionalinformation, cases, or illustrating animations can bereached from there via local hyperlinks (and a return pathto the page this information has been called from)without leaving this standard learning path the usereventually might follow.Assessment modulesFor interactively applying gained knowledge andassessing any existent or achieved knowledge level onone’s own some test questions, exercises and case studieshave directly been embedded into the modules. Inaddition to this a separate assessment moduleimplemented by use of Macromedia Authorware isavailable, too (see Figure 5).Figure 5. Quiz example “What does ECR mean?”This assessment module again and again creates newquizzes by combining on-the-fly questions of a varyinglevel-of-difficulty and from different topic areas. Aseparate question bank implemented in Microsoft Excelpools all questions including their right and wronganswers as well as their specific feedback.Each question is additionally characterized accordingto its content by category, subject and topic information,whereas information on a question’s level-of-difficultyand type support the processes of its selection and use.To create a new quiz, only as many alternative questionsfor a particular topic as wished need to be selected andembedded into the quiz frame (see Figure 6). If the userstarts the assessment module, a number of questions isselected at random from the available alternatives and putinto the pre-defined quiz structure. This way, every timea user re-starts the assessment module a quiz new tohim/her appears. Assuming the question bank contains asufficient number of questions, the own state-ofknowledgeand conceptual understanding can repeatedlytested without just re-producing what has been learnedbefore.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200668

ECR Question Banknumber category subject topic level type question answer 1 r/w feedback 11 terminol introduct ECR simple SC2 benefits introduc ECR simple MCWhat doesanswer 1 r/w feedback 1ECR mean?What arebenefitsof ECR?answer 1 r/w feedback 1TestStructureandComponentstopicAtopicBtopicCTESTQuestion1: A1 ……………….Question2: B2 ………………Question3: A3 ………………Question4: C ………………..Question5: A2 ………………Question6: B3 ………………Question7: B1 ………………Figure 6. The ECR question bank and quiz module.Case study moduleIn contrast to the assessment module where a useranswers questions within quizzes to give proof ofconceptual knowledge, the case study module enablesfree knowledge application within an activity-orientedscenario. Here, the user has to get familiar with newsituations and eventually deal with different problems.Thus, s/he is expected to demonstrate competences byunderstanding situations, applying methods and findingappropriate solutions in an effective and efficient way.To provide an experience as authentic as possible afictitious supply chain of three partners –raw materialsupplier, manufacturer of potato chips and retailer withdistribution centre, and a number of shops – has beencreated (see Figure 7).Each partner has a public website and a privateIntranet including various company-specific informationand data. They cover all aspects of the company frompresenting its vision, mission, history, products andservices (public information) to providing processdescriptions, staff lists, resource data, performance data,customer/purchase orders, stock levels etc. (privateinformation).This scenario serves as case development framework;a specific case study is finally created by attachingproblems or tasks to the supply chain as a whole or anyof the partners individually (see Figure 8).Finally, case studies with different targets and varyinglevels of difficulty result from this, which can aim at:(i)Characterizing a situation(The user describes the situation in the supply chainor company e.g. by choosing from differentdescriptions presented. Feedback is returneddirectly on his/her decision.);raw materialsuppliermanufacturerdistributioncenterretailer(ii)Identifying problems or potential improvements(A list of problems and potential improvements ispresented to the user from which s/he chooses theones s/he identified. Feedback is returned directlyon his/her decision.);Figure 7. The e-coach supply chain scenario.(iii) Recommending actions to solve problemsAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200669

(The user chooses from a set of actions/methods theones s/he recommends to use. The effects of his orher choices will be presented to him/her.);(iv) Applying methods to solve problems(The user applies certain methods to solve theproblems as identified and specified before by useof tools (EXCEL based or others) provided tochoose from and work with. The results areassessed e.g. according to an exemplary solution.).It is obvious, that those different types of cases dorequire different methods to support the user (guidanceon-demand)and also different ways for gaining theuser’s results: whereas the first three types of case studiesmight force the user to answer questions or fill in a checklist.A case study of the last category can only beperformed within the e-coach when sophisticated tools(similar to those being used in real supply chains to applythe ECR concept for solving particular problems incollaboration) are available.Therefore, the project focused on implementing aframework and cases challenging the user in analysingthe situation in any of the partner companies and thesupply chain as a whole as well as identifying problemsand potential improvements with them.Here, the user has to work selectively with thematerial available and delivers his/her results byanswering multiple-choice and matching questions.This ability to get into a situation, see problems andtheir causes as well as link these findings withknowledge about best practices or suggestions fromtheory as it is demonstrated by the user here forms thepre-condition for any purposeful and promising problemsolving at a later stage.M1 M1 M1 M1M1: Introduction to ECRCase 1 {problem; assignment}Case 2 {problem; assignment}Case n {problem; assignment}M2 M2 M2 M2M2: Introduction to ShrinkageCase 1 {problem; assignment}Case 2 {problem; assignment}Case n {problem; assignment}assignmentsubmissioninterfacesupplychainframeworkM3 M3 M3 M3M4 M4 M4 M4M3: How to Reduce ShrinkageCase 1 {problem; assignment}Case 2 {problem; assignment}Case n {problem; assignment}M4: Introduction to RFIDCase 1 {problem; assignment}Case 2 {problem; assignment}Case n {problem; assignment}methodstoolsM5 M5 M5 M5M5: How to Apply RFID in SC’sCase 1 {problem; assignment}Case 2 {problem; assignment}Case n {problem; assignment}Figure 8. How to create a case study within the case module.WHAT ARE THE PROSPECTS FOR APRACTICAL USE OF THE ECR E-COACH?The ECR e-coach can be seen as a valuable supportfor all those who already have a certain level ofknowledge in the field of supply chains and supply chainmanagement, but who wish to update and develop thisknowledge and competences towards the EfficientConsumer Response concept.Therefore, the target group comprises students, ofcourse, but the ECR e-coach much more addressesmanagers employed in companies where ECR (or at leastsome of its components) have just been, are being or willsoon be implemented.Serving these aims the ECR e-coach can be anexcellent supplement to the ECR Europe GeneralLearning Programme (GLP), which is an ECR initiativecontenting centrally administrated and locally deliveredAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200670

educational programme that follows the guidingprinciples and process methodologies that are endorsedby the Boards of ECR Europe and the National Initiatives(Penning and Karli 2004).The ECR e-coach can be used in a pre-training phasefor all those who are going to attend any of theeducational forms offered by the ECR General LearningProgramme.One of its significant roles here could be levelling theknowledge of attendees before they join the GLPcourses, seminars, or workshops. This is very importantespecially in a collaborative learning process.To understand if and to what extend the ECR e-coachis the supporter of those individual learning processes asintended a first evaluation phase has been run in Englishlanguage with a small group of students from the PoznanSchool of Logistics (see Kopanska 2006).It focused on the learning environment of the e-coachand was therefore based on a guided learning processwith the e-coach materials.By use of a classical pre-/post-design with surveysand knowledge tests evaluation results finally gave proofof the usefulness of their contents, structure and design,but also initiated further improvements of the materials,especially by increasing the amount of interactivity,vividness and clarity.A second evaluation phase is currently running. Here,students from the University of Magdeburg work withthe same elements in German language, as students fromPoznan do simultaneously with the Polish version.One of the key questions to be answered by this set-upis the influence of the language (home vs. foreign) on thelearning outcomes. For this, results of the secondevaluation stage will be compared with each other, butalso with those of the first evaluation.As ECR was found to be attractively foiled whereadvantages of e-coaching could be demonstrated in themost spectacular way, the developed aide can easily beextended towards many other logistics issues, leading toa holistic educational tool enhancing competences andskills of logisticians of different levels of responsibility.SUMMARY AND OUTLOOKApplying the pedagogical principle of coaching to anemerging field of knowledge and competence likeEfficient Consumer Response within a web-basedenvironment delivers a number of challenges to be faced.First, coaching (and e-coaching all the more) is morethan just guided learning. It requires to personalizelearning and to stay in close contact with the learner.Forwarding those tasks to a technical system can only besuccessful if:(i) Learning materials are designed in anappropriate way;(ii) True coaching functionality in the form of asophisticated diagnosis component is provided.The process of developing and implementing the ECRe-coach took both aspects into consideration andmastered the challenges by selecting those fields ofknowledge that represent some crucial problems intoday’s supply chains on one hand and creating wellstructured,attractive multimedia learning modules inEnglish, German and Polish languages on the other.Coaching functionality as discussed in this paper hasonly partially been implemented so far, mainly based oncommunication functionality, and learning support asprovided by the two learning management systems,WebCT and Lotus Learning Space, used.Because platform-independent implementation of thee-coach created some extra problems (e.g. when havingthe need to implement the assessment module by use of athird tool, Macromedia Authorware) and both projectpartners independently, but nearly simultaneously haddecided to change their learning management systemtowards a Moodle open source solution.Further progress in developing the diagnosis systemand with this in improving the quality and amount ofcoaching functionality has been postponed until reimplementationon the new platform will have beenfinalised.Furthermore, some promising parallels to otherknowledge management approaches have been seenwhich most of all will help to improve and extend thematrix approach for identifying learning needs andsubject-constraints (see Strubelt and Neumann 2006).The idea of having not just a check list for identifyingan ECR-related problem, but another matrix more clearlycharacterizing problems by symptoms in the sense ofmeasurable parameters or observable effects will be atremendous help for supply chain improvements inpractice.Giving certain characteristics and observations theright weight and being able to conclude on cause-effectchains in the right way despite of an increasing level ofcomplexity in real life situations, this will open upanother application area to the coaching principle –different from and independent of a learning scenario.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200671

ACKNOWLEDGEMENTThe paper results from a project jointly run by the Ottovon-GuerickeUniversity of Magdeburg (Germany) andthe Institute of Logistics and Warehousing in Poznan(Poland) kindly funded by DAAD under the ProjectbasedPersonnel Exchange Programme.REFERENCESKopanska, J. 2006. Evaluation of the “Introduction toECR” Learning Module. In: MSL – MagdeburgerSchriften zur Logistik 23.Lewandowska, J. 2005. Determinants and Instruments ofSupply Chain Effectiveness Creation in the FMCGSector. Doctoral thesis, University of Economics,Poznań.Muntjewerff, A. J. and D. J. DeTombe. 2004. A GenericEnvironment for Integrating Streaming Video in LegalEducation - e-See. In: Proceedings of ED-MEDIA 2004 –World Conference on Educational Multimedia andHypermedia; Lugano (Switzerland), June 21-26, 527-532.Neumann, G.; Krzyzaniak, S.; Lewandowska, J.; Boruta,M. 2006. E-Coach for Understanding and ImplementingEfficient Consumer Response in Supply Chains. In: MSL– Magdeburger Schriften zur Logistik 23.Penning, S. and B. Karli. 2004. General LearningProgramme. Guiding Principles. ECR Europe 2004.Strubelt, H. and G. Neumann. 2006. Requirements forKnowledge Management Support to Implement ECR inPractice. In: MSL – Magdeburger Schriften zur Logistik23.BIOGRAPHYGaby Neumann received a Diploma in MaterialsHandling Technology from the Otto-von-GuerickeUniversity of Technology in Magdeburg and a PhD inLogistics from the University of Magdeburg. Since 2003,she has been Junior Professor in Logistics KnowledgeManagement there. Since 1991, she has been alsoworking as part-time consultant in logistics simulation.didactics of teaching logistics as well as logisticscompetence profiling and assessment.She has widely published in the field and has been or isbeing involved in a couple of respective projects. She isauthor/co-author of two books, one educationalmultimedia module on warehousing and a series of e-learning modules in logistics as well as of 26 journalpublications and 61 papers and presentations at nationaland international conferences. 10/2001, Best PaperAward: The International Workshop on Harbour,Maritime & Multimodal Logistics Modelling andSimulation 2001; 01/2002, Award “ExcellentDissertation” by the Association of German Engineers.Dr. Neumann is member of the German Association ofEngineers (VDI) and co-ordinates the European logisticseducators network for providing new technologies forlogistics education inside the European LogisticsAssociation (ELA-LogNet).Stanislaw Krzyzaniak is Deputy Director at the Instituteof Logistics and Warehousing in Poznan, responsible forscientific & research developments in the Institute. He isalso employed as an academic teacher in the PoznanSchool for Logistics.His main research interest is modelling and optimisationof inventory management problems. He is author and coauthorof ca. 50 papers. He was also a speaker for manynational and international conferences. He is experiencedtrainer in logistics, especially inventory management; inthis field, he developed an advanced training module. Hewas a project manager or consultant for more than 15advisory projects on behalf of Polish companies.Dr Krzyzaniak organised and developed the PolishNational Certification System for logisticians in theECBL framework. He is a graduate in engineering fromPoznan University of Technology and holds a PhD inengineering. Since November 1999, he has been VicePresident of the Board of the Polish LogisticsAssociation (PTL)Furthermore, he is member of the Board of the EuropeanLogistics Association (ELA), Chairman of the Board ofthe European Certification Board for Logistics (ECBL)and its Scientific Committee, member of the Transport inLogistics Section of the Transport Committee of thePolish Academy of Science.Her current activities and research interests are mainlylinked to fields like problem solving and knowledgemanagement in logistics, logistics simulation andplanning, and technology-based logistics learning,Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200672

DEVELOPMENT OF WEB BASED GRAVITY MODEL FOR FORECASTING THE COMMUTERS' FLOWSMarija Bogataj 1 , Samo Drobne 2 , Oleg Gaiduchenko 31 University of Ljubljana, Faculty of EconomicE-mail: marija.bogataj@guest.arnes.si2 University of Ljubljana, Faculty of Civil and Geodetic EngineeringE-mail: sdrobne@fgg.uni-lj.si3 Riga Technical University, Department of Modelling and SimulationE-mail: olegs@itl.rtu.lvKEYWORDSRegional development, migrations, travel time,municipality, commuters’, gravity model, web basedgravity model.ABSTRACTMain results of research performed at University ofLjubljana in Slovenia within Socrates/ErasmusExchange Programme in the framework of the project‘Regional Development influenced by the newSchengen border regime and by improvedtransportation networks’, are presented in the paper. Anoverview of the problem that relates to populationmigration in Slovenia is given. It is aimed to attractlocal citizens to participate in getting information aboutregional development and interregional migration -that is the recommendation of White Papers onEuropean Governance on how to enchase democracy inEurope with the aim to modernize European publicaction. The gravity model has been implemented as aweb-based application, where citizens couldparticipate and give an opinion to policy-makersabout the forecasting role and results of the model.INTRODUCTIONHuman migrations and periodical (daily or weekly)commuting to job, school or for other activities areregarded as the most important factors influencingthe demographic and socio-economic compositions ofstatistical regions, the composition of central places onthe regional level or the compositions of the total areas ofsettlements in the regions and their inhabitants. For thegeneral process of regional changes, an understanding ofinterregional migrations and daily or weekly commutingis vital (Bogataj and Drobne 2005).Public participation in local environmental decisionmaking,in the Slovenian population migrationproblem for example, has traditionally tended tofocus on attracting citizens in decision-makingproblems. Traditionally public participation has beenlimited to the public right to know, informing the publicand the public right to object. The ability to defineinterests, the actors, determine the agenda, assess risks,recommending solutions, and partake in the finaldecision has traditionally been closed to the public.The use of the Web pages in such situations has thepotential to break down the barriers to participation bytaking away certain psychological elements that thepublic face. Considering that most peoples concernregarding their surroundings involve spatial entities(mental maps, landmarks etc.) the use of GeographicInformation Systems (GIS) on the WWW has greatpotential for popular involvement. This can be achievedthrough the analysis of web access logs to track thedecisions made by users of the on-line systems beingdeveloped in this on-going research project.Using the standard statistical data such as - dailymigration, amount of employed or unemployedworkforce, time spending distances, are collectedusing GIS, stored, represented in the computer,retrieved, analyzed, and displayed: first using the ExcelSpread Sheet Gravity model and after reproduced anddisplayed into Web pages.As a result, the use of information technologies andgeographical information systems, the spatial-data aboutpopulation migration etc., has been performed as asingle whole tool to facilitate increasing efficiencyfor the citizens in getting information.PROBLEM STATEMENTThe gravity model data bank in this study was builtusing Census 2002 data based on Statistical Office of theRepublic of Slovenia. The base network data was builtbased on Ministry of Transport data (Ministry ofTransport of Republic of Slovenia 2005). Availableurban activity data, area, population, and employee, byzone and travel demand matrices by mode by districtzone were collected. The base year of the database was2002.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200673

Trip Generation ModelIn the 1880s E.G. Ravenstein published his laws ofmigration based upon a study of the 1881 census(Anjomani 2002). His main points were as follows: Mostpeople migrate short distances; fewer people migrategreater distances. Mathematical statement for themigrations could be present as:1N ij =Dwhere N - is the number of migrants from town i to townj;D - is the distance between the two towns.But, it cannot be used as a predictive tool, i.e. it cannot beused to determine the level of migration between twotowns; it does not take into account other factors such asemployment levels.The Ravenstein's formula was upgraded and theregression model adopted for the trip production andattraction models and these are:0.41⎛0.720.13* ⎜Pop_i*Pop_j *KGDS_jD_DN_MIGR=⎝1.730.90d(t-GIS) *KGDP_i *KGDP_jwhere,i – index of municipality of origin;j – index of municipality of destination;D_DN_MIGR - commuter’s workers between Slovenemunicipalities (Census 2002);POP_i – population in zone i;POP_j – population in zone j;d(t-GIS) - time-spending distance calculated inOmniTRANS using the road network 2004 (in minutes);KGDP_i - coefficient of Gross Domestic Product fromstatistical period 2003 in zone i;KGDP_j - coefficient of Gross Domestic Product fromstatistical period 2003 in zone j;KGDS_j - coefficient of Gross Salary = GDP in themunicipality / GDP in Slovenia in zone j;UEMJ_i - coefficient of unemployment in themunicipality = registered unemployment in themunicipality of origin / registered unemployment inSlovenia in zone i;UEMJ_j - coefficient of unemployment in themunicipality = registered unemployment in themunicipality of destination/registered unemployment inSlovenia in zone j.Specification of the model databaseThe basic model for this study consists of five jointlydependent endogenous variables. They include the rate ofij,0.650.23*UEMJ_i*UEMJ_j0.040.15⎞⎟⎠population growth (POP_zone(I, J)), the rate of timespending distances d(t-GIS), rate of Gross DomesticProduct (KGDP_zone(I, J)), the rate of Gross Salary(KGDS_J) and the rate of unemployment growth(UEMJ_zone(I, J)).Index i represent origin and j represents destination of aregion. Figure 1, as a quick reference, highlights all modelvariables for a few relationships (all database of gravitymodel includes 7099 relationships, those are thatrelationships, between which population migrations arehappens), including their expected signs.All described variables are expressed as the logarithm of thevariables in producing the regression model. As such, thecoefficients will constitute the elasticity’s.The simultaneous consideration of migration and economicvariables is reflected in our selection of endogenousvariables. In addition to the two-way causation between thesevariables, the more intricate relationships should also beconsidered. For example, the effect of the destination'smanufacturing employment on migration is thought to be afunction of employment and population variables. Similarly,it is hypothesized that unemployment at the destinationaffects other endogenous variables, which, in turn, affectmigration.Figure 1. Model database representation (fragment).The model of the influence of the newly builthighways in terms of employment and commutingbetween the regions of Slovenia purpose is to show theimprovements of daily commuting and time spendingdistances between regions after the new investments inroads, which will also induce the transit traffic inSlovenia, influence the demand of land and land use in thecentral places of Slovenia. These parameters needed forsuccessful regional development.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200674

These results of a model require a short representationof the Excel model called gravity model which has beendeveloped by the University of Ljubljana and afterrepresented into WEB by this paper author.Model variables explanation:1-ID REG I- code for region of origin;2-IDMUNI- code of municipalities of origin;3-IDREGJ - code for region of destination;4-ID_MUN_J- code of municipalities of destination;5- d(t)2004 - time-spending distance in 2004;6- sprd(t) - decrease of time-spending distance 2004-2013;7- skr_p_cap - decrease of time-spending distance percapita (only for those who travel by car) ;8 - d(t)napoved - new time-spending distance for thosewho travel by car;9 - delezOV - percentage of commuters traveling by carin 2002;Figure 2. Short gravity model data.10 - dm 2002 - commuters in 2002;11 - dmnapoved - new volume trip (number ofcommuters) considering decrease of time-spendingdistance for those who travel by car;12 - % - percentage of difference in volume trip 2002 -2013;13 Stevilo - difference in volume trip 2002 - 2013PROBLEM SOLUTIONThe MySQL storage and PHP scripting languagewere used in producing the web page of the gravitymodel. MySQL and PHP is an open source projects ofthe Apache Software Foundation and, not surprisingly, itis the most popular Apache HTTP server add-onmodule, with around 40% of the Apache HTTP servershaving PHP capabilities (O'Reilly 2002). PHP isparticularly suited to web database applications becauseof its integration tools for the Web and databaseenvironments. In particular, the flexibility of embeddingscripts in HTML pages permit easy integration with theclient tier. Both PHP and MySQL are easy to use, fast,free, and powerful.Web-based model applicationWEB based gravity model initiative is anapplication of GIS software program that provides theuser with the tools needed to map, measure, andanalyze urban migrations. WEB based gravity modelapplication enables users to analyze how Slovenianinfrastructure affects: time-spending distances;value of population migration; changes of populationmigration in way of infrastructures changes. With thehelp of WEB based gravity model, local people can getinvolved with the way their communities grow anddevelop. This computer application helps the user build abetter, more sustainable community for the future. Italso allows people to work together to find constructivesolutions in the decision making of the populationmigration in future.In WEB based gravity model user throughGraphical User Interface (GUI) (see Figure 3) can makehis choose:• The region of origin;• Region of destination.After that, model will show results with detailedmap of Slovenian municipalities. Here user through GUIcan make his choose:• Municipality of origin (which belongs to chosen -region of origin);• Municipality of destination (which belong tochosen region of destination).Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200675

In accordance with chosen data user will beprovided with the information of the gravity modelresults which are absolutely identical to the results ofExcel gravity model application that proves that WEBbasedgravity model has been programmed successfully.FUTURE DEVELOPMENTSThe strategy of involving local community allowslocal people to identify issues and problems and putforward suggestions. The WEB based gravity modelprovides this research project with an opportunity to testout new methods of public participation by running aparallel initiative over the WWW.The system allows users to access backgroundinformation relevant to the problem, access GIS datasets(digital map images) and information about these data.As well as uses these data to identify gravity modelresults according to the user has chosen regions andmunicipalities.use principles, a key to the success of these systems willbe to develop them in ways, which hide the GIS andtechnical details behind a well-designed GUI. Allresponses are mouse driven using clickable icons andbuttons. All data explanations are provided to user formodel better understanding. The system consists of:• A data viewer menu giving access to the gravitymodel data sets;• A data selection and preference weighting menuallowing users to select and weight individual regionsand municipalities and then submit a site searchrequest;• Results displayed allow users to view the resultingof the gravity model;• At the same time the questionnaire and dataanalysis that will be the part of Web-based Gravitymodel application in future development, isthe feedback to local authorities and regionalinstitutions for improvement of spatial management.The system is extremely easy to use and requires noprior knowledge about GIS and gravity model or WEBFigure 3. Loaded Web-based gravity model.Three case study scenarios are being undertakenin this on-going research project at the local (gravitymodel), regional (GIS) and national (WEB) level. Theidea behind the main project initiative is to involvethe local community in the future regionaldevelopment. This is being coordinated by the Prof.Marija Bogataj and assistant Samo Drobne, who areworking in partnership with many active groups todevelop a strategy for the development of undevelopedregions in Slovenia.A system already exists which demonstrates theuse of a WEB-based gravity model Support System onthe Internet in Slovenia. The URL for this on-linesystem is: http://193.2.92.34/.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200676

CONCLUSIONSThe main goal of work had been done is theDevelopment of WEB-based gravity model.In this purpose it was necessary in obligatory wayto make studies about empirical analysis of internalmigration in Slovenia for next 10 years, a simultaneousequation model, gravity model of migration wasconstructed by University of Ljubljana and studiedand after represented into WEB by this paper author.The types of systems being developed in researchbeing undertaken by the author, hides the complexityof the gravity model behind friendly, easy to useGraphical User Interface while still retaining the ability tobuild up several scenarios or proposals based on particulardecision choices made by the individual.This paper has argued that providing open access toparticular decision-making problems over the WEB willplay an increasing role in the way of future improvements.The practical development and testing of thesesystems will help direct the future of publicparticipation in environmental decision-making by usingGIS and the gravity model on the WEB.To be able to participate in spatial decisions as a partof spatial management is one of the main duties describedin White Paper on European Governance, which wasadopted by the European Commission in July 2001.White Paper on European Governance contains a seriesof recommendations on how to enhance democracy inEurope and boost the legitimacy of the institutions.The aim is to modernize European public action inorder to increase the accountability of Europeanexecutive bodies to the elected assemblies and open upthe Union's decision-making procedures to allow citizensto participate in making decisions, which concern them.As part of the process of preparing the White Paper onGovernance, a report (White Paper on EuropeanGovernance Report by Working Group 3b,Decentralization Better involvement of national, regionaland local actors, 2001) produced by the Commission hadsubmitted recommendations on the best ways to achievegeographical decentralization of European governancewith a view to increase the involvement of national,regional and local players in designing and applyingEuropean standards and policies.ACKNOWLEDGEMENTAuthors are thankful Prof. Yuri Merkuryev,department of Modelling and Simulation, Riga technicalUniversity that initiated cooperation between twoUniversities and actively supported this research. Thepresent paper is also supported by the EC Leonardo daVinci project LOGIS MOBILE LV/04/B/F/PP-172.001“Competence Framework for Mobile On-SiteAccelerated Vocational Training in Logistics InformationSystems”.REFERENCESBogataj, M., and S. Drobne. 2005. Does theimprovement of roads increase the daily commuting?White Paper on European Governance Report byWorking Group 3b. 2001. Decentralization Betterinvolvement of national, regional and local actors,.O'Reilly. 2002. Web Database Applications withPHP &MySQL, O'Reilly & Associates, Inc.Gravenstein Highway North, Sebastopol.Ministry of Transport of Republic of Slovenia 2005..Ministry of Transport, Roads Office, 2005: Roadcategorisation in Slovenia...Anjomani, A. 2002. Regional growth and interstatemigration, School of Urban & Public Affairs,University of Texas at Arlington.BIOGRAPHYMarija Bogataj, Dr., Professor at the University ofLjubljana. E-mail: marija.bogataj@guest.arnes.siSamo Drobne, lecturer, University of Ljubljana. E-mail:sdrobne@fgg.uni-lj.siOleg Gaiduchenko, Engineer, Department of Modellingand Simulation, Riga Technical University. E-mail:olegs@itl.rtu.lvAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200677

