An overview of the Arjuna distributed programming system

IEEE Software ◽  
1991 ◽  
Vol 8 (1) ◽  
pp. 66-73 ◽  
Author(s):  
S.K. Shrivastava ◽  
G.N. Dixon ◽  
G.D. Parrington
Keyword(s):  
Distributed Programming ◽  
Programming System

RNet: A Hard Real-Time Distributed Programming System

1987 ◽  
Vol C-36 (8) ◽  
pp. 917-932 ◽  
Author(s):  
Michael F. Coulas ◽  
Glenn H. MacEwen ◽  
Genevieve Marquis
Keyword(s):  
Real Time ◽  
Distributed Programming ◽  
Programming System ◽  
Hard Real Time

The Design of General Off-Line Graphical Robot Programming System

2017 ◽  
Vol 9 (4) ◽  
pp. 343-352
Author(s):  
Zheng Zhang ◽  
Yonggang Peng ◽  
Yuhui Li
Keyword(s):  
Robot Programming ◽  
Programming System

Scale Evaluation and Eligibility Determination of a Field-Test Version of the Assessment, Evaluation, and Programming System Third Edition

2021 ◽  
pp. 027112142098171
Author(s):  
Michael D. Toland ◽  
Jennifer Grisham ◽  
Misti Waddell ◽  
Rebecca Crawford ◽  
David M. Dueber
Keyword(s):  
Field Test ◽  
Programming System ◽  
Eligibility Determination ◽  
Fit Statistics ◽  
Reliability Estimates ◽  
Test Version ◽  
Acceptable Model ◽  
Cutoff Scores ◽  
Area Classification

Rasch and classification analyses on a field-test version of the Assessment, Evaluation, and Programming System Test—Third Edition (AEPS-3), a curriculum-based assessment used to assess young children birth to age 6 years, were conducted. First, an evaluation of the psychometric properties of data from each developmental area of an AEPS-3 field-test version was conducted. Next, cutoff scores at 6-month age intervals were created and then the validity of the cutoff scores was evaluated. Results using Rasch modeling indicated acceptable model fit statistics with reasonable reliability estimates within each developmental area. Classification results showed cutoff scores accurately classified a high percentage of eligible children. Findings suggest that scores from a field-test version of the AEPS-3 are reliable within developmental areas. To the extent allowed by state criteria, early childhood interventionists could possibly use a new field-test version of the AEPS-3 to determine or corroborate eligibility for special education services.

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