19200 research outputs found
Sort by
Using MDE to support sustainable re-engineering
Get PDFRe-engineering of legacy software systems is widely used to improve the maintainability of such systems, by migrating them to modernised platforms and environments. With increasing concern over the climate change impact of ICT, there is also a need to consider the energy use of legacy systems, and to identify and remove energy use flaws as part of a re-engineering process. In this paper we describe how energy use analysis and improvement can be carried out at the software model level within a model-driven re-engineering (MDRE) process. Our results show that significant improvements in the energy efficiency of re-engineered applications can be achieved. Additionally, we show that the energy efficiency of the MDRE process itself can be improved.<br/
Conclusion
No full textThis concluding chapter sums up the main findings of each chapter, followed by a synthesized summary of important findings across the book chapters, a reflective discussion of strengths and weaknesses of the book project in terms of focus and methodological aspects, and concluded with implications for research, practice and policy making in relation to understanding and supporting young children’s identities, holistic learning and wellbeing in the 21st century
A Meta-Analysis of Urban Green Infrastructure: Impacts on Sustainability and Wellbeing
Get PDFThis working paper explores the impact of Urban Green Infrastructure (UGI) on environmental sustainability and human wellbeing, an area that is gaining increasing attention in urban studies. It discusses the context of UGI and summarises research evidence related to the cultural benefits and wellbeing impacts of green spaces in urban environments. Using meta data and synthesis of existing literature, we present an understanding of UGI’s role in urban living, particularly focusing on how interconnected green networks can enhance accessibility and ensure equitable distribution of health and social benefits. We demonstrate the socially constructed nature of UGI and highlight the interplay between environmental, social, and economic factors in its successful implementation. Central to our contribution is the recognition that UGI provides significant cultural and wellbeing benefits that can transform urban life. We conclude by offering implications for urban planning practices and policy, as well as suggesting directions for future research in the field of green infrastructure
Developing Pre-Service Teachers’ Pedagogical Content Knowledge for Reading for Pleasure: What Is Missing? What Next?
No full textAbstract: Across the UK, Reading for Pleasure (RfP) is included in national curricula, yetchildren’s engagement as readers appears to be declining. Equipping pre-service teacherswith the knowledge to develop RfP pedagogy in their classrooms is vital. Previous studieshave identified knowledge of diverse children’s literature as central to RfP pedagogy.However, data indicate that teachers and pre-service teachers rely on a narrow childhoodcanon. Furthermore, in initial teacher training (ITT), developing teachers’ knowledge ofchildren’s literature may be limited to an optional specialism. This study offers a startingpoint for ITT provision that develops pedagogical content knowledge for RfP. A total of595 pre-service teachers’ questionnaire responses from 10 UK universities are reportedabout their expectations of RfP pedagogy and knowledge of children’s literature. Datashowed their limited knowledge of children’s authors and illustrators and highlightedstriking gaps in their understanding of RfP pedagogy with little difference between studentteachers who read regularly or those who rarely read in their free time. Recommendationsfor new initiatives to address identified gaps in pre-service teachers’ pedagogical contentknowledge for RfP are discussed
Cross-Project Multiclass Classification of EARS-Based Functional Requirements Utilizing Natural Language Processing, Machine Learning, and Deep Learning
No full textSoftware requirements are primarily classified into functional and non-functional requirements. While research has explored automated multiclass classification of non-functional requirements, functional requirements remain largely unexplored. This study addressed that gap by introducing a comprehensive dataset comprising 9529 functional requirements from 315 diverse projects. The requirements are classified into five categories: ubiquitous, event-driven, state-driven, unwanted behavior, and optional capabilities. Natural Language Processing (NLP), machine learning (ML), and deep learning (DL) techniques are employed to enable automated classification. All software requirements underwent several procedures, including normalization and feature extraction techniques such as TF-IDF. A series of Machine learning (ML) and deep learning (DL) experiments were conducted to classify subcategories of functional requirements. Among the trained models, the convolutional neural network achieved the highest performance, with an accuracy of 93, followed by the long short-term memory network with an accuracy of 92, outperforming traditional decision-tree-based methods. This work offers a foundation for precise requirement classification tools by providing both the dataset and an automated classification approach
Educational Leadership and Critical Realism
No full textAdopting a critical realist approach to educational leadership, this book shows how applied theory can contribute to the development of mechanisms allowing for the effective leadership of organisations. Through an examination of pertinent theories and debates in educational leadership and critical realist thought, it moves to offer demonstrations of practical uses of critical realism that include the transformation of reflective practice, the development and practice of leadership, and the formulation as well as the enactment of policy. Considering the role that realist thought can play in the resolution of educational crises in sub-Saharan Africa and bridging the gap between research and practice, the authors argue that change is possible and that it can be initiated from within the field of educational leadership. Centred on a vision of social justice for human flourishing instead of operating within narrow and mechanistic pre-occupations, Educational Leadership and Critical Realism will appeal to scholars across the social sciences, as well as to practitioners and policy-makers in the field of education
Examining the influence of Islamic work ethics, organizational politics, and supervisor-initiated workplace incivility on employee deviant behaviors
No full textA comparison of patients' preferences for psychotherapy with psychotherapists' preferences for delivering psychotherapy in China
Get PDF©2025, American Psychological Association. This is an author produced version of a paper published in Psychotherapy, uploaded in accordance with the publisher’s self- archiving policy. The final published version (version of record) is available online at the link. Some minor differences between this version and the final published version may remain. We suggest you refer to the final published version should you wish to cite from it. Despite the evidence indicating that accommodating preferences leads to better outcomes, we currently know very little about what psychotherapists prefer to deliver and whether this matches patient preferences. This research aimed to understand the degree of mismatching between patients' preferences in psychotherapy and psychotherapists' preferred psychotherapy delivery in Chinese clinical contexts. We utilized three samples from two different Chinese clinical contexts. Study 1 consisted of two independent samples of patients ( N = 301) and psychotherapists ( N = 1,054). The Cooper-Norcross Inventory of Preferences patient and therapist versions were administered to assess preferences. In Study 2, a paired patient-psychotherapist sample ( N psychotherapists = 155, N patients = 3,060) was used to replicate Study 1 findings. Results from both studies indicated two significant areas of mismatch. First, psychotherapists had a stronger preference for their patients to take the lead in psychotherapy when compared with lay patients ( d = 0.74∼0.82). Second, psychotherapists showed a stronger preference for emotional intensity than patients ( d = 0.57∼0.62). These differences were relatively consistent across psychotherapists' theoretical orientations and personal psychotherapy experiences, with some variation linked to psychotherapists' clinical experience. Psychotherapists' preferred delivery styles, as compared with patients' actual preferences, are consistent with psychotherapists' own preferences (as patients) and may reflect a false consensus bias. (PsycInfo Database Record (c) 2025 APA, all rights reserved). </p