Schedulability analysis for linear transactions under fixed priority hybrid scheduling

In hard real-time systems, schedulability analysis is not only one of the important means of guaranteeing the timelines of embedded software but also one of the fundamental theories of applying other new techniques, such as energy savings and fault tolerance. However, most of the existing schedulability analysis methods assume that schedulers use preemptive scheduling or non-preemptive scheduling. In this paper, we present a schedulability analysis method, i.e., the worst-case hybrid scheduling （WCHS） algorithm, which considers the influence of release jitters of transactions and extends schedulability analysis theory to timing analysis of linear transactions under fixed priority hybrid scheduling. To the best of our knowledge, this method is the first one on timing analysis of linear transactions under hybrid scheduling. An example is employed to demonstrate the use of this method. Experiments show that this method has lower computational complexity while keeping correctness, and that hybrid scheduling has little influence on the average worst-case response time （WCRT）, but a negative impact on the schedulability of systems.     

Teachers’ self-reported knowledge regarding English learners: perspectives on culturally and linguistically inclusive instruction and intervention

Student diversity within U.S. schools has steadily increased in recent years. This trend has driven significant interest, on the part of schools and school systems, in supporting students who are English learners (ELs) and who are culturally diverse. It has also highlighted, for those schools and school systems, the importance of professional development to prepare teachers to support those students effectively. Teacher experience and knowledge regarding this population is particularly important to the cause of inclusive education, as appropriate supports, instruction and inclusion for these learners are highly dependent on teachers’ knowledge and skills. This study surveyed teachers in three highly diverse elementary schools with high percentages of ELs, students of minority backgrounds, and students receiving free and reduced-price meals. Results indicated that, despite reporting significant previous professional development on cultural and language diversity, teachers lacked familiarity with basic concepts related to cultural and language diversity and to factors considered in the interventions process for diverse learners. These findings, if replicated, may call into question the efficacy of ongoing professional development efforts and underscore the need for more consistent design, delivery, and evaluation of professional development initiatives or programmes.     

Multivariate adaptive regression splines based simulation optimization using move-limit strategy

This paper makes an approach to the approximate optimum in structural design, which combines the global response surface (GRS) based multivariate adaptive regression splines (MARS) with Move-Limit strategy (MLS). MARS is an adaptive regression process, which fits in with the multidimensional problems. It adopts a modified recursive partitioning strategy to simplify high-dimensional problems into smaller highly accurate models. MLS for moving and resizing the search sub-regions is employed in the space of design variables. The quality of the approximation functions and the convergence history of the optimization process are reflected in MLS. The disadvantages of the conventional response surface method (RSM) have been avoided, specifically, highly nonlinear high-dimensional problems. The GRS/MARS with MLS is applied to a high-dimensional test function and an engineering problem to demonstrate its feasibility and convergence, and compared with quadratic response surface (QRS) models in terms of computational efficiency and accuracy.     

苏三次对华宣言与北京政府的外交应对

俄国十月革命后,苏先后发表三次对华宣言,前两次宣布放弃帝俄一切在华特权．北京政府利用国内情势与苏俄困境的有利时机收复中国权益,成效明显。随着国际形势好转,苏联出尔反尔的第三次宣言态度明显强硬,北京政府受困于国内政争和社会舆论,外交应对整体显得亦步亦趋。     

基于手机短信的课堂应答系统设计与实现

课堂应答系统(CRS)在现代课堂教学中越来越受到人们的关注。文章给出了一种基于手机短信的课堂应答系统设计方案。它具有成本低,使用方便,功能丰富等特点。方案中核心硬件是一台专用短信接收设备,它结合了ARM单片机与短信收发模块M22,具有丰富的计算机接口,能够应用在各种多媒体教室中。该系统在实际课堂教学中得到了应用,能够满足课堂即时互动教学的要求,提高了教学效果。学生积极参与课堂应答系统教学。     