INFLUENCE OF MARKET REGULATION PROCESSES ON COMPETITION WITHIN ELECTRONICCOMMUNICATIONS INDUSTRYJuris BindeUniversity of Latvia, Faculty of Economics and ManagementAspazijas bulv. 5, Riga, LV-1050E-mail: d30247@lu.lvKEYWORDSElectronic communications industry, competition,competitive forces, regulatory environment, regulationex-ante, market liberalization, input-output model.ABSTRACTCompetition within telecommunications market inLatvia has experienced rapid development over the recentyears. This development has been promoted by severalobjective factors, such as economic growth of thecountry that facilitates increased demand fortelecommunications services, and the increasing qualityrequirements set forward by the customers. Promotion ofcompetition in the communications sector is assigned tothe national regulatory body which is responsible forissuing operational licenses, developing methodology fortariff calculations and, in specific cases, establishingeconomically grounded tariffs, as well as performingquality and safety control of the providedtelecommunications services.The aim of the paper is to assess influence of marketregulation processes on competition within electroniccommunications market in Latvia, by applying EuropeanUnion (EU) and national legislation on marketregulation, as well as examining competition from theclassical point of view of economics. To assess theefficiency of national regulatory body (Public UtilitiesRegulation Commission) in the telecommunication sectorthe input-output model for public administration isemployed.Author’s study proves that there exists a contradictionbetween economic and business interpretation ofcompetition viewing competition as rivalry andinterpretation by the European Union viewingcompetition as administratively and legally adjustableprocess. Therefore, the author suggests that ex-anteprinciple proclaimed by the European Union is not fullyobeyed in practice, thereby, allowing lobbying interestsof single stakeholders at the regulatory body.Results of the study confirm the hypothesis thatregulatory environment has an essential impact oncompetition in the market and competitiveness ofenterprises. This factor cannot be qualified as a subdimensionof any of Porter’s five competitive forces.INTRODUCTIONCountries, whose social structure is based onprinciples of capitalism and free market economies,usually develop more rapidly than the states withsocialistic centralized planned economies. This principalhistoric difference has created essential differencebetween economy levels of the so-called „old” and„new” EU Member States and the well-being levels oftheir inhabitants; the fact which is proved by Eurostatdatabase information regarding different aspects(Eurostat 2006).Key economic development principles of theEuropean Union are defined in the so-called LisbonStrategy (Common 2006) that sets an aim for the EU tobecome the most competitive region in the global market.Historically competitiveness is considered the keystoneof free market and an axiom for free development ofeconomics thus it would be logical for the EU institutionsto support to the utmost free competition as one of themain means to reach goals set forth in Lisbon Strategy.The Republic of Latvia has adopted its Lisbon Nationalprogramme (National Lisbon Programme of Latvia for2005-2008, Cabinet of Ministers Order No.684 fromOctober 19, 2005.).Telecommunications industry has experienced rapiddevelopment over the recent years from comparativelysimple structure when the principle „one operator – oneservice – one country” was dominating, into a verycomplex structure with many mutually competitiveservice providers, different services, global accessibilityof services. Thus, the telecommunications industry hasbecome a very significant factor for implementingeconomic development strategy.One of the most widespread models applied forevaluating competition and competitiveness is M.Porter’s Model of five competitive forces (Porter 1979)and (Porter 1980). Author of this article has added thesixth force to Porter’s model– regulating environment asan essential factor influencing competition and companycompetitiveness, which is not to be qualified as sub-Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200678

dimension and included within any of the five forces(Binde 2006).Although over the recent years competitiveness intelecommunications sector in Latvia has experiencedrapid growth due to several objective factors, forinstance, economic development of the country resultingin increasing demand for telecommunication services andincreasing quality requirements of the service set forth bycustomers, competition in the sector is not evaluated asvery strong. This is mainly determined by specificity ofthe sector, as well as state policy for stimulatingcompetition in the sector.In this paper the author has analyzed competition inthe telecommunications sector as well as possibilities toregulate it from various aspects - its economic, legal andsocial interpretation, as well as has assessed influence ofthe administrative regulation on the telecommunicationsindustry in Latvia.ECONOMIC INTERPRETATION OFCOMPETITION - DEFINITIONSEconomic and business interpretations ofcompetitiveness are closely related and are associatedwith rivalry. Goods and services will be obtained fromthe company ensuring, according to customer, “more forthe same amount of money”. Thus, competition strives toremunerate the manufacturers and/or suppliers workingmost efficiently and directs the economy towards moreefficient use of resources (Friedman 2000).From the businesses point of view competition is arivalry between manufacturers of goods present in themarket and/or service providers (merchants) for suchgoods manufacturing and services providing terms thatwould ensure for them long-term profit.At the same time competition is a mechanism thatregulates proportions in manufacturing. The two keyforms of competition are price and non-price. Theseforms of competition are active at a time and in mutualinteraction (Niedritis 2001) (page 6).Customer, who taking into account its own interest,chooses goods or services, ensures objectivity of anycompany’s evaluation. Competition is the most efficientand cheapest control method of economics that does notcost much to the public. Such control is an important anddynamic force and makes the manufacturer and seller tothink and act in order to reduce costs and price, byincreasing sales volume in order to improve quality ofgoods (services) and, what is most important, to fight forclients and orders (Niedritis 2001) (page 9).Uninterrupted improvement of processes and methodsunder healthy competition results in reduction ofexpenses. Consequently, quality of goods and servicesincreases. Innovation creates new and better approachesto production and service providing processes andspreads rapidly. Market players that are unable tocompete are forced to reorganize or to leave the market.Prices decrease due to increased volumes and the marketexpands. Such, according to Porter [8] is the pace ofdevelopment for well-functioning industries, for instance,computers and informatics industry, mobiletelecommunications, bank business and many others.CIVIL RIGHTS AREA, REGULATION, ANDCOMPETITIONMerchant, when developing commercial policy andestablishing commercial relations with clients,cooperation partners, suppliers acts in the area of civilrights.Principle of private autonomy is the main principle inthe area of civil rights, which establishes that eachsubject of civil rights may act freely by using its owndiscretion. This includes also the freedom to establish oravoid establishing legal relations with other persons byusing one’s own subjective judgement.Yet, the freedom guaranteed by principle of privateautonomy has restrictions (Porter 2004). Restrictions toprivate autonomy set by the state are very different andserve different purposes – especially for protection of theother contracting party, ensuring rights of minority inassociations of persons or protection of other publicinterests.Depending on the specific public interest, the stateprovides for different imperative restrictions of differentintensity, prohibitions to perform certain activities aswell as performs regulation of activities in specificindustries. In the first case the respective merchant has anobligation to obey norms of legislation and respectrestrictions imposed by the state, while the stateinstitutions supervise adherence to the respective norms(ex-post regulation).However, in the second case state institutions monitormarket development regularly and impose regulatingduties on a merchant, based on its economic status in themarket, to avoid competition problems in future (ex-anteregulation).Regulation as a state supervision and controllingmeans in Western-type economics is characteristic onlyin very specific cases, to satisfy specific public needs.The Oxford Dictionary for the Business World (TheOxford 1993) defines the term „regulation” asgovernment rules that govern decisions of companies,especially monopolies or oligopolies, to eliminate use oftheir market status for getting unfair benefit. Regulationmight be perceived as an alternative to nationalisation,Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200679

for instance, several branches that have previously beennationalized in the United Kingdom, are regulated in theUSA.Thus, regulation is a specific state surveillance andcontrol form that exceeds „ordinary” level of stateintervention in economics and is characteristic toeconomic industries that lack efficient competition due todefinite reasons.In the European Union regulatory supervision of anindustry is exercised in sectors were the so-calledservices of general economic interest or public servicesare provided. Pursuant to the Green paper of theEuropean Commission (May 21, 2003) — Green paperon Services of General interest (Brussels 2003) – serviceof general economic interest is a service that increasesquality of life for all citizens and overcomes socialexclusion and isolation. Such services the EuropeanUnion regards as very important for increasing wellbeingof people and regard necessary to ensureimplementation of person’s fundamental rights.The European Commission has included in the„basket” of services of general economic importanceelectricity and gas providing services, passenger railroadand road transportation services, fixed and mobiletelecommunications and postal services.Specific character of all the abovementioned servicesdiffers from classical service providing entrepreneurship.Companies of this sector differ from companies in othereconomic sectors since they are in state of exception to acertain degree. These services shall be delivered toclearly defined service usage places –production placesand offices or places of residence. For providing theseservices a network infrastructure has to be establishedand maintained – both physical (cables, pipelines, rails),and institutional (branch offices, stations and deliveryservices).To establish and maintain such an infrastructure, biginvestment is needed constantly. Accession networkcosts for separate consumers may form up to 60-70% oftotal infrastructure costs. Principle of economy of scaledoes not function in these sectors – service cost perproduction unit actually does not decrease when marketscale increases. Due to the costs, the network has to beintensively exploited for providing services and it is noteconomically profitable to duplicate it.Due to some objective peculiarities competitionprocesses in utilities sectors differ and areunderdeveloped, market in the sectors will never beperfectly competing. Historically powerful naturalmonopolies had formed in all countries. Majority of thesecompanies were public monopolies in which thecompany owner was the legislator and companyexecutive, as well.Unfortunately, the monopolies are not sufficientlyefficient, relation between quality of provided servicesand the price in many cases does not meet the economicand social needs of the state. By taking in the role ofcompetition in stimulating industry development, aregulating norm on liberalization of telecommunicationsmarket was adopted for the EU Member States.To reduce at the same time direct interference of statepoliticians in the economic processes a system forregulating public utilities was established, that if theNational Regulatory Authority (NRA) reports to the stateabout its activities yet the state could change neitherdecision makers nor their decisions. The following taskswere entrusted to the NRA:• To provide consumers with possibility to receivequalitative services in the whole territory of thecountry for economically reasonable prices,• To stimulate opportunity to choose, simultaneouslystimulating efficiency of service providers anddevelopment based on investments, thus ensuringreasonable profit.Yet, it must be noted that regardless of the clearlydefined regulatory principles of the industry, regulationas process directly influencing business environmentcannot be compatible with business activities under freecompetition circumstances. Especially it can be seen inthose public utilities sectors where restricted resourcesare used, for instance, radio frequency bandwidths, andnumbering areas.Market regulation function that applies to all marketparticipants is two-directional or symmetrical and inrelation to development of competition in the industry –not unambiguous, since:• Direct regulation, by intervening in developmentprocesses of the industry by ensuring to consumersthe best conditions for receiving services, reducespossibility for the industry to develop and introduceinnovations;• Stronger competition in the industry facilitates topositive development of both pre-conditions forreceiving service and development of pre-conditionsfor innovations;• If competition develops unfavourably for theindustry and country’s economics, direct regulationshall increase.These restrictions provide also that basic task ofregulating process is to find stable balance to reachagreement between consumers’ interests, competition,and market development opportunities (see Figure 1).Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200680

• Resources sharing by providing possibility for thenew market player to use (rent) telecommunicationnetwork infrastructure (masts, towers, transmissionlines) owned by SMP mobile telecommunicationsoperator;• Duty to rent network capacity usage right to otheroperators, or introduction of national roaming.Non-discriminatory obligations and expensesjustification principles are logical and based on faircompetition and business ethics, besides mobiletelecommunication operators may easily implement suchan approach while the regulating institution – to control.Figure 1.Market Regulation Model(Lewin 2003).To stimulate development of competition in theindustry, involvement of new service providers is anessential function in the saturated service market sectors,in which almost all potential service users already receiveservices from the existing market participants. Switch ofa service provider for a client is not a self-evidentprocess, it is related to the so-called service providers’switching costs.This notion includes not only connection price,information is needed about the new supplier, it has togain customers’ trust, time and energy is spent for changeof suppliers, inertia should be overcome. Experience ofWestern countries shows that even by 15-20% lowerprices do not guarantee switching of customers to thenew market player (Karnitis 2002). Thus the mainprinciple of regulation becomes evident – competitioneverywhere where it is possible, and regulation as much(less) as necessary.Second market regulation function is theasymmetrical or one-way regulation. In this case, theregulating institution first defines the market participantor participants with significant market power (SMP), towhich tasks with regard to other market participants canbe entrusted later.This regulatory function shall be attributed to thefollowing elements and factors:• Non-discriminatory obligations providing formandatory to offer equal terms for all the marketplayers (financial, technical, legal);• Expense validity principle that requires companywith SMP to approximate price of services to costsand justify the structure of these expenses;Financial consequences caused by such obligationsboth for companies and on macroeconomic level arecomparatively easy to forecast.In its turn resources allocation and delegatingobligation of national roaming is contradictory since inthis case the regulatory institution directly influencescompetitive advantages of SMP operator. Consequencesof implementing such duties and obligations are moreunpredictable since there are risks that are impossible toassess fully. Author is of opinion that the most essentialrisks are as follows:• Income of SMP operator will reduce and thus willthe investment into development of mobiletelecommunications network infrastructure andcapacity;• With decreasing capacity of mobiletelecommunications network, the quality of serviceswill deteriorate;• Investments into innovations, including introductionof new services, will decrease;• To retain performance indicators of mobiletelecommunications operators on the levelacceptable for shareholders, companies will have toimplement cost cutting, including reduction in thenumber of employees;• Due to reduced capital investments and companies’profit, amount of taxes paid to the state budget willdecrease;• Payments of the new mobile telecommunicationsoperators into the state budget will not cover lossescaused by decreased amount of tax payments fromSMP mobile telecommunications operators;• Decrease in the number of employees will decreasesocial tax payments into the state budget as well, itwill increase unemployment, and sums to be paid asunemployment insurance and in worst case willfacilitate to emigration of qualified labour force fromLatvia.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200681

Without regard to the abovementioned risks andformally applying asymmetrical regulation, mobiletelecommunication market will face a situation whenonly relatively cheap but low quality primitive mobiletelecommunication services will be available in Latvia,with simultaneous deterioration of social, demographic,and economic situation in the state.REGULATORY SYSTEM IN LATVIAWith adoption of Law on Regulators of PublicServices on October 19, 2000, formation of a two-levelsystem of public service regulation was launched. Firstlevel regulator, Public Utilities Regulation Commission(PUC) was delegated a responsibility to regulate publicutilities sector on the state level, while secondary level –local municipalities – regulators were delegated aresponsibility to regulate service providers of localimportance in the territories of respective municipalities.Before the reform regulatory functions wereperformed by different institutions: the Ministry ofTransportation, Energy Supply Regulation Council,Telecommunications Tariff Council and RailroadAdministration, as well as local municipalities (SPRK2004) (see Figure 2). By taking over the functions of theabovementioned regulation institutions (exceptregulatory functions of local municipalities), a multisectorutility regulator was launched in 2001, whichsupervises energy, electronic communications, and postand railroad transportation sectors on the state level.Objectives of PUC are to protect public utilitiesconsumer interests and promote the development ofpublic service providers. To reach this goal, NRAimplements the following basic functions (SPRK 2004):• Promotes competition in regulated sectors;• Issues licences, registers General Authorizations andsupervises the adherence to their conditions;• Sets tariff calculation methodologies;• Sets tariffs in compliance with economicallyjustified expenses;• Supervises the compliance of services withrequirements for quality and safety,• Performs out-of-court settlement of disputes forcompanies of the sector;• Informs the public about the activities of publicservices providers in providing public utilities.When performing all the abovementioned functions,PUC obeys a range of key principles – all marketparticipants are ensured objectively grounded, fair andunified approach, thus ensuring:• Uniform procedure for issuing licences and permits;• Unified tariff calculation methodology, by setting”price cap”;• Openness in dispute settlement and decision makingprocess.REGULATION IN TELECOMMUNICATIONSINDUSTRYRegulation in the telecommunications industry isperformed mainly by the Ministry of Transportation, thefunctions of which include drafting of industrydevelopment policy, determination of general financingprinciples for universal telecommunications services,supervision of radio frequencies, drafting of legislativeacts (laws and Cabinet Regulations) for the sector, andthe PUC which has been assigned all the practicalregulatory tasks. Parallel to this, telecommunicationsindustry is influenced also by Competition Council andConsumer Rights Protection Centre within the limits ofspecific laws under their authority.Figure 2. Regulatory Functions in the Latvia’s Telecommunication’s Industry(SPRK 2004) with author’s interpretation.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200682

Pursuant to the guidelines of electroniccommunications sector of the Republic of Latvia(Latvijas 2005), where the necessity is defined to ensureunified electronic communications sector regulation, byestablishing open and transparent relations, all theinstitutions regulating the industry mutually cooperate:• Implementation of Acquis communautaire (legal actsand obligations of the European Union) – Ministryof Transportation and PUC;• Competitiveness – PUC and Competition Council,• Consumers’ rights protection – Consumer RightsProtection Centre and PUC;• Use and management of national resources –Ministry of Transportation and PUC.Guidelines of electronic communications sector policyseparated the regulation of electronic communicationsnetwork, which includes service quality control andrestricted national resources management from themarket regulation issues.Market regulation issues were delegated to PUC,while Electronic Communications Agency at theMinistry of Transportation was delegated technicalregulation issues.PUC’s responsibility in regulating telecommunicationindustry was revised, by adopting ElectronicCommunications Law in year 2004.Basic tasks of the Regulator to influence developmentof the sector were set as follows (see Figure 3):• Defining and analysis of telecommunicationsmarket, determining companies with essential impactin the market;• Development and implementation of tariffcalculation methodology and expenses calculationand attributing methodology;• Regulation of interconnections and access (standardinterconnection and access agreements), promotingcompetition in electronic communications industryand supervising adherence to normative acts inelectronic communications industry;• Defining service quality targets and controlling theirimplementation, by making public the qualitymeasurement results for companies of the sector;• Dispute settlement among telecommunicationscompanies regarding issues related tointerconnections, access, joint usage of equipmentand leased lines;• Protection of consumers’ interests, by ensuringopportunity to choose electronic communicationscompany, its electronic communications services,and tariffs of respective electronic communicationsservices.Market definingand analysisConsumerinterests'protectionRegulating accessandinerconnectionPUCDispute settlementand claimsrevisionMonitoringservice qualityDevelopment oftariff and expensesattributingmethodologyFigure 3. Regulatory Functions of Public UtilitiesRegulation Commission for Telecommunication’sIndustry (SPRK 2004) with author’s interpretation.ACTIVITY EVALUATION OF NATIONALREGULATORY AUTHORITY INTELECOMMUNICATIONS INDUSTRYTaking into account suggestions of (Osborne andGaebler 1992) and based on model by (Pollitt andBouckaert 2000), Latvian scientists (Vanags and Vilka2005) have developed public management input-outputmodel which in the opinion of the author can be appliedfor evaluation of PUC (see Figure 4).The author has assessed all the functional elements ofthe applied model:Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200683

Figure 4. Public Management Input – Output model (Vanags and Vilka 2005).• Mission – to promote development of serviceproviders in the telecommunications industry, bypromoting competition and protecting interests ofservice users.• Objectives – to ensure possibility to receiveuninterrupted, safe and qualitativetelecommunication services the tariffs (prices) ofwhich comply with economically reasonableexpenses.• Input:o Activity of the PUC is financed from incomereceived by collecting state fee for regulation ofpublic services, which is fixed in the amount of0.2% from previous year’s net turnover of thecompany performing activities in the regulatedsector. In 2004 funding of PUC was 1,545,357LVL out of which 1, 337,180 LVL werereceived from pay-services and other ownincome while 208,177 LVL were foreignfinancial aid Phare 2002. When compared with2003, the income has increased by 28%;o Labour force resource has been constantlyincreasing through years of activity and in 2004it consisted of 83 employees that is by 5employees more than during the previous year.o Activity – functions defined in “Law onRegulators of Public Services” and „ElectronicCommunications Law”.• Output 1 :o Pursuant to data of the Central StatisticalBureau, 16% of goods and services in theconsumer price index basket are services withregulated price, thus the tariffs of these servicesmay significantly influence the annual inflationrate;o In year 2004 total increase of nominal prices forregulated services was 5.4% that is less than theincrease for the price level in total. This increasemainly can be explained by price increase forfuel due to increased oil price. While in 2003the nominal prices of regulated services haveincreased by 5.3% which indicates that priceincrease of regulated services in 2004 whencompared with previous period was by 0.1%more rapid.• Outcomes: PUC activity indicators are characterisedby performance of competition promotion criteria.o Reduced price of services:→ Total price of regulated services hasincreased by 5.4% in nominal prices, yet,taking into account yearly average inflationin the amount of 6.4%, in real prices the1 Since until February 20, 2006 only PUC Annualreport for 2004 was available for public, analysis doesnot include indicators about the year 2005.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200684

tariffs of regulated services have decreasedby approximately 0.9%;→ Average inflation in 2003 was 2.9%;therefore, as a result the real prices ofregulated services increased by 2.3%.o Option for clients to choose service providers:→→Starting from 2003 both fixed and mobilecommunications are offered by more thanone operator; this fact provides for clientsopportunity to choose between severaloperators;As of December 2005 customers have anopportunity to change the provider oftelecommunication services, by retainingtheir telephone number; this createsconsiderable decrease of expenses forchange of an operator.o Summary of the number of competitive serviceproviders and their market share:→ Until the end of 2004 operational licenceswere granted to approximately 300electronic communications companies, 89of which performed their activities in thesector of domestic voice telephony services,including 2 GSM and 2 UMTS licences;→ In 2004 market share of both mobilenetwork operators were estimated asapproximately equal, consequently none ofthem has disproportionate predominance inthe industry.o New market players:→→In 2003 prepayment card Amigo offered byservice provider ZetCom becamerecognizable in the market;In 2004 operator Triatel acting in CDMAsystem started its operations by using itsoperational licence that had been receivedprevious year.• Impact indicators (level of mission implementation):o At the beginning of year 2004, to adjustinterconnection tariff calculation procedure forcalls to another public fixed telecommunicationsnetworks, amendments were made tomethodology of Telecommunications servicestariffs calculation. Pursuant to procedureprovided in these amendments, during year2004 the Committee approved 10 tariff projectsfor calls from fixed telecommunicationsoperator’s Lattelekom network to 19 otherpublic fixed telecommunications networks;o In year 2004 reports were received fromoperators of essential influence about theexpenses of provided services in 2003, whichwas the first time when detailed informationwere made public about expenses of providedtelecommunications services.Author’s study proves that PUC mission isimplemented by promoting information publicity intelecommunications industry, by developing tariffcalculation methodology, thus facilitating introduction ofnew market players and decrease of actual prices.CONCLUSIONSWhen analyzing influence of market regulationprocesses on electronic communications, andspecifically, mobile telecommunications industry, theauthor concludes that there exist contradiction betweeneconomic interpretation of competition and businessinterpretation viewing competition as rivalry andinterpretation by the European Union institutions viewingcompetition as an administratively and legally adjustableprocess.Author’s study proves that ex-ante principleproclaimed by the European Union is not fully obeyed inpractice, since being this principle obeyed, all regulatoryadministrative activities should be performed prior toessential changes in the market, including issuing oflicences and general permits to new operators, thusexcluding lobbying interests of single stakeholders at theregulatory body.Regulatory processes are symmetrical in case theyinfluence all market participants similarly orasymmetrical in case they influence some of marketparticipants negatively, reducing their competitiveness,while others – positively, increasing theircompetitiveness. It is the author’s opinion that applyingasymmetrical regulation causes risks that can essentiallyinfluence development of national economy and create asituation when only relatively inexpensive yet lowquality and primitive mobile telecommunicationsservices are accessible in the country, simultaneouslydeteriorating social, demographic and economicsituation.Unlike economic interpretation of healthy competitionthat provides opportunity for customers to choose serviceAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200685

provider offering “more for the same amount of money”thus market share of each company reveals the choicemade by customers, and the weakest players graduallyleave the market, regulated market does not provideopportunity for any its player to receive “too” big marketshare that on its turn may cause situation when theweakest players are artificially retained in the marketthus hindering customers to choose freely the mostoptimum service provider.Selective and sometimes asymmetric influence ofregulatory function on market players confirm author’shypothesis on the regulatory environment as an essentialfactor influencing competition and competitiveness ofcompanies that cannot be qualified as a sub-dimension ofany of Porter’s five competitive forces in the competitiveforces model.Author’s study proves that Public Management Input– Output model can be applied for activity evaluation ofNational Regulatory Authority (PUC) inTelecommunication’s Industry.REFERENCEShttp://eurostat.cec.eu.int/, reviewed 16.02.2006Common Actions for Growth and Employment: TheCommunity Lisbon Programme, Communication fromthe Commission to the Council, Brussels, 2005,http://europa.eu.int/growthandjobs/pdf/COM2005_330_en.pdf; reviewed 16.02.2006.Porter, M. (1979) “How competitive forces shapestrategy”, Harvard Business Review, March/April 1979.Porter, M. (1980) “Competitive Strategy”, The FreePress, New York, 1980, 397 pp.Binde, J. Konkurences spēki mobilo telekomunikācijunozarē Latvijā 1995.-2005. gads // Vadības zinātne,Latvijas Universitātes raksti, submitted 28.02.2006Dictionary of business terms / Jack P. Friedman;contributing authors, Susanne S. Barnhill...[et al.]. 3rded., Barron's Educational Series, Inc., 2000, 768 pp.Niedrītis, J.Ē. Mārketings, Biznesa augstskola Turība,Rīga, 2001, 272 lpp.Porter, M.E. (2004) “Redefining Competition in HealthCare”, Harvard Business Review, June 2004.Levits, E. Par līdztiesību likuma un tiesas priekšā, undiskriminācijas aizliegumu. Par Satversmes 91.pantu ,"Latvijas Vēstnesis", 08.05.2003.;http://www.politika.lv/index.php?id=109968&lang=lv,reviewed 15.02.2005The Oxford Dictionary for the Business World// OxfordUniversity Press, 1993, 707 pp.Brussels, 21.05.2003, COM (2003) 270 final;http://europa.eu.int/eurlex/en/com/gpr/2003/com2003_0270en01.pdf, reviewed16.02.2006.Lewin, D. “The Impact of Regulation on InfrastructureInvestment”, Presentation in GSM Europe seminar,Brussels, 25.11.2003.Karnītis, E. No monopolu regulēšanas līdz konkurencei,„Kapitāls”, Aprīlis, 2002., 50.-54. lpp.SPRK 2004.gada publiskais pārskats„Latvijas Republikas elektronisko sakaru nozarespolitikas pamatnostādnes 2004. - 2008.gadam”,http://www.sprk.gov.lv/doc_upl/LR_sakaru_nozares_pamatnostadnes_04-08.doc, reviewed 15.02.2005Osborne, D., Gaebler, T. Reinventing Government: Howthe Entrepreneurial Spirit is Transforming the PublicSector. New York: Addison – Wesley Publishing Co,1992, 405 pp.Pollitt, C., Bouckaert, G. Public Management Reform: AComparative Analysis. New York: Oxford UniversityPress, 2000, 368 pp.Vanags, E., Vilka I., Pašvaldību darbība un attīstība,Latvijas Universitātes Akadēmiskais apgāds, Rīga, 2005,384 lpp.BIOGRAPHYJuris Binde is the Chairman of the Management Boardand CEO of the Latvia’s mobile telephone companyLatvijas Mobilais Telefons since 1992. He hadpreviously worked as the Director of the TechnologicalDepartment of the VEF Scientific Research Institute inRiga. Graduated with Dipl. Ing. in radio electronics fromthe Riga Politechnical Institute 1978 and has done postgraduateworks in Germany, Sweden and the UnitedStates (Columbia University). He is the author of 33scholarly publications and holds three patents. In 1993,he was awarded the Janis Linters Award for hiscontributions in the development of Latvia’stelecommunications sector, and in 2001, he was awardedthe Order of Three Stars, which is Latvia’s highestcivilian honor. Vice president of the Latvian Informationand Communication Technologies Association (LIKTA).Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200686

INFORMATION TECHNOLOGY FOR MOTIVATING LATVIAN PROVINCES TO TAKE ADVANTAGESON OPPORTUNITIES PROVIDED BY ESFJuris Lavendels 1 , Vjaceslavs Sitikovs 2Riga Technical University1, Kalku Street, Riga LV-1658, Latvia1 E-mail: jurisl@cs.rtu.lv2 E-mail: vss@latnet.lvKEYWORDSEuropean Structural Funds, regional development,project application, e-Environment, further educationABSTRACTStatistical data of utilization of the means of EuropeanSocial Fund in Latvia shows that its largest part ends upin Riga. First of all, this is due to relatively small amountof applications submitted from regional entities. Fromour point of view, the main reason is the preconceptionthat the preparations of applications are too complicatedand this assumption causes incredibility in own forces.We consider one way to improve the situation to be theappropriate continuing education of regional entities’representatives and inhabitants, giving them the sameknowledge and skills as in metropolis in issues related tothe submission of applications. This education envisagesdistance learning, which would increase theircompetitiveness in National programs, open calls andgrants. The following steps are required:• Developing environment for the preparation ofteaching materials in computerized form;• Developing the course of ESF projects’ applicationand implementation;• Fulfilling the course;• Providing up-to-date information about ESFactivities during the implementation of projects;• Providing conditions for course studies also afterproject completeness.To promote the raise of regional competitivenesscapacity to attract European Structural Funds’ resourcesRiga Technical university (RTU) participates in ESFopen call 3.2.4.2. “Enhancement of the economicallyrelevant continuing training opportunities” (MoES andAVED 2004) with the application “InformationalTechnologies for motivating Latvian provinces to takeadvantages of opportunities provided by ESF”(hereinafter Project). Project’s urgency is confirmed in2006 on 8th of February by ESF governance committeeconvention (FM 2006), where new national program“Regional EU structure fund informational centreestablishment and activity” was reconciled, that solvesproblems touched in Project in highest level.The aim of this article is to acquaint Latvian provincescommunity, especially regional high schools’ employeeswith projects’ applications, to stimulate discussion aboutattraction the resources of European Structural Funds inLatvian provinces.GENERAL AIMProjects’ general aim is to facilitate human resources’development and encourage improvement of situation inlabour market by securing high level of employment andstruggle against unemployment, as well as realizingequalization of regional economical distinction. To gainthe aim it is necessary to stimulate Latvian provinces’organizations and inhabitants to maintain situationimprovement in regions, int. al. to employ abilities,which offer EU fund activities both in form of Nationalprogram, and projects’ competition form, that Project ispointed at.Project envisages the set of concrete measures, whichwill make possible province inhabitants to get mainknowledge in their places of adobe to participatesuccessfully in ESF activities, thus to stimulate bothpersonal situation improvement, and regionaldevelopment.Project will contribute average-term aims defined inSingle Programming Document (SPD 2004) andProgramme Complement (PC 2004) – competitionability’s development and employment improvement,human resources development and infrastructureimprovement, as well as structural policy’s horizontalaim following-up – information society’s formation,region development and gender equality. Project workresults will further valuable accession of the Republic ofLatvia to the European Union.GENDER EQUALITYCurrently in provinces is appreciable level ofunemployment, usually limited demand is for lowqualifiedrough labour performers, and thus provinces’women have worse employment opportunities than men.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200687

