Failure of metallic structures operating under shock loading is a common occurrence in engineering applications. It is difficult to estimate the response of complicated systems analytically, due to structure&rsquo / s dynamic characteristics and varying loadings. Therefore, experimental, numerical or a combination of both methods are used for evaluations. The experimental analysis of the shocks due to firing is done for 12.7mm Gatling gun and 25mm cannon. During the tests, the Gatling gun and the cannon are located on military Stabilized Machine Gun Platform and Stabilized Cannon Platform respectively. For the firing tests, ICP (integrated circuit piezoelectric) accelerometers are attached to obtain the loading history for corresponding points. Shock Response Spectrum (SRS) analysis (nCode Glypworks) is done to define the equivalent shock profiles created on test pieces and the mount of 25mm cannon by means of the gun and the cannon firing. Transient shock analysis of the test pieces and the mount are done by applying the obtained shock profiles on the parts in a finite element model (ANSYS). Furthermore, experimental stress analysis due to shock loading is performed for two different types of material and different thicknesses of the test pieces. The input data for the analysis is obtained through measurements from strain rosette precisely located at the critical location of the test pieces. As a result of the thesis, a proposal is tried to be introduced where strain energy density theory is applied to predict the shock failure at military structures.

Systems development projects and their documents are more or less standardized and can mainly be applied on systems that are supposed to be built from scratch, or updated. In pace with the number of IT-systems are increasing worldwide there is no need for every organization to build their own IT-system. Nowadays it is also possible to purchase licenses which allow the purchaser to modify or add functions to the system. Along with those changes, there have been an increased amount of “rapid development methods” such as Agile and “Quick and Dirty” solutions, but these methods and perspectives are mainly focusing on entire systems development processes, as the old ones, but quicker. If a company purchases an off-the-shelf system with source code available, there is no real need to go through a proper systems development process. During interviews with a small company that has acquired a system as mentioned above, the researcher realized that only one single document is needed, the requirements specification. Today’s requirements specifications can be either well detailed or less, but a project still needs the details specified. Combining a known agile development process with IEEE’s standardized requirements specification, a new way to proceed with projects based on one single document (the requirements specification) has been made. This document also has a focus on simplicity for the inexperienced readers, but with the depth that every developer has got a use for.

In software engineering the requirements validation has very core importance. The requirements validation very helpful to judge that software requirements specification (SRS) is complete and free of bugs. The requirements validation is a assurance that the software requirements document is free of unwanted requirements and completely consistent. In order to remove inconsistency, detect defects and make the software requirements document fully functional the requirements validation is key factor. All possible requirements validation techniques available in academia such requirements reviews , requirements prototyping, requirements testing and viewpoint-oriented requirements validation are explained properly in this thesis report. In a very readable and understandable way the thesis presents all pros and cons of these requirements validation techniques practiced in different software companies in Sweden and available in academia. This report explains all possible advantages and issues related with these RVTs. In order to judge the best performance of these RVTs and to make their comparison I used a proper channel. I have designed a very effective survey questionnaire with the help of my colleges and literature review. To make creative comparison I conduct interviews and send survey questionnaire to different people working in requirements engineering departments in different software industries in Sweden. Finally the satisfaction levels of different software industries with these requirements validation techniques presents in this thesis report. These variables such as defect detection, time and cost are used to measure the satisfaction levels. / I Software Engineering kraven validering har en mycket central betydelse. Den kravvalidering very helpful att bedöma att Kravspecifikation (SRS) är klar och felfria. Kraven validering är en garanti för att programvaran kravdokument är fri från oönskade krav och helt konsekvent. För att undanröja inkonsekvens, upptäcka brister och göra programvaran kravdokument fullt funktionella kraven validering är viktig faktor. Alla möjliga kravvalidering tekniker inom den akademiska sådana krav recensioner, krav prototyper, provning och synpunkt-orienterade kravvalidering förklaras ordentligt i denna avhandling rapport. I ett mycket lättläst och begripligt sätt avhandling presenterar alla fördelar och nackdelar med dessa krav validera metoder praktiseras i olika mjukvaruföretag i Sverige och finns i den akademiska världen. Denna rapport förklarar alla möjliga fördelar och frågor kring dessa RVTs. För att bedöma de bästa resultaten i dessa RVTs och göra en jämförelse av dem använde jag en riktig kanal. Jag har skapat en mycket effektiv frågeformulär med hjälp av min högskolor och litteraturgenomgång. Skapa kreativa jämförelse jag intervjua och skicka frågeformuläret till olika personer som arbetar inom tekniska kraven för dessa avdelningar i olika programvaruföretag i Sverige. Slutligen tillfredsställande nivåer av olika programvaruföretag med dessa krav validering teknik presenteras i denna avhandling rapport. Dessa variabler såsom Upptäcka, tid och kostnader används för att mäta tillfredsställande nivåer. / Author: Latif Hussain Sulehri E-mail: latifsulehry@hotmail.com Phone: +46 704 917 140