Student-directed fresh tissue anatomy course for physician assistants

Healthcare providers in all areas and levels of education depend on their knowledge of anatomy for daily practice. As educators, we are challenged with teaching the anatomical sciences in creative, integrated ways and often within a condensed time frame. This article describes the organization of a clinical anatomy course with a peer taught unembalmed (fresh-tissue) cadaver laboratory in the 2010 summer term of a new physician assistant program. To fit within the allotted 12 week time frame, students meet every Monday for both the classroom and laboratory component of the course. Students prepare for these sessions by reviewing a list of learning objectives and completing assigned textbook readings. Classroom sessions involve faculty presentations and are facilitated with the use of self-assessment questions and accompanying images. The afternoon laboratory sessions which follow the classroom sessions are comprised of four to five stations presented by first- and second-year medical students and a resident radiologist. End of course evaluations indicate that students felt that the course objectives were clear, achievable, and taught effectively with relevant clinical correlates.     

The impact of color and role on retention of knowledge: a body-painting study within undergraduate medicine

Body painting as a tool for teaching anatomy is becoming increasingly popular as it is fun and diffuses the formal academic context. Students claim bright color plays a significant role in retention of knowledge from painting sessions. Medical students (n = 117) were divided into two conditions: block color (CLR) and black outlines (BLK). Students completed a pre-test before a body painting teaching session on abdominal referred pain. CLR students used bright block colors, and BLK students mapped outlines in black. Immediately afterward, students sat a mid-test to compare the conditions. Students completed a post-test to compare long-term retention of knowledge four weeks later. There was no difference in knowledge between the two conditions immediately after the teaching (P = 0.653). There was no significant difference in long-term retention of knowledge between those using black outlines and those using color (P = 0.278). The use of color had no impact on short-term or long-term retention of knowledge, despite previously collected qualitative data that color helped memorization. Despite there being no immediate difference in the amount of information retained, the students' enthusiasm for body painting and the use of bold colors warrant body painting's inclusion within the anatomy curriculum. Acceptability plays a significant role in the success of any teaching modality. Additionally, students who undertook the roles of painter or canvas retained similar amounts of information after six weeks (P = 0.505). Students' classification as verbalizer or visualizer did not impact on their test performance.     

Answering the big questions about differential response in Colorado: Safety and cost outcomes from a randomized controlled trial

Over the past 20 years, jurisdictions across the United States have implemented differential response (DR), which provides child protective services with the flexibility to tailor their response to reports of child abuse or neglect based on the level of risk. Given the widespread adoption of DR, there has been an increasing demand from policymakers, practitioners, and community stakeholders to build the evidence base for this innovative child welfare approach. This study was designed to answer the big questions regarding the effect of differential response on child welfare outcomes and costs using a randomized controlled trial in five Colorado counties. Specifically, the study examined the safety outcomes and costs of families who were randomly assigned to either a family assessment response (FAR) or an investigation response (IR). According to the regression results, there were no differences between the tracks on measures of system re-involvement. However, survival analysis findings indicate that FAR families were 18% less likely, over time, to have a high risk assessment after their initial accepted referral than were IR families. The cost study revealed no differences between the tracks on initial costs for caseworker contacts, services, and out-of-home placements. However, the results suggest that follow-up costs for IR cases were significantly higher (p < 0.001) than for FAR cases. The authors discuss policy and practice implications for jurisdictions considering DR.     

The effect of incentives and other instructor-driven strategies to increase online student evaluation response rates

Course evaluations (often termed student evaluations of teaching or SETs) are pervasive in higher education. As SETs increasingly shift from pencil-and-paper to online, concerns grow over the lower response rates that typically accompany online SETs. This study of online SET response rates examined data from 678 faculty respondents and student response rates from an entire semester. The analysis focused on those tactics that faculty employ to raise response rates for their courses, and explored instructor and course characteristics as contributing factors. A comprehensive regression model was evaluated to determine the most effective tactics and characteristics. Using incentives had the most impact on response rates. Other effective tactics that increase response rates include reminding students to take the evaluation, explaining how the evaluations would be used to improve instruction, sending personal emails and posting reminders on Blackboard^®. Incentives are not widely used; however, findings suggest that non-point incentives work as well as point-based ones, as do simple-to-administer minimum class-wide response rate expectations (compared to individual completion).