As the result of the project qualified performer level ofemployment must rise, namely, demand for ESF projectapplications’ executors, int. al. for typical womenpositions: secretaries, specialists in document drawingup, accountancy and calculation, must come in sight inLatvian provinces. By this medium by the result ofproject’s activity in long period of time particularly forprovince women employment opportunities must grow.The project envisages continuing E-education,directed towards EU fund digestion, for provinceinhabitants in their places of adobe. In this mannergender equality is more strengthen, as province women,taking into consideration their lifestyle (housekeepingconnected with farming, insufficiency of junior childreneducational establishments), have problems in improvingtheir professional knowledge in fulltime studies far awayfrom their places of adobe.INVESTMENT IN REGIONAL DEVELOPMENTProvinces’ involving in digestion of ESF resourcesand execution of ESF projects directly stimulate regionaldevelopment.Preparing specialists for ESF activities’ execution,project will form people in provinces who can take partin European Unions’ joint actions for regionaldevelopment upon the bottom of regional planningdocuments that determine development priorities andsupport the set of particular measures. By these mediumsproject also makes a relevant contribution in regionaldevelopment.DEVELOPMENT OF INFORMATIONALSOCIETYProject involves trainees in information technologiesand web usage in their daily work and prepares them fornew digestion of computer usage. Project prescribesrealization of learning process by using informationaltechnologies, wherewith project activity itself stimulatesinformational society’s formation in state provinces.Usage of informational technologies rouses interestdirectly in young people, in this manner directly youngpeople are involved both in project’s direct activities, andinformational society’s formation.DESCRIPTION OF CURRENT CONDITIONIn Republic of Latvia applications for ESF projectsfor state institutions usually prepare special people, whoeither digest methods of project drawing up self-taught,attending, for example, ESF announced projectcompetition seminars about particular activities, orexternal project drawing up specialists.There are just few serious courses, such as organizedby the Ministry of Education and Science projectmanager courses about EU funds, it projects and projectapplication drawing up. These courses take place in Rigaand because of high participation fee are financiallybeneficial only for big organizations, such as leadinghigh education institutions, to prepare specialists for ESFstate program support.In Riga and biggest cities project application drawingup can be digested by consulting with more sophisticatedproject penners, as well as with representatives ofagencies responsible for particular activities. Forinstance, for activity 3.2.4.2 it is Agency for VocationalEducation Development (http://www.piaa.gov.lv). Suchconsultations could be both in presence and by postalcourses like e-mail. In provinces it is possible to consultpractically with PIAA employees only using e-mail.Thinking about first project application for peoplewithout any special knowledge frequent and informalconsulting, which can be possible mainly in Riga, isnecessary. Just mentioned partly explains big amount ofproject application from Riga and rather small amount ofproject application from provinces. To motivate provinceorganizations and inhabitants to participate in EU funds’project competitions and other activities serious workwith dormant people, who are interested in it, isnecessary. Suitable form for this work is furthereducational courses in provinces. There are a lot ofcontinuing education programs offered in Latvia.Principally those programs envisage:• Full-time training;• Extramural teaching, where trainee receives teachingmaterials;• Few distance learning courses, where traineereceives teaching aids by post or e-mail.No one of offered training forms fully satisfy potentialproject applicants’ and executors’ requirements. It is dueto following reasons:• Fulltime further education courses are organized inRiga and cities, thus it is difficult for provinceinhabitants to attend courses because of theirimmobile lifestyle. Moreover, attending a coursewith several days of business trip obligates potentialsubmitter to prepare project application, but people,at least psychologically, are not ready for it;• Extramural and E-courses usually organize furthereducation in concrete narrow professionspecializations, for example, method of organizingexamination tests in 9th form, prescribing thatparticipants already are specialists in concretereviewed area;• Further education programs usually are developedfor long time. In the case of EU fund activities it isAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200688

difficult to predict when and for what activity thecourse must be produced. Therefore in trainingcourse for potential project’s applicants two partsmust be prescribed – universal general part andvariable part related to concrete activity, forexample, 3.2.4.2;• For province inhabitants, starting working withconcrete project application must be clear, that theywill get all information that is provided incentralized applicants’ seminars, which they couldnot attend. The possible solution is to draw upinformational part of centralized seminar, so that itwill be available to potential interested all over thecountry.We come to a conclusion that a set of concretemeasures, which provides province inhabitants’involvement in EU fund’s activities, potential projectapplicants’ training, notification and consultation officesin their places of adobe, is necessary. By our opinion, themost convenient way of involving province inhabitants inEU fund activities is usage of learning-communicationenvironment on the Web.Like in project application and implementation spherealso in other aspects of province inhabitants’ life come insight problems of appropriate quality provision. Forexample, abilities for province inhabitants to use ESFopportunities as much efficiently as townies, namely,further education and lifelong learning possibilities,recourses to inform large distributed groups of particularprofessions – farmers, forest workmen, rural municipalityboard and others.Mentioned problems, as well as other trainingcommunicationproblems in state provinces could besolved by consortium of RTU FCSIT (Faculty ofComputer Science and Information Technology) and LUMII (Institute of Mathematics and Computer Science ofUniversity of Latvia) fulfilling the project “InformationTechnologies for development of universal learningcommunicationenvironments on the web”. This projectenvisages technical, methodical and informationaltechnologies’ solutions in creating of universal learningcommunicationE-environment with supporting points inprovinces. Development of the project envisages a chainof measures, int. al. participation in ESF funded projectsto achieve during implementations of these projects bothproject’s direct aim, and to prepare conditions for furtherESF funded projects execution by forming anddeveloping universal learning-communicationenvironment on the Web step by step.In such a way during the project “Informationaltechnologies for inclusion of the young people withspecial needs into education and society” under ESFactivity 3.3.7, (Lavendels 2005) RTU is drawing upmethods for development of communication environmentfor groups of inhabitants with specific needs. Is realizedapproved by the Ministry of Education and Sciencefurther education programme A2-9014142254 “E-coursefor practical computer using in teaching of programmingand adopting of application programs” (ISEC 2004,Sitikovs 2005). Thus was acquired first experience inorganizing via the Web further education with propertiesof classical classroom teaching (Grundspenkis 2005,Grundspenkis 2006).DIRECT AIM OF WORKDirect aims are e-further-education on the Web ofLatvian province inhabitants for drawing up andexecution of project applications for ESF supportedactivities competition, to motivate province organizationsand inhabitants to participate in ESF activities.To achieve mentioned above aim the following isenvisaged:• Development of equipment for preparing voice andvideo materials accordingly with project needs;• Setting up a set of supporting points in Vidzeme,Zemgale, Latgale and Kurzeme as well asappropriate training of their responsible persons -coordinators;• Development of computerized learning course aboutproject organization and its implementation ingeneral as well as for ESF project application andrealization particularly;• Implementation of these learning courses on theWeb using network of supporting points;• Creation of urgent information about ESF activitiesin computerized form and its deployment on theWeb to motivate Latvian province inhabitants toparticipate in those events;• Preparation of provisions for computerized learningcourses self-dependency after projects are finished.TARGET GROUPProjects’ direct target group are Latvian province stateestablishment and municipality employees, who areinterested in ESF offered opportunities. Provinceorganizations and inhabitants want to participate in ESFactivities, but do not have necessary knowledge andsupport for successful drawing up project application andits realizing.Developing environment for province inhabitants’ e-further-education in their places of adobe Latvianprovince organizations’ and inhabitants’ possibilities totake advantages on opportunities provided by ESF aredrawing near to city inhabitants’ opportunities.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200689

MAIN WORK ACTIVITIES1. Fulfilment of pilot events:• Executors are instructed in envisaged projectactivities and about the places of current projectwithin integrated set of measures “InformationalTechnologies to form universal learningcommunicationenvironment on the Web”;• LU MII experience in audio informationprocessing for study needs is analysed andopportunities for current solution adoption forproject needs are considered;• RTU experiences in organization of furthereducation for province teachers of informaticsvia the Web as well as experience in E-environment for inclusion of the young peoplewith special needs into overall education andsociety are analysed;• Requirements for developed equipment andcontent of computerized further educationcourses are determined.2. Producing of equipment for video-audio materialspreparation in computerized form in laboratory’sconditions, considering specific features of projectrequirements (simple users’ computers, necessity ofmaterials’ disposition on the Web and transmissionto state provinces). Selection of appropriatesupporting software and equipment.3. Setting up of 5 supporting points in state provinces(school computer classrooms or/and libraries).Investigation of real channels capacities and trainingof coordinators for equipment installation, itsmaintenance, consulting of further education coursesparticipants.4. Developing of learning courses in computerizedform, their approbation by coordinators, eliminatingof discovered gaps.5. Implementing of developed learning course via webfor target group. Lessons are conducted frommanagement centre in Riga, but learners are insupporting points in provinces, where they havepossibility to get consultation.6. Preparing and disposition on the Web computerizedmaterials about ESF activities that will occur duringproject realization to involve learners in thoseactivities. Consultations of interested in supportingpoints and directly in the Web. Thus, provinceinhabitants will be provided with equivalent projectapplication opportunities as townies.7. Preparing and disposition on the Web materials forcourses self-dependency after projects’ completion.It is for the case when listeners’ consultations couldbe provided incompletely. Coordinators ofsupporting points will be informed and instructedabout other project, realized by RTU, work resultsand opportunities to use these results.8. Hosting of public seminar devoted to work results,where executors will inform target group aboutprojects process, problems, and results.USABILITY OF RESULTSProject’s work results mainly are anticipated to ESFactivities support and ESF projects applications’compilers and executors.Preparing specialists to execute ESF activities, Projectprepares people in provinces, who can take part in jointEuropean Union regional development measures, on theground of regional planning documents that determinesdevelopment priorities and supporting measures. ThusProject invests as well in regional development.Project’s target group acquires new knowledge via theWeb, wherewith it will be drawn nearer informationaltechnologies usage in daily routine – informationalsociety’s formation will be stimulated..INTEGRATED APPROACHWithin the framework of activity 3.2.4.2 twoapplications were submitted, which are developedtogether by RTU and LU MII:• “Informational Technologies for motivating Latvianprovinces to take advantages of opportunitiesprovided by ESF”;• “Informational Technologies for further education ofLatvian province teachers of informatics”.Projects are parts of integrated set of measures“Informational Technologies to form universal learningcommunicationenvironment on the Web” and envisagetechnical, methodical and information technologiessolutions to form universal learning-communication E-Environment in state with supporting points in provinces.Integrated approach envisages variety of measures, int.al. participation in ESF projects to achieve both directproject aim, and prepare conditions for further ESFprojects execution developing universal learningcommunicationenvironment on the Web (see Figure 1).Facilities developed during mentioned projects,together with supporting infrastructure will be used as abase for further ESF supported activities’ realization inLatvian provinces.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200690

Listeners' workon the WebListenersStudies right in supportingpointsListeners' consultingListeners3.level2. level1.levelEstablishment ofsub-supporting pointsSeveral further educationprogram's supportFurther education support inone program. . . .. . . .E-environmentsupporting point. . . .E-environmentsupporting pointTeaching aids, Consultation,coordinator's trainingQuestions, Information aboutstudies, other problemsE-environmentsupporting point. . . .Management centre3. level2.level1.levelUniversal further education study'smaintenance environmentStudy's maintenance environment forinformation technologies' programStudy's maintenance environment forseparate further education programData recording in voice canal forapplication software controlVoice and video information processingin computerized form in auditoriumVoice and video information processingin computerized form in laboratoryFigure 1. Structure of learning-communication environment.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200691

CONCLUSIONSFirst round of learning-communication environmenton the Web will be developed. This environment will bemaintained and expanded in the frame of integrated set ofmeasures “Informational Technologies to form universallearning-communication environment on the Web”.Modernizing and developing the environment furthereducation courses that work in this project will bereconsidered. Thus from the course about particularactivities outdated topics could be removed, but insteadnew topics about outstanding ESF offers will beincluded.Acquired abilities in project organization andinformation technologies skills will provide growth ofLatvian province inhabitants’ economic activity in longerperiod of time.REFERENCESFM. 2006. Tiks ieviesta jauna Eiropas Sociālā fondanacionālā programman (in Latvian). / Internet. - http://www.esfondi.lv/events.php?id=1&arhivs=all&action=event&category=45&eid=719, 1p.SPD. 2004. Single Programming Document. LatviaObjective 1 Programme 2004 – 2006 / Internet. - http://www.esfondi.lv/image/upload/spd2003_12.pdf, 319p.PC. 2004. Programme Complement. Latvia Objective 1Programme 2004 – 2006 / Internet. - http://www.esfondi.lv/image/upload/tiesibu_akti/PC - 2004 0514.pdf, 168p.MoES and AVED. 2004. The third priority“Development of Human Resources and Promotion ofEmployment”. 3.2. measure “Development Educationand Continuing Training”. 3.2.4. activity “Enhancementof lifelong learning network and capacity building,course development and implementation for thecontinuing training needs of greater society (e.g. publicsector employees) and development of the strategicoutline and cooperation mechanisms for the life longlearning”. 3.2.4.2. subactivity “Enhancement of theeconomically relevant continuing training opportunities”.Guideline for open call (in Latvian). / Internet. -http://www.piaa.gov.lv/admin/files/ESF_3.2.4.2.pdf,52p.ISEC. 2004. Pedagogues’ continuing educationprogrammes catalogue. For teachers of Informatics. A2-9014142254. E-course for practical computer using inteaching of programming and adopting of applicationprograms (in Latvian). / Internet. - http://isec.gov.lv/cedu/kat/kat.shtml?19.Lavendels, J. and Sitikovs, V. 2005. Nowadays webtechnologyfor inclusion of the young people with specialneeds to education and society. In Knowledge SocietyChallenges for e-Learning. ISBN: 9955-09-874-0,Kaunas, Lithuania, 26-27 May, 2005, pp. 116-121.Sitikovs, V. and Lavendels, J. 2005. Post-graduate e-training for teachers of informatics of rural secondaryschools. In IST 6th Framework Programme - greatopportunity for cooperation & collaboration, ISBN9984-32-178-9. Riga, Latvia, 6-7 April 2005, pp. 41-44.Grundspenkis, J. et. al. 2005. Principles of creation offriendly environment for eLearning and collaboration ofthe young people with special needs. In InformationSystems for HRM and Education. Saint Petersburg,Russia, 20-21 September 2005, pp. 73-77.Grundspenkis, J.et. al. 2006. Compatibility of theprinciples of computer-based and classical teaching. InWeb based communities, San Sebastian, Spain, 26-28February 2006, 335-339 p.BIOGRAPHYJuris Lavendels is the Head of Informatics and SoftwareDepartment of Riga Technical University. He is anAssociated Professor of Computer Science. He got hisMaster degree in Applied Mathematics in 1975 andachieved the Dr.sc.ing. degree in Technical Cyberneticsin 1987 at the Riga Technical University. He has 5-yearsexperience in post-graduate education of secondaryschool’s teachers in informatics and he is methodicalleader of several ongoing projects supported by EuropeanSocial Fund and European Community.Vjaceslavs Sitikovs is an Associated Professor ofComputer Science in Riga Technical University. He gothis Master degree in Computer Science withspecialization in mathematics in 1973 and achieved thedr.sc.ing. degree in Technical Cybernetics in 1982 atRiga Technical University. He is experienced computerscience teacher and specialist in Project Management. Hehas the grade of Project Management Professional (PMP)awarded by Project Management Institute (PMI). Hemanaged a couple of large-scale international projects ofsoftware development and implementation. He is themember of EUROSCIENCE, the expert of EuropeanSocial Fund in Latvia, and Project Manager of severalongoing projects supported by European Social Fund andEuropean Community.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200692

PERSPECTIVES OF WEB PAGE AND E-MAIL USAGE IN RURAL TOURISM ACCOMODATIONPLACES IN THE LATVIAN COUNTRYSIDEIveta Druva-Druvaskalne 1 , Juris Smaļinskis 21 Vidzeme University College,Cēsu iela 4, Valmiera, LV 4201, LatviaE-mail: iveta.druva-druvaskalne@va.lv2 Vidzeme University College,Cēsu iela 4, Valmiera, LV 4201, LatviaE-mail: juris.smalinskis@va.lvKEYWORDSInternet, WEB, E-mail, rural tourismaccommodations, e-commerce, Internet connection types,sustainable tourism.ABSTRACTThis paper deals with the application of Internet as anincreasingly used information distribution channel fortourism companies of all sizes. The focus is put on microtourism enterprises in the accommodation industry inrural areas. The authors have explored web pages oftourism enterprises, e-mails with a selection method indifferent regions of Latvia and have made theircomparison.Tourism in Latvia is developing rapidly; differentmodern technologies and the Internet are introduced; yet,there is a radical difference in IT use between Riga andother regions of Latvia. The results of the research showinsufficient and underused application of IT in the sectorof tourist accommodation in less developed regions ofLatvia, which contradicts to the average statistical datain Latvia.The authors have accentuated the key factorshampering a wider us of the Internet in the sector oftourist accommodation in the regions of Latvia, whichare mainly technical and financial possibilities, as well asundervaluation of the role of the Internet in the marketingby tourism entrepreneurs.tourist in 2005, or 54 % of the world’s total number oftravellers), where in the last decades there is a substantialincrease in the role of an economically active BalticRegion, including the role of Latvia, (UNWTO, 2006).The number of travellers visiting Latvia has significantlyincreased since the nineties (see Figure 1): compared to2003, it increased by 23 % reaching 3 million, but in2005 by 24 %, reaching 3.77 million (LR CSP 2006).According to a research by World Tourism and TravelCommittee ”2006 Tourism Satellite Accounting", Latviais forecast annual increase rate in tourism 7.3 % a year(WTTC 2006).Latvia is a member of the European TravelCommission, the Baltic Sea Tourism Commission and,from 2005, a full member country of UN World TourismOrganisation. Participation in these organisations openswide co-operation possibilities in a number of sectors.INTRODUCTIONTourism nowadays should be considered a highlydeveloped industry with high development rate. TheUNO World Tourism Organisation forecasts increase oftravellers from 808 millions in 2005 to 1.6 billions in2020. One of the main reasons for the fast growth oftourism industry is mobility resulting from use of moderntechnologies, including the use of worldwide web foroffering services and in accounts. The greatestdestination in tourism today is Europe (443 millionsFigure1. Latvia: dynamics of inbound tourism 1997-2005. Source: Central Statistical Bureau of Latvia reports(Tourism in Latvia 2005).Tourism is becoming one of the most perspectivetypes of entrepreneurship in the world and in Latvia; therole of tourism industry in the national economy isincreasing. Tourism accounts for 10.4 % of the worldGDP. Tourist and travel services contribute directly at arate of 5% (contribute indirectly about 11 %) to the EUAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200693

GDP and account for more than seven million jobs in theEU (Burns 2005). In 2004 the proportion of tourismindustry in GDP of Latvia was ~ 2% and with relatedindustries – trade, transport, Building, agriculture, etc.even 38-40% of the Latvian GDP (Ministry ofEconomics 2006).The tourism industry helps to diversify and stabilizethe regional economics, creates additional workplaces,forms a wider basis for the existing business andconditions for new businesses, cooperation betweenentrepreneurs of different spheres; it does not lettraditional arts and culture disappear, it initiatesdevelopment and quality of infrastructure.The basic guidelines for the development of Latviantourism industry have been incorporated in the unifiedNational Development Strategy for 2004-2030. Tourismis defined as one of the most significant field of Latviannational economy, by using opportunities offered by thissphere; it is possible to implement orientation of thenational economy to services with greater benefit.In 2004 the Latvia government adopted tourismdevelopment basic guidelines, whose main purpose is toincrease the value of tourism during the period 2004-2008, at the end of which GDP contribution is planned toincrease by 5-7 per cent and tourism export earnings toaverage 10-15 per cent per annum. One of the principlesin the basic guidelines for sustainable tourismdevelopment is defined as the “Modernisation Principle– tourists may receive full information on tourismpossibilities in Latvia and plan their itineraries and bookservices on the internet as well as pay for them. Resourcesaving technologies are introduced in tourism objects”(Ministry of Economics of Republic of Latvia 2004)To implement this principle, it indicates directions ofaction, including application of achievements in ICT ane-commerce for tourism industry development (incl.accessibility to ICT and expenses, enterprisemanagement information systems, marketing,reservations and information dissemination systems,etc.), establishing of a tourism information system basedon modern ICT (Ministry of Economics of Republic ofLatvia 2004).In general in Europe tourism industry is undergoingsignificant changes: diversity and the number of tourismproduct offers are increasing, new destinations areappearing, the behaviour of travellers is changing, thenumber of short and frequent trips is getting bigger,„the last minute” travel planning and booking,individually tailored holidays, and the use of e-commerceare rapidly increasing.The new technologies are introduced into tourism andthey are becoming an ideal partner. We live in the 21century when everything is developing so rapidly that itis difficult to follow the new technologies: it seems itwas only yesterday when we were surprised at apossibility to book a hotel or a trip on the internet,surprised at the mobile telephone GPRS system thatcould precisely state in which country and which streetwe are at the moment, but now it is a routine. Moderntechnologies promote business, make profit, etc. All thisis leading the people to a new development stage.INCREASE OF THE ROLE OF TECHNOLOGIESIN TOURISM INDUSTRYIn the context of the Lisbon strategy, which focuseson improving European competitiveness, it isacknowledged that information and communicationtechnology (ICT) has a profound influence on thepotential for economic growth. Within the last 30 yearstourism industry has undergone three important ICTinnovation waves: appearing of a computerizedreservation system in the seventies, global distributionsystem in the eighties and the growth of the role of theInternet since the middle of the nineties (Mauer 2003).The role of the Internet has increased the most rapidly.The relationship between tourism and incomingmodern technologies has been researched by Poon 2002,Buhalis, Laws 2001, and other, the publication mainlydevoted to the role of the Internet in tourism distribution.Poon has defined 4 driving forces in tourism industry:technology, management technologies, productionpractices, and frame conditions (Poon 2002).For popularisation of relationship between tourismand modern technologies two journals have been foundedso far, specifically dedicated to the area of ICT in thetourism and hospitality sector:• Information Technology & Tourism - Applications,Methodologies, Techniques published by Cognizant,USA.• Information Technology in Hospitality (formerlyInternational Journal of Hospitality InformationTechnology),• Published by HITA (Hospitality InformationTechnology Association) and HFTP (HospitalityFinancial and Technology Professionals), USA.At present, we can see close cooperation betweenresearch in new information and communicationtechnologies, their development and usage in tourismindustry. Nowadays it is possible to achieve fastintroduction of innovative strategies as IT industry isdeveloping very rapidly and it is possible to find newsolutions in a relatively short period. An InternationalFederation for IT and Tourism and Travel has beenfounded (www.ifitt.org).Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200694

INCREASE IN THE NUMBER OF INTERNETUSERSThe Internet is open and accessible to anybody. It isbecoming accessible with the help of differenttechnologies – TV, mobile devices, in–car technology,etc. The cost of access is becoming less with every year,and demand for it is growing every year.In 1996 there were 46.5 million of Internet users inthe world: out of this number approximately 30 millionin North America (USA and Canada), and only 9 millionin Europe; currently, during the years of 2000 – 2005, thenumber of Internet users has increased by 182 % and atpresent according to Miniwatts Marketing Groupcalculations has already reached 1 billion (MiniWattsMarketing Group 2006) (see Table 1).Table 1. The Internet Users Breakdown by World Regions. Source: MiniWatts Marketing Group (2006a).World region Internet Usage % population(penetration)Usage % ofWorldUsagegrowth %2000-2005Africa 22 737 500 2.5 2.2 403.7Asia 364 270 713 9.9 35.7 218.7Europe 290 121 957 35.9 28.5 176.1Middle East 18 203 500 9.6 1.8 454.2North America 225 801 428 68.1 22.2 108.9Latin America/Caribbean 79 033 597 14.3 7.8 337.4Oceania/Australia 17 690 762 52.9 1.8 132.21 018 057 389 15.7 100 182.0In 2004 on average 54 % of the households in the EUhad a personal computer at home, while 43 % had a homeInternet connection. About one in three connectedhouseholds had a broadband connection to the Internet (15% compared to 43 %) (European Communities, Eurostat2005b).Table 2. Internet Users in European Union 2005. Source:MiniWatts Marketing Group (2006b).MaltaSwedenDenmarkNetherlandsUnited KingdomFinlandGermanyLuxembourgPortugalAustriaIrelandEstoniaItalyBelgiumSlovakiaCzech RepublikFranceSloveniaSpainLatviaGreeceCyprusHungaryLithuaniaPoland0 10 20 30 40 50 60 70 80 90 100Percents %In Table 2 we see data on the number of Internetusers in EU in % Population (Penetration). Latvia isat the bottom of this list, the data prove that theInternet users comprise 35.3 % of Population(Penetration), however, it should be noted thatregarding the number of the Internet users from 2000-2005, Latvia shows the second biggest % in increase(440 %) in the EU, after Malta (Malta – 652 %). Thefigures prove that during the last 5 years the problemof the role of the Internet has become urgent.Latvia, according to the rating of the WorldEconomic Forum (WEF) in 2005, regarding usage ofinformation and communication technologies (ICT),has reached the 51st place in the world, which,compared to the years 2004, is a rise by 5 steps (WEF2006).WEBSITE: IDEAL TOOL FOR TOURISTACCOMODATION MARKETINGInternet offers a wide range of marketing tools thatare also accessible and affordable for smallerorganizations. However, the websites of small touristaccommodations tend to be electronic brochures ratherthan dynamic and interactive relationship marketingtools (Morrison et al. 1999).Data on Company Netcraft in March, 2006, showthat the number of registered domains reached 77.6million; 38 million of them have been active. Netcraftindicates that the basis of the Internet home page boomAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200695

is a wish of small businesses to be seen and noticed on theInternet (Netcraft Ltd 2006). In its turn, EUROSTATresearch data prove that in 2004 more than 82 % of touristaccommodations in 25 EU countries have their own homepages. The highest indicators in the EU are in Finland(98.6 %), Denmark (97.1 %), Slovenia (97.1%), Sweden(96.5 %) and Austria (93.5 %). The lowest percentageswere recorded in Lithuania (59.2%) and Portugal (59.4%).In Latvia, it is 82.8 %. (European Communities Eurostat2005a). According to the opinion of research authors thefigures are too high and do not reflect the real situation inthe state in general. The reasons for such high figurescould be:• The ratio of Riga tourist accommodations isdomineering in the figures of statistics. About 40 %of Latvian tourist accommodations are located inRiga (Central Statistical Bureau of Latvia 2004);• The official statistics does not record the smalltourist accommodations, for example, the CentralStatistical Bureau of Latvia in 2005 reports only 418tourist accommodations.As regards the means used to access the Internet, the e-Europe policy promotes the distribution of broadbandtechnologies that allow more information to be conveyedat faster speed compared to the traditional dial-up phoneconnection. Taking the EU-25 average, only 48.3 % oftourist accommodation enterprises used broadbandtechnologies compared to 52.1 % for the wider economy.Very high rates of broadband connection were shownby: Denmark 87.8%, Sweden 76.4 %, and Finland 74.9%. Slovakia reported the lowest rate -13.7%. Latvia -42.3%, which is less than in Estonia (69 %) and Lithuania(54.4 %) (European Communities 2005 a).METHODOLOGYTo characterise the situation and check-in practice, towhat extent the information on tourist accommodationplaces is accessible on the Internet and to what extent theowners of tourist accommodation places use e-mail as ameans of communication, the research was divided intotwo parts:• Four Latvian administrative districts were chosen foranalysis of availability of home pages and e-mail oftourist accommodations;• Analysis of availability of home pages and e-mail intourist accommodations registered in the database ofLatvian Rural Tourism Association “Lauku ceļotājs”(in English -”Countryside traveler”).In the first part of the research the objects of tourismaccommodations were chosen in four Latvian districtsrepresenting all the Latvian regions:• Ventspils District (Kurzeme Region),• Jelgava District (Zemgal Region),• Ludza District (Latgale Region),• Cēsis District (Vidzeme Region)The selective method and data analysis were chosenas research methods relating to information on tourismaccommodation places in respective districts compiledby Ventspils, Jelgava, Ludza and Cēsis TourismInformation Offices (TIO).Information on Ludza District touristaccommodation places was obtained from LatgaleRegional Development Agency portalhttp://turisms.latgale.lv, on Ventspils from VentspilsTIO portal www.tourism.ventspils.lv, on Cesis Districtfrom par Cēsis TIO portal www.tourism.cesis.lv, onJelgava District from Jelgava TIO, as their home pagewas in a construction stage at that moment. During theresearch, we used the interview method; weinterviewed 7 managers of respective informationcentres and other tourism experts.In total, we made data analysis of 233 touristaccommodations in Ventspils, Jelgava, Ludza andCēsis Districts. We used Microsoft Excel programmefor the data analysis. Tent areas indicated by TIC,were not analysed separately. The authors of thisresearch included two tourist accommodations in thetotal number (in Ventspils District - 2) that offer theirservices only in the summer season.It should be noted that the total number of touristaccommodations in the regions may be bigger thanshown in databases of regional TIOs as several touristaccommodations operate without sending informationabout their existence to the regional TIOs and have notbeen registered in the database of Latvian TourismDevelopment Agency (LTDA) as service providers.This fact was found when checking the informationon the existing accommodations in the given districtsin a popular Latvian internet enquiry portalwww.viss.lv, where one may search and find anynecessary information, including accommodations andin which companies and private persons may place andupdate information about their enterprises. Forexample, in the portal www.viss.lv we found additionalinformation on 7 tourist accommodations in VentspilsDistrict; they were not included in Ventspils TIOdatabase by the research time, we also found 5 touristaccommodations in Cēsis District and one in Ludzaand Jelgava Districts accordingly that were notregistered.Some other gaps were also found when checking theLatvian Tourism Development Agency’s portalwww.latviatourism.lv where the information onAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200696

tourism accommodations (home pages and e-mails) didnot coincide with the TIO information (e.g., in CēsisDistrict 3 accommodations do not mention home pagesthat are actually in the information database of the TIO).We may conclude from this that the latest information atthe disposal of the TIOs is processed very slowly to theLatvian Tourism Development Agency’s portalwww.latviatourism.lv; the fact that was also mentioned inthe interview by Latgale Region Tourism BureauManager L.Kondrāte.The second part of the research was devoted to theanalysis of Latvian Rural Tourism Association „Laukuceļotājs”, tourist accommodations who are associationcooperation partners. This methodology was chosen forseveral reasons:• The above mentioned association at present is thelargest professional tourism industry association inLatvia uniting about 300 members and more than 400cooperation partners – lodgings in all regions ofLatvia;• Accommodations of the association comprise about40 % of the whole offer in Latvian rural tourism(representing figure about the state in general;• The association maintains a regularly updateddatabase on association partners– accommodationsand their offers (incl. information on the availabilityof the Internet home pages and e-mails);• The association experts have had site visits to allaccommodations, so they may offer the latest andproven information;• The association accommodations are predominantlyoutside the big cities and Riga, therefore they suit asan objective reflection of the situation in rural regionscomprising the biggest part of the territory of Latvia;• The information on accommodation and their offer isalso available in the association’s publicly accessiblehome page www.celotajs.lv, having detailedinformation about each accommodation site.The research was done in February – March 2006.According to the opinion of the researchers, the timing isoptimal, as by this time the latest information onaccommodation possibilities for the new tourism seasonshould be updated. To a certain extent the research depictsthe readiness of accommodations for the summer seasonthat depending on suitable weather conditions may beginin the second half of May end continue until the middle ofSeptember.ANALYSIS OF VENTSPILS, JELGAVA, LUDZA,AND CĒSIS DISTRICTS TOURISTACCOMMODATIONS HOME PAGES:ADDRESSES, OPERATION, AND AVAILABILITYIN FOREIGN LANGUAGESDuring the research, all the 4 districts (Ventspils,Jelgava, Ludza and Cēsis) were checked.Tourist accommodations home pages indicated inTIO home pages (altogether 77, see Table 3) to find outif they were really functioning (7 were not functioning;the biggest number of them- 5 were in Cēsis District,one home page in Jelgava and one in Ventspils District.Table 3. Number of tourist accommodations (as of01.02.2006.) and tourist accommodations with givenhome pages in Ludza, Ventspils, Jelgava and CēsisDistricts. Source: Ludza TIO, Ventspils TIO, CēsisTIO, Jelgava TIO 2006, home page info- authors’research as of 01.02.2006).All WEB % WEB notworkingLudza City 1 - -Ludza District 18 3 16 -Ventspils City 34 7 1Ventspils District 53 24 36 -Cēsis City 13 7 -Cēsis District 89 23 29 5Jelgava City 4 4 1Jelgava District 21 6 40 -233 77 33 7Alongside accessibility of home pages, weevaluated their availability and operation in foreignlanguages. The conclusion is that entrepreneurs arereluctant and underestimate publication of informationin foreign languages. On several home pages, theowners have indicated symbols ENG, RUS, D(Ventspils District - 4, Cēsis District -3, JelgavaDistrict -2) meaning that there should be information inthese languages, yet it is not given there. However, itmay be noted as a positive aspect as it shows that theowners have considered it and trustful information willappear in the home pages by the beginning of theactive tourism season.A similar picture may be seen in the portalwww.viss.lv, where the majority of the touristaccommodations in the four districts do not haveadditional information in any foreign language, someof them even have not renewed the price proposals.The most popular languages used in home pages ofthe tourist accommodations of the four districts areunder discussion that are available in district TIC homepages are given in Table 4.Table 4. Availability of Information in ForeignLanguages on Home Pages of Tourist accommodationsin Ludza, Ventspils, Jelgava, Cēsis Districts (as of01.02.2006). Source: Authors’ research as of01.02.2006.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200697

