A Systematic Literature Review Of Requirements Engineering EducationEmma Burke
This systematic literature review examines research on requirements engineering (RE) education over the past decade. The review aims to (1) map the current state of RE education research, (2) summarize current educational practices and learning outcomes, and (3) evaluate how the field has changed since a previous review in 2012. A systematic search of academic databases identified relevant papers. Key findings include that RE education research is published across various venues and collaboration between researchers is limited. Common educational approaches involve real or simulated stakeholders and focus on elicitation. Learning outcomes emphasize improving students' communication and motivation. Opportunities remain for developing security and risk management training as well as an evidence-based pedagogical foundation.
This document outlines guidelines for computer engineering thesis projects at a university. It provides objectives for thesis projects, including applying skills and theories learned in class and developing communication skills. It also describes acceptable topics like security, automation, and infrastructure design. Basic and applied research projects are defined, and requirements like a concept paper and alignment with research thrusts are explained.
This document provides information about the revised fourth version of the DOEACC 'O' Level syllabus, effective January 2010. It outlines the structure and requirements of the DOEACC 'O' Level course. The course consists of four theory modules, one practical, and one project. It aims to produce junior programmers and EDP assistants equipped with the latest IT skills. Exam details like duration, passing marks, and grading system are also provided. Requirements for registration, eligibility, and validity periods are defined.
The Bachelor of Information Technology and Systems (BITS) focuses on delivering knowledge and skills in computer networking, application development and computer-based software to meet the current IT industry needs. The course ensures that graduates develop a broad and coherent body of knowledge in the underlying principles and concepts of information technology.
Kaashiv Infotech provides internship training for engineering and computer science students. The internships provide hands-on experience working on real-world projects in technologies like .NET, Java, cloud computing and more. Interns can gain 5-10 days of training or longer internships. The training includes activities like web application design, project documentation, and coding. Interns work with experienced mentors and can build job-relevant skills and professional references.
Bachelor of IT Courses Sydney in Australia industry is a dynamic and rapidly growing market. You'll graduate from our Bachelor of Information Technology with the technical, analytical, managerial, leadership and interpersonal skills required for success in the IT industry. Visit Us at https://www.vit.edu.au/courses/bachelor-of-information-technology-and-systems-bits/
Bachelor of IT Australia industry is a dynamic and rapidly growing market. You'll graduate from our Bachelor of Information Technology with the technical, analytical, managerial, leadership and interpersonal skills required for success in the IT industry.
The Bachelor of IT Australia focuses on delivering knowledge and skills in computer networking, application development and computer-based software to meet the current IT industry needs. The course ensures that graduates develop a broad and coherent body of knowledge in the underlying principles and concepts of information technology.
A Systematic Literature Review Of Requirements Engineering EducationEmma Burke
This systematic literature review examines research on requirements engineering (RE) education over the past decade. The review aims to (1) map the current state of RE education research, (2) summarize current educational practices and learning outcomes, and (3) evaluate how the field has changed since a previous review in 2012. A systematic search of academic databases identified relevant papers. Key findings include that RE education research is published across various venues and collaboration between researchers is limited. Common educational approaches involve real or simulated stakeholders and focus on elicitation. Learning outcomes emphasize improving students' communication and motivation. Opportunities remain for developing security and risk management training as well as an evidence-based pedagogical foundation.
This document outlines guidelines for computer engineering thesis projects at a university. It provides objectives for thesis projects, including applying skills and theories learned in class and developing communication skills. It also describes acceptable topics like security, automation, and infrastructure design. Basic and applied research projects are defined, and requirements like a concept paper and alignment with research thrusts are explained.
This document provides information about the revised fourth version of the DOEACC 'O' Level syllabus, effective January 2010. It outlines the structure and requirements of the DOEACC 'O' Level course. The course consists of four theory modules, one practical, and one project. It aims to produce junior programmers and EDP assistants equipped with the latest IT skills. Exam details like duration, passing marks, and grading system are also provided. Requirements for registration, eligibility, and validity periods are defined.
The Bachelor of Information Technology and Systems (BITS) focuses on delivering knowledge and skills in computer networking, application development and computer-based software to meet the current IT industry needs. The course ensures that graduates develop a broad and coherent body of knowledge in the underlying principles and concepts of information technology.
Kaashiv Infotech provides internship training for engineering and computer science students. The internships provide hands-on experience working on real-world projects in technologies like .NET, Java, cloud computing and more. Interns can gain 5-10 days of training or longer internships. The training includes activities like web application design, project documentation, and coding. Interns work with experienced mentors and can build job-relevant skills and professional references.
Bachelor of IT Courses Sydney in Australia industry is a dynamic and rapidly growing market. You'll graduate from our Bachelor of Information Technology with the technical, analytical, managerial, leadership and interpersonal skills required for success in the IT industry. Visit Us at https://www.vit.edu.au/courses/bachelor-of-information-technology-and-systems-bits/
Bachelor of IT Australia industry is a dynamic and rapidly growing market. You'll graduate from our Bachelor of Information Technology with the technical, analytical, managerial, leadership and interpersonal skills required for success in the IT industry.
The Bachelor of IT Australia focuses on delivering knowledge and skills in computer networking, application development and computer-based software to meet the current IT industry needs. The course ensures that graduates develop a broad and coherent body of knowledge in the underlying principles and concepts of information technology.
The Bachelor of IT Australia is an innovative program designed with input from major IT industry partners. All students can enrolled in the Bachelor of Information Technology.
Accreditation is an external recognition of the quality of educational programs. It can be voluntary, required, or coerced, and carried out by government agencies, peer institutions, professional organizations, or a combination. Accreditation criteria can range from general educational goals to specifying course content. The level of criteria specificity is an important consideration. Accreditation serves various stakeholders including governments, universities, faculty, students, and the profession. International recognition of accreditation is increasingly important as engineering becomes more global.
The document discusses an ICT Diploma program offered at Wootton and Bedford that would provide opportunities through local companies like hospitals, universities, and automotive centers. The diploma aims to develop employability skills and cover a wide range of career opportunities through topics like networking, software design, hardware installation, and security. It assesses students through individual coursework, teamwork projects, and developing skills desired by employers.
Kaashiv Infotech provides internship training for engineering students in Chennai. The 5-10 day internships provide hands-on experience in technologies like .NET, Java, iOS, and Oracle. Interns work on real projects and learn skills like application development, documentation, and template design. The internships aim to help students identify career interests and gain industry experience and references to enhance their job prospects.
A Review of Professional Practices for Computer Sciences Students in Academicssyedhamza71
This document summarizes key aspects of professional practices for computer science students. It discusses the importance of integrating professional practices into computer science curricula to better prepare students for the workplace. Professional practices include developing skills like collaboration, problem solving, communication, and lifelong learning. The document also outlines traits of professionals like seriousness, willingness to learn new skills, and maintaining composure. Integrating work placements and apprenticeships can help students gain real-world experience solving issues in both public and private sectors. Maintaining high ethical standards is also important for computer professionals.
CE111 Introduction to Civil and Environmental Engineering Fall.docxketurahhazelhurst
CE111 Introduction to Civil and Environmental Engineering Fall 2019
Final Report
DUE: Wednesday December 11, 2019 (6pm) on D2L
This final report replaces the final exam, so there will not be an in-class final. Note this
assignment is an individual assignment and you are not allowed to work with other student to
complete the report. You are encouraged to reference materials from the course and/or other
research to support your arguments.
The ASCE initiative “Engineer Tomorrow” (formerly known as “Raise the Bar”) believes that a 4-
year degree in Civil Engineering is inadequate in preparing the next generation of civil engineers
and feels that educational programs are creating followers and technicians rather than leaders.
To better prepare tomorrow’s engineers ASCE has proposed requiring 30 additional credit
hours beyond the bachelor’s degree (the equivalent of a master’s) to qualify for engineering
licensure. An article explaining the “Raise the Bar” initiative is attached and you can find more
information at the website https://www.asce.org/engineer-tomorrow/. Your essay should
address the following:
• Summarize why ASCE is proposing the changes.
• Do you agree or disagree with these changes? Provide an explanation of your position.
• Are these suggestions in line with requirements for other professions? Medicine / Law /
etc.?
• What impact will this have on the current education at PSU and your career future?
• Is this initiative in-line with the ASCE cannon’s we discussed in class? Why or why not?
• What discipline of civil engineering do you want to pursue and how necessary is
additional coursework to prepare you for engineering licensure. What challenges will
you deal with as an engineer and how would this initiative help you meet those
challenges? You may reference other engineers, articles, or opinions shared from our
guests this term.
• If this is implemented for licensure, would you plan to immediately pursue a master’s
after your bachelor’s degree, begin work and then go back to school, or take courses to
fulfill the requirement while working?
• Do you feel that additional coursework is the best method to prepare engineers for the
challenges they face in professional practice? What other methods could we pursue as
a profession to achieve similar results?
• What suggestions do you have for implementing these changes, if any?
Your essay should be approximately 700 - 1000 words. The essay is worth a total of 20 points
and will be graded using the FOM rubric.
https://www.asce.org/engineer-tomorrow/
These environments, he points out, involve greater require-
ments for each project, and the public has greater expecta-
tions, especially in such areas as sustainability and other new
paradigms. “So we’re looking into the future at a much dif-
ferent kind of engineering profession requiring an advanced
and broadened set of skills for the engineer to ...
The document describes an internship training program offered by Kaashiv Infotech in Chennai, India. The 10-day program provides hands-on experience in technologies like .NET, Java, Android and iOS. Students from various engineering fields can apply. Trainees will learn skills like web and application development, documentation, and template design. The internship aims to help students gain industry experience and determine suitability for different career paths.
Kaashiv Infotech provides internship training for engineering and computer science students. The internship program aims to provide hands-on experience through projects in various fields including web development, software development, and business consulting. Interns will work on live projects from various countries over a period of 5 days to 10 months. The internship is an opportunity for students to gain experience, explore career interests, build professional networks, and enhance skills. Training includes topics like web design, database development, software architecture, and more.
The document outlines the learning goals and assessment process for undergraduate students majoring in Electrical Engineering and Computer Science (EECS) at UC Berkeley. The department has established 10 program outcomes for both majors and maps these outcomes to individual core courses. Student attainment of learning goals is assessed each semester and curriculum is continually improved based on assessment results and developments in the fields. The assessment process and curriculum improvement are part of maintaining ABET accreditation and ensuring students are prepared for post-graduate education and careers in EECS fields.
Kaashiv Infotech provides internship training for engineering and computer science students. The internships last 5 days to 10 months and provide hands-on experience with technologies like .NET, Java, Android and iOS. Interns work on real projects and gain skills in areas such as web development, database design and application development. The internships help students identify career paths and build industry connections through mentorship from experienced professionals.
Kaashiv Infotech provides internship training for engineering and computer science students. The 10-day training program provides hands-on experience in technologies like .NET, Java, Android and iOS development. Students learn skills like web and application development, database management and more. The internship aims to help students gain industry experience and determine if they are suited for careers in related fields. Training is provided in Chennai by experienced professionals.
Kaashiv Infotech provides internship training for engineering and computer science students. The 10-day training program provides hands-on experience in technologies like .NET, Java, Android and iOS development. Students learn skills like web and application development, database management and project documentation. The training is conducted by experienced professionals and provides networking opportunities, references for jobs, and clarity on suitable career paths for participants.
The document describes an internship training program provided by Kaashiv Infotech for engineering students. The 10-day program provides hands-on experience in areas like web development, software testing, and live project work. Students gain skills in technologies like .NET, Java, Android and learn about career paths through guidance and networking opportunities. The internship aims to help students identify suitable careers and build job-relevant skills and experience.
Kaashiv Infotech provides internship training for engineering and IT students. The 5-10 day internships provide hands-on experience in technologies like .NET, Java, Android and iOS. Interns work on live projects and gain skills in areas such as web and mobile application development. The internships help students identify career interests and build industry connections to enhance their job prospects.
1 Evidence-Based Practices to Guide ClinicaSilvaGraf83
1
Evidence-Based Practices to Guide Clinical Practices
Marilaura Mieres
Miami Regional University
Dr.Mercedes
03/28/2021
Evidence-Based Practices to Guide Clinical Practices
2
Introduction
Evidence best practices is an approach that translates excellent scientific research
evidence to enhanced practical decisions aiming at improving health. EBP involves using
research findings obtained from systematic data collection that is achieved through observations
and analyzed experiments. The connection of research, theory, and EBP are interlinked in that
the delivery of one results in another aspect's discovery. Through research findings, a theory is
discovered, and through various experiments and observations, evidence-based practices are
identified.
Interrelationship Between the Theory, Research, and EBP.
According to Cannon & Boswell (2016), health professionals require standards to analyze
behavioral treatments in the behavioral sciences. Through complete incorporation and
implementation processes, health professionals must value EBP processes, health theories, and
research. Through experience, health practitioners must learn to integrate research results to
determine the best treatment plans suitable for patients. Through this research results,
experiments, and evidence, health practitioners with academicians ally to discover a theory. The
treatments are offered according to patients' values, interests, and preferences (Cannon &
Boswell 2016). The values increase practitioners' skills and knowledge to analyze research
outcomes effectively. Nurses are expected to think critically after being taught and encouraged,
which corresponds with evidence-based practices. Nurses' critical thinking skills require a
foundation on which proven research and tested data can be based. The proven research,
evidence-based practices, and a good foundation all connect to form a theory that research can
rely on and nurses can use to prove their practices.
3
Additionally, health professionals at all levels must identify challenges and arising
questions to address patients' needs and offer quality practices to discover appropriate
interventions suitable for every challenge. Health professionals are directly involved in research
projects that allow them to understand the best methods to publish for evidence-based practices.
Through different researches and publications, health professionals like advanced practice nurses
use research to solve health dilemmas. Nurses find platforms centered on tested clarifications
through nursing practices and methodical examinations from research to build a base for
procedures and care.
Moreover, research is a scientific procedure that anticipates outcomes through the use of
fundamental expertise. Research processes enhance the capacity of discipline through clarity and
visualized aspects. The discipline's ability to put i ...
