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.
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.
This thesis contextualises the portfolio of relevant works that Than van Nispen created during the period of his Master of Music studies from 2014 to 2016.The projects described involve interactive live instrumental music, which is the subject of the thesis, and the interactive music is mainly based on video-game music methods. The projects that do not have an interactive system for the music at least have a set of rules for play and interaction for, or with the music.A focus of this Master of Music studies is the exploration of solutions for interactive music, based on game music methods, with the use of traditional music notation.
The pressure on the European health care system is increasing considerably: more elderly people and patients with chronic diseases in need of (rehabilitation) care, a diminishing work force and health care costs continuing to rise. Several measures to counteract this are proposed, such as reduction of the length of stay in hospitals or rehabilitation centres by improving interprofessional and person-centred collaboration between health and social care professionals. Although there is a lot of attention for interprofessional education and collaborative practice (IPECP), the consortium senses a gap between competence levels of future professionals and the levels needed in rehabilitation practice. Therefore, the transfer from tertiary education to practice concerning IPECP in rehabilitation is the central theme of the project. Regional bonds between higher education institutions and rehabilitation centres will be strengthened in order to align IPECP. On the one hand we deliver a set of basic and advanced modules on functioning according to the WHO’s International Classification of Functioning, Disability and Health and a set of (assessment) tools on interprofessional skills training. Also, applications of this theory in promising approaches, both in education and in rehabilitation practice, are regionally being piloted and adapted for use in other regions. Field visits by professionals from practice to exchange experiences is included in this work package. We aim to deliver a range of learning materials, from modules on theory to guidelines on how to set up and run a student-run interprofessional learning ward in a rehabilitation centre. All tested outputs will be published on the INPRO-website and made available to be implemented in the core curricula in tertiary education and for lifelong learning in health care practice. This will ultimately contribute to improve functioning and health outcomes and quality of life of patients in rehabilitation centres and beyond.
In de lerarenopleiding wordt aandacht besteed aan het ontwikkelen van pedagogisch handelen waarbij aangesloten wordt bij de ‘bekwaamheidseisen voor leraren basisonderwijs’. Het gaat dan om de ontwikkeling van pedagogische kennis en kunde en het stimuleren van bewustwording van het eigen handelen. Het expliciteren van het pedagogisch handelen van leraren is vaak nog lastig en blijft impliciet. Aanstaande leraren lijken zich wel bewust van het belang van hun pedagogische opdracht, maar kunnen hun pedagogisch handelen soms lastig verwoorden, onderbouwen of expliciteren. Zo ook bij het creëren van een oefenplaats voor burgerschapsvorming. Het ontbreekt hen aan taal om situaties te herkennen en hun pedagogisch handelen te duiden, terwijl ze er wel degelijk vorm aan geven. Dit onderzoeksproject heeft als doel om (aanstaande) leraren te ondersteunen bij het expliciteren van hun pedagogische opdracht bij het creëren van een oefenplaats voor burgerschapsvorming. Met behulp van de centrale vraag: “Op welke wijze kunnen alledaagse ervaringen – gericht op pedagogisch handelen bij het creëren van een oefenplaats voor burgerschapsvorming – benut worden om het handelen van (aanstaande) leraren te verstevigen?” wil de postdoc inzicht creëren in: - de manieren om alledaagse pedagogische ervaringen tot uitdrukking te brengen; en - de manier waarop deze ervaringen gebruikt kunnen worden om (aanstaande) leraren te ondersteunen bij de bewustwording van hun pedagogisch handelen en het zodoende te verstevigen. Het startpunt voor bewustwording is het expliciteren van alledaagse pedagogische ervaringen, zogenaamde lived experiences. Deze zijn de basis voor reflectie, dialoog met anderen en daarmee bewustwording. Het delen van verhalen over praktijkervaringen wordt gezien als een belangrijk startpunt bij het ontwikkelen van pedagogisch handelen . Bovenstaande sluit aan bij het instellingsplan 2017-2022 genaamd ‘Le(ra)ren met Lef’ en het onderzoeksprofiel van het onderzoekscentrum. De hbo-postdoc besteedt 50% van haar tijd aan onderzoek, de andere 50% wordt besteed aan het geven van onderwijs.
The AR in Staged Entertainment project focuses on utilizing immersive technologies to strengthen performances and create resiliency in live events. In this project The Experiencelab at BUas explores this by comparing live as well as pre-recorded events that utilize Augmented Reality technology to provide an added layer to the experience of the user. Experiences will be measured among others through observational measurements using biometrics. This projects runs in the Experience lab of BUas with partners The Effenaar and 4DR Studio and is connected to the networks and goals related to Chronosphere, Digireal and Makerspace. Project is powered by Fieldlab Events (PPS / ClickNL)..
