A method for maintaining new software

This thesis describes a novel method for perfective maintenance of software which has been developed from specifications using formal transformations. The list of applied transformations provides a suitable derivation history to use when changes are made to the software. The method uses transformations which have been implemented in a tool called the Maintainer's Assistant for the purposes of restructuring code. The method uses these transformations for refinement. Comparisons are made between sequential transformations, refinement calculi and standard proof based refinement techniques for providing a suitable derivation history to use when changes are made in the requirements of a system. Two case studies are presented upon which these comparisons are based and on which the method is tested. Criteria such as saleability, speed, ease, design improvements and software quality is used to argue that transformations are a more favourable basis of refinement. Metrics are used to evaluate the complexity of the code developed using the method. Conclusions of how to develop different types of specifications into code and on how best to apply various changes are presented. An approach which is recommended is to use transformations for splitting the specification so that original refinement paths can still be used. Using transformations for refining a specification and recording this path produces software of a better structure and of higher maintainability. Having such a path improves the speed and ease of future alterations to the system. This is more cost effective than redeveloping the software from a new specification

A Qualitative Study of Early-Career Special Education Faculty Perceptions of Preparation and Induction

Abstract Much time and attention is given to questions about what effective teachers need to know; however, proportionately little effort is spent on answering related questions of what effective teacher educators need to do to ensure all new teachers are well prepared for their roles and responsibilities. Recruitment and preparation of doctoral students who become teacher education researchers and teacher educators is a neglected part of this process. This investigation explored the formal and informal learning experiences of early-career special education faculty in institutions of higher education (IHE). Data were collected through in-depth interviews with seven pre-tenure assistant professors in special education. Interviews focused on three areas: doctoral learning experiences, including coursework, college teaching, field supervision, and advisor mentorship; professional and personal considerations that led to current IHE positions; and other facilitating or inhibiting factors in the transition from doctoral student to university faculty. Skype web-conferencing software was used to conduct seven face-to-face interviews with participants living in various parts of the country. Call Recorder for Mac software captured both the interview audio and video. HyperResearch qualitative software was used for coding, unitizing, and categorizing of transcribed data. Emerging themes suggest that factors motivating students to pursue doctoral education strongly influence career trajectory. Consistent themes of support coupled with balance, both between work and life, and teaching, research, and service, emerged as critical for successful induction into faculty roles. Findings will contribute to the literature about best practices in effective special education doctoral preparation and provide a deeper understanding of doctoral student education in preparation for future faculty roles in special education

An analysis of wetland patterns and functions at the watershed and sub-watershed scales, with *policy applications

This dissertation addresses the need to define potential impacts of recent and proposed changes in federal wetland regulation in a quantifiable manner. Consideration was made not only of total wetland acreage and wetland types that could sustain losses, but also to categorize the effect such losses would have in terms of wetland functions, at the watershed scale. This work took a Geographic Information Systems (GIS) approach, and included employing a best-professional judgment model for scoring habitat, water quality and flood attenuation functions to determine potential cumulative impacts; a water quality study which related wetland and watershed variables to nutrient and sediment loads; and an amphibian metapopulation model to determine the effects of loss of landscape connectivity resulting from wetland management decisions. The study area encompassed several watersheds in Southern Virginia, USA. Results from best professional judgment model show that despite a decrease over the years in acreage receiving reduced regulatory protection, the functional caliber of wetlands afforded the least protection is actually higher with each new implementation of regulatory criteria. These results, and the results of similar models, updated as more information and data sets become available, should be a valuable tool for both regulators and managers at local, as well as regional and The water quality model reduced 41 wetland and watershed variables to 5 principal components, which were then used in regression equations to relate the variables to nutrient and sediment loads. Although differing variables played roles in different water quality components, the overriding factor affecting improved water quality related to the proportion of vegetated area found within a 100 meters of stream courses, with negative water quality related to the proportion of developed to vegetated areas within the 100 meter buffer. Results from the amphibian habitat model highlight the importance of the pattern of wetlands across the landscape. Removal of wetlands smaller than 0.5 acres had a greater influence on occupancy rates in all wetlands, presumably due to their position providing between wetland connectivity. Policy and management decisions should be altered to consider each of these conclusions if functional conservation is to be achieved

The graduate entry generation: a qualitative study exploring the factors influencing the career expectations and aspirations of a graduating cohort of graduate entry dental students in one London institution

