Architectural Applications (United States)

LXCat [1] ( www.lxcat.net ) is an on-line platform for the curation of data needed for modeling the electron and ion components of Low Temperature Plasmas (LTPs). LXCat is open-access and no sign-up is required. The platform is organized in databases which are named and maintained by individual contributors. Nearly 60 people from around the world participate in this project, either by contributing data or by volunteering time to work on other aspects of the project. The data types available now are electron-neutral or ion-neutral scattering cross sections, oscillator strengths, and transport parameters (e.g. mobility, diffusion coefficients) and rate coefficients. The LXCat team does not recommend data and hence data for the same process can appear in one or more of the databases. On-line tools are available that allow visitors to search for specific data, plot and compare data from different databases, download data, or use the available complete sets of electron-neutral scattering cross sections in an on-line Boltzmann solver to calculate transport and rate coefficients in pure gases or gas mixtures. The LXCat team is interested in contacting members of the LTP community about data needs and about how people can volunteer to participate in this project.

Oft scheitern oder verzogern sich Softwareprojekte, weil die Veranderungsfahigkeit des Unternehmens uberschatzt wird und zu viele Zielsetzungen gleichzeitig verfolgt werden. Basierend auf den Erkenntnissen aus einern Entwicklungsprojekt bei der BMW Group werden die Ziele fur eine nachhaltige Softwareentwicklung und -einfuhrung anband eines strategischen Applikations-Lebenszyklus (SALZ) auf vier Evolutionsphasen verteilt. Diese verzahnte Entwicklung von Software und Geschaftsprozessen ist der Schlussel fur ein nachhaltiges und erfolgreiches Business-IT-Alignment (BITA) auf der Applikationsebene.

O objetivo deste trabalho é discutir as diferentes concepções que norteiam a reforma curricular do curso de Pedagogia da Faculdade de Educação da UFG. Essas concepções refletem contradições e ideologias inerentes às próprias diretrizes e aos documentos oficiais que regulamentam o curso de 1980 a 2002.