Source tree composition

Dividing software systems in components improves software reusability as well as software maintainability. Components live at several levels, we concentrate on the implementation level where components are formed by source files, divided over directory structures. Such source code components are usually strongly coupled in the directory structure of a software system. Their compilation is usually controlled by a single global build process. This entangling of source trees and build processes often makes reuse of source code components in different software systems difficult. It also makes software systems inflexible because integration of additional source code components in source trees and build processes is difficult. This paper's subject is to increase software reuse by decreasing coupling of source code components. It is achieved by automized assembly of software systems from reusable source code components and involves integration of source trees, build processes, and configuration processes. Application domains include generative programming, product-line architectures, and commercial off-the-shelf (COTS) software engineering

Pretty-printing for software reengineering

Automatic software reengineerings change or repair existing software systems. They are usually tailor-made for a specific customer and language dependent. Maintaining similar reengineerings for multiple customers and different language dialects might therefore soon become problematic unless advanced language technology is being used. Generic pretty-printing is part of such technology and is the subject of this paper. We discuss specific pretty-print aspects of software reengineering such as fulfilling customer-specific format conventions, preserving existing layout, and producing multiple output formats. In addition, we describe pretty-print techniques that help to reduce maintenance effort of tailor-made reengineerings supporting multiple language dialects. Applications, such as COLBOL reengineering and SDL documentation generation show that our techniques, implemented in the generic pretty-printer GPP, are feasible

A pretty-printer for every occasion

Tool builders dealing with many different languages, and language designers require sophisticated pretty-print techniques to minimize the time needed for constructing and adapting pretty-printers. We combined new and existing pretty-print techniques in a generic pretty-printer that satisfies modern pretty-print requirements. Its features include language independence, customization, and incremental pretty-printer generation. Furthermore, we emphasize that the recent acceptance of XML as international standard for the representation of structured data demands flexible pretty-print techniques, and we demonstrate that our pretty-printer provides such technology

The Linux kernel as flexible product-line architecture

The Linux kernel source tree is huge ($>$ 125 MB) and inflexible (because it is difficult to add new kernel components). We propose to make this architecture more flexible by assembling kernel source trees dynamically from individual kernel components. Users then, can select what component they really need. Hardware vendors can easily support the Linux platform by providing additional separately developed kernel components. We demonstrate how the kernel's build process can be setup for this approach and how individual build processes look like. We use a technique called source tree composition to assemble source trees of components. We demonstrate how it is automated by the tool autobundle. We also propose a kernel component base as central repository of kernel components. It forms a central meeting point for kernel developers and users

Journey with Autism: Successful Educational and Social Interventions from a Single Case Study

Problem Statistics indicate that Autism Spectrum Disorder (ASD) is on the increase in America and worldwide (Xu, Strathearn, Liu, & Bao, 2018; Baio et al., 2018). Autism spectrum disorder can impair an individual’s ability to engage in neurotypical behavior, which has the potential to increase their vulnerability to being shunned and bullied. This makes autism a major societal concern with significant costs to the individual, their family, private/public health insurance, state financial aid programs, and to the nation. This present study was undertaken to determine, in the opinions of those connected to the case, whether the interventions engaged in this case were effective and to what extent the educational and social interventions practiced in this specific case were responsible for enabling Carter to reach the place where the diagnosticians felt that he no longer met the criteria for receiving services for autism spectrum disorder. Purpose The purpose of this study was to identify social and educational interventions used in Carter\u27s journey with Autism Spectrum Disorder and to document the social and educational interventions employed by several individuals who worked with him. Further, the study sought to describe the impact of these interventions on Carter, from the perspectives of the key individuals involved in the early education of the child. Additionally, the study set out to determine whether these interventions actually enabled Carter to no longer meet the criteria for receiving services for autism spectrum disorder. -- Method The study employed a qualitative case study approach which gathered data mainly through semi-structured interviews and focus groups. Other data sources included Carter’s mother\u27s (Meghan\u27s) account of her experience, key documents, and examples of learning activities found to be of benefit to the child. The nine individuals who were interviewed were invited to participate because they had been directly involved with the case. The data was analyzed using NVivo data analysis. Results The results from the analysis of the data study indicate that there was a positive relationship between the interventions reported and Carter\u27s no longer meeting the criteria for services for ASD. The activities reported proved to be too numerous to be mentioned individually and were therefore grouped thematically. The two large groups were the social interventions and the educational interventions. The social interventions group was comprised of activities, such as Gymfants (gymnastics for young children), Children’s Choir, Adventurers Club, and attending regular school which promoted social interactions. These groups facilitated Carter’s working with others, taking directions from others, imitating others, leading, following, and taking turns. Language was key to these interactions. Educational interventions included; reading, attending homeschool, regular school, strategic games such as Connect Four, Uno, and geographical puzzles, floor puzzles; foreign language videos and science videos among other activities. These interventions incorporated language and encouraged Carter in individual work, seated work, pattern identification, and viewing for a purpose among other things. These interventions were planned by Meghan outside of the Individualized Educational Plan (IEP) and in addition to Speech Therapy. Conclusions As a result of this study, the reader can see that the curriculum developed for Carter by Meghan was directly related to his progress. The study concluded that Carter\u27s family working together to provide the program of interventions contributed greatly to his no longer meeting the criteria to remain in the autism therapy program designed for him by the Individualized Educational Plan (IEP) team. It appeared that the intentionality of Carter’s support team had a significant relationship with his progress. It was also concluded that there was a strong relationship between Music as a theme and Carter\u27s progress. The study concluded that the combination of educational and social interventions employed with Carter helped to eliminate the need for him to receive services for autism spectrum disorder. The study showed that intervention in autism requires parental involvement as the delivery of a variety of social and educational interventions through the medium of the home allowed for a natural, meaningful and permanent transfer of knowledge and growth in a number of areas. It is therefore obligatory that the parent/therapist/school partnership be supported and empowered

Evaluation "Angels and Demons" (WP-116)

One way to generate the money needed for sustainable innovation is by consumer choosing freely for sustainable products. This way, consumer choice pays for the innovative production method. This requires consumer willingness to buy these products. Willingness to buy is however not so easily measured as the intentions to buy may only partially predict actual purchase behaviour. There is a gap between what consumer say they want, and what they do in practice. For the specific case of sustainable production, consumers often say they are very positive about sustainable products (angelic opinion), yet in their daily behaviour they frequently tend to choose convenient and cheap products (demonic behaviour)