Global ETD Search

141	Mitteilungen des URZ 4/2004 Arnold,, Clauß,, Fischer,, Müller,, Richter,, Riedel,, Wegener,, Ziegler, 15 December 2004 (has links) (PDF) Nutzerinformationen des Universitätsrechenzentrums (sichere) PHP-Programmierung IP-Adressvergabe Installationsdienst Kerberos Nutzerforum des URZ S-Plus Service Pack 2 Systemadministration URZ-Veranstaltungsreihe Adobe-Lizenzen Adobe-Software CAD-Software IP-Adressen TU Chemnitz Datei-Upload Software-News ToSCa CFX ICEM ddc:004 ddc:050 Sicherheit Windows XP
142	Capturing JUnit Behavior into Static Programs : Static Testing Framework Siddiqui, Asher January 2010 (has links) In this research paper, it evaluates the benefits achievable from static testing framework by analyzing and transforming the JUnit3.8 source code and static execution of transformed code. Static structure enables us to analyze the code statically during creation and execution of test cases. The concept of research is by now well established in static analysis and testing development. The research approach is also increasingly affecting the static testing process and such research oriented work has proved particularly valuable for those of us who want to understand the reflective behavior of JUnit3.8 Framework. JUnit3.8 Framework uses Java Reflection API to invoke core functionality (test cases creation and execution) dynamically. However, Java Reflection API allows developers to access and modify structure and behavior of a program. Reflection provides flexible solution for creating test cases and controlling the execution of test cases. Java reflection helps to encapsulate test cases in a single object representing the test suite. It also helps to associate each test method with a test object. Where reflection is a powerful tool to perform potential operations, on the other hand, it limits static analysis. Static analysis tools often cannot work effectively with reflection. In order to avoid the reflection, Static Testing Framework provides a static platform to analyze the JUnit3.8 source code and transform it into non-reflective version that emulates the dynamic behavior of JUnit3.8. The transformed source code has possible leverage to replace reflection with static code and does same things in an execution environment of Static Testing Framework that reflection does in JUnit3.8. More besides, the transformed code also enables execution environment of Static Testing Framework to run test methods statically. In order to measure the degree of efficiency, the implemented tool is evaluated. The evaluation of Static Testing Framework draws results for different Java projects and these statistical data is compared with JUnit3.8 results to measure the effectiveness of Static Testing Framework. As a result of evaluation, STF can be used for static creation and execution of test cases up to JUnit3.8 where test cases are not creating within a test class and where real definition of constructors is not required. These problems can be dealt as future work by introducing a middle layer to execute test fixtures for each test method and by generating test classes as per real definition of constructors. JUnit3.8 Framework Test Case Test Object Test Method Reflection Test Fixture Test Suite Test Pack Dynamic Behavior Static Behavior Static Analysis Code Generation Environment Execution Environment Test Object Hierarchy Assertion Result Parameters Source Code Transformation Building Process Test Case Execution Potential Operations Java Reflection API Java Object Model Annotation Meta-Model Call Graph Reflection Resolution BDD Database Information Systems
143	Mitteilungen des URZ 4/2004 Arnold, Clauß, Fischer, Müller, Richter, Riedel, Wegener, Ziegler 13 December 2004 (has links) Nutzerinformationen des Universitätsrechenzentrums:A Toolbox for System Configuration and Administration (ToSCA) Sicheres Programmieren mit PHP (Teil 3) "Nutzerforum des URZ" - Neue Veranstaltungsreihe IP-Adressvergabe Windows XP Service Pack 2 - Erfahrungen im URZ Adobe-Rahmenvertrag Kurzinformationen Software-News info:eu-repo/classification/ddc/004 ddc:004 info:eu-repo/classification/ddc/050 ddc:050 Sicherheit; Windows XP CFX ICEM
144	Mitteilungen des URZ 4/2004 Arnold, Clauß, Fischer, Müller, Richter, Riedel, Wegener, Ziegler 15 December 2004 (has links) Nutzerinformationen des Universitätsrechenzentrums:A Toolbox for System Configuration and Administration (ToSCA) Sicheres Programmieren mit PHP (Teil 3) 'Nutzerforum des URZ' - Neue Veranstaltungsreihe IP-Adressvergabe Windows XP Service Pack 2 - Erfahrungen im URZ Adobe-Rahmenvertrag Kurzinformationen Software-News CFX ICEM info:eu-repo/classification/ddc/004 ddc:004 info:eu-repo/classification/ddc/050 ddc:050 Sicherheit; Windows XP
145	Teaching street children in a school context: some psychological and educational implications Harper, Michael Leigh 30 September 2003 (has links) This study investigated the psychological approach and the classroom methodology needed by an educator to teach street children effectively in a special school created for them. Street children with their psychological trauma, their independent, self-sufficient outlook and educational deprivation make their adaption to the methods and educational environment of mainstream schooling difficult. To meet the special educational, psychological and emotional needs of street children, Masupatsela School was started. The study was carried out in this school. The qualitative research methodology used an action research design which consisted of a reconnaissance phase and three cycles. Each cycle made use of a planning, implementation and