title: A subset of precise UML for Model-based Testing

authors: Bouquet, Fabien

subjects: computer science

abstract: This paper presents an original model-based testing approach that takes a UML behavioural view of the system under test and automatically generates test cases and executable test scripts according to model coverage criteria. This approach is embedded in the LEIRIOS Test Designer tool and is currently deployed in domains such as Enterprise IT and electronic transaction applications. This model-based testing approach makes it possible to automatically produce the traceability matrix from requirements to test cases as part of the test generation process. This paper defines the subset of UML used for model-based testing and illustrates it using a small example.

text: A subset of precise UML for Model-based Testing This paper presents an original model-based testing approach that takes a UML behavioural view of the system under test and automatically generates test cases and executable test scripts according to model coverage criteria. This approach is embedded in the LEIRIOS Test Designer tool and is currently deployed in domains such as Enterprise IT and electronic transaction applications. This model-based testing approach makes it possible to automatically produce the traceability matrix from requirements to test cases as part of the test generation process. This paper defines the subset of UML used for model-based testing and illustrates it using a small example.

year: 2007

title: Investigating content representations (CoRes) as pedagogical tools for science teacher education

authors: Hume, Anne Christine

abstract: In this article Anne Hume discusses how use of scholarship and action research led me to introduce an intervention into my science education programmes called Content Representations (CoRes). My initial findings strongly indicate CoRes could be very useful tools for helping student teachers develop the professional knowledge base they need for teaching.

text: Investigating content representations (CoRes) as pedagogical tools for science teacher education In this article Anne Hume discusses how use of scholarship and action research led me to introduce an intervention into my science education programmes called Content Representations (CoRes). My initial findings strongly indicate CoRes could be very useful tools for helping student teachers develop the professional knowledge base they need for teaching.

year: 2010

title: Collectivism, cultural identity and employee mental health: A study of New Zealand Māori

authors: Brougham, David M.

subjects: Anxiety

abstract: Māori are a collectivistic people living within a largely individualistic country. The present study tested whether Māori who practice higher levels of workplace collectivism feel greater alignment with their overall cultural beliefs, and report better mental health results because of their lower levels of anxiety and depression. Three hundred and thirty-six Māori employees were surveyed, and a regression analysis showed significant direct effects, with collectivism accounting for a sizable 20 % of the variance in both anxiety and depression. Two moderators relating to cultural knowledge and cultural language were also tested. Significant two-way interactions were found: high collectivism and high cultural knowledge led to low depression, and high cultural knowledge and high cultural language skills led to low depression and anxiety. A three-way interaction was found between anxiety, collectivism and cultural knowledge and/or language: low anxiety was reported by respondents with high collectivism and either high cultural knowledge or cultural language. Overall, the study highlights the importance of collectivism and cultural identity for Māori employees' mental health

text: Collectivism, cultural identity and employee mental health: A study of New Zealand Māori Māori are a collectivistic people living within a largely individualistic country. The present study tested whether Māori who practice higher levels of workplace collectivism feel greater alignment with their overall cultural beliefs, and report better mental health results because of their lower levels of anxiety and depression. Three hundred and thirty-six Māori employees were surveyed, and a regression analysis showed significant direct effects, with collectivism accounting for a sizable 20 % of the variance in both anxiety and depression. Two moderators relating to cultural knowledge and cultural language were also tested. Significant two-way interactions were found: high collectivism and high cultural knowledge led to low depression, and high cultural knowledge and high cultural language skills led to low depression and anxiety. A three-way interaction was found between anxiety, collectivism and cultural knowledge and/or language: low anxiety was reported by respondents with high collectivism and either high cultural knowledge or cultural language. Overall, the study highlights the importance of collectivism and cultural identity for Māori employees' mental health

year: 2012