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Forschungsbericht 2013
(2014)
The professional requirements in Software Engineering have become highly volatile due to the complexities of project development and rapid and innovative changes occurring in the field. Therefore, the development of inter-personal and social competences has gained central importance in the training of software developers. This paper will present a concept allowing to acquire competences by using Case Method and Role Play as instruments in several lectures of Software Engineering. By approaching the issue of competence acquisition on a technical as well as on an educational and social level, life-long learning is facilitated and supported.
As global demand for green hydrogen rises, potential hydrogen exporters move into the spotlight. However, the large-scale installation of on-grid hydrogen electrolysis for export can have profound impacts on domestic energy prices and energy-related emissions. Our investigation explores the interplay of hydrogen exports, domestic energy transition and temporal hydrogen regulation, employing a sector-coupled energy model in Morocco. We find substantial co-benets of domestic climate change mitigation and hydrogen exports, whereby exports can reduce domestic electricity prices while mitigation reduces hydrogen export prices. However, increasing hydrogen exports quickly in a system that is still dominated by fossil fuels can substantially raise domestic electricity prices, if green hydrogen production is not regulated. Surprisingly, temporal matching of hydrogen production lowers domestic electricity cost by up to 31% while the effect on exporters is minimal. This policy instrument can steer the welfare (re-)distribution between hydrogen exporting firms, hydrogen importers, and domestic electricity consumers and hereby increases acceptance among actors.
The professional requirements in software engineering have become highly volatile due to the complexities of project development and rapid and innovative changes occurring in the field. Therefore, the development of inter-personal and social competences has gained central importance in the training of software developers. The following text will present a concept allowing to acquire competences by using Pair Programming as an instrument. Moreover, arrangements for learning and teaching will be presented facilitating the acquisition of these competences. By approaching the issue of competence acquisition on a technical as well as on an educational and social level, lifelong learning is facilitated and supported.
The increase in complexity of software and its creation over the last decades requires an increase in the quality of the education of software engineering professionals. The number of Universities which answer this call by replacing or extending lectures with simulated software projects is constantly rising. However, the question how to best transfer new technological knowledge needed to be successful within this projects to the students remains open. Therefore this paper will present a comparison between the classical frontal lecture and a modern workshop learning arrangement used within these projects. By the use of workshops not only the knowledge transfer but also the acquisition of personal and social competences will be facilitated. Furthermore positive experiences with workshops at university level will support life-long learning.