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排序方式: 共有112条查询结果,搜索用时 15 毫秒
91.
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Ingo Stürmer und Mirko Conrad 《Informatik - Forschung und Entwicklung》2005,19(4):213-223
Zusammenfassung Die im Rahmen der Modell-basierten Entwicklung eingebetteter Steuerungs- und Regelungssoftware eingesetzten optimierenden
Codegeneratoren müssen einer intensiven Qualit?tssicherung unterzogen werden. Dem Einsatz von Testsuiten kommt dabei eine
zentrale Rolle zu. Der Beitrag beschreibt den Aufbau einer modularen Testsuite für Codegeneratoren und schl?gt einen Testansatz
vor, der eine systematische Prüfung der vom Codegenerator angewendeten Optimierungstechniken erm?glicht.
The optimising code generators employed as part of the model-based development of embedded control software must undergo intensive quality assurance. The use of test suites plays a central role in this process. This article describes the construction of a modular test suite for code generators and proposes a testing approach which makes a systematic test of the optimisations employed by the code generator possible.
CR Subject Classification I.6.4 I.6.5,D.2.5,I.2.2,D.3.4,D.3.4 相似文献
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Albino rats tested for shock-elicited aggression on occasion emitted periodic ultrasonic calls. The fundamental frequency of these calls was about 24 kHz, with harmonics appearing at 72 and 120 kHz, and the calls lasted as long as 3–4 sec. These calls were emitted by rats which had adopted an upright submissive posture following attack(s). These long 22–26-kHz calls may serve to inhibit or prevent unlearned behaviors in rats. 相似文献
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96.
Eulàlia Collelldemont Conrad Vilanou 《Paedagogica Historica: International Journal of the History of Education》2017,53(3):228-245
AbstractRevisions of textual and audio-visual materials reveal the educational vision of Spanish anarchists. Through research, we have discovered the importance of aesthetical education and art in general for this protest political party. By studying the three key historical moments of the movement (1868–1939/ 1901–1910/ 1910–1936–1939) we have traced the evolution of the concept and practice of cultural learning. What stands out in the origins of the movement is the concern to introduce art and culture into school subjects while disseminating this knowledge to the whole population. Later, when the Modern School opened, the arts were introduced into the syllabus of teaching-learning. The aesthetic principles defended in the first period were turned into literary works with the aim of educating children from rationalist schools. Finally, we identify a time when the materials created by the Modern School were disseminated to working-class schools as a form of resistance against the politics proposed by government parties. The outbreak of the Civil War turned the corpus of aesthetical education into a cultural programme of demilitarised political resistance. 相似文献
97.
Social or intellectual isolation has been identified as a problem for many postgraduate students, particularly among subgroups in which women predominate. Newly developing collaborative postgraduate student groups complement the supervisor's role as an advisor and counteract the effects of isolation. However, the very method that may reduce isolation for women also entails risks. Research into gender and communication suggests that groups, often dominated by men, may not adequately serve the educational needs of women. This article brings together two separate strands of research: (a) studies of support groups, collaborative groups, or supervisory groups for thesis-writers; and (b) studies of gender-related communication patterns. The intersection of these areas of research provides a basis for suggesting how arrangements for, and research into, collaborative support groups for thesis writers can help to ensure that the potential of such groups for enhancing educational opportunities for all students—womens as well as men—is tapped and possible risks minimized. 相似文献
98.
In light of the widespread recognition of the enduring challenge of enhancing the learning of all students—including a growing
number of students representing diverse racial, ethnic, and socioeconomic backgrounds—there has been an explosion of literature
on teaching, learning, and assessment in higher education. Notwithstanding scores of promising new ideas, individual faculty
in higher education need a dynamic and inclusive model to help them engage in a systematic and continuous process of exploring
and testing various teaching and assessment practices to ensure the learning of their students. This paper introduces a model—Teaching-for-Learning
(TFL)—developed to meet this need.
Clifton F. Conrad received his bachelor’s degree in History and his master’s degree in Political Science from the University of Kansas and his
Ph.D. in Higher Education from the University of Michigan. He is Professor of Higher Education at the University of Wisconsin-Madison;
and his research focus is on college and university curricula with particular emphases on program quality, liberal education,
and teaching and learning.
Jason Johnson received his bachelor’s degree in Comparative History of Ideas and his master’s degree in Educational Leadership and Policy
Studies at the University of Washington. He is nearing completion of his Ph.D. and working as a Teaching Assistant in Higher
Education at the University of Wisconsin-Madison, and his research focuses on rhetoric in higher education.
Divya Malik Gupta received her bachelor’s and master’s degrees in Human Development and Family Studies from Maharaja Sayajirao University in
Gujarat, India. She is currently a Ph.D. student at the University of Wisconsin-Madison. 相似文献
99.
Review of preretirement and retirement literature suggests that attention is placed on similarities of rural and urban persons in their retirement needs and concerns. The existing literature shows a lack of data on perceptions of future retirement needs and retirement actions implemented by rural middle-aged persons (45-64 years old). This study, conducted in three rural counties, had as its purpose to identify the following: (a) issues important in retirement for rural middle-aged persons; (b) preparation plans being made by rural middle-aged persons; (c) rural middle-aged persons perceptions of future needs regarding certain aspects of retirement; and (d) relationship of issues, plans, and perceptions to selected demographic variables. A number of relationships were found between issues identified as Important to Me and items labeled Actions I Have Taken. Study conclusions have implications for those concerned with preretirement education. 相似文献
100.