scholarly journals Empirical Assessment of the Long-Term Impact of an Embedded Systems Programming Requalification Programme

Information ◽  
2021 ◽  
Vol 13 (1) ◽  
pp. 16
Author(s):  
João Cunha ◽  
João Durães ◽  
Ana Alves ◽  
Fernanda Coutinho ◽  
Jorge Barreiros ◽  
...  
Keyword(s):  
Embedded Systems ◽  
Project Based Learning ◽  
Full Time ◽  
Unemployed People ◽  
Multidisciplinary Group ◽  
Time Courses ◽  
Long Term Impact ◽  
Goal Question Metric ◽  
Systems Programming

Digital transformation has increased the demand for skilled Information Technology (IT) professionals, to an extent that universities cannot satisfy it with newly graduated students. Furthermore, the economical downturn has created difficulties and scarcity of opportunities in other areas of activity. This combination of factors led to the need to consider requalification programmes that enable individuals with diverse specialisations and backgrounds to realign their careers to the IT area. This has led to the creation of many coding bootcamps, providing intensive full-time courses focused on unemployed people or unhappy with their jobs, and individuals seeking a career change. A multidisciplinary group of higher education teachers, in collaboration with several industry stakeholders, have designed and promoted an embedded systems programming course, using an intensive project-based learning approach comprising 6 months of daylong classes and a 9 months internship. Having finished two editions of the programme, a questionnaire was presented to the students that finished successfully, in order to evaluate the long-term benefits to graduates and companies. This paper presents a brief discussion of the programme organisation and pedagogical methodologies, as well as the results of the questionnaire, conducted following a Goal–Question–Metric (GQM) approach. The results demonstrate very positive outcomes, both for graduates and companies.

Dedicated Infrastructure for Academic Courses Related to Embedded Systems Design Supporting Students in Distance Learning Programs

2011 ◽  
Author(s):  
Peter Balog ◽  
Michael Kramer ◽  
Roman Beneder ◽  
Philipp Brejcha
Keyword(s):  
Distance Learning ◽  
Embedded Systems ◽  
Software Design ◽  
Systems Design ◽  
Project Based Learning ◽  
Full Time ◽  
Hands On ◽  
Learning Programs ◽  
Part Time ◽  
Practical Experiences

According to labor market needs even fresh graduates from undergraduate programs have to have not only profound knowledge but also extensive practical experiences especially when it comes to software design for Embedded Computing Systems. Didactic approaches like problem-based learning and project-based learning with a high degree of hands-on training using state of the art hardware, software, and tools have proven to achieve this learning outcome. Even though hands-on training using industry relevant equipment works fine with full-time students, the desired practical skills have to be obtained in a different way with part-time or distance-learning students. This is because of the significantly reduced training hours at dedicated university labs. This paper focuses primarily on a concrete setup and mix of dedicated learning infrastructures (“Remote-Lab” and “Hardware/Software Co-Simulation”) suitable for courses dealing with Embedded Systems (Software) Design to support students, participating in part-time or distance-learning degree programs, in developing their required skills.

Crisis Phones - Suicide Prevention Versus Suggestion/Contagion Effects

Crisis ◽  
2015 ◽  
Vol 36 (3) ◽  
pp. 220-224 ◽  
Author(s):  
Steven Stack
Keyword(s):  
Suicide Prevention ◽  
Contagion Effects ◽  
Long Term Impact

Abstract. Background: There has been no systematic work on the short- or long-term impact of the installation of crisis phones on suicides from bridges. The present study addresses this issue. Method: Data refer to 219 suicides from 1954 through 2013 on the Skyway Bridge in St. Petersburg, Florida. Six crisis phones with signs were installed in July 1999. Results: In the first decade after installation, the phones were used by 27 suicidal persons and credited with preventing 26 or 2.6 suicides a year. However, the net suicide count increased from 48 in the 13 years before installation of phones to 106 the following 13 years or by 4.5 additional suicides/year (t =3.512, p < .001). Conclusion: Although the phones prevented some suicides, there was a net increase after installation. The findings are interpreted with reference to suggestion/contagion effects including the emergence of a controversial bridge suicide blog.

Stability and Change in Emotional Intelligence: Exploring the Transition to Young Adulthood

2005 ◽  
Vol 26 (2) ◽  
pp. 100-106 ◽  
Author(s):  
James D.A. Parker ◽  
Donald H. Saklofske ◽  
Laura M. Wood ◽  
Jennifer M. Eastabrook ◽  
Robyn N. Taylor
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
Postsecondary Education ◽  
Life Transition ◽  
Full Time ◽  
Major Life ◽  
Long Term Stability ◽  
Time Period ◽  
Transition From High School

Abstract. The concept of emotional intelligence (EI) has attracted growing interest from researchers working in various fields. The present study examined the long-term stability (32 months) of EI-related abilities over the course of a major life transition (the transition from high school to university). During the first week of full-time study, a large group of undergraduates completed the EQ-i:Short; 32 months later a random subset of these students (N = 238), who had started their postsecondary education within 24 months of graduating from high school, completed the measures for a second time. The study found EI scores to be relatively stable over the 32-month time period. EI scores were also found to be significantly higher at Time 2; the overall pattern of change in EI-levels was more than can be attributed to the increased age of the participants.

Long-Term Impact of Participation in the Adolescent Diversion Project

2009 ◽  
Author(s):  
Jenna L. Claes ◽  
Sean S. Hankins ◽  
J. K. Ford
Keyword(s):  
Long Term Impact

966-P: The Long-Term Impact of a Flash Glucose Monitoring System on Glycemic Control

Diabetes ◽  
2019 ◽  
Vol 68 (Supplement 1) ◽  
pp. 966-P
Author(s):  
ATSUSHI FUJIYA ◽  
TOSHIKI KIYOSE ◽  
TAIGA SHIBATA ◽  
HIROSHI SOBAJIMA
Keyword(s):  
Glycemic Control ◽  
Monitoring System ◽  
Glucose Monitoring ◽  
Flash Glucose Monitoring ◽  
Long Term Impact ◽  
Flash Glucose Monitoring System

Dual lumen intervention for aortic dissection: long-term impact on aortic remodeling

2020 ◽  
Vol 27 (1) ◽  
Author(s):  
Xun Yuan ◽  
Andreas Mitsis ◽  
Thomas Semple ◽  
Michael Rubens ◽  
Christoph A. Nienaber
Keyword(s):  
Aortic Dissection ◽  
Long Term Impact ◽  
Aortic Remodeling

Problems of Distance Education

2018 ◽  
Vol 7 (1) ◽  
pp. 14-23 ◽  
Author(s):  
Rostislav Fojtík
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Computer Science ◽  
Full Time ◽  
Advantages And Disadvantages ◽  
E Learning ◽  
Educational Requirements

Abstract Distance learning and e-learning have significantly developed in recent years. It is also due to changing educational requirements, especially for adults. The article aims to show the advantages and disadvantages of distance learning. Examples of the 20-year use of the distance learning form of computer science describe the difficulties associated with the implementation and implementation of this form of teaching. The results of students in the full-time and distance form of teaching in the bachelor’s study of computer science are compared. Long-term findings show that distant students have significantly lower scores in the first years of study than full-time bachelor students. In the following years of study, the differences diminish, and students’ results are comparable. The article describes the possibilities of improving the quality of distance learning.

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