A Case Study on Agile Estimating and Planning using Scrum

1970 ◽  
Vol 111 (5) ◽  
pp. 123-128 ◽  
Author(s):  
V. Mahnic
Keyword(s):  
Development Process ◽  
Evidence Based ◽  
Effort Estimation ◽  
The Third ◽  
Software Companies ◽  
Student Teams ◽  
Development Teams ◽  
The University ◽  
First Time

We describe a case study that was conducted at the University of Ljubljana with the aim of studying the behavior of development teams using Scrum for the first time, i.e., a situation typical for software companies trying to introduce Scrum into their development process. 13 student teams were required to develop an almost real project strictly using Scrum. The data on project management activities were collected in order to measure the amount of work completed, compliance with the release and iteration plans, and ability of effort estimation, thus contributing to evidence-based assessment of the typical Scrum processes. It was found that the initial plans and effort estimates were over-optimistic, but the abilities of estimating and planning improved from Sprint to Sprint. Most teams were able to define almost accurate Sprint plans after three Sprints. In the third Sprint the velocity stabilized and the actual achievement almost completely matched the plan. Bibl. 25, tabl. 4 (in English; abstracts in English and Lithuanian).http://dx.doi.org/10.5755/j01.eee.111.5.372

scholarly journals Introducing the Visual Art through Concrete Poetry in the EFL Classroom: A Case Study

2021 ◽  
Vol 3 (4) ◽  
pp. 143-153
Author(s):  
Chahra Beloufa
Keyword(s):  
Visual Art ◽  
Research Area ◽  
Visual Poetry ◽  
Concrete Poetry ◽  
The Third ◽  
Teaching Poetry ◽  
The University ◽  
Visual Shape ◽  
Learning English

Teaching poetry offers the teacher of literature some basic and active ways to engage students in learning English because of poetry’s rich language which represents an opportunity for learners to explore meanings and be able to formulate creative responses. One must be aware of the fact that poetry includes various types which differ in forms, and each one of these may have a particular influence on students? learning literature; that is why one centralized the research area on concrete poetry or what is called visual poetry too. This study aims to teach students not only to read and listen to a poem but to develop the skill of creativity through rewriting and this ability would be provoked by the visual shape of the concrete poem. One is trying to bring fun in the EFL classroom and particularly during the literature lecture where students are probably bored by analyzing every line and stanza. So, all these aims were to be concrete via a test, observation and questionnaire. These scientific tools confirmed one’s hypotheses about how positive is concrete poetry for the group of the third-year English L.M.D. students at the University of Djilali Liabes, Sidi Bel Abbes

scholarly journals Rethinking Streets for Physical Distancing

2021 ◽  
Author(s):  
Marc Schlossberg ◽  
◽  
Rebecca Lewis ◽  
Aliza Whalen ◽  
Clare Haley ◽  
...  
Keyword(s):  
Best Practices ◽  
Case Studies ◽  
Evidence Based ◽  
The Third ◽  
Spatial Equity ◽  
Outdoor Space ◽  
Primary Output ◽  
Page Book

This report summarizes the primary output of this project, a book of COVID-era street reconfiguration case studies called Rethinking Streets During COVID-19: An Evidence-Based Guide to 25 Quick Redesigns for Physical Distancing, Public Use, and Spatial Equity. COVID-era needs have accelerated the process that many communities use to make street transformations due to: a need to remain physically distanced from others outside our immediate household; a need for more outdoor space close to home in every part of every community to access and enjoy; a need for more space to provide efficient mobility for essential workers in particular; and a need for more space for local businesses as they try to remain open safely. This project is the third in a series of NITC-supported case study books on best practices in street reconfigurations for more active, sustainable, and in this case, COVID-supportive uses. The full, 154-page book is available for free download from the National Institute for Transportation and Communities (NITC).

Promoting geotourism a case study from Northeast Iceland

2010 ◽  
Author(s):  
John S. Hull
Keyword(s):  
Growth Rate ◽  
Foreign Currency ◽  
Leisure Activity ◽  
Natural Image ◽  
Annual Growth Rate ◽  
Horseback Riding ◽  
Outdoor Activities ◽  
The Third ◽  
First Time