1 Green Book Film Analysis Sugiarto MuljSilvaGraf83
1
Green Book Film Analysis
Sugiarto Muljadi
CSUN
COMS 321
Prof. Darla Anderson
12th May 2021
2
Green Book Analysis
Social stratification exists in almost every place that human’s dwell. Nonetheless, race
remains one of the most controversial elements of social stratification. The film Green Book
wants the audience to learn that there are no differences between humans regardless of their
race. While watching it, I was concerned that the script might have glossed over Shirley and
other African-Americans face. The newfound abundance of clean, inexpensive cars in the
1930s was more than a matter of convenience for middle-class Americans (IMDb, 2020). It
opened up new opportunities, giving them the freedom to fly across the world at their own
pace without having to rely on anyone. Also, in a constitutionally segregated world in some
areas and functionally segregated almost everywhere else, this was so for African Americans
(Lemire, 2018). However, while white travelers could travel with relative ease, stopping at
restaurants, bars, entertainment venues, and places to stay as they wished, African Americans
faced greater challenges. Staying in the wrong hotel or attempting to eat at the wrong
restaurant could result in you being ejected or worse.
The Negro Motorist Green Book was not the only travel guide for African-Americans,
but it was the most popular. Victor Hugo Green, an African-American mail carrier from
Harlem who served in Hackensack, New Jersey, designed it. Green worked on the effort for
almost three decades, from 1936 to 1966, soon after the Civil Rights Act was signed into law,
including a four-year pause during WWII (Diamond, 2018). The Green Book quickly
established itself as the most important document for black travelers in America, outlining
where they could eat, drink, and sleep without being abused or worse. Green Book depicts
various discriminatory prejudices that permeated American life in the early and mid-
twentieth centuries, ranging from snide remarks and racial epithets to outright hatred.
3
References
Diamond, A. (2018, November 20). The true story of the 'Green book' movie. Smithsonian
Magazine. https://www.smithsonianmag.com/arts-culture/true-story-green-book-
movie-180970728/
IMDb. (2020). Green book (2018). https://www.imdb.com/title/tt6966692/plotsummary
Lemire, C. (2018). Green book movie review & film summary (2018). Movie Reviews and
Ratings by Film Critic Roger Ebert | Roger Ebert.
https://www.rogerebert.com/reviews/green-book-2018
Week # 3 Case Study: Late and Later Documentation
Case Study: Late and Later Documentation
Based on the case study, critique the documentation presented by the healthcare provider and provide examples of whether the nurse follows or did not follow documentation requisites.
State what errors you found in the documentation and if you think the nurse followed the appropriate procedure ...
The Bachelor of IT Australia is an innovative program designed with input from major IT industry partners. All students can enrolled in the Bachelor of Information Technology.
Accreditation is an external recognition of the quality of educational programs. It can be voluntary, required, or coerced, and carried out by government agencies, peer institutions, professional organizations, or a combination. Accreditation criteria can range from general educational goals to specifying course content. The level of criteria specificity is an important consideration. Accreditation serves various stakeholders including governments, universities, faculty, students, and the profession. International recognition of accreditation is increasingly important as engineering becomes more global.
The document discusses an ICT Diploma program offered at Wootton and Bedford that would provide opportunities through local companies like hospitals, universities, and automotive centers. The diploma aims to develop employability skills and cover a wide range of career opportunities through topics like networking, software design, hardware installation, and security. It assesses students through individual coursework, teamwork projects, and developing skills desired by employers.
Kaashiv Infotech provides internship training for engineering students in Chennai. The 5-10 day internships provide hands-on experience in technologies like .NET, Java, iOS, and Oracle. Interns work on real projects and learn skills like application development, documentation, and template design. The internships aim to help students identify career interests and gain industry experience and references to enhance their job prospects.
A Review of Professional Practices for Computer Sciences Students in Academicssyedhamza71
This document summarizes key aspects of professional practices for computer science students. It discusses the importance of integrating professional practices into computer science curricula to better prepare students for the workplace. Professional practices include developing skills like collaboration, problem solving, communication, and lifelong learning. The document also outlines traits of professionals like seriousness, willingness to learn new skills, and maintaining composure. Integrating work placements and apprenticeships can help students gain real-world experience solving issues in both public and private sectors. Maintaining high ethical standards is also important for computer professionals.
CE111 Introduction to Civil and Environmental Engineering Fall.docxketurahhazelhurst
CE111 Introduction to Civil and Environmental Engineering Fall 2019
Final Report
DUE: Wednesday December 11, 2019 (6pm) on D2L
This final report replaces the final exam, so there will not be an in-class final. Note this
assignment is an individual assignment and you are not allowed to work with other student to
complete the report. You are encouraged to reference materials from the course and/or other
research to support your arguments.
The ASCE initiative “Engineer Tomorrow” (formerly known as “Raise the Bar”) believes that a 4-
year degree in Civil Engineering is inadequate in preparing the next generation of civil engineers
and feels that educational programs are creating followers and technicians rather than leaders.
To better prepare tomorrow’s engineers ASCE has proposed requiring 30 additional credit
hours beyond the bachelor’s degree (the equivalent of a master’s) to qualify for engineering
licensure. An article explaining the “Raise the Bar” initiative is attached and you can find more
information at the website https://www.asce.org/engineer-tomorrow/. Your essay should
address the following:
• Summarize why ASCE is proposing the changes.
• Do you agree or disagree with these changes? Provide an explanation of your position.
• Are these suggestions in line with requirements for other professions? Medicine / Law /
etc.?
• What impact will this have on the current education at PSU and your career future?
• Is this initiative in-line with the ASCE cannon’s we discussed in class? Why or why not?
• What discipline of civil engineering do you want to pursue and how necessary is
additional coursework to prepare you for engineering licensure. What challenges will
you deal with as an engineer and how would this initiative help you meet those
challenges? You may reference other engineers, articles, or opinions shared from our
guests this term.
• If this is implemented for licensure, would you plan to immediately pursue a master’s
after your bachelor’s degree, begin work and then go back to school, or take courses to
fulfill the requirement while working?
• Do you feel that additional coursework is the best method to prepare engineers for the
challenges they face in professional practice? What other methods could we pursue as
a profession to achieve similar results?
• What suggestions do you have for implementing these changes, if any?
Your essay should be approximately 700 - 1000 words. The essay is worth a total of 20 points
and will be graded using the FOM rubric.
https://www.asce.org/engineer-tomorrow/
These environments, he points out, involve greater require-
ments for each project, and the public has greater expecta-
tions, especially in such areas as sustainability and other new
paradigms. “So we’re looking into the future at a much dif-
ferent kind of engineering profession requiring an advanced
and broadened set of skills for the engineer to ...
The document describes an internship training program offered by Kaashiv Infotech in Chennai, India. The 10-day program provides hands-on experience in technologies like .NET, Java, Android and iOS. Students from various engineering fields can apply. Trainees will learn skills like web and application development, documentation, and template design. The internship aims to help students gain industry experience and determine suitability for different career paths.
Kaashiv Infotech provides internship training for engineering and computer science students. The internship program aims to provide hands-on experience through projects in various fields including web development, software development, and business consulting. Interns will work on live projects from various countries over a period of 5 days to 10 months. The internship is an opportunity for students to gain experience, explore career interests, build professional networks, and enhance skills. Training includes topics like web design, database development, software architecture, and more.
The document outlines the learning goals and assessment process for undergraduate students majoring in Electrical Engineering and Computer Science (EECS) at UC Berkeley. The department has established 10 program outcomes for both majors and maps these outcomes to individual core courses. Student attainment of learning goals is assessed each semester and curriculum is continually improved based on assessment results and developments in the fields. The assessment process and curriculum improvement are part of maintaining ABET accreditation and ensuring students are prepared for post-graduate education and careers in EECS fields.
Kaashiv Infotech provides internship training for engineering and computer science students. The internships last 5 days to 10 months and provide hands-on experience with technologies like .NET, Java, Android and iOS. Interns work on real projects and gain skills in areas such as web development, database design and application development. The internships help students identify career paths and build industry connections through mentorship from experienced professionals.
Kaashiv Infotech provides internship training for engineering and computer science students. The 10-day training program provides hands-on experience in technologies like .NET, Java, Android and iOS development. Students learn skills like web and application development, database management and more. The internship aims to help students gain industry experience and determine if they are suited for careers in related fields. Training is provided in Chennai by experienced professionals.
Kaashiv Infotech provides internship training for engineering and computer science students. The 10-day training program provides hands-on experience in technologies like .NET, Java, Android and iOS development. Students learn skills like web and application development, database management and project documentation. The training is conducted by experienced professionals and provides networking opportunities, references for jobs, and clarity on suitable career paths for participants.
The document describes an internship training program provided by Kaashiv Infotech for engineering students. The 10-day program provides hands-on experience in areas like web development, software testing, and live project work. Students gain skills in technologies like .NET, Java, Android and learn about career paths through guidance and networking opportunities. The internship aims to help students identify suitable careers and build job-relevant skills and experience.
Kaashiv Infotech provides internship training for engineering and IT students. The 5-10 day internships provide hands-on experience in technologies like .NET, Java, Android and iOS. Interns work on live projects and gain skills in areas such as web and mobile application development. The internships help students identify career interests and build industry connections to enhance their job prospects.
1 Evidence-Based Practices to Guide ClinicaSilvaGraf83
1
Evidence-Based Practices to Guide Clinical Practices
Marilaura Mieres
Miami Regional University
Dr.Mercedes
03/28/2021
Evidence-Based Practices to Guide Clinical Practices
2
Introduction
Evidence best practices is an approach that translates excellent scientific research
evidence to enhanced practical decisions aiming at improving health. EBP involves using
research findings obtained from systematic data collection that is achieved through observations
and analyzed experiments. The connection of research, theory, and EBP are interlinked in that
the delivery of one results in another aspect's discovery. Through research findings, a theory is
discovered, and through various experiments and observations, evidence-based practices are
identified.
Interrelationship Between the Theory, Research, and EBP.
According to Cannon & Boswell (2016), health professionals require standards to analyze
behavioral treatments in the behavioral sciences. Through complete incorporation and
implementation processes, health professionals must value EBP processes, health theories, and
research. Through experience, health practitioners must learn to integrate research results to
determine the best treatment plans suitable for patients. Through this research results,
experiments, and evidence, health practitioners with academicians ally to discover a theory. The
treatments are offered according to patients' values, interests, and preferences (Cannon &
Boswell 2016). The values increase practitioners' skills and knowledge to analyze research
outcomes effectively. Nurses are expected to think critically after being taught and encouraged,
which corresponds with evidence-based practices. Nurses' critical thinking skills require a
foundation on which proven research and tested data can be based. The proven research,
evidence-based practices, and a good foundation all connect to form a theory that research can
rely on and nurses can use to prove their practices.
3
Additionally, health professionals at all levels must identify challenges and arising
questions to address patients' needs and offer quality practices to discover appropriate
interventions suitable for every challenge. Health professionals are directly involved in research
projects that allow them to understand the best methods to publish for evidence-based practices.
Through different researches and publications, health professionals like advanced practice nurses
use research to solve health dilemmas. Nurses find platforms centered on tested clarifications
through nursing practices and methodical examinations from research to build a base for
procedures and care.
Moreover, research is a scientific procedure that anticipates outcomes through the use of
fundamental expertise. Research processes enhance the capacity of discipline through clarity and
visualized aspects. The discipline's ability to put i ...
1 Green Book Film Analysis Sugiarto MuljSilvaGraf83
1
Green Book Film Analysis
Sugiarto Muljadi
CSUN
COMS 321
Prof. Darla Anderson
12th May 2021
2
Green Book Analysis
Social stratification exists in almost every place that human’s dwell. Nonetheless, race
remains one of the most controversial elements of social stratification. The film Green Book
wants the audience to learn that there are no differences between humans regardless of their
race. While watching it, I was concerned that the script might have glossed over Shirley and
other African-Americans face. The newfound abundance of clean, inexpensive cars in the
1930s was more than a matter of convenience for middle-class Americans (IMDb, 2020). It
opened up new opportunities, giving them the freedom to fly across the world at their own
pace without having to rely on anyone. Also, in a constitutionally segregated world in some
areas and functionally segregated almost everywhere else, this was so for African Americans
(Lemire, 2018). However, while white travelers could travel with relative ease, stopping at
restaurants, bars, entertainment venues, and places to stay as they wished, African Americans
faced greater challenges. Staying in the wrong hotel or attempting to eat at the wrong
restaurant could result in you being ejected or worse.
The Negro Motorist Green Book was not the only travel guide for African-Americans,
but it was the most popular. Victor Hugo Green, an African-American mail carrier from
Harlem who served in Hackensack, New Jersey, designed it. Green worked on the effort for
almost three decades, from 1936 to 1966, soon after the Civil Rights Act was signed into law,
including a four-year pause during WWII (Diamond, 2018). The Green Book quickly
established itself as the most important document for black travelers in America, outlining
where they could eat, drink, and sleep without being abused or worse. Green Book depicts
various discriminatory prejudices that permeated American life in the early and mid-
twentieth centuries, ranging from snide remarks and racial epithets to outright hatred.
3
References
Diamond, A. (2018, November 20). The true story of the 'Green book' movie. Smithsonian
Magazine. https://www.smithsonianmag.com/arts-culture/true-story-green-book-
movie-180970728/
IMDb. (2020). Green book (2018). https://www.imdb.com/title/tt6966692/plotsummary
Lemire, C. (2018). Green book movie review & film summary (2018). Movie Reviews and
Ratings by Film Critic Roger Ebert | Roger Ebert.
https://www.rogerebert.com/reviews/green-book-2018
Week # 3 Case Study: Late and Later Documentation
Case Study: Late and Later Documentation
Based on the case study, critique the documentation presented by the healthcare provider and provide examples of whether the nurse follows or did not follow documentation requisites.
State what errors you found in the documentation and if you think the nurse followed the appropriate procedure ...
