Towards a multidimensional self-assessment for software process improvement: a pilot tool

The SPI Manifesto provides a framework for guiding software development organisations in their improvement efforts. Based on the Values of People, Business and Change, which are supported and informed by one or more of the ten principles, the designer and developer can avoid pitfalls, minimise risks and make their business successful. It has been established, in theory and practice, that improving the process results in improvement of the products and services emanating from that process. Following a number of earlier multidimensional analyses of the SPI Manifesto, carried out by the authors, a series of tabular representations identifying the nature, importance and strength of relationships between the Manifesto’s Values and Principles in terms of eight dimensions encapsulated in the acronym STEEPLED (Sociocultural, Technical, Economic, Environmental, Political, Legal, Ethical and Demographic) were developed. In this paper, we present a conceptualisation of a pilot automated tool (based on the STEEPLED Analysis), which could, potentially, be implemented/realised and used for self-assessment by software developing organisations. Starting with a self-assessment, current issues and requirements could be identified and revealed. The self-assessment using the pilot automated tool would, additionally, reveal areas requiring improvement, and would serve as a guide for the participating organisation to put focus on prioritising candidate process areas that require improvement. Also, the field testing of the pilot tool could enable the design and improvement of the tool itself, which, in turn, will be used in future for expert external/independent process assessment

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

Evaluation of trained immunity by beta-1, 3 (D)-glucan on murine monocytes in vitro and duration of response in vivo

The β-1, 3 (D)-glucan (β-glucan) present in the cell wall of Candida albicans induces epigenetic changes in human monocytes resulting in primed macrophages exhibiting increased cytokine responsiveness to reinfection. This phenomenon is referred to as trained immunity or innate immune memory. However, whether β-glucan can reprogramme murine monocytes in vitro or induce lasting effects in vivo has yet to be elucidated. Thus, purified murine spleen-derived monocytes were primed with β-glucan in vitro and assessed for markers of differentiation and survival. Important macrophage cell markers during monocyte-to-macrophage differentiation were downregulated and survival enhanced due to partial inhibition of apoptosis. Increased survival and not the β-glucan training effect explained the elevated production of tumour necrosis factor-α (TNFα) and interleukin-6 (IL-6) induced by subsequent lipopolysaccharide (LPS) challenge. In vivo, 4 days after systemic administration of β-glucan, mice were more responsive to LPS challenge as shown by the increased serum levels of TNFα, IL-6 and IL-10, an effect shown to be short lived as enhanced cytokine production was lost by day 20. Here, we have characterised murine macrophages derived from β-glucan-primed monocytes based on their surface marker expression and for the first time provide evidence that the training effect of β-glucan in vivo declines within a 3-week period.Pablo Garcia-Valtanen, Ruth Marian Guzman-Genuino, David L Williams, John D Hayball, and Kerrilyn R Diene

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

Rapid migration from traditional or hybrid to fully virtual education in the age of the coronavirus pandemic: challenges, experiences and views of college and university students

The abrupt outbreak of the coronavirus pandemic throughout the world in March 2020 resulted in the sudden closure of all schools, colleges and universities, institutions, and an unprecedented pivot to remote learning. Students and teachers were confronted with the overwhelming challenge of migrating from the traditional face-to-face or hybrid mode of education to fully virtual learning and assessment environments within an extremely short amount of time. This migration was exceptionally difficult, as it took place halfway through the academic or school year in most countries. While pandemic restrictions currently vary across different regions, the 2020-2021 academic session continues to pose challenges despite the experience gained. In addition to a review of the current state-of-the-art in relation to the effects of COVID-19 on teaching and learning, this paper reports on an empirical study carried out in 26 countries (from Asia, Europe, Africa and America), by 36 academics from 29 academic institutions. Through an extensive global survey of college and university students, information was collected about the challenges (technological, economic, psychological) faced by them, as a result of the pandemic. We also asked the students’ to offer their ideas and suggestions for further improvements in teaching and learning, as we look toward a post-COVID world. In this paper, we address issues relating to the availability of, and accessibility to, necessary digital technologies (e.g., learning and communication platforms), isolation, disconnection, and loneliness among students, the overall impact of the pandemic on learning and academic performance, and the reliability of assessment methods., cybercrime dangers and fake information. A total of 1005 responses to the survey were received and analysed. The results are presented in this paper together with reflections of the authors. The paper concludes with a summary of suggestions for process improvements in distance education, and the need for preventive preparedness in the post-COVID period

Challenges of rapid migration to fully virtual education in the age of the Corona virus pandemic: experiences from across the world