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No description available.

Scientific Computing (SC) software has significant societal impact due to its application in safety related domains, such as nuclear, aerospace, military, and medicine. Unfortunately, recent research has shown that SC software does not always achieve the desired software qualities, like maintainability, reusability, and reproducibility. Software Engineering (SE) practices have been shown to improve software qualities, but SC developers, who are often the scientists themselves, often fail to adopt SE practices because of the time commitment. To promote the application of SE in SC, we conducted a case study in which we developed new SC software. The software, we developed will be used in predicting the nature of solidification in a casting process to facilitate the reduction of expensive defects in parts. During the development process, we adopted SE practices and involved the scientists from the beginning. We interviewed the scientists before and after software development, to assess their attitude towards SE for SC. The interviews revealed a positive response towards SE for SC. In the post development interview, scientists had a change in their attitudes towards SE for SC and were willing to adopt all the SE approaches that we followed. However, when it comes to producing software artifacts, they felt overburdened and wanted more tools to reduce the time commitment and to reduce complexity. While contrasting our experience with the currently held perceptions of scientific software development, we had the following observations: a) Observations that agree with the existing literature: i) working on something that the scientists are interested in is not enough to promote SE practices, ii) maintainability is a secondary consideration for scientific partners, iii) scientists are hesitant to learn SE practices, iv) verification and validation are challenging in SC, v) scientists naturally follow agile methodologies, vi) common ground for communication has always been a problem, vii) an interdisciplinary team is essential, viii) scientists tend to choose programming language based on their familiarity, ix) scientists prefer to use plots to visualize, verify and understand their science, x) early identification of test cases is advantageous, xi) scientists have a positive attitude toward issue trackers, xii) SC software should be designed for change, xiii) faking a rational design process for documentation is advisable for SC, xiv) Scientists prefer informal, collegial knowledge transfer, to reading documentation, b) Observations that disagree with the existing literature: i) When unexpected results were obtained, our scientists chose to change the numerical algorithms, rather than question their scientific theories, ii) Documentation of up-front requirements is feasible for SC We present the requirement specification and design documentation for our software as an evidence that with proper abstraction and application of “faked rational design process”, it is possible to document up-front requirements and improve quality. / Thesis / Master of Science (MSc)

As digitalization continues to advance, digital tools have become omnipresent in the classroom, and Student Response Systems (SRSs) have emerged as a valuable tool for teachers. However, the added value and efficacy of integrating gamified SRSs, compared to non-gamified SRSs, in the classroom has yet to be fully explored. Furthermore, little attention has been paid to non-gamified SRSs. The present study examines how a gamified learning environment in SRSs impacts vocabulary acquisition compared to a non-gamified learning environment. To analyze this effect, a quantitative study was designed using statistical analyses such as the Shapiro-Wilk test, the Friedman test and the Wilcoxon signed-rank test. SRSs, namely Gimkit and Socrative, were selected to measure vocabulary acquisition. A total of 61 high school students studying English were enrolled in this study. Eighteen target words have been picked from two different vocabulary books designed to help students reach the C1 level in English. The selected words have all been identified as adjectives. The students were split into two class-based groups, and each was assigned a SRS to use for two 20-minute study sessions, happening at an interval of three days. To measure the effect of the two SRSs on vocabulary acquisition, three tests were conducted over three weeks. The students took a pre-test, an immediate post-test after the second study session, and a final delayed post-test two weeks later. The statistical analysis and the results of the three tests measuring vocabulary acquisition revealed a statistically significant improvement in vocabulary test scores for both groups in the short- and long-term. However, no statistical significance was shown for the test scores between the two groups: gamified and non-gamified learning environments. Hence, a gamified learning environment using SRSs was shown to have no statistical significance on vocabulary learning and retention compared to a non-gamified one. While digital tools are widely embraced, this study suggests that gamified SRSs, compared to non-gamified SRSs, may not offer a significant advantage in terms of vocabulary acquisition and retention. It is, therefore, important for the teachers to get to know their students and find the type of SRSs that suit their learning style best. Further studies could investigate the impact of gamified and non-gamified SRS on the students’ vocabulary acquisition and motivation over a school year to understand the effects better.

