Research Access to Microdata: an attempt to provide a context

A System Perspective on Business Models

Requirements engineering for complex software intensive systems has become a major challenge in many software development projects. Especially the automotive industry experiences the increasing complexity of software in vehicles, during the last years. An actual premium vehicle, for instance embodies up to hundred electronic control units (ECU) with easily a few hundred features, each. Beneath the definition of abstract features, an electronic control unit is described by different goals, scenarios, requirements, and constraints. To create a manageable and traceable requirements specification for complex systems that enables the change and reuse of requirements, many companies claim assistance for a seamless specification of requirements. To satisfy this claim necessary requirements-artefacts and abstraction levels have to be defined. Further the interrelations between different requirements-artefacts of one, and among different abstraction levels have to be analyzed and defined. Recent research in this area has shown the benefits of goals and scenarios in addition to traditional requirements. Moreover, several researchers and practitioners have already researched the interrelations between goals and scenarios. However these works do not focus on the interrelationships of goals, scenarios, and requirements on different abstraction levels. In a joint project with DaimlerChrysler and the Software Systems Engineering Group at the University of Duisburg-Essen, we introduced goals, scenarios, and requirements on different abstraction levels and applied it in the context of a development project at DaimlerChrysler.

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The thesis titled antecedents and enablers of green supply chain practices focuses on one of the most contemporary issues in supply chain management. The literature review explores the existing literature and research work on green supply chain practices and develops a framework for the research. The research is qualitative in nature and data was collected from the three automobile component-manufacturing companies in India. Semi structured interviews were conducted over a period of 18 months. There were three objectives for this thesis: 1. Describing the current state of green supply chain practices? 2. What are the antecedents and enablers for green supply chain practices? 3. What are the underlying mechanisms, if any? The research work concludes by answering all the above three questions and also gives the future direction for research. The research work started by finding a gap for the empirical research in the context of green supply chain practices. The objective of the research was to focus on antecedents and enablers of green supply chain practices. Some contextual factors, inhibitors and consequences are also emerged during the pilot case study. The research work is rigor and to ensure the rigor of the research design, five-stage process was used to structure the methodology. As a final check author assessed his research against the four basic tests commonly used in empirical research; construct validity, internal validity, external validity and reliability. The research study has contributed both to the development and testing of theory relating to the antecedents and enablers of green supply chain practices. The review of literature provided a synthesis of the underpinning bodies of literature that has not previously been conducted in this way. This resulted in the identification of ten core green supply chain practices for the development of antecedents and enablers that created the foundation for author’s empirical investigation. It was found that previous studies have been largely theoretical. The empirical studies that do exist have focused on one particular dyadic relationship with in green supply chain practices. A double contribution has been made to testing the theory of green supply chain practices from a process and output perspective. As process perspective, a contribution has been made to methodology by developing a robust approach for conducting supply chain research beyond the dyad. From output perspective, the author has the empirical results from the three individual case studies and their cross-case comparison for dissemination to an academic audience. Specific contribution of this research to theory development include: 1. Development of macro model of green supply chain practices with the inputs from literature. 2. The synthesis of ten core green supply chain practices with antecedents and enablers from existing body of literature enriched through empirical testing 3. Empirical derivation of three contextual factors. Although the research work is new and contribute to the theory and practices, there are still some limitations of this research. Two minor limitations have been identified: 1. Generalizability of result to practice to practice: Due to the limited size of the case study approach, the results can only be generalized to theory and not to practice. 2. Variation in quality of information: The scope of data collection for all three case studies was same still the quality of information gathered was different. As good quality cross-case analysis was still possible but the relative strengths of the three cases varied. Overall the research work is original, rigor, and contributes to the existing theory and also paves the path for future research work in the area of green supply chain practices.

Abstract. The purpose of this paper is to investigate the competition between basic and applied research within public research organizations. International publications are considered here a proxy of basic research, whereas self-financing deriving from technology transfer activities is an indicator of applied research. Results suggest, within one of the largest European research organizations an increasing competition between basic and applied research, both in human and natural sciences, due to shrinking of public research lab budgets. In particular, institutes and scientists pay more attention to applied research activities, which are capable of attracting market funds for economic survival of public research labs but this organizational behaviour reduces basic research activity in the long run. Managerial and organizational behaviour of public research organizations are also discussed. Keywords. Applied r esearch, Basic research, Public research organization, Public lab, Science policy, Organizational behaviour, Public management. JEL. B50, B59, I23, L20, L29, O33.

