Aerospace systems are increasingly dependent upon software for their functionality, with associated software spanning a wide range of application domains. These include aircraft and spacecraft flight controls, mission computing, weapons management, command and control, surveillance, sensor management and processing, telemetry, and more. Understanding of their unique challenges has driven technology development on many fronts associated both with the products - such as real-time component-based application frameworks, supporting middleware, and algorithms - and the processes and tools by which they are created - such as model-based development and integration, automated code generation, simulations, and desktop test environments. This paper describes a number of these domains and challenges, future directions associated with networking and systems of systems, and technologies facilitating their development within The Boeing Company.

MDA proposes a new paradigm for software development in general. We claim that MDA could be beneficial for embedded software development, especially if it is extended to address the special needs of embedded systems. The paper consists of two sections: the first is a brief synopsis on how MDA ought to be extended to handle embedded software development, while the second illustrates the concepts in practice using a prototype modeling language and tool chain designed for developing mission computing software.

Generative learning provides students with opportunities to organize course content, integrate new content with students' Current knowledge, and elaborate on course content by making connections to real-world events. These opportunities promote less reliance on professors' lectures and simultaneously create more self-reliance among students. The authors offer categories of generative learning strategies and briefly discuss their merits. They offer ideas for implementing generative strategies into the day-to-day events of an economics Course. Although the authors use a survey of international economics Course as their example, the ideas in this article could be applied in a variety of economics courses.

The authors of this essay regularly require students to engage in informal writing as a means to promote learning. One form of informal writing is the summary/reaction journal. In summary/reaction journals, students read a chapter or article, write a summary of that reading, and then react by offering their own insights and responses to the reading. The authors provide a theoretical rationale supporting the use of summary/reaction journals. Then, the authors describe how they introduce summary/reaction journals to students, support students as they journal throughout the semester, and assess journals once students submit them. This description can provide guidance for other faculty members in all disciplines who might consider using summary/reaction journals. For college professors and secondary teachers alike, questions regarding the efficacy of assessments abound: "Are my students truly learning, or are they merely regurgitating basic ideas back to me on quizzes and exams?" To clearly answer such a question, "truly learning" must be carefully defined, as different definitions would prompt the need for different types of assessments (Anderson, 1998; Knowlton & Sharp, 2002). If the definition of learning includes the idea of students developing a personal understanding of course content by making direct connections between that content and their lives, then the writing across the curriculum movement can serve as a starting point for helping students not only to document what they have learned, but also to create and document their learning process. Specifically, we use (and encourage others to use) summary/reaction journals as a learning tool. As the name implies, a summary/reaction journal requires students to respond to a course reading by writing a summary of that reading (which may simply be a short list of key points) and react to that reading by making connections from that reading to their own ideas, views, and experiences. The three of us have used summary/reaction journals, and importantly to the theme underlying this journal, we have used them across numerous disciplines, including courses in business, psychology, literature, statistics, economics, and teacher education. We also have used them both at the undergraduate and graduate levels; one of us has used them in a developmental reading course for students who were identified as not being ready for college-level coursework. We believe that our approach to implementing summary/reaction journals has educational merit, and the purpose of this article is to offer practical advice towards the goal of that implementation. Though our main purpose is to focus on practical application, we would be remiss not to offer a brief theoretical justification for the use of summary/reaction journals. Most of this article, though, is focused on practical approaches for helping students get the most out of their journaling experiences. These practical approaches Thomeczek, Knowlton, and Sharp 2 support the processes of introducing summary/reaction journals to students, supporting their use throughout the semester, and assessing journals when they are submitted. Theory Supporting Summary/Reaction Journals Superficially, summary/reaction journals hold students accountable for reading assigned texts. More substantively, though, summary/reaction journals can lead to feelings of empowerment and a new sense of control within the learning process. We believe both the notion of "writing to learn" and the theory of generative learning can help explain these feelings of empowerment and control. We discuss each briefly.

We apply a simultaneous equations framework, similar to that of Prusa and Sharp (2001), to the recent shrimp antidumping investigation in order to determine how much injury to the domestic industry-proxied by deterioration in domestic shrimp prices-is attributable to subject imports versus other market factors. We construct an econometric model then estimated with three-stage least squares (3SLS). We then apply the movements of each explanatory variable over the period of investigation (POI) to its respective coefficient in order to determine how much injury is attributable to that particular market factor. We find that subject and non-subject imports were essentially equal causes of injury to the domestic industry.

We look at the relationship between business simulations and the educational theory of generative learning using the framework developed by Wittrock (1974, 1990, 1992). Our findings reveal opportunities for generative learning that occur at all phases of the simulation process. Awareness of these opportunities prepares faculty to get the most from the strategic decision-making simulations. and may assist them in defining the contribution associated with their use. We suggest areas for additional research.

