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The current approaches for regression test selection of embedded programs are usually based on dataand control-dependency analyses, often augmented with human reasoning. Existing techniques do not take into account additional execution dependencies which may exist among code elements in such programs due to features such as tasks, task deadlines, task precedences, and intertask communications. In this context, we propose a model-based regression test selection technique for such programs. Our technique first constructs a graph model of the program; the proposed graph model has been designed to capture several characteristics of embedded programs, such as task precedence order, priority, intertask communication, timers, exceptions and interrupt handlers, which we consider important for regression-test selection. Our regression test selection technique selects test cases based on an analysis of the constructed graph model. We have implemented our technique to realize a prototype tool. The experimental results obtained using this tool show that, on average, our approach selects about 28.33% more regression test cases than those selected by a traditional approach. We observed that, on average, 36.36% of the fault-revealing test cases were overlooked by the existing regression test selection technique. [ABSTRACT FROM AUTHOR]

The authors report on the design and implementation of a pilot program to extend the principles of intensive writing outlined by W. Lee Hansen (1998), Murray S. Simpson and Shireen E. Carroll (1999) and David Carless (2006) to large macroeconomics classes. The key aspect of this program was its collaborative nature, with staff from two specialist units joining forces with two economics instructors to provide students with significant resources and direction in a short program of writing, embedded within an intermediate macroeconomics subject at the University of Technology, Sydney (UTS). The objective was to test potential strategies and to identify points of improvement for a more intensive program of writing development at the next stage of implementation. The authors review the literature on student writing and associated assessment issues, outline the central design features of the UTS program, and take a closer look at the centerpiece of a strategy for overcoming writing problems: a series of writing workshops targeted at two related assignments within the intermediate macroeconomics course. [ABSTRACT FROM AUTHOR]