WEB RUS ENG D LTLudza City - - - - -Ludza District 3 3 3 - -Ventspils City 7 2 2 - -Ventspils 24 11 20 8 -DistrictCēsis City 7 2 4 1 -Cēsis District 23 7 10 3 1Jelgava City 4 2 3 1 -Jelgava 6 2 5 1 -District77 29 47 14 1• English (ENG) – used in 47 tourist accommodationhome pages (majority in Ventspils District – on 20home pages, Jūrkalne Parish home pagewww.jurkalne.lv, information on touristaccommodations in the territory of the parish isoffered both in Latvian and in English, which ishighly positively evaluated.• Russian (RUS) – used in 29 tourist accommodationhome pages (majority in Ventspils District – on 11tourist accommodation home pages (althoughmostly on accommodations registered in the portalwww.viss.lv).• In German (D) – on 14 tourist accommodation homepages (again the majority in Ventspils District – 8tourist accommodation home pages, thanks to theinformation in the portal www.viss.lv.• In Lithuanian (LT) – only one tourist accommodationhome page in Cēsis District, the hotel ”Tigra” inPriekuļi Parish offers information in this language.According to the data of Ventspils TIO, in 2005 16%of lodgers in Ventspils District were travellers fromLithuania, 13 % from Germany, 12 % - from Estonia(their number of overnights stays in Ventspils Citycompared to 2004 has increased by 80 %, as Estoniansmore and more actively use the services of the ferry lineSLK Ferries, opened in May, 2005, from Mintu Port,Saaremaa to Ventspils).A positive example in the sphere of marketing is thenew Hotel Tigra in Cēsis District (opened in December,2004). Its location near Cēsis City (6 km) and activecooperation with one of the biggest winter sports centresin Latvia, “Žagarkalns”, as well as successful work ofmarketing specialists. In 2005, it was targeted at attractionof Lithuanian travellers and has given positive in theoperation of the hotel. In 2005, 21 % of lodgers werefrom Lithuania (Magone 2006).Therefore, owners of tourism accommodationsshould pay more attention to publishing information inthose foreign languages where most of the travellerscome from to the given area. Addressing tourists intheir native language gives maximum effect, as thetourist feels most welcome in such a case.In general, the best results from the exploreddistricts regarding home page availability andaccessibility in tourist accommodations are inVentspils District tourist accommodations. In VentspilsDistrict 12 tourist accommodations have their ownpermanent home pages, 12 tourist accommodations areavailable in the portal www.viss.lv (or the so called“rented home pages”), where the home page address iscomposed of the name of the accommodations +viss.lv, for example, www.kivites.viss.lv. There aresome tourist accommodations that consider informationon the Internet as very important and indicate severalhome page addresses, for example, the guest-house“Imantas” in Jūrkalne Parish – it gives 2 home pageaddresses where to find information on it:www.jurkalne.lv, www.imantas.viss.lv, or for example,the guest-house “Mežmalas” has its own home pagewww.mezmalas.com , but there is info also inwww.mezmalas.viss.lv.However, as noted by Ventspils TIO ManagerG.Seilis, entrepreneurs still have not enoughunderstanding of the role of the Internet in marketing,although Ventspils TIO has organised severalworkshops on these themes to entrepreneurs. A greatpart of the owners of tourist accommodations considerthat there is enough with the current information(which mostly are telephone numbers and location) thatVentspils TIO publishes in its home pagewww.tourism.ventspils.lv (Seilis 2006).Representative of Jelgava District TIOV.Kinderēviča pointed out in the interview that inJelgava District the prevailing type is small tourismenterprises where tourism is only a secondary directionin economic activities and a minor source of profit.Therefore, they consider the role of the Internet asinsignificant in their business, but in future theentrepreneurs forecast some development (Kinderēviča2006).Another essential question is: what are theobjectives of a home page? Most of the explored homepages involve simple information about theaccommodations (location, services, prices, photos,reservation contacts, etc). However, the home page hasvery many advantages and the most important of themis on-line reservation, very widely used in Europe aspart of effective Internet distribution and marketingstrategy. The tourist accommodations should be awarethat a home page is the “main entrance” for creatingAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200698

interactive relationships with clients and for reaching newflourishing markets.At present, none of tourist accommodations offers theclassical on-line reservation for booking an overnightstay. Only 4 home pages (Hotel Kolonna Cēsis, HotelTigra, Hotel Dzintarjūra, Seaside Camping in Ventspils)offer to send a reservation application to the home page inthe Latvian language. The Seaside Camping and the HotelTigra reservation bookings may be made also in English,Russian, Lithuanian (Hotel Tigra).With enhanced development of ICT and with increasein e-commerce in the world, the following view is gainingpopularity: “no home page – no business”. In Latvia, e-tourism is at the very beginning of its development. Outof the 4 researched districts in Latvia about 50% of touristaccommodations have their own home pages with anindividual address, the rest of them are the so-called“rented addresses”. Owners of tourist accommodationsshould define their development directions and prioritiesin target markets: whether it will be just the Latvianmarket or international entrepreneurship, and judging bythese considerations, the entrepreneurs should define thename of their home page on the Internet, or its domain.The right choice of the domain and individualisation ofthe home page or orientation to the target audience,linkage of the home page to the Internet search enginesare factors promoting determination of the touristaccommodation and success in tourism business.ANALYSIS OF E-MAIL CONTACTAVAILABILITY OF TOURISTACCOMMODATIONS IN VENTSPILS, JELGAVA,LUDZA, AND CĒSIS DISTRICTSE-mail is one of marketing instruments that help thebusiness to build communication with the client.Therefore, it is as important as the home page. Thehospitality principle is important in tourism business; itstates that e-mail letters should be always answered. Thespeed of the answer to the client’s request is equallyimportant; it may strengthen the competitiveness of thetourism enterprise. E-mail may also be used foradvertising one’s enterprise.The research authors explored tourist accommodationsin the 4 districts regarding contact availability by e-mail.In total 35% of the tourist accommodations in the givendistricts have e-mail addresses (see Table 5).Table 5. Contact availability by e-mail with touristaccommodations in Ludza, Ventspils, Jelgava and CēsisDistricts (as of 01.02.2006). Source: Ludza TIO,Ventspils TIO, Cēsis TIO, Jelgavas TIO 2006, e-mailinfo- authors’ research as of 01.02.2006.)All accommodations e-mail %Ludza City 1 -Ludza District 18 4 21Ventspils City 34 19Ventspils53 18 43DistrictCēsis City 13 7Cēsis District 89 20 26Jelgava City 4 4Jelgava District 21 10 56233 82 35Proportionally the biggest numbers of such touristaccommodations are in Jelgava District where 56 % ofaccommodations have registered e-mail addresses. Thesmallest number of tem is in Ludza District -21 %. Itshould be noted that the authors did not carry outtesting of the speed of answering from these e-mailaddresses, which would be a theme for a separateresearch. E-mail address testing and the speed ofreaction to e-mail, letters were carried out in VentspilsCity accommodations in April 2005 by EuropeanRegional Tourism Institute; the results were thefollowing: from 12 tourist accommodation places inVentspils City answers to all the letters were notreceived from 4 accommodations, e-mail answerreaction speed was starting from 10 min. 28 sec. to 37,5 hours (Mackevics 2005), which may be considered asaverage.BRIEF DESCRIPTION OF ACTIVITIES OFRURAL ACCOMMODATIONS IN LATVIATo describe the situation in the countrysideregarding activities of tourist accommodations inLatvia in general, the research authors used the data ofthe Latvian Rural Tourism Association „Laukuceļotājs”; the compiled data give a comprehensivestatistics in the rural tourism industry in Latvia; it mayalso be considered as representing the overall situation.At the end of 2005 in the database of the LatvianRural Tourism Association “Lauku ceļotājs”” inLatvian countryside and small towns were registered332 accommodations (actively operating) with 5243beds. Compared to the year 2004, the number oflodgings has increased by 11%, but the number of beds– by 23%.The most popular accommodations type is theholiday home (34%, average 7 beds), guest-house(29%, about 19 beds) and farmhouses (21%, about 8beds). Other accommodations (camping sites, hotels,palaces/castles accounted for 16%.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200699

In 2005 the tourists in Latvian rural accommodationshave spent ~ 325.330 nights (12% more than in 2004).The average occupancy of accommodations in 2005 was17%. Although the number of tourists has increased, theaverage occupancy of tourist accommodations hasremained the same, compared to 2004 because alongsidethe demand the supply has also increased – the number oflodgings and beds.Local holidaymakers comprised 80% of the totalnights spent in rural accommodations in Latvia in 2005,while 20% were foreign tourists. However, of all thenights reserved by the tourists through the “Laukuceļotājs”, the foreign guests comprise 58%, which clearlyshows the significant role of the association in theattraction of foreign tourists.53% of the foreign tourists’ overnight stays have beenfrom Germany, Britain (7%), Finland (6%), theNetherlands (5%), France (4%) and Belgium (4%).German, Finnish, British, Swedish tourists are the maingeneration market for Latvia, comprising 36.1% ofovernight stays of foreigners in 2003 (EuropeanCommunities, Eurostat 2005c). Within the last 2 years themost rapid growth in the number of tourists has been fromEstonia, Britain, Belgium, and Germany, the number ofnights has increased (by 86%-130%). The abovementionedtrends show the importance of the Internethome pages, especially of the foreign language versions(including what language exactly).The average local tourists’ length of stay in a ruralaccommodation in 2005 was 1.4 days, but that of foreigntourists was 3.25 days which demonstrates the economicimportance of this target audience in the tourism marketin Latvia.According to the calculations of the Association, intotal the rural tourism and related activities in theterritories of Latvian countryside in 2005 may havegenerated at least 31.5 million Ls yield whichdemonstrates the significance of this sphere (LatvianCountry Tourism Association 2006).ANALYSIS OF HOME PAGE AND E-MAILAVAILABILITY IN THE TOURISTACCOMMODATIONS REGISTERED IN THEDATABASE OF THE LATVIAN RURAL TOURISMASSOCIATION “LAUKU CEĻOTĀJS”The authors of this publication explored 435 touristaccommodations included in the Latvian Rural TourismAssociation “Lauku ceļotājs” database in the wholeterritory of Latvia. The results were summarisedseparately for regions, singling out Riga and JūrmalaCities.According to the LLTA “Lauku ceļotājs” touristaccommodations – cooperation partners’ statisticalanalysis of e-mail and home page availability of therespective accommodations, we may come to thefollowing conclusions (see Table 6).Table 6. E –mail and home page availability of touristaccommodations registered in the database of LatvianRural Tourism Association “Lauku ceļotājs” (as of01.02.2006). Source: Latvian Country TourismAssociation database (2006).Region Number ofaccommodationse – mailKurzeme 141 71(50.3%)Rīga,49 47Jūrmala(95.9%)Vidzeme 152 100(65,7%)Zemgale 43 24(55.8,0%)Latgale 50 22(44.0%)Kopā 435 264(60.6%)Homepage51(36.1%)47(95.9%)63(41,4%)16(37.2%)12(24.0%)189(43.4%)• The smallest number of e – mail (less than halfcases) and home pages are in touristaccommodations in Latgale Region (24 %)(seeFigure 2);• The situation is a little better in Kurzeme andZemgale where e-mail is available in about a half(respectively 50.3 and 55.8 %) of touristaccommodations, but home pages – 36.1 and 37.2% of all tourist accommodations;• The situation is considerably better in VidzemeRegion where e-mail is available in more than ahalf of accommodations (65, 7 %), but home pagesin – 41, 4 % of them;• The situations in Riga and Jurmala are drasticallydifferent, where e-mail and home pages areavailable in > 95 % of tourist accommodations(actually with area exceptions in all touristaccommodations;• Thus, in average in the state, e-mail is available inonly a little more than a half (60, 6 %), but thehome page in less than a half (43, 4 %) of touristaccommodations that should be considered morethan insufficient. It is also an indicator ofsustainable development in the sphere of usage andaccessibility of IT technologies and infrastructurequality;Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006100

• The data obtained by the research are in contradictionand differ for more than a half from the research ofEuropean Communities; Eurostat published research“ICT in the Tourism sector. Statistics in Focus34/2005”, where it is mentioned that in Latvia in theyear 2004 82.8 % of tourist accommodations hadtheir own home pages.Moreover, the given information about availability ofe-mail and a home page does not guarantee that there isInternet connection at all, as the home pages quite oftenare on servers somewhere else and e-mail is available inthe tourist accommodation owner’s a second work place,or occasionally – with the owner’s children far away fromthe given farmhouse or even far from the nearest village.This leads to the conclusion that the real situation isactually even worse in the rural territories.The Internet is necessary in tourist accommodations:• For the owners and managers of touristaccommodations - for receiving urgent and essentialinformation;16014012010080604020014171514947 4715210063435024 221612Kurzeme Rīga, Jūrmala Vidzeme Zemgale LatgaleAll accomodations e – mail WEBFigure 2. E – mail and Internet home page availability intourist accommodations registered in the database ofLatvian Rural Tourism Association “Lauku ceļotājs” (asof 01.03.2006). Source: Latvian Country TourismAssociation database (2006).• For giving prompt answers to clients and tourismagencies regarding reservations and other issues;Table 7. Availability of different types of Internetconnection in Latvia: advantages and disadvantages.Source: Ziemelis G. Latvian Country TourismAssociation (2006).TechnologyCable TVDSLDial upaccessGPRSEDGECDMAInstallation~ 10 Ls +40 Ls,cablemodem~ 15 Ls +35 Ls,ADSLterminalSubscription4 - 13Ls7 - 16Lsno ~ 0,04Ls/min~ 4 Lswith anexistingmobiletelephoneconnectionSimilarto GPRS210 LsCDMAmodem +Triatelconnection +specialCDMAtelephone1.50 permonth.+0.15Ls/MbSimilar toGPRS23.60Ls/monthNotesAvailable only wherecable TV is installedand the operatorprovides the service (inbigger cities, but not inall districts)Available in areaswhere telephone linesenable to install it. Inthe countryside inmany areas it will notbe possible in thefuture (even if there is afixed telephone line)Very slow internet type- max 56 Kbit/s.Possible with very oldanalogue telephonelines.Expensive and veryslow - max 40 Kbit/s.though practicallyavailable anyplacewhere there is mobiletelephone coverage.Speed up to 236 Kbit/s.Currently available inRiga, Riga District,Jurmala and Valmiera.Requisite: telephonewith EDGE support.1 Mb/s, offered byTriatel. Smallcoverage, but accordingto availableinformation, it ispractically available inalmost the wholeterritory of Riga,Jūrmala, Ādaži,Ķekava, Carnikava,Muceniekineighbourhood,Jelgava and Aizkraukle• For communication with other representatives andentrepreneurs of the industry.• For the marketing and advertising process of thetourist accommodation;• For joining reservation systems, marketingchannels, etc.;Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006101

• Clients consider the Internet accessibility as veryimportant.According to the available information, there are thefollowing possibilities in Latvia regarding installation ofthe Internet connection.CONCLUSIONSLatvia wishes to develop tourism as one of priorbranches and the development pace during the previoustwo years, especially after joining the EU, indicateadvancement of tourism industry in Latvia. The basicguidelines of tourism development define modernisationprinciple providing more attention to introduction ofmodern technologies in tourism. The authors of theresearch would like to stress that this modernisationcurrently is most urgent in Latgale Region.The overall European statistics does not depict thesituation in the whole territory in Latvia regardingintroduction of modern technologies (especially theInternet access) in Latvia’s rural tourism enterprises.There is a radical difference between the development ofRiga and Jurmala Cities in the It sphere and the rest of thestate territory. That may be the reason why the totalstatistics shown by Eurostat about availability of homepages in 2004 indicate such high rates. This was alsoconfirmed by the research that availability of homepagesfor tourist accommodations in Riga and Jurmalaterritories is 96 %, while in Latgale it is only 24 %, and,for example, in Ludza District it is only 16 %. Thisdemonstrates the striking difference in development ofLatvia’s regions in IT sphere.Problems exist also in the fact that even if theentrepreneur has an access to the Internet technically, itdoes not always give a positive result if the entrepreneuris not qualified enough in its proficient usage. It meansthat education of entrepreneurs in IT sphere is topical atthe same time. The research also revealed that homepages are not fully exploited as a marketing tool (they arenot specifically oriented to the main incoming markets,i.e. information is not available in target languages. Forexample, in the four districts under discussion,information in English was available only in 61 % oftourist accommodation home pages.During the research, the authors tried to define thetopical problems in the sphere of IT infrastructure andusage in rural territories:• The existing communications infrastructure(cables, digital or analogue telephone lines, radiolinks, etc.) do not provide fast, user-friendly andrelatively cheap Internet connection in ruralterritories;• In many areas of the state territory (especially inisolated farmsteads, typical for Latvia, and intheir neighbourhood) the necessarycommunications infrastructure does not existat all;• The existing Internet connections on offer (forexample, GPRS technologies) are expensive,relatively slow, not user-friendly, and requirespecific technical elements (like, telephoneswith respective technologies);• The people of older generations are not evenaware of the advantages offered by theInternet connection, a home page and e-mail;• Judging from the rate of IT development andtrends in Latvia, we may suppose that easy,fast and comparatively cheap Internetconnection in many regions of the state is nota prospect for near future yet.In conclusion it should be noted that the usage ofmodern IT possibilities is an essential precondition forsustainable development of tourism industry, as theaccess to e-environment provides the user not onlywith the most topical information, but also ensuresconsiderate use of natural resources as it minimizes theamount of printed informative materials.ACKNOWLEDGEMENTSThe authors would like to thank Latgale RegionalTourism Bureau Manager Līga Kondrāte, VentspilsTourism Information Office Manager Guntars Seilis,Jelgava Tūrism Information Office officer VitaKinderēviča, Cēsis Tourism Information OfficeManager Liene Kiršteine, Hotel Tigra MarketingManager Andra Magone, Latvia Rural TourismAssociation ”Lauku ceļotājs’ President AsnateZiemele, for their generous consultations and providedmaterials that helped in preparing this research article.REFERENCESBuhalis, D. 2003. eTourism - Information technologyfor strategic tourism management, Prentice Hall,Harlow, UK, 280-309.Burns, E. 2005. Baltic States Internet Population. [accessed 25/03/2006].Carter, R., and F. Bédard. 2001. E-Business forTourism - Practical Guidelines for TourismDestinations and Businesses, WTO Business Council,Madrid.Central Statistical Bureau of Latvia. 2005. Tourism inLatvia 2005. Riga, CSB.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006102

Central Statistical Bureau of Latvia. 2004. Tourism inLatvia 2004. Riga, CSB.European Communities, Eurostat. 2005a. ICT in thetourism sector. Statistics in focus 34/2005.European Communities. Eurostat. 2005b. The digitaldivide in Europe.European Communities, Eurostat. 2005c. Tourism in theenlarged European Union. Statistics in focus 13/2005.Kinderēviča, V. 2006. Jelgava TIO officer, interview04/03/2006.Latvian Rural Tourism Association („Lauku ceļotājs”).2006. Rural Tourism in Latvia Latvijā 2005 – Facts andFigures.Mackevics, A. 2005. Research. “Ventspils CityAccommodation enterprise quality, development, andproposals for improvement.”Magone, A. 2006. Hotel Tigra Marketing Manager,Interview 06/03/2006.Mauer, E. 2003. Internet for the Retail Travel Industry.Delmar Learning. Thomson Learning, USA, Chapter 1, 2-11.Ministry of Economics of Republic of Latvia. 2004.Guidelines for Tourism Development in Latvia. Riga:Ministry of Economics of the Republic of Latvia.Ministry of Economics of Republic of Latvia. 2006.Preses relīze 2006.gada 10.februārī.http://www.em.gov.lv/em/2nd/?lang=lv&id=12467&cat=621 [accessed 26/03/2006].Miniwatts Marketing Group. 2006a. Internet Usage in theEuropean Union.[accessed 02/032006].Miniwatts Marketing Group. 2006b.World Internet usage and population statistics. [accessed01/03/2006]Morrison, A.M. et al. 1999. Marketing small hotels onthe World Wide Web. Information Technology andTourism. 2; 97-113.Netcraft Ltd. 2006. March 2006 Web Server Survey.Poon, A. 2002. Competitive strategies for a “newtourism”, In: Aspects of Tourism: Classic Rewiews inTourism. /Edited by C.Cooper. Channel ViewPublications, Clevedon, 130-42.Seilis, G. 2006. Ventspils TIC Manager, interview23/02/2006.World Tourism Organization. 2001. E-business forTourism –Practical guidelines for Tourism Destinationsand Businesses. Madrid, Spain, 2-15.World Economic Forum. 2006b. The US regains firstposition in the rankings of the World EconomicForum's Global Information Technology Report 2005-2006. [accessed25/02/2006].World Economic Forum. 2006a.The Networked readiness Index Rankings 2005. [last 01/03/2006].World Travel and Tourism Council, WTTC. 2006.Travel und Tourism climbing to new heights. pp.16 [last 20/02/2006].UN World Tourism organization. 2006. Internationaltourism up by 5.5% to 808 million arrivals in 2005.[last 25/02/2006].BIOGRAPHYIveta Druva-Druvaskalne received a Master Degreein Geography from University of Latvia (1995).Currently a doctoral student of Faculty of Geographyand Earth Sciences, Department of EnvironmentalScience. Since 1999 lecturer, assistant professor inTourism Organisation and Management Department atVidzeme University College, Valmiera City. Memberof Association of Geographers.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006103

A GLOBAL SIMULATION MODEL OF DOMESTIC AND INTERNATIONAL TOURISM: ANAPPLICATION TO THE ESTIMATION OF CLIMATE CHANGE IMPACTSAndrea Bigano 1 , Jacqueline M. Hamilton 2 and Richard S.J. Tol 31 Fondazione Eni Enrico Mattei (FEEM), C.so Magenta, 63, 20123 Milano, ItalyE-mail: andrea.bigano@feem.it2 University of HamburgCentre for Wood Science, Leuschnerstr. 91, 21031 Hamburg, GermanyE-mail: j.hamilton@holz.uni-hamburg.de3 University of HamburgFNU, ZMK, Bundesstr. 55, 20146 Hamburg, GermanyE-mail: tol@dkrz.deKEYWORDSSimulation model, international tourism, domestictourism, climate change.ABSTRACTThe literature on tourism and climate change lacks ananalysis of the global changes in tourism demand. Here asimulation model of domestic and international tourismis presented that fills that gap. The current pattern ofinternational tourist flows and the number of domestictourism trips are modelled using 1995 data for 207countries. Using this basic model the impact on arrivals,departures and domestic tourism through changes inpopulation, per capita income and climate change areanalysed. In the medium to long term, tourism will grow,however the growth from climate change is smaller thanfor population and income changes.INTRODUCTIONClimate is an important factor in the destinationchoice of tourists. Climate change is therefore likely toalter tourism patterns towards the poles and up themountains (Hamilton et al., 2005a, 2005b). This couldnegatively affect countries and regions that dependheavily on incoming tourists, but it could also bringbenefits to places currently shunned by tourists. Theimpact of climate change on tourism is qualitativelyclear. It is also, potentially important economically;tourism and recreation is, after health care, the secondlargest economic activity in the world. However,quantitative studies of the impact of climate change ontourism are rare. This paper tries to fill this gap,extending earlier work to domestic tourism and touristexpenditures.Climate change impact studies for tourism use avariety of approaches. Some studies use physiologicalmodels of comfort levels as a function of weather andclimate, either in great detail in a limited space (e.g.,Matzarakis, 2002) or globally with a cruder approach(Amelung and Viner, forthcoming). Some studies focuson tourist resorts (e.g, Elsasser and Bürki, 2002; Perry,2003), whereas others focus on the behaviour of groupsof tourists (Maddison, 2001; Lise and Tol, 2002;Hamilton, 2003). The market for tourism is a global one.The Hamburg Tourism Model (HTM) was designed withthis requirement in mind: a global model of tourism, itdoes not look into detail in any one country, let alonetourism resort, either at the demand or the supply side.HTM does, however, allow for a synoptic overview,including the most important interactions.In Hamilton et al. (2005a, 2005b), we use earlierversions of HTM, which models international tourism.However, domestic tourism is not explicitly modelledthere. In fact, these papers assume that the change in theabsolute numbers of domestic tourists equals the changein the absolute numbers of international departures,without considering the actual number of domestictourists. Recently collected data on domestic tourism(Bigano et al., 2005) allows us to consider this aspect andexplicitly model the trade-off between holidays in thehome country and abroad. Domestic tourists comprise86% of the total tourist numbers.Another major shortcoming of earlier versions ofHTM was that they stopped at tourist numbers. In thisarticle, we extend the model to include touristexpenditures. This allows us to estimate the economicimplications of climate-change-induced changes intourism. Berrittella et al. (in press) do this for HTM,version 1.0, but only for six world regions, using acomputable general equilibrium model. Our economicapproach is far simpler, but it does include all countriesindividually.This article discusses the data used for this extendedversion of the Hamburg Tourism Model and discussesthe results of the simulations using scenarios ofeconomic and population growth and climate change.DATAData are crucially important to a simulation modellike the HTM. The data on international arrivals andAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006104

departures for 1995 are taken from the World ResourcesDatabases (WRI, 2000). There are two major problemswith this dataset. Firstly, for some countries, the reporteddata are arrivals and departures for tourism only. Forother countries, the data are arrivals and departures for allpurposes. Unfortunately, it is impossible to correct forthis. Secondly, there are missing observations,particularly with regard to departures.For arrivals, 181 countries have data but 26 do not.We filled the missing observations with a statisticalmodel, viz.,(Equation 1)−7 −3 2 −5ln A = 5.97+ 2.05⋅ 10 G + 0.22T − 7.91⋅ 10 T + 7.15⋅ 10 C + 0.80ln Yi i i i i i0.97 0.96 0.07 2.21 3.03 0.09N = =2139; Radj0.54where A denotes total arrivals, G is land area (in squarekilometres); T is annual average temperature for 1961-1990 (in degrees Celsius) averaged over the country, Ctis length of coastline (in kilometres), and Y is per capitaincome. i indexes the country of destination. This modelis the best fit to the observations for the countries forwhich we do have data. The total number of touristsincreases from 55.2 million (observed) to 56.5 million(observed + modelled). The 26 missing observationsconstitute only 2% of the international tourism market.For departures, the data problem is more serious: 107countries report but 99 do not; 46.5 million departuresare reported, against 56.5 million arrivals, so that 18% ofall international tourists have an unknown origin. Wefilled the missing observations with a statistical model,viz.,(Equation 2)Di−3 2 −2ln = 1.51− 0.18Ti + 4.83⋅10 Ti − 5.56⋅ 10 Bi + 0.86lnYi − 0.23ln GiP 17.05 0.17 16.82 4.22 0.09 0.13iN = =299; Radj0.66where D denotes departures (in number), P denotespopulation (in thousands) and B is the number ofcountries with shared land borders. i indexes the countryof origin. This model is the best fit to the observationsfor the countries for which we do have data. This leadsto a total number of departures of 48.2 million, so wescaled up all departures by 17% so that the total numberof observed and modelled departures equals the totalnumber of observed and modelled arrivals.For most countries, the volume of domestic touristflows is derived using 1997 data contained in theEuromonitor (2002) database. For some other countries,we rely upon alternative sources, such as nationalstatistical offices, other governmental institutions or tradeassociations. Data are mostly in the form of number oftrips to destinations beyond a non-negligible distancefrom the place of residence, and involve at least oneovernight stay. For some countries, data in this formatwere not available, and we resorted to either the numberof registered guests in hotels, campsites, hostels etc., orthe ratio between the number of overnight stays and theaverage length of stay. The latter formats underestimatedomestic tourism by excluding trips to friends andrelatives; nevertheless, we included such data forcompleteness, relying on the fact that dropping them didnot lead to any dramatic change.In general, the number of domestic tourists is less thanthe regional population. ´However in 22 countries,residents were domestic tourists more than once per year.An examination of the characteristics of such countriesshows that these are in general rich countries, endowedwith plenty of opportunities for domestic tourism andlarge (or at least medium-sized). This definition fits inparticular Scandinavian countries (e.g., 4.8 domestictourists per resident in Sweden) but also Canada,Australia, and the USA. In the USA, the combination ofa large national area, a large number of tourist sites, highincome per capita contribute to explain why, on average,an average American took a domestic holiday 3.7 timesin 1997. Distance from the rest of the world is alsoimportant, and this is most probably the explanation forthe many domestic holidays in Australia and NewZealand.We filled the missing observations using tworegressions. We interpolated total tourist numbers, D+H,where H is the number of domestic tourists, using(Equation 3)Di+ Hiln = − 1.67+0.93lnYiP0.83 0.10iN = R =263;adj0.60Note that (3) is not limited from above. The number oftourists may exceed the number of people, which impliesthat people take a holiday more than once a year. Notethat we measure population numbers in thousands. Theparameters imply that people with an income of $10,000per person per year take one holiday per year.The ratio of domestic to total holidays wasinterpolated using(Equation 4)Hi− − − −ln = − 3.75+ 0.83⋅ 10 ln Gi + 0.93⋅ 10 ln Ci + 0.16⋅10 Ti − 0.29⋅10TiD + H 1.19 0.42 0.30 0.32 1.11i−7( Yi)+ 0.16− 4.43⋅10 lnY0.12 1.24N = R =i263;adj0.36i1 1 1 3 2The individual temperature parameters are notstatistically significant from zero at the 5% level, butthey are jointly significant. “Observations” for 1995 werederived from 1997 observations by dividing the latter bythe population and per capita income growth between1995 and 1997, correcting the latter for the incomeelasticity of (3) and (4). The income elasticity ofdomestic holidays is positive for countries with lowincomes but falls as income grows and eventually goesnegative. Qualitatively, this pattern is not surprising. Invery poor countries, only the upper income class haveholidays and they prefer to travel abroad, also becausedomestic holidays may be expensive too (cf. Equation 6).As a country gets richer, the middle-income class haveholidays too, and they first prefer cheap, domesticAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006105

