Software review is an effective and efficient way for detecting defects in software artifacts. To improve the effectiveness and the efficiency of software review, a variety of software review techniques have been developed. Furthermore, computer support has been used to facilitate the software review process. Accordingly, several software review tools have been developed. Although existing tools provide new solutions to support software review, in general they suffer from a number of shortcomings. In this study, a brief description about major software review techniques is given along with the summary of the process. Additionally, existing tools and their features are briefly explained and a comparison between them is done. This study focuses on the development of a Web based review tool that has a workflow definition capability in order to support every kind of software review processes.

World-wide, there has been a large increase in tertiary student numbers, not entirely matched by funding increases. Consequently, instructors are faced with large, diverse classes, and find themselves struggling to provide adequate assessment and prompt feedback, two quantities critical in an effective learning environment. Personal computers and the Internet can help solve this problem. The aim of this study was to develop, implement and validate a Web-based software package that, through providing practice and assessment opportunities, improved student learning and reduced marking and related mundane aspects of instructor workload. At the start of the study, such a package already existed in prototype form: OASIS (Online Assessment System with Integrated Study). As the study progressed, this software package was first fully rewritten and then repeatedly modified. OASIS delivers individualised tasks, marks student responses, supplies prompt feedback, and logs student activity. Staff can deliver sets of practice questions and assessments to students: assessments may involve different questions for different students, not just numerically different versions of the same questions. Given my role as teacher, the traditional research ideal of observing without affecting the research environment was both impossible and unconscionable. In particular, since preliminary evidence suggested that OASIS did enhance student learning, I could not adopt a ‘two groups’ approach to the research, with one group using OASIS while the other did not. Instead, an action research methodology was seen as most appropriate for my double role of teacher and researcher. / This methodology enabled me, in the light of my findings, to continuously modify the learning environment and enhance student learning. The action research proceeded through a spiral of one-semester cycles of planning, acting, observing and reflecting. To maximize rigour, the research ran through eight cycles over four years and involved considerable triangulation. OASIS itself collected much quantitative data. Further data were collected via interview, survey, email and informal discussion from three groups: current students, postgraduates and academics. My colleagues provided alternative perceptions and interpretations, as did Physics Department academics who were using OASIS, and an external academic who interviewed academics and investigated the implementation of OASIS. Perhaps surprisingly, academics had generally adopted OASIS to promote student learning rather than to decrease their own workloads. In some cases workloads were reduced; however, where OASIS assessments augmented rather than replaced existing traditional assessments, workloads actually went up slightly. All instructors who used OASIS reported enhanced student learning and wished to continue using it. Student surveys, interviews, focus-group discussions and informal feedback showed that students found the software easy to use and considered that it helped them improve their skills and understanding. OASIS questions were preferred over textbook questions. Students commonly requested OASIS to be available in more of their areas of study. In general students wanted hints or model answers though some argued against their provision. / The majority of students were enthusiastic about the use of OASIS for practice, and activity logs revealed that they did use OASIS extensively. These logs also revealed the motivating power of assessments: typically half the online practice activity took place in the last 36 hours prior to assessments. Interviews provided further interesting insights into the ways different students approached their studies and assessments. However, students did voice concerns about the validity of OASIS assignments, noting their peers could rely on the efforts of others to score highly in these. A number of steps were carried out in an attempt to defuse these concerns, including: disabling OASIS practice during assignments, basing assignments on previously unseen questions, and providing different assignment questions to different students. While this study has achieved the goal of developing, implementing and validating OASIS, many future opportunities exist. OASIS may be used in schools as well as universities. Non-numerical questions, where answers may be somewhere between right and wrong, are possible. OASIS can also be used to deliver concept inventories to students to support research into concept acquisition and retention.

Translational Biomedical Informatics (TBMI) is an emerging discipline expanding beyond traditional bioinformatics, with a focus on developing computational technologies for real-world biomedical practice. The goal of my Ph.D. research is to address a few key challenges in TBI, including: (1) the high quality and reproducibility required by medical applications when processing high throughput data, (2) the need for knowledge management solutions that allow molecular data to be handled and evaluated by researchers, regulators, and doctors collectively, (3) the need for near real-time, efficient access to decision-oriented visualizations of integrated data and data processing results, and (4) the need for an integrated solution that can evolve as medical consensus evolves, without requiring retraining, overhaul or replacement. This dissertation resulted in the development and adoption of concrete web-based application deliverables in regular use by bioinformaticians, clinicians, biologists and nanotechnologists. These include: the Chip Artifact Correction (caCORRECT) web site and grid services, the ArrayWiki community microarray repository, and the SimpleVisGrid visualization grid services (including eGOMiner, nanoDRIVE, PathwayVis and SphingoVisGrid).

Sensor Fusion for 3D data is a popular topic. Multisensor data combination enhance the qualities of each other while single sensor lacks accuracy. In this thesis, an evaluation platform for Multimodal 3D data from Kinect v2 and Microphone Array is designed and implemented by using ReactJS. In automotive industry and computer vision area, 3D detection and localization are widely used. Solutions of 3D detection and localization using different measurement systems are discussed in a large number of papers. Data Fusion systems are normally using ultrasound based, radio waves based, Time-of-Flight, structured light, stereo cameras and sound based sensors. All of these measurement systems might provide different 3D data models. And each system works fine separately. However, in some cases, multiple measurement systems need to work together. Their 3D data sets are different and could not be compared and combined directly. In order to simplify the design process of multiple measurement systems, this web based evaluation platform is focused on comparison and combination of 3D data sets from different coordinate systems. It provides a quick and easy development method between multiple measurement systems. In this thesis, an evaluation platform which based on Kinect v2 body detection and microphone array sound detection systems will be discussed. First an introduction about project overview is given. The second section of this paper deals with several project related technologies. The third section provides the concept of this project. The forth section describes development and implement detail. The next section is about data visualization and statistical analysis. Further the final results, evaluation and discussion are given.

Increasingly, client-server applications are implemented as web-based applications with user interfaces consisting entirely of web pages or equivalent renderings on other presentation channels (e.g. mobile or speech-based devices). However, the page-based medium and the stateless pull communication impose restrictions on the user interface that often manifest themselves in unsatisfactory dialog control, i.e. possibly severely diminished usability. We therefore present a Dialog Flow Notation that allows developers to encapsulate sequences of multiple dialog steps into reusable dialog modules that can be nested arbitrarily, and to specify different interaction patterns for different devices. The notation is complemented with a Dialog Control Framework that manages dialog flows on multiple channels, leaving only the tasks of implementing the device-independent application logic, designing the interface pages, and specifying the dialog flow to the developer.