1
Film Essay 1
Film from 1940-1970
Garrett Lollis
ARTH 334
Professor Tom Fallows
April 04, 2021
2
Part 1
The film I chose was Ben-Hur (1959), which is an adventure/historical film by director
William Wyler. The film is a work of fiction based on the 1880 book Ben-Hur: A Tale of the
Christ by author Lee Wallace and is the third film adaption of multiple films based upon the
story of the fictional character Ben-Hur (Brayson, 2016). I personally enjoyed this 3 hour and
42-minute film due to the directors’ masterful work even though the film was made in 1959.
William Wyler utilized different cinematography and editing tools such as D.W.
Griffiths intercutting, panning, close-up, and dissolve techniques throughout the film to depict
each scene and enhance the quality of the film (Gutmann, 2010). With the use of D.W. Griffiths
cinematography/editing techniques, William Wyler managed to show different angles of a scene
better and pan for more use of the space because of newer technology unlike the straight on view
that had to be used in George Melies’s A Trip To The Moon (1902) due to the technology at
that time. Sound syncing really came a long way from the early 1900’s and this film perfectly
synced the sounds with what was happening in each scene (The History of Sound at the Movies,
2014). There is a scene about an ancient Roman naval battle taking place and I believe all parts
from sound, to editing, and cinematography come together during this battle scene. Before the
battle takes place the Admiral of the ship tests the boat rowers which were slaves by having them
run through different battle speeds of the ship. There is a drummer that helps keep the rowers in
sync, so as the Admiral yelled out “attack speed” the drummer started drumming and you can
hear the multitude of sounds from the music intensifying, the drummer drumming faster to the
changing ship speeds, to the exhaustion of the men as they row throughout this particular scene.
Once the battle begins, the battle music intensifies, and the director used cross-cutting to go
between the battle taking place outside the ship and back to the men under the deck rowing the
3
boat as the battle draws on. The director also used close-up shots to show the different
expressions on a few characters faces during the battle and finishes with the dissolve effect after
the battle is over to transition to Ben-Hur and the Admiral being stranded in the ocean. William
Wyler used the dissolve feature multiple time throughout the film to transition between locations
and nighttime and daytime, I really enjoy this feature because it makes the scenes flow smoothly
instead of just abruptly cutting off. Another interesting thing added into the film is an
intermission because the length of the film, this gives time to get a drink or more popcorn and
something I have only seen down in very few films. The dir ...
1 FIN 2063 INSURANCE FINANCIAL PLANNING Case AsSilvaGraf83
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FIN 2063
INSURANCE FINANCIAL PLANNING
Case Assignment
Due Dates: Part I - Week 10 Part II - Week 12
Value: Part 1 – 10% Part II – 10% Total - 20% of final grade
1. This assignment represents a real client scenario. Create a report.
a. Read the case, the requirements and the marking rubric.
2. Your report must be typed, double-spaced in Times New Roman 12 or Arial/Calibri 11.
On the title page, include your name and student number.
3. As this is project is very similar in nature to a real life insurance planning scenario, present
your report just as you feel you would present a real life insurance planning
recommendation to a real life client.
4. The requirements at the end of the case indicate the expectations for your report, as does
the marking rubric.
Marks will be lost if your recommendations do not adequately meet or are not clearly
aligned with the clients’ goals. If due to lack of clarity or insufficient information you feel it
necessary to make an assumption, state the assumption in your report. That said, do not
assume the case away.
5. Although you may discuss this with other individual in the class, your report must be
unique. Any copying will result in a grade of zero.
2
Client Situation
You are a financial planner with a specialty in risk management. You’ve completed the LLQP and
are licensed to sell insurance products. You love your career and have built a successful practice
based mainly on referrals from your satisfied clients.
Jack, age 49, and Jill, age 48, are one of those referrals. Jack is Vice-President of Marketing at a
mid-sized systems firm. His salary is $190,000 + bonus. Last year his bonus was $40,000. Jill is
an accountant in private practice. She works from home and typically bills $150,000 a year
(roughly $100,000 after expenses). They feel pretty comfortable financially but have asked you to
flag any gaps that you can see in their risk management strategy. They also have specific questions
that they’d like you to address.
Jack and Jill are married with two children who live at home: Tracey, age 22 and Travis, age 17.
Jill’s mother, Lauren age 75, is widowed. Although she is financially independent, she moved in
with Jill and her family after the recent death of her husband. She contributes to the family’s
expenses and is especially devoted to her granddaughter, Tracey.
Tracey, a happy and outgoing woman, was born with Down Syndrome, a common genetic
disorder. Otherwise, Tracey is in good health and could easily live to age 60. Jack and Jill would
like to keep Tracey at home as long as possible but they are concerned about her ability to adapt if
one or both of them dies unexpectedly. As a result, they’re considering moving her into a group
home in their city. The group home provides full support to residents. The fee for this year is
$58,250. Tracey has seen the place and likes it, in no small part b ...
1 Faculty of Science, Engineering and ComputiSilvaGraf83
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Faculty of Science, Engineering and Computing
CE7011 Management of Project, Risk, Quality and Safety
Reassessment Pack
April 2021
Content
Page No
Teaching Team 2
Assessment Summary 2
Health and Safety and Quality On line Test 3
Project Risk Management (PRM) Coursework 6
Assessment Submission and Feedback Form 12
Group Coursework Grade and Feedback Form 13
Individual Coursework Grade and Feedback Form 14
2
Faculty of Science, Engineering and Computing
Module Assessment Pack 2019/20
CE7011 Management of Project, Risk, Quality and Safety
Teaching Team
Staff Name Room Extension Contact: Email/Office hours
Module
Leader
Lecturer
Behrouz Zafari (BZ)
Diyana Binti Abd Razak (DR)
Illona Kusuma (IK)
Cliff Dansoh (CD)
Hasan Haroglu (HH)
PRMB1044
PRMB1057
PRMB1026
RV MB 212
PRMB1045
64820
[email protected]
Term-time office hours:
Tuesday: 16:00 – 17:30
Thursday: 16:00 – 17:30
[email protected]
[email protected][email protected][email protected]
Assessment Summary
Type Weight Set date Due date
Mark
by
Mark/work
return date
In-course
assessment
Examination
On-line test
(In-class)
30% 19 April
21
19 April
21
BZ 20 working
days after
submission
Written
assignment
70% 9 April 21
26 April
21
BZ 20 working
days after
submission
Examination No examination
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
3
Faculty of Science, Engineering & Computing
School of Natural and Built Environments
Department of Civil Engineering
CE7011 Management of Project, Risk, Quality and Safety
Assessments
Health and Safety and Quality On line Test
The online H&S and Quality test – will be available on Study Space under
assessments.
Date and Time of Test: Monday 19 April 2021, 9.00 am
Learning outcomes covered:
• Understand and contract toe roles of various parties in the successful
collaborative management of health and safety during both design and
construction phases of construction.
• Evaluate likelihood and impact of risk occurrence and procedures to manage
those risks, including health and safety risk.
• Appraise quality management techniques.
Instructions for taking the online test
The test is to be taken individually on-line, as per the timetable in the module
assessment pack. It will be available via Canvas/VLE. Once started, the test has to
be finished at one sitting. The maximum duration of the test is 80 minutes.
The test will be an open book test i.e. you can refer to notes books etc.
If your access to the University computer system is blocked or suspended for any
reason (e.g. financial) during the test tim ...
1
EARLY CHILDHOOD AND
CHILD DEVELOPMENT
Lesson Plan Handbook
Developed by Kristina Bodamer and Jennifer Zaur
September 2014
2
TABLE OF CONTENTS
About This Handbook 3
Lesson Plan Template 4
Goals 5
Objectives 6
Standards 7
Materials 11
Introduction 12
Lesson Development 14
Differentiation 16
Assessment 18
Closing 20
Sample Academic Lesson 21
Sample Developmental Lesson 23
Lesson Planning Resources 25
References 27
3
ABOUT THIS HANDBOOK
Purpose of the Handbook
This handbook was developed to provide Ashford University Early Childhood Education and
Child Development students with a resource to utilize when creating effective lesson plans.
Educators must be able to create an effective lesson plan so they can successfully teach
children the developmental and academic skills they need to grow, develop, and learn. As
Kostelnik, Rupiper, Soderman, & Whiren (2014) explain, “Planning is a mental process, and a
lesson plan is the written record of that process” (p. 81).
Design of the Handbook
“A lesson plan is the instructor’s road map of what students need to learn and how it will be
done effectively” (Milkova, 2014, para. 1). This handbook is your “road map” to creating
effective lesson plans. Each section of the handbook will serve as a different stop along your
journey. With each stop you make, you will gain important information about a component
of a lesson plan: what it is, its purpose, how to effectively develop each section of the lesson
plan, and concrete examples that model the individual sections. By the end of your trip, you
will be able to create effective lesson plans that will allow your students to learn the
developmental and academic skills they need to master. So, pack your bags and come along
for a fun and informative ride.
4
LESSON PLAN TEMPLATE
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal
Objective
Standards Included
Materials
Introduction
Lesson Development
Differentiation
Assessment
(Practice/Check for
Understanding)
Closing
5
GOALS
What is a lesson goal?
A lesson goal guides the direction of the lesson. “Goals come from an outside source [such
as] a text, program goals, or state standards”(Kostelnik et al., 2014, p. 85 ). The goal is a
broad, general statement that tells you what you want your students to do when the lesson
is complete. Think of the goal of the lesson as a target that you are trying to reach. The goal
of the lesson should provide the framework for you to create a more detailed and
measurable learning objective.
Why are lesson goals important?
Lesson goals are important for s ...
1 Case Grading Procedure Your grade from each case SilvaGraf83
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Case Grading Procedure
Your grade from each case analysis is determined using the following assessment rubrics:
Ethical Decision-Making Rubric - EDR
School of Business Writing Assessment Rubric – WAR
Review each of the rubrics below to see what is expected of you.
Your grade will be calculated as follows:
𝑃𝑒𝑟𝑐𝑒𝑛𝑡 𝐺𝑟𝑎𝑑𝑒 = 0.85 (
𝑃𝑜𝑖𝑛𝑡𝑠 𝑒𝑎𝑟𝑛𝑒𝑑 𝑜𝑛 𝑡ℎ𝑒 𝐸𝐷𝑅
50
) + 0.15 (
𝑃𝑜𝑖𝑛𝑡𝑠 𝑒𝑎𝑟𝑛𝑒𝑑 𝑜𝑛 𝑡ℎ𝑒 𝑊𝐴𝑅
70
)
The total case grade will be out of 50 points.
𝑇𝑜𝑡𝑎𝑙 𝑃𝑜𝑖𝑛𝑡𝑠 𝑜𝑛 𝐴𝑠𝑠𝑖𝑔𝑛𝑚𝑒𝑛𝑡 = 𝑃𝑒𝑟𝑐𝑒𝑛𝑡 𝐺𝑟𝑎𝑑𝑒 × 50
2
Ethical Decision-Making Rubric
Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet minimum performance levels.
Case Analysis Steps Standards Points
Ethical Issues:
Issue Identification All ethical issues are
properly identified (4
points)
Most ethical issues are
properly identified (3
points)
Some ethical issues are
properly identified (2 – 1
points)
No ethical issue is
properly identified (0
points)
Issue Definitions/Descriptions
and Factual Support
Of those ethical issues
identified, all are
adequately defined/
described and supported
by case facts (6 points)
Of those ethical issues
identified, most issues
identified are adequately
defined/ described and
supported by case facts (5
– 4 points)
Of those ethical issues
identified, some issues
identified are adequately
defined/ described and
supported by case facts (3
– 1 points)
No issue identified is
adequately
defined/described and
supported by case facts (0
points)
Stakeholder Analysis:
Stakeholder Identification All key stakeholders are
properly identified (6
points)
Most key stakeholders are
properly identified (5 – 4
points)
Some key stakeholders are
properly identified (3 – 1
points)
No key stakeholder is
properly identified (0
points)
Identification of Stakes Of those stakeholders
identified, all important
stakes are properly listed
(4 points)
Of those stakeholders
identified, most important
stakes are properly listed
(3 points)
Of those stakeholders
identified, some important
stakes are properly listed
(2 – 1 points)
Of those stakeholders
identified, no important
stakes are properly listed
(0 point)
Ethical Decisions
All short- and long-term
ethical issues are resolved
through the use of ethical
decisions (10 points)
Most short- and/or long-
term ethical issues are
resolved through the use
of ethical decisions (9 – 6
points)
Some short- and/or long-
term ethical issues are
resolved through the use
of ethical decisions (5 – 1
points)
Alternate decisions or
unethical decisions are
used to attempt to resolve
the ethical issues
identified (0 points)
Nonconsequentialist Analysis:
Subcharacteristic Identification
and Definition
Four of t
1 Kilimanjaro is a snow-covered mountain 19,710 feet hiSilvaGraf83
1
Kilimanjaro is a snow-covered mountain 19,710 feet high, and is said to be the highest mountain in Africa.
Its western summit is called the Masai "Ngaje Ngai," the House of God. Close to the western summit there
is the dried and frozen carcass of a leopard. No one has explained what the leopard was seeking at that
altitude.
The Snows of Kilimanjaro
By Ernest Hemingway, 1938
THE MARVELLOUS THING IS THAT IT S painless," he said. "Tha 's ho o kno
when it starts."
"Is it really?"
"Absolutely. I'm awfully sorry about the odor though. That must bother you."
"Don't! Please don't."
"Look at them," he said. "Now is it sight or is it scent that brings them like that?"
The cot the man lay on was in the wide shade of a mimosa tree and as he looked out past
the shade onto the glare of the plain there were three of the big birds squatted obscenely,
while in the sky a dozen more sailed, making quick-moving shadows as they passed.
"They've been there since the day the truck broke down," he said. "Today's the first time
any have lit on the ground. I watched the way they sailed very carefully at first in case I
ever wanted to use them in a story. That's funny now.""I wish you wouldn't," she said.
"I'm only talking," he said. "It's much easier if I talk. But I don't want to bother you."
"You know it doesn't bother me," she said. "It's that I've gotten so very nervous not being
able to do anything. I think we might make it as easy as we can until the plane comes."