Abstract Background: There is wide variability in the phenotypic manifestation of autism spectrum disorder (ASD). Recognizing autistic traits behind socio-emotional and adaptive problems in children with normal cognitive level can therefore be challenging. Aims and methods: The purpose of this study was to find tools for recognition of autism traits for clinicians working in primary/secondary settings. Two internationally used and empirically valid quantitative screeners, the Autism Spectrum Screening Questionnaire (ASSQ) and the Social Responsiveness Scale (SRS), were translated into Finnish and evaluated among high-functioning elementary school-aged children. An epidemiological target population of 8-year-old children (N=4,408) including 28 children with ASD was rated by parents and teachers using the ASSQ in order to assess cut-off scores for the Finnish ASSQ, and sensory abnormalities (SA) were determined in order to estimate the prevalence of SAs, and to investigate associations between sensory-perceptual problems and quantitative autism traits (QAT). The SRS was evaluated in a clinical ASD case (N=44)-control (N=44) study. It was also studied whether QAT of family members were associated with child QAT using the SRS. Results: Collecting parent and teacher ASSQ ratings and a cut-off of summed 30 points are recommended for ASD diagnostic assessments. The Finnish SRS was able to differentiate children with ASD from a normative child sample. The prevalence of SAs was 8% in the general population and 54% in the ASD sample. Tactile, auditory and olfactory hypersensitivities were associated with an elevated risk for an ASD diagnosis and auditory hypersensitivity explained the variance in the ASSQ scores among the ASD sample. In the normative sample, mother-child SRS QAT were more strongly associated, whereas in the ASD sample, a stronger positive correlation was found between father and child SRS QAT. Conclusions: In ASSQ screening, it is essential to collect both parent and teacher assessments. The SRS offers valuable information for determining the focal points of rehabilitation and evaluating treatment outcome. The SAs of the child as well as high QAT levels of male family members are indicators of an elevated risk for ASD. / Tiivistelmä Tausta: Autismikirjon häiriön kliininen oirekuva vaihtelee henkilöstä toiseen. Tästä johtuen autististen piirteiden tunnistaminen lapsen sosioemotionaalisten ja sopeutumisvaikeuksien taustalta voi olla haasteellista. Tavoitteet ja menetelmät: Tutkimuksen tarkoituksena oli etsiä kognitiivisesti hyvätasoisten peruskouluikäisten parissa työskenteleville kliinikoille apukeinoja autististen piirteiden tunnistamiseen. Kaksi kansainvälisesti käytettyä seulontamittaria, Autismikirjon seulontalomake (ASSQ) ja Sosiaalisen vastavuoroisuuden arviointiasteikko (SRS), käännettiin suomeksi ja niiden psykometrisiä ominaisuuksia arvioitiin. Lisäksi tutkittiin, olivatko aistipoikkeavuudet tai vanhempien autistismipiirteisyys yhteydessä peruskouluikäisen lapsen autismipiirteisyyteen. Vanhemmat ja opettaja täyttivät ASSQ:n 8-vuotiaista epidemiologisen kohderyhmän lapsista (N=4408), joista 28:lla oli autismikirjon häiriö, ja kohderyhmän lasten aistipoikkeavuudet kartoitettiin. ASSQ:n seulontarajat sekä aistipoikkeavuuksien esiintyvyys ja yhteys autismipiirteisyyteen määritettiin. SRS evaluoitiin ja perheen sisäisen autismipiirteisyyden vertailu tehtiin kliinisessä autismikirjo (N=44)-verrokki (N=44)-aineistossa. Tulokset: Vanhempien ja opettajan ASSQ-arviointien yhteenlaskettu pistemäärä 30 oli parhaiten toimiva seulontaraja autismikirjon häiriön diagnostisia tutkimuksia varten. SRS erotteli autismikirjon lapset normiaineistosta. Aistipoikkeavuuksien esiintyvyys kokonaisväestössä oli 8 % ja autismikirjon lapsilla 54 %. Tunto-, kuulo- ja hajuyliherkkyys olivat yhteydessä kohonneeseen autismikirjon häiriön riskiin ja kuuloyliherkkyys selitti autismipiirteisyyden vaihtelua autismikirjon lapsilla. Normiaineistossa lapsen ja äidin autismipiirteisyys olivat vahvemmin yhteydessä toisiinsa, kun taas autismikirjon lasten perheissä lapsen ja isän autismipiirteisyys olivat vahvemmin yhteydessä toisiinsa. Päätelmät: ASSQ-arvioinnissa on ensiarvoisen tärkeää kerätä tietoa lapsen käyttäytymisestä sekä koti- että kouluympäristöstä. SRS on käyttökelpoinen määriteltäessä kuntoutuksen painopistealueita ja kartoitettaessa sen vaikuttavuutta. Lapsen aistipoikkeavuudet sekä hänen miespuolisten perheenjäsentensä vahva autismipiirteisyys viittaavat autismikirjon häiriön mahdollisuuteen.