"This research thesis examines the establishment of Supported Playgroups in Schools (SPinS). The aim of the project was to examine SPinS as an under-researched area of early childhood education, involving parents, children and schools promoting children’s access to play. Children’s access to play is important because play in the early years is known to increase children’s later learning outcomes (Roberts, 2010). A sociocultural approach to this study was used to understand ways in which parents learn. This thesis explores parents’ participation in SPinS and the influence of this participation on parents’ perspectives of children’s play. The research was framed by one research question: What influence does participation in a SPinS have on parent perspectives of children’s play at home and in a playgroup setting? A key focus of the study understood the provision of SPinS to support parents to engage with their children during a play-based program, and how parent engagement in children’s play was transferred to the home. In Australia, many families attend playgroups in their local communities for the purpose of play and social engagement (Playgroup Victoria, 2012). These playgroups are self- managed and run by the parents attending. A key role of supported playgroups is to engage families in the community who do not attend community groups. These groups are funded by the State Government and employ a trained playgroup coordinator. The key focus is usually to deliver a service that supports the parent role and promotes children’s learning through play. This project reports on a new initiative of providing supported playgroups in local primary schools to establish and extend on partnerships between early years services, community organisations and parents. Research on supported playgroups is limited and much of the work in Australia has been conducted by only a few researchers (Matthews, 2009; McArthur et al, 2010 and Jackson, 2011b). The research conducted so far has been on supported playgroups, but not supported playgroups located in schools. Existing research suggests that parent support is a major component to improving educational outcomes of children by promoting quality Home Learning Environments and play-activities in the home (Sylva et al., 2014). Support for parents is achieved by providing access to “high quality learning environments that encourage parents to engage in conversations about children, children’s play and children’s development (Jackson, 2010, 2012). The research reported in this thesis therefore focussed on the influence participation in a Supported Playgroup in a School (SPinS) had on parents’ perspectives of children’s play at home and in the playgroup. This was to expand on existing research regarding supported playgroups and to also better understand if SPinS could be used as a parent support or intervention approach for promoting children’s play at home. To conduct the research informing this thesis I used a sociocultural framework that informed social interactions were vital to support learning through guided participation. Rogoff, Matusov and White (1996) investigated a model of learning where learning is described as a process of transformation of participation in sociocultural activities within communities rather than the transmission of knowledge. The focus of learning was parents’ perspectives on play in the home and the playgroup during their participation in SPinS. A sociocultural theoretical perspective explored the perspectives about play parents derived from their participation in SPinS and how they applied these perspectives in the home and at playgroup. A qualitative research design using a single case study methodology was employed in this research. This approach was well suited to the chosen epistemology because it allowed direct interaction with the participants and represented their views and perspectives. Focus groups were conducted at each of the primary school sites during a SPinS session. The participants were parents attending the SPinS with their children living in the local area. Purposive sampling was chosen for this study because it involved understanding the opinions of a predefined group or target population that was easily accessible. The data analysis was conducted using an inductive approach. This was because there was not pre-determined, well established research in the area of investigation. The purpose of inductive analysis is to allow research findings to be generated from significant themes in the raw data. This allows for the development of a model or theory for explaining the structure of experiences. (Thomas, 2003). The results suggested participation in SPinS positively influenced parents’ perspectives of play at home and in the playgroup. These perspectives included how they viewed play at home and at the playgroup. A third finding considered the importance of the social connections established by parents during their participation in the SPinS. This finding was consistent with existing research that shows that supported playgroups provide opportunities for families with children under five years old to learn new parenting skills, as well as building social networks (Jackson, 2011a). The primary outcomes reported by Hancock et al., (2011) suggest that playgroup participation improves children’s developmental outcomes, particularly disadvantaged children. The findings were used to propose a new model for educators to understand how parents learn about children’s play through supported playgroups. This new model was called The Cycle of Intent Engagement (Lambert, 2015). The Cycle of Intent Engagement Model (Lambert, 2015) was created from Rogoff’s (2003) theories on transformation of participation to show how parents’ perspectives of play were influenced by their participation in the SPinS. The Cycle of Intent Engagement Model (Lambert, 2015) focuses on empowering change through collaborative engagement. This investigation identified the necessity for further research into the way parents engage in their children’s play during SPinS and at home. Findings from this study may be used to inform early childhood professionals, families, schools and governments by expanding their awareness of the benefits associated with supporting families to participate in supported playgroups in the community, especially local primary schools."