"Or until the plane doesn't come."
"Please tell me what I can do. There must be something I can do.
"You can take the leg off and that might stop it, though I doubt it. Or you can shoot me.
You're a good shot now. I taught you to shoot, didn't I?"
"Please don't talk that way. Couldn't I read to you?"
2
"Read what?"
"Anything in the book that we haven't read."
"I can't listen to it," he said." Talking is the easiest. We quarrel and that makes the time
pass."
"I don't quarrel. I never want to quarrel. Let's not quarrel any more. No matter how
nervous we get. Maybe they will be back with another truck today. Maybe the plane will
come."
"I don't want to move," the man said. "There is no sense in moving now except to make it
easier for you."
"That's cowardly."
"Can't you let a man die as comfortably as he can without calling him names? What's the
use of clanging me?"
"You're not going to die."
"Don't be silly. I'm dying now. Ask those bastards." He looked over to where the huge,
filthy birds sat, their naked heads sunk in the hunched feathers. A fourth planed down, to
run quick-legged and then waddle slowly toward the others.
"They are around every camp. You never notice them. You can't die if you don't give up."
"Where did you read that? You're such a bloody fool."
"You might think about some one else."
"For Christ's sake," he said, "that's been my trade."
He lay then and was quiet for a while and looked across the ...
1
Assignment 2 Winter 2022
Problem 1
Assume you have the option to buy one of three bonds. All have the same degree of default risk
and mature in 15 years. The first is a zero-coupon bond that pays $1,000 at maturity. The
second has a 7 percent coupon rate and pays the $70 coupon once per year. The third has a 9
percent coupon rate and pays the $90 coupon once per year.
a. If all three bonds are now priced to yield 8 percent to maturity, what are their prices?
b. If you expect their yields to maturity to be 8 percent at the beginning of next year, what will
their prices be then? What is your before-tax holding period return on each bond? If your tax
bracket is 30 percent on ordinary income and 20 percent on capital gains income, what will
your after-tax rate of return be on each? Assume you do not sell the bonds.
c. Recalculate your answer to (b) under the assumption that you expect the yields to maturity on
each bond to be 7 percent at the beginning of next year.
d. Re-do the calculations in parts b and c above, assuming you will sell the bonds at the end of the
year.
Problem 2
A University endowment fund has sought your advice on its fixed-income portfolio strategy.
The characteristics of the portfolios current holdings are listed below:
Market
Credit Maturity Coupon Modified Value of
Bond Rating (yrs.) Rate (%) Duration Convexity Position
A Cnd. Govt. 3 0 2.727 9.9 $30,000
B A1 10 8 6.404 56.1 $30,000
C Aa2 5 12 3.704 18.7 $30,000
D Agency 7 10 4.868 32.1 $30,000
E Aa3 12 0 10.909 128.9 $30,000
$150,000
a) Calculate the modified duration for this portfolio.
b) Suppose you learn that the modified duration of the endowment’s liabilities is 6.5 years.
Identify whether the bond portfolio is: i) immunized against interest rate risk, ii) exposed to net
price risk, or iii) exposed to net re-investment risk. Briefly explain what will happen to the net
position of the endowment fund if in the future there is a significant parallel upward shift in the
yield curve.
c) Your current active view for the fixed income market over the coming months is that Treasury
yields will decline and corporate credit spreads will also decrease. Briefly discuss how you
could restructure the existing portfolio to take advantage of this view.
2
Problem 3
A 20-year maturity bond with a 10% coupon rate (paid annually) currently sells at a yield to
maturity of 9%. A portfolio manager with a 2-year horizon needs to forecast the total return on
the bond over the coming 2 years. In 2 years, the bond will have an 18-year maturity. The analyst
forecasts that 2 years from now, 18-year bonds will sell at yield to maturity of 8%, and that
coupon payments can be reinvested in short-term securities over the coming 2 years at a rate of
7%.
a) What is the 2-year return on the bond
b) What will be the rate of return the manager forecasts that in 2 years the yiel ...
1
COU 680 Adult Psychosocial Assessment Sabrina
Date of appointment: Today Time of appointment: 5:00 pm
Client Name: Sabrina Hinajosa Age: 29 DOB: 3/23/89
Gender: Male Female Transgender Preferred Name/Nickname: N/A
Ethnicity: Hispanic Non‐Hispanic Race: Caucasian
Current Marital/Relationship Status: Single Married Divorced Widowed Domestic Partnership
Name of Person completing form: Sabrina Relationship to client: Self
PRESENTING PROBLEM (Briefly describe the issues/problems which led to your decision to seek therapy services):
I recently lost my mother-in-law to a sudden heart attack immediately prior to the recent hurricane. Within a matter
of a single day I lost the mother figure in my life, was evacuated from my home, and had a hurricane destroy parts
of my house. I’m completely overwhelmed, sad, and angry at the world.
How severe, on a scale of 1‐10 (with 1 being the most severe), do you rate your presenting problems?
MOST SEVERE 1 2 3 4 5 6 7 8 9 10 LEAST SEVERE
PRESENTING PROBLEM CATEGORIZATION: (Please check all the apply and circle the description of symptom)
Symptoms causing concern, distress or impairment:
Change in sleep patterns (please circle): sleeping more sleeping less difficulty falling asleep
difficulty staying asleep difficulty waking up difficulty staying awake
Concentration: Decreased concentration Increased or excessive concentration
Change in appetite: Increased appetite Decreased appetite
Increased Anxiety (describe): I have a lot of fear of the unknown. Everything feels out of my control.
Mood Swings (describe): I’m irritable all of the time. I go back and forth between extreme bouts of sadness
and complete anger and rage at the situation. The only place I feel calm is with my kids
and only because I really focus on making sure they are ok.
Behavioral Problems/Changes (describe): I struggle to stay focused on anything other than taking care of
my kids. I feel aimless and purposeless and have stopped putting forth much effort at work or in our home.
Everything just seems both overwhelming and pointless.
Victimization (please circle): Physical abuse Sexual abuse Elder abuse Adult molested as child
Robbery victim Assault victim Dating violence Domestic Violence
Human trafficking DUI/DWI crash Survivors of homicide victims
Other:
2
Other (Please describe other concerns):
How long has this problem been causing you distress? (please circle)
One week One month 1 – 6 Months 6 Months – 1 Year Longer than one year
How do you rate your current level of coping on a scale of 1 – 10 (with 1 being unable to cope)?
UNABLE TO COPE 1 2 3 4 5 6 7 8 9 10 ABLE TO COPE
EMPLOYMENT:
Currently Employed? Yes No If employed, what is your occupation? Bank teller
Where are you working? XYZ Bank
How long? 3 Days/Months/Years
Do you enjoy your current job? Yes No What do you like/ ...
1 Literature Review on How Biofilm Affect theSilvaGraf83
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Literature Review on How Biofilm Affect the Patient Recovery at the Hospital
Student’s Name
Professor’s Name
Course Name
Date
2
Introduction
Regulating biofilms for injury and insertion can have a variety of adverse effects on
patient well-being, including delayed recovery and implant evacuation. Biofilm drugs currently
do not completely destroy or prevent microbial colonization, indicating the need for further
research. The final review of drugs for biofilms focuses on components of nanotechnology-based
drug delivery, combination therapy, and coupling repair. Ultrasonic cleaning and hydrogels, as
well as recent improvements in incorporation, have great potential for use in discrete trauma and
medicine applications. This study reviews various literatures on the development of
microorganisms in biofilms and how it affects patient recovery at the hospital.
Patients with biofilms wounds excrete various microbes from their own skin and current
state, and if they receive hospitalization for treatment, they are likely to receive MRE and HAI
from surfaces, patients, staff, and emergency department equipment (Wu et al., 2018). This
literature states that such patients have high levels of biofilm contamination for biofilm reduction
applications in consuming patients include silver and various metals. Other elements indicating
this condition include disinfectants, hydrogels, light and sonic treatments to initiate atomic
sensitization to deliver dynamic oxygen (Wu et al., 2018). Small particles of these contaminants
allow penetration into the dividing layer of cells, glycans, lactobacilli and treatment with phages.
Other scholars such as Muhammad et al. (2020) and Barzegari et al. (2020) assert that the
accumulation of microorganisms can be immobile and live and attached to the surface. The
regimen of this group of people is not the same as that of planktonic development, where
microorganisms are isolated and flexible in environment (Muhammad et al., 2020). Cecillus cells
differ from planktonic cells in their morphology, physiology and qualitative articulation. The
ability to adhere to and thrive on surfaces such as biofilms is a gradual survival process that
3
allows microorganisms to colonize the zone (Muhammad et al., 2020). Microbes are constantly
changing from planktonic aggregates to sedentary ones. This variety of conditions is key for cells
as they allow rapid changes in their natural state.
Wound swelling can be characterized as the ability of microorganisms to thrive when
antimicrobial compounds are present in the climate. The obstructive component is hereditary and
prevents the antitoxin from working for its purpose (Barzegari et al., 2020). This literature
indicates that the term resistance should be used for microbes that may be caused by high-class
antibiotics but whose development is delayed. This element, which explicitly describes the life ...
1
Canterbury Tales
(c. 12th century)
What do I need to read?
“The Canterbury Tales General Prologue”
“The Miller’s Prologue and Tale”
“The Wife of Bath’s Prologue and Tale”
“The Pardoner’s Prologue and Tale”
Who is the author?
Geoffrey Chaucer (1343 – 1400). Called the Father of the English Language as well
as the Morning Star of Song, Geoffrey Chaucer, after six centuries, has retained
his status as one of the three or four greatest English poets. He was first to
commit to lines of universal and enduring appeal a vivid interest in nature, books,
and people.
As many-sided as Shakespeare, he did for English narrative what Shakespeare did
for drama. If he lacks the profundity of Shakespeare, he excels in playfulness of
2
mood and simplicity of expression. Though his language often seems quaint, he was
essentially modern. Familiarity with the language and with the literature of his
contemporaries persuades the most skeptical that he is nearer to the present than
many writers born long after he died.
---Courtesy of Compton’s Learning Company
Background Lecture
Chaucer’s father, an influential wine merchant, was able to secure Geoffrey a
position as a page in a household connected to King Edward III. Chaucer’s duties as
a page were humble, but they allowed him the opportunity to view the ruling
aristocracy, thus broadening his knowledge of the various classes of society. While
serving in the English army, Chaucer was captured and held prisoner in France.
After his release, he held a number of government positions.
While in his twenties, Chaucer began writing poetry, and he continued to write
throughout his life. Over the years, his writing showed increasing sophistication
and depth, and it is recognized as presenting penetrating insights into human
character. In The Canterbury Tales, critics say that the author shows an absolute
mastery of the art of storytelling.
The Canterbury Tales are also said to present “a cavalcade of fourteenth-century
English life” because on this pilgrimage to Canterbury the reader gets to meet a
cross-section of the people from Chaucer’s time.
Canterbury, located about fifty miles southeast of London, was a favorite
destination for pilgrims. In fact, Chaucer himself made a pilgrimage there. While
he did not set out on the pilgrimage looking for material to use in his writing, he
was so impressed by the mix of company that he had met at the Tabard Inn that
he was inspired to write what was to become his masterpiece.
3
Selected Canterbury Tales Terms and Definitions
Allegory - a story that represents abstract ideas or moral qualities. As such, an
allegory has both a literal level and a symbolic level of meaning. Example: Gulliver’s
Travels.
Allusion - a reference to a person, place, poem, book, or movie outside of the story
that the author expects the reader will recognize.
Fable - ...
1 Math 140 Exam 2 COC Spring 2022 150 Points SilvaGraf83
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Math 140 Exam 2
COC Spring 2022
150 Points
Question 1 (30 points)
Match the following vocabulary words in the table below with the corresponding definitions.
Confidence Interval Hypothesis Test Standard Error Alternative Hypothesis
Randomized Simulation Random Sample Random Assignment Random Chance
Population Sampling Variability Significance Level Type II Error
One-Population Mean
T-Test Statistic
Quantitative Data One-Population
Proportion Z-Test
Statistic
Categorical Data
Critical Value Statistic Parameter Census
Type I Error Bootstrap Distribution Margin of Error Beta Level
Bootstrapping Null Hypothesis P-value Point Estimate
a. A number we compare our test statistic to in order to determine significance. In a sampling
distribution or a theoretical distribution approximating the sampling distribution, the critical
value shows us where the tail or tails are. The test statistic must fall in the tail to be significant.
b. Also called the Alpha Level. If the P-value is lower than this number, then the sample data
significantly disagrees with the null hypothesis and is unlikely to have happened by random
chance. This is also the probability of making a type 1 error.
c. A statement about the population that does not involve equality. It is often a statement about a
“significant difference”, “significant change”, “relationship” or “effect”.
d. The collection of all people or objects you want to study.
e. A number calculated from sample data in order to understand the characteristics of the data.
f. When biased sample data leads you to support the alternative hypothesis when the alternative
hypothesis is actually wrong in the population.
g. Another word for sampling variability. The principle that random samples from the same
population will usually be different and give very different statistics.
h. Data in the form of numbers that measure or count something. They usually have units and
taking an average makes sense.
i. Taking many random samples values from one original real random sample with replacement.
j. Collecting data from everyone in a population.
2
k. Collecting data from a population in such a way that every person in the population has an
approximately equal chance of being chosen. This technique tends to give us data with less
sampling bias.
l. The probability of getting the sample data or more extreme because of sampling variability (by
random chance) if the null hypothesis is true.
m. The sample proportion is this many standard errors above or below the population proportion in
the null hypothesis.
n. Take a group of people or objects and randomly put them into two or more groups. This is a
technique used in experiments to create similar groups. Similar groups help to control
confounding variables so that the scientist can prove cause and effect.
o. Data in the form of labels that tell us something about the people ...
1 Lessons from the past How the deadly second waveSilvaGraf83
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Lessons from the past: How the deadly
second wave of the 1918 ‘Spanish flu’
caught Dallas and the U.S. by surprise
Health concerns about the 2020 coronavirus pandemic are rooted in the
catastrophic second wave of the 1918 pandemic, which hit between
September and November of that year.