200%0%19802045holidays. The share of domestic in total holidays onlystarts to fall if the lower income class are rich enough toafford a holiday abroad; with the estimates of Equation(4), this happens if average income exceeds $360,000, ahigh number.For the total (domestic and foreign) number oftourists, the world total is 12.0% higher if we include theinterpolated tourist numbers, that is, 4.0 billion versus3.6 billion tourists. The observed world total includesthose countries for which we have observed bothdomestic tourists and international arrivals. For domestictourists only, the observations add up to 3.1 billiontourists, and 3.5 billion tourists with interpolation, a12.1% increase.Note that Equations (3) and (4) can be used to deriveinternational departures, just like Equation (2). Thecorrelation coefficient between these two alternatives is99.8%. We prefer (2) for its simplicity.WTO (2002) contains data on the number of nightsforeign tourists stay in selected countries. Dividing bythe number of foreign tourists, this leads to the averagelength of stay, S. This can be modelled as(Equation 5)−6 −1 −4S = 2.13− 2.58 H −1.91⋅ 10 A + 2.06⋅ 10 T + 1.72⋅10Ci i i i i0.61 0.62 0.79 0.40 0.78where H is a dummy for measurement in hotels only (asopposed to all establishments). All parameters aresignificantly different from zero. The income per capitain the destination country does not affect the length ofstay. Equation (5) says that tourists stay longer in hottercountries, in smaller countries and in countries withlonger coasts; tourists spend less time in the destinationcountry if they are accommodated in a hotel.WRI (2002) has data on the total expenditures ofinternational tourists. Dividing by the number of arrivalsand their length of stay, this yields expenditure pertourist per day, E, which can be modelled as(Equation 6)2E = − 611+ 0.029Y + 295 P R = 0.31; N = 47i i i200 0.007 71where P is the ratio of the purchasing power parityexchange rate to the market exchange rate. Expendituresincrease linearly with the average per capita income inthe holiday country. This is as expected. Surprisingly,there is no significant relationship between the averageincome of the tourists and their expenditures. There isalso no significant relationship between expenditures andincome distributions, a measured by the Gini coefficient,in either the destination or the origin country. Per capitaincome is measured in market exchange dollars. Thesecond explanatory variable in (6) is the ratio ofpurchasing power and market exchange rates. This ratiois high (up to 5) for the least developed countries andaround 1 for developed economies. Holidays are moreexpensive in poorer countries, probably becauseinternational tourists tend to be restricted to luxuryresorts.100%80%60%40%20%0%100%90%80%70%60%50%40%30%20%10%0%19801985199019952000200520102015202020252030203520402045205020552060206520702075208020852090209521001980198519901995200020052010201520202025203020352040204520502055206020652070207520802085209020952100100%80%60%40%20%0%100%80%60%40%20%0%19801985199019952000200520102015202020252030203520402045205020552060206520702075208020852090209521001980198519901995200020052010201520202025203020352040204520502055206020652070207520802085209020952100SISSSANAFCHISEASASSAMCAMMDEFSUCEEANZJPKWEUCANUSAFigure 1. The regional distribution of domestic tourists (top, left), international departures (top, right), internationalarrivals (bottom, left) and tourism receipts (bottom, right) for the A1B scenarios without climate change. The regionsare, from top to bottom: Small Island States; Sub-Saharan Africa; North Africa; China, North Korea and Mongolia;South East Asia; South Asia; South America; Central America; Middle East; Former Soviet Union; Central and EasternEurope; Australia and New Zealand; Japan and South Korea; Western Europe; Canada, and the USA.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006106

120100maximumworldminimum806040200-202000 2010 2020 2030 2040 2050 2060 2070 2080 2090 2100-40120100806040CanadaTajikistanGeorgiaArmeniaUkraineSloveniaMacedonia, FYRTurkeyAfghanistanGreeceRwandaPeruBermudaAustraliaDominicaLao People's Dem RepHondurasVanuatuCongoBahamasArubaTongaPanamaSolomon IslandsPhilippinesSingaporeSt. Vincent & GrenadinesNigerGambiaTuvalu200-20Figure 2. The effect of climate change on domestic tourist numbers, as a percentage of the numbers without climatechange; top panel: world average, maximum impact (positive), and minimum impact (negative); bottom panel: impactin 2100, countries ranked to their annual average temperature in 1961-1990.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006107

250200maximumworldminimum1501005002000 2010 2020 2030 2040 2050 2060 2070 2080 2090 2100-50-10025020015010050CanadaTajikistanGeorgiaArmeniaUkraineSloveniaMacedonia, FYRTurkeyAfghanistanGreeceRwandaPeruBermudaAustraliaDominicaLao People's Dem RepHondurasVanuatuCongoBahamasArubaTongaPanamaSolomon IslandsPhilippinesSingaporeSt. Vincent & GrenadinesNigerGambiaTuvalu0-50-100Figure 3. The effect of climate change on international tourist arrivals, as a percentage of the numbers without climatechange; top panel: world average, maximum impact (positive), and minimum impact (negative); bottom panel: impactin 2100, countries ranked to their annual average temperature in 1961-1990.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006108

140120maximumworldminimum100806040200-202000 2010 2020 2030 2040 2050 2060 2070 2080 2090 2100-40-6014012010080604020CanadaTajikistanGeorgiaArmeniaUkraineSloveniaMacedonia, FYRTurkeyAfghanistanGreeceRwandaPeruBermudaAustraliaDominicaLao People's Dem RepHondurasVanuatuCongoBahamasArubaTongaPanamaSolomon IslandsPhilippinesSingaporeSt. Vincent & GrenadinesNigerGambiaTuvalu0-20-40-60Figure 4. The effect of climate change on total tourism expenditures, as a percentage of the numbers without climatechange; top panel: world average, maximum impact (positive), and minimum impact (negative); bottom panel: impactin 2100, countries ranked to their annual average temperature in 1961-1990.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006109

RESULTSFigure 1 shows some characteristics of the A1Bscenario without climate change for 16 major worldregions. Currently, the OECD (the regions at the bottomof the graph) dominates tourism, with over half of worldtourists but only a fraction of the world population.However, the OECD share has been declining over thelast 20 years, and will continue to do so. For most of the21st century, tourism will be predominantly Asian.Within Asia, East Asia leads first, but South Asia willtake over after a few decades. The dominance of the richcountries in international departures is stronger than it isin domestic holidays, and this dominance will declinemore gradually. Asia (Africa) has a bigger (smaller)share of international tourism than of domestic tourism,because it has so a number of big (many small) countries.The difference between Europe and North America hasthe same explanation. The pattern of internationalarrivals is similar to, but smoother than the pattern ofinternational departures; international tourists crossborders, but prefer to travel not too far. The pattern ofreceipts from domestic and international tourists isdifferent. Here, the OECD first expands its market shareas expenditures per tourist per day fall as the poorercountries grow richer – see Equation (6). After 2030,however, the other regions, but particularly Asia, capturea larger share of the market.Figure 2 shows the impact of climate change ondomestic tourism numbers, both over time and overspace. While the world aggregate number of domestictourists hardly changes due to climate change, individualcountries may face dramatic impacts that grow rapidlyover time. By 2100, domestic tourism numbers may beup by 100% or down by 30%. Roughly speaking,currently colder countries see an increase in domestictourism. Colder countries see an increase in domestictourism, warmer countries a reduction. Exceptions to thisare countries at high altitudes; while colder than theirneighbouring countries, they are projected to faceroughly the same, absolute warming and therefore breakthe smooth pattern of Figure 5. Because tourists prefer tostay close to home, high altitude countries have anadvantage over low altitude countries with a similarinitial climate, because the neighbouring countries of theformer are hotter than the neighbouring countries of thelatter. Countries at the minimum (0.01) or maximum(0.99) share of domestic tourism in total tourism, are notaffected by climate change.Figure 3 shows the impact of climate change oninternational tourism arrivals, both over time and overspace. Aggregate international tourism falls because ofclimate change, reaching a minimum of 10% below thescenario without climate change around 2025, and edgingtowards zero after that. Aggregate international tourismfalls because more tourists stay in their home country (cf.Figure 5), particularly tourists from Germany and the UKwho make up a large part of international tourism;tourists from hot countries would increasingly preferinternational over domestic holidays, and the share ofsuch tourists gradually increases throughout the century.For individual countries, international arrivals may fallby up to 60%, or increase by up to 220% in 2100.Climate change increases the attractiveness of coolercountries, and reduces that of warmer ones.Figure 4 shows the impact of climate change on totaltourism expenditures, both over time and over space.World aggregate expenditures hardly change, first risinga bit and then falling a bit. The situation is different forindividual countries, with a range of a negative 50% to apositive 130% by 2100. Colder countries can expect toreceive more tourism money because of climate change,and warmer countries less. The relationship betweencurrent climate and impacts of climate change, however,is a lot noisier for expenditures than for internationalarrivals and domestic tourists.CONCLUSIONSWe present an updated and extended version of theHamburg Tourism Model (HTM). As in earlier papers(Hamilton et al., 2005a, 2005b), we find that climatechange would shift patterns of tourism towards higheraltitudes and latitudes. Domestic tourism may double incolder countries and fall by 20% in warmer countries(relative to the baseline without climate change). Forsome countries international tourism may treble whereasfor others it may cut in half. International tourism is more(less) important than is domestic tourism in colder(warmer) places. Therefore, climate change may doubletourist expenditures in colder countries, and halve themin warmer countries. However, in most places, the impactof climate change is small compared to the impact ofpopulation and economic growth.The model described in this paper is, to ourknowledge, one in its kind. As all early models, it leavesmuch to be desired. Although the model is reasonablygood at reproducing current and past patterns ofinternational tourism, long-term and global studies oftourism demand are rare – and the empirical basis of themodel is therefore weak. This is even truer for the effectsof climate change on tourist destination choice, where themodel is based on only a few studies from a limited setof similar countries. The projections neglect that changesin preferences, age structure, working hours and lifestyles would also affect tourist behaviour. The spatialresolution (national) of the model is crude, as is thetemporal resolution (annual). The economic impact doesnot extend beyond tourist expendituresFuture research is planned that would take intoaccount these shortcomings and so improve on the modeland provide useful analyses both for the tourism industryas well as for research on tourism and globalenvironmental change. Extending the model to enablescenarios of changes in age structure or in working hoursAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006110

would be a promising extension. Currently it is assumedthat all tourists have the same climate preferences. Thatthis is not the case is shown in Hamilton et al. (2005c).They derive different climate-demand relationships fordifferent age groups that could be incorporated intoHTM. A regional resolution of the model would allowfor the diverse attractiveness of regions within countries.Hamilton and Tol (in preparation) have downscaled theresults of the HTM to the regions of the UK, Ireland andGermany. Unfortunately, there is no data on whereinternational tourists are from that arriving in therespective regions. This means that the model itselfcannot simply be applied to the regions. Instead thetourist numbers are downscaled using a differenttechnique.A seasonal resolution would allow for the separateanalysis of sun and snow seekers, and would allowtourists to shift their holidays not only in space (as theydo in the current model) but also in time (from summerto spring and autumn).Another potential application of the model is tosustainability analysis. On the one hand, tourists exertsubstantial pressure on the environment (Becken et al.2003; Goessling, 2002) while ecotourism supportsconservation (Goessling, 1999 and Wilson and Tisdell,2001). Immediate applications include an analysis of therelocation effects due to restrictions on tourist numbers ina particular country (e.g., Bhutan). In Hamilton et al.(2005b), we project carbon dioxide emissions frominternational travel, but other emissions and resource usecan be readily added (if the data are available) now thatthe model includes the length of stay as well. Theimplications of constraints on emissions and resource usecould then be analysed too. In this paper, theattractiveness of a tourist destination consists of a climatecomponent, which changes, and a second, unspecificcomponent, which is kept constant. Splitting the latterwould allow for the analysis of other environmentalchanges – for example, the establishment of nationalparks. The analysis of price instruments to change thebehaviour of tourists would require adding costs to theattractiveness index, and splitting “distance” into its priceand time components. These are important topics forfuture research.The paper demonstrates that, erratic as individualtourists may be, mass tourist movements can be modelledand projected into the future. As tourism is an importantdriving force of global environmental change, this is astep towards the prediction of human impacts on theenvironment and, via climate change for example, ofenvironmental change on human behaviour.The model and all necessary input data can bedownloaded at:http://www.uni-hamburg.de/Wiss/FB15/Sustainability/modelsACKNOWLEDGEMENTSThe CEC DG Research through the DINAS-Coastproject (EVK2-2000-22024), the US National ScienceFoundation through the Center for Integrated Study ofthe Human Dimensions of Global Change (SBR-9521914) and the Michael Otto Foundation forEnvironmental Protection provided welcome financialsupport. The EC Leonardo da Vinci project SocSimNetLV/04/B/F/PP-172.00 promotes presentation the resultsat BALTTOUR 2006. All errors and opinions are ours.REFERENCESAmelung, B. and D. Viner, (forthcoming) Thevulnerability to climate change of the Mediterranean as atourist destination. In: Climate Change and Tourism:Assessment and Coping Strategies [Amelung, B., K.Blazejczyk, A. Matzarakis and D.Viner (eds.)]. KluwerAcademic Publishers, Dordrecht, the Netherlands.Bigano, A., J. Hamilton, M. Lau, R.S.J. Tol and Y. Zhou.2005. A Global Database of Domestic and InternationalTourist Numbers at National and Subnational Level.Fondazione Eni E. Mattei Working Papers n. 3.05,Milano, Italy.Becken, S., D. G. Simmons and C. Frampton. 2003.Energy use associated with different travel choices,Tourism Management, 24 (3), 267-277.Berritella, M., A. Bigano, R. Roson and R.S.J. Tol (inpress) A General Equilibrium Analysis of ClimateChange Impacts on Tourism. Tourism Management.Elsasser, H. and R. Bürki. 2002. Climate change as athreat to tourism in the Alps. Climate Research, 20, 253-257.Euromonitor. 2002. Global Market InformationDatabase. - Online document:http://www.euromonitor.com/gmid/default.aspGoessling, S. 1999. Ecotourism: a means to safeguardbiodiversity and ecosystem functions. EcologicalEconomics, 29, 303-320.Goessling, S. 2002. Global environmental consequencesof tourism. Global Environmental Change, 12, 283-302.Hamilton, J.M. 2003. Climate and the destination choiceof German tourists. Research Unit Sustainability andGlobal Change Working Paper FNU-15 (revised), Centrefor Marine and Climate Research, Hamburg University,Germany.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006111

Hamilton, J.M., D.J. Maddison and R.S.J. Tol. 2005a.Climate Change and International Tourism: A SimulationStudy. Global Environmental Change, 15 (3), 253-266.Hamilton, J.M., D.J. Maddison and R.S.J. Tol. 2005b.The Effects of Climate Change on International Tourism,Climate Research, 29, 245-254.Hamilton, J.M., D.J. Maddison and R.S.J. Tol. 2005c.Climate Preferences and Destination Choice: ASegmentation Approach, FNU-90, Hamburg Universityand Centre for Marine and Atmospheric Science,Hamburg. (submitted)Hamilton, J.M. and R.S.J. Tol. (in preparation). Theimpact of climate change on tourism on the British Islesand in Germany: a simulation study.Hamilton, J.M. and R.S.J. Tol. 2004. The Impacts ofClimate Change on Tourism and Recreation, Hamburg:Research Unit Sustainability and Global Change FNU-52, Hamburg University and Centre for Marine andAtmospheric Science.Hoozemans, F.M.J., M. Marchand and H.A. Pennekamp.1993. A Global Vulnerability Analysis: VulnerabilityAssessment for Population, Coastal Wetlands and RiceProduction and a Global Scale (second, revised edition),Delft Hydraulics, Delft.Lise, W. and R.S.J. Tol. 2002. Impact of climate ontourism demand. Climatic Change, 55(4), 429-449.Matzarakis, A. 2002. Examples of climate and tourismresearch for tourism demands. In: Proceedings of the15th Conference on Biometeorology and Aerobiologyjoint with the International Congress on Biometeorology.27. October to 1. November 2002, Kansas City,Missouri, pp 391-392. - Online document:http://www.mif.unifreiburg.de/matzarakis/publication.htmMaddison, D.J. 2001. In search of warmer climates? Theimpact of climate change on flows of British tourists.Climatic Change, 49, 193-208.Perry, A. 2000. Impacts of climate change on tourism inthe Mediterranean: Adaptive responses. Nota di Lavoro35.2000, Fondazione Eni Enrico Mattei, Milan, Italy.Wilson, C. and C. Tisdell. 2001. Sea turtles as a nonconsumptiveresource especially in Australia. TourismManagement 23, 279-288.BIOGRAPHYAndrea Bigano holds a Ph.D. in Economics from theKatholieke Universiteit Leuven, (Belgium), a M.Sc. inEnvironmental Economics from the University CollegeLondon (UK), and a degree in Economics fromUniversità Commerciale Luigi Bocconi, (Milan, Italy).He has been Scientific Consultant for the Abdus SalamInternational Centre for Theoretical Physics (anUNESCO research centre based in Trieste, Italy) andresearcher at the Centre for Economic Studies,Katholieke Universiteit Leuven. Currently AndreaBigano is Senior Researcher at Fondazione Eni EnricoMattei (Milan, Italy) where he contributes to climatechange and energy markets research. He is also aconsultant for REF, an independent Italian researchcentre and consulting firm, where he coordinates aproject on energy investments.Jacqueline Hamilton is a researcher at the University ofHamburg. As well as an MA in Economics from theUniversity of Glasgow and a Master’s Degree in Townand Regional Planning from the University of Liverpool(UK), she has a PhD in Economics from the Universityof Hamburg. Her PhD thesis looked at the impact ofclimate change on tourism in the coastal zone. Her mainresearch fields are tourism, recreation and theenvironment, environmental economics and tourismeconomics. She is currently working on the valuation oflandscape change caused by the implementation ofsustainable forestry programmes.Richard Tol has been a professor at Hamburg Universitysince April 2000. He holds a Ph.D. in Econometrics fromthe Vrije Universiteit in Amsterdam. He is interested inthe application of economic, mathematical and statisticaltechniques, such as time series analysis, valuation,decision analysis, and game theory, to environmentalproblems, in particular climate change, natural disasters,and river basin management. He is advisor and referee ofnational and international policy and research. He is anauthor (contributing, lead, principal and convening) ofWorking Groups I, II and III of the IntergovernmentalPanel on Climate Change. He is an author and editor ofthe UNEP Handbook on Methods for Climate ChangeImpact Assessment and Adaptation Strategies. Richard isan editor of Energy Economics, an associate editor ofEnvironmental and Resource Economics, and a memberof the editorial board of Environmental Science andPolicy and Integrated Assessment.WRI. 2000. World Resources Database 2000-2001.Washington, D.C: World Resources Institute.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006112

AN OVERVIEW OF THE AGENT − BASED SOCIAL SYSTEM SIMULATION TOOLSDmitrij PozdnyakovRiga Technical University1, Kalku Street, Riga, LV-1658, LatviaE-mail: dmitrij.pozdnakov@inbox.lvKEYWORDSSocial System Simulation, Agent − Based SimulationTools.ABSTRACTWhile moving from Industrial age towardInformation age, which outlines the development of theInformation society, researches of social systems ofvarious scales (country, region, organization, etc.)become more significant. Impact of various socialsystems to our everyday life becomes increasinglyimportant. Therefore, social systems start seriously toinfluence the development of countries as a whole, andtheir regions in particular. Balanced regionaldevelopment of countries that are moving toward theestablishment of information and knowledge-basedsociety is one of the hot topics now.Planning or regional development is one of thesetopics. This is the main reason why different methodsand approaches appear targeted toward modelling andsimulation of social systems from the perspective ofregional development.Agent − based social systems simulation is a newresearch strategy that is developing very rapidly. Thebasic principle of agent-based simulation is that a systemis constructed out of a number of sub-systems – so-calledagents. The approach of agent-based simulation can beeasily applied to the social system simulation, as it givesthe possibility of generating complex systems based onsimple rules.The purpose of this article is to give the shortoverview of the agent-based social system simulationtools. Wide varieties of such tools (systems) have beendeveloped in the recent years. Their primarily goal is toassist the model building. Tools differ with its design,presence of functions for scientific social modelling,presence of functions for visualization of results andpresence of functions for the support of modellingprocess.The paper may be useful for those who plan to startusing one of such system from the scratch. The papershortly describes each system, pointing out key featuresof the system, programming language and the systemusability for the scientific social modelling; also there arereferences to the information sources available on theInternet.The overview is based on official toolsdocumentation, papers written by developers and users,and on the personal work experience with these systems.AGENT − BASED SOCIAL SYSTEMSIMULATIONIn agent−based social system simulation approach, allsocial system individuals, represented by agents, have aninternal model of the world governed by rules ofbehaviour. Through mutual competition, coordinationand cooperation of agents it is possible to explore thedifferent social systems and to analyse the constructionprocess of the modelled system from the point of view ofcomplex adaptive systems. In agent − based approachlearning, adaptation and evolution of the process areconsidered and, in addition, social systems theory,including learning and the evolutionary process of agentsare explored (Agent-based Modelling 2006).All known agent – based social system simulationtools are designed primary to assist the building ofmodel. The facilities for other phases of a model’s lifecycle, such as model evaluation, model maintenance, andmany other types of model use are rather limited at thistime. The primary supports for model use arevisualizations of model state and some modest facilitiesfor collecting statistics in a single run. Tool developershave not yet confronted issues of comparing multiplemodel runs, loading or calibrating models from data,automatically generating large numbers of cases fromexperimental designs, or collecting and statisticallyanalysing the results of large numbers of experiments.According to (Gilbert and Bankes 2003) agent−basedsocial system simulation tools can be divided in threegroups (classes):The first group includes environments, which consistsof standardized software libraries of routines, whichcould be included in modeller’s own purpose-buildprogram. Such libraries usually provide basic functionsAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006113

for agent – based model building. The main purpose ofsuch software is to make the process of programming ofmodels easer for modeller, faster and more reliable.Instead of writing and validating modeller’s routines,modeller could include a standard library procedure to dothe job.The main advantages of this paradigm are thefollowing:• Modeller does not have to reimplement basicalgorithms, visualization algorithms, or somestatistical software;• The modeller can build very specific models,because modelling environment does not limitmodeller’s abilities, by providing a set of strictlydefined functions. Modeller still can implement allnecessary functions by himself.Such tools based on libraries have some limitations,too:• Programming libraries require that modeller need tohave a good working knowledge of theprogramming language that is used in this libraries;• Construction of models using standardized librariesapproaches can be hindered by the need to findways of working around the built-in assumptions.Modeller among the available libraries shouldcarefully choose those that fit best for his modelpurposes, otherwise he will be forced to implementall necessary routines by himself.For example, both Ascape and RePast (see thedescription of the tools in the following part of thepaper) are excellent for simulation involving agentslocated on a rectilinear grid. They are less useful forsimulation that have no spatial aspects or formodels, which require a geographical informationsystem to simulate an actual terrain (for thispurposes you should better to pay attention onCormas).The second group includes agent – based modellingenvironments with integrated graphic developmentenvironment. Usually these systems are built ofpackages, that is, collections of routines, assembled witha common standardized user interface. There is nothingwith the scale or sophistication of these statisticalpackages, yet the systems available for building agentbasedmodels.The main advantage of these systems is thatintegrated environment allows the building of verysimple models using direct manipulation or ‘‘visualprogramming’’. Modeller does not have to deal withcomplicated programming languages. The systems of thiskind meant mainly for students and even schoolchildren.Unfortunately, the simplicity of such systems makesthem improper for complex agent – based modelbuilding. Usual drawback of such environment is that itis very difficult to develop agents possessing even simplecognitive models, and it would be impossible to createmodels using any kind of evolutionary approach (e.g., agenetic algorithm). Sometimes such agents lack identityand ability to communicate.The third group includes more advanced agent –based modelling systems with integrated modellingenvironment and also some advanced tools, providedespecially for scientific social system simulation, whichmakes them useful for complex social system modelling.Hence, the main advantage is that, unlike the softwarelibraries (see group one), such systems do not demandthat users are fluent in the underlying programminglanguage. On the other hand, such systems do requireusers to learn a complex interface that can be as difficultto master as a full programming language.The most popular of available agent–based modellingtools for social systems simulation are listed in thefollowing part of the paper. The list is divided intogroups according to the classification mentioned above.Five criteria, namely, description, suitability forsocial system simulation, programming language,availability of installation files or source code, andavailability of documentation and other usefulinformation sources are used for characterization of eachtool.Libraries for agent − based social system simulation1. RePastDescription:RePast is a freely available agent-based simulationtoolkit specifically designed for social scienceapplications. RePast permits the systematic study ofcomplex system behaviours through controlled andreplicable computational experiments with table, chart,and graphical displays of output. RePast is designed as aset of programming libraries. RePast libraries providebasic functionalities for agent building, agentcommunication realization, rapid user interface design,and modelling result visualisation and saving. The lastRePast version also includes integrated modellingenvironment (RePastPy).According to (Tobias and Hoffmann 2006) RePast isthe most suitable simulation framework for the appliedmodelling of social interventions based on theories anddata now.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006114

Suitability for social system simulation:Allow building model of any number of complexsocial agents. Allow building biological and simpleeconomic models (Tobias and Hoffmann 2006).Programming language:RePast has multiple pure implementations in severallanguages: RePastJ (implemented using Java packages),RePast.Net (implemented using .Net technologies) andRePastPy (implemented in Python scripting language).RePastPy includes graphical environment for modelbuilding. In the latter case, it is supposed that user buildsthe frame of the model using RePastPy environment, andthen details the model using functionality of Javapackages in order to get the final model.Availability:Free (open source)Useful Internet resources:a) RePast home page / Internet. -http://RePast.sourceforge.net/. RePast Internetsite gives access to RePast installation andsource files, RePast documentation, trainingtutorials, papers by the third parties and variousexamples of RePast models.b) Owen Densmore, Sun Microsystems / Internet. -http://complexityworkshop.com/cw/tutorial/RePast/index.html. A good introduction to RePast.c) Iowa State University: RePast: A SoftwareToolkit for Agent-Based Social ScienceModeling / Internet. -http://www.econ.iastate.edu/tesfatsi/RePastsg.htm. Site provides links to readings, discussionmaterials, software, and other resources ofpotential use to those wishing to embark on aself-study of RePastJ. Overall interesting anduseful site.d) Arizona State University: How to create aRePast model / Internet. -http://www.u.arizona.edu/~jtmurphy/H2R/HowTo01.htm. In-depth RePastJ tutorial.e) University of Michigan: Agent-Based Modeling/ Internet. -http://www.cscs.umich.edu/~dtrobins/abm/abm.html. Article outlines the steps what a modelerneeds to perform in order to build models(perform programming) with RePast in Eclipse(i.e. Java programming environment).f) Lars-Erik Cederman. Endogenizing geopoliticalboundaries with agent-based modeling /Internet. -http://www.pnas.org/cgi/content/abstract/99/suppl_3/7296. An example of the RePast agent –based social system model.2. SwarmDescription:Swarm provides a set of libraries that the developeruses for building complex social system models and foranalysing, displaying, and controlling experiments onthose models.The fundamental component that organizes the agentsof a Swarm model is a 'swarm'. A swarm is a collectionof agents with a schedule of events over those agents.The swarm represents an entire model: it contains theagents as well as the representation of time. Swarmsupports hierarchical modelling whereby an agent can becomposed of swarms of other agents in nested structures.In this case, the higher-level agent's behaviour isdefined by the emergent phenomena of the agents insideits swarm. This multi-level model approach offered bySwarm is very powerful. Multiple swarms can be used tomodel agents that themselves build models of theirworld. In Swarm, agents can themselves own “swarms”,namely, models that an agent builds for itself tounderstand its own world.According to (Dugdale 2006), Swarm is the mostpowerful and flexible simulation platform. However,Swarm has a very steep learning curve. It is necessary tohave experience of Java (or C++), be acquainted with theobject-oriented methodology, and be able to learn someSwarm code.Suitability for social system simulation:Suitable for building complex and large agent − basedsocial system simulations.Programming language:The Swarm libraries are written in C++. However, itis also possible to use Java to call upon the facilitiesoffered by the libraries.Availability:Free (Open Source)Useful Internet resources:a) Swarm home page / Internet. -http://www.swarm.org/. Provides a goodintroduction to Swarm.b) Santa Fe institute home page / Internet. -http://www.santafe.edu.c) Swarm documentation / Internet. -http://www.swarm.org/swarmdocs/set/set.html.Gives brief overview of Swarm idioms,installation process, structure and programminglibraries. The aim of the paper is to help amodeler to decide whether Swarm would be auseful tool in the context of given research.d) Swarm training tutorial / Internet. -http://www.swarm.org/wiki/Swarm_tutorialse) Swarm API documentation / Internet. -http://www.swarm.org/swarmdocs-2.2/refbook-Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006115

java/. Complete description of the Swarm Javalibraries API.f) Java Swarm presentation / Internet. -http://eco83.econ.unito.it/terna/materiale/JavaSwarmTutorial_lamieri_sonnessa.pdf. Includesshort description of Swarm installation andSwarm model starting process.3. MIMOSEDescription:MIMOSE provides a modeling language combinedwith a user-friendly experimental frame for simulatingand analysing models. MIMOSE meets special demandson modeling in social science and especially focuses onthe description of nonlinear, quantitative, and qualitativerelations, stochastic influences, birth and death processes,as well as micro and multilevel models.One of MIMOSE drawbacks is that it does notprovide any tools for visualization of modelling results.Suitability for social system simulation:MIMOSE can be useful for modelling and analysingsome social science models (such as collectivephenomena, for example migration, chaotic behaviour,and cooperation), environmental models, and epidemicmodels in biology. Modelling the sequence of militaryinterventions and democratization in Thailand also testedthe approach.Programming language:MIMOSE is developed in Java. Models are builtusing model description language. MIMOSE consists ofserver and client parts. Server part is available only forSun/Solaris systems and for Linux Server, while clientpart is also available for Windows machines.Availability:Free. The source code is not available.Useful Internet resources:a) MIMOSE home page / Internet. -http://www.unikoblenz.de/~moeh/projekte/mimose.html.MIMOSE user guide and installation files.4. AscapeDescription:Ascape is a software framework for developing andanalysing agent-based models. In Ascape, agent objectsexist within “scapes”: collections of agents such as arraysand lattices. These “scapes” are agents themselves, sothat typical Ascape models are made up of "collections ofcollections" of agents. “Scapes” provide a context foragent interaction and sets of rules that govern agentbehaviour. Ascape manages graphical views andcollection of statistics for “scapes” and providesmechanisms for controlling and altering parameters for“scape” models. Ascape provides tools for publishing ofsimulation results into Internet (Dugdale 2006).Suitability for social system simulation:Ascape is useful for implementing quite complexsocial mechanisms. The only restriction would be findinga programmer with sufficient skills to code themechanisms. Ascape is intended mostly for economicmodels.Programming language:JavaAvailability:Free for not commercial purposes (failed to downloadinstallation). The project currently is not updated.Useful Internet resources:a) Brookings Institute: Home page of the Ascapeproject/ Internet. -http://www.brook.edu/es/dynamics/models/ascape/default.htmb) Brookings Institute: Miles Parker. Presentationslides of the Ascape tool / Internet. -http://www.brook.edu/es/dynamics/models/ascape/UChicago/tsld001.htmc) Journal of Artificial Societies and SocialSimulations: Miles Parker. “What is Ascape andwhy should you care?” / Internet. -http://jasss.soc.surrey.ac.uk/4/1/5.html5. BreveDescription:Breve is a software package, which is supposed forbuilding 3D simulations of decentralized systems andartificial life. Modeller defines the behaviours of agentsin a 3D world and observes how they interact.Breve pays much attention to visualization ofsimulation. Breve includes physical simulation andcollision detection, allowing simulating realisticcreatures, and an OpenGL display engine.Suitability for social system simulation:According to (Tobias and Hoffmann 2006), Breve isnot applicable for social science simulations.Programming language:Steve – specialized programming language thatcombines properties of C, Perl and C++ programminglanguages.Availability:Free (open source)Useful Internet resources:a) Brave 3D home page / Internet. -http://www.spiderland.org/breve/Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006116