این پژوهش با هدف شناسایی و تحلیل مسایل و چالش‌های تحقیقات و فناوری کشاورزی در چارچوب نظام نوآوری کشور از طریق راهبرد پیمایش و با استفاده از پرسشنامه به انجام رسیده است. محققان سازمان تحقیقات و آموزش کشاورزی و اعضای هیات علمی کشاورزی وابسته به وزارت علوم، تحقیقات و فناوری دو جامعه آماری پژوهش را در طی مرحله پیمایش تشکیل داده‌اند. با استفاده از فرمول نمونه‌گیری کوکران و نیز روش‌نمونه‌گیری چند مرحله‌ای، به ترتیب 188 محقق و 205 عضو هیات علمی جهت تکمیل پرسشنامه محقق‌ساخته به عنوان ابزار تحقیق انتخاب شدند. با استفاده از نرم‌افزارSPSS، داده‌های گردآوری شده از طریق تحلیل عاملی اکتشافی مورد تحلیل قرار گرفت. در مجموع، تحلیل عاملی سه دسته از مسایل و چالش‌های تحقیقات و فناوری کشاورزی به استخراج 13 عامل به شرح زیر منجر شده است: ساختار و سیاست توسعه کشاورزی، منابع و زیرساخت‌های توسعه کشاورزی، خدمات حمایتی توسعه کشاورزی (سطح توسعه کشاورزی)، ظرفیت‌ها و سرمایه‌گذاری در تحقیقات و فناوری، مدیریت تحقیقات و فناوری، بهره‌وری تحقیقات و توسعه فناوری، فرهنگ پژوهش، شبکه‌گرایی در ‌تحقیقات و فناوری (سطح نظام نوآوری کشور)، سیاست تحقیقات کشاورزی، سودمندی و اثربخشی تحقیقات و فناوری کشاورزی، مدیریت یکپارچه تحقیقات و فناوری کشاورزی، توسعه نهادی نظام تحقیقات و فناوری کشاورزی و همگرایی آموزش عالی و تحقیقات کشاورزی (سطح نظام نوآوری کشاورزی). این سه گروه از عوامل به ترتیب توانسته‌اند 64، 75 و 73درصد واریانس کل مجموعه مربوطه را تبیین نمایند. سرانجام، از طریق خوشه‌سازی مفهومی عوامل استخراج شده، الگوی مفهومی مسایل و چالش‌های تحقیقات و فناوری کشاورزی ارایه شده است.

The relevance of research data today and for the future is well documented and discussed, in Germany as well as internationally. Ensuring that research data are accessible, sharable, and re-usable over time is increasingly becoming an essential task for researchers and research infrastructure institutions. Some reasons for this development include the following: - research data are documented and could therefore be validated - research data could be the basis for new research questions - research data could be re-analyzed by using innovative digital methods - research data could be used by other disciplines Therefore, it is essential that research data are curated, which means they are kept accessible and interpretable over time. In Germany, a baseline study was undertaken analyzing the situation in eleven research disciplines in 2012. The results were then published in a German-language edition. To address an international audience, the German-language edition of the study has been translated and abridged.

