Development of a state machine sequencer for the Keck Interferometer: evolution, development, and lessons learned using a CASE tool approach

2004 ◽  
Author(s):  
Leonard J. Reder ◽  
Andrew Booth ◽  
Jonathan Hsieh ◽  
Kellee R. Summers
Keyword(s):  
State Machine ◽  
Lessons Learned ◽  
Case Tool

scholarly journals Better state pictures facilitating state machine characteristic conjecture

2021 ◽  
Author(s):  
Dang Duy Bui ◽  
Kazuhiro Ogata
Keyword(s):  
Virtual Machines ◽  
Mutual Exclusion ◽  
State Machine ◽  
Formal Proof ◽  
The State ◽  
Lessons Learned ◽  
Java Virtual Machines ◽  
Core Part ◽  
Proximity Principle

AbstractThe mutual exclusion protocol invented by Mellor-Crummey and Scott (called MCS protocol) is used to exemplify that state picture designs based on which the state machine graphical animation (SMGA) tool produces graphical animations should be better visualized. Variants of MCS protocol have been used in Java virtual machines and therefore the 2006 Edsger W. Dijkstra Prize in Distributed Computing went to their paper on MCS protocol. The new state picture design of a state machine formalizing MCS protocol is assessed based on Gestalt principles, more specifically proximity principle and similarity principle. We report on a core part of a formal verification case study in which the new state picture design and the SMGA tool largely contributed to the successful completion of the formal proof that MCS protocol enjoys the mutual exclusion property. The lessons learned acquired through our experiments are summarized as two groups of tips. The first group is some new tips on how to make state picture designs. The second one is some tips on how to conjecture state machine characteristics by using the SMGA tool. We also report on one more case study in which the state picture design has been made for the mutual exclusion protocol invented by Anderson (called Anderson protocol) and some characteristics of the protocol have been discovered based on the tips.

scholarly journals Developing a PLC-friendly state machine model: lessons learned

2014 ◽  
Author(s):  
Wim Pessemier ◽  
Geert Deconinck ◽  
Gert Raskin ◽  
Philippe Saey ◽  
Hans Van Winckel
Keyword(s):  
State Machine ◽  
Lessons Learned ◽  
Machine Model

Integration of CASE Tools with CM Systems: Lessons Learned

1994 ◽  
Author(s):  
Alan W. Brown ◽  
David J. Carney ◽  
Edwin J. Morris ◽  
Dennis B. Smith ◽  
Paul F. Zarrella
Keyword(s):  
Configuration Management ◽  
Individual Case ◽  
Lessons Learned ◽  
Fundamental Issue ◽  
Tool Integration ◽  
Version Management ◽  
Trade Off ◽  
Case Tools ◽  
Case Tool ◽  
Integrated Environment

The problem of CASE tool integration has several concerns that overlap with those of configuration management (CM), so much so that a discussion of one topic is often difficult to separate from a discussion of the other. To illustrate, we note that when choosing a solution to a problem in configuration management, we often must make choices that involve understanding process requirements, examining the services available (and their semantics), and analyzing implementation constraints. We also note that these activities are done simultaneously with making design trade-off decisions related to the integration of these process, service, and mechanism concepts. These factors are applicable to CM, but are not particular to CM: most of these same issues underlie any set of decisions one makes about combining a set of CASE tools into an integrated environment. However, CM and its relationship to CASE tool integration in general poses a unique set of problems. This is most apparent when we realize that CM is sometimes considered as a service (or set of services) provided by the environment or its framework, sometimes as a service provided by a separate stand-alone tool, and sometimes as an integral aspect of each individual CASE tool. These competing views lead to overlaps in functionality and responsibility between individual tools and the environment’s (or framework’s) CM capabilities. For instance: • A fundamental issue for CM is data redundancy. This results when different tools store the same data in separate repositories. Correspondingly, different data models may make data sharing (a fundamental issue for tool integration) difficult. • Version management (VM) and CM services provided by individual tools are frequently linked with private tool data model and data management services. These VM and CM services are not always delegable — sometimes these services are an intricate part of tool function (e.g., for multi-user support and build). • The VM and CM services provided by individual tools may imply or enforce vendor-specific VM/CM policies, as opposed to the CM policies of the environment.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Experiences With and Lessons Learned From Developing, Implementing, and Evaluating a Support Program for Older Hearing Aid Users and Their Communication Partners in the Hearing Aid Dispensing Setting

2020 ◽  
Vol 29 (3S) ◽  
pp. 638-647 ◽  
Author(s):  
Janine F. J. Meijerink ◽  
Marieke Pronk ◽  
Sophia E. Kramer
Keyword(s):  
Large Scale ◽  
Hearing Aid ◽  
Critical Discussion ◽  
Lessons Learned ◽  
Research Note ◽  
Support Program ◽  
Large Sample Size ◽  
Long Term Effects ◽  
Communication Program ◽  
Communication Partners

Purpose The SUpport PRogram (SUPR) study was carried out in the context of a private academic partnership and is the first study to evaluate the long-term effects of a communication program (SUPR) for older hearing aid users and their communication partners on a large scale in a hearing aid dispensing setting. The purpose of this research note is to reflect on the lessons that we learned during the different development, implementation, and evaluation phases of the SUPR project. Procedure This research note describes the procedures that were followed during the different phases of the SUPR project and provides a critical discussion to describe the strengths and weaknesses of the approach taken. Conclusion This research note might provide researchers and intervention developers with useful insights as to how aural rehabilitation interventions, such as the SUPR, can be developed by incorporating the needs of the different stakeholders, evaluated by using a robust research design (including a large sample size and a longer term follow-up assessment), and implemented widely by collaborating with a private partner (hearing aid dispensing practice chain).

Maximizing Outcomes in Group Treatment of Aphasia: Lessons Learned From a Community-Based Center

2014 ◽  
Vol 24 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Darlene Williamson
Keyword(s):  
Group Treatment ◽  
Treatment Protocol ◽  
Lessons Learned ◽  
Group Program ◽  
Community Based ◽  
Multiple Treatment ◽  
Use Of Technology ◽  
Communication Impairments ◽  
Treatment Settings

Given the potential of long term intervention to positively influence speech/language and psychosocial domains, a treatment protocol was developed at the Stroke Comeback Center which addresses communication impairments arising from chronic aphasia. This article presents the details of this program including the group purposes and principles, the use of technology in groups, and the applicability of a group program across multiple treatment settings.

Experience With Grant Writing: Where Do I Even Begin?

2010 ◽  
Vol 11 (1) ◽  
pp. 21-24
Author(s):  
Nicole M. Mancini
Keyword(s):  
Lessons Learned ◽  
Economic Situation ◽  
Grant Writing ◽  
Personal Journey ◽  
Know How ◽  
Daunting Task

Abstract At first, grant writing may look like a daunting task. You may ask yourself, “Is it really worth the time and effort?” With today's economic situation, teachers and therapists need ways to supplement their programs and grants provide such an opportunity. However, many of us do not know how to get started. After a few experiences and many lessons learned, I have come to enjoy researching and writing grants to supplement my students' learning. It is well worth the time and effort. This article provides information about a personal journey, lessons learned, and resources to get you started.

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