6. MASONDescription:MASON is a fast discrete-event multi-agentsimulation library core in Java, designed to be thefoundation for large custom-purpose Java simulations,and to provide more than enough functionality for manylightweight simulation needs. MASON contains both amodel library and an optional suite of visualization toolsin 2D and 3D.Suitability for social system simulation:Designed for social scientific simulation, also for AIand robotics.Programming language:JavaAvailability:Free (open source)Useful Internet resourcesa) MASON home page / Internet. -http://cs.gmu.edu/~eclab/projects/masonb) Sean Luke, Claudio Cioffi-Revilla, Liviu Panait.MASON: A New Multi-Agent SimulationToolkit / Internet. -http://cs.gmu.edu/~eclab/projects/mason/publications/SwarmFest04.pdfc) MASON documentation / Internet. -http://cs.gmu.edu/~eclab/projects/mason/docs/Agent − Based Social System SimulationEnvironments with Integrated GraphicalDevelopment and Modelling Environment7. StarLogoDescription:StarLogo is a programmable modelling environmentfor exploring the operating of decentralized systems.StarLogo allows the user to create and control thebehaviour of “turtles” (a term used for autonomousagents). “Turtles” move around a user-defined landscapethat is made up of “patches”. StarLogo is procedural. Itprovides a set of commands, which the programmer usesto create and control the turtles and patches (Dugdale2006).In practice, StarLogo is very easy to use. StarLogoprovides a graphical interface to help the developer tocode their simulations.One of the main downfalls of StarLogo is itsinflexibility. The set of commands offered by StarLogomay be quite restrictive if we are going to code complexsocial mechanisms.Suitability for social system simulation:Applicable for artificial life simulation (real worldphenomena imitation: colonies of birds, insects, alsomarket economy research).Programming language:StarLogo is developed in Java. The modellinglanguage is Logo dialect, which is extended to supportagents and concurrency. In addition, StarLogo providesmechanisms that allow building simulations using verysimple direct manipulations (also known as “visualprogramming” paradigm).Availability:Free. The source code is not available.Useful Internet resources:a) StarLogo Project home page / Internet. -http://education.mit.edu/starlogo/. Includesdescription, examples, tutorials, etc.8. NetLogoDescription:NetLogo is a programmable modelling environmentfor simulation of natural and social phenomena. NetLogocontinues StarLogoT and StarLogo simulationenvironments series. Like StarLogo, NetLogo issupposed for decentralized systems imitation. It isparticularly well suited for modelling complex systemsdeveloping over time.According to statements of developers, NetLogosimulations can include hundreds or thousands ofindependent agents all operating concurrently. However,unfortunately, when a large number of agents areoperating concurrently, simulation speed can becomeunacceptably low.NetLogo integrated simulation environment includesmany advanced features, such as functions for simulationresults visualization (in either 2D or 3D), generating ofmultiple modelling runs, which are exactly reproduciblecross-platform, functions for statistical data collectingand merging from multiple simulation runs, export andimport functions (export data, save and restore state ofmodel).Suitability for social system simulation:Like StarLogo, NetLogo is suitable for artificial lifesimulation.Programming language:NetLogo is developed in Java. The modellinglanguage is Logo dialect, which is extended to supportagents and concurrency. NetLogo also uses the “visualprogramming” paradigm for building simulations.Availability:Free. The source code is not available.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006117

Useful Internet resources:a) Northwestern University, Center for ConnectedLearning and Computer-Based Modeling:NetLogo home page / Internet. -http://ccl.northwestern.edu/netlogo/b) Northwestern University, Center for ConnectedLearning and Computer-Based Modeling:NetHub home page / Internet. -http://ccl.northwestern.edu/netlogo/hubnet.htmlc) Sun Microsystems: Ievadraksts darbauzsākšanai ar NetLogo / Internet. -http://complexityworkshop.com/cw/tutorial/NetLogo/index.htmld) NetLogo dokumentācija / Internet. -http://ccl.northwestern.edu/netlogo/docs/9. AgentSheetsDescription:AgentSheets is an agent based simulation tool, whichis based on a spreadsheet approach. Instead of the cells ofthe spreadsheet grid being occupied by numbers, agentsoccupy them. The simulation then takes place on the gridon which the agents live (Dugdale 2006). Agent actionsare programmed using simple IF – THEN rules.AgentSheets is specifically aimed for non-programmers,and therefore, it is very simple to use. It was proposed asa tool for students teaching.However, AgentSheets has some significantdrawbacks: an agent cannot send information to anotheragent (agents are not individually identified), an agentcannot change the attribute of another agent, and agents’number is limited, because with plenty of agents, therecan by problems with modelling speed.Suitability for social system simulation:Environment is intended for building of assistantagents and mobile agents and not really for socialscientific simulation.Programming language:AgentSheets environment is developed in Java.AgentSheets uses the “visual programming” paradigmmeaning that there is no actual text based coding and allthe development is done via a graphical interface(dragging and dropping elements from toolboxes, etc.).Availability:Only free trial version is available (detailedinformation about AgentSheets purchasing is availableonhttp://www.agentsheets.com/products/store/index.html).The source code is not available.Useful Internet resources:a) AgentSheets project home page / Internet. -http://agentsheets.com/b) Journal of Artificial Societies and SocialSimulations: Joaquim Carvalho. UsingAgentSheets to teach simulation toundergraduate students / Internet. -http://jasss.soc.surrey.ac.uk/3/3/forum/2.htmlAgent – Based Social System Simulation Environmentwith Integrated Graphical Development andModelling Environment and Advanced ModellingFeatures10. CormasDescription:The Cormas environment is dedicated to the creationof multi-agent systems, with specificity in the domain ofnatural-resource management. It provides a frameworkfor developing simulation models of coordination modesbetween individuals and groups that jointly exploitcommon resources.Suitability for social system simulation:The environment is suitable especially for ecologicalsimulations and spatial/social systems interactionsimulation.Programming language:Smalltalk. Cormas environment poorly depends onthe programming language.Availability:Available free for non-commercial use. Cormasenvironment is periodically updated.Useful Internet resources:a) Cormas project home page / Internet. -http://cormas.cirad.fr/indexeng.htm11. SDMLDescription:SDML is not an environment but a declarativeprogramming language having object oriented featuresand being logic based. Knowledge is represented inrulebases and databases and forward and backwardchaining is used as the main reasoning mechanism.Agents may be assigned rules that determine theirbehaviour and which can be shared with other agents.The latter point is possible due to the object-orientedfeatures of SDML. The fact that it is strongly groundedin logic allows formal proofs of the completeness of themodel to be constructed. Programming is conducted inSDML via a series of windows (Dugdale 2006).It is possible to build sophisticated simulation usingSDML, involving complex interacting organisations,deeply nested levels of agents, and the ability for agentsto possess limited cognitive abilities (Dugdale 2006).However, the programming language has a steeplearning curve.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006118

Suitability for social system simulation:SDML was specifically developed for buildingsimulation in the social sciences. Most of the availablemodels are concerned with economic and marketmodelling (Dugdale 2006).Programming language:SmalltalkAvailability:FreeUseful Internet resources:a) Manchester Metropolitan University: SDMLproject home page / Internet. -http://sdml.cfpm.org/. The site includestutorials, discussion papers and SDMLinstallation files download facility.b) Manchester Metropolitan University: SDMLtutorial for beginners / Internet. -http://www.cpm.mmu.ac.uk/sdml/intro/html/sdml_tut_1.html. The site includes an introductionto SDML, a short course for beginners and givesa good feeling of the interface.CONCLUSIONSThis paper considers the most well known agent −based social system simulation tools.It is necessary to note, that not all systems that wheredescribed here are equally useful for modelling ofcomplex social systems. As it has already beenmentioned in agent − based systems classification, somesystems are suitable only for construction of quite simplemodels. However, it does not exclude an opportunity oftheir use in modelling at all, but only narrows possibleranges of their application.It is also necessary to note, that, choosing systemwhich is the most suitable for concrete modeller needs, itis necessary to pay attention on given systemfunctionality (visualization of modelling results, anopportunity to save modelling results, etc.), since moreoften particular system better deals with certain range ofproblems. Thus, when complex social systems aremodelled, it is worth to use complex agent − basedsimulation environments that are specialized to completeagent-based simulation with complex agents actingaccording to social scientific theories. The best choice isSwarm and RePast simulation environments. AlsoSDML approaches well for the mentioned purposes.However, it is necessary to understand that in both casesuser should spend a lot of time for learning(programming language, complex graphical interface).On the other hand the author is quite shore, that for someabstract simulation that does not model a specific realsystem it is worth to use more simple systems, likeStarLogo, NetLogo or AgentSheets. The graphicalinterface allows starting real modelling quite quickly,which also makes such systems quite suitable for trainingstudents, creation of simple interactive games and eventraining of scholar.In addition, the author wants to mention that not allsystems’ descriptions where included into the paper. Theprimary attention was paid to systems that are more orless known and popular among users, with onlinedocumentation and installation files available.This paper describes agent - based systems and theircharacteristics only in general. In future, it is necessary tostudy each subgroup of the classification in more details.For comparison of systems, it is also necessary toallocate specific characteristics (requirements) for eachof the subgroups. Characteristics for comparison of agent− based library based systems are given in [3]. Forrevealing characteristics and requirements for systemswith integrated graphic environment, it is necessary tocarry out additional research.ACKNOWLEDGEMENTThis paper is partly supported by the project No.2004-LV/04B/F/PP-172.00 "Competence Network forIntroduction of Modern ICTE Technologies inVocational Learning in Social Systems Simulation andResearch" (SocSimNet).REFERENCESAgent-based modelling. 2006. Methods and techniquesfor simulating human systems..Gilbert, N. and S. Bankes. 2003. Platforms and Methodsfor Agent-based Modeling. Proceeding of the NationalAcademy of Science of the USA, 2002, May 14, U.S.A.,7197-7198Tobias, R., and C. Hoffmann. 2006. Evaluation of theFree Java-libraries for Social scientific Agent BasedSimulation. In: Journal of Artificial Societies andSimulation. .Dugdale, J. 2006. An Evaluation of Seven SoftwareSimulation Tools for Use in the Social Sciences /Internet. -http://www.irit.fr/COSI/training/evaluationoftools/Evaluation-Of-Simulation-Tools.htmBIOGRAPHYDmitrij Pozdnyakov, B.sc.ing., Riga TechnicalUniversity, Faculty of Computer Science andInformation Technology, Department of System Theoryand Design, Meza ¼, Riga, LV-1048, Latvia,dmitrij.pozdnakov@inbox.lv.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006119

ABSTRACTION MECHANISMS OF BETAFerdinand Mácha 1 , František Huňka 21 E-mail: F.Macha@seznam.cz2 Institute for Research and Applications of Fuzzy Modeling,30. dubna 22, Ostrava 1, Czech RepublicE-mail: Frantisek.Hunka@osu.czKEYWORDSBeta programming language, abstraction, pattern,reusability, software development.ABSTRACTAs the software users are harder and harder to pleasein the progressing time, the needs for new developinglanguages and techniques are rising up. In this paper itwill be discussed a relatively unknown programminglanguage Beta, it's object-oriented characteristics, theabstraction mechanisms of the Beta and utilization of thepresented mechanisms to simulating modelsconstructions.SOFTWARE DESIGNThe software building nowadays is similar to buildinga brick-box model. The software designers have tochoose from a variety of bricks (API functions, libraryfunctions, components, etc.) and their task is to put themtogether implementing an application.Many times, there is a need to re-implement somealgorithmic element repeatedly. One can use many waysto achieve the desired functionality. Most efficientamong them is so-called object oriented paradigm.There are many products on the software market, thathave similar functionality and yet they are completelydifferent. Mainly it is because the programmers do notshare their functionality implementation.However, even with such sharing the variability isvery high. For example media players. They have somesame bugs, as the side effect of sharing the decoding orencoding routines and many different ones becauseimplementing the same things differently.THE IMPLEMENTATION SHARINGHowever, the term “sharing the implementation” israther abstract. There are a few levels how to do so.• Using the media players example, it could be observedan implementation sharing on a primitive level - withthe use of the common de/encoding routines. Moregenerally it is using common library functions invarious projects;• Another way for sharing is copy & paste of the codeso it can be reused;• Concerning the implementation speed by softwareproject evolution (that is, how fast is a programmerable to modify the software and apply a new knowhow),the most efficient kind of implementationsharing is of course the class inheritance. It doesn'tsuffer from the negatives of the previous two. Withthe common library routines there is no specifiedconcept how to use the routines. So if somebody hasdeveloped an optimised use of a routine, theoptimisation is not applied in another project. Andwith the copy & paste method there is no efficientmeans for updating the error correction.However if the designer's choose is to build asoftware on an object oriented basis there are again a fewways how to achieve the desired product functionality.The fastest way from a design to an implementation isto reuse prepared classes and extend their functionality.Let's assume there are some classes available to reuse.Let's inherit a super class CSup and create our own classCChild that will have all capabilities and features ofCSup. Most likely, there will be a need to modify someof the features of the CSup class with a newimplementation in our CChild class:• If a feature is a non-virtual method, the onlypossibility how to change the method behaviour is touse the selected programming language's methodhiding mechanism. Of course this is a poor qualitysoftware design, mostly not applicable due to theprogramming language;• Virtual methods are the best for a super classesbehaviour modification. One kind of modification iscompletely overriding the method's implementationand set a new one. However it is clear that all effortput into the previous implementation is now lost. ThisAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006120

could be bad particularly when overriding anoptimised problem solution;• A few programming languages are supportingextension of the method's implementation. With that,the super class's method could be still invoked withthe old behaviour before or after the new behaviour isused.Practical usage of method extensions could beobserved with creation of a visual componentVirtualTreeView that should paint on the screen acomplex tree structure with general data in each treenode * .Now let the first application use it with customizedpainting where every node with data of a particular typeis painted green. And another application (the firstapplication extension) wants to paint nodes as the firstapplication and nodes which meet another particularcriteria should be painted red. A whole lot of work issaved when using extending virtual methods instead ofoverriding virtual methods.THE BETA PROGRAMMING LANGUAGEQuoting the Object-oriented programming in theBeta: “BETA is a modern language in the Simulatradition. It supports the object-oriented perspective onprogramming and contains comprehensive facilities forprocedural and functional programming.Research is going on with the aim of includingconstraint-oriented constructs.BETA replaces classes, procedures, functions, andtypes by a single abstraction mechanism called thepattern. It generalizes virtual procedures to virtualpatterns, streamlines linguistic notions such as nestingand block structure, and provides a unified framework forsequential, coroutine and concurrent execution.The resulting language is smaller than Simula in spiteof being considerably more expressive.”The basic syntax rules of Beta consist of an objectdescriptor(# ... #)where ellipsis reference to an object body. The name andthe object body then specify the pattern:CPattern: (# ... #)* Actually this is a Delphi component called the VirtualTreeView, see http://www.delphigems.com/VirtualTreeview/VT.phpThe object-descriptor is now describing what arecapabilities of the pattern's instances. Inside the objectdescriptormay or may not be an enter part, a do part oran exit part.In the enter part are coming the values from outsidethe pattern instance and pattern's attributes specified hereare set to these values. The do part is executed wheninvoking a pattern's instance. The exit part is denotingthe pattern's output values.A pattern can be declared as virtual by using :

Cycle : (# do Loop: INNER Cycle;restart Loop; :Loop #);A Loop labelled imperative will execute thedescendant's imperatives and then re-run the Loop.A descendant of Cycle could make sure the loop doesnot last forever:TermCycle : Cycle (#Terminate : (# exit TRUE #);InnerAction : (# .. #);doInnerAction;(if Terminate then leave TermCycleif);#);A TermCycle instance will first call the do part ofCycle and after INNER is reached the do part ofTermCycle is activated. After the InnerAction is finished,Terminate function is asked whether a condition forleaving the loop is matched. If it is, the TermCycle haspassed so the Loop in the Cycle super pattern will not berestarted.In this case only a little or no work is saved forprogrammers if they use the Cycle pattern. Its advantageis however well arranged and unified approach to cyclingthrough various structures without the need of knowingthe details about what is done in the loop and what areterminating conditions.THE BETASIM FRAMEWORKThere is no support for building simulating models inthe Beta. But it is supporting coroutines with its quasiparallelsystem.The coroutines in the Beta are active objects, whichexecute their task and then may suspend. The suspensiondoes mean that the current coroutine is passing theapplication resources to another living coroutine and thenext coroutine is then attached to the program executionstack. When there is no other active coroutine waiting inthe queue the application will terminate. There is nosupport for suspension of a concrete coroutine whereas aconcrete coroutine may be attached.The BetaSim framework is an abstract layer, whichbrings the comfort of the Simula programming languageto simulation models building in the Beta. Thecoroutine's interface is enhanced using a new basic classthat has to have the interface of the process in Simula. Itdoes allow to be passivated, cancelled or put into awaiting state.When the new class supports the “suspension fromoutside”, so a coroutine A can send a message to suspendcoroutine B, it has then to support scheduling to behavelike in Simula. So methods like runAt, runBefore,runAfter have to be added to the framework somehow.A few other Simula capabilities are then added likedistribution functions for random numbers generating ormain process, current process, nextEv process, or lists ofprocesses to the framework to be completely ready forthe use.Of course the BetaSim build process is done alreadyso the programmer users don't have to do the coroutinesynchronisation and related implementation issuesthemselves and can build a discrete simulation model in aquite comfort manner:BetaSIM (#Loader: @|Entity(# ... doL: cycle (# ... #);PASSIVATE#)Discharger: @|Entity(# ... doL: cycle (# ... #);PASSIVATE#)CCar : Entity(#Distance, Velocity, LoadingTime,UnloadingTime: @integer;Init::< (# ... #)doL: cycle (# doLoadingQueue.into;(if Loader.getIdle thenLoader[]->run if);PASSIVATE;(Distance / Velocity)->HOLD;DischargingQueue.into;(if Discharger.getIdle thenDischarger[]->run if);PASSIVATE;(Distance / Velocity)->HOLD#)#)LoadingQueue: @WaitQueue (# #);DischargingQueue: @WaitQueue (# #);doAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006122

(for 10 repeat &| CCar[]->runfor);PASSIVATE;'The total simulation time: '->puttext;gettime->putreal;#)In this simple model, there are first constructed 10CCar processes and they become activated. The cars arecoming into a loading queue at the Loader, and then theLoader is woken up to handle the queue.After a car is loaded, it is woken up to hold so muchtime as is needed to get to a destination. Then thedischarger is woken up to unload the car.As it can be seen, no coroutines synchronization isneeded to be rewritten since the process class Entity isextended to meet these particular model requirements.While the BetaSim framework is cca. 1000 lines ofcode huge, the programmer who is actually building thesimulation model is just asked to extend a few patternsthus saving a considerable amount of work.CONCLUSIONSWhen implementing an application it is worth to reusean already prepared framework. The little obstacle indoing this nowadays is the lack of usable frameworks.Thus, it should be a priority whenever implementing adesign to figure out whether a concrete solved problemcan be generalized and work on a general frameworkfirst. Such approach is taking more time to build anapplication at first but it is well paying off in the latertime.Osterbye, K., Kreutzer, W. 1999. Synchronizationabstraction in the BETA programming language. InComputer Languages 25, pp. 165-198Hunka, F. 2005. BetaSIM Extended Framework forDiscrete Event Simulation. Industrial SimulationConference 2005 ISC’05. IPK Berlin, pp. 158-161Hunka, F. 2005. Anticipation Models in BETA.Computing Anticipatory Systems. 7th Internationalconference Liege, Belgium.BIOGRAPHYFerdinand Mácha is studying for Ph.D. on theUniversity of Ostrava. He has graduated in 2004 fromthe University of Ostrava and holds the title MSc. Hisresearch fields include building general-purposeframeworks and structures and parallel(multithreaded) programming.František Huňka studied Cybernetics in Transportand Communication at the Zilina University,Slovakia. He received Ph.D. in modelling of watersupply systems. After graduation he worked as aresearcher with Institute for Automation andManagement in Industry in Ostrava for ten years.Since 1988 he has worked at University of Ostrava,Computer Science Department. Nowadays he worksas associate professor there. His main researchinterests include object-oriented technologiesincluding simulation and process-oriented approach.The Beta programming language is very well suitablefor creating or debugging abstract frameworks for itsobject-oriented characteristics and developmentenvironment.REFERENCESKreutzer, W., Osterbye, K. 1998. BetaSIM A frameworkfor discrete event modeling and simulation. In SimulationPractice and Theory 6. pp. 573-599Madsen, O. L., Moller-Pedersen, B., Nygaard, K. 1993.Object-Oriented Programming in the BETAProgramming Language. Addison-Wesley,Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006123

EVOLUTION OF WIRELESS APPLICATIONAleksejs JurenoksRiga Technical University,1, Kalku Street, Riga LV-1658, LatviaE-mail: ajurenoks@rsdc.lvKEYWORDSWireless network, mobile solution, quality of serviceABSTRACTThe introduction of wireless communication isdramatically changing our lives. The ability tocommunicate anytime anywhere increases our quality oflives and improves our business productivity. The recenttechnological developments that allow us to executebandwidth-hungry multimedia applications over thewireless media add new dimensions to our ability tocommunicate. This opens an array of excitingopportunities in business, residential, healthcare,education, leisure, and many other areas. Wirelessvideoconferencing will connect us with business partnersand family members. Remote video medical consultationwill enhance care in rural areas and at the accident scene.Interactive games that include video and graphics withpartners over the globe will add new dimensions not onlyto our leisure opportunities but also to provisioning of aneffective remote learning environment.INTRODUCTIONOver the last ten years, the impact of wirelesscommunications on the way we live and do business hasbeen surpassed only by the impact of the Internet. Cellphones, pagers, and wireless Personal Digital Assistants(PDAs) have become so commonplace in our lives that itis easy to forget that ten years ago, they were a rarity. Butwireless communications is still in its infancy, and thenext stage of its development will be in supplementing orreplacing the network infrastructure that was traditionally“wired” as well as enabling network infrastructures thatpreviously could only be imagined. From local coffeeshops to commercial inventory control systems, withinrestaurants and throughout public airports, accessingcentral pools of information and communicating directlybetween users and among the devices themselves,wireless commerce is beginning to challenge theexchange system that our modern world currentlyembraces.No longer are we restricted by the shortfalls ofprocessing and battery power, operating systemefficiencies, or heat dissipation within the small footprintof the mobile device. Rather, we are limited only by thepractical application of these technologies. How will weaccess information? How will we integrate multiplehardware and software technologies into intelligent anduseable form factors? Not all business models necessarilyimply the use of a single terminal to supply the user withvoice, video, and data services. Ergonomic factors maydictate that voice services are maintained privately whiledata exchange and video information is easily viewablefrom a specified distance, perhaps on complementarydevices.EVOLUTION OF WIRELESS MULTIMEDIAAPPLICATIONThe landscape of Internet usage is dramaticallychanging because of the rapid evolution of access towireless communication with its associated mobility.Consumers in both business and residential markets arebecoming increasingly dependent on ubiquitous access.Such access is enabled by the proliferation of wirelesscommunication. Consumers realize the benefits of manynew business applications such as those in e-commerce,collaboration, supply chain, and telemedicine. They alsostart to appreciate the benefits for their family andpersonal needs such as communication with friends,entertainment, gaming, and location and safety services.As the speed and quality provisioning of wirelesscommunication increase, consumers' dependency onapplications delivered through the wireless media willincrease. They will also enjoy improved graphics as thewireless media will be able to deliver content-richapplications through their higher speed wirelessnetworks.This new era of ubiquitous wireless communicationwill provide an array of applications supported by theability to access the Internet everywhere and anytime.Wireless communication will be available at home and atthe office. Other types of global networks are envisionedonce high-speed 3G cellular phones become available byTELE2 (Latvia) company.Some of the applications that currently use wirelessnetworks as their transmission media were previouslyavailable via wired media and some applications are new.Here is a partial list of these applications:• Streaming videoAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006124

• Streaming audio• Collaboration• One-way and interactive multimedia messaging• Gaming, including interactive peer-to-peer(p2p) gaming• Digital money transactions• MP3 music download• Video- and audio-supported shopping• Long-distance learning, education• Video and audio conferencing• File sharing and transfer (pictures, video clips,and text)• Feeding of real-time news and informationabout the weather, financial markets, sports andso on• Geographic location services• EntertainmentThese applications will be delivered to consumers inmany shapes and forms depending on the devices andwireless communication media available to theconsumer.The wireless network has a profound role in theeffectiveness of the application delivery. When higherspeed connections are available, the applications candeliver richer content, improved graphics, and more vividcolors. When the network can support Quality of Service(QoS), the applications can improve interactivity, reducejitter, and provide continuous video and voiceexperience. When latency is high, applications that tailorlocation-based information for consumers may provideoutdated information.Likewise, the device architecture has a strong effecton the consumer experience. For example, a larger screencan accommodate larger pictures and more information.This dimension is amplified in the wireless environment,since devices tend to have much smaller screens. A morepowerful central processing unit (CPU) can expeditecomputations associated with the applications, itsgraphics, and various communication protocols. Morememory can enhance the graphic visualizationexperience. Moreover, such memory can be used forcaching various multimedia contents for future view.The potential list of applications that can benefitconsumers in the wireless mobile environment is longand covers all aspects of life and business.where the multimedia contents are originated anddisplayed on the same machine, the network multimediaapplication contents that originate on a source host aretransmitted through the network and displayed at thedestination host. Therefore, there are a number of factorsand components that affect the performance ofmultimedia applications such as:• Users: The (human or nonhuman) ones whoutilize the multimedia applications. Users'perception can influence the evaluation of themultimedia applications' performance.• Host machine: The devices that operate themultimedia application (source and destinationhosts). The hosts consist of a number ofcomponents such as processors, media storagesystems (e.g., hard drive, CD-ROM), displaydevices, and operating systems.• Application: The structure or the mechanismsbuilt in the multimedia application (e.g., thecodec used in video compression).• Network: The network components thattransport the multimedia contents between thetwo host machines (source and destination).Examples of hardware components include:switches, routers, network interface cards,gateways, and firewalls. The network alsoincludes network protocols that reside at eachnetwork hardware element.On Figure 1 is shown a simplified diagram of acommunication system that includes all the componentsmentioned above. Hosts connect to the network throughthe network interface devices using various networktechnologies (e.g., IEEE 802.11 WLAN, Satellite,Bluetooth). The network cloud consists of multiplesegments of interconnected sub networks that establishthe communication path between the hosts. All of thesecomponents require multimedia support.QUALITY OF SERVICEThese applications emerge to serve people's needs andsometimes create new services that attract people todeploy wireless networks in their businesses or dailylives. Multimedia applications discussed in this articlemainly focus on network applications, i.e., applicationswhere hosts and machines communicate through anetwork. Unlike the stand-alone multimedia applicationsFigure 1. Communication system diagram.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006125

Multimedia support issues can be presented by usingthe Quality of Service (QoS) term, which is anoverloaded term with various meanings and perspectives.There is little consensus on the precise definition of QoS.Different people and communities perceive and interpretQoS in different ways. For example, in the networkingcommunity, QoS refers to the service quality or servicelevel that the network offers to applications or users interms of network QoS parameters, including latency ordelay of packets traveling across the network, reliabilityof packet transmission, and throughput.However, in application communities, QoS generallyrefers to the application quality as perceived by theuser—that is, the presentation quality of the video, theresponsiveness of interactive voice, and the sound quality(CD-like or FM-radiolike sound) of streaming audio.APPLICATION REQUIREMENTS FOR QoSDifferent multimedia applications have different QoSrequirements expressed in terms of the following QoSparameters as described in the previous section:throughput, delay, delay variation, and loss. In manycases, users can determine the application's QoSrequirements by investigating the factors that influencethe application quality (i.e., the task characteristics, usercharacteristics).For example, from experimentation they conclude thatfor acceptable quality, the one-way delay requirements ofinteractive voice should be less than 250 ms. This delayvalue includes the delay introduced from all componentsin the communication path such as source delay,transmission delay, network delay, and destination delay.In this article, I focus on the applications'requirements for multimedia support in wirelessnetworks. Due to advances in the source and destinationavailable processing power and the very high-speedoptical infrastructure, it’s expected to be delayed andbandwidth bottlenecks to occur in the wireless networkdue to their limited available bandwidth.Here is an overview of the factors that influence theapplication requirements. Some of the factors are asfollows:• Application interactivity level: Interactive andnoninteractive applications• User/Application characteristics: Delaytolerance and intolerance, adaptive andnonadaptive characteristics• Application criticality: Mission-critical and nonmission-criticalapplications.REALIZATION OF QoS SERVICESThere are a large number of approaches, mechanisms,and technologies deployed in the network in order toenable the QoS services introduced in the previoussection. The bandwidth, which is the main networkresource, needs to be distributed to all applications in away that simultaneously satisfies all QoS requirements.To enable QoS services, there are two main approaches(philosophies) based on how they deal with bandwidthplanning in order to enable QoS services:• Bandwidth over-provisioning: When the currentnetwork bandwidth cannot provide QoS support,the network infrastructure is upgraded. Using ahigher bandwidth infrastructure may result inless congestion and therefore lower deliverydelays;• Bandwidth management: This approachproposes to manage the bandwidth using QoSmechanisms.There is an endless argument between theimplementation of these two approaches. In wirednetworks, where bandwidth is abundant, overprovisioningis the winning approach. However, inwireless networks where the bandwidth is limited(spectrum is unavailable or is too expensive to purchase)bandwidth management techniques have to be deployed.REFERENCESGanz, A., Z.Ganz and K.Wongthavarawat. 2003.Multimedia Wireless Networks: Technologies, Standards,and QoS.Morinaga, N. 2002. Wireless communicationtechnologies.Flickenger, R., and R.Weeks. 2005. Wireless Hacks, 2ndEdition.BIOGRAPHYAleksejs Jurenoks is a master of science in computerscience (MSCS). Now he is a PhD student at RTUDivision of Applied Systems Software. He is a researcherin wireless technologies, mobile learning, and webtechnologies. He is an author of four educational booksand many instructional materials for teaching differentcourses in the computer science field. Now isparticipating in IST 6FP project eLOGMAR-M (Webbasedand Mobile Solutions for Collaborative WorkEnvironment with Logistics and Maritime Applications).Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006126

