Live programming is a style of development characterized by incremental change and immediate feedback. Instead of long edit-compile cycles, developers modify a running program by changing its source code, receiving immediate feedback as it instantly adapts in response. In this paper, we propose an approach to bridge the gap between running programs and textual domain-specific languages (DSLs). The first step of our approach consists of applying a novel model differencing algorithm, tmdiff, to the textual DSL code. By leveraging ordinary text differencing and origin tracking, tmdiff produces deltas defined in terms of the metamodel of a language. In the second step of our approach, the model deltas are applied at run time to update a running system, without having to restart it. Since the model deltas are derived from the static source code of the program, they are unaware of any run-time state maintained during model execution. We therefore propose a generic, dynamic patch architecture, rmpatch, which can be customized to cater for domain-specific state migration. We illustrate rmpatch in a case study of a live programming environment for a simple DSL implemented in Rascal for simultaneously defining and executing state machines.
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Introduction: A trauma resuscitation is dynamic and complex process in which failures could lead to serious adverse events. In several trauma centers, evaluation of trauma resuscitation is part of a hospital's quality assessment program. While video analysis is commonly used, some hospitals use live observations, mainly due to ethical and medicolegal concerns. The aim of this study was to compare the validity and reliability of video analysis and live observations to evaluate trauma resuscitations. Methods: In this prospective observational study, validity was assessed by comparing the observed adherence to 28 advanced trauma life support (ATLS) guideline related tasks by video analysis to life observations. Interobserver reliability was assessed by calculating the intra class coefficient of observed ATLS related tasks by live observations and video analysis. Results: Eleven simulated and thirteen real-life resuscitations were assessed. Overall, the percentage of observed ATLS related tasks performed during simulated resuscitations was 10.4% (P < 0.001) higher when the same resuscitations were analysed using video compared to live observations. During real-life resuscitations, 8.7% (p < 0.001) more ATLS related tasks were observed using video review compared to live observations. In absolute terms, a mean of 2.9 (during simulated resuscitations) respectively 2.5 (during actual resuscitations) ATLS-related tasks per resuscitation were not identified using live observers, that were observed through video analysis. The interobserver variability for observed ATLS related tasks was significantly higher using video analysis compared to live observations for both simulated (video analysis: ICC 0.97; 95% CI 0.97-0.98 vs. live observation: ICC 0.69; 95% CI 0.57-0.78) and real-life witnessed resuscitations (video analyse 0.99; 95% CI 0.99-1.00 vs live observers 0.86; 95% CI 0.83-0.89). Conclusion: Video analysis of trauma resuscitations may be more valid and reliable compared to evaluation by live observers. These outcomes may guide the debate to justify video review instead of live observations.
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We present the Stargazing Live! program comprising a planetarium experience and supporting lesson activities for pre-university physics education. The mobile planetarium aims to inspire and motivate learners using real telescope data during the experience. Learners then consolidate their learning by creating conceptual models in the DynaLearn software. During development of the program, content experts and stakeholders were consulted. Three conceptual model lesson activities have been created: star properties, star states and the fusion-gravity balance. The present paper evaluates the planetarium experience plus the star properties lesson activity in nine grade 11 and 12 classes across three secondary schools in the Netherlands. Learners are very positive about the planetarium experience, but they are less able to link the topics in the planetarium to the curriculum. The conceptual modelling activity improves the learners understanding of the causal relationship between the various stellar properties. Future work includes classroom testing of the star states and fusion-gravity balance lessons.
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Although basic features of journalism have remained the same over the last decades, the tasks journalists perform, the skills they need and the position they have within news organizations have changed dramatically. Usually the focus in the discourse on changes in journalism is on skills, especially on technical multi-media skills or research skills. In this paper we focus on changes in professional roles of journalists, arguing that these roles have changed fundamentally, leading to a new generation of journalists. We distinguish between different trends in journalism. Journalism has become more technical, ranging from editing video to programming. At the same time, many journalists are now more ‘harvesters’ and ‘managers’ of information and news instead of producers of news. Thirdly, journalists are expected to gather information from citizens and social media, and edit and moderate user-contributions as well. Lastly, many journalists are no longer employed by media but work as freelancers or independent entrepreneurs. We track these trends and provide a detailed description of developments with examples from job descriptions in the Netherlands.