Iceland is becoming a popular venue for nature-based tourism enthusiasts interested in exploring Arctic environments for scenic and recreational purposes (ITB 2009; Gossling and Alkimou 2006). Visitation to Iceland is expanding exponentially, generating significant revenue and income, making tourism the third largest foreign currency earner for the Icelandic economy. In 2006, total tourism receipts were measured at 47 billion Icelandic kroner (ISK), contributing 4.1 per cent to the nation’s GDP, and providing 12.7 per cent of the country’s income from foreign sources (Rannsoknir and Radgjof Ferdapjonustunnar 2008). In 2007, over 530,000 international tourists visited Iceland with over 80 per cent first-time visitors mainly from Europe and North America (Rannsoknir and Radgjof Ferdapjonustunnar 2008). The Icelandic Tourism Board (ITB 2007) identifies that the vast natural resources - glaciers, volcanos, geysers, and untamed wilderness - are some of the most important reasons contributing to the present 7 percent annual growth rate in visitation (Gossling and Hultman 2006). The most popular leisure activity of visitors is nature observation (ITB 2007). Outdoor activities such as camping, hiking, boat tours, jeep and glacier tours, snowmobile excursions, and horseback riding are also popular throughout the island. Overall, visitor motivation to Iceland is based on romanticized notions of the unique wilderness and the grandness of the landscape and tourist experiences that recreate a ‘natural’ image of the island (Gossling and Alkimou 2006; Gossling and Hultman 2006).

The Elders of Early Dilmun

2019 ◽  
pp. 220-239
Author(s):  
Alexis T. Boutin ◽  
Benjamin W. Porter
Keyword(s):  
Bronze Age ◽  
Persian Gulf ◽  
University Of California ◽  
Mortuary Archaeology ◽  
Near Eastern ◽  
Adult Men ◽  
The Third ◽  
Second Millennium Bce ◽  
The University

This chapter draws on bioarchaeology and mortuary archaeology to investigate three adult men in a brief case study from Early Dilmun, a Bronze Age polity that spanned the western edge of the Arabian/Persian Gulf at the end of the third and the beginning of the second millennium BCE. We draw our evidence from the Peter B. Cornwall Collection at the Phoebe A. Hearst Museum of Anthropology on the University of California, Berkeley campus. Cornwall (1913–1972) excavated this evidence from Bahrain during his expedition to the region in 1940 and 1941. Cornwall later analyzed these mortuary contexts in several works—including his doctoral dissertation and a handful of articles—and then eventually deposited the skeletal remains and objects in the Hearst Museum. Since 2008, we have been analyzing and publishing materials from this collection under the auspices of the Dilmun Bioarchaeology Project. Using this evidence, we demonstrate both the possibilities and limitations of investigating masculinity in one specific ancient Near Eastern society.

Visual Storytelling as Generative Strategy for Social Educators

2019 ◽  
pp. 18-35
Author(s):  
Laura Fedeli
Keyword(s):  
Experiential Learning ◽  
The Other ◽  
Graduate Course ◽  
Educational Approach ◽  
Visual Storytelling ◽  
The Third ◽  
Different Dimensions ◽  
The University ◽  
Professional Contexts

The chapter deals with the discussion of the results of an experimentation run in two consecutive academic years within the classes of the graduate course “Instructional Technology” in the graduate course “Science of Education” at the University of Macerata, Italy. The IT course is programmed in the third year of the curriculum for “Social Educators” and the contribution reports the results of a case study related to a workshop activity in which students could find a further opportunity to identify different dimensions of relation among theoretical aspects and the potential practical/applied connotations in professional contexts. The workshop was structured as an experiential learning process in which the value of the digital storytelling as educational approach was a strategy adopted to foster the students' understanding toward the intercultural issues in terms of improvement of relationship by taking a prospective position oriented to the other.

scholarly journals Response Tokens and Their Sequential Action in the Teacher Third Turn (Note 1) A Conversation Analysis Case Study in the EFL Classroom

2020 ◽  
Vol 12 (2) ◽  
pp. 26
Author(s):  
Asma Ebshiana
Keyword(s):  
Conversation Analysis ◽  
Large Study ◽  
Analysis Framework ◽  
Student Responses ◽  
Sequential Action ◽  
The Third ◽  
Naturally Occurring ◽  
Change Of State ◽  
The University

In classroom settings, students` responses are regularly evaluated through the ubiquitous three-part sequence. It is through this pattern that teachers encourage student participation. Usually, the teacher uses response tokens such as “Okay”, Right” /” Alright”, “Mhm” “Oh”, in the third turn slot. These tokens are crucial and recurrent because they show where the teacher assesses the correctness or appropriateness of the students’ responses either end the sequence or begin a turn which ends the sequence. Moreover, such tokens have an impact on the sequence expansion and on the students’ participation. This article is a part of a large study examining the overall structure of the three-part sequence in data collected in an English pre-sessional programme (PSP) at the University of Huddersfield. The present article focuses on the analysis of naturally occurring data by using Conversation Analysis framework, henceforth (CA). A deep analysis is performed to examine how response tokens as evaluative responses are constructed sequentially in the third turn sequence as a closing action, whilst considering how some responses do not act as a closing sequence, since they elaborate and invite further talk. The results of response tokens have shown that they are greatly multifaceted. The analysis concluded that not all responses do the same function in the teacher’s third turn. Apart from confirming and acknowledging the student responses and maintaining listenership, some invite further contribution, others close and shift to another topic that designates closing the sequence, and some show a “change of state”. Their functions relate to their transitions, pauses and their intonation in the on-going sequence. 

