The Sensor Network Workbench: Towards Functional Specification, Verification and Deployment of Constrained Distributed Systems

As the commoditization of sensing, actuation and communication hardware increases, so does the potential for dynamically tasked sense and respond networked systems (i.e., Sensor Networks or SNs) to replace existing disjoint and inflexible special-purpose deployments (closed-circuit security video, anti-theft sensors, etc.). While various solutions have emerged to many individual SN-centric challenges (e.g., power management, communication protocols, role assignment), perhaps the largest remaining obstacle to widespread SN deployment is that those who wish to deploy, utilize, and maintain a programmable Sensor Network lack the programming and systems expertise to do so. The contributions of this thesis centers on the design, development and deployment of the SN Workbench (snBench). snBench embodies an accessible, modular programming platform coupled with a flexible and extensible run-time system that, together, support the entire life-cycle of distributed sensory services. As it is impossible to find a one-size-fits-all programming interface, this work advocates the use of tiered layers of abstraction that enable a variety of high-level, domain specific languages to be compiled to a common (thin-waist) tasking language; this common tasking language is statically verified and can be subsequently re-translated, if needed, for execution on a wide variety of hardware platforms. snBench provides: (1) a common sensory tasking language (Instruction Set Architecture) powerful enough to express complex SN services, yet simple enough to be executed by highly constrained resources with soft, real-time constraints, (2) a prototype high-level language (and corresponding compiler) to illustrate the utility of the common tasking language and the tiered programming approach in this domain, (3) an execution environment and a run-time support infrastructure that abstract a collection of heterogeneous resources into a single virtual Sensor Network, tasked via this common tasking language, and (4) novel formal methods (i.e., static analysis techniques) that verify safety properties and infer implicit resource constraints to facilitate resource allocation for new services. This thesis presents these components in detail, as well as two specific case-studies: the use of snBench to integrate physical and wireless network security, and the use of snBench as the foundation for semester-long student projects in a graduate-level Software Engineering course.

Inklusion als Verstrickung. Essay

Im Anschluß an das narrative Verständnis der Zeit bei Paul Ricoeur und Wilhelm Schapp entwickelt der Text die These, daß Lebenszeit die Summe der erzählten und erzählbaren Geschichten ist, die wir über uns und die wir einander zu erzählen haben. Wenn diese These Geltung besitzt, plausibel und nachvollziehbar ist, dann sind Sonderpädagogen Geschichtenerzähler. Allerdings (re-)konstruieren sie nur eine Geschichte, nämlich die der Behinderung. Nur in diesem Fokus sind andere Menschen sonderpädagogisch überhaupt interessant. Dieser unauflösliche Widerspruch fundiert Sonderpädagogik. Fatal im Sinne von „end-gültig“ist die Konsequenz für den so Erzählten: wer nur eine Geschichte von sich zu erzählen hat, über wen es nur eine Geschichte zu erzählen gibt, der ist arm dran. Behinderung ist ein Geschichtsmonopol. Dem ist nur durch disziplinkritische Auswilderung zu entgehen. Die pädagogische Aufgabe liegt in der Eröffnung eines Horizontes von Geschichten. Dies kann die verengenden institutionellen und organisatorischen Fragestellungen gegenwärtiger inklusiver Bewegungsforschung erweitern und ergänzen. Es ist dabei gleichgültig, ob dies zu einer Neubestimmung von akademischer Sonderpädagogik oder ihrer Substituierung führt. Die weißen Handschuhe auszuziehen gilt es allemal. (DIPF/Orig.)

Fairness in Ancillary Relief

This article stems from setting student projects. It describes in detail the outcome of a project designed to ascertain the views of the public in relation to ancillary relief and what they consider to be a 'fair' outcome. The rationale for undertaking student projects has been discussed at length in another article and is therefore only alluded to here. The discussion centres around the law, findings and outcome of the project. Students studying the Family Law course at Sheffield University were required to survey members of the public in order to gather their views on the division of assets on divorce and then to analyse the public's response in light of the seminal decision of the House of Lords in White v White [2001] 1 AC 596.

AN ANALYSIS OF SMALL BUSINESS LOAN GUARANTEE FUNDS

Small businesses are considered important engines for job growth and economic development by policy makers worldwide. One of the most commonly cited constraints of small businesses is a lack of access to capital. To address this constraint, small business loan guarantee programs have been established in over 100 countries. There are a variety of types of guarantee funds, with the most significant differences being which borrowers are eligible for guarantees, and how borrowers are approved for guarantees. There is currently no clear delineation between types of programs and the economic conditions they operate in, though some trends are becoming apparent. However, these trends may not be leading to the best economic outcomes possible. By better matching the structure of the guarantee fund to the economic conditions it operates in, the program’s success in meeting economic development goals may be greatly improved. Many programs in developing countries may not be taking advantage of bank expertise and may be limiting the scope of their effectiveness. At the same time, programs in developed countries may be wasting resources by scattering their efforts too thinly and subsidizing less competitive firms to the detriment of local economic development.

Regulating Green Buildings

Green buildings are becoming the new fixation for the building industry because of the impact they have on the carbon footprint and the cost savings they offer for utility costs. Governments have begun to produce policies and regulations that implement and mandate green buildings due to these successes. However, the policies are having troubles increasing the popularity and quantities of green buildings. There is a need for a way to produce better policies and regulations that will increase both the amount of green buildings their popularity. A decision-making tool, such as a decision tree, should be created to help policymakers who do not have the backgrounds to produce well thought out regulations. By researching the green building industry and its current status, key points can be graphed out in a decision tool that will provide the needed education for policy makers to produce better green building regulations.

A platform for real-time control education with LEGO MINDSTORMS.

A set of software development tools for building real-time control systems on a simple robotics platform is described in the paper. The tools are being used in a real-time systems course as a basis for student projects. The development platform is a low-cost PC running GNU/Linux, and the target system is LEGO MINDSTORMS NXT, thus keeping the cost of the laboratory low. Real-time control software is developed using a mixed paradigm. Functional code for control algorithms is automatically generated in C from Simulink models. This code is then integrated into a concurrent, real-time software architecture based on a set of components written in Ada. This approach enables the students to take advantage of the high-level, model-oriented features that Simulink oers for designing control algorithms, and the comprehensive support for concurrency and real-time constructs provided by Ada.

Practice based learning approaches in collaborative design and engineering education:a case study investigation into the benefits of a crossdisciplinary practice based learning strategy

This study explores the ongoing pedagogical development of a number of undergraduate design and engineering programmes in the United Kingdom. Observations and data have been collected over several cohorts to bring a valuable perspective to the approaches piloted across two similar university departments while trialling a number of innovative learning strategies. In addition to the concurrent institutional studies the work explores curriculum design that applies the principles of Co-Design, multidisciplinary and trans disciplinary learning, with both engineering and product design students working alongside each other through a practical problem solving learning approach known as the CDIO learning initiative (Conceive, Design Implement and Operate) [1]. The study builds on previous work presented at the 2010 EPDE conference: The Effect of Personality on the Design Team: Lessons from Industry for Design Education [2]. The subsequent work presented in this paper applies the findings to mixed design and engineering team based learning, building on the insight gained through a number of industrial process case studies carried out in current design practice. Developments in delivery also aligning the CDIO principles of learning through doing into a practice based, collaborative learning experience and include elements of the TRIZ creative problem solving technique [3]. The paper will outline case studies involving a number of mixed engineering and design student projects that highlight the CDIO principles, combined with an external industrial design brief. It will compare and contrast the learning experience with that of a KTP derived student project, to examine an industry based model for student projects. In addition key areas of best practice will be presented, and student work from each mode will be discussed at the conference.

The Effects of the Project Approach on Children in Inclusive Early Childhood Classrooms

Research on the impact of the Project Approach on young children with disabilities or children who are at-risk is limited. Mixed methods were used to study the impact of the Project Approach on the social interactions, challenging behaviors, and language development of eight focal children in two inclusive classrooms. Child participants were two children with IEPs and two children identified as at-risk from each class. Adult participants were six professionals who received high quality supports to implement the Project Approach. Adults were interviewed prior to the beginning of the study and again mid-, and post-implementation. Choice time observations were videotaped twice per week over 14 weeks to assess the impact of the Project Approach on play levels and MLUm. Results revealed that social interactions, challenging behaviors, vocabulary, MLUm, were positively impacted following implementation of the Project Approach. Limitations of the study and suggestions for research and practice are discussed.

