An experimental examination of the role of re-engineering in the management of software quality

This paper reports on the design and the results of a randomised, controlled experiment estimating the effect of predetermined changes in module complexity on the maintainability of different program versions seeded with equivalent logic errors. The experiment measures maintainability which is a defining sub-attribute of quality. The hypothesis "low module complexity results in high maintainability" is tested experimentally by monitoring and recording the time taken to identify and correct the seeded errors. Prior to the experiment programs are statically analysed to produce measurements of internal sub-attributes of the fundamental attribute of complexity. A first program version is modularised according to established rules giving a new version with a larger number of modules and with smaller individual module complexity. The results of this work can be used to design tools capable of providing an indicator, or factor, for re-engineering whereby a given program can be restructured in such a way that quality improvement can be quantified or at least estimated. As maintainability is a defining attribute of quality the insights gained can be further applied in understanding the underlying processes involved and ultimately lead to quality improvements

An experimental examination of program maintainability as a function of structuredness

The general ethos of producing structured programs has been, at least in theory, adopted throughout the software engineering community. By studying and measuring the structure of existing software we can estimate the benefits to be gained from changes in the structure in terms of the external attributes (perceived behaviour) of the re- structured software. [13, 2, 3, 10, 6, 7]. In this paper we report the results of two controlled experiments measuring the improvement on the maintainability of differently structured code. These experiments build on the experience and insights gained through an earlier experiment [5]. We discuss a strategy for re-structuring based on an improved re-engineering factor [9] and present the static measures of morphology (depth and width of module calls), coupling and cohesion and module complexity of a range of programs. By plotting these measures and adopting target values (e.g. width of call< 5) we estimate the expected improvement in the maintainability after re-engineering. We subsequently carry out the re-engineering, measure the re-structured code statically and measure the actual maintainability experimentally. The results reveal that unstructured programmes take longer to 'reveal their secrets'. An integral part of this work are the design and execution of controlled experiments as well as the use of automated tools for the static analysis of code and the recording of the experimental data

Towards relating delivery methods and examination success: lessons learned from the VALO LLP project case study

Didactic, teacher-centred approaches and rote learning have long been discredited and gradually replaced by participative, interactive and creative learning sessions. Formal classroom sessions are being replaced or augmented by self-directed study increasingly in distance mode. The evolution and affordability of technologies enables massive participation in studies, not only for short training for professional updating but also for longer study periods and attainment of qualifications. The rapid changes in society and technology demand that everybody continuously updates their knowledge and skills in their area of expertise and gain knowledge, skills and competencies in other areas for a successful life of careers and not necessarily a career for life as was the norm in the past. It is important to safeguard the quality of independent assessment and certification methods. In this paper we consider the main delivery methods and their impact on assessment methods and associated results. With reference to the ECQA framework and the recently completed EU co-funded Lifelong Learning Programme project VALO we juxtapose the delivery methods used and the examination results at different partner institutions. We extract observed issues and trends, which could be principles to be adopted by future projects with regards to process improvement and performance enhancement

Impact of the Covid-19 pandemic on education: experiences and feelings reported by primary school pupils from Greece and Turkey

Covid 19 pandemic had a huge impact upon life and the educational experience of students. One of the groups mostly affected from this pandemic is the school children. The sudden transition to distance education from traditional face-to-face education undoubtedly changed the implementation methods of the teaching programme in schools. The research study reported in this paper was carried out in Greece and Turkey. Responses were collected from primary school pupils who voluntarily and anonymously completed an online questionnaire with multiple choice questions. The latter were carefully worded in an appropriate and understandable way, using language suitable for primary school aged children. Comparisons between the responses from the two countries revealed similarities and differences. Through a comparative approach the research results are particularly scruitinised through the lenses of equal opportunities and social exclusion policies along with a cross cultural perspective, which is expected to have a useful impact during the post pandemic era. By sharing the collective knowledge and experience gained, we aspire to propose educational strategies for well-being and recovery, and overall educational process improvement

‘The International Teacher Leadership project,’ a case of international action research.