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In the multi-billion dollar game industry, time to market limits the time developers have for improving games. Game designers and software engineers usually live on opposite sides of the fence, and both lose time when adjustments best understood by designers are implemented by engineers. Designers lack a common vocabulary for expressing gameplay, which hampers specification, communication and agreement. We aim to speed up the game development process by improving designer productivity and design quality. The language Machinations has introduced a graphical notation for expressing the rules of game economies that is close to a designer’s vocabulary. We present the language Micro- Machinations (MM) that details and formalizes the meaning of a significant subset of Machination’s language features and adds several new features most notably modularization. Next we describe MM Analysis in Rascal (MM AiR), a framework for analysis and simulation of MM models using the Rascal meta-programming language and the Spin model checker. Our approach shows that it is feasible to rapidly simulate game economies in early development stages and to separate concerns. Today’s meta-programming technology is a crucial enabler to achieve this.
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We found out that 25 % of our students came to study at the Electrical & Electronic Engineering department (E&E) because they were active (as a hobby) in music. Because of this the E&E department offers their students to work in video and audio themes in all projects of their education. From our inquiries we found out what students interests are and we use these interests for new project themes. The study has been changed in such a way that it is possible to have these project themes twice in every semester. Amongst them are, besides music, e.g. medical, sports, automotive and mechatronics. Other inquiries show that 47 % of our students choose for ICT because they are interested in computers or programming or do this for their hobby. Inspired by this the ICT department defined four new fields of interest: game design, management & security, mobile computing and life style. Both E&E and ICT connect the projects in their courses directly to industry and in this way students and lecturers are intensively involved in industry. From two surveys we learned that working this way is an excellent way to get students motivated and gives them drive and enjoyment in their study.
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Buildings with innovative technologies and architectural solutions are needed as a means of support for future nursing homes alongside adequate care services. This study investigated how various groups of stakeholders from healthcare and technology envision the nursing home of the future in the presumed perspective of residents, care professionals and technical staff. This qualitative study gathered data via ten simultaneous monodisciplinary focus group sessions with 95 professional stakeholders. The sessions yielded eight main themes: person and well-being; relatives and interaction; care technology; safety and security; interior design, architecture and the built environment; vision and knowledge; communication; and maintenance and operation. These themes can be used for programming future nursing homes, and for prioritising design and technological solutions. The views between the groups of stakeholders are to a large extent similar, and the personal needs of the residents are the most prominent factor for practice.
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This study investigates what pupils aged 10-12 can learn from working with robots, assuming that understanding robotics is a sign of technological literacy. We conducted cognitive and conceptual analysis to develop a frame of reference for determining pupils' understanding of robotics. Four perspectives were distinguished with increasing sophistication; psychological, technological, function, and controlled system. Using Lego Mindstorms NXT robots, as an example of a Direct Manipulation Environment, we developed and conducted a lesson plan to investigate pupils' reasoning patterns. There is ample evidence that pupils have little difficulty in understanding that robots are man-made technological and functional artifacts. Pupils' understanding of the controlled system concept, more specifically the complex sense-reason-act loop that is characteristic of robotics, can be fostered by means of problem solving tasks. The results are discussed with respect to pupils' developing technological literacy and the possibilities for teaching and learning in primary education.
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The shortage for ICT personal in the EU is large and expected to increase. The aim of this research is to contribute to a better understanding of the roles and competences needed, so that education curricula can be better aligned to evolving market demand by answering the research question: Which competence gaps do we need to bridge in order to meet the future need for sufficiently qualified personnel in the EU Software sector? In this research, a mixed method approach was executed in twelve European countries, to map the current and future needs for competences in the EU. The analyses shows changes in demand regarding technical skills, e.g. low-code and a stronger focus on soft skills like communication and critical thinking. Besides this, the research showed educational institutes would do well to develop their curricula in a practical way by integration of real live cases and work together with organizations.
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This article analyzes how a city can generate instrumental, intrinsic, and institutional value from its event-related networks and platforms, based on the Hieronymus Bosch 500 program in the Dutch city of ‘s-Hertogenbosch (Den Bosch). Interviews with key stakeholders traced program dynamics over more than a decade to reveal processes of network and platform development, encapsulated in a conceptual model of strategic value creation. The results indicate that networks served to generate flows of resources, while programming helped develop platforms for knowledge generation and dissemination, helping to focus attention on the city. The Bosch 500 Foundation managing the program played an effective role in developing and supporting networks, which in turn generated significant short-term instrumental and intrinsic value. However, the failure to establish a sustainable city-wide platform related to the Bosch program caused institutional value destruction, which many saw as a missed opportunity. The study of networks and platforms can benefit from a longitudinal approach as well as a broader, contextual view of event networks.
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