Modellbasierte Entwicklung eingebetteter Fahrzeugsoftware bei DaimlerChrysler

Steigende Softwareumf?nge und die damit einhergehende Komplexit?tssteigerung erfordern neue Herangehensweisen an die Entwicklung eingebetteter Fahrzeugsoftware. Als Reaktion auf diese Herausforderungen vollzieht sich seit einigen Jahren ein Paradigmenwechsel von der klassischen Programmentwicklung hin zu modellbasierten Techniken. Der Beitrag gibt einen überblick über den Einsatz modellbasierter Entwicklungstechniken bei DaimlerChrysler und zeigt aktuelle Forschungsschwerpunkte auf. The growing amount of software and attendant rise in complexity demand new approaches to the development of embedded vehicle software. For some years now, a paradigm change from classical program development to model-based techniques has been taking place in reaction to these challenges. This paper provides an overview of the application of model-based development techniques at DaimlerChrysler and presents the main foci of current research.

CR Subject Classification D.2.1,D.2.2,D.2.3,D.2.5,D.2.10,I.6.4,I.6.5     

Ressourcenorientierung als Paradigma sportwissenschaftlicher Forschung

A variety of causes are responsible for a lack in promoting movement in German nursing homes. In this regard, research on resources holds the promise of a lasting capacity to act and should therefore be understood as a paradigm of gerontology of sports. The purpose of this paper is to make a contribution to theoretically and conceptually based approaches for operationalizing resources that promote motor abilities. Methodologically, different instruments are demonstrated that are able to assess the theoretical constructs “movement acitivity” and “influencing factors” as a basis for the subsequent analysis. Finally, a model that identifies resources is presented. It focuses on different personal and environmental factors as well as their interdependencies influencing the movement activity. The model analyzes resources and barriers to everyday movements. In this way, fundamental theoretical points of reference for research activity are shown.     

Computer-Based Classification of Preservice Physics Teachers’ Written Reflections

Journal of Science Education and Technology - Reflecting in written form on one’s teaching enactments has been considered a facilitator for teachers’ professional growth in...     

International inspiration and national aspirations: inclusive education in Portugal

ABSTRACT

This article critically analyses the recent developments and changes towards Inclusive Education in Portugal, through a policy analysis that includes the last three legislative frameworks. These policies will be analysed within their cultural and historical context, to explore the similarities and differences in the conceptualisations of diversity and inclusion; and the influence of international policies in the national policies that regulate the Portuguese schools’ role in ensuring education for all. The 2018 policies aim to ensure that all students, regardless of their personal and social situation, have access and participate in an inclusive school, which aligns with the Salamanca Statement and Framework for Action (1994).     

Distinct Influences of Mothers and Fathers on Kindergartners’ Numeracy Performance: The Role of Math Anxiety,Home Numeracy Practices,and Numeracy Expectations

The current study analyzed maternal and paternal differential influences on numeracy performance in kindergarten children. Participants were 180 Chilean children from backgrounds of low and high socioeconomic status (SES), their mothers, and their fathers. A path analysis was used to explore the influences of both maternal and paternal numeracy practices on children’s numeracy performance and the influences of maternal and paternal expectations and anxiety on those activities. Research Findings: Results showed that mothers and fathers who endorse higher numeracy expectations for their children and who report lower levels of math anxiety also report engaging more frequently in advanced numeracy practices with their children. Mothers’—but not fathers’—engagement in numeracy practices at home predicted children’s numeracy performance. Also, low-SES mothers engaged more frequently in numeracy practices with their children, and mothers in general engaged more often in numeracy activities with girls than with boys. Practice or Policy: These findings improve understanding of how maternal and paternal processes relate differently to numeracy performance in kindergarten children. Moreover, these results highlight the need to take into account parents’ numeracy attitudes and practices, as well as their SES, when designing interventions directed at increasing family support for math achievement.     

Current parental stress in maltreating and nonmaltreating families of children with multiple disabilities.

