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Career Paths for Programmers: Skills in Senior Software Roles
Author: Jack Downey
Date Of Publication: Mar 2009
Isbn13: 978-1-4438-0242-0
Isbn: 1-4438-0242-5
The creation of computer software is traditionally associated with technically brilliant but socially inept people - the programmer character in the movie Jurassic Park being a perfect example. However, the development of commercial software is a task requiring input from a multi-disciplinary team, the success of which depends not only on the team members’ technical skills, but also on their ability to communicate and collaborate with each other. Based on a three-year research study, this book explores the various roles associated with software development. It explains how these roles are not clearly defined or delimited and it also highlights the extent to which practitioners have to deal with both technical and non-technical people – colleagues, managers, sales people, customers and suppliers. By focussing on senior practitioners (people in their thirties and forties), this book investigates the skills needed in these roles and shows the diverse paths practitioners take to get to their current positions. It will be of interest to all software practitioners who are concerned about the options available to them later in their careers. It also offers support to human resource personnel who might struggle to develop job descriptions for software people. Finally it offers insights to national policy makers who wish to see the Irish software industry survive in the global market.
Jack Downey began his career in computing by completing a B.Sc. degree in computer science at University College Cork. After three years in industry, he left work to pursue a taught M.Sc. in telecommunications and information systems at the University of Essex, England. Having spent the next fifteen years developing real-time telephony software, he returned to the University of Limerick to complete a Ph.D., examining the skills required to carry out senior roles in software development. He is currently working for Lero, the Irish Software Engineering Research Centre as an Industrial Liaison.
Price Uk Gbp: 39.99
Price Us Usd: 59.99
Sample pdf (including Table of Contents)
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From Navