The contraction and real estate business has played an important role for the national economic in these thirty years in Taiwan and it develops the relative business prosperously as well. After several high peak cycles the contraction and real estate business was treated as the high profit business but now it¡¦s not as well fortuned as the old days because of the impact of economy deflation and the over surplus of houses. According to the special localization characters and the growth of population to increase the supplied volume as usual, it remains the survivable space for the contraction enterprises. The winner will belong to the one who can be familiar with the market, to build the creative products and to execute the suitable marketing strategies. The main thesis is to discuss the marketing strategies for the contraction companies under the deflation economic environments and the research is used by the case study methodology to estimate how to use the advantages of marketing strategies to develop the contraction and the real estate business via interviewing the famous six companies in the southern area of Taiwan. The researches uses the SWOT analysis methodology to survey the main helpful elements such as the bosses are able to run his company by the strength ability, to improve his weakness, to grasp the opportunities fully, and to overcome the threat of the surroundings. The researcher uses the 4Ps elements, such as product, place, price and promotion to elements to analysis how to execute the marketing strategies effectively and efficiently. Under the marketing oriented, the thesis concludes how to define and mark the target market properly. The researcher, who is the owner of one of the contraction enterprises, really hopes to do the research to do something for the practical and learning science fields.

Fachhochschule (FH), Diplomarbeit--Trier, 2006. / Nebent.: SAP Web DYNPRO versus IBM Portlets.

Zugl.: Trier, Fachhochsch., Diplomarbeit, 2006

Although methodology use generally leads to fewer software defects and reductions in development time, the introduction of a formalized systems development methodology is often met with substantial resistance. Motivated by the purported benefits of methodology use, yet resistance to the introduction of a methodology, this study explains developer attitude toward using a formalized commercial methodology. An important variable for explaining attitude is perceived usefulness, defined as the degree to which using a methodology will enhance a developer's job performance. If, however, a benefit of using a methodology is different than increased job performance, then limiting the definition of perceived usefulness to beliefs surrounding job performance may provide an incomplete representation of what makes a methodology useful to developers. A methodology may be perceived as a rational process, used to achieve objectives such as increasing job performance or as a political process used to achieve objectives particular to one person or group. In order to determine what makes a methodology useful to developers, the perceived usefulness construct was expanded to include benefits of methodology use related toward achieving political objectives. In addition to broadening the perceived usefulness construct, this research also broke down perceived usefulness into its referent dimensions. Decomposing perceived usefulness provided a deeper understanding of what makes a methodology useful to developers and revealed the relative importance of each dimension of perceived usefulness. The study surveyed 120 developers. Partial least squares regression was used to test the antecedents of developer attitude as well as the hypothesized structure of perceived usefulness. Results indicate that developers will have more favorable attitudes toward methodologies they perceive as useful, easy to use, and consistent with the way they like to develop systems. Additionally, findings suggest that developers may find methodologies not only useful for achieving rational goals such as increasing system quality, raising productivity, and enhancing communication, but also useful for achieving political goals such as increasing career opportunities, showing others that professional development practices are being used, reducing anxiety, and defending against unreasonable user demands. / Ph. D.

Regular expressions (regexes) are a powerful mechanism for solving string-matching problems and are supported by all modern programming languages. While regular expressions are highly expressive, they are also often perceived to be highly complex and hard to read. While existing studies have focused on improving the readability of regular expressions, little is known about any other difficulties that developers face when programming with regular expressions. In this paper, we aim to provide a deeper understanding of the process of programming regular expressions by studying: (1) how developers make decisions through the process, (2) what difficulties they face, and (3) how aware they are about serious risks involved in programming regexes. We surveyed 158 professional developers from a diversity of backgrounds, and we conducted a series of interviews to learn more details about the difficulties and solutions that participants face in this process. This mixed methods approach revealed that some of the difficulties of regexes come in the shape of: inability to effectively search for them; fully validate them; and document them. Developers also reported cascading impacts of poor readability, lack of universal portability, and struggling with overall problem comprehension. The majority of our studied developers were unaware of critical security risks that can occur when using regexes, and those that were aware of potential problems felt that they lacked the ability to identify problematic regexes. Our findings provide multiple implications for future work, including development of semantic regex search engines for regex reuse, and improved input generators for regex validation. / Master of Science / Regular expressions (regexes) are a method to search for a set of matching text. They are easily understood as a way to flexibly search beyond exact matching and are frequently seen in the capacity of the find functionality of ctrl-f. Regexes are also very common in source code for a range of tasks including form validation, where a program needs to confirm that a user provided information that conformed to a specific structure, such as an email address. Despite being a widely supported programming feature, little is known about how developers go about creating regexes or what they struggle with when doing so. To gain a better understanding of how regexes are created and reused, we surveyed 158 professional developers from a diversity of backgrounds and experience levels about their processes and perceptions about regexes. As a followup to the survey we conducted a series of interviews focusing on the challenges faced by developers when tackling problems for which they felt that a regex was worth using. Through the combination of these studies, we developed a detailed understanding of how professional developers create regexes as well as many of the struggles that they face when doing so. These challenges come in the form of the inability to effectively search for, fully validate, and document regexes, as well as the cascading impacts of poor readability, lack of universal portability, and overall problem comprehension.

