Industrial Application of Visual GUI Testing: Lessons Learned

2014 ◽  
pp. 127-140 ◽  
Author(s):  
Emil Alégroth ◽  
Robert Feldt
Keyword(s):  
Industrial Application ◽  
Lessons Learned ◽  
Gui Testing

scholarly journals LESSONS LEARNED FROM THE APPLICATION OF ENHANCED FUNCTION-MEANS MODELLING

2020 ◽  
Vol 1 ◽  
pp. 1325-1334 ◽  
Author(s):  
J. R. Müller ◽  
M. D. I. Siiskonen ◽  
J. Malmqvist
Keyword(s):  
Industrial Application ◽  
Lessons Learned ◽  
Modelling Language ◽  
Abstraction Level ◽  
Cad Modelling ◽  
Academic Publications ◽  
Function Modelling

AbstractAlthough well researched and praised in academic publications, function modelling (FM) does not have gained much traction in industrial application. To investigate into possible reasons for this, this publication researches literature of nine different projects where enhanced function-means modelling has been applied. The projects are analysed for their purpose of FM-use, applied benefits and discovered challenges of the FM approach. From this, the main challenges for FM application are the abstraction level of the modelling language as well as the lack of an interface to CAD modelling.

Industrial Implementation of Risk Based Inspection Planning Lessons Learned From Experience: Part 2 — The Case of Steel Offshore Structures

2004 ◽  
Author(s):  
Antoine Rouhan ◽  
Jean Goyet ◽  
Michael Havbro Faber
Keyword(s):  
Industrial Application ◽  
Offshore Structures ◽  
Lessons Learned ◽  
Offshore Platforms ◽  
Inspection Planning ◽  
Industrial Implementation ◽  
Planning Methods ◽  
Technical Issues ◽  
Risk Acceptance ◽  
Industrial Context

Risk Based Inspection (RBI) planning methods for structures have been under development for years. They have now reached a maturity allowing their use in an industrial context. The first applications of detailed RBI where devoted to single components and lately applied in a more extensive way to a set of components, using generic approaches. As being the second part of a report on industrial application of RBI, this present paper focused on RBI for fixed steel offshore structures. The challenge here is the full implementation of the method to a whole set of offshore platforms. General questions arise, such as how to use detailed RBI planning that builds inspection plans of details to establish inspection campaigns for a given platform and, in a more general way, how to go from detailed RBI planning to inspection campaigns for a set of platforms. Also, several more technical issues have been raised during the studies, such as fatigue computations, push-over analyses, risk acceptance criteria and scheduling phases. This paper presents part of the experiences gained using and applying these RBI methods to a specific field of jackets.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Experiences With and Lessons Learned From Developing, Implementing, and Evaluating a Support Program for Older Hearing Aid Users and Their Communication Partners in the Hearing Aid Dispensing Setting

2020 ◽  
Vol 29 (3S) ◽  
pp. 638-647 ◽  
Author(s):  
Janine F. J. Meijerink ◽  
Marieke Pronk ◽  
Sophia E. Kramer
Keyword(s):  
Large Scale ◽  
Hearing Aid ◽  
Critical Discussion ◽  
Lessons Learned ◽  
Research Note ◽  
Support Program ◽  
Large Sample Size ◽  
Long Term Effects ◽  
Communication Program ◽  
Communication Partners

Purpose The SUpport PRogram (SUPR) study was carried out in the context of a private academic partnership and is the first study to evaluate the long-term effects of a communication program (SUPR) for older hearing aid users and their communication partners on a large scale in a hearing aid dispensing setting. The purpose of this research note is to reflect on the lessons that we learned during the different development, implementation, and evaluation phases of the SUPR project. Procedure This research note describes the procedures that were followed during the different phases of the SUPR project and provides a critical discussion to describe the strengths and weaknesses of the approach taken. Conclusion This research note might provide researchers and intervention developers with useful insights as to how aural rehabilitation interventions, such as the SUPR, can be developed by incorporating the needs of the different stakeholders, evaluated by using a robust research design (including a large sample size and a longer term follow-up assessment), and implemented widely by collaborating with a private partner (hearing aid dispensing practice chain).

Lessons Learned: My Path from PhD to Postdoc to Tenure Track

2014 ◽  
Vol 4 (1) ◽  
pp. 1-17
Author(s):  
Cara Stepp
Keyword(s):  
Lessons Learned ◽  
Tenure Track

Maximizing Outcomes in Group Treatment of Aphasia: Lessons Learned From a Community-Based Center

2014 ◽  
Vol 24 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Darlene Williamson
Keyword(s):  
Group Treatment ◽  
Treatment Protocol ◽  
Lessons Learned ◽  
Group Program ◽  
Community Based ◽  
Multiple Treatment ◽  
Use Of Technology ◽  
Communication Impairments ◽  
Treatment Settings

Given the potential of long term intervention to positively influence speech/language and psychosocial domains, a treatment protocol was developed at the Stroke Comeback Center which addresses communication impairments arising from chronic aphasia. This article presents the details of this program including the group purposes and principles, the use of technology in groups, and the applicability of a group program across multiple treatment settings.

Experience With Grant Writing: Where Do I Even Begin?

2010 ◽  
Vol 11 (1) ◽  
pp. 21-24
Author(s):  
Nicole M. Mancini
Keyword(s):  
Lessons Learned ◽  
Economic Situation ◽  
Grant Writing ◽  
Personal Journey ◽  
Know How ◽  
Daunting Task

Abstract At first, grant writing may look like a daunting task. You may ask yourself, “Is it really worth the time and effort?” With today's economic situation, teachers and therapists need ways to supplement their programs and grants provide such an opportunity. However, many of us do not know how to get started. After a few experiences and many lessons learned, I have come to enjoy researching and writing grants to supplement my students' learning. It is well worth the time and effort. This article provides information about a personal journey, lessons learned, and resources to get you started.

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