Maximizing Opportunities in The Gas Sector by Using Existing Wells and a Fast-Track Development Approach: The Zeta Field Case Study

2017 ◽  
Author(s):  
Obi Azubike ◽  
Mark Wood ◽  
Ogochukwu Benyeogor ◽  
Ismail Usman
2021 ◽  
Vol 2 (5) ◽  
Author(s):  
Tuomas Granlund ◽  
Vlad Stirbu ◽  
Tommi Mikkonen

AbstractAgile software development embraces change and manifests working software over comprehensive documentation and responding to change over following a plan. The ability to continuously release software has enabled a development approach where experimental features are put to use, and, if they stand the test of real use, they remain in production. Examples of such features include machine learning (ML) models, which are usually pre-trained, but can still evolve in production. However, many domains require more plan-driven approach to avoid hazard to environment and humans, and to mitigate risks in the process. In this paper, we start by presenting continuous software engineering practices in a regulated context, and then apply the results to the emerging practice of MLOps, or continuous delivery of ML features. Furthermore, as a practical contribution, we present a case study regarding Oravizio, first CE-certified medical software for assessing the risks of joint replacement surgeries. Towards the end of the paper, we also reflect the Oravizio experiences to MLOps in regulatory context.


2021 ◽  
Vol 48 ◽  
pp. 101310
Author(s):  
Guo Jia ◽  
Guiyi Zhang ◽  
Xin Yuan ◽  
Xiaosong Gu ◽  
Heshan Liu ◽  
...  

2021 ◽  
Vol 11 (2) ◽  
pp. 37
Author(s):  
Hee-Jeong Kim

Teacher professional learning occurs across various contexts. Previous studies on teacher learning and changes in practice have focused on either classroom contexts or learning communities outside of school, but have rarely investigated teacher learning across multiple contexts. Investigating teacher learning across the double contexts of classroom and learning community has presented methodological challenges. In response, this paper proposes the suitability of adopting a socio-cultural development framework to further the analytical approach to such challenges. Using the framework, this paper considers the case study of a middle school mathematics teacher who resolved a problem of teaching practice through interacting with other members of the community of practice where they build shared goals and knowledge. This paper contributes to the field by expanding the scope of research on teacher learning across these two contexts, in which problem of practice becomes conceptual resources that the teacher uses in her teaching practice.


Sign in / Sign up

Export Citation Format

Share Document