Information and communication technologies have changed the traditional concept of education and improved existing educational methods. Student Response System is a new teaching system that combines technology and education. Student Response System encourages immediate feedback on teaching content, which not only improves student engagement, learning, and satisfaction but also enhances their understanding of course materials. The purpose of this paper is to study the reasons and motivations that affecting the use of SRS also the challenges that are faced by teachers from technology faculty at Linnaeus University. In this study, a qualitative research method is used to conduct a semi-structured interview with eight teachers who have the experience of using the Student Response System and collect data as well. Data analysis and identification of three major themes based onresearch questions and related literature. According to the interview results, the reasons why teachers use such a system is that it can promote students' participation, learning and provide timely feedback, but they still face problems such as insufficient software functions, network instability, teaching time constraints. The study may provide suggestions for improving teaching methods and help other Swedish universities and departments to use SRS better.Also software designers can get some advice.

Depuis quelques années, nous assistons à une augmentation soutenue de la demande en puissance des sources optiques. L'introduction des fibres à double gaine dopées Er3+/Yb3+ dans la conception des lasers et des amplificateurs a permis l'obtention de puissances très élevées, impossibles à imaginer quelques années auparavant. L'évolution de cette technologie, conçue en principe pour des systèmes télécom, permet d'envisager de nombreuses applications dans d'autres secteurs tels que le médical, la découpe laser, le marquage, le lidar, le perçage, le soudage, ou le traitement de surface, entre autres. Du fait des fortes puissances mises en jeu dans de tels composants, l'apparition des effets non linéaires devient incontournable. Les effets non linéaires sont à l'origine d'interférences ou de distorsions qui dégradent considérablement les signaux. La compréhension de ces effets devient donc indispensable dans l'optique de trouver des règles d'ingénierie aidant à les minimiser lors de la conception de nouveaux composants. Ce mémoire présente une contribution, à la fois théorique et expérimentale, à l'étude des effets non linéaires dans les lasers et amplificateurs de puissance à fibre double gaine dopée Er3+/Yb3+, portant plus particulièrement sur l'automodulation de phase et la diffusion Brillouin stimulée. L'automodulation de phase a été traitée dans le cas des impulsions d'une durée inférieure à 4 ps. Après une mise en évidence expérimentale, un outil de simulation a été créé à l'aide de l'équation de Schrödinger non linéaire avec gain. Afin d'obtenir des impulsions de puissance supérieure à celle imposée par l'automodulation de phase, un système d'amplification d'impulsions utilisant l'architecture CPA ('Chirped Pulse Amplification') a été mis en place, permettant l'obtention d'impulsions de 450 fs avec une puissance crête supérieure à 35 kW. Dans le cas des impulsions larges -d'une durée supérieure à 10 ns-, la puissance maximum de sortie est limitée par un autre effet: la diffusion Brillouin stimulée. Cet effet a également été mis en évidence de façon expérimentale, puis modélisé à l'aide d'un système de cinq équations couplées. Comme dans le cas de l'automodulation de phase, un outil de simulation a aussi été créé. D'autres effets, tels que la diffusion Raman stimulée ou l'amplification paramétrique ont également été étudiés de façon expérimentale.