By David Tarrant
9:00 AM on Jul 3, 2020
https://www.dallasnews.com/news/2020/07/03/lessons-from-the-past-how-the-deadly-second-
wave-of-the-1918-spanish-flu-caught-dallas-and-the-us-by-surprise/
Illustration by staff artist Michael Hogue.(Michael Hogue / Michael Hogue illustration)
As August gave way to September of 1918, few people were thinking about the
influenza that would soon sweep across Texas and the rest of the country with the speed and
deadly ferocity of a firestorm.
There had been a relatively mild version of the virus in the spring of that year, mostly
affecting troops mobilizing to go off to World War I over in Europe. But by summer the disease
known at the time as the Spanish flu had been largely forgotten.
The front pages of The Dallas Morning News were dominated by news of American troops
pouring into Europe for what would come to be known as World War I.
But that would quickly change. By the end of September, a second wave of the flu, far
deadlier, would sweep across the country, hitting Dallas and other large cities hard.
When health experts worry about the course of the 2020 coronavirus pandemic, they
often look back at the second wave of the 1918 pandemic, between September and November,
https://www.dallasnews.com/author/david-tarrant
2
when influenza cases overwhelmed hospitals and medical staffs across the country and the dead
piled up faster than they could be buried.
In Dallas that year, the city’s chief health officer, A.W. Carnes, waved off the fast-
approaching pandemic as not much more than the common cold. In a major blunder, he permitted
a patriotic parade in late September that attracted a cheering crowd of thousands jammed
together downtown.
Cases of influenza promptly spiked.
The second wave would produce most of the deaths of the pandemic, which experts now
estimate at 50 million to 100 million worldwide. In the United States, 675,000 people died from
the virus.
The Dallas Morning News on Sept. 27, 1918, reported the rapid spread of the Spanish flu. Despite the worsening
conditions, Dallas medical officials hesitated to impose restrictions on public gatherings for more than two weeks.
As it did then, the world is struggling with a virus for which there is no vaccine. COVID-19,
the sickness caused by the new coronavirus, has advanced unabated around the world since it first
appeared in China late last year. By the end of June, the number of deaths worldwide exceeded
500,000.
Like the Spanish flu in 1918, the new coronavirus isn’t showing signs of fading away
anytime soon. Texas ended June with alarm lights flashing as new COVID-19 cases set records
daily ...
1 Lockheed Martin Corporation Abdussamet Akca SilvaGraf83
1
Lockheed Martin Corporation
Abdussamet Akca
Lockheed Martin Corporation
To: Jack Harris
From: vice president governmental affairs
Date:15 February 2021
Sub: under Lockheed Martin Corporation (overview)
2
I am here to state that this is the overview of Lockheed Martin Corporation and Jack
Harris is the CEO of the consulting firm consulted by the CEO of Lockheed Martin Corporation,
crisis consulting.
Business profile
In the contemporary world, there are many challenges facing companies in different
industries in both developed countries and undeveloped countries. There is a great need to
understand the potential risks that may face the business to take care of the shareholder interests,
meet the legitimate consistency, and secure the required resources such as human resources
scholarly and reputational resources. Customers are helped with data by the shareholder value-
added. It also helps in another backup and preparation so that people in the organization are
ready to distinguish risk and so that they can quickly react to crisis consulting (Dove et al.,
2018). The SVAs problem consulting can work with customer administration to identify the
potential turmoil that Lockheed martin corporation is likely to face. The understanding of using
fitting systems and methodologies and the advancement of the same make it possible to oversee
and relieve emergencies through computerized systems. It is possible to utilize and outline
recreations by testing setups and arrangements. Through the operational reviews and the
preparation of potential crises in the Lockheed Martin Corporation, one’s status is also protected.
If the problem exceeds, then the SVAs group can react to the expansive scope of the crisis to
develop the best action to solve these crises.
Crisis consulting international has supplied security and crisis administration to different
organizations such as the Christian evangelist. The concern consulting international has been
helping these groups evaluate risk, improve policy creations, site overviews, and arrange training
staff, crisis administration group, meetings management of occasions, among others. Other
3
activities include risk assessment, prioritization of risks, evaluation, and comprehension of
corporate risk profile. Crisis consulting international uses scientific procedures to prepare
customers in perceiving and measuring risks to understand the effect of these risks so that they
can use the available methodologies to oversee risk and avoid it (Davies, 2019). SVA is used in
the business impact assessment process to break down the business with the end goal in mind.
That builds up top to bottom comprehension of recognizing the primary regions primarily
dependent on the company. This audit aims to establish more extensive deterrent ways of risk
arrangements and prepare programs. SVA can also be incorporated with working wit ...
1 Lab 9 Comparison of Two Field Methods in a ScienSilvaGraf83
1
Lab 9: Comparison of Two Field Methods in a
Scientific Report/Paper Format
Minimum Content of the Scientific Report
Title
The title should be a brief summary statement about your paper. Your title will be what
is most commonly cited and will be the “target” of topical searches via the internet.
Choose your words carefully. As short and as concise a title as possible is best.
Each student will come up with the title! You might consider waiting until after
completing the report to finalize the title.
Abstract
Think of the abstract as a short summary of your paper that could stand-alone as a
publication. The abstract should include, in order: a summary of the introduction,
methods, results, and discussion. However, you may include only key results and key
discussion points in the abstract. Do not include reference to figures and tables, and
don’t use abbreviations. Don’t include references in the abstract. This is the hardest
section of the paper to write, and should be written after you complete the other
sections.
Minimum of 200 and maximum of 300 words in a single-paragraph format.
Introduction
The introduction should include a detailed explanation about why you are doing the
study, i.e., the basis for your study.
This section should include observations or results from previous studies that support
the basis for your study, but not the results or discussion or conclusions drawn from the
results of your project.
Follow these observations or results from previous studies with the questions or
hypotheses of your study.
The introduction should end with a brief paragraph that summarizes the setting, scope,
and justification or importance of the study. This is a lead-in paragraph to the rest of the
paper.
Minimum of 1/2 page of text in length with one or more paragraphs.
2
Methods
Write the methods in the past tense.
This should be a detailed, step-by-step, description of how you did the study.
Include details on the equipment and materials used (see list below).
Include the approach to data analysis and cite any statistical or other applications used
to input, manage, graph, or analyze the data.
Include citations for any standard or previously published methods used.
Write this section with enough detail that someone else could duplicate your study or
conduct a similar study with only your methods section available.
Include a map showing the location, sampling area, and plot and belt transect in the
sampling area.
Minimum of one page of text in length with multiple paragraphs.
Results
This the “what you got” section.
Write the results in the past tense.
This sections includes any data or results tables and graphs you have.
This is a summary of your key results from data, graphs, and/or results of statistical
analyses.
You are not required to include a statistical analysis(-es).
You ar ...
1 LAB MODULE 5 GLOBAL TEMPERATURE PATTERNS Note PSilvaGraf83
1
LAB MODULE 5: GLOBAL TEMPERATURE PATTERNS
Note: Please refer to the GETTING STARTED lab module to learn how to maneuver
through and answer the lab questions using the Google Earth ( ) component.
KEY TERMS
You should know and understand the following terms:
Air temperature Heat index Temperature anomalies
Altitude Kelvin (K) Temperature averages
Ambient temperature Latitude Thermopause
Axial Tilt Maritime effect Thermosphere
Celsius (C) Mesopause Tropopause
Continentality, or
Continental effect
Mesosphere Troposphere
Stratopause Urban heat island
Environmental Lapse Rate Stratosphere Urban heat island effect
Exosphere Structure of the atmosphere Wind chill
Fahrenheit (F) Surface temperature
LAB MODULE LEARNING OBJECTIVES
After successfully completing this module, you should be able to the following
tasks:
Describe the differences between air and surface temperature
Explain heat index and wind chill
Explain the urban heat island effect
Describe the structure of the atmosphere
Describe large scale factors influencing temperature
Describe local factors influencing temperature
2
INTRODUCTION
This lab module explores the global surface and air temperatures of Earth and
Earth’s atmosphere. Topics include the structure of the atmosphere, local and
global factors influencing temperature, and temperature anomalies. The modules
start with four opening topics, or vignettes, which are found in the accompanying
Google Earth file. These vignettes introduce basic concepts of the internal structure
of the Earth. Some of the vignettes have animations, videos, or short articles that
will provide another perspective or visual explanation for the topic at hand. After
reading the vignette and associated links, answer the following questions. Please
note that some links might take a while to download based on your Internet speed.
Expand the INTRODUCTION folder.
Read Topic 1: Surface and Air Temperature
Question 1: How do the surface temperatures of the countries in the
northern latitudes (for example, Canada, Iceland, Norway, and Russia)
compare to those of northern Africa (for example, Algeria, Egypt, Libya,
Morocco, and Sudan)?
A. The temperatures are higher in the northern latitudes during summer
months when net radiation is higher.
B. The temperatures are lower in north Africa during the summer months
when net radiation is higher in northern latitudes.
C. Temperatures are lower in northern latitudes year-round.
D. Temperatures are only lower in the northern latitudes during winter
months.
Read Topic 2: Measuring Temperature
Question 2: Considering water freezes (or alternatively, melts) at 0˚C,
determine from the map which countries or landmasses have an annual
mean temperature around 0˚C.
A. Canada and Norway
B. The United States and the United Kingdom
C. Greenland and Antarctica
D. Russia and Antarctica
3
...
1 Instructions for Coming of Age in Mississippi SilvaGraf83
1
Instructions for Coming of
Age in Mississippi
Due Sunday, April 25th, 2021
Late papers will be penalized. Failure to turn in this assignment will result in
the automatic failure of the class.
Anne Moody’s Coming of Age in Mississippi is an autobiographical presentation of
her life and experiences in the segregationist South during the middle third of the
20th Century. Although Moody was intensively involved in the civil rights
movement of the 1950’s and 1960’s, the real value of her autobiography is that she
describes what it was like to grow up in Mississippi long before she became a civil
rights activist.
Your book essay for Coming of Age in Mississippi should explore and discuss the
following topics and questions:
1. Begin with a brief overview of the book: in general, what is it about, who wrote
it, etc.
2. Moody’s decision to become engaged in the political activism central to the
Civil Rights Movement was a result of her experiences at both work and play
growing up in Mississippi. What kinds of incidents from her life led Moody to
become politically active in the movement? For example, what does she notice
about how she is treated as a black person in Southern white society?
3. Women played an important role in Moody’s life. Using examples from her
autobiography, discuss what Moody learned about race, class and sexual
orientation from the women around her. Who were the most important women in
her life? Discuss each and explain why that person was so important.
4. Moody was a participant and observer of some of the most important historical
events of the 1950’s and 1960’s. How did she view and describe these events – for
example, the murder of Emmitt Till, the sit-in protests, the voter registration drive
in Mississippi, Ku Klux Klan activities and the assassination of Medgar Evars and
2
others? In general, what do her descriptions tell you about the struggle for civil
rights?
5. What did you think of this book? Did you like it/ not like it? Explain why.
Writing Instructions:
1. Use the above questions/topics as your paper outline and answer them in the
order they are presented.
2. Use some common sense in how much you write on each topic. The general
overview of the book, for example, can be covered in one relatively brief
paragraph. Other topics may require more extensive coverage. The main body of
your paper should focus on topics 2-4. You should explore those thoroughly and
back up any general comments with specific details that illustrate and support
them. Topics 1 and 5 should be about a paragraph in length.
3. Although I don’t grade in terms of the length of the paper, under most
circumstances I would expect a paper somewhere within the range of 4-5 pages.
As a general rule, it’s better to write more than less.
4. The paper must be typed using a standard word processing program, double-
spaced using norm ...
1
Institutional Assessment Report
2012-13
The primary purpose for assessment is the assurance and improvement of student learning and
development; results are intended to inform decisions about course and program content, delivery,
and pedagogy. The Institutional Assessment Report summarizes annual assessment processes,
results and success indicators at the program, co-curricular, core and institutional levels.
I. Program assessment
A total of 117 degree and certificate programs and 13 co-curricular units assessed student learning
in 2012-13. Assessment reports reside in the Assessment Reporting Management System (ARMS).
Most programs measured multiple learning outcomes and used multiple measures. Direct measures
examine or observe student knowledge, skills, attitudes or behaviors. The most frequently used
direct measures in undergraduate programs are written assignments and locally developed exams,
tests or quizzes. Commonly used direct measures in graduate programs include oral presentations
or exhibition, research papers/projects, and locally-developed exams, tests or quizzes (Table 1).
Table 1: Percent of Academic Programs Reporting Direct Measures in ARMS
Undergraduate Graduate
N = 52 N = 65 (3 certificate)
Standardized instruments 29% 14%
Locally-developed
exam/test/quiz
40% 40%
Essay question on exam 29% 17%
Pre- and post-measures 10% 3%
Written assignment 42% 32%
Portfolio 4% 12%
In-class discussions 10% 11%
Oral presentation or
exhibition
23% 51%
Thesis / Dissertation 32%
Simulations 4% 2%
Formal evaluation of practical
skills
12% 22%
Research paper/project 25% 40%
Final Project 29% 14%
Other 17% 14%
2
Indirect measures evaluate perceived learning, and may be used to supplement direct measures.
Surveys are commonly used indirect measures; in graduate education, student self-assessments are
most frequently used (Table 2).
Table 2: Percent of Academic Programs Reporting Indirect Measures in ARMS
Undergraduate Graduate
Surveys 17% 11%
Interviews or focus groups 2% 2%
Data indicators (job
placement, admission to
graduate education)
4% 9%
Comparisons with peers 4% 3%
Student Self-Assessment 2% 15%
Other 4% 8%
Co-curricular programs, especially those in the Division of Student Affairs, are more likely to
assess student learning and development through self-report (surveys and student self-assessments)
than through direct measures (Tables 3 and 4).