Questionnaires were mailed to families of children with multiple disabilities to investigate whether differences in parental perception of stress and burden of care could be identified in those families who had previously been reported and substantiated as abusive or neglectful as compared to those families who had not been so reported. Two hundred and fifty-seven parents completed Friedrich's revised version of Holroyd's Questionnaire on Resources and Stress (QRS-F), an instrument designed to measure stress and burden of care in families of children with disabilities. Twenty-five (9.7%) had previously substantiated maltreatment reports. Results suggest that a history of maltreatment is not related to the family's currently perceived stress levels as measured by the Friedrich scale. Implications of the results are discussed.     

Maternal Math Talk in the Home and Math Skills in Preschool Children

Research Findings: The current study analyzed the relation between the amount of mathematical input that preschool children hear (i.e., math talk) from their mothers in their homes and their early math ability a year later. Forty mother–child dyads recorded their naturalistic exchanges in their homes using an enhanced audio-recording device (the Language ENvironment Analysis System). Results from a sample of naturalistic interactions during mealtimes indicated that all mothers involved their children in a variety of math exchanges, although there were differences in the amount of math input that children received. Moreover, being exposed to more instances of math talk was positively related to children’s early mathematical ability a year after the recordings, even after we controlled for maternal education, self-regulation, and recorded minutes. Practice or Policy: These findings improve the understanding of how mothers use math with their preschool children in naturalistic contexts, providing some insight for parents into how to foster children’s math skills through verbal input in their normal routines. Moreover, these findings inform kindergarten teachers and practitioners about the math input that children receive at home, which may encourage them to adapt their practice by considering the home environment.     

Current Challenges in Social Work Distance Education: Responses from the Elluminati

One of the first tasks of the Social Work Distance Education Network at the Faculty of Social Work at the University of Calgary was to review the literature and address three research questions to inform policy making and planning relating to distance social work education programming. This paper is intended to disseminate responses to these questions from a small group of dedicated and experienced distance educators who have adopted the moniker Elluminati. (The Elluminati adapted their name from a popular online audio-conferencing program.) These questions include: (1) What is the optimal class size for a distance delivery offering? (2) What supports does an online course require for development and effective delivery? (3) What types of courses are suitable/unsuitable for online learning?     

Towards a new cartography of curriculum reform: Reflections on educational decentralization in Argentina

Curriculum reforms have led to discursive and organizational changes in Argentina. These reforms have reshaped school knowledge and institutional patterns of school administration. We analyse the process of this 'curriculum reterritorialization', the contradictions and displacements it produces, and the hybrid products that result from it. Reterritorialization is traced through four interrelated movements: the hybridization of discourses; the design of new maps of relations between the centre and the periphery of the educational system; the new 'regime of truth' that emerges out of these changes; and the role of the intellectual in educational reform. Although they are different in scope and magnitude, these movements provide the tools required to analyse the many ways in which curriculum reform is transforming Argentina's educational experiences.     

Example of good practice of a learning environment with a classroom response system in a mechanical engineering bachelor course

Results of a successful pilot study are presented, in which quizzes are introduced in a second year bachelor course for mechanical engineering students. The pilot study course entailed the basic concepts of mechanical vibrations in complex, realistic structures. The quiz is held weekly using a SharePoint application. The purpose of the quizzes is to repeat important course material, give instantaneous feedback (i.e. formative assessment), stimulate peer instruction and, as a consequence, increase the students’ comprehension of the basic concepts taught in the course so that their deeper understanding of the subject matter improves. Students can earn half a point bonus, on a scale from 0 to 10, on top of their exam mark if they correctly answer 55% of all the quiz questions. The efficacy of the pilot study is determined by investigating the percentage of students that pass the course on their first attempt, i.e. the first time pass rate, and asking students for feedback through questionnaires. The first time pass rate of the students in the pilot study groups has, on average, increased significantly in comparison to groups in which the quizzes are not performed. Students indicated that the feedback from the quizzes helps them to identify gaps in their knowledge. Therefore, the pilot study is considered effective.