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393 research outputs found
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An Ecosystem Architecture for the Magnolia Programming Language
Full text linkWe describe our envisioned architecture for an ecosystem built around the Magnolia research programming language. The compiler for the language is built by interconnecting a core monolithic chunk with modular, extensible program transformations. "Plugins" are then constructed around a common input format, including composable program transformations|both at the syntactic and semantic level. This submission is a poster submission
Multi-Way Dataflow Specifications in Graphical User Interfaces
Full text linkMost of us interact with graphical user interfaces (GUIs) everyday. Still, GUIs are oftentimes wrong and buggy, almost to the extent that users know to expect problems; GUIs lack necessary functionality, get user interactions wrong, and can even end up in states where the user must resort to restart the application
Optimal Design of Wind Farm Collector System using a Novel Steiner Spanning Tree
Full text linkThis poster paper addresses the issue of optimal cable layout design of a wind farm collector system. The objective is to minimize the total cable length which is the sum of length of all the branches of the collector system tree. We propose a graph theoretic solution and propose improvements to cater to the constraints of wind farm collector system. The solution is based on minimum spanning tree algorithm to connect the wind turbines with the minimal trenching length. Thereafter, to further minimize the trenching length, we propose a novel Steiner tree algorithm which finds a minimal path to connect the wind turbines. Our algorithm solves the problem in polynomial time with time complexity O(V 2), since finding a minimum Steiner spanning tree is a NP-hard problem
Teachers' guides: isn't that what they should be?
Full text linkThis essay reflects on recent research and pedagogical interventions by international organisations working in low and middle income countries (LMICs), in relation to preparing teacher’s guides. In particular, it examines the rationales and implications of decisions made by some agencies and programmes that have sought to improve early grade learning in LMICs. At the heart of the essay is the wider question of how change happens within centralised education systems, which are typical in LMICs, and how external interventions might contribute better to the process of change.
The stimulus for writing this essay was in part the publication by the World Bank of a document advocating certain ways of preparing and evaluating teacher’s guides, and the Bank’s request for feedback1. At the same time, the experience of participating in several webinars during the pandemic made me more aware of widely different understandings of notions such as scripting for teachers. One presentation included a statement that ‘I prepared for this presentation by writing a script, so what’s wrong with providing scripts for teachers?’ On another occasion, a commentator referred to the need to provide scripts for teachers who are new to the idea of competency-based teaching, to which my instinctive response was: scripting for competency-based teaching would seem to be a contradiction in terms.
The essay discusses the role of scripting in lesson plans and teacher’s guides and suggests that the terms direct instruction, structured pedagogy and scripted lessons have – for some people – become almost synonymous, and that more precise language would be beneficial. The essay does not reject these terms or approaches, but argues for a more considered, consistent and nuanced use of the cited research and of the terms themselves.
At the end of the essay, some suggestions are proposed for an approach that recognises the need for teachers to contribute to the design of any educational intervention, and that teachers’ own decision-making should be provided for within any pedagogical intervention, as contrasted with approaches that assume that controlled inputs lead to controlled outcomes.
 
A Prototype Tool for Distinguishing Attacks and Technical Failures in Industrial Control Systems
Full text linkCritical Infrastructures (CIs) are governed by Industrial Control Systems (ICSs). Modern ICSs do not operate in isolation anymore, but they are connected to the Internet. This transformation introduced numerous advantages, however, there are a few drawbacks as well. Integration with the Internet has left ICS exposed to potential cyber-attacks. Additionally, ICSs could also encounter technical failures during operation. Consequently, it is crucial to distinguish between attacks and technical failures to initiate an appropriate response. There is a deficiency of robust technology to assist operators in distinguishing attacks and technical failures in an ICS environment. However, a framework is proposed to construct Bayesian Network (BN) models that would help to distinguish between attacks and technical failures for different observable problems in our previous work. There are tools available to implement such BN models, but these tools are not appropriate to use in an ICS environment. In order to address this limitation, this paper develops and demonstrates a prototype tool for swift identification of the major cause (Intentional Attack/Accidental Technical Failure) in case of an abnormal behaviour in a component of ICS.The proposed tool enables BN models to automatically update prior probabilities based on the historical data and/or expert knowledge corresponding to the application. The developed tool can be further evaluated and used to distinguish between attacks and technical failures during operation in CIs where ICSs are employed
Studiebarometeret på programnivå: effekt av vurderingsformer og obligatoriske øvinger?
Full text linkAvsluttende skriftlig eksamen er den dominerende vurderingsfor-men ved norske universiteter, særlig i tidligestudieår –gjerne i kombinasjon med obligatoriske øvinger. Dette gjelder også IT-studier, men deterbetydelig varia-sjon mellom studieprogrammer. Et interessant spørsmål er hvorvidt studenters fornøydhet påvirkes av variasjon i vurderingsformer. Denne artikkelen ser på den vektende sammensetningen av vurderingsformer for teknisk-naturvitenskapelige studieprogram ved NTNU og undersøker korrelasjon mellom dette og studenters tilfredshet med de ulike programmene i Studiebarometeret. Resultatene indikerer at studenter jevnt over er noe mer positive til programmer med variert bruk av vurderingsformer, men det er få av spørsmålene i Studiebarometeret hvor for-skjellen er signifikant. Særlig for obligatoriske øvinger er det likevel påfallende mange negative korrelasjoner med Studiebarometeret for 2020, som indikerer at dette er en praksis utdanningsinstitusjonene må tenke bedre gjennom. Problemet er ikke nødvendigvis obligatoriske aktiviteter som sådan, men den typiske måten disse gjøres på, hvor studentene får liten følelse av jobbrelevans, refleksjon og stimulering til nytenkning
Enhancing Learning and Collaboration in Organisations through In-house Crowdsourcing
Full text linkLearning and innovation are central to organisations’ development. Insights and innovative ideas occur to individuals. However, learning in organisations takes place at several levels which include individuals, groups, and the organisation itself. Thus, there is a need to enhance the transfer of insights, ideas, and concerns from individuals to groups and to the organisation. This paper explores the role of in-house crowdsourcing and the design of interactive technologies for organisational learning. We build upon our earlier work on the use of interactive technologies for organisational learning. The main research contribution of this work is the conceptualisation of in-house crowdsourcing scenarios to support the design and development of interactive technologies for organisational learning