Table 3: Percent of Co-curricular Units1 Reporting Direct Measures in ARMS
(N = 13)
Reflection 15%
Academic written assignment/Research
questions
23%
Exam 8%
Oral presentation 8%
Observations 23%
Supervisor ratings 15%
Performance reviews 8%
Other 31%
Table 4: Percent of Co-curricular Units1 Reporting Indirect Measures in ARMS
Surveys 69%
Student Self-Assessment 62%
Data Indicators 8%
Benchmarks/Compa ...
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
2. But despite all this progress, SE, while recognizable, is
still immature—as evidenced by the significant gap
between vision, education, and standard practice. The
reasons are legion, but they boil down to one simple fact:
The field is still young. There just hasn’t been enough
time to gain widespread community consensus on issues,
to stabilize a core body of knowledge, and to develop a
large enough pool (several generations) of experienced
practitioners and educators. The rapid changes in this
field make the road to maturity even rougher.
Although we believe time will eventually mature SE,
a calculated push can accelerate the maturation process.
By “push,” we mean defining, accrediting, and evalu-
ating new curricula that stress CS and SE fundamentals
and practice, focus on lifelong learning and team expe-
rience, and increase the role of the professional societies
in accreditation, certification, and licensing efforts.
Although the push will not overcome all issues, it will
go far in addressing the most knotty ones.
Establishing SE programs is fraught with economic,
political, and pedagogic challenges—notably how to
divorce SE (or if it should be divorced) from existing
CS and computer engineering (CE) curricula. Any
solutions will have to come from deeper, more exten-
sive industrial-academic-professional society partner-
ships. This is key.
We have spent some time considering the reasons for
SE’s immaturity. All of us are heavily involved in both
industry and academia and have been active in profes-
sional societies that aim to promote SE as a profession.
Promotion efforts are by no means limited to the US,
but because our experience is primarily with US activ-
3. ities, that is our focus in this article. Our main goal is
to explore, from a multifaceted perspective, why we
are where we are now and how we can move forward.
WHAT MAKES A PROFESSION MATURE?
As Table 1 shows, a mature profession must have
several key infrastructure components. In addition to
solid education programs, proper guidance from
industry and professional societies is critical to ade-
quately prepare graduates for entrance to an SE pro-
fession. Accreditation of programs and possible
certification and licensing of graduates safeguard the
quality of any education and training program and
provide assurance that graduates meet and maintain
requisite levels of knowledge and practice.
A recognized engineering profession must have an established
body of
knowledge and skill that its practitioners understand and use
consistently.
After 30 years, there is still a wide gap between the best and the
typical
software engineering practices. To close this gap, we need a
deeper
partnership among industry, academia, and professional
societies.
Gilda Pour
San Jose State
University
Martin L.
Griss
Hewlett-Packard
Laboratories
4. Michael Lutz
Rochester
Institute of
Technology
36 Computer
The various infrastructure components work
together to ensure that those entering the profession
become familiar with the currently accepted body of
knowledge and that they practice it in a manner con-
sistent with the tenets of the profession. Research and
practice will evolve the body of knowledge; thus, prac-
titioners must continue to enhance their skills and
practice as they gain enough experience to specialize.
Table 1 indicates the relative maturity of each infra-
structure component, using Ford and Gibbs’ four-level
scale.1 However, the ratings do not reflect the con-
sensus or breadth of compliance on a particular com-
ponent, which tends to be low.
A major symptom of a not-quite-mature field—and
a frustrating one to address—is the wide gap between
education and practice and between best and typical
practice. Ongoing efforts in many maturity elements
are attempting to narrow these gaps.
PROFESSIONAL SOCIETIES
There are many engineering and CS professional soci-
eties, but the two most clearly identified with the SE pro-
fession are the Association for Computing Machinery
(ACM) and the IEEE Computer Society (IEEE CS).
5. Recently, the two joined forces to define SE as a profes-
sion, provide a code of conduct for professionals, and
formulate appropriate criteria for accrediting SE edu-
cational programs. The Software Engineering Coor-
dinating Committee (SWECC) defines the scope of these
constituent tasks and monitors and coordinates the
working groups. SWECC membership is divided evenly
between the ACM and the IEEE CS—a balance that is
the hallmark of SWECC-commissioned activities. Table
2 lists some of SWECC’s current projects.
Although the ACM and the IEEE CS sponsor
SWECC projects, international participation has been
uncommonly strong. More important, professional
groups in other countries are beginning to take SE seri -
ously: Graduates of UK computing programs that are
accredited by the British Computer Society are eligible
for Chartered Engineer status, and licensing for grad-
uates of accredited SE programs in Australia is simi-
lar to licensing for other engineering graduates.
Canada also seems to be leaning toward similar treat-
ment of SE as a profession.
Barriers. Activities to develop a body of knowledge,
accreditation, curricula, a code of ethics, and licensing
and certification are ongoing but are proceeding rather
slowly, staffed primarily by volunteers. Although the
IEEE CS and the ACM have actively promoted pro-
fessionalism in SE since 1993, they do not agree on all
issues related to SE as a profession. Their positions on
licensing professionals and the pace of accreditation
are far apart, for example.
Table 1. How does software engineering rate on the maturity
scale?
6. Infrastructure component of a mature profession How software
engineering measures up*
Recognized body of knowledge IEEE-CS/ACM task force has
released a first body of knowledge report with
consensus expected to take at least 4 years (level 2-3)
Professional society/societies IEEE-CS, ACM, and SIGSOFT,
active, a specific SE society under discussion (level 2-3)
Code of ethics Recently developed for SE, but not widely
known or practiced (level 1-2)
Initial professional education system Some SE BS degrees
recently offered by CS departments and special SE depart-
ments in the US, the UK, Europe, Canada, and Australia (level
1-2)
Accreditation of professional education programs to improve
Accreditation Board for Engineering and Technology (ABET)
criteria for SE are in
program quality and ensure some uniformity place, which the
Computer Science Accreditation Board (CSAB) will evolve
(level 1-2)
Skills development mechanism for professionals Several MSE
programs, certificate short courses, and so on (level 1)
entering the practice
Professional development programs to maintain currency of
Fragmented offerings—extension courses, seminars,
professional conferences,
knowledge and skills manufacturer certification programs (level
1)
Certification of professionals administered by the profession
Limited, inconsistent, technology-based; some certificates
7. issued by manufacturers
(for example, Microsoft MCSE) (level 0-1)
Licensing of professionals administered by government
Recently in the US (Texas), Canada, and the UK (level 1-2)
authorities
*Level 0 = Nonexistent.
Level 1 = Ad hoc, some form of element exists, but is not
identified with the SE profession.
Level 2 = Specific, the element exists and is clearly identified
with the SE profession.
Level 3 = Maturing, the element has existed for many years, is
continually improving, and is under active stewardship of an
appropriate professional
body.
May 2000 37
At the national level, the President’s Information
Technology Advisory Council (PITAC) report articu-
lated the urgency of SE issues, and Congress approved
money for the National Science Foundation (NSF),
but these recommendations are not coordinated with
the societies, nor do final proposals really target funds
toward SE issues. Thus, progress is limited to the rate
at which society members and leadership can change.
Possible solutions. The societies, via member involve-
ment, must strive to create a broader consensus on the
core of the SE profession. Perhaps the SE community
needs to address issues more aggressively. We could accel -
erate progress with full-time paid staff, for example,
rather than relying on the efforts of part-time volunteers.
8. Body of knowledge
In long-established professions, such as medicine,
law, or civil engineering, the body of knowledge was
codified as part of a long maturation process. To accel -
erate the maturation of new professions, professional
communities can consciously and explicitly define the
body of knowledge, rather than waiting for a natural
evolution. The codification proclaims what is unique
about the profession, demarcates the boundaries with
related professions, and significantly aids education,
certification, and licensing. Getting practitioners and
educators to agree on the core body of knowledge is
a key milestone in any discipline.
SWECC established the Software Engineering Body
of Knowledge (SWEBOK) project to collect and doc-
ument the state of SE practice, using a three-phase
consensus-building approach.2 So far, the SWEBOK
project has identified and is structuring many topics
that texts and SE programs cover. Area committees
are expanding and distilling the material, using pub-
lic reviews and surveys to reach consensus. The goal
is to categorize the material as core, advanced, or
research to determine what should be taught and
known at various professional development levels.
It will take at least four years to reach initial con-
sensus, with ongoing refinement and evolution. The
first two phases—strawman and stoneman—are
essentially complete, providing a basis for significant
work on model curricula and certification.
Barriers. Achieving consensus on the common core
takes time, as will agreeing on related specialties. More
9. time will elapse before curricula incorporate this core,
especially when state education processes are involved.
Possible solutions. Some ongoing activities are
increasing awareness and buy-in. Adding workshops
and panels at major conferences could heighten
awareness even more. Support for innovative pro-
grams can accelerate the rate of change. Also, signif-
icant industry, government, and society sponsorship
and funding can help create sponsored and widely
advertised pilot or magnet programs to help jump-
start change, as well as offer fast-track certification
programs. Neither academia nor industry will change
overnight, however. Current mind-sets must change,
which may require new blood in upper ranks.
Code of ethics and professional practice
SWECC established the Software Engineering
Code of Ethics and Professional Practice (SWCEPP)
project to develop a code that the SE community as
a whole would find acceptable. An international
effort produced a detailed add-on to the standard
engineering code of ethics, which differs across coun-
tries.3 Some decry the extra detail as unnecessary,
claiming that we already have an adequate engineer-
ing code. We agree with others who believe the extra
detail and clarity are needed, both to enhance educa-
tion and to clarify to SE educators and practitioners
that they are indeed engaged in an engineering effort
that affects society.
The ACM and the IEEE CS recently approved the
draft code, with the goal of having it recognized as
appropriate for all involved in SE. There are as yet no
10. Table 2. Software engineering projects jointly sponsored by the
ACM and the IEEE CS through the Software Engineering
Coordinating
Committee.
SWECC project* Description and status as of April 2000
Software Engineering Body of Create an index to the core body
of knowledge (BOK), structure it, refine with specialist area
committees, and
Knowledge (SWEBOK) gain community consensus. — Phase
two BOK draft (Stoneman) essentially complete.
Software Engineering Code of Create an expanded and detailed
code of SE ethics for educators and practitioners based on a
shorter engineering
Ethics and Professional code of ethics. Provide case studies and
training materials to help rapidly educate community. — Final
draft
Practice (SWCEPP) submitted for approval.
Software Engineering Education Define model accreditation
criteria and sample curricula consistent with SWEBOK for BS
and other SE education
Project (SWEEP) programs. — SWECC approved accreditation
guidelines in December 1998.
* More details and current status of key activities are described
in the IEEE Software special issue on professional software
engineering (Nov./Dec.
1999) and at http://www.computer.org/tab/swecc.
38 Computer
11. formal consequences for professionals who violate the
code. In other professions, a licensing board hears
accusations and can recommend disbarment (as in the
legal profession) or some other sanction. The code
could also be used in legal proceedings to determine
whether or not a software engineer has acted in accor-
dance with professional norms and the accepted body
of knowledge.
Barriers. Awareness is the biggest problem. Many
of those involved in SE still have not heard of the draft
code or SWCEPP and are confused about how it
affects them. Only a handful of schools yet teach SE
ethics and professional practice.
Possible solutions. We need to have more articles and
studies at key conferences, active industrial lobbying,
wider-spread accreditation. Most of all, we need to
allow time for awareness and practice to grow. We
can then begin self-monitoring.
Education and accreditation
Many fledgling undergraduate SE programs exist
in the US and abroad,2,4 and we expect to see more in
the next few years. The sidebar “Elements of a Good
Software Engineering Program” describes what con-
stitutes an effective program. Common to all pro-
grams is the recognition that SE is fundamentally
different from CS and CE. The sidebar “The Case for
Software Engineering Independence” describes some
of these differences.
The Software Engineering Education Project
(SWEEP)4 provides a detailed set of guidelines for SE
programs that will eventually seek accreditation.
12. SWECC officially adopted the SWEEP accreditation
guidelines in December 1998. Also in 1998, the
Computer Science Accreditation Board started a formal
integration of its operations and criteria with the
Accreditation Board for Engineering and Technology—
A comprehensive un-
dergraduate SE pro-
gram builds on a
traditional CS program, incorporating
various components adapted from typical
engineering education programs. It has
eight main elements:
• CS fundamentals provide the core
technical knowledge and skills about
software and hardware artifacts and
techniques to address key technical
problems. These include programming
languages, modeling, formalisms,
mechanisms, databases, operating sys-
tems, networking, algorithms, pro-
gramming, and distributed systems.
• SE fundamentals provide the core
technical knowledge and process skills
and tools to create, manage, and main-
tain software and documentation and
deal with complexity and human
error. These include software process
discipline, life-cycle models, software
metrics and economics, architecture,
design methods and skills, design
inspections, testing, configuration
management, and standards.
13. • Engineering practice and ethics pro-
vide an understanding of general sys-
tems principles, economic and
functional trade-offs, the implication
of building artifacts for use, and how
engineers serve society and balance
their responsibilities to their employ-
ers, their customers, and society.
• Effective communication and team-
work skills provide knowledge and
skills in working with diverse human
beings—from peers to management
and customers.
• Experience in an application domain
that exposes students to real-world
problems. This element is key to
grounding and consolidating core
knowledge and skills in a particular
area.
• A significant team project exposes stu-
dents to issues such as requirements
change, project management, config-
uration management, use of tools,
and team dynamics. The project is
typically run under somewhat con-
trolled conditions in a laboratory or
studio setting and can be completed
in assigned time, with mentors ori-
ented to the educational experience.
• Experience in some industrial setting,
14. perhaps through a required internship
or co-op program, provides even more
exposure to real-world issues, people,
pragmatics, and the vagaries of real
projects under real-time pressure.
• Tools for effective lifetime learning,
including experiences that rehearse
how to seek, evaluate, and use infor-
mation not directly provided by
assigned texts and lectures. For
example, projects might require stu-
dents to find information on the Web
or in the library, evaluate and inte-
grate possibly conflicting materials,
and attend and report on a confer-
ence and a tutorial. Students might
also participate in an ongoing “jour-
nal club” or “research seminar,”
where they would read, analyze, and
compare many papers.
