ITC/USA 2013 Conference Proceedings / The Forty-Ninth Annual International Telemetering Conference and Technical Exhibition / October 21-24, 2013 / Bally's Hotel & Convention Center, Las Vegas, NV / The desire to control an LRU and/or MIL-STD 1760 store via an independent 1553 stream on current weapon platforms created the need for the development of the BCT-302 1553 Test Bus Card. This solution solves the issues of integration without the need to perform an aircraft OFP change. The BCT- 302 is a customized MIL-STD-1553 card for use in Teletronics Technology Corporation, (TTC), Airborne Instrumentation Multiplexer (AIM) and High-Speed Avionics Data Acquisition Unit (HSAVDAU) products. The BCT-302 card consists of two redundant MIL-STD-1553 ports. Each port is independently configurable by the AIM/HSAVDAU host processor to function as a Bus Controller (BC), Remote Terminal (RT) or Bus Monitor (BM). The system is capable of cherry picking parameters from any 1553 bus and retransmitting assembled messages to a weapon and/or an LRU in a 1553 format. This paper describes the design requirements of the BCT card and how those requirements were met during an AIM-9X launch on an F-22.

Test Driven Development is a software technique which uses automated unit tests to drive software design and to force decoupling of dependencies. This report describes the pilot study that was conducted to understand Test Driven Development process and to evaluate its pros and cons before adopting it completely across the software team. The goal of the pilot study was to use TDD principles to build part of a real life software project - in particular, to completely implement 3 user stories - and to evaluate the resulting software. The main questions being discussed are - Is it feasible to adopt TDD in the development of a real life system with databases and UI? How easy is it to convert a user story into a set of unit tests? Can a set of unit tests adequately represent a user story or are requirements lost in translation? / text

published_or_final_version / Medical Sciences / Master / Master of Medical Sciences

published_or_final_version / Psychology / Master / Master of Philosophy

This research dealt with the use of oral individual testing as a teaching technique, as well as an evaluative tool. The research was also concerned with students' self-concept, nervous anxiety level, and attitude toward testing. The purpose was to increase student comprehension of content material, and through practice and feedback, raise students' self-concept and reduce his/her nervous anxiety. The four research hypotheses were: (1) there will be a difference in ability to take and pass tests and improve test scores; (2) there will be a difference in student attitude toward oral and written testing; (3) there will be a difference in student self-concept; and (4) there will be a difference in nervous anxiety level. All of these differences were shown over a two-semester span of the experiment. The sample consisted of 33 anatomy-physiology students enrolled in two sections taught by the researcher. Students within each of the experimental classes were assigned to two groups of equal numbers of students which alternated between written and oral testing throughout a two-semester sequence. Instruments used in this study included teacher constructed tests on the human anatomical and physiological systems. The format was identical for both oral and written testing on a particular system. Data were gathered on all test scores: medians, modes, means, and standard deviations were computed. Statistical data included a two-way analysis of variance, tukey HSD and Scheffe Post Hoc Tests, Reliability and Internal Consistency computer checks on teacher made tests, Likert attitudinal scales, and Taylor-Johnson Temperament Analysis. A researcher-student developed five-point Likert was used to measure student attitude toward oral and written tests. The Taylor-Johnson Temperament Analysis was used to gather pre and post data on self-concept and nervous anxiety levels. Individual student test score profiles showed change in ability to take and pass tests, as well as an improvement trend over the two-semester sequence. These were graphed by individual, and by class, for comparison. Statistical analysis showed significant differences in oral and written test scores, so post hoc tests were used to detect these differences. The analysis indicated students were able to improve test taking ability enough to change ranks within the class itself. Students consistently scored higher on oral ests than on written tests of identical format. Reliability and internal consistency checks on teacher made tests showed .95 and .97 consistency on oral and written tests, respectively. Likert scales showed data strongly supporting a student preference for oral testing. This preference included the ability to better tell what they knew; the ability to verbalize, hear and elaborate. Taylor-Johnson Temperament Analysis, pre and post testing, showed a significant rise in self-concept and a decrease in nervous anxiety level over the research time span. Interpretation of the data led to the rejection of the four null hypotheses and to the acceptance of the four research or alternative hypotheses. Repetition of this research using larger numbers of students in different subjects, and by different teachers in a variety of grade levels, would increase the viability of these data and challenge others to try oral individual testing as an alternative method of testing. This, then, would serve as a learning tool for the student as well as an evaluative tool for the teacher.

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Aktuell forskning inom social kognition tyder på att såväl fördomar som diskriminering kan befinna sig på implicit, det vill säga omedveten och automatisk nivå (Greenwald & Banaji,1995). Om lärare har implicita fördomar gentemot invandrarelever finns det därför risk för att de omedvetet diskriminerar dessa. Med anledning av detta undersöktes med hjälp av Implicit Association Test (Greenwald et al., 1998) 52 lärarstudenters implicita attityder gentemot invandrarelever. Dessutom undersöktes lärarstudenters explicita attityder gentemot samma grupp. Resultaten visade att en stor majoritet (79 %) av lärarstudenterna hade negativa attityder gentemot invandrarelever på implicit nivå, medan endast en dryg tredjedel uttryckte detta explicit. Det fanns dessutom ingen statistisk signifikant korrelation mellan de explicita och implicita måtten. Även om denna diskrepans kan bero på att deltagarna ville dölja sina negativa attityder gentemot invandrarelever, finns det anledning att tro att många lärarstudenter har implicita attityder som de inte är fullt medvetna om och som kan ligga till grund för omedveten diskriminering av invandrarelever.

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