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Model Driven Architecture - Foundations and Applications ; 4th European Conference, ECMDA-FA 2008, Berlin, Germany, June 9-13, 2008. Proceedings
The 31 revised full papers presented - 21 research papers and 10 industry papers - were carefully reviewed and selected from 87 submissions. The papers address all current issues of model-driven architecture, i.e. model management, executable models, concrete syntaxes, aspects, and concerns, validation and testing, model-based systems engineering, model-driven development and service-oriented architectures, and the application of model-driven development. The papers are organized in topical sections on model management, executable models, concrete syntaxes, aspects and concerns, validation and testing, model-based systems engineering, model-driven development and service-oriented architectures, as well as surveys on applying model-driven development.
Information criteria and statistical modeling
One of the main objectives of this book is to provide comprehensive explanations of the concepts and derivations of the AIC and related criteria, including Schwarz’s Bayesian information criterion (BIC), together with a wide range of practical examples of model selection and evaluation criteria. A secondary objective is to provide a theoretical basis for the analysis and extension of information criteria via a statistical functional approach. A generalized information criterion (GIC) and a bootstrap information criterion are presented, which provide unified tools for modeling and model evaluation for a diverse range of models, including various types of nonlinear models and model estimation procedures such as robust estimation, the maximum penalized likelihood method and a Bayesian approach.
La disprassia in età evolutiva : Criteri di valutazione ed intervento = Dyspraxia in developmental age : Evaluation criteria and intervention
As clinical and rehabilitation practice shows, children with dyspraxia are unable to plan and organize an action plan; they cannot control what they are doing during an action; therefore, they cannot do something, but we could also admit that they cannot yet do something; that is, they have not yet learned to perform functions. Functions and actions, however, can be learned and performed with the help of targeted exercises performed consistently. It is, however, essential to recognize the difficulties children with dyspraxia face when faced with new, unusual tasks. The author proposes an assessment and intervention model that takes into account etiological and neuropsychological hypotheses, emphasizing the need to proceed with an analysis on multiple levels: perceptual, motor, and representational. Particular importance is given to early diagnosis and intervention to define and implement appropriate treatment plans. The work concludes with the analysis and description of clinical cases related to some specific forms of dyspraxia: verbal dyspraxia and dysgraphia.