Because software technologies crop up
quickly and because IT’s role is constantly
changing, any SE program must empha-
size lifelong learning. Numerous phe-
nomena and issues (open source, the Web,
component- and service-oriented com-
puting) will affect SE, and SE profession-
als must be able to understand and
evaluate those effects.
Also, different parts of software con-
struction require a different mix of skills:
For some segments, a laboratory-style
15. team project is important (do an experi-
ment, measure it, evaluate it); in others a
studio approach is better (do creative
work in some medium under the watch-
ful eye of a mentor or instructor).
Elements of a Good Software Engineering Program
May 2000 39
a merger that will unify the criteria and process used to
accredit SE programs. SWEEP will use the accreditation
guidelines as a specification to design one or more model
curricula for SE, leveraging the initial work of SWEBOK
and the Computer Curriculum 2001 task force (recently
formed by the IEEE CS and the ACM to review and
upgrade the 1991 computing curricula), among others.
In other countries, the development of undergradu-
ate SE programs is even further along. Australia and
the UK, for example, established initial programs in the
early 1990s. As a result, both countries have accredi -
tation criteria for SE programs, and graduates have
equal professional standing with those in more tradi-
tional engineering disciplines. India’s software indus-
try is also growing rapidly, in large part because of the
disciplined engineering approaches used in Indian firms.
Barriers. Establishing SE in undergraduate (or even
graduate) curricula is rarely straightforward. Several
educational institutions, including the Rochester
Institute of Technology (RIT), have successfully estab-
lished an undergraduate SE program, but one model
16. is unlikely to work for all institutions. The California
state university system, for example, must ensure that
appropriate two-year programs are in place in paral-
lel with introducing the four-year degree.5
A critical problem is finding faculty interested in
and capable of teaching SE because few CS faculty
have enough real-world SE experience. Teaching SE
Many institutions tend
to think of software
engineering (SE) as just
a kind of computer science (CS) or com-
puter engineering (CE). This leads to
problems because the disciplines differ in
both focus and approach: SE studies soft-
ware; CS and CE study primarily hard-
ware, algorithms, and languages. CS and
CE develop knowledge; SE applies that
knowledge to engineer high-quality soft-
ware systems. The IEEE Standard 610.12
definition of software engineering states:
(1) The application of a systematic,
disciplined, quantifiable approach to
the development, operation, and main-
tenance of software; that is, the appli-
cation of engineering to software, and
(2) The study of approaches as in (1).
This definition focuses on acquiring and
applying technical standards, but does not
address ethical standards.
Learning and building
17. The ACM/IEEE CS Task Force on the
Core of CS for Computing defines the com-
puting discipline as “the systematic study
of algorithmic processes that describe and
transform information: their theory, analy-
sis, design, efficiency, implementation, and
application.” Thus, the scientific question
underlying all of computing is “What can
be (efficiently) automated?”1
Software engineers and computer sci-
entists have fundamentally different goals.
As David Parnas says, “Scientists learn sci-
ence plus the scientific methods needed to
extend it,” and “Engineers learn science
plus the methods needed to apply it.”2
Debates about the relationship between
SE and CS date back to the late 1970s,
when Anthony Wasserman and Peter
Freeman3 identified five key areas that
provide the foundation for SE: computer
science, management, communication
skills, problem solving, and design
methodology. Mary Shaw,4 Bill Wulf,5
and Parnas2 highlight the intimate con-
nections between (software) science and
engineering, and discuss the costs and
benefits of separating computing into dis-
tinct science and engineering disciplines.
Despite the political and emotional rea-
sons to claim that SE should be just a part
of CS and CE, the strong differences in the
18. goals and style of education—and the
need for professional software engi-
neers—motivate distinct SE programs.
Art and science
There is some controversy about what
kind of engineering discipline SE actually
is and how it differs from CS. Distinct fac-
tions in the software community believe
that creating software is primarily an
artistic endeavor; others consider it more
mathematical, while others believe that
process and method are key. But both art
and science are at the core of engineering,
as attested to by this quote from Henry
Petroski, a noted civil and environmental
engineer and author of the acclaimed “To
Engineer is Human”:6
The conception of a new structure can
involve as much a leap of the imagina-
tion and as much synthesis of experi-
ence and knowledge as any artist is
required to bring to his/her canvas or
paper. Once the design is completed, it
must be analyzed by the engineer as sci-
entist in as rigorous an application of
the scientific method as any scientist
must make.
References
1. P.J. Denning et al., “Computing as a Disci-
pline,” Comm. ACM, Jan. 1989, pp. 9-23.
19. 2. D.L. Parnas, “Software Engineering Pro-
grams Are Not Computer Science Pro-
grams,” IEEE Software, Nov./Dec. 1999,
pp. 19-30.
3. A.I. Wasserman and P. Freeman, “Soft-
ware Engineering Concepts and Com-
puter Science, Curricula,” Computer,
June 1977, pp. 85-91.
4. M. Shaw, “Prospects for an Engineering
Discipline of Software,” IEEE Software,
Nov. 1990, pp. 15-24.
5. W.A. Wulf, “Are We Scientists or Engi-
neers?” ACM Comp. Surveys, Mar. 1995,
pp. 55-57.
6. H. Petroski, To Engineer Is Human: The
Role of Failure in Successful Design, Vin-
tage Books, N.Y., 1992, p. 40.
The Case for Software Engineering Independence
40 Computer
requires competence in SE life-cycle processes
and so on—things that do not “feel like” CS.
Compounding the problem is the tradition of
basing faculty hiring on the applicants’ research.
Typical systems- or theory-oriented colleagues
see SE research and practice as fuzzy, decrying
the lack of evidence that SE principles and tech-
20. niques actually work. SE research that could
validate efficacy, such as metrics, management,
teams, processes, or methods typically involve
social-science-like experiments, which bothers
many traditional CS researchers. As a result,
new or prospective SE faculty often face skep-
tical or even hostile colleagues.
Another sensitive issue is the independence of the
SE program from CS, CE, or any other department.6
Many institutions resist SE independence, remember-
ing the battle over the EE-CS split. The concern is that
SE is an attractive combination of engineering and CS,
and that traditional programs will lose resources and
students as a consequence.
Possible solutions. Sometimes a partnership with CE,
industrial engineering, management, or business can
provide the ideal SE instructional team. An interdis-
ciplinary program that incorporates the strengths of
both CS and CE can result in a more stable and har-
monious environment for both students and faculty.7
Industry and NSF advocacy and funding of SE pro-
grams, projects, or chairs can help increase interest
and respect. If industry demanded a more standard,
comprehensive, and accredited SE education program
(as it does for other engineering professions) and was
willing to invest in developing such a program (not
just an SE training program to address a programmer
shortage), more institutions would comply.
In several regions, local industry does work closely
with local educational institutions to help motivate and
drive change, but for the most part, industry support
21. and encouragement is still lacking. In all US cases of suc-
cessful industry support, the program resulted from a
small, motivated contingent of faculty who established
credibility with the upper administration. Examples are
RIT’s co-op program,7 the University of Utah, Georgia
Tech, and the University of California at Santa Cruz.
A challenge to proponents of these programs, as well
as to researchers, will be to prove that students of these
programs produce better systems more economically,
relative to untrained students. Anecdotal evidence from
the RIT co-op program is encouraging, but it is only a
small step in the right direction. True validation of this
hypothesis will require cooperative work between
academia and industry to gather and analyze data.
Skills development
SE has many facets, and different training will be
required for different software roles and specialties,
including, but not limited to, architect, system engi-
neer, design engineer, test engineer, quality engineer,
maintenance engineer, programmer, and technician.
Different problem domains will surely require differ-
ent specialist skills; consider the difference in content
and scale between architecting and developing the user
interface (UI) subsystem for a large-scale, multiuser
computer game versus a UI system for a reactor or air-
plane controller. Even more different are the skills
needed for UI design versus those for database or oper -
ating system development.8 Programmers must know
specific languages and associated tools, and be famil -
iar with the skills needed to apply coding guidelines
and standards. A senior software engineer must have
both broad technical knowledge of CS and SE princi-
22. ples and be able to apply technical and managerial
practices that cover everything from project feasibil -
ity to product delivery and ongoing support.
Just as chemical and electrical engineering are
treated as distinct fields within “physical engineering,”
so we could distinguish, educate, and certify well-
understood, distinct specialties in SE, such as compil -
ers, databases, and operating systems.8
Barriers. SE covers a vast range of subdisciplines,
and some senior members of the field propose that
“SE for _____” is how we should move forward.
However, there is yet no consensus on the core areas,
nor on which parts of the core apply to which sub-
disciplines. Some core guidelines, such as design and
code inspections, are probably good for all parts of
SE, but some faculty are adamant that good practices
like code inspections do not belong in CS. This makes
it hard to find a place for these practices if the insti -
tution does not endorse a separate degree for SE.
Possible solutions. SWEBOK and SWEEP will help
distinguish core, advanced, and special areas and
define which curricula contain which parts. This incre-
mental strategy will help support an initial consensus
and then broaden that consensus as the experience
base widens. We must agree on the body of knowl-
edge and drive model curricula that incorporate core
elements and meet accreditation guidelines. We need
more effort than current part-time volunteers can pro-
vide to make this happen. Greater industry involve-
ment will garner interest, help shape programs, and
provide skilled practitioners, along with opportuni-
ties to study real-world problems. Fortunately, the
SWEBOK project has significant industrial sponsor-
23. ship.
Lifelong, self-directed education is also important. In
a world of free agents and contractors, software engi-
neers must pick up—on their own—many of their spe-
cialty skills. Commercial certification (MCSE and
Cisco CCIE or CCNA, for example) is valuable, and
classes from university extension or private institutions
are key to keeping skills current and marketable.9
A challenge to
proponents of
accredited SE
education programs
is proving that their
graduates produce
better systems more
economically.
May 2000 41
Licensing and certification
Licensing and certification is a significant (but not
essential) aspect of an engineer’s professional stature.
Society increasingly depends on software for a wide
variety of mission- and life-critical systems. Concerns
are escalating about liability and contracts that call for
a certified level of expertise in the software profes-
sional. The furor over Y2K has certainly raised aware-
ness of the potential impact of SE design decisions.
24. The degree of licensing in practice varies from pro-
fession to profession. Licensing seems to pertain mostly
to those who must sign off on a contracted deliverable
or who do bonded private consulting. Most engineers
who work for companies are not legally required to be
licensed, though many civil and electrical engineers will
do so to help advance their careers.
Accreditation, licensing, and certification mecha-
nisms together aim to protect the public’s health,
safety, and welfare by providing some assurance that
a practitioner is competent in the certified or licensed
specialty. Licensing also protects members of the pro-
fession, both by limiting the number of professionals
so licensed and by establishing norms that protect
individuals and groups in some liability suits. The leg-
islative bodies of all 50 states and the US territories
have created statutes that require an engineer per-
forming work for the general public to be licensed by
the state or territory in which the work is being per-
formed. The laws require licensing applicants to meet
certain standards of education and work experience
and to pass a series of examinations.
Barriers. The SE community has mixed opinions
about whether professional licensing at this time is a
good idea.10,11 Does it make sense to license software
engineers before making an SE body of knowledge
available? The ACM recommended against licensing
on the basis of advice from a blue-ribbon ACM com-
mittee. This is largely a political issue—people are
afraid of being controlled, of limiting access to a scarce
labor pool, and of legislating best practices.
Many feel that licensing is premature given the
SWEBOK’s current state and the absence of corre-
25. sponding accredited education programs. They doubt
what SE practice can actually guarantee. Their con-
cern is that best current SE practices do not result in
systems with the same reliability and safety that other
engineering disciplines produce.
Possible solutions. The Texas State Board of Engineering
Licensing uses an equivalency process to award a profes-
sional SE license without examination.12 Following its law
and tradition, Texas requires licensing only for engineers
whose services are publicly available. Still, the ramifica-
tions of any licensing have led to serious debates within
the computing community, which will take time to resolve.
Many believe that other states eventually will follow
Texas. But regardless of the outcome, society and lawsuits
will dictate that we proceed incrementally, starting
in safety-critical industries. Many believe that start-
ing licensing now will at least improve the state of
the practice and reduce error. Licensing efforts are
also under way outside the US, including in the UK
and Canada (British Columbia and Ontario).
A SUSTAINED PARTNERSHIP
A common theme in solutions to SE maturity
barriers is to involve industry more in SE teach-
ing and research. To do so, we need proactivity
on both sides. A deep, sustained partnership will
encourage the development of more effective SE edu-
cation programs and ensure that university research
will have more access to and influence on industrial-
scale development. We get the best of both worlds:
industrial involvement and advice and academia’s
long-term view of what makes a quality education.
This emphasis on the long-term view is what differ-
26. entiates the partnership in education from a training
exercise.
The partnership should focus on helping universities
arrive at the appropriate balance between fundamen-
tal knowledge and its engineering application. Because
many large companies have had to mount significant
SE training programs—in large part because of the
dearth of SE education in college, they should be more
than willing to assist in nurturing SE programs that
emphasize developing core skills. Increased collabora-
tion has many immediate benefits, such as reduced train-
ing costs for companies and more focused SE research
for institutions. Increased collaboration between acad-
emia, engineering institutes, and industry would sub-
stantially reduce serious mismatches in expectations.
Indeed, effective industry involvement is not trivial.
Goals and investments must match—typically, acade-
mia wants to train in fundamentals and lifelong learn-
ing, while industry focuses on acquiring skills to fill an
immediate need.
The sidebar “Building a Strong Industrial-Academic
Partnership Now” lists some steps each side can take
right away to begin forging this partnership.
S
oftware engineering is an emerging profession
that will greatly mature within the next decade.
The SE community must define, accredit, and
evaluate new curricula, stressing lifelong learning, sig-
nificant team experience, and practical theory and fun-
damentals. We must also address the lack of con-
sistency among the undergraduate SE programs that
27. do exist. Educators do not yet agree on the core ele-
ments to teach; without systematic accreditation and
licensing, there is less pressure to quickly adapt pro-
grams to increase consistency and incorporate new
knowledge and skills. Academia is slow to incorporate
practices that work well (for example, inspections).