NECESSITY OF NEW LAYERED APPROACH TO NETWORK SECURITYDmitry KryukovRiga Technical UniversityE-mail dmitrijs.krjukovs@riga.lvKEYWORDSLayered approach, network security, security model.ABSTRACTSecurity solutions for networks typically appear assingle products or protocols that correspond to a single orfew layers of the OSI network reference model (protocolstack). The result is a wide variety of protocols andproducts, which provide solutions to very specificproblems and environments.In this paper, defense-in-depth strategy is analyzedand it’s introduced the need for layered architecture forsecure networks. Adoption of a layered approach leads tomany advantages in secure network design: modularity,flexibility, ease of standardization, etc.INTRODUCTIONSystem and network security is a key technology tothe development and wide deployment of applicationsand services in the information society. Security ismission critical at various levels: computing systems(servers and clients), network, and applications.Although network security is a critical requirement inemerging networks, there is a significant lack ofmethodologies that define easy-to-adopt rules and stepsto build secure networks.NETWORK DESIGNNetwork design is a well-understood process, despitethe arguments for and against the various protocols andapproaches. There are many approaches to securenetworks, such as proposed by Cisco (Cisco 2005),Nortel (White Paper 2006) and others which describehow to raise level of security using some technologiesand products in combination with secure architecture.Some of approaches concentrate mostly on networkarchitecture issues from telecommunications perspective,some have offset to IT solutions. But the thing thatmajority of approaches have in common – they mostlyare based on some ISO Open Systems Interconnect (OSI)Reference model’s layer hardening and their serviceprovision is based mostly on their own products.Mostly all approaches have commercial nature anduse brand and in some cases proprietary solutions such asspecific protocols and appliances. Such approach tonetwork security leads to situation when it consideredthat secure network is nothing more than securearchitecture and management plus up-to-date andcarefully patched software.NETWORK SECURITY ARCHITECTURESERVICESVarious forms of security-enhancing technologieshave received research attention. Security hastraditionally been defined in terms of the threecornerstones of security: confidentiality, integrity, andavailability. While confidentiality has been the focus ofprevious technical solutions, it is the balance between allthree dimensions that is required. Neglecting to addresseither one of the cornerstones will result in inadequatesecurity. On the other hand, a state of security assurancecan be achieved if all of the cornerstones have beenaddressed. In addition to confidentiality, integrity, andavailability, ISO 7498-2 identifies a range of types ofsecurity services and mechanisms. The standard definesfive security services:• Confidentiality: information will be keptsecret, with access limited to appropriatepersons;• Integrity: information will not be accidentallyor maliciously altered or destroyed;• Authentication: identity verification of anyentity;• Non-repudiation: communicating peer cannotdeny (later) participation in a communicationexchange;• Authorization and Availability: assuringinformation and communication services will beready for use for authorized parties whenexpected.The standard thus adds the dimension of accesscontrol as well as the notion of non-repudiation.Access control has always received ample interest in thesecurity domain. Non-repudiation has becomeAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006127

increasingly important, as electronic transaction systemshave become widespread in use.All services may be needed at every stage, given therequirements of various services and applications,ranging from e-commerce applications that use protocolsat high layers to connection privacy and link availabilityat low layer protocols.DEFENCE-IN-DEPTH STRATEGYLast concepts of security approaches in securitydomain are based on so called defence-in-depth strategywhich states that all information technology assets withina protected network need to have the necessary amountof security protection to guard against direct attacks atwhatever level the asset resides within the network(Security Certified Program 2006).The main idea is to protect information at all stages itis being used and retransmitted in terms of provision ofone or more of the security services.Defence-in-depth strategy centres on maintainingappropriate security measures and procedures (providingdescribed security services) at five different levels withinenvironment (Ashley 2006):• Perimeter (entry points to the network);• Network (enterprise data transmission network);• Host (workstation or server);• Application (any application running on host);• Data (data storage protection).This strategy allows addressing the majority of threatsto security due to solutions used at essential informationprocessing stages.From the other side, defence-in-depth strategy andsecure network architecture oriented approaches are likepatches – they try to protect network (resources andinformation stored) from some defined threats (mostlypredefined) using specific products or techniques. Themajority of networks historically have heterogeneousenvironments, thus introducing great problem to solutionmanagement and consolidation. Separated, often isolatedproducts addressing only specific threats cannot provideintegrated security, allowing unaddressed threats orthreats to newly discovered (and thus unaddressed)vulnerabilities still are possible.Evaluation of effectiveness of security measures beingused in most cases is hard to accomplish. This is becausethere are no mechanisms to control interaction andeffectiveness of security techniques used and nomechanism is used to address new threats andvulnerabilities except published software patches andfixes.In most cases even these manufacturer providedcritical updates could not be easily applied in productionenvironment because the effect of applying such updatesin most cases is not predictable.As environment changes, some new threats appearand some old disappear. Risk analysis should beperiodically performed and security systems should bechanged reflecting environment changes for securitysystems to be able to provide the same level of protectionand be able to correctly act in new conditions (forinstance, changes in security procedure or firewallconfiguration reflecting new IT technology introduced inorganization).Therefore, by the nature, defence-in-depth strategybased on secure network architecture fails to guaranteeintegrated security, because, first, for problem solving ituses different solutions often with poor consolidation.Second, system that realizes protection from specificthreats is as secure, as complete threat inventory wasperformed during design phase (which almost always issubjective). In any case, there still is possibility that allpossible threats and potential vulnerabilities will never bediscovered.Thus, approach to network security based on “securearchitecture” with defence-in-depth strategy could notprovide necessary level of protection. Such approachtypes does not examine correct solution interaction on allOSI layers and periodic vulnerabilities in protocols andprimitives used.NEED FOR STANDARDIEZED SECURITYMODELTechnologies such as firewalls, intrusion detectionsystems, and antivirus software have become extremelypopular in the security domain. They however only solvevery specific problems and in no means provide securityassurance. Instead, their importance has beenoveremphasised, or rather: other aspects of systemsecurity have been neglected or have receivedinsufficient attention. Security features are oftenimplemented because of a direct threat. Systems aredesigned with functionality and efficiency in mind butoften fail to make a thorough investigation of the securityrequirements of the application as well as the underlyingsystem. This inevitably leads to patches or securitysoftware or hardware being used at later stages of thedevelopment cycle, often after vulnerability has beenexploited.This lack of coordination between securityrequirements and security measures might lie with thefact that there are currently no clearly defined guidelinesas to the requirements of the individual parts of a system.Many organisations such as financial institutions haveclearly defined business requirements. However, thesebusiness requirements have little relation to thespecification and the implementation of the system. Thisclearly indicates that some process is required toformalise the implementation of a secure system andachieve a state of security assurance.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006128

Up to now, there has only been limited research on amodel for system-wide security. Most technologies,protocols, and models concentrate on a very specific areaand solve specific and often isolated problems. The OSImodel, although it is not a security model, has beendesigned and utilised with great success within thenetworking domain. It enables the abstraction of theindividual core functions of network communicationsresulting in a more modular communications approach.According to the OSI model, network protocols areorganized in seven layers, denoted to where each layer ischaracterized by specific functionality. The OSI modelhas provided several advantages in network design:modularity (protocols of different layers can be easilycombined to create stacks), flexibility (it is easy to createnew protocols at all layers, and to replace protocols withalternatives of the same layer, creating new stacks), easeofuse, and standardisation of protocols; despitestandardisation, which focuses on syntax andmechanisms (flow control, error control, etc.), theimplementation of protocols is not standardised, allowingmultiple vendors to develop protocol implementations,leading to efficient systems at low cost.In contrast to network design, design and managementof secure networks is not a well-understood process.There is no methodology to manage the complexity ofsecurity requirements, the large number of possibleconfigurations, terminology, etc. In each situationparticipants should decide themselves which level ofsecurity is needed and is allowable both by functionaland financial aspects. The lack of such methodologyoriginates from a “communication gap” betweendevelopers of security technology and networkdevelopers. Several symptoms have resulted from thisgap:• It is typically difficult to identify the “correct” layerof the OSI model where a client’s (application’s)security requirements need to be addressed;• It is common to make wrong assumptions for theunderlying network as, for example, in the casewhere security protocols for wired networks are usedfor wireless networks;• Often, products and technologies give topractitioners wrong impressions regarding the levelof offered security;• It is common to use correct protocols andappropriate algorithms in the wrong way.Historically, security problems originate fromsuccessful attacks: a secure system is considered secureagainst possible, well-defined attacks. Considering thecorrespondence of the security protocols to networklayers, it should be clear that adoption of security at acertain layer of the protocol stack indicates that thenetwork targets to be safe against attacks of third partiesat layers equal or below the adopted layer; e.g., IPSecstrives to provide security against attacks at layers L 3 (thelayer of IPSec), L 2 and L 1 . It is infeasible to protectagainst higher layer protocol attacks, since any adversarywho has access to packets of higher layer protocols hasfull information (the packets are unprotected) and thuscan proceed to a wide range of attacks without anydefence.Now it is evident that unified network security modelis needed. Using OSI reference model it is easy todescribe networking operations and protocol cooperationlayer by layer. Similarly, information society needssecurity reference model, which could specify securitysystem collaboration and cooperation layer by layer andcould be easily integrated with existing OSI referencemodel. Development of secure networks using areference model analogous to the OSI protocol referencemodel is quite beneficial. It promotes modularity,flexibility and ease-of-use, in addition to standardization.CONCLUSIONSIn this paper, we have highlighted the problem ofnetwork security designing standardization and fortifiedthe need for layered secure network reference modelsimilar to OSI network reference model. Existingapproaches to network security are mostly based onspecific network architecture techniques and realizedefence-in-depth strategy, which by its nature cannotprovide integrated up-to-date network securitymechanisms. Variety of products from differentmanufacturers used in production environment has leadto poor collaboration and comprehension between theseproducts and security management systems. Assumedlevel of network security commonly is based onprotection against some threat inventory, which usuallyis incomplete, subjective and variable.REFERENCESWhite Paper. 2006. Layered defence approach tonetwork security..Cisco. 2005. SAFE BluePrint,.Ashley, M. 2006. Layered network security 2006: Abest practises approach, .Security Certified Program. 2006. “SCNP: Networkdefence and countermeasures” study guide.BIOGRAPHYDmitry Kryukov is PhD student at the Riga TechnicalUniversity. He is member of the board of Latvian Unionof Young Scientists. His research interests includeenterprise-wide network security, intrusion, andprotection techniques.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006129

DUAL SUBSTITUTION METHOD OF SOLVING PARTIAL DIFFERENTIAL EQUATIONSValerijs StepuchevsLatvian Intelligent Systems, Ltd., Sigulda, LatviaE-mail: valerijs@lis.lvKEYWORDSPartial differential equations, Dual substitution,Special functions.ABSTRACTAlready for more than 300 years greatmathematicians find and study different specialfunctions. The majorities of these special functions arethe solutions of the differential equations, which areobtained as a result of separation of variables in theequations of mathematical physics. In the article thenew simple method of solving the partial differentialequations is proposed, and as a result, another methodof the solution of new special functions from theequations of mathematical physics. In this method,there is no stage of separation of variables during thesolution of equation, and this means that thedetermined one-dimensional special functions havenature that is more general. In the article, Helmholtz'sequation is described as an example, and it is knownthat this equation is widely used for solutions of tasksconnected with the steady fluctuations (mechanical,acoustic, thermal, electromagnetic, etc.). It is a currentissue to find the optimal solution of all these tasks,which can be find the way allowed for traditional ICTEresources.SOLUTION OF TWO-DIMENSIONALDIFFERENTIAL EQUATION OF LAPLACELet us examine equation:2 2∂ u ∂ u+ = 02 2 (1)∂x∂ ywhere x and y – the independent variables,u( x, y ) – the analytic function from x and y .In (Полянин 2001) the quite general method ofconstructing the exact solutions through the analyticcomplex variable functions is given. In this article, asimplest method will be shown for the obtaining of thecomplete set of the analytic functions.An equation is given (1) and it is given, that intosome region the solution G takes form∑∑∞ ∞i ju ( x,y)= ai,jx y(2).i=0 j=0Let us make substitution of this solution (2) intodifferential equation (1) (this is the first substitution).Comparing coefficients with the identical degrees, theinfinite system of equations will be obtained for theacoefficients i,j (this is a familiar procedure, but thisis only the first step):⎛ 2a2,0 + 2a0,2= 0⎞⎜⎟⎜6a3,0 + 2a1,2= 0⎟⎜...⎟ .⎜⎟⎜( i + 1)( i + 2) ai+ 2, j+ ( j + 1)( j + 2) ai, j+2= 0⎟⎜...⎟⎝⎠Then the system can be written as follows (thegroup of the coefficients of those corresponding for thedifferential equation ai + 2 , j is expressed throughthe group of free coefficients a 0 , j and a 1 , j ):⎛ a⎜⎜ a⎜⎜⎜...⎜⎜ a⎜⎝...= −a2,0 0,21= − a33,0 1,2( j + 1)( j + 2)= −a( i + 1)( i + 2)i + 2, j i, j + 2Several equations will be written to understandfurther actions better:⎞⎟⎟⎟⎟⎟⎟⎟⎟⎠.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006130

aaaaa6= −aa2,1 = − a0,3226= − a a3,1 = − a1,36626= − a a4,1 = − a2,3121226= − a a5,1 = − a3,3202026= − a a6,1 = − a4,330302,0 0,23,0 1,24,0 2,25,0 3,26,0 4,2- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -aaaaa1220= − a a2,3 = − a0,5221220= − a a3,3 = − a1,5661220= − a a4,3 = − a2,512121220= − a a5,3 = − a3,520201220= − a a6,3 = − a4,530302,2 0,43,2 1,44,2 2,45,2 3,46,2 4,4- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -Let us replace the known variables (known - in thesense of the existing expression for them through thefree variables) in the equations, where they are usedrepeatedly, to their expressions.2 12a4,0 = − ( − a0,4)= a0,412 22 12 1a5,0 = − ( − a1,4 ) == a1,420 6 52 12 30a = − ( − ( − a )) = −a30 12 26,0 0,6 0,6- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -a6 20= − ( − a12 2) = 5aa12 30= − ( − a12 2) = 15a4,1 0,5 0,54,2 0,6 0,6- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -6 20a = − ( − a ) = a20 65,1 1,5 1,5- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -Thus all coefficients ai + 2 , j can be expressedthrough the free coefficients a 0 , j and a 1 , j .Further the second substitution will be made - let ussubstitute the obtained expressions for the coefficientsai + 2 , j into solution of (2)∑∑∞ ∞i ju ( x,y)= ai,jxy.i=0 j=0Afterwards the following solution of the equation isobtained:u( x, y)= a + a x + a y − a x + a xy + a y −2 20,0 1,0 0,1 0,2 1,1 0,21 3 2 2 3 4 3 2 2− a1,2 x − 3a0,3x y + a1,2 xy + a0,3 y + a0,4x − a1,3 x y − 6a0,4x y +33 4 15 4 3 2+ a1 , 3x y + a0 , 4y + a1 , 4x + 5 a0 , 5x y − 2 a1 , 4x y −52 3 4 5 6 5− 1 0 a x y + a x y + a y − a x + a x y +0 , 5 1 , 4 0 , 5 0 , 6 1 , 54 2 1 03 3 2 4 5 6+ 1 5 a0 , 6x y − a1 , 5x y − 1 5 a0 , 6x y + a1 , 5x y + a0 , 6y + . . .3Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006131

After elementary conversions and summing ofsimilar items, the expression takes the form:u( x, y)= a + a y + a x +0,0 0,1 1,0+ a ( y − x ) + a xy + a ( y − 3 x y)+2 2 3 20,2 1,1 0,32 1 3 4 2 2 4 3 3+ a1,2 ( xy − x ) + a0,4( y − 6 x y + x ) + a1,3( xy − x y)+35 2 3 4 4 3 2 1 5+ a0,5( y − 10x y + 5 x y) + a1,4( xy − 2 x y + x ) + ...5In general, the solution of differential equationappears in the form of the following formula:∞∑( 0, k 0, k 1, k 1, k )( , ) = ⋅ ( , ) + ⋅ ( , )u x y a Mag x y a Mag x yk = 0(3),where a0,kand a1,kthe free variables, but theMag x y andfunctions 0, k ( , )( )Mag x y are determined from the1, k,expressions:Mag0,00,1( x y)( )( )( ), = 1,Mag x, y = y,Mag x y y x2 20,2, = - ,Mag x y y y x0,33 2, = - 3 × ,( )4 2 2 4Mag0,4x, y = y - 6 y × x + x ,- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -k / 2 m 2mk −2m( −1)× x × yMag0,k ( x,y)= k!∑m=0 (2m)!(k − 2m)!(4).It is possible to write down the recursion formula:k / 22mk −2mMag0 , k ( x,y)= ∑ amx × ym=0( k − 2m+ 2)( k − 2m+ 1)a0= 1;am= −am−12m(2m− 1)(5).Or even in the economic form (from the point ofview of a quantity of performed operations):k / 2Mag 0 , k ( x,y)= ∑ am=0m (6)ak0 = y ; am= −am−1( k − 2m+ 2)( k − 2m+ 1) x×2m(2m− 1) yThe second part of the functions entering formula(3) takes the form:1,01,1( )( )Mag x, y = x,Mag x, y = y×x,1Mag1,2( x y)= y × x-x3Mag x y = y × x- y×x1,32 3, ,( )3 3, ,1Mag1,4( x, y)= y × x- 2y × x + x54 2 3 5- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -k / 2 m 2m+1 k −2m( −1)× x × yMag1,k ( x,y)= k!∑m=0 (2m+ 1)!( k − 2m)!(7).In this case, recursion formula takes the form:Maga1 , k ( x,y)=k / 2∑ a x × ym=01;am= −am10 = −Maga(8).m2m+1k −2m( k − 2m+ 2)( k − 2m+ 1)(2m+ 1)2mOn the other hand, in the economic form:1 , k ( x,y)=k / 2∑ am=0mk0 = xy ; am= −am−1(9).( k − 2m+ 2)( k − 2m+ 1) x×(2m+ 1)2myThese are the well-studied harmonic polynomials.The only thing what the author did not find in thereference of mathematical literature is this form ofrecord and such recurrent expressions. The informationon the harmonic polynomials can be found at (Люк1980).Further, let us examine equation (1) in the morecommon form:2222Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006132

∂ u∂x∂ u∂y2 2+ b = 02 2where b - the arbitrary coefficient. If the coefficientb is lower than zero, then there is a hyperbolic typeequation, while if the coefficient b is more than zero,then there is an elliptical type equation. Its solution canbe found according to formula (3), and the recursionformulas are used to enter functions (3):Maga0 , k ( x,y)=k / 2∑ am=0mk( k − 2m+ 2)( k − 2m+ 1) xy ; am= −am1×2m(2m− 1) y0 = −22bExample 1. There is an equation (1) with the initialcondition:(1)u (0, y ) = f1 ( y ), ux(0, y ) = f2( y )It is known that the functions can be presented inthe form it is series∞∞kkf1 ( y ) = ∑ bky , f2( y ) = ∑ dkyk = 0 k = 0Then free coefficients in formula (3) will bedetermined from the following expressionsa = b , a = d . Consequently the0 k k 1k ksolution of this equation is∞∑( k 0, k k 1, k )( , ) = ⋅ ( , ) + ⋅ ( , )u x y b Mag x y d Mag x yk = 0Maga1 , k ( x,y)=k / 2∑ am=0mk( k − 2m+ 2)( k − 2m+ 1) xxy ; am= −am1×(2m+ 1)2my0 = −Let us examine the some examples of the solutionof Laplace's equation.22bExample 2. Initial conditions are assigned (theequation (1) will be solved again)u (0, y ) = 1 + 12 y , u (0, y ) = 3 y + y .12 (1) 5xIn this example the final solution of equation (1) isobtained:( , ) = ( , ) + ( , ) + ⋅ ( , ) + ⋅ ( , )u x y b Mag x y b Mag x y d Mag x y d Mag x y0 0,0 12 0,12 1 1,1 5 1,5u ( x, y ) 1 12( y 66 y x 495 y x 924 y x 495 y x12 10 2 8 4 6 6 4 8= + − + − + −10− y x + x + yx + y x − y x + yx32 10 12 5 3 3 566 ) 3 ( )Further, the differential equation of Helmholtz willbe described.SOLUTION OF TWO-DIMENSIONALDIFFERENTIAL EQUATION OF HELMHOLTZLet us examine the equation2 2u ∂ u+ + w u = 02 2∂∂x∂ y(10)where x and y – the independent variables, w –the constant,u( x, y ) – the analytic function from x and y .The particular solutions for this equation are given forexample in (Полянин 2001). The constant w will beused to decrease the amount of records and tounderstand better the process of the solution with theset of functions using the method of dual substitution.In this case, the equation will be solved:2 2∂ u2∂x+∂ u2∂y+u=0It is assumed that the solution takes the form:(11)Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006133

∑∑∞ ∞i ju ( x,y)= ai,jxy(12).i=0 j=0The first substitution is made - the substitution ofthis solution (12) into differential equation (11) andthere is the infinite system of equations of coefficientswith the identical degrees of the independent variables:⎛2a2,0+ 2a0,2+ a⎜⎜6a3,0+ 2a1,2+ a⎜⎜...⎜(i + 1)( i + 2) ai+2,⎜⎝...0,01,0j= 0= 0+ ( j + 1)( j + 2) ai,j+2+ ai,j⎞⎟⎟⎟⎟= 0⎟⎟⎠Next, the system is written as follows (the group ofthe coefficients for the differentialequation ai + 2 , j is expressed through the groupof the coefficients for the extreme values (freevariables) a 0 , j and a 1 , j ):⎛⎜a⎜⎜⎜a⎜⎜...⎜⎜ai⎜⎜...⎜⎝2,03,0+ 2, j1= −a0,2− a0,021 1= − a1,2− a3 61,0( j + 1)( j + 2)= −ai( i + 1)( i + 2), j+21−ai( i + 1)( i + 2)Several equations will be written in order tounderstand further actions better:aaaa2,02,13,03,12= − a26= − a22= − a66= − a60,20,31,21,31− a21− a21− a61− a60,00,11,01,1,⎞⎟⎟⎟⎟⎟⎟⎟j⎟⎟⎟⎟⎠aaaaaa4,04,15,05,16,06,12= − a126= − a122= − a206= − a202= − a306= − a302,22,33,23,34,24,31− a121− a121− a201− a201− a301− a302,02,13,03,14,04,1- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -aaaaaaaaa2,22,33,23,34,24,35,25,36,212= − a220= − a212= − a620= − a612= − a1220= − a1212= − a2020= − a2012= − a300,40,51,41,52,42,53,43,54,41− a21− a21− a1,261− a1,361− a121− a121− a201− a201− a300,20,32,22,33,23,34,2Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006134

a6,3= −2030a4,5−130a4,3- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -Let us make substitutions of known variables intothe equations, where they are used repeatedly:2 12 1a4,0= − ( − a0,4− a12 2 21 1= a0,4+ a0,2+ a0,06 242 12a5,0= − ( − a20 61 1= a1,4+ a1,2+5 301,41− a61120a1,00,21,21 2) − ( − a12 2) −0,21 2( − a20 61,21− a21− a60,01,0) =) =6 20 1a4,1= − ( − a0,5− a12 2 21 1= 5a0,5+ a0,3+ a0,12 2412 30 1a4,2= − ( − a0,6− a12 2 21= 15a0,6+ a0,4+ a0,2240,30,4) −1126( − a20,31 12) − ( − a12 20,41− a21− a20,10,2) =) =-------------------------------------------------------------------6 20 1 1 6 1a5,1= − ( − a1,5− a1,3) − ( − a1,3− a1,1) =20 6 6 20 6 61 1= a1,5+ a1,3+ a1,110 120------------------------------------------------------------------2 12 30 1 1 12 1a6,0= − ( − ( − a0,6− a0,4)− ( − a0,4− a0,2))−30 12 2 2 12 2 21 2 12 1 1 2 1− ( − ( − a0,4− a0,2)− ( − a0,2− a0,0)=30 12 2 2 12 2 21 1 1= −a0,6− a0,4− a0,2− a0,010 120 720-----------------------------------------------------------------u(x,y)= a− ( a1− ( a3+ ( a0,20,4+ ax + ay −1 2+ a0,0)x + a1,1xy + a0,2y21 3 1+ a1,0) x − (3a0,3+ a621 1 4+ a0,2+ a0,0)x − ( a6 241,20,01,00,11,320,1−) x+216y + aa1,1) xThus all coefficients ai + 2 , j can be expressedthrough the coefficients a 0 , j and a 1 , j . Then thesecond substitution is made - the obtained expressionsare substituted for the coefficients into solution of (12)(actually the entire information of system of equationsis used, which was obtained from the differentialequation):1,23xy2+ ay − (6a34 1 1 1 5+ a1,3xy + a0,4y + ( a1,4+ a1,2+ a1,0) x +5 30 1201 1 4 1 3 2 1 2+ (5a0,5+ a0,3+ a0,1)x y − (2a1,4+ a1,2) x y − (10a0,5+ a0,3)x y2 246245 1 1 16+ a1,4xy + a0,5y − ( a0,6+ a0,4+ a0,2+ a0,0)x +10 120 7201 1 5 1 4 2+ ( a1,5 + a1,3 + a1,1 ) x y + (15 a0,6 + a0,4 + a0,2) x y −10 120 2410 1 3 3 1 2 4 5 6− ( a1,5 + a1,3 ) x y − (15 a0,6 + a0,4) x y + a1,5 xy + a0,6y + ...3 6 20,30,4y+312+a0,2) x2y2+3+Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006135

After conversions and summing of similar items:1 2 1 4 1 6u( x, y) = a0,0(1 − x + x − x + ...) +2 24 7201 2 1 4 1 6+ a0,1y(1 − x + x − x + ...) +2 24 7201 2 1 4 1 6+ a1,0x(1 − x + x − x + ...) +6 120 50402 1 2 1 4 1 6 2 1 2 1 4+ a0,2[ y (1 − x + x − x + ...) − x (1 − x + x − ...)] +2 24 720 6 1201 2 1 4 1 6+ a1,1xy(1 − x + x − x + ...) +6 120 50403 1 2 1 4 2 1 2 1 4+ a0,3[ y (1 − x + x −...) − 3 x y(1 − x + x − ...)] +2 24 6 1202 1 2 1 4 1 3 1 2 1 4 1 6+ a1,2[ xy (1 − x + x −...) − x (1 − x + x − x + ...)] +6 120 3 10 280 151204 1 2 2 2 1 2 4 1 2+ a0,4[ y (1 − x + ...) − 6 x y (1 − x + ...) + x (1 − x + ...)] +2 6 103 1 2 1 4 3 1 2 1 4+ a1,3[ xy (1 − x + x −...) − x y(1 − x + x − ...)] + ...6 120 10 280The final form of the solution is:∞∑( 0, k 0, k 1, k 1, k )( , ) = ⋅ ( , ) + ⋅ ( , )u x y a Mag x y a Mag x yk = 0(13), where a0,kand a1,kfree variables.Then formulas for the functionsMag0, k ( x,y)and Mag1, k ( x,y)aremade for more general equation (10), and not (11).Next for the certainty, it will be agreed to name theMag0, k ( x,y)type of function andMag1, k ( , )x yas maternal functions or as thefunctions of Mary, and one-dimensional functions of2the type Ge( n,wx )as paternal functions or asthe functions of Herman. For example: the function ofMary for the three-dimensional equation of thermalconductivity, function of Mary for the fourdimensionalequation of Klein-Gordon, etc.The functions Mag0, k ( x,y)and( )Mag1, kx,y are determined from thefollowing expressions, which almost completelycorrespond to the analogous expressions for Laplace'sequation:( )Mag x y Ge wx20,0, = (0, ),Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006136

0,10,20,30,4( )Mag x y y Ge wx2, = × (0, ),( )Mag x y y Ge wx x Ge wx2 2 2 2, = × (0, )- × (1, ),( )3 2 2 2, = × (0, )- 3 × × (1, ),Mag x y y Ge wx y x Ge wx( )Mag x y = y × Ge wx - y × x × Ge wx + x × Ge wx4 2 2 2 2 4 2, (0, ) 6 (1, ) (2, ),------------------------------------------------------------------------------------------------------------------k / 2 m 2mk −2m2( −1)× x × y × Ge(m,wx )Mag 0, k ( x,y)= k!∑(14).m=0 (2m)!(k − 2m)!The recurrent form of the record is:k / 2mm=0Mag0 , ( x,y)= ∑ a Ge(m,wx )akk0 = y ; am= −am−11,3( )( k − 2m+ 2)( k − 2m+ 1) x×2m(2m− 1) y1Mag1,2( x y)= y × x × Ge wx - x × Ge wx3Mag x y = y × x × Ge wx - y × x × Ge wx222The second part of the function is:2Mag1,0( x, y)= x×Ge(1, wx ),1,1( )2 2 3 2, (1, ) (2, ),3 2 3 2, (1, ) (2, ),Mag x y = y× x×Ge wx2, (1, ),1Mag1,4( x y)= y × x × Ge wx - y × x × Ge wx + x × Ge wx54 2 2 3 2 5 2, (1, ) 2 (2, ) (3, )-------------------------------------------------------------------------------------------------------------------------------------------k / 2 m 2m+1 k −2m2( −1)× x × y × Ge(m + 1, wx )Mag 1, k ( x,y)= k!∑(15).m=0 (2m+ 1)!( k − 2m)!In this case the recurrent form of the record is:k / 2mm=0Mag1 , ( x,y)= ∑ a Ge(m + 1, wx )akk0 = y x;am= −am−1( k − 2m+ 2)( k − 2m+ 1) x×(2m+ 1)2myThe one-dimensional functions of Hermanincorporated into these two-dimensional functionsMary are determined from the following formulas.222w >Ge wx x wThe first version – if 020, = cos( ) and for n >0( )( , )Ge n wx(16).(2n −1)! ( − w) ( i + n −1)!= ∑x( n − 1)! (2i + 2n −1)! i!∞ i2 2ii=0w 0Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006137