The social disruption caused by the sudden eruption of the Corona Virus pandemic has shaken the whole world, influencing all levels of education immensely. Notwithstanding there was a lack of preparedness for this global public health emergency which continues to affect all aspects of work and life. The problem is, naturally, multifaceted, fast evolving and complex, affecting everyone, threatening our well-being, the global economy, the environment and all societal and cultural norms and our everyday activities. In a recent UNESCO report it is noted that nearly a billion and a quarter (which is 67,7 % of the total number) of learners have been affected by the Corona Virus pandemic worldwide. The education sector at all levels has been one of the hardest hit sectors particularly as the academic/school year was in full swing. The impact of the pandemic is widespread, representing a health hazard worldwide. Being such, it profoundly affects society as a whole, and its members that are, in particular, i) individuals (the learners, their parents, educators, support staff), ii) schools, training organisations, pedagogical institutions and education systems, iii) quickly transformed policies, methods and pedagogies to serve the newly appeared needs of the latter. Lengthy developments of such scale usually take years of consultation, strategic planning and implementation. In addition to raising awareness across the population of the dangers of the virus transmission and instigating total lockdown, it has been necessary to develop mechanisms for continuing the delivery of education as well as demanding mechanisms for assuring the quality of the educational experience and educational results. There is often scepticism about securing quality standards in such a fast moving situation. Often in the recent past, the perception was that courses and degrees leading to an award are inferior if the course modules (and sometimes its assessment components) were wholly online. Over the last three decades most Higher Education institutions developed both considerable infrastructure and knowhow enabling distance mode delivery schools (Primary and Secondary) had hardly any necessary infrastructure nor adequate knowhow for enabling virtual education. In addition, community education and various training providers were mainly delivered face-to-face and that had to either stop altogether or rapidly convert materials, exercises and tests for online delivery and testing. A high degree of flexibility and commitment was demanded of all involved and particularly from the educators, who undertook to produce new educational materials in order to provide online support to pupils and students. Apart from the delivery mode of education, which is serving for certificated programmes, it is essential to ensure that learners’ needs are thoroughly and continuously addressed and are efficiently supported throughout the Coronavirus or any other future lockdown. The latter can be originated by various causes and reasons that vary in nature, such as natural or socioeconomical. Readiness, thus, in addition to preparedness, is the primary key question and solution when it comes to quality education for any lockdown. In most countries, the compulsory primary and secondary education sectors have been facing a more difficult challenge than that faced by Higher Education. The poor or in many cases non-existent technological infrastructure and low technological expertise of the teachers, instructors and parents, make the delivery of virtual education difficult or even impossible. The latter, coupled with phenomena such as social exclusion and digital divide where thousands of households do not have adequate access to broadband Internet, Wi-Fi infrastructure and personal computers hamper the promising and strenuous virtual solutions. The shockwaves of the sudden demands on all sectors of society and on individuals required rapid decisions and actions. We will not attempt to answer the question “Why was the world unprepared for the onslaught of the Coronavirus pandemic” but need to ascertain the level of preparedness and readiness particularly of the education sector, to effect the required rapid transition. We aimed to identify the challenges, and problems faced by the educators and their institutions. Through first-hand experiences we also identify best practices and solutions reached. Thus we constructed a questionnaire to gather our own responses but also experiences from colleagues and members of our environment, family, friends, and colleagues. This paper reports the first-hand experiences and knowledge of 33 co-authors from 27 institutions and from 13 different countries from Europe, Asia, and Africa. The communication technologies and development platforms used are identified; the challenges faced as well as solutions and best practices are reported. The findings are consolidated into the four areas explored i.e. Development Platforms, Communications Technologies, Challenges/Problems and Solutions/Best Practices. The conclusion summarises the findings into emerging themes and similarities. Reflections on the lasting impact of the effect of Coronavirus on education, limitations of study, and indications of future work complete the paper

Using biochar to purify runoff in road verges of urbanised watersheds: A large-scale field lysimeter study

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Out-of-home interventions for adolescents who were treated according to the Open Dialogue model for mental health care

Abstract Background: The Open Dialogue approach (OD) emphasizes community-based psychiatric treatment for adolescents, but its success in achieving this is poorly documented. Objective: To analyse out-of-home intervention usage in a national sample of adolescent psychiatric patients and determine if OD is linked to increased time until out-of-home intervention. Participants and setting: The register-based cohort study included all adolescents aged 13–20 who received psychiatric treatment in Finland between 2003 and 2008. The research group (n = 780) included adolescents whose treatment was initiated in the Western Lapland catchment area, where OD covered the entire psychiatric service. The comparison group (n = 44,088) included the rest of Finland. National register data encompassed the period from treatment onset until the end of the 10-year follow-up or death. The primary outcomes of interest were the times to the first and second out-of-home intervention, including foster care, supportive housing, and hospitalization. The secondary outcomes included the clinical/demographic characteristics of adolescents treated out-of-home. Methods: The hypothesis was tested via an inverse probability of treatment–weighted Cox hazard model, plus within- and between-group comparisons to analyse the secondary outcome. Results: OD was associated with increased time to the first (adjusted hazard ratio [aHR]: 0.61, 95%CI: 0.52–0.72) and second (aHR: 0.75, 95%CI: 0.58–0.96) out-of-home interventions. In both service types, there was a subgroup of adolescents with repeated out-of-home interventions, who also demonstrated poorer long-term outcomes. Conclusions: OD-based psychiatric services for adolescents are associated with fewer out-of-home interventions. The clinical significance of the findings warrants further research

Transient dominant host-range selection using Chinese hamster ovary cells to generate marker-free recombinant viral vectors from Vaccinia virus

Recombinant vaccinia viruses (rVACVs) are promising antigen-delivery systems for vaccine development that are also useful as research tools. Two common methods for selection during construction of rVACV clones are (i) co-insertion of drug resistance or reporter protein genes, which requires the use of additional selection drugs or detection methods, and (ii) dominant host-range selection. The latter uses VACV variants rendered replication-incompetent in host cell lines by the deletion of host-range genes. Replicative ability is restored by co-insertion of the host-range genes, providing for dominant selection of the recombinant viruses. Here, we describe a new method for the construction of rVACVs using the cowpox CP77 protein and unmodified VACV as the starting material. Our selection system will expand the range of tools available for positive selection of rVACV during vector construction, and it is substantially more high-fidelity than approaches based on selection for drug resistance.Liang Liu, Tamara Cooper, Preethi Eldi, Pablo Garcia- Valtanen, Kerrilyn R. Diener, Paul M. Howley, and John D. Haybal