evaluation phase. A general plan was formulated after the reconnaissance phase and revised after each cycle. The teaching was done by the researcher using four grades of street children ranging form grade 7 to grade 10. Because of their specific psychological makeup, street children, who have lacked close, comforting and trusting relationships and role models, require a classroom environment, atmosphere and a relationship with the educator which is supportive, caring, warm and firm. To achieve this a client centred approach was used based predominantly on the therapeutic principles of congruence, empathetic understanding and unconditional positive regard. The interaction with the children was based on openness, tolerance, the affirmation of others and honest firmness. The teaching methodology was an eclectic one which made use primarily of a cognitive teaching style which was introduced incrementally over the three cycles. The main components of this style consisted of cognitive questioning, cooperative learning and strategic reading for information. The results of the study showed that both the psychological and educational approach in the classroom to be very appropriate and successful. However the wider negative contextual influences such as the school organization, staffing and curriculum made the classroom strategies difficult to sustain. It is recommended that a programme using these educational and psychological approaches and incorporating functional literacy and numeracy, vocational skills, recreation and a therapeutic programme be incorporated when designing a programme for street children in a formal setting. / Psychology / D. Litt. et Phil. (Psychology) Unconditional positive regard Triangulation Teacher/learner relationship Student Centred Approach Street children Self-concept Resilience Research cycles Reconnaissance Reading for information strategy Qualitative Research Psychological and emotional trauma 'Pack' behaviour Mutual trust Learner behaviour Language for understanding Empathetic Egocentric Disadvantage Deprivation Cooperative Learning Congruency Cognitive Questioning Cognitive Teaching Style Classroom environment and atmosphere Classroom methodology Action Research 374.826945 Street children -- Education Action research in education Classroom management Teaching Teacher-student relationships
146	Teaching street children in a school context: some psychological and educational implications Harper, Michael Leigh 30 September 2003 (has links) This study investigated the psychological approach and the classroom methodology needed by an educator to teach street children effectively in a special school created for them. Street children with their psychological trauma, their independent, self-sufficient outlook and educational deprivation make their adaption to the methods and educational environment of mainstream schooling difficult. To meet the special educational, psychological and emotional needs of street children, Masupatsela School was started. The study was carried out in this school. The qualitative research methodology used an action research design which consisted of a reconnaissance phase and three cycles. Each cycle made use of a planning, implementation and evaluation phase. A general plan was formulated after the reconnaissance phase and revised after each cycle. The teaching was done by the researcher using four grades of street children ranging form grade 7 to grade 10. Because of their specific psychological makeup, street children, who have lacked close, comforting and trusting relationships and role models, require a classroom environment, atmosphere and a relationship with the educator which is supportive, caring, warm and firm. To achieve this a client centred approach was used based predominantly on the therapeutic principles of congruence, empathetic understanding and unconditional positive regard. The interaction with the children was based on openness, tolerance, the affirmation of others and honest firmness. The teaching methodology was an eclectic one which made use primarily of a cognitive teaching style which was introduced incrementally over the three cycles. The main components of this style consisted of cognitive questioning, cooperative learning and strategic reading for information. The results of the study showed that both the psychological and educational approach in the classroom to be very appropriate and successful. However the wider negative contextual influences such as the school organization, staffing and curriculum made the classroom strategies difficult to sustain. It is recommended that a programme using these educational and psychological approaches and incorporating functional literacy and numeracy, vocational skills, recreation and a therapeutic programme be incorporated when designing a programme for street children in a formal setting. / Psychology / D. Litt. et Phil. (Psychology) Unconditional positive regard Triangulation Teacher/learner relationship Student Centred Approach Street children Self-concept Resilience Research cycles Reconnaissance Reading for information strategy Qualitative Research Psychological and emotional trauma 'Pack' behaviour Mutual trust Learner behaviour Language for understanding Empathetic Egocentric Disadvantage Deprivation Cooperative Learning Congruency Cognitive Questioning Cognitive Teaching Style Classroom environment and atmosphere Classroom methodology Action Research 374.826945 Street children -- Education Action research in education Classroom management Teaching Teacher-student relationships

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