Rational's experience using Ada for very large systems

The experience using the Rational Environment has confirmed the advantages forseen when the project was started. Interactive syntatic and semantic information makes a tremendous difference in the ease of constructing programs and making changes to them. The ability to follow semantic references makes it easier to understand exisiting programs and the impact of changes. The integrated debugger makes it much easier to find bugs and test fixes quickly. Taken together, these facilites have helped greatly in reducing the impact of ongoing maintenance of the ability to produce a new code. Similar improvements are anticipated as the same level of integration and interactivity are achieved for configuration management and version control. The environment has also proven useful in introducing personnel to the project and existing personnel to new parts of the system. Personnel benefit from the assistance with syntax and semantics; everyone benefits from the ability to traverse and understand the structure of unfamiliar software. It is often possible for someone completely unfamiliar with a body of code to use these facilities, to understand it well enough to successfully with a body of code to use these facilities to understand it well enough to successfully diagnose and fix bugs in a matter of minutes

Teachers’ Perception of Empowerment in Christian Schools Accredited by Tennessee Association of Christian Schools

The purpose of the study was to examine the perception of teacher empowerment in Christian schools in order to ascertain if teachers were encouraged to take on more leadership responsibilities. One hundred forty-four teachers from 9 Christian schools (K-12) that are accredited by the Tennessee of Association of Christian Schools (TACS) participated in the study. The statistical analysis reported in the study was based on 5 research questions. Two instruments were used to collect data. A survey using a 5-point Likert Scale was used to collect data on teacher responsibilities, training, experiences, affiliation, and professional practices. Student achievement test scores from SAT-10 for the 2010-2011, 2011-2012, and 2012-2013 school years for grades 5, 8, and 11 were used to see if there is a correlation between teachers’ perception of empowerment and student achievement. A series of single sample t-tests were used to determine if there were significant differences between 2 independent groups. A Pearson correlation coefficient was computed to measure the relationship between teachers’ empowerment scores and their averaged student achievement test scores

Legal medical consideration of alzheimer’s disease patients’ dysgraphia and cognitive dysfunction: a 6 month follow up

Background: The purpose of this study was to investigate the ability of Alzheimer’s disease (AD) patients to express intentions and desires, and their decision-making capacity. This study examines the findings from a 6-month follow-up of our previous results in which 30 patients participated. Materials and methods: The patient’s cognition was examined by conducting the tests of 14 questions and letter-writing ability over a period of 19 days, and it was repeated after 6 months. The difference between these two cognitive measures (PQ1 before–PQ2 before), tested previously and later the writing test, was designated DΔ before. The test was repeated after 6 months, and PQ1 after–PQ2 after was designated DΔ after. Results: Several markedly strong relationships between dysgraphia and other measures of cognitive performance in AD patients were observed. The most aged patients (over 86 years), despite less frequency, maintain the cognitive capacity manifested in the graphic expressions. A document, written by an AD patient presents an honest expression of the patient’s intention if that document is legible, clear, and comprehensive. Conclusion: The identification of impairment/deficits in writing and cognition during different phases of AD may facilitate the understanding of disease progression and identify the occasions during which the patient may be considered sufficiently lucid to make decisions. Keywords: cognition, intentions, unfit to plead, consen

Multimodal mapping: Using mind maps to negotiate emerging professional communication practices and identity in higher education

Mind or concept maps have long been viewed as helpful tools to plan texts. The pedagogical focus is often focused on the end product as material artefact, with less pedagogical or assessment attention being paid to the process of mind mapping. A process-product approach to text and text-in-use can fulfil a variety of pedagogical goals that allow participants in a professional communication course to collaboratively negotiate meaning-making. By presenting mind maps in class and receiving immediate peer feedback, students have the opportunity to redesign their work to enhance understanding. This article uses a multimodal social semiotic approach as well as the notion of authorial stance (defined multimodally) to analyse a mind map, as both artefact and presentation. The analysis shows how a particular student transforms her work and thinking during in-class engagement. Besides turn-taking and experiential participation as communicator and audience, this negotiation of meaning-making contributes to graduate work-readiness. We argue that these scaffolding and scaffolded activities act to engage student identity formation as emerging professionals for the workplace. 

Hearing the grass grow. Emotional and epistemological challenges of practice-near research

This paper discusses the concept of practice-near research in terms of the emotional and epistemological challenges that arise from the researcher coming 'near' enough to other people for psychological processes to ensue. These may give rise in the researcher to confusion, anxiety and doubt about who is who and what is what; but also to the possibility of real emotional and relational depth in the research process. Using illustrations from three social work doctoral research projects undertaken by students at the Tavistock Clinic and the University of East London the paper examines four themes that seem to the author to be central to meaningful practice-near research undertaken in a spirit of true emotional and epistemological open-mindedness: the smell of the real; losing our minds; the inevitability of personal change; and the discovery of complex particulars

An evaluation of Skylab (EREP) remote sensing techniques applied to investigations of crustal structure

The author has identified the following significant results. Film positives (70mm) from all six S190A multispectral photographic camera stations for any one scene can be registered and analyzed in a color additive viewer. Using a multispectral viewer, S190A and B films can be projected directly onto published geologic and topographic maps at scales as large as 1:62,500 and 1:24,000 without significant loss of detail. S190A films and prints permit the detection of faults, fractures, and other linear features not visible in any other space imagery. S192 MSS imagery can be useful for rock-type discrimination studies and delineation of linear patterns and arcuate anomalies. Anomalous color reflectances and arcuate color patterns revealed mineralized zones, copper deposits, vegetation, and volcanic rocks in various locations such as Panamint Range (CA), Greenwater (Death Valley), Lava Mountains (CA), northwestern Arizona, and Coso Hot Springs (CA)