Integrating object-oriented modeling techniques with formal specification techniques

The increasing complexity of software systems makes their development complicated and error prone. A widely used and generally accepted technique in software engineering is the combination of different models (or views) for the description of software systems. The primary benefit of this approach is to model only related aspects (Iike structure or behavior). Using different models cIarifies different important aspects of the system, but it has to be taken into consideration that these models are not independent and they are semantically overlapping. The models constitute the fundamental base of information upon which the problem domain experts, the analysts and the software developers interact. Thus, it is of a fundamental importance that it clearly and accurately expresses the essence of the problem. On the other hand, the model construction activity is a critical part in the development process. Since models are the result of a complex and creative activity, they tend to contain errors, omissions and inconsistencies. Model verification is very important, since errors in this stage have an expensive impact on the following stages of the software development process.Eje: TeoríaRed de Universidades con Carreras en Informática (RedUNCI

Integrating object-oriented modeling techniques with formal specification techniques

The increasing complexity of software systems makes their development complicated and error prone. A widely used and generally accepted technique in software engineering is the combination of different models (or views) for the description of software systems. The primary benefit of this approach is to model only related aspects (Iike structure or behavior). Using different models cIarifies different important aspects of the system, but it has to be taken into consideration that these models are not independent and they are semantically overlapping.\nThe models constitute the fundamental base of information upon which the problem domain experts, the analysts and the software developers interact. Thus, it is of a fundamental importance that it clearly and accurately expresses the essence of the problem. On the other hand, the model construction activity is a critical part in the development process.\nSince models are the result of a complex and creative activity, they tend to contain errors, omissions and inconsistencies. Model verification is very important, since errors in this stage have an expensive impact on the following stages of the software development process.Eje: Teorí

Integrating object-oriented modeling techniques with formal specification techniques

The increasing complexity of software systems makes their development complicated and error prone. A widely used and generally accepted technique in software engineering is the combination of different models (or views) for the description of software systems. The primary benefit of this approach is to model only related aspects (Iike structure or behavior). Using different models cIarifies different important aspects of the system, but it has to be taken into consideration that these models are not independent and they are semantically overlapping. The models constitute the fundamental base of information upon which the problem domain experts, the analysts and the software developers interact. Thus, it is of a fundamental importance that it clearly and accurately expresses the essence of the problem. On the other hand, the model construction activity is a critical part in the development process. Since models are the result of a complex and creative activity, they tend to contain errors, omissions and inconsistencies. Model verification is very important, since errors in this stage have an expensive impact on the following stages of the software development process.Eje: TeoríaRed de Universidades con Carreras en Informática (RedUNCI

How Climate Change is Portrayed in Academic Journals for Teaching Practice

Die Veränderungen des globalen Klimas werden in Wissenschaft und Gesellschaft breit diskutiert. Es stellt sich daher die Frage, ob und wie der Klimawandel in Zeitschriften für die Unterrichtspraxis rezipiert wird. In diesem Beitrag wird im Rahmen einer explorativen deskriptiven Analyse die Rezeption des Klimawandels in diesen Zeitschriften nachgezeichnet. Gegenstand der Untersuchung sind die Artikel, die im Zeitraum von 2006 bis 2016 in elf deutschsprachigen fachdidaktisch orientierten Zeitschriften für die Unterrichtsfächer Geographie, Biologie, Chemie, Physik und Gemeinschaftskunde zum Klimawandel und Klimaschutz/Klimapolitik publiziert wurden. Die inhaltliche Analyse der Beiträge erfolgte mittels eines zuvor entwickelten Kategoriensystems, dessen Inhalte und Aufbau sich an der thematischen Struktur der IPPC-Berichte orientiert. Gesamthaft konnten 149 Beiträge identifiziert werden. Davon stammen ca. 64% aus geographischen Unterrichtszeitschriften. Die Anzahl der Beiträge variiert stark von Jahr zu Jahr. In den Jahren 2009 und 2015 wurden besonders viele Beiträge publiziert, die zusammen 44% der erfassten Publikationen ausmachen. Thematisch liegt der Schwerpunkt der Beiträge auf den bisherigen und künftigen Änderungen des Klimasystems und den damit verbundenen Folgen. Im Verhältnis dazu sind Klimaschutz und Klimapolitik mit Maßnahmen zur nachhaltigen Entwicklung, Vermeidung von Emissionen und Anpassung an den Klimawandel sowie klimapolitische Zielkonflikte und Synergien geringer vertreten. Diese Erkenntnisse sind für zukünftige Entwicklungsarbeiten, deren Ziel die climate literacy ist, bedeutsam.Changes in the global climate are widely discussed in science and society. The question therefore arises as to whether and how climate change is being discussed in periodicals aimed specifically at subject specific education. This paper traces the perception of climate change in these journals as part of an explorative descriptive analysis. Subject of the study were the articles on climate change, climate protection, and climate policy which were published in the period from 2006 to 2016 in eleven German-language journals related to the teaching of Geography, Biology, Chemistry, Physics, and Social Studies at the secondary level. The content analysis of the articles was carried out by means of a previously developed category system whose content and structure is based on the thematic structure of the IPPC reports. In total, 149 articles were identified. Of these, more than 64 per cent were journals relating to Geography. The number of publications varies greatly from year to year. In the years 2009 and 2015, a particularly large number of articles were published, accounting for a total of 44 per cent of the publications covered. Thematically, the publications focused on past and future changes in the climate system and their consequences. In relation to this less well represented were the topics of climate protection and climate policy, such as measures for sustainable development, avoidance of emissions and adaptation to climate change, as well as climate policy conflicts of goals and potential synergies. These findings are significant for future development work aimed at achieving climate literacy.Peer Reviewe