Maximizing Environmental And Economic Benefits At The Same Time: Exploring Emission Control Strategies In Florida’s Electric Utility Industry By: Tim Lynch, John A. “Skip” Laitner, Julie Harrington, and Necati Aydin Consumer-Driven Agriculture As A Means To Promote Rural Income And Employment Opportunities: A Case Study Of West Virginia By: Harry N. Boone, Jr., Peter V. Schaeffer, and Jennifer L. Lewis

Previous studies in the forensic economics literature have greatly enhanced our ability to understand the determinants of housework hours, estimate household production models, and apply model predictions in litigation contexts. In this area, Kiker and Heath (1987) were pioneers, illustrating the use of Zellner’s (1962) seemingly unrelated regressions (SUR) technique for estimating a system of housework equations for husbands and wives. Ciscel and Sharp (1995) added household residency and consumption status to the existing list of relevant influences on housework hours. A study by Sharp, Ciscel and Heath (1998) added cross-spousal labor variables to a housework regression equation for wives. And, in a study of household services for persons over fifty years of age, Brookshire and Gunderson (2000) added own-health measures to equations for married males and females, respectively. Separately, these inquiries have contributed unique ideas and improvements to empirical models of household production. The purpose of this paper is to specify a model that i) combines the significant enhancements offered individually by these previous studies, ii) adds new augmentations that address specific concerns that have arisen in the relevant literature, and iii) allows for direct application to forensic analysis. The result is more general empirical models of household production for both husbands and wives. Section II of this paper provides a background for some of our augmentations, and we list the specific attributes provided by previous studies that are combined into our new models. Section III discusses the methodology. Section IV discusses the findings, provides a computation example using the equations, and then provides a summarized increment/decrement table of impacts on housework. Section V provides a brief summary and conclusion.

Previous inquiries into the relationship between education and housework productivity reveal that expectations differ along disciplinary (i.e., economics vs. non-economics) lines and empirical results from the economics literature are mixed. Expectations of a positive sign between education and housework productivity in the economics literature may be a function of misinterpretations of [J. Polit. Economy 81 (1973) 306] original theory pertaining to all non-market production, which is far more general than just housework. Mixed empirical results may be a function of incomplete or overly assumption-reliant econometric models derived previously. We streamline the procedures for estimating the parameters of a one-person, one-period housework production function such that the system of equations may be specified with a single, literature-based assumption. Our estimation of the production function parameter that measures the effect of education on housework productivity suggests that authors in the non-economics literature may have a point; the relationship between education and housework productivity may be negative due to “morale” effects.

AbstractProfessors who have never used problem‐based learning (PBL) may need advice to support their first attempts. These professors can benefit from the confessions of one first‐time (and initially reluctant) PBL user.

Generative learning promotes less reliance on professors' lectures while simultaneously creating more self-reliance among students. This article offers a theoretical rationale that supports generative learning. Within this rationale, the authors describe specific generative strategies that provide students with opportunities to (1) organize course content, (2) integrate new content with students' current knowledge, and (3) elaborate on course content by making connections to real world events. In the second half of this article, the authors offer ideas for implementing generative strategies into the day-to-day events of an economics course. While the authors use Survey of International Economics as their example, the ideas in this article could be applied in a variety of economics courses.

Many of the benefits of Java, including its portability, networking support, and simplicity, are of increasing importance to large-scale distributed realtime embedded (DRE) systems, but have been unavailable due to the lack of acceptable real-lime performance. Recent work establishing the Real-Time Specification for Java (RTSJ) [1] has led to the emergence of Real-Time Java Virtual Machines (RT JVMs) that promise to bridge this gap. This paper describes benchmarking results on an RT JVM. This paper extends previously published results [2] by including additional tests, by being run on a recently available pre-release version of the first commercially supported RTSJ implementation, and by assessing results based on our experience with avionics systems in other languages.

As embedded systems increase in complexity and begin to participate in distributed systems, the need for middleware in building such systems becomes imperative. However, the use of middleware that fully implements such standards can impose a significant increase in footprint for an application, making it unsuitable for use in embedded systems. We consider the use of a standard CORBA event channel in a setting where distribution and inter-language support are unnecessary. We report our experience in applying aspects to abstract the transport layer (CORBA) of the event channel into a selectable feature. Thus, enabling or disabling CORBA for a specific application can be decided at build-time, by merely selecting CORBA as a feature. We describe the patterns used to achieve this abstraction and present footprint and throughput results showing the effect of CORBA on automatically derived subsets of the event channel.

In 1995, an initiative was launched at Boeing (then McDonnell Douglas) to assess the potential for reuse of operational flight program( OFP) software across multiple fighter aircraft platforms, and to define and demonstrate a supporting system architecture based upon open commercial hardware, software, standards and practices. The following year, this became a key element of the Bold Stroke Open SystemAr chitecture avionics affordability initiative which applied these techniques to the broader tactical aircraft mission processing domain. The Bold Stroke architecture, application components, middleware framework, and development processes have been leveraged for an increasing number of aircraft avionics systems.