27,867 research outputs found
Analysis of the potentials of multi criteria decision analysis methods to conduct sustainability assessment
Sustainability assessments require the management of a wide variety of information types, parameters and uncertainties. Multi criteria decision analysis (MCDA) has been regarded as a suitable set of methods to perform sustainability evaluations as a result of its flexibility and the possibility of facilitating the dialogue between stakeholders, analysts and scientists. However, it has been reported that researchers do not usually properly define the reasons for choosing a certain MCDA method instead of another. Familiarity and affinity with a certain approach seem to be the drivers for the choice of a certain procedure. This review paper presents the performance of five MCDA methods (i.e. MAUT, AHP, PROMETHEE, ELECTRE and DRSA) in respect to ten crucial criteria that sustainability assessments tools should satisfy, among which are a life cycle perspective, thresholds and uncertainty management, software support and ease of use. The review shows that MAUT and AHP are fairly simple to understand and have good software support, but they are cognitively demanding for the decision makers, and can only embrace a weak sustainability perspective as trade-offs are the norm. Mixed information and uncertainty can be managed by all the methods, while robust results can only be obtained with MAUT. ELECTRE, PROMETHEE and DRSA are non-compensatory approaches which consent to use a strong sustainability concept, accept a variety of thresholds, but suffer from rank reversal. DRSA is less demanding in terms of preference elicitation, is very easy to understand and provides a straightforward set of decision rules expressed in the form of elementary âif ⌠then âŚâ conditions. Dedicated software is available for all the approaches with a medium to wide range of results capability representation. DRSA emerges as the easiest method, followed by AHP, PROMETHEE and MAUT, while ELECTRE is regarded as fairly difficult. Overall, the analysis has shown that most of the requirements are satisfied by the MCDA methods (although to different extents) with the exclusion of management of mixed data types and adoption of life cycle perspective which are covered by all the considered approaches
Integrating mobile robotics and vision with undergraduate computer science
This paper describes the integration of robotics education into an undergraduate Computer Science curriculum. The proposed approach delivers mobile robotics as well as covering the closely related field of Computer Vision, and is directly linked to the research conducted at the authorsâ institution. The paper describes the most relevant details of the module content and assessment strategy, paying particular attention to the practical sessions using Rovio mobile robots. The specific choices are discussed that were made with regard to the mobile platform, software libraries and lab environment. The paper also presents a detailed qualitative and quantitative analysis of student results, including the correlation between student engagement and performance, and discusses the outcomes of this experience
Involving External Stakeholders in Project Courses
Problem: The involvement of external stakeholders in capstone projects and
project courses is desirable due to its potential positive effects on the
students. Capstone projects particularly profit from the inclusion of an
industrial partner to make the project relevant and help students acquire
professional skills. In addition, an increasing push towards education that is
aligned with industry and incorporates industrial partners can be observed.
However, the involvement of external stakeholders in teaching moments can
create friction and could, in the worst case, lead to frustration of all
involved parties. Contribution: We developed a model that allows analysing the
involvement of external stakeholders in university courses both in a
retrospective fashion, to gain insights from past course instances, and in a
constructive fashion, to plan the involvement of external stakeholders. Key
Concepts: The conceptual model and the accompanying guideline guide the
teachers in their analysis of stakeholder involvement. The model is comprised
of several activities (define, execute, and evaluate the collaboration). The
guideline provides questions that the teachers should answer for each of these
activities. In the constructive use, the model allows teachers to define an
action plan based on an analysis of potential stakeholders and the pedagogical
objectives. In the retrospective use, the model allows teachers to identify
issues that appeared during the project and their underlying causes. Drawing
from ideas of the reflective practitioner, the model contains an emphasis on
reflection and interpretation of the observations made by the teacher and other
groups involved in the courses. Key Lessons: Applying the model retrospectively
to a total of eight courses shows that it is possible to reveal hitherto
implicit risks and assumptions and to gain a better insight into the
interaction...Comment: Abstract shortened since arxiv.org limits length of abstracts. See
paper/pdf for full abstract. Paper is forthcoming, accepted August 2017.
Arxiv version 2 corrects misspelled author nam
The AutoProof Verifier: Usability by Non-Experts and on Standard Code
Formal verification tools are often developed by experts for experts; as a
result, their usability by programmers with little formal methods experience
may be severely limited. In this paper, we discuss this general phenomenon with
reference to AutoProof: a tool that can verify the full functional correctness
of object-oriented software. In particular, we present our experiences of using
AutoProof in two contrasting contexts representative of non-expert usage.
First, we discuss its usability by students in a graduate course on software
verification, who were tasked with verifying implementations of various sorting
algorithms. Second, we evaluate its usability in verifying code developed for
programming assignments of an undergraduate course. The first scenario
represents usability by serious non-experts; the second represents usability on
"standard code", developed without full functional verification in mind. We
report our experiences and lessons learnt, from which we derive some general
suggestions for furthering the development of verification tools with respect
to improving their usability.Comment: In Proceedings F-IDE 2015, arXiv:1508.0338
Authentic ELT Material Adaptation: Drawbacks, Prevalence and Solutions: The case of Wolkite University community school, Wolkite, Ethiopia.
This paper examines the contributing issues that enhance students learning through adapting ELT materials and assessing its effectiveness forwarding to take measures. The study used both qualitative and quantitative approaches. The study was conducted a research by developing questionnaire, observation and document analysis. The data were collected from principals, teachers, students and woreda education officers. The data collected were arranged and organized for analysis and interpretation. Based on the analysed data, the study found out that limitations in the implementation of authentic material adaptation and how to use various adaptive techniques. Teachers lack of motive and interest to design and select language materials that fit the curriculum and closely correspond with the aims of the teaching program and the needs of the students. Thus, the study recommended that adapted materials should be carefully evaluated and selected before being used for a language classroo
Literacy policy and English/literacy practice: : Researching the interaction between different knowledge fields
This article considers the role of research in disentangling an increasingly complex relationship between literacy policy and practice as it is emerging in different local and national contexts. What are the tools and methodologies that have been used to track this relationship over time? Where should they best focus attention now? In answering these questions this paper will consider three different kinds of research perspectives and starting points for enquiry: 1. Policy evaluation. The use of a range of quantitative research tools to feed policy decision-making by tracking the impact on pupil performance of different kinds of pedagogic or policy change (Organisation for Economic Co-operation and Development [OECD], 2010). 2. Co-construction and policy translation. This has for some time been a central preoccupation in policy sociology, which has used small-scale and context specific research to test the limits to the control over complex social fields that policy exercises from afar (Ball, 1994). Agentic re-framings of policy at the local level stand as evidence for the potential to challenge, mitigate or reorder such impositions. 3. Ethnographies of policy time and space. Ethnographic research tools have long been used to document community literacy practices, and in training their lens on the classroom have sought to focus on the potential dissonance between community and schooled practices. It is rarer to find such research tools deployed to explore the broader policy landscape. In the light of debate within the field, part of the purpose of this article is to examine how ethnographic research tools might be refined to study how policy from afar reshapes literacy practices in the here and now. (Brandt and Clinton, 2002)
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