The impact of special education resources and the general and the special education teacher’s competence on pupil mathematical achievement gain in inclusive classrooms

Research in inclusive settings is complicated by the nested relationships between the general education teacher (GET), the special education teacher (SET) and pupils. In this study, the impact of SET resource and selected variables of teacher competence (professional mathematical knowledge SET, attitude towards inclusion GET, classroom management GET) on the mathematical achievement gain of typically developing pupils (TYP) and pupils with intellectual disability (ID) was examined. Mathematical achievement was tested at the beginning of the school year (t1) and the end (t2) in 34 inclusive classrooms (sample ID: n = 42; sample TYP n = 525). IQ and gender – and the average mathematical achievement at class level in the sample TYP – were included as control variables. For pupils with ID, hierarchical regression modelling revealed that the mathematical knowledge at t1 explained most of the variance in mathematical achievement gain. For the group TYP, the results of a multi-level analysis showed that mathematical knowledge at t1, IQ and the average mathematical achievement at class level all had a positive effect on mathematical achievement gain. The more hours a SET was present in the classroom, the more the mathematical achievement of the group TYP increased. The other teacher competence variables had no apparent impact

Social acceptance in inclusive classrooms: the role of teacher attitudes toward inclusion and classroom management

Social acceptance is vital to students’ development. Being rejected by classmates can result in negative socio-emotional and academic outcomes. Finding relevant factors to be able to effectively support student social acceptance is especially challenging in inclusive classrooms because of the high heterogeneity of the student group. There is evidence that social acceptance is determined by the social behavior of students. In addition, current research suggests that affect-motivation dispositions, such as teacher attitudes, are related to teaching practices, which in turn are associated with student outcomes. This longitudinal study examines, on an individual level, the relationship between social behavior and the social acceptance of students. On a classroom level, the extent to which a teacher’s attitudes toward the inclusion of students with special educational needs affects their classroom management (i.e., implementation of clear rules and successful time management) is analyzed. In addition, the effect of teacher attitudes toward inclusion and classroom management on social acceptance in the classroom is investigated. The social acceptance of a sample of 580 students in 34 inclusive classrooms was assessed at the beginning and the end of the school year. In addition, student social behavior was rated by peers at the beginning of the school year. Teachers (n = 34) were asked about their attitudes toward inclusion at the beginning of the school year. One mathematics lesson in each classroom was videotaped to assess the teachers’ classroom management practices. Multilevel structural equation models revealed a positive relationship between student social behavior and their social acceptance in the peer group. Contrary to expectations, teachers’ attitudes toward inclusion did not predict their classroom management practices (i.e., implementation of clear rules and successful time management). As hypothesized, teachers’ classroom management predicted the level of social acceptance in the classroom, whereas teachers’ attitudes toward the inclusion of students with special educational needs did not. The study results are discussed in light of previous findings and implications for teacher education are described

Bewegungsverhalten, Kosten mangelnder körperlicher Aktivität und Bewegungsförderung in Österreich

Gesundhei

Faunistic Characterization of Alpine springs in the Swiss National Park. eco.mont (Journal on Protected Mountain Areas Research)|eco.mont Vol. 6 No. 2 6 2|

Springs are unique habitats for highly adapted organisms that are endangered by anthropogenic impacts. The springs in the Swiss National Park (SNP) have remained largely free of direct anthropogenic impacts since the foundation of the park. Monitoring of these unaffected Alpine springs is therefore of special interest. In this project 19 springs in the SNP and the adjacent Val Müstair Biosphere Reserve were investigated. In early summer and autumn 2012, the springs were mapped and physiochemical parameters were measured. The macroinvertebrates were sampled quantitatively with a surber sampler and qualitatively by hand-picking. Results show that Diptera, Trichoptera and Plecoptera are the most diverse orders. Within these orders, cold-stenothermal species with alpine altitudinal preferences and endemic species were found. They are partly endangered or at least vulnerable in Switzerland. The macroinvertebrate species assemblages of the springs show a high degree of individuality. However, looking at the species assemblages, springs at different sites or valleys differ significantly from each other. This underlines the importance of protected areas as sanctuaries for threatened species living in endangered habitats such as springs. Moreover, a protection of the springs outside of the SNP would be desirable