This thesis reports on a study designed to understand how learning theories fit in the practice of educational developers; specifically, developers’ conceptions of learning theories, their use of theories, and, finally, factors that influence the way learning theories shape developers’ practice. To investigate these questions, a qualitative study was undertaken with eleven Canadian university educational developers, all formally associated with a campus-wide teaching and learning centre. By taking an exploratory approach, while drawing upon learning theories and educational development literature, aspects of educational developers’ understanding and use of learning theories were highlighted. The findings showed that educational developers in this study: (i) conceptualize learning theories as lowercase ‘lt’ as opposed to uppercase ‘LT’, and (ii) define learning theories based on their prior disciplines. These practitioners didn’t associate learning theories with formal academic theories aimed at understanding a situation; instead they had formed their own synthesis of theories to help them perceive the characteristics of a particular situation. Also, the way the participants defined and conceptualized learning theories seemed to correspond to their prior disciplines and areas of study. Five definitions of learning theories were identified among educational developers: philosophy, language, educational-psychology, holistic, and neuroscience-based. In terms of how theories shape developers’ work, developers were categorized in three groups: (1) those who had a tendency to implicitly use learning theories –focusing more on practical explorations for achieving a desired outcome (seven in total); (2) developers who had a tendency to consciously use learning theories – taking more of a comprehensive approach by examining their assumptions and focusing on causes and effects that influence their practice (three in total); and, (3) one developer who had characteristics of both groups. Factors such as educational background, professional identities, and perceived audience readiness appeared to influence participants’ uses of learning theories. Seeing their work as part of a collective, and attending to the emotional needs of their audience also seemed to impact these practitioners’ work. Considering the limited research examining how educational developers conceptualize learning theories and the way theories inform their practice, this study contributes in generating discussions and future research in a community that continues to grow and situate itself within the higher education landscape.

This thesis reports on a study designed to understand how learning theories fit in the practice of educational developers; specifically, developers’ conceptions of learning theories, their use of theories, and, finally, factors that influence the way learning theories shape developers’ practice. To investigate these questions, a qualitative study was undertaken with eleven Canadian university educational developers, all formally associated with a campus-wide teaching and learning centre. By taking an exploratory approach, while drawing upon learning theories and educational development literature, aspects of educational developers’ understanding and use of learning theories were highlighted. The findings showed that educational developers in this study: (i) conceptualize learning theories as lowercase ‘lt’ as opposed to uppercase ‘LT’, and (ii) define learning theories based on their prior disciplines. These practitioners didn’t associate learning theories with formal academic theories aimed at understanding a situation; instead they had formed their own synthesis of theories to help them perceive the characteristics of a particular situation. Also, the way the participants defined and conceptualized learning theories seemed to correspond to their prior disciplines and areas of study. Five definitions of learning theories were identified among educational developers: philosophy, language, educational-psychology, holistic, and neuroscience-based. In terms of how theories shape developers’ work, developers were categorized in three groups: (1) those who had a tendency to implicitly use learning theories –focusing more on practical explorations for achieving a desired outcome (seven in total); (2) developers who had a tendency to consciously use learning theories – taking more of a comprehensive approach by examining their assumptions and focusing on causes and effects that influence their practice (three in total); and, (3) one developer who had characteristics of both groups. Factors such as educational background, professional identities, and perceived audience readiness appeared to influence participants’ uses of learning theories. Seeing their work as part of a collective, and attending to the emotional needs of their audience also seemed to impact these practitioners’ work. Considering the limited research examining how educational developers conceptualize learning theories and the way theories inform their practice, this study contributes in generating discussions and future research in a community that continues to grow and situate itself within the higher education landscape.