Engineering education anywhere, anytime: from distance education to blended learning at Deakin University Australia

In 2005 the Sloan Consortium called for engineering education to be available "anywhere, anytime."* Increasing numbers of engineering departments are interesting in offering their programs by means of online learning. These schools grapple with several difficulties and issues associated with wholly online learning: course structure, communication with students, delivery of course material, delivery of exams, accreditation, equity between on-campus and off-campusstudents, and especially the delivery of practical training. Deakin University faced these same challenges when it commenced teaching undergraduate engineering via distance education in the early 1990's. It now offers a fully accredited Bachelor of Engineering degree in both on-campus and off-campus modes, with majors that include civil,mechanical, electrical/electronics, and mechatronics/robotics.This presentation describes Deakin's unique off-campus delivery, students, curricula, approaches to practical work, and solutions to the problems mentioned above. Attendees will experience how Deakin Engineering delivers course materials, communicates with off-campus students, runs off-campus classes, and even delivers lab experience to students living thousands of miles away from the home campus. On display will be experimental lab kits, video presentations, student projects, and online broadcasts of freshman lab experiments. Participants will have the opportunity to see some of these resources hands-on. I will also discuss recent innovations in off-campus delivery ofcourses, including how flipping the classroom has led to blended learning with the on-campus students.Many universities have placed engineering distance education into the too-hard basket. Deakin Engineering demonstrates that it is possible to deliver a full undergraduate degree by means of distance education and online learning, and modern technology makes the job easier than everbefore. The benefits to the professor are many, not the least of which is helping a student living in a remote area or with a full-time job become fully trained and qualified in engineering.

Student focus and prioritization of design parameters in first-year engineering design projects

BACKGROUND Research on engineering design is a core area of concern within engineering education and a fundamental understanding of how engineering students approach and undertake design is necessary in order to develop effective design models and pedagogies. Understanding the factors related to design experiences in education and how they affect student practice can help educators as well as designers to leverage these factors as part of the design process. PURPOSE This study investigated the design practices of first-year engineering students’ and their experiences with a first-year engineering course design project. The research questions that guided the investigation were: 1. From a student perspective, what design parameters or criteria are most important? 2. How does this perspective impact subsequent student design practice throughout the design process? DESIGN/METHOD The authors employed qualitative multi-case study methods (Miles & Huberman, 1994) in order to the answer the research questions. Participant teams were observed and video recorded during team design meetings in which they researched the background for the design problem, brainstormed and sketched possible solutions, as well as built prototypes and final models of their design solutions as part of a course design project. Analysis focused on explanation building (Yin, 2009) and utilized within-case and cross-case analysis (Miles & Huberman, 1994). RESULTS We found that students focused disproportionally on the functional parameter, i.e. the physical implementation of their solution, and the possible/applicable parameter, i.e. a possible and applicable solution that benefited the user, in comparison to other given parameters such as safety and innovativeness. In addition, we found that individual teams focused on the functional and possible/ applicable parameters in early design phases such as brainstorming/ ideation and sketching. When prompted to discuss these non-salient parameters (from the student perspective) in the final design report, student design teams often used a post-hoc justification to support how the final designs fit the parameters that they did not initially consider. CONCLUSIONS This study suggests is that student design teams become fixated on (and consequently prioritize) certain parameters they interpret as important because they feel these parameters were described more explicitly in terms how they were met and assessed. Students fail to consider other parameters, perceived to be less directly assessable, unless prompted to do so. Failure to consider other parameters in the early design phases subsequently affects their approach in design phases as well. Case studies examining students’ study strategies within three Australian Universities illustrate similarities with some student approaches to design.

Collaborative learning from distributed places and spaces: Exploring the use of virtual collaborative tools for local and global student teamwork projects

Educating responsive graduates. Graduate competencies include reliability, communication skills and ability to work in teams. Students using Collaborative technologies adapt to a new working environment, working in teams and using collaborative technologies for learning. Collaborative Technologies were used not simply for delivery of learning but innovatively to supplement and enrich research-based learning, providing a space for active engagement and interaction with resources and team. This promotes the development of responsive ‘intellectual producers’, able to effectively communicate, collaborate and negotiate in complex work environments. Exploiting technologies. Students use ‘new’ technologies to work collaboratively, allowing them to experience the reality of distributed workplaces incorporating both flexibility and ‘real’ time responsiveness. Students are responsible and accountable for individual and group work contributions in a highly transparent and readily accessible workspace. This experience provides a model of an effective learning tool. Navigating uncertainty and complexity. Collaborative technologies allows students to develop critical thinking and reflective skills as they develop a group product. In this forum students build resilience by taking ownership and managing group work, and navigating the uncertainties and complexities of group dynamics as they constructively and professionally engage in team dialogue and learn to focus on the goal of the team task.