Involving industry
more in SE teaching
and research
requires proactivity
on both sides.
42 Computer
Too often, it disdains considering the gap between best
and current practices—a significant education and
research issue. Industry, on the other hand, is far too
slow to adopt practices validated by research and expe-
rience or to invest in reducing the practices gap.
Society and industry have tolerated the consequent
poor quality and practice because of the shortage of
trained practitioners and the dearth of experienced man-
agers who can recognize and sell good practice. The lack
of a mature infrastructure and the influence of societal
and business pressure make the widespread recognition
and adoption of best practice slow and sporadic.
Unfortunately, even if initial professional education more
quickly tracked the emerging body of knowledge, many
areas deemed critical would still be excluded. Internet-
based e-commerce technology, for example, is moving
28. so rapidly that only a handful of institutions have tried
to offer it—even industry has a hard time keeping up.
Industrial-academic partnerships in education and
research will enable practitioners to learn and hone a
broader range of skills and practices. The efforts we
have described will significantly drive the maturation
of SE as a profession, but we will need to sustain and
build on them to bring SE closer to its ultimate goal
of respectability. ✸
Acknowledgments
We greatly appreciate the excellent suggestions by
colleagues who reviewed an earlier draft of this arti -
cle: Patricia Collins, Paula Hawthorn, Robert Kessler,
Joe Podolsky, and Anthony Wasserman.
References
1. G. Ford and N.E. Gibbs, “A Mature Profession of Soft-
ware Engineering,” Tech. Report CMU/SEI-96-TR-004,
Software Eng. Inst., Carnegie Mellon Univ., Pittsburgh,
1996.
2. P. Bourque et al., “The Guide to the Software Engineer-
ing Body of Knowledge,” IEEE Software, Nov./Dec.
1999, pp. 35-44.
3. D. Gotterbarn, “How the New Software Engineering
Code of Ethics Affects You,” IEEE Software, Nov./Dec.
1999, pp. 58-64.
4. G.L. Engel, “Program Criteria for Software Engineering
Accreditation Programs,” IEEE Software, Nov./Dec.
29. 1999, pp. 31-34.
5. G. Pour and A. Hambaba, “An Undergraduate Software
and Information Engineering Curriculum under Devel-
opment at San Jose State University,” Proc. Frontiers in
Education (FIE) Conf., IEEE CS Press, Los Alamitos,
Calif., 1999, CD-ROM.
6. D.L. Parnas, “Software Engineering Programs Are Not
Computer Science Programs,” IEEE Software,
Nov./Dec. 1999, pp. 19-30.
7. M.J. Lutz and J.F. Naveda, “The Road Less Traveled: A
Baccalaureate Degree in Software Engineering, ” Proc.
28th SIGCSE Technical Symp. Computer Science Edu-
ation, ACM Press, New York, 1997, pp. 287-291.
Companies and acad-
emic institutions can
take several immedi-
ate steps to align their expectations for the
software engineering profession.
If you are in industry:
• Develop relationships with selected
universities and SE faculty.
• Provide support for development of
educational programs rather than just
training programs. This means prepar-
ing students for an SE career, not just
a job. You could offer guest lectures
and mentoring, for example, or par-
ticipate on an SE advisory board.
30. • Provide input to the schools on how
their graduates fare in industry.
• Create more exciting and education-
ally aligned internship programs.
• Provide financial support. This is im-
portant, not only because of its direct
value, but also because it is a measure
of respect. Even if you can’t fund a
big project, you can fund a small col-
laborative research project and invite
the faculty and students to work with
you. Be sure to provide access to real
data and project records. Sanitize the
data and records to remove confi-
dential information as needed or
work under nondisclosure agree-
ments. Work closely with academic
colleagues to help them produce val-
ued publications that respect your
company’s need for confidentiality.
• Help clarify and articulate your com-
pany’s position on longer-term pro-
fessional training versus short-term
skills acquisition and how this affects
your relationship with educational
institutions.
If you are in academia:
• Convince your colleagues of the effi-
cacy of good SE practice. Show them
31. that a project with good design,
construction, quality assurance, and
so on is better than a thrown-together
project.
• Explain the implications and opportu-
nities of accreditation and licensing and
what effect they could have on expecta-
tions for a CS/SE degree. Teach an ethics
module. Include information about the
Software Engineering Coordination
Committee (SWECC) and its projects.
• Integrate some SE into any software
course you teach, and help your col-
leagues, especially those building
large systems, inject some SE princi-
ples into their projects. Be sure to
note any successes, however small.
• Have your SE project classes help the
software efforts of non-SE colleagues.
• Include industrial SE practitioners as an
advisory board and as guest lecturers.
• Advocate required industrial intern-
ships for students. Monitor the
results and benefits.
• Take minisabbaticals in industry, even
if the hosting corporation isn’t fund-
ing it. Invite industry experts in for a
sabbatical, a mini-sabbatical, or to be
a “software artist in residence” to
32. inspire and mentor students and staff.
• Develop and offer collaborative edu-
cational programs with colleagues in
computer engineering, business man-
agement, or industrial engineering.
Building a Strong Industrial-Academic Partnership Now
8. M. Jackson, “Will There Ever Be Software Engineering,”
IEEE Software, Jan./Feb. 1998, pp. 36-39.
9. A. Wasserman, “Software Processes and Software Pro-
fessionals in the 21st Century,” Cutter IT J., Sept. 1999,
pp. 17-23.
10. M.L. Griss, “Letter from the SIGSOFT Executive Com-
mittee,” ACM SIGSOFT Software Eng. Notes, Sept.
1998, pp. 1-2.
11. J.R. Speed, “What Do You Mean I Can’t Call Myself a
Software Engineer?” IEEE Software, Nov./Dec. 1999,
pp. 45-50.
12. D.J. Bagert, “Texas Board Votes to License Software
Engineers,” ACM SIGSOFT Software Eng. Notes, Sept.
1998, p. 7.
Gilda Pour is a professor of software and informa-
tion engineering at San Jose State University, where
she helped develop a software and information engi-
neering curriculum. She develops and teaches courses
in object-oriented and component-based software
engineering and distributed object computing in both
33. industry and academia. Her industrial and research
experience is in object-oriented component-based
enterprise software engineering, with current empha-
sis on automated generation of Web-based enterprise
applications. Pour received a PhD in computer sci-
ence/software engineering from the University of
Massachusetts. Contact her at [email protected]
Martin L. Griss is principal laboratory scientist for soft-
ware engineering at Hewlett-Packard Laboratories,
where he has researched software engineering processes
and systems, systematic software reuse, object-oriented
development, and component-based software engi-
neering. He created and led the first HP corporate reuse
program and participated in the development and exe-
cution of the HP corporate software initiative. Griss
received a PhD in physics from the University of Illi-
nois. He is an adjunct professor at the University of Utah
and a member of the ACM SIGSOFT Executive Com-
mittee and SWEEP. Contact him at [email protected]
Michael Lutz is Motorola professor of software engi-
neering at the Rochester Institute of Technology,
where he heads RIT’s undergraduate software engi-
neering program. His interests in software architec-
ture, software design, and lightweight formal methods
led to development of core software engineering
courses in these areas. Lutz earned an MS in computer
science from the State University of New York at Buf-
falo. He is a member of the editorial board of Com-
puter and of the IEEE CS Educational Activities
Board. Contact him at [email protected]
May 2000 43
Our members write
important IT standards,
34. including IEEE 802.3,
the standard for Ethernet,
the most widely deployed
LAN. But technology
networks are not the
only kind of standards
developed here.
GrGrow ow
YYour Carour Career eer
Find Out How @Find Out How @
computer.org/
standards/
Set Set
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StandarStandardsds
Did You
Know?
Right now, over 200
Working Groups are
drafting IEEE
standards.
Did You
Know?
Right now, over 200
Working Groups are
35. drafting IEEE
standards.
Legal status of software engineering
Capers Jones
Poware Productivity Research
s the term “software engineering” a misnomer? That
question has long been debated within the computer
science, programming, and software engineering
community. Naysayers point to the software activity’s
large trial-and-error component and its notable lack of
solid intellectual and ethical underpinnings. On the affir-
mative side, ACM and the IEEE Computer Society recently
joined forces to move software engineering toward pro-
fessional status.
Barry Boehm, TRW professor of software engineering
at USC and an ACM member of the IEEE CS/ACM task
force, summarized some new-and serious-implications
of the debate in the September 1994 Software Engineering
Technical Council Newsletter.
Currently, software engineering is not one of the 36
engineering professions
recognized and licensed in
the United States. This situ-
ation is more serious than
you might think, because
48 states have laws on their
books that prohibit anyone
36. T ennessee now actively
prohibits the use
of “software
who is not licensed from
using the term “engineer”
engineering” in
business
in describing his occupa-
tion and work.
As Boehm points out,
these laws are beginning to
be enforced. The state of
literature and
advertising.
Texas has forced universities to stop offering master’s
degrees in software engineering. Tennessee now actively
prohibits the use of “software engineering” in business lit-
erature and advertising. New Jersey considered, but did
not pass, a regulation that would have required licensing
of all software professionals employed within the state.
(The fact that this regulation would essentially have shut
down all software businesses and forced them to leave the
state was eventually recognized.)
This legal phenomenon affects all of us involved in soft-
ware. It makes us vulnerable to the probability of increas-
ingly onerous rules and regulations passed by
well-meaning-but clumsy and often ill-informed-leg-
islative bodies. Consider, for example, the hazardous situ-
ation now faced by computer and software consultants. As
37. a result of legislation and regulations to determine who is
or is not an employee, many software consultants have
come close to losing their ability to practice independently.
Computer
What makes an engineering profession?
Let’s consider some of the attributes of the recognized
engineering professions, such as electrical engineering,
mechanical engineering, and civil engineering. What do
they have that software engineering lacks? Also, what
characteristics do the nonengineering professions, such as
medicine and law, have that make them true professions
instead of mere occupations?
In the broadest sense, the factors associated with rec-
ognized engineering professions and other formal profes-
sions include
l a well-defined body of knowledge, and often many sub-
sets of more specialized knowledge;
l academic curricula that transfer the body of knowledge
to students well enough so that a significant percentage
can pass qualifying examinations;
l qualifying examinations that certify at least minimal
competence for general practice of the profession;
l a formal set of subspecialties, each with a substantial
body of knowledge and some form of certification, often
created by accreditation boards within each specialty;
l continuing education for those within the profession to
maintain currency in the overall profession and their
38. chosen subspecialty;
l a code of ethical responsibilities for those engaged in
the profession and its specialties;
l strong professional associations capable of creating qual-
ifying examinations and certifying specialties in con-
junction with state and other governmental agencies;
l a recognized canon of standard practices for common
conditions, against which claims of professional mal-
practice can be evaluated;
l methods for monitoring and dealing with instances of
professional malpractice, and a formal mechanism for
decertifying those found guilty of professional mal-
practice; and
l liability insurance coverage for professionals that pro-
tects them and their employers from a portion of the
financial consequences of losing law suits for profes-
sional malpractice.
To a greater or lesser degree, the software community
fails to meet any of these criteria. However, IEEE Computer
Society and ACM task forces are exploring these topics with
the idea of making software engineering the 37th engi-
neering profession, perhaps by the end of the century.
Following the path of the medical profession
A very instructive book, which I recommend to task
force members a n d a n y o n e else interested in creating a
highly regarded profession, is Paul Starr’s The Social
39. Transformation ofAmerican Medicine (Basic Books, N e w
York, 1982).
It’s b e e n only 1 5 0 years or so since medical practice
faced challenges similar to those software faces today: It
was a n amorphous a n d fragmented community with
many questionable a n d unproven practices, a n d academic
training s p a n n e d every possibility from state of the art to
totally inept. In fact, it was just over 1 0 0 years a g o that
Johns Hopkins University took the unprecedented step of
requiring medical students to have college degrees as a
precondition for admission.
In every drive toward professionalism, there are com-
peting forces a n d p o w e r groups with vested interests. At
the very minimum, there are universities, professional
associations, legislative bodies, the profession’s knowl -
e d g e workers, the knowledge workers’ employers, a n d of
course the clients the knowledge workers serve. To this
basic set, w e can also a d d insurance companies a n d attor -
neys w h o specialize in providing services to the profes-
sion’s members a n d enterprises.
Each participant has its o w n vested interests, so com-
petition a n d politics are the order of the day. However, for
any occupation to succeed to the same d e g r e e as medical
practice, a strong professional association must emerge to
s h a p e events.
In particular, the profes-
sional association must
have a strong voice in
establishing basic acade-
mic curricula (individual
universities are too chaotic
a n d d o n ’t grasp the big pic-
40. ture); in establishing
licensing or accreditation
criteria (legislatures will
botch it up), a n d in moni-
toring a n d eliminating
malpractice (otherwise,
liability insurance will b e
unobtainable). A related
but more subtle topic is the
role of professional associ-
ations in minimizing com-
T he professional association
must have a
strong voice in
establishing basic
academic
curricula, in
establishing
licensing or
accreditation
criteria, and in
monitoring and
eliminating
malpractice.
petition from nonmembers w h o lack accreditation.
Right now, software engineering is in about the same
condition as medical practice was in the 1890s. Software
is already a n important topic, but the practice of creating
software is undisciplined a n d often “unprofessional” in
any serious use of the term. Academic training is spotty,
a n d the thought of qualifying examinations and/or licens-
ing remains highly unpalatable.
41. If the software engineering community cannot rise to
the level of becoming a recognized profession a n d engi -
neering discipline, w e face a n uncertain future with ever-
mounting prospects of unfriendly legislation a n d harmful
government actions.
A Guided Tour of
Multimedia Systems
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Looks into the goal of fully integrating both audio
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a n overview of the basic principles involved in
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chapters include 2 4 papers covering multimedia
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retrieval, a n d tools a n d applications.
400 pages. Mad 1995. Sofme~: ISBN O-81 86 Tow 1.
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