The purpose of this service activities to:. (1) improving and describe the teacher's knowledge of the preparation of research proposals and reports a class action research, (2) improve and describe the ability of teachers in preparing classroom action research, (3) .mendeskripsikan response of teachers to training on proposal preparation and classroom action research report. This service activities using training methods. The target audience of this service activities are elementary teachers Force Ki Hajar Devantoro Dabin I districts Tugu Semarang. Method of service activities that are used to achieve the purpose of service activities is a training technique. Implementation of community service activities is carried out through four stages, namely: (1) planning, (2) the stage of implementation of activities, (3) the stage of observation activities, (4) the stage of reflection activities and closing activities. Evaluation used in community service activities using techniques written assessment, performance assessment, and assessment of products. Evaluation tools used include achievement test, observation sheets, questionnaires. The results of service activities showed: (1) Some 90% of primary school teachers after receiving training, are knowledgeable about the preparation of proposals and reports of classroom action research, in both categories, meaning that it has control of a number of 71 s / d 85% on the preparation of research proposals and reports class actions research, with an average score of 80.9667 means well; (2) Some 76.67% of elementary school teachers after receiving training, have the ability to develop a proposal a class action research, in the excellent category, meaning that it has the capability mastery class action proposal 81.25 s / d 100%, with an average score 83.1 means excellent; (3) Some 73.33% of elementary school teachers have a very good response to the training in writing research proposals and reports a class action research, meaning that it has a very positive attitude and strongly agree (scale 3 and 4 is greater than the scale 1 and 2) for the preparation of proposals and reports of classroom action research, with an average score of 33.80 means very good (scale 3 and 4 is greater than the scale 1 and 2). The suggestions put forward relating to the results of the devotion, among others: (1) to improve the professionalism of teachers, especially the ability of teachers in the preparation of proposals and reports of classroom action research, the need for further training on the preparation of proposals and reports of classroom action research, for teachers SD / MI, (2) LPTK, especially PGSD UNNES need to increase community services for professors to conduct training on the preparation of proposals and reports of classroom action research, for teachers SD / MI.

Metric-based Evaluation of Implemented Software Architectures

The present manuscript-based doctoral thesis addresses the question of how approaches to interaction design can be made more structured. This is an attempt to make it more transparent how one can come to a final design of a user interface starting from the results of foundational user research. The results of this analysis can help designers to work very systematic at times, to better reflect on their own idiosyncratic design process “on the job”, or to learn interaction design in the first place. In user-centered design (UCD) there are lifecycles and methods that already provide a certain degree of structuring with the discrimination of different phases etc. But they leave open some gaps here and there. This work is an attempt to close some of the gaps and bring closer together these individual methods. Interaction design patterns are a way to describe solutions to problems in designing user in-terfaces in a very systematic way. However, pattern libraries usually are far from complete. They mostly lack patterns to support the early phases of interaction design and therefore they do usually not link to the abstract models of conceptual design. The third manuscript describes an organizational scheme for interaction design patterns to support the process of implementing a complete pattern language covering all the different levels of the solution domain. The scheme has been found by analyzing several established UCD lifecycles and it has been evaluated by organizing all the individual patterns of several public pattern libraries into it. The first manuscript describes a process of systematically building up a pattern language alongside of a redesign project of a complex application in a corporate environment. The second manuscript describes how patterns have been evaluated in the aforementioned project, when there were several different solutions for one problem. This is shown with two interaction design patterns for the problem of making required input fields visible to users. The fourth manuscript is an attempt to bring together the idea of a complete pattern language, as a description of the solution domain of interaction design, with the different parts of the problem domain. Therefore, the same UCD lifecycles (as in the third manuscript) have been analyzed to find a universal structure of the problem domain. Then all the mappings between the individual parts of the two domains have been described in order to link the two domains in this direct way. Another way of looking at the gap between the problem domain and the solution domain is by seeing it as a distance of levels of abstraction between results of foundational user research and the final user interface. From this point of view a bridging of the gap can be seen in different intermediate representations (abstract models, sketches, and prototypes) and linking them together in a coherent way. These different ways of bridging the gap between foundational user research and the final design of a user interface can be seen as cognitive artifacts to foster problem solving and learning of interaction designers.