Background: Dentistry in the UK has a number of new graduate-entry programmes. The aim of the study was to explore the motivation, career expectations and experiences of final year students who chose to pursue a dental career through the graduate entry programme route in one institution; and to explore if, and how, their intended career expectations and aspirations were informed by this choice. Method: In-depth interviews of 14 graduate entry students in their final year of study. Data were transcribed verbatim and analysed using framework analysis. Results: There were three categories of factors influencing students' choice to study dentistry through graduate entry: 'push', 'pull' and 'mediating'. Mediating factors related to students' personal concerns and circumstances, whereas push and pull factors related to features of their previous and future careers and wider social factors. Routes to Graduate Entry study comprised: 'early career changers', 'established career changers' and those pursuing 'routes to specialisation'. These routes also influenced the students' practice of dentistry, as students integrated skills in their dental studies, and encountered new challenges. Factors which students believed would influence their future careers included: vocational training; opportunities for specialisation or developing special interests and policy-related issues, together with wider professional and social concerns. The graduate entry programme was considered 'hard work' but a quick route to a professional career which had much to offer. Students' felt more could have been made of their pre-dental studies and/or experience during the programme. Factors perceived as influencing students' future contribution to dentistry included personal and social influences. Overall there was strong support for the values of the NHS and 'giving back' to the system in their future career. Conclusion: Graduate entry students appear to be motivated to enter dentistry by a range of factors which suit their preferences and circumstances. They generally embrace the programme enthusiastically and seek to serve within healthcare, largely in the public sector. These students, who carry wider responsibilities, bring knowledge, skills and experience to dentistry which could be harnessed further during the programme. The findings suggest that graduate entry students, facilitated by varied career options, will contribute to an engaged workforce

Technology in Teacher Education: Student Perceptions of Instructional Technology in the Classroom

Access the online Pressbooks version of this article here. Instructional technology continues to become more prevalent in classrooms around the globe. However, it is unclear whether teachers are prepared and have the self-efficacy to incorporate instructional technology into the classroom. This study reviews an instructional technology course for preservice teachers and whether student comfort increased with instructional technology throughout the course. In addition, data were collected regarding preferences pertaining to instructional technology. The data shows preservice teachers’ comfort increased throughout this course in terms of instructional technology. In addition, the data show preservice teachers are more comfortable working with instructional technology that includes templates rather than instructional technology activities that require ground-up design

Virginia’s Coastal Program: Strategic Mapping of Management Goals

Virginia’s Coastal Resources Management Program is a networked program bringing together the activities of many state agencies and institutions to achieve the overarching mission of coastal zone management. The Program’s objectives were originally set out in a series of 25 goals in the 1986 Executive Order (see Appendix B) that established the Program for the Commonwealth under the federal Coastal Zone Management Act. Beginning in May of 1999, representatives of the Virginia state agencies involved with the networked Coastal Program attended a series of meetings to develop logic maps of these twenty-five goals. This document represents the final results of these efforts, which took place over a two and a half year period. The goals which were mapped are the results of early efforts to reformulate the goals to better fit today’s social, economic and environmental objectives, and as such include several rewrites and one combination of two of the original goals, resulting in a total of 24 mapped Program Goals

Designing Online Learning to Increase Student Engagement

The purpose of this adaptive VPLM is to familiarize educators with how to design online learning to encourage student engagement. The VPLM is designed for secondary education or higher education professionals. The VPLM features three levels geared toward varying ability and comfort levels of educators with designing online learning. Glickman et al. (2018) highlighted the importance of offering differentiated choices to adult learners. Participants are encouraged to complete one or more levels based on their comfort and ability with designing online learning to improve their online learning environments and foster increased student engagement. Each level requires a different amount of time to complete, and the total number of hours for each level is reflected on each page. Participants can complete the VPLM at one time or in multiple sessions. The pre-assessment and educator scenarios are highlighted at the start of the VPLM to help participants determine which level to navigate first. View professional learning module.https://digitalcommons.gardner-webb.edu/improve/1030/thumbnail.jp

A new survey tool for evaluating pandemic preparedness in health services

BACKGROUND: Rapid decision-making with limited resources and prior research to draw upon posed challenges for health service leaders globally when preparing for COVID-19. How do health services prepare for a pandemic and evaluate if the preparation has been effective? This study aimed to explore health workers’ perceptions and knowledge regarding preparedness for COVID-19 at a regional health service in Australia. METHODS: A 32-item online survey was developed to evaluate preparedness across five scales: 1) Clinical, 2) Communication, 3) Environment, 4) Human Resources, and 5) General Preparedness. Data were analyzed using parametric and non-parametric statistics and qualitative content analysis. RESULTS: Ninety-three employees completed the survey, with most working in clinical roles (58.1%). Respondents largely felt the health service was well-prepared (84.0%) and they were personally prepared (74.4%) to respond to COVID-19. Clinical and communication scale scores varied by role type. Respondents faced personal risk and resource shortages impacted their sense of safety; others felt adequately supported. CONCLUSIONS: A coordinated “whole hospital response”, accessible and inclusive communication, education, adequate resourcing, and employee wellbeing supports are necessary when preparing health services for sentinel events. This survey tool offers health services an approach to evaluating pandemic preparation. Continued advocacy for resources and wellbeing needs of health workers is paramount in future preparations