Ge(n,−wx(17).2(2n− 1)! ∞ ( i + n − 1)! i) = ∑ × w x( n − 1)! (2i+ 2n− 1)! i!i=0THE METHODS COMPARISON2iThe author is confident, that experiencedmathematicians will say - why all these complexitiesand fabrications?Indeed there are excellent methods of integraltransforms, the method of the solutions through Green'sfunction or through the fundamental solution, andfinally the method of separation of variables. Forexample in (Полянин 2001) the following widelyknown particular solutions are given:u = Ax + B C y + D y w =2( )( cos µ sin µ ), µ ,u = Ax + B C hµ y + D hµ y w = −µ2( )( c s ), ,u = A µ x + B µ x Cx + D w = µ2( cos sin )( ), ,u = A hµ x + B hµ x Cx + D w = −µ2( c s )( ), ,u = ( Acos µ x + B sin µ x)( C cos µ y + D sin µ y), w = µ + µ ,2 21 1 2 2 1 2u A x B x C h y D h y w= ( cos µ1+ sin µ1)( c µ2+ s µ2), = µ2 2 1− µ2u = ( Ac hµ x + B s hµ x)( C cos µ y + Dsin µ y), w = − µ + µ ,2 21 1 2 2 1 2u = ( Ac hµ x + B s hµ x)( C c hµ y + D s hµ y), w = −µ − µ ,2 21 1 2 2 1 2,where A, B, C,D - the arbitrary constants. Whyto bother yourself? What is the difference? However,the difference is very essential and fundamental. Itmeans that in the solution which was done by themethod of dual substitution the functional"responsibilities" of the separate function groups aresorted out on the growth of the smallest summarydegree in the total solution of differential equation (as apuff-pastry pie), and in the solutions which are given at(Полянин 2001) all the functions begin from the zero,first or second summary degree of the independentvariables. Let us discuss another solution of theequation of the similar to the equation (10), but in themore common form:∂ u∂x∂ u∂y2 2+ b + w u = 02 2b w – the arbitrary constants. The situation isthe same as it was described above, if the coefficientb is less than zero, then there is an equation ofwhere ,hyperbolic type, and if the coefficient b is more thanzero, then there is an equation of elliptical type. Ifb < 0, w> 0 the equation is already theequation of Klein-Gordon, and not Helmholtz'sequation. The formula (13) will be used to solve thisequation, and functions entering this formula arecalculated from the following recurrent expressions:k / 2Mag0 , ( x,y)= ∑ a Ge(m,wx )a0km=0mk( k − 2m+ 2)( k − 2m+ 1) x= y ; am= −am−1×2m(2m− 1) yk / 2Mag1 , ( x,y)= ∑ a Ge(m + 1, wx )akm = 0m( k − 2m+ 2)( k − 2m+ 1) xx; am= −am1×(2m+ 1)2myk0 = y−Let us examine examples of the solutions ofHelmholtz's equations.222222bbAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006138

Example 1. To understand better the first example isexamined the same as above, but only by solving theequation of Helmholtz (10).It is assumed that the initial condition is assigned:(1)u (0, y ) = f1 ( y ), ux(0, y ) = f2( y )and it is known, that the functions can be presented inthe form of series:∞∞kkf1 ( y ) = ∑ bky , f2( y ) = ∑ dky .k = 0 k = 0As Ge( k , 0) = 1 , therefore free coefficients informula (13) will be determined from the followingexpressions:a = b , a = d . Wherewith the0 k k 1k ksolution in this task will take the form:∞∑( k 0, k k 1, k )( , ) = ⋅ ( , ) + ⋅ ( , )u x y b Mag x y d Mag x yk=0The functions of Mary( , ), ( , )Mag x y Mag x y can be0, k1, kfound in the formulas (14) and (15).Example 2. Let us solve the equation of Helmholtz(10) (or Klein-Gordon).The initial condition is assigned:(1)u (0, y ) = f1( y ), ux(0, y ) = 0In addition, it is known, that the functions can bepresented in the form of series:∞kf1( y ) = ∑ bky.k = 0It is clear that in this the case the unknown functionis symmetrical to the axis x .Free coefficients in formula (13) will be determineda = b , a = 0 .from the expressions 0 k k 1kWherewith the solution is∞u ( x, y) = ∑ bk⋅ Mag0,k ( x,y).k = 0Example 3. Further will solve the equation ofHelmholtz (10).Let us examine the version, when the function of thesolution is completely asymmetric to the axis x .In this case, the initial conditions are the following(1)u y = A uxy = f2yand that the functions can be presented in the form of∞kseries:f2( y ) = ∑ dky.k = 0Free coefficients in formula (13) will be determinedfrom the expressions:(0, ) , (0, ) ( )a = A, a = 0, a = d .00 0 k 1k kWherewith the solution in this task will take the form:∞u ( x, y) = A + ∑ dk⋅ Mag1,k ( x,y).k = 0Example 4. The initial conditions are the followingu (0, y ) = 4 + 2 y , u (0, y ) = 3 + 2 y11 (1) 6xIn this example the exact solution will be obtainedby formula (13):( , ) = ( , ) + ( , ) + ⋅ ( , ) + ⋅ ( , )u x y b Mag x y b Mag x y d Mag x y d Mag x y0 0,0 11 0,11 0 1,0 6 1,62 11 2 9 2 2u ( x, y ) = 4 G e(0, w x ) + 2[ y G e(0, wx ) − 55 y x G e(1, w x ) +7 4 2 5 6 2 3 8 2+ 330 (2, ) − 462 (3, ) + 165 (4, ) −y x G e w x y x G e wx y x G e wxyx G e wx xG e wx y xG e w x10 2 2 6 2− 11 (5, )] + 3 (1, ) + 2[ (1, ) −1− y x G e wx + y x G e wx − x G e w x74 3 2 2 5 2 7 25 (2, ) 3 (3, ) (4, )]Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006139

ANALYSIS THE FUNCTIONS OF HERMANThe new one-dimensional functions of Hermanwere obtained during the solution of the differentialequation of Helmholtz. These functions are not thesolution of any differential equation (except the usedfunctions of cosine and sine). These functions could benamed as the matrix continuation of cosine and sine.All these functions have the infinite number of zerovalues and at the points of extreme their value, thevalue of the second derivation is equal to the module,and they are opposite to the sign. Their domain ofdefinition is the whole scale of axis, but it is a problemto calculate these functions with the high values of anargument, as it is with the calculation of sine or cosineby the series (Мак-Кракен and Дорн 1977). In short,the essence of problem is that the accuracy of thecalculation of summation of series with the limitedmantissa rapidly is lost, if a number contains theelements of high value, and summation of series is oflow value or zero. Therefore, the desire of the author toexpress the new functions through other mathematicalfunctions is completely natural. The followingrelationships were found:2( )( )Ge 0, wx = cos( x w)Ge 1, wx = sin( x w)x w2 12 3Ge( 2, wx ) = {sin( x w) − x w cos( x w)}3( x w)2 152Ge( 3, wx ) = {3sin( x w) − 3x w cos( x w) − x wsin( x w)}5( x w)2 1052Ge( 4, wx ) = {15sin( x w) −15x w cos( x w) − 6x wsin( x w)+7( x w)+3( x w) cos( x w)}2 9452Ge( 5, wx ) = {105sin( x w) −105x w cos( x w) − 45x wsin( x w)+9( x w)+ +3 4 210( x w) cos( x w) x w sin( x w)}2 103952Ge( 6, wx ) = {945sin( x w) − 945x w cos( x w) − 420x wsin( x w)+11( x w)3 4 2 5105( ) cos( ) 15 sin( ) ( ) cos( )}+ x w x w + x w x w − x w x w2 1351352Ge( 7, wx ) = {10395sin( x w) −10395x w cos( x w) − 4725x wsin( x w)+13( x w)+ + −3 4 25 6 31260( x w) cos( x w) 210x w sin( x w) 21( x w) cos( x w) − x w sin( x w)}2 2027025Ge( 8, wx ) = {135135sin( x w) −135135x w cos( x w)−15( x w)2 3 4 2− 62370x wsin( x w) + 17325( x w) cos( x w) + 3150x w sin( x w)−− − +...5 6 3 7378( x w) cos( x w) 28x w sin( x w) ( x w) cos( x w)}However, these formulas are bulky and many ofmathematicians will agree that they are not veryconvenient.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006140

Therefore, further the following compact recursionformulas were found.2Ge 0, wx = cos( x w),( )Ge( 1, wx )and for k > 12 sin( x w)=x w(2k−1)(2k− 3)Ge k, wx = ( Ge k −1, wx − Ge k − 2, wx ) (18).2 2 2( ) ( ) ( )2x wIf w < 0 the recursion formula is such (for examplefor Klein-Gordon equation):2( )Ge 0, − wx = ch( x w ) ,Gesh( x w )2− =,x w( 1, wx )and for m > 1(2m−1)(2m− 3)Ge m, − wx = ( Ge m − 2, −wx − Ge m −1, − wx ) (19).2 2 2( ) ( ) ( )2x wIn this form the calculation of the functions of Hermanis much more convenient and more effective.THREE-DIMENSIONAL EQUATION OFLAPLACE AND DUAL SUBSTITUTIONLet us solve the equation:2 2 2∂ u ∂ u ∂ u+ + = 0(20).∂x ∂x ∂ x2 2 21 2 3It is looked for the general solution of thisdifferential equation by using the same method of thedual substitution (all the computations will not begiven, but the result will already be presented):∞∞∑ ∑ ( m n m n m n m n ) (21).( , , ) = ⋅ ( , , ) + ⋅ ( , , )u x x x a Mag x x x a Mag x x x1 2 3 0, , 0, , 1 2 3 1, , 1, , 1 2 3k = 0 n=0m= k −nwherea 0,m , n and a 1,m , n the free coefficients, andthe function 0, m, n ( 1, 2,3 )( , , )1, m, n 1 2 3following formulas:Mag x x x andMag x x x can be found from theMag(22)Mag0, m,n1, m,n= m!n!= m!n!m / 2n/ 2∑ ∑i= 0 j=0m / 2 n / 2∑∑i= 0 j=0where p = i + j .( −1)pp!x2 p1xm−2i2n−2j3i!j!(2p)!(m − 2i)!(n − 2 j)!( −1)pp!x2 p+11m−2i2i!j!(2p + 1)!( m − 2i)!(n − 2 j)!xxxn−2j3Recurrent form of record for three measurements is:Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006141

Maga0, m,na=m / 2n/ 2∑ ∑i= 0 j=0ai,jx2i+ 2 j1xm−2i2xn−2j3( m − 2i+ 2)( m − 2i+ 1)− a(2i+ 2 j)(2i+ 2 j − 1)a 0 = 1;,0( n − 2 j + 2)( n − 2 j + 1)(2i+ 2 j)(2i+ 2 j − 1)i , j = − i−1,ji,j−1(23).Mag1, m,na 0 = 1;a,0i,ja=m / 2n/ 2∑ ∑i= 0 j=0ai,jx2i+2 j+11xm−2i2xn−2j3( m − 2i+ 2)( m − 2i+ 1)− a(2i+ 2 j)(2i+ 2 j + 1)= − i−1,ji,j−1( n − 2 j + 2)( n − 2 j + 1)(2i+ 2 j)(2i+ 2 j + 1)If it is necessary to solve the more general equation ofthe form:∂ 2 2 2u u u+ b∂ + d∂ = 0,∂x ∂x ∂ x2 2 21 2 3where b,d the arbitrary constants. Then recurrentexpressions will be the following:Mag0, m,n=m / 2n/ 2∑ ∑i= 0 j=0ai,jx2i+2 j1xm−2i2xn−2j3a 0 ,0 = 1;( m − 2i+ 2)( m − 2i+ 1)ai,j = −ai−1,jb − ai,j−(2i+ 2 j)(2i+ 2 j − 1)Mag1, m,n=m / 2n/ 2∑ ∑i= 0 j=0ai,jx2i+2 j+11xm−2i2x1n−2j3a 0 ,0 = 1;( m − 2i+ 2)( m − 2i+ 1)ai,j = −ai−1,jb − ai,j−(2i+ 2 j)(2i+ 2 j + 1)1( n − 2 j + 2)( n − 2 j + 1)d(2i+ 2 j)(2i+ 2 j − 1)( n − 2 j + 2)( n − 2 j + 1)d(2i+ 2 j)(2i+ 2 j + 1)It is possible to read on the particular and fundamentalsolutions of equation (20) in (Полянин 2001).However, there are indicated only some separatesolutions, which are similar to those given in thearticle:u = Ax + Bx + Cx + D,1 2 3u = Ax + Bx − ( A + B)x + Cx x + Dx x + Ex x2 2 21 2 3 1 2 1 3 2 3where A, B, C, D,E the arbitrary constants.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006142

SOLUTION OF THE THREE-DIMENSIONALEQUATION OF HELMHOLTZNow let us solve the three-dimensional equation ofHelmholtz:2 2 2∂ u ∂ u ∂ u+ + + wu = 0(24)∂x ∂x ∂ x2 2 21 2 3The general solution of this differential equation issearched by using the special functions of Mary fromthree variables (they are obtained by the method ofdual substitution):∞∞∑ ∑ ( m n m n m n m n ) ,( , , ) = ⋅ ( , , ) + ⋅ ( , , )u x x x a Mag x x x a Mag x x x1 2 3 0, , 0, , 1 2 3 1, , 1, , 1 2 3k = 0 n= 0m= k −nwhere a 0,m , n and a 1,m , n the free coefficients,and the function 0, m, n ( 1, 2,3 )( , , )1, m, n 1 2 3the following formulas:Mag x x x andMag x x x are determined fromm / 2 n / 2(−1)p!x 21=1x x3Ge(p,wx )Mag 0, m,n m!n!∑ ∑(25)i!j!(2p)!(m − 2i)!(n − 2 j)!i= 0 j=0p2 pm−2in−2jm / 2n/ 2 ( −1)p!x 2+ 1=1x x3Ge(p 1, wx )Mag 1, m,n m!n!∑ ∑,i!j!(2p + 1)!( m − 2i)!(n − 2 j)!i= 0 j=0p2 p+1m−2in−2jThe recurrent form of record for threewhere p = i + jmeasurements of Helmholtz's equation is:.m / 2n/ 2Mag0 , , = ∑ ∑ a , x x2x Ge(i + j,wx1)a 0 ,0 =am n1;i= 0 j=0ij2i+2 j1m−2in−2j3( m − 2i+ 2)( m − 2i+ 1)− a(2i+ 2 j)(2i+ 2 j − 1)2( n − 2 j + 2)( n − 2 j + 1)(2i+ 2 j)(2i+ 2 j − 1)i , j = −ai−1,ji,j−1(26).m / 2n/ 2Mag1 , , = ∑ ∑ a , x x2x Ge(i + j + 1, wx1)a 0 ,0 =m n1;i= 0 j=0ij2i+2 j+11m−2in−2j3( m − 2i+ 2)( m − 2i+ 1)− a(2i+ 2 j)(2i+ 2 j + 1)( n − 2 j + 2)( n − 2 j + 1)(2i+ 2 j)(2i+ 2 j + 1)i , j = −ai−1,ji,j−1.a222Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006143

Now more general equation of the form will beexamined:2 2 2∂ u ∂ u ∂ u+ b + d + wu = 0∂x ∂x ∂x2 2 21 2 3where b, d,w the arbitrary constants. Therecurrent expressions for this equation will be thefollowing:Magm / 2n/ 22i+2 j m−2in−2j20 , m,n = ∑ ∑ ai,j x1x2x3Ge(i + j,wx1)i= 0 j=0a 0 ,0 = 1;( m − 2i+ 2)( m − 2i+ 1)ai,j = −ai−1,jb − ai,j−(2i+ 2 j)(2i+ 2 j − 1)1( n − 2 j + 2)( n − 2 j + 1)d(2i+ 2 j)(2i+ 2 j − 1)Magm / 2n/ 22i+2 j+1 m−2in−2j21 , m,n = ∑ ∑ ai,j x1x2x3Ge(i + j + 1, wx1)i= 0 j=0a 0 ,0 = 1;( m − 2i+ 2)( m − 2i+ 1)ai,j = −ai−1,jb − ai,j−(2i+ 2 j)(2i+ 2 j + 1)1( n − 2 j + 2)( n − 2 j + 1)d(2i+ 2 j)(2i+ 2 j + 1)It is possible to read about the particular andfundamental solutions of equation (23) in (Полянин2001). But there is no similar solutions among theseparticular ones to those given in the article, as there aregiven only the solutions obtained by the method ofseparation of variables, and in these formulas generalfunctions of Herman are used which are obtained bythe method of dual substitution.FOUR-DIMENSIONAL EQUATION OFLAPLACE AND DUAL SUBSTITUTION2 2 2 2∂ u ∂ u ∂ u ∂ u+ + + = 0∂x ∂x ∂x ∂x2 2 2 21 2 3 4(27)The general solution of this differential equation is:∞ k k −m1( 1, 2, 3,4 ) = ∑ ∑ ∑ ( 0, m )1, m2 , m3 0, m1 , m2 , m+3 1. m1 , m2 , m3 1, m1 , m2 , m3(28),u x x x x a Mag a Magawhere 0, m , m , mcoefficients,1 2 3k = 0 m = 0 m = 0and1 2m3 = k −m1 −m2a1, m , m , m1 2 3the freethe functions Mag0, m ( )1, m2 , mx3 1, x2, x3,x4and Mag ( x , x , x , x ) are1, m1 , m2 , m31 2 3 4determined from the following formulas:Mag0, m , m , m1 2 3= mm1 m2m3p2 2 22 p m1 −2i m2−2j m3−2l( −1 ) p!x1 x2 x3 x4F∑∑∑ (29)i= 0 j= 0 l=0 i! j! l! ( 2 p) !( m1 − 2 i) !( m2 − 2 j) !( m3− 2 l)!Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006144

Mag1, m , m , m1 2 3= mm1 m2m32 2 2p 2 p+1 m1 −2i m2−2j m3−2l( −1 ) p!x1 x2 x3 x4( + ) ( − ) ( − ) ( − )∑∑∑ ,Fi= 0 j= 0 l=0 1 2 3i! j! l! 2p 1 ! m 2 i ! m 2 j ! m 2 l !where p = i + j + l , mFm1 ! m2 ! m3!= .The recurrent form of record for four measurementsis:m1 / 2 m2/ 2 m3/ 22i+2 j+2lm −2−2−2=1 i m2j m3lMag 0, m , , ∑ ∑ ∑1 m2ma3i,j,l x1x2x3x4(30)i= 0 j=0 l=0a 0 ,0,0 = 1a1 1i, j, l= - ai - 1, j,l-a2 2-i, j-1, l--aMagi, j, l-1a 0 = 1a,0,0i,j,l− a− a( m - 2i + 2)( m - 2i+ 1)(2i + 2 j + 2 l)(2i + 2 j + 2l- 1)( m - 2 j + 2)( m - 2 j + 1)(2i + 2 j + 2 l)(2i + 2 j + 2l- 1)( m3 - 2l + 2)( m3- 2l+ 1)(2i + 2 j + 2 l)(2i + 2 j + 2l- 1)1, m1, m2, m3= −ai,j−1,li,j,l −1=i−1,j,lm1 / 2 m2/ 2 m3/ 2∑ ∑ ∑i= 0 j=0l=0ai,j,l( m3− 2l+ 2)( m3− 2l+ 1)(2i+ 2 j + 2l)(2i+ 2 j + 2l+ 1)x2i+2 j+2l+11( m1− 2i+ 2)( m1− 2i+ 1)−(2i+ 2i+ 2l)(2i+ 2 j + 2l+ 1)( m2− 2 j + 2)( m2− 2 j + 1)−(2i+ 2 j + 2l)(2i+ 2 j + 2l+ 1)xm1−2i2xm2−2j3xm3−2l4If there is the more general equation of the form:2 2 2 2∂ u u u u+ b ∂ + b ∂ + b∂ = 0∂x ∂x ∂x ∂x2 2 2 3 2 4 21 2 3 4b , b , b the arbitrary coefficients, then thewhere 2 3 4solution of this equation must be found also accordingto formula (28), and functions calculated from thefollowing recursion formulas:Mag0, m1, m2, m3=m1 / 2 m2/ 2 m3/ 2∑ ∑ ∑i= 0 j=0l=0ai,j,lx2i+2 j+2l1xm1−2i2xm2−2j3xm3−2l4Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006145

a 0 = 1,0,0( m1 - 2i + 2)( m1- 2i+ 1)ai , j, l= - ai - 1, j, lb2-(2i + 2 j + 2 l)(2i + 2 j + 2l- 1)( m2 - 2 j + 2)( m2- 2 j + 1)- ai , j-1, lb3-(2i + 2 j + 2 l)(2i + 2 j + 2l- 1)-a( m - 2l + 2)( m - 2l+ 1)b(2i + 2 j + 2 l)(2i + 2 j + 2l- 1)3 3i, j, l-1 4Mag1, m1, m2, m3=m1 / 2 m2/ 2 m3/ 2∑ ∑ ∑i= 0 j=0l = 0ai,j,lx2i+2 j+2l+ 11xm1−2i2xm2−2j3xm3−2l4a 0 ,0,0 =ai,j,l− a− a1= −ai,j−1,li,j,l−1i−1,j,l( m1− 2i+ 2)( m1− 2i+ 1)b(2i+ 2i+ 2l)(2i+ 2 j + 2l+ 1)( m2− 2 j + 2)( m2− 2 j + 1)b(2i+ 2 j + 2l)(2i+ 2 j + 2l+ 1)( m3− 2l+ 2)( m3− 2l+ 1)b(2i+ 2 j + 2l)(2i+ 2 j + 2l+ 1)34−2−SOLUTION OF THE FOUR-DIMENSIONALEQUATION OF HELMHOLTZ2 2 2 2∂ u ∂ u ∂ u ∂ u+ + + + wu = 0∂x ∂x ∂x ∂x2 2 2 21 2 3 4(31)The general solution of this differential equation:∞ k k −m1( 1, 2, 3,4 ) = ∑ ∑ ∑ ( 0, m )1, m2 , m3 0, m1 , m2 , m+3 1. m1 , m2 , m3 1, m1 , m2 , m3(32),u x x x x a Mag a Magak = 0 m = 0 m = 01 2m3 = k −m1 −m2where 0, m1 , m2 , m and31, m1 , m2 , m the free3coefficients, and the functions1 2 3a( , , , )Mag x x x x and0, m , m , m 1 2 3 4( , , , )Mag x x x x are1, m1 , m2 , m31 2 3 4determined from the formulas:Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006146

MagMag0, m , m , m1 2 31, m , m , m1 2 3= m= mm1 m2m3p2 2 2m l( − ) 1 2 3 4 1F∑∑∑i= 0 j= 0 l=0 i j l p m1 i m2 j m3l2 p m1 −2i m2−2j 3−221 p! x x x x Ge( p, wx )( ) ( − ) ( − ) ( − )! ! ! 2 ! 2 ! 2 ! 2 !m1 m2m3p2 2 2m l( − ) 1 2 3 4+1Fi= 0 j= 0 l=0 i j l ( p + ) ( m1 − i) ( m2 − j) ( m3− l)2 p+1 m1 −2i m2−2j 3−221 p! x x x x Ge( p 1, wx )∑∑∑ (33),where p = i + j + l , mFm1 ! m2 ! m3!! ! ! 2 1 ! 2 ! 2 ! 2 != .The recurrent form of the record for four measurements is:Mag0,m1 / 2 m2/ 2 m3/ 21 2 3m , m , m = ∑ ∑ ∑ ai,j,l x x x x Ge(i + j +1a 0 = 1a,0,0i,j,l− a− ai,j−1,li,j,l−12= −a3i−1,j,li= 0 j=0l=02i+2 j+2l1( m2− 2 j + 2)( m2− 2 j + 1)−(2i+ 2 j + 2l)(2i+ 2 j + 2l− 1)( m3− 2l+ 2)( m3− 2l+ 1)(2i+ 2 j + 2l)(2i+ 2 j + 2l− 1)m2−2i( m1− 2i+ 2)( m1− 2i+ 1)−(2i+ 2i+ 2l)(2i+ 2 j + 2l− 1)m3−2jm4−2l(34)l,wx21)Mag1,m1 / 2 m2/ 2 m3/ 21 2 3m , m , m = ∑ ∑ ∑ ai,j,l x x x x Ge(i + j + l + 1, wx1a 0 = 1a,0,0i,j,l− a− ai,j−1,li,j,l−12= −a3i−1,j,li = 0 j=0l = 0( m3− 2l+ 2)( m3− 2l+ 1)(2i+ 2 j + 2l)(2i+ 2 j + 2l+ 1)2i+ 2 j+2l+ 11( m1− 2i+ 2)( m1− 2i+ 1)−(2i+ 2i+ 2l)(2i+ 2 j + 2l+ 1)( m2− 2 j + 2)( m2− 2 j + 1)−(2i+ 2 j + 2l)(2i+ 2 j + 2l+ 1)And the more general version will be examined for equation (31):m2−2im3−2jm4−2l21)2 2 2 2∂ u ∂ u ∂ u ∂ u+ b + b + b + wu =∂x ∂x ∂x ∂x2 2 2 3 2 4 21 2 3 40Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006147

The recursion formulas for this equation will be the following:Mag0,m1 / 2 m2/ 2 m3/ 21 2 3m , m , m = ∑ ∑ ∑ ai,j,l x x x x Ge(i + j +1a 0 = 1a,0,0i,j,l− a− ai,j−1,li,j,l−12= −a3i−1,j,li= 0 j=0l = 02i+2 j+2l1( m2− 2 j + 2)( m2− 2 j + 1)b(2i+ 2 j + 2l)(2i+ 2 j + 2l− 1)( m3− 2l+ 2)( m3− 2l+ 1)b(2i+ 2 j + 2l)(2i+ 2 j + 2l− 1)m234−2i( m1− 2i+ 2)( m1− 2i+ 1)b(2i+ 2i+ 2l)(2i+ 2 j + 2l− 1)−m32−2j−m4−2ll,wx21)Mag1,m1 / 2 m2/ 2 m3/ 21 2 3m , m , m = ∑ ∑ ∑ ai,j,l x x x x Ge(i + j + l + 1, wx1a 0 = 1a,0,0i,j,l− a− a2= −ai,j−1,li,j,l−13i−1,j,li = 0 j=0l = 02i+2 j+2l+ 11( m2− 2 j + 2)( m2− 2 j + 1)b(2i+ 2 j + 2l)(2i+ 2 j + 2l+ 1)( m3− 2l+ 2)( m3− 2l+ 1)b(2i+ 2 j + 2l)(2i+ 2 j + 2l+ 1)m234−2im3( m1− 2i+ 2)( m1− 2i+ 1)b(2i+ 2i+ 2l)(2i+ 2 j + 2l+ 1)−−2j2−m4−2l21)Actually, it was possible to write the solutions alsofor the equations of the larger dimensionality and othertypes, but the author is confident, that the idea of theirformation is already clear.equation of Laplace, which contains the arbitraryfunctions of the variables ( n − 1) :In (Полянин 2001) it is possible to find theexcellent general formula for the solution of thexxu( x ,..., x ) ( 1) [ f ( x ,..., x ) g( x ,..., x )]∞2k2k+ 1k n k n k1 n= ∑ − ∆1 n−1 + ∆1 n−1(35),k=0 (2 k)! (2k+ 1)!f ( x ,..., x −) and g( x1 ,..., xn− 1)- thewhere 1 n 1arbitrary infinitely differentiated functions .If he formulas (14), (22), (25), (29) and (33) areconsidered, then at once it can be seen structuralsimilarity to the formula (35).Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006148

CONCLUSIONSThe basic content of this article - it is the method ofthe dual substitution, which provides the complete setof functions for solving the differential equations in thepartial derivatives of mathematical physics.All the other formulas and solutions given in thearticle, no matter how difficult it was to derive them,are the result of applying the method of dualsubstitution.The method of dual substitution is simple and itsoperations correspond to the usual algebra.Especially this method can be effective forexplaining the content of the solutions of partialdifferential equations when teaching in the educationalinstitutions.The known contemporary analytical methods ofsolving the partial differential equations containcomplex integral expressions and differentcombinations of special functions in their results.The method of dual substitution makes it possible toobtain the simpler functions for solving the equation.The author considers that the best usage of thesesimpler functions is following:• For the concrete partial differential equations,where there are ten or more simpler functionsaccording to the method of dual substitution;• Entire area being considered is divided into thecells (region) of such value that the obtained set ofthe simpler functions would give the necessaryaccuracy in each separate cell;• The system of equations or the objective function,which defines extreme and initial conditions, isconstructed for the optimum search forunrestricted variables in all the cells.the approximation of any polynomial curve – moreoften it is more easily and precise to approximate byten polynomials than one.The author hopes that this method will be usedwidely in the solution of different mathematical andpractical equations.REFERENCESЛюк, Ю. 1980. Специальные математическиефункции и их аппроксимации. Москва, Мир,Пер. с анг. Г.П.Бабенко Под редакциейК.И.Бабенко.Виноградов, И.М. 1977. Математическаяэнциклопедия Т1. Москва, СоветскаяЭнциклопедия.Корн, Г. and Т. Корн. 1977. Справочник поматематике Издание четвёртое, Москва, Наука.Полянин, А.Д. 2001. Справочник по линейнымуравнениям математической физики. Москва,Физико-Математическая литература.Мак-Кракен, Д. and У. Дорн. 1977. Численныеметоды и программирование на фортране, Москва,Мир, Пер. с анг. Б.Н.Казака. Под редакциейБ.М.Наймарка.BIOGRAPHYValerijs Stepuchevs working as Leading Engineer inElectronic Department of Latvian Intelligent Systems,Ltd. In 1980, he graduated the Institute of CivilAviation in Riga and holds Engineer diploma inElectronics. His main interests are electronics andmathematics especially methods for solution of partialequation systems.This method of the solution must give better resultsthan only the grid method or analytical method of thesolution. This solution can be named as the complexgrid. The complex grid comparing to the grid methoduses more information about the differential equation.Using results, it is possible to make differentiation,integration, and other different mathematicaloperations, as this can be done by the simpler functionsof the solution.But difference from the typical analytical methodcan be demonstrated based on the simple example ofAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 2006149