Staffing Planning at COMPUTERCO: A Personal Computer Analysis

[Excerpt] This case study is used for student and executive development. It is intended to be used with the computer program EXTMOY, which is described in an accompanying Center for Advanced Human Resource Studies working paper #91-13 (Boudreau, 1991)

An empirical study evaluating depth of inheritance on the maintainability of object-oriented software

This empirical research was undertaken as part of a multi-method programme of research to investigate unsupported claims made of object-oriented technology. A series of subject-based laboratory experiments, including an internal replication, tested the effect of inheritance depth on the maintainability of object-oriented software. Subjects were timed performing identical maintenance tasks on object-oriented software with a hierarchy of three levels of inheritance depth and equivalent object-based software with no inheritance. This was then replicated with more experienced subjects. In a second experiment of similar design, subjects were timed performing identical maintenance tasks on object-oriented software with a hierarchy of five levels of inheritance depth and the equivalent object-based software. The collected data showed that subjects maintaining object-oriented software with three levels of inheritance depth performed the maintenance tasks significantly quicker than those maintaining equivalent object-based software with no inheritance. In contrast, subjects maintaining the object-oriented software with five levels of inheritance depth took longer, on average, than the subjects maintaining the equivalent object-based software (although statistical significance was not obtained). Subjects' source code solutions and debriefing questionnaires provided some evidence suggesting subjects began to experience diffculties with the deeper inheritance hierarchy. It is not at all obvious that object-oriented software is going to be more maintainable in the long run. These findings are sufficiently important that attempts to verify the results should be made by independent researchers

Reducing Sexual Risk among Racial/ethnic-minority Ninth Grade Students: Using Intervention Mapping to Modify an Evidenced-based Curriculum

Background: Racial/ethnic-minority 9th graders are at increased risk for teen pregnancy, HIV, and STIs compared to their White peers. Yet, few effective sexual health education programs exist for this population. Purpose: To apply IM Adapt—a systematic theory- and evidence-based approach to program adaptation—to modify an effective middle school sexual health education curriculum, It’s Your Game…Keep It Real! (IYG), for racial/ethnic-minority 9th graders. Methods: Following the six steps of IM Adapt, we conducted a needs assessment to describe the health problems and risk behaviors of the new population; reviewed existing evidence-based programs; assessed the fit of IYG for the new population regarding behavioral outcomes, determinants, change methods, delivery, and implementation; modified materials and activities; planned for implementation and evaluation. Results: Needs assessment findings indicated that IYG targeted relevant health and risk behaviors for racial/ethnic-minority 9th graders but required additional focus on contraceptive use, dating violence prevention, active consent, and access to healthcare services. Behavioral outcomes and matrices of change objectives for IYG were modified accordingly. Theoretical methods and practical applications were identified to address these behavioral outcomes, and new activities developed. Youth provided input on activity modifications. School personnel guided modifications to IYG’s scope and sequence, and delivery. The adapted program, Your Game, Your Life, comprised fifteen 30-minute lessons targeting determinants of sexual behavior and healthy dating relationships. Pilot-test data from 9th graders in two urban high schools indicate promising results. Conclusion: IM Adapt provides a systematic theory- and evidence-based approach for adapting existing evidence-based sexual health education curricula for a new population whilst retaining essential elements that made the original program effective. Youth and school personnel input ensured that the adapted program was age-appropriate, culturally sensitive, and responsive to the needs of the new population. IM Adapt contributes to the limited literature on systematic approaches to program adaptation

Next generation software environments : principles, problems, and research directions

The past decade has seen a burgeoning of research and development in software environments. Conferences have been devoted to the topic of practical environments, journal papers produced, and commercial systems sold. Given all the activity, one might expect a great deal of consensus on issues, approaches, and techniques. This is not the case, however. Indeed, the term "environment" is still used in a variety of conflicting ways. Nevertheless substantial progress has been made and we are at least nearing consensus on many critical issues.The purpose of this paper is to characterize environments, describe several important principles that have emerged in the last decade or so, note current open problems, and describe some approaches to these problems, with particular emphasis on the activities of one large-scale research program, the Arcadia project. Consideration is also given to two related topics: empirical evaluation and technology transition. That is, how can environments and their constituents be evaluated, and how can new developments be moved effectively into the production sector

The computer revolution in science: steps towards the realization of computer-supported discovery environments

The tools that scientists use in their search processes together form so-called discovery environments. The promise of artificial intelligence and other branches of computer science is to radically transform conventional discovery environments by equipping scientists with a range of powerful computer tools including large-scale, shared knowledge bases and discovery programs. We will describe the future computer-supported discovery environments that may result, and illustrate by means of a realistic scenario how scientists come to new discoveries in these environments. In order to make the step from the current generation of discovery tools to computer-supported discovery environments like the one presented in the scenario, developers should realize that such environments are large-scale sociotechnical systems. They should not just focus on isolated computer programs, but also pay attention to the question how these programs will be used and maintained by scientists in research practices. In order to help developers of discovery programs in achieving the integration of their tools in discovery environments, we will formulate a set of guidelines that developers could follow

2011-2013 Connecting Consumer with Care: Grant Area Evaluation

The Blue Cross Blue Shield of Massachusetts Foundation has funded the Connecting Consumers with Care grant program consistently since 2001. The program supports community health centers and community-based organizations in helping consumers enroll in and maintain publicly subsidized health insurance coverage. The program also encourages collaborative problem solving to minimize system-level barriers and enhanced education and empowerment of consumers so that they may navigate systems of health coverage and care with decreasing dependence on grantee organizations. During the October 2011 -- September 2013 grant cycle, the Foundation funded 13 organizations across Massachusetts. While this funding period preceded the first Affordable Care Act (ACA) open enrollment period, lessons from the outreach, enrollment, and post-enrollment work of these grantees remain invaluable to efforts to connect consumers with health coverage and care both in Massachusetts and across the country.This report describes findings from the evaluation of the 2011 -- 2013 grant cycle. The aims of the evaluation were to 1) assess progress made across the grantee sites on select outreach and enrollment measures; 2) describe the practices grantees adopted to reach out to and enroll consumers in insurance, increase consumer self-sufficiency, and collaborate with other agencies to minimize barriers to care; and 3) characterize barriers experienced by grantees as they worked to meet the goals of the program

Usability and Psychosocial Impact of Decision Support to Increase Sexual Health Education in American Indian and Alaska Native Communities

Despite sexual and reproductive health disparities, few evidence-based sexual health education programs exist for American Indian/Alaska Native (AI/AN) youth, with even fewer tools available to assist AI/AN communities in adopting, implementing, and maintaining such programs. iCHAMPSS (Choosing And Maintaining effective Programs for Sex education in Schools) is a theory- and web-based decision-support-system designed to address dissemination barriers and increase the reach and fidelity of evidence-based programs (EBPs), specifically sexual health education programs. To investigate the potential of iCHAMPSS in AI/AN communities, we pilot-tested iCHAMPSS with adult stakeholders (N = 36) from agencies across the country that serve AI/AN communities. Stakeholders were recruited to review selected iCHAMPSS tools over two weeks in spring 2016. Pre- and post-surveys were administered to assess usability constructs, short-term psychosocial outcomes, and perceived feasibility. Data were analyzed using descriptive and non-parametric statistics. iCHAMPSS was perceived as acceptable, easy to use, credible, appealing, more helpful than current resources, and impactful of EBP adoption, implementation, and maintenance. Conversely, using iCHAMPSS significantly increased participants’ perceived barriers to adopting an EBP (p = 0.01). Overall, AI/AN stakeholders responded positively to iCHAMPSS, indicating the potential for adaptation to support the dissemination and implementation of evidence-based sexual health education in AI/AN communities

Good collaborations: A case study of the Health Information Technology partnership

The Health Information Technology grant was a collaborative partnership between the Cook Inlet Tribal Council (CITC), the University of Alaska Community & Technical College (UAA CTC) and the University of Alaska Southeast (UAS) to establish the infrastructure for a distance-delivered Occupational Endorsement in Health Information Technology. This document describes a case study research project that explored the activities of the collaboration, specifically as they pertain to student services and outcomes. Student eligibility criteria included: Alaska Native, low-income, GED or high school diploma, and a 10th grade TABE test score; many of the student participants exhibited demographic characteristics that placed them at high risk for noncompletion. Ultimately, 10 of 25 (40%) completed the credential, and of these graduates, five are continuing their postsecondary studies for an associate’s or bachelor’s degree. These success rates that exceed national averages for community college students prompted the team to explore the program elements that contributed to student success. A qualitative case study collected interview data from student completers, program staff, and faculty. It also reviewed program documents, and included visits to the physical spaces where the program was delivered. Tangible or material resources that contributed to the program’s success included stipends for student tuition and fees plus hourly compensation for time spent in class; the provision of laptops; adequate technology; staff and services that supported college transitions, social and personal needs, and academic success; a face-to-face kickoff event; and a cohort model. Qualitative aspects of the program that fostered success include staff commitment and positive attitude; clear roles for partners with a distributed workload; alignment of program objectives to each of the partners’ missions; communication; and student perseverance. Program elements that need to be revised, expanded, or improved prior to a second iteration include course sequencing, recruitment, technology, class times, and additional stipends. Opportunities for additional programming include industry involvement, career exploration, options for students who “change majors” or decide that the HIT field is not a good fit for their interests, job seeking and career planning support, additional attention to college readiness and soft skills, and incorporation of Alaska Native culture. A review of program elements that worked and need improvement identified opportunities to better align theory and philosophy, and to strengthen communication between staff and faculty who have complementary responsibilities to one another and to students. These discussions are recommended in order to develop more intentional and focused recruiting, to strengthen communication, and to develop a more culturally responsive curriculum. Though the program does not yet present itself as a best practice model, the program strengths and lessons learned were used to develop considerations for other programs and partnerships wishing to develop similar delivery methods.Office of Vocational and Adult Education Community &Technical College, University of Alaska AnchorageIntroduction / Health Information Technology / The credential / Employment landscape / Partners / Structure / Timeline & Schedule / Student Cohort / Outcomes / Method, participation, and analysis / Findings / What worked: The tangibles / What worked: the intangibles / What didn't work / Opportunities / Discussion / Philosophical -Student success / Theoretical: frameworks / Recommendations / Recruitment / Communication / Curriculum / Replication / Conclusion / References / Appendix: Considerations for replicatio

Lessons from two Dutch projects for the introduction of computers in schools

The systematic introduction of computers in schools for general secondary education in The Netherlands started in the early 1980s. Initially, the Dutch government experimented in 1983 with a project in 100 lower general secondary schools limited in scope to gain experience with educational computer use (100-school project). In the period 1985¿1989 the government implemented a second stimulation project focused at all lower secondary schools: New Information Technology in Secondary Education. This project consisted of the provision of hardware and courseware to all general secondary schools, organizing nationwide in-service teacher training, and the intensifying of software development.\ud \ud With respect to the 100-school project the question was whether there would be any differences in computer implementation and problems with computer use at schools in the 100-school project as compared to other schools which could only profit in the second promotional program.\ud \ud The question addressed for the second promotional program concerns the use of software packages and courseware which were provided to all schools for general education during the NIVO-project.\ud \ud An important conclusion for The Netherlands is, that the provision of hardware, software and in-service training was adequate to introduce computer education (called: information and computer literacy) as a new subject in nearly all lower secondary schools. But the set of stimulation activities does not seem to be adequate or sufficient to realize the integration of computer use in existing subjects