The theme of the thesis – The possibiities offinancing of developer project. The development project will be shortly described at the beginning of the thesis. In the practical part the external financing by a bank will be delt from two point sof views. (bank and developer). Then the author’s experience in a developer firm will be described. (project planning and clients‘ ganges). At the end of the thesis a finished project of 21 family houses in Podolí near Brno will be described.

The recent growth of the software industry has drawn attention to strategies aimed at improving collaboration within the development team. Shown to frequently encounter dilemmas associated with cross-disciplinary work are User Experience designers and software developers, whose effective collaboration are essential for the success of the development process. Design systems have evolved as a response to the demand for efficient collaboration as a collection of reusable patterns and documentation used to establish a common language within software development teams. The popularity of using design systems within software development projects has grown rapidly in recent years, but little research has yet been conducted on its usability in development work. The goal of this thesis is to study design systems from a developer perspective, and evaluate its ability to facilitate the collaboration within software development teams. By building upon previous work on developer experience, this study proposes a method for assessing design system usability from a developer perspective. In this study, participating software developers were tasked with implementing user interface design in code with the help of a design system, followed by interview questions based on the Cognitive Dimensions Framework. Thematic analysis was used to analyze the data. Results provide insights into design system usability and developer experience. Findings include aspects of design system usability in general, such as the importance of developers' autonomy and flexibility of the system, as well as implications from the tested method in particular, such as the relevance of context of implementation. The results implicated an inherent dilemma of approaching design system development through conventions and best practices rather than with a systems theory and systems thinking perspective. / Senaste tidens tillväxt inom mjukvaruutvecklingsindustrin har resulterat i ett ökat intresse för att effektivisera samarbetet inom utvecklingsteamet. Två yrkesgrupper som påvisats stöta på dilemman associerade med multidisciplinärt arbete är de som designar och utvecklar mjukvara, vars samarbete är avgörande för utvecklingsprocessens framgång. Designsystem har vuxit fram som ett svar på en ökad efterfrågan på effektivt samarbete som en samling återanvändbara mönster och dokumentation som syftar till att etablera en gemensam vokabulär och inom mjukvaruutvecklingsteam. Trots att användandet av designsystem inom mjukvaruutveckling har ökat under de senaste åren har inte mycket forskning gjorts på dess användbarhet i utvecklingsarbetet. Denna uppsats syftar till att studera designsystem från ett utvecklarperspektiv, och utvärdera dess förmåga att facilitera samarbetet inom mjukvaruutvecklingsteam. Genom att ta avstamp i tidigare forskning kring utvecklarupplevelse föreslår denna studie en metod för att bedöma användbarheten och utvecklarupplevelsen av ett designsystem. Deltagande mjukvaruutvecklare fick i denna studie i uppgift att implementera gränssnittsdesign i kod med hjälp av ett designsystem, följt av intervjufrågor baserade på ramverket för Cognitive Dimensions. Tematisk analys användes för att analysera data. Resultaten ger inblick i användbarhet och designsystem i allmänhet, så som vikten av utvecklarens autonomi och systemets flexibilitet, samt implikationer från det testade design systemet i synnerhet, så som implementationskontextens relevans. Resultaten antyder att det finns svårigheter med att närma sig mjukvaruutveckling med designsystem genom konventioner och god praxis snarare än med ett systemteoretiskt perspektiv.

The thesis discusses the theme “Financing development projects”. The first part deals with theoretical terms related to the issue. It also describes the process of activities related to the developer’s business. The second part is focused on a specific development project - Jundrovská administrative building, where the whole process of financing with own developer’s resources is explained and described. The third part is focused on proposal of other financing alternatives. This part specifies a bank loan as another possible form of financing a development project. The conclusion evaluates diversity of the development project process depending on the form of financing.