Abstract
ARCHERY is an architectural description language for modelling and reasoning about distributed, heterogeneous and dynamically reconfigurable systems. This paper proposes a structural semantics for ARCHERY, and a method for deriving labelled transition systems (LTS) in which states and transitions represent configurations and reconfiguration operations, respectively. Architectures are modelled by bigraphs and their dynamics by parametric reaction rules. The resulting LTSs can be regarded as Kripke frames, appropriate for verifying reconfiguration constraints over architectural patterns expressed in a modal logic. The derivation method proposed here applies the approach in [1] twice, and combines the results of each application to obtain a label representing a reconfiguration operation and its actual parameters. Labels obtained in this way are minimal and yield LTSs in which bisimulation is a congruence.

Abstract
This poster presents a pilot project on non-conventional learning strategies based on students' active participation in real-life FLOSS projects. The aim of the project is to validate the hypothesis that the peer-production model, which underlies most FLOSS projects, can enhance the learning-teaching process based on extensive and systematic collaborative practices. Consisting of a semester-long experiment with a class of 23 Master Information and Technology (MSc IT) students, organized in small groups, this pilot project aims at exploiting FLOSS communities and the respective FLOSS projects as learning opportunities. This pilot project is part of a course assignment on Teaching Software Engineering in the Master in Informatics taking place during the spring semester of 2013, at the University of Minho, in Portugal. The students participate in real FLOSS projects by choosing one of the following roles: 1) requirement analyst, writing software requirements; 2) programmer, developing source code; or 3) tester, writing bug reports. As a real-life experience conducted with students in Portugal, the project enables the systematic study of the dynamics of peer-to-peer learning and assessment of the didactic value and potential of this kind of non-standard learning experiences. Moreover, as a beneficial side effect, students have the opportunity to experience full immersion in a real FLOSS community and learn about project management and organized participation.

Abstract
Software connectors encapsulate interaction patterns between services in complex, distributed service-oriented applications. Such patterns evolve over time, in response to faults, changes in the expected QoS levels, emergent requirements or the reassessment of contextual conditions. This paper builds up on a model for connector reconfiguration to introduce notions of reconfiguration equivalence and refinement allowing for reasoning about them. This paves the way towards a (still missing) calculus of connector reconfigurations. Copyright 2013 ACM.

Abstract
It is said that due to the peculiar dynamics of FLOSS communities, effective participation in their projects is a privileged way to acquire the relevant skills and expertise in software development. Such is probably the reason for a number of higher education institutions to include in their Software Engineering curricula some form of contact with the FLOSS reality. This paper explores such a perspective through an on-going case study on university students' collaboration in FLOSS projects. The aim of this research is to 1) identify what should be learnt about software development through regular participation in a FLOSS project/community, and 2) assess the didactic potential of this kind of non-standard learning experiences. To this aim we resorted to a participatory research action approach and qualitative methods, namely case studies combining direct observation and interviews.

Abstract
Models for exogenous coordination provide powerful glue-code, in the form of software connectors, to express interaction protocols between services in distributed applications. Connector reconfiguration mechanisms play, in this setting, a major role to deal with change and adaptation of interaction protocols. This paper introduces a model for connector reconfiguration, based on a collection of primitives as well as a language to specify connectors and their reconfigurations. © 2013 Springer-Verlag.

Abstract
We investigate the relationship between Functional Encryption (FE) and Fully Homomorphic Encryption (FHE), demonstrating that, under certain assumptions, a Functional Encryption scheme supporting evaluation on two ciphertexts implies Fully Homomorphic Encryption. We first introduce the notion of Randomized Functional Encryption (RFE), a generalization of Functional Encryption dealing with randomized functionalities of interest in its own right, and show how to construct an RFE from a (standard) semantically secure FE. For this we define the notion of entropically secure FE and use it as an intermediary step in the construction. Finally we show that RFEs constructed in this way can be used to construct FHE schemes thereby establishing a relation between the FHE and FE primitives. We conclude the paper by recasting the construction of RFE schemes in the context of obfuscation. © 2013 Springer-Verlag Berlin Heidelberg.