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Elementary information descriptors can be composed into complex informa- tion descriptors using constructions such as concatenation, conjunction, implica- tion, disjunction and complement. These may refer to the fronts alone or both fronts and tails of descriptors. For more details, see [10]. In this paper we will use:

Figure 1 Elementary information descriptors can be composed into complex informa- tion descriptors using constructions such as concatenation, conjunction, implica- tion, disjunction and complement. These may refer to the fronts alone or both fronts and tails of descriptors. For more details, see [10]. In this paper we will use:

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Fig. 2. Lecturing example Using the ORC temporal dependencies can be formulated governing the be- haviour of a domain. Currently, we are experimenting with effective graphical representation of some key classes of temporal dependencies. In [20] we have provided some examples using notations inspired by the field of workflow mod- elling [1].
Fig. 2. Lecturing example Using the ORC temporal dependencies can be formulated governing the be- haviour of a domain. Currently, we are experimenting with effective graphical representation of some key classes of temporal dependencies. In [20] we have provided some examples using notations inspired by the field of workflow mod- elling [1].
Fig. 3. Life cycle types In the example domain, courses are offered to students. In offering a course, a lecturer starts by setting up the course offering. This is followed by the actual lecturing. After lecturing the course, the lecturer sets an exam. This exam is given to the students attending the course, after which the lecturer marks the exam papers produced by the students. Students attend the course by enrolling. After their enrollment they attend the course. Once the course is finished, they prepare themselves for the exam, which is following by the actual exam, leading to an exam paper.
Fig. 3. Life cycle types In the example domain, courses are offered to students. In offering a course, a lecturer starts by setting up the course offering. This is followed by the actual lecturing. After lecturing the course, the lecturer sets an exam. This exam is given to the students attending the course, after which the lecturer marks the exam papers produced by the students. Students attend the course by enrolling. After their enrollment they attend the course. Once the course is finished, they prepare themselves for the exam, which is following by the actual exam, leading to an exam paper.
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