Status and Potential of Community-Engaged Research to Investigate Physical Activity Interventions for Children with Autism Spectrum Disorder in Chinese-American Communities

Christianity, and specifically Roman Catholicism, is experiencing a period of global growth at the same time as declining affiliation and practice of the Christian faith is evident in many developed nations (Hackett, Stonawski, Potancokova, Grim, & Skirbekk, 2015b). This decline is evident in Australia (Australian Bureau of Statistics (ABS), 2017b). The Roman Catholic Church has responded to the decline in affiliation and practice through an initiative called the New Evangelisation (Pope John Paul II, 1991). The emphasis on the New Evangelisation by the Catholic Church has contributed to the decision by Australian ecclesial and educational leaders to incorporate the New Evangelisation explicitly into the mission of Catholic schools (Catholic Bishops of New South Wales and the Australian Capital Territory, 2007). Moreover, programs have been introduced into schools to engage school communities as Centres of the New Evangelisation (Catholic Bishops of New South Wales and the Australian Capital Territory, 2007). Consequently, teachers in Catholic schools are expected to be the primary conduits for New Evangelisation initiatives (Pope John Paul II, 2001b, No. 33). The research problem underpinning this study concerns teachers’ understanding of and engagement with the New Evangelisation in Catholic secondary schools. The purpose of this research is to explore how teachers in Catholic secondary schools experience the New Evangelisation. The major research question is: How do teachers in Catholic secondary schools experience the New Evangelisation? The following specific research questions focus the conduct of the research: 1. How do teachers in Catholic secondary schools experience the contemporary expression of Catholicism? 2. How do teachers understand the New Evangelisation? 3. How do teachers respond to the New Evangelisation in Catholic secondary schools? This study is of significance because it may assist in preparing school leaders and teachers appropriately to implement the New Evangelisation by addressing the paucity of research regarding teachers understanding and implementation of the New Evangelisation in Catholic schools. Given the purpose of this study, the research paradigm of interpretivism is adopted. The epistemological framework of constructionism is appropriate as the study explores teachers’ experiences of the New Evangelisation. Symbolic interactionism is the theoretical perspective for this research using case study methodology. Participants are selected purposively from among teachers in a bounded context and data are gathered through the use of documentary analysis and semi-structured interviews. The limitations of this study include the case study limitations together with the responsiveness of the participants. A delimitation of the research is the purposive selection of participants. It is the researcher’s intention to ensure a reliable, voluntary and stress-free environment for all participants during the research. Processes to ensure participant confidentiality as well as the reliability and truthfulness of the research are established. This research generates eight conclusions relating to new knowledge, policy and practice. First, teacher participants distinguish between the experience of contemporary Catholicism within the Catholic secondary school and the experience of Catholicism in parishes and the institutional Catholic Church. Second, Catholic schools ensure appropriate expressions of Catholic practice for staff and students and that for many Catholics, the Catholic school is the only community in which they worship. Third, the Australian Royal Commission into Institutional Responses to Child Sexual Abuse (ARCIRCSA) has exacerbated the disinterest in, if not rejection of Catholicism by many Catholic students, families and staff. Further, the study concludes that the ARCIRCSA has exacerbated the challenges which teachers experience concerning evangelising in a secular context. Fourth, the concept of the New Evangelisation is problematic for some teachers who are charged with its implementation. Fifth, teacher participants exhibit multiple, contestable and contrasting understandings of the concept of the New Evangelisation. Sixth, the study concludes that there are five distinct issues which mitigate against Australian Catholic secondary schools’ implementation of the New Evangelisation. Seventh, teacher participants implement the New Evangelisation according to their individual understandings of what constitutes the New Evangelisation. Since teachers do not share an agreed purpose for the New Evangelisation, they have multiple and at times conflicting responses to it. Finally, this study concludes that a relatively small number of teachers are responsible for the implementation of the New Evangelisation in Australian Catholic secondary schools.

The current research aimed to explore the rhetorical moves in abstracts of English and Persian Mining Engineering research articles. For this purpose, 60 abstracts written by native speakers of English and Persian were analyzed based on Hyland’s (2000) model of five rhetorical moves to explore the pattern of moves in abstract sections. Findings suggested that there were four conventional moves in abstracts in the English corpus (PMPrC), while there were five conventional moves in abstracts in the Persian corpus (IPMPrC). Results of statistical analyses show that there was a statistically significant difference in Purpose move in the two dataset. However, there were not any significance differences in the use of other moves such as product, method, and conclusion moves in the corpora. Keyword: Abstract, Genre, Move pattern, Mining Engineering

Making the Edmund Rice ethos a reality: A case study in the perceptions of principals in Christian Brothers' schools in Queensland