Three New Schleiermacher Letters Relating to His Würzburg Appointment of 1804

1975 ◽  
Vol 68 (3-4) ◽  
pp. 333-356 ◽  
Author(s):  
Albert L. Blackwell
Keyword(s):  
The Third ◽  
The University ◽  
First Time

In a letter written on his thirty-fifth birthday, November 21, 1803, Schleiermacher called the year just past the unhappiest of his life. This troubled year provides the background for three letters Schleiermacher wrote to the Würzburg theologian Heinrich Eberhard Gottlob Paulus in January, February, and May, 1804, which are published for the first time below. The first letter is Schleiermacher's reply to an invitation, transmitted by Paulus, for Schleiermacher to join the theological faculty of the University of Würzburg. The second relates to Schleiermacher's acceptance of this Bavarian appointment and to his plans to move there. The third explains the necessity Schleiermacher subsequently faced of breaking his Würzburg contract in order to obey King Friedrich Wilhelm III's command to remain in his Prussian fatherland.

scholarly journals Online Education Program in Operational Meteorology and a Case Study about a Product for Decision Making

2020 ◽  
Vol 9 (3) ◽  
pp. 175
Author(s):  
Marcial Garbanzo-Salas ◽  
Diana Jimenez-Robles
Keyword(s):  
Decision Making ◽  
Online Education ◽  
Research And Development ◽  
Emergency Management ◽  
Education Program ◽  
Development Process ◽  
Graduate Program ◽  
Online Program ◽  
The University

An online program developed at the University of Costa Rica provides the professionals working in meteorology a new way to pursue graduate level degrees. The focus of this graduate program is Operational Meteorology and the students need to complete the research and development process of an operational product to graduate. The products created during the program are a solution to operational institutions in need of innovation and can later be incorporated into institutional activities including advisories, warnings and emergency management. A case study included here shows an example of the need that led to the product, the methodologies used for the development and the final operational product created.

scholarly journals The Nurse in the University: A History of University Education for South African Nurses: A Case Study of the University of the Witwatersrand

2011 ◽  
Vol 2011 ◽  
pp. 1-9
Author(s):  
Simonne Horwitz
Keyword(s):  
Nursing Education ◽  
South African ◽  
Nursing Program ◽  
University Education ◽  
Medical Community ◽  
History Of ◽  
The University ◽  
University Training ◽  
First Time

This paper charts the history and debates surrounding the introduction of academic, university-based training of nurses in South Africa. This was a process that was drawn out over five decades, beginning in the late 1930s. For nurses, university training was an important part of a process of professionalization; however, for other members of the medical community, nursing was seen as being linked to women's service work. Using the case-study of the University of the Witwatersrand, one of South Africa's premier universities and the place in the country to offer a university-based nursing program, we argue that an historical understanding of the ways in which nursing education was integrated into the university system tells us a great deal about the professionalization of nursing. This paper also recognises, for the first time, the pioneers of this important process.

Evaluation in the course development process

2010 ◽  
Vol 3 (1) ◽  
pp. 120-140 ◽  
Author(s):  
Kris Van de Poel ◽  
Jessica Gasiorek
Keyword(s):  
Development Process ◽  
First Year ◽  
Course Development ◽  
First Year Writing ◽  
Minimal Impact ◽  
Course Content ◽  
Course Materials ◽  
Writing Course ◽  
The University

Evaluation is a critical but frequently underutilized part of the (language) course development process. Instructors’ reasons for avoiding it vary, but often include the concern that conducting evaluations will draw time and attention away from course content. Using All Write, a first-year writing course at the University of Antwerp, as a case study, this article shows how mechanisms for feedback and evaluation can be incorporated into course materials with minimal impact, as well as demonstrates the benefits of evaluation as both a validation process and a guide for course revision. Moreover, it will show how the stakeholders, primarily learners, but also teachers, may be drawn into the process and potentially benefit from it.

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