Metamodel-based model conformance and multiview consistency checking

Model-driven development, using languages such as UML and BON, often makes use of multiple diagrams (e.g., class and sequence diagrams) when modeling systems. These diagrams, presenting different views of a system of interest, may be inconsistent. A metamodel provides a unifying framework in which to ensure and check consistency, while at the same time providing the means to distinguish between valid and invalid models, that is, conformance. Two formal specifications of the metamodel for an object-oriented modeling language are presented, and it is shown how to use these specifications for model conformance and multiview consistency checking. Comparisons are made in terms of completeness and the level of automation each provide for checking multiview consistency and model conformance. The lessons learned from applying formal techniques to the problems of metamodeling, model conformance, and multiview consistency checking are summarized

Hydrodynamic suppression of soot emissions in laminar diffusion flames

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/77139/1/AIAA-23984-264.pd

Investigation of autism and GABA receptor subunit genes in multiple ethnic groups

Autism is a neurodevelopmental disorder of complex genetics, characterized by impairment in social interaction and communication, as well as repetitive behavior. Multiple lines of evidence, including alterations in levels of GABA and GABA receptors in autistic patients, indicate that the GABAergic system, which is responsible for synaptic inhibition in the adult brain, may be involved in autism. Previous studies in our lab indicated association of noncoding single nucleotide polymorphisms (SNPs) within a GABA receptor subunit gene on chromosome 4, GABRA4, and interaction between SNPs in GABRA4 and GABRB1 (also on chromosome 4), within Caucasian autism patients. Studies of genetic variation in African-American autism families are rare. Analysis of 557 Caucasian and an independent population of 54 African-American families with 35 SNPs within GABRB1 and GABRA4 strengthened the evidence for involvement of GABRA4 in autism risk in Caucasians (rs17599165, p=0.0015; rs1912960, p=0.0073; and rs17599416, p=0.0040) and gave evidence of significant association in African-Americans (rs2280073, p=0.0287 and rs16859788, p=0.0253). The GABRA4 and GABRB1 interaction was also confirmed in the Caucasian dataset (most significant pair, rs1912960 and rs2351299; p=0.004). Analysis of the subset of families with a positive history of seizure activity in at least one autism patient revealed no association to GABRA4; however, three SNPs within GABRB1 showed significant allelic association; rs2351299 (p=0.0163), rs4482737 (p=0.0339), and rs3832300 (p=0.0253). These results confirmed our earlier findings, indicating GABRA4 and GABRB1 as genes contributing to autism susceptibility, extending the effect to multiple ethnic groups and suggesting seizures as a stratifying phenotype

Mapping the CDIO Syllabus to the UNESO Key Competences for Sustainability

In this paper a framework of key competencies for sustainability defined by UNESCO is used\ua0to evaluate the relevance of the CDIO Syllabus for promoting engineering education for\ua0sustainable development. The evaluation is performed in two steps. First, topics, terms and\ua0concepts in the CDIO Syllabus that corresponds to the different UNESCO key competencies\ua0are identified. The second step is a qualitative discussion where areas of strong mapping are\ua0highlighted and aspects that could be better visualized or strengthened in, or added to, the\ua0Syllabus are identified. Differences in definitions of various concepts between the CDIO\ua0Syllabus and the UNESCO key competencies and the overall relation between the two\ua0frameworks are discussed. It is concluded that the CDIO Syllabus is rather well aligned with\ua0the UNESCO framework, however several opportunities (not to say needs) for strengthening\ua0the Syllabus in relation to the key competencies are identified. The UNESCO key\ua0competencies are found to be useful instruments for scrutinizing and updating the CDIO\ua0Syllabus. Other opportunities for knowledge and methods transfer between the Education for\ua0Sustainable Development (ESD) domain and the Engineering Education domain are\ua0identified. The paper is proposed to be used as basis for updating the CDIO Syllabus into a\ua0version 3.0 for maintaining its relevance in a changing world