Competencies for paradigm shift 'survival'.

The rapid development in the IT area brings a series of shifts, in underlying theories, technology and work practices. In the normal course of events, most changes are evolutionary, with small, incremental improvements being made to theoretical understanding or practical application. Occasionally, however, changes occur of such magnitude that they do not just alter current operational practice but require a thorough reappraisal of the underlying assumptions on which that practice is based. In short, they require a review of the dominant way of thinking, or paradigm. Ability to adapt to evolving circumstances is critical, not only for industrial and commercial organisations, but also for individual employees, to survive and remain successful during paradigm shifts. How can we prepare our students so they can survive in a working life characterized by frequent paradigm shifts? It is important that CS and IT education prepares students for coping with shifts induced by technological development in their future careers, that students develop the competencies needed. To understand what competencies are needed, it is important to investigate characteristics among employees that have flourished in earlier paradigm shifts and not least to build knowledge on how to develop learning environments where such competencies and personal characteristics can be achieved This paper is about setting the stage for an action research project aimed at enhancing education with regard to being able to survive paradigm shifts in the IT industry

Агрессивная форма ювенильной макромастии

ПОДРОСТКИМОЛОЧНЫЕ ЖЕЛЕЗЫ ЧЕЛОВЕКА /АНОМАЛБОЛЕЗНИ РЕДКИЕМАКРОМАСТИЯГИПЕРТРОФИЯМОЛОЧНОЙ ЖЕЛЕЗЫ ПЛАСТИКАХИРУРГИЧЕСКИЕ ОПЕРАЦИИ ВОССТАНОВИТЕЛЬНЫЕМОЛОЧНОЙ ЖЕЛЕЗЫ БОЛЕЗНИ /ТЕР /ХИ

Proceedings from the 1st Albaha University–Uppsala University Collaborative Symposium on Quality in Computing Education

This is the proceedings from the first AlBaha University - Uppsala University Collaborative Symposium on Quality in Computing Education (ABU3QCE), held in AlBaha, Saudi Arabia, 24-25 February 2015. ABU3QCE 2015 is a local symposium dedicated to the exchange of research and practice focusing on enhancing quality in computing education. Contributions cover a broad spectrum of computing education challenges ranging from; computer science, computer engineering, computer information systems, computer information technology to software engineering education. ABU3QCE aims to publish research that combines teaching and learning experience with theoretically founded research within the field. The proceedings papers cover a wide range of topics such as cultural aspects of teaching and learning, technology enhanced teaching, and professional competencies and their role in the curriculum and in higher education. The symposium is a collaborative initiative of AlBaha University, Saudi Arabia, and Uppsala University, Sweden. It is our hope that this symposium will highlight current efforts, and also be the starting point for discussions, and inspire others to contribute to take the quality of computing education one step further

Supplement - Capital in Computing Education : Investigating Factors Underlying Participation

This document provides the supplementing material for the following publication: [1] Thom Kunkeler and Aletta Nylén. Capital in Computing Education: Investigating Factors Underlying Participation. 2024. In Proceedings of the 2024 Conference on Innovation and Technology in Computer Science Education (Milan, Italy, 2024-07-08) (ITiCSE’24). In this publication, we developed a validated survey instrument to measure capital in computing education. Capital refers to the legitimate, valuable and exchangeable resources that individuals use to generate social advantage withinspecific fields [2]. In computing education, a theoretical model has been developed highlighting the forms of capital which influence participation and successin the field [3]. This study assessed the theoretical model through careful survey design and Confirmatory Factor Analaysis (CFA). The hypothesised survey structure was assessed in terms of model fit to the observed data, and adjusted to achieve a survey with high internal consistency among the items and factors (robust: X2p = 0.119; CFI/TLI = 0.97/0.95; RMSEA = 0.06, SRMR = 0.041). This document contains a detailed presentation of the pre- and post-validated survey instrument, in addition to the factor analysis diagram

BQOs and Timed Petri Nets

In this paper, we use the theory of better quasi-orderings to define a methodology for inventing constraint systems which are both well quasi-ordered and compact. We apply our methodology by presenting new constraint systems for verification of systems with unboundedly many real-valued clocks, and use them for checking safety properties for lazy (non-urgent) timed Petri nets where each token is equipped with a real-valued clock

BQOs and Timed Petri Nets

In this paper, we use the theory of better quasi-orderings to define a methodology for inventing constraint systems which are both well quasi-ordered and compact. We apply our methodology by presenting new constraint systems for verification of systems with unboundedly many real-valued clocks, and use them for checking safety properties for lazy (non-urgent) timed Petri nets where each token is equipped with a real-valued clock

Computer science club for girls and boys – a survey study on gender differences

Background and context: This study investigates differences in views of girl and boy members of a CS club.Objective:Understanding differences in the views of girls and boys regarding perceived parental attitudes and values, social support, appreciation of CS, and engagement in science and CS. Understanding differences in girls’ and boys’ view of CS, and future study and work aspirations related to science/CS.MMethod: A survey was distributed to all members of a CS club. 115 boys and 39 girls aged 9–16 completed the survey, yielding a response rate of 16.8%.Findings: Similar parental support was perceived by both genders, although girls are less likely to appreciate CS and to aspire to work or study CS. Girls tend to primarily talk to family about CS and science. Girls and boys have a similar perception of CS, but their motivation for wanting to work with CS varied.Implications:Having support, a broad understanding of CS, and a personal interest are critical aspects when it comes to girls’ participation in CS, but these are insufficient in making girls aspire to work or study CS. Educators need to reflect on other aspects of CS education that can promote girls’ aspiration in CS