Espacio interior: representación, ocupación, bienestar e interioridad

En aquest article repassarem el concepte de l’espai segons s’entén i es treballa en la disciplina del disseny interior/ arquitectura interior. En primer lloc descriurem el terme “interior”. A continuació analitzarem l’espai com a concepte general abans d’explorar què és concretament l’espai per a la disciplina del disseny interior/arquitectura interior. Com s’entén l’espai? Com “veuen” l’espai els dissenyadors d’interiors/arquitectes d’interiors?This article will provide an overview of space as it is understood and engaged with from within the discipline of interior design/interior architecture. Firstly, the term interior will be described. Secondly, the paper will discuss space as a general concept, before exploring what space is speifically for the interior design/interior architecture discipline. How is space understood? What does space "look" like for interuior designers/interior architects?.En este artículo repasaremos el concepto de espacio según se entiende y se trabaja en la disciplina del diseño interior/arquitectura interior. En primer lugar describiremos el término "interior". A continuación analizaremos el espacio como un concepto general antes de explorar qué es concretamente el espacio para la disciplina del diseño interior/arquitectura interior. ¿Cómo se entiende el espacio¿ ¿Cómo "ven" el espacio los diseñadores de interiores/arquitectos de interiores?

A Definition of the Chidamber and Kemerer Metrics suite for UML. Technical Report NUIM-CS-TR-2006-03

Since there is no standard formalism for defining software metrics, many of the measures that exist have some ambiguity in their definitions which hinders their comparison and implementation. We address this problem by presenting an approach for defining software metrics. This approach is based on expressing the measures as Object Constraint Language queries over a language metamodel. To illustrate the approach, we specify how the Chidamber and Kemerer metrics suite can be measured from Unified Modelling Language class diagrams by presenting formal definitions for these metrics using the Unified Modelling Language 2.0 metamodel

Some observations on the application of software metrics to UML models

In this position paper we discuss some of the existing work on applying metrics to UML models, present some of our own work in this area, and specify some topics for future research that we regard as important

Towards the re-usability of software metric definitions at the meta level

A large number of metrics for evaluating the quality of software have been proposed in the literature. However, there is no standard terminology or formalism for defining metrics and consequently many of the metrics proposed have some ambiguity in their definitions. This hampers the empirical validation of these metrics. To address this problem, we generalise an existing approach to defining metrics that is based on the Object Constraint Language and the Unified Modelling Language metamodel. We have developed a prototype tool called DMML (Defining Metrics at the Meta Level) that supports this approach and we present details of this tool. To illustrate the approach, we present formal definitions for the Chidamber and Kemerer metrics suite

Towards the re-usability of software metric definitions at the meta level

A large number of metrics for evaluating the quality of software have been proposed in the literature. However, there is no standard terminology or formalism for defining metrics and consequently many of the metrics proposed have some ambiguity in their definitions. This hampers the empirical validation of these metrics. To address this problem, we generalise an existing approach to defining metrics that is based on the Object Constraint Language and the Unified Modelling Language metamodel. We have developed a prototype tool called DMML (Defining Metrics at the Meta Level) that supports this approach and we present details of this tool. To illustrate the approach, we present formal definitions for the Chidamber and Kemerer metrics suite

Realising the potential of online teacher development courses to improve student learning — a brief for eLearning providers

The Government of Bangladesh and Aspire to Innovate (a2i) are making substantial investments in blended learning for teacher professional development (TPD) through the national eLearning platform ‘Mukto Paath’. This policy brief explores research evidence of primary-level teachers’ participation in one such course—Anonde Gonit Shikhi (AGS) by the Directorate of Primary Education—and makes evidence-based recommendations to increase the proportion of teachers and schools realising the potential benefits on teaching and learning.Some teachers — with encouragement from their head-teacher and help from other teachers in the school—regularly put the AGS activities into practice and reported improved experiences of teaching and learning. However, many teachers lacked such encouragement and support at school and did not use the activities regularly or experience the same benefits. To realise greater impact, course designers should emphasise the importance of practical implementation in schools—and should illustrate how head teachers and teachers can work together to support this

Realising the potential of online teacher development courses to improve student learning: lessons for Local Education Officers

The Government of Bangladesh is making substantial investment in blended learning for teachers. Teachers undertake face-to-face trainings in Continuous Professional Development (CPD) priority areas, such as supporting students’ foundational learning. In parallel, teachers access TPD courses on Muktopaath, an eLearning platform, focused on these same priority areas. Local Education Officers have a pivotal role in the delivery of these trainings and in supporting their practical application in schools and classrooms. This Policy Brief explores teachers’ participation in one set of eLearning courses, Anonde Gonit Shikhi (AGS). It makes evidence-based recommendations on how Local Education Officers at District and Upazila levels can encourage and support teachers to translate learning from both the online courses and face-to-face trainings into the intended changes in teaching practices and student learning in the classroom

Maximising the impact of online teacher development courses to improve teaching and learning: lessons for national directors and education officers

The Government of Bangladesh is making substantial investment in blended learning for teachers. Teachers undertake face-to-face trainings in Continuous Professional Development (CPD) priority areas, such as supporting students’ foundational learning. In parallel, teachers access CPD courses on Muktopaath, an eLearning platform, focused on these same priority areas. This Policy Brief explores teachers’ participation in one set of eLearning courses, Anonde Gonit Shikhi (AGS), and makes evidence-based recommendations on how the Directorate of Primary Education (DPE) central team can encourage and support teachers to translate learning from both the online courses and face-to-face trainings into the intended changes in teaching practices and student learning in the classroom

Influence of providers and nurses on completion of non-targeted HIV screening in an urgent care setting

Introduction: Despite recommendations by the Centers for Disease Control (CDC) that all adults be offered non-targeted HIV screening in all care settings, screening in acute-care settings remains unacceptably low. We performed an observational study to evaluate an HIV screening pilot in an academic-community partnership health center urgent care clinic. Methods: We collected visit data via encounter forms and demographic and laboratory data from electronic medical records. A post-pilot survey of perceptions of HIV screening was administered to providers and nurses. Multivariable analysis was used to identify factors associated with completion of testing. Results: Visit provider and triage nurse were highly associated with both acceptance of screening and completion of testing, as were younger age, male gender, and race/ethnicity. 23.5% of patients completed tests, although 36.0% requested screening; time constraints as well as risk perceptions by both the provider and patient were cited as limiting completion of screening. Post-pilot surveys showed mixed support for ongoing HIV screening in this setting by providers and little support by nurses. Conclusions: Visit provider and triage nurse were strongly associated with acceptance of testing, which may reflect variable opinions of HIV screening in this setting by clinical staff. Among patients accepting screening, visit provider remained strongly associated with completion of testing. Despite longstanding recommendations for non-targeted HIV screening, further changes to improve the testing and results process, as well as provider education and buy-in, are needed to improve screening rates