Copyright CARNThe paper arises from the International Teacher Leadership project, a research and development project involving researchers and practitioners in 14 European countries. The paper provides a conceptual exploration of the idea of teacher leadership and its role in educational reform, central to which is the idea that teachers, regardless of their level of power and organisational position, can engage in the leadership of enquiry-based development activity aimed at influencing their colleagues and embedding improved practices in their schools. The paper provides an outline of the project’s methodology which builds on that used in the Carpe Vitam Leadership for Learning project (Frost, 2008a). It is a form of collaborative action research which is highly developmental and discursive. It seeks to identify principles, strategies and tools that can be applied in a range of cultural settings. The paper includes a thematic analysis of the cultural contexts and policy environments of the participating countries in order to identify the obstacles to teacher leadership and to inform the nature of the support strategies employed

Efficacy and Safety of Platelet-Rich Plasma Injections for the Treatment of Female Sexual Dysfunction and Stress Urinary Incontinence: A Systematic Review

Introduction: There is no clear evidence in the literature that platelet-rich plasma (PRP) injections improve female sexual dysfunction (FSD) and female stress urinary incontinence (SUI). Objectives: A systematic review was performed to study the efficacy and safety of PRP injections in women with the above pathologies, as well as to explore the optimal dosing, frequency and area of injections, and duration of treatment. Methods: A systematic search on PubMed, Embase and the Cochrane Library database was performed, as well as sources of grey literature from the date of database or source creation to January 2023. After title/abstract and full-text screening, clinical studies on humans evaluating the efficacy of PRP in gynecological disorders using standardized tools were included. Risk of bias was undertaken with RoB-2 for randomized-controlled trials (RCT) and the Newcastle-Ottawa Scale (NOS) for observational studies. Results: Four prospective and one retrospective study explored FSD, while six prospective and one RCT evaluated female SUI. A total of 327 women with a mean age of 51 ± 12 years were included. For FSD, PRP significantly improved the Female Sexual Function Index (FSFI), the Vaginal Health Index (VHI) and the Female Sexual Distress score (FSDS). For SUI, PRP led to a significant improvement in the International Consultation on Incontinence Questionnaire—Short Form (ICIQ-SF) and the Urogenital Distress Inventory (UDI-6). The identified RCT reported a significantly higher mean score of ICIQ-SF (p < 0.05) and UDI-6 (p < 0.01) in the midurethral sling group compared to the PRP injections group. Regarding the risk of bias, the RCT was characterized by high risk, whereas the observational studies were of moderate risk. The protocol for PRP injections for FSD is the injection of 2 mL of PRP into the distal anterior vaginal wall once a month for 3 months. For female SUI, 5–6 mL of PRP should be injected into the periurethral area once a month for 3 months. Conclusions: Despite the promising initial results of PRP injections, the level of current evidence is low due to methodological issues in the available studies. It becomes clear that there is an emerging need for high-quality research examining PRP injections for the treatment of FSD and female SUI

The impact of the COVID-19 pandemic on the learning and wellbeing of secondary school students: a survey in Southern Europe

The transition from the traditional model of learning and teaching to full online mode had to be implemented in many countries, in an extremely short time, as the 2020-2021 school year was in mid-stream. Secondary education, which includes students in the age range of 12-18, faced many challenges in this rapid change, as many research studies have shown. Researchers raise questions regarding the readiness of the secondary education community to transition to fully online learning. The pilot study reported in this paper deals with the impact of the transition to online learning on secondary schools in southern European countries. More specifically, this paper presents the results of a literature survey and an empirical survey using an online questionnaire which captured non-traceable responses from secondary schools that, voluntarily and anonymously, completed the questionnaire. The questions were mainly closed, with some open-ended questions for students to fill in. The study also aims to capture data on the socio-economic dimension, accessibility/ availability of the necessary technologies that enable online learning, as well as the families’ employment status and their ability to support students. A total of 90 students participated (62% female, 28% male) from three Mediterranean countries. The students’ perspectives as seen by the students themselves along with the difficulties and the issues they faced are compared and contrasted. This investigation offers a pedagogical and socio-technical analysis and highlights the needs for wellbeing as well as quality learning and teaching in the new social distance reality

XUV digital in-line holography using high-order harmonics

A step towards a successful implementation of timeresolved digital in-line holography with extreme ultraviolet radiation is presented. Ultrashort XUV pulses are produced as high-order harmonics of a femtosecond laser and a Schwarzschild objective is used to focus harmonic radiation at 38 nm and to produce a strongly divergent reference beam for holographic recording. Experimental holograms of thin wires are recorded and the objects reconstructed. Descriptions of the simulation and reconstruction theory and algorithms are also given. Spatial resolution of few hundreds of nm is potentially achievable, and micrometer resolution range is demonstrated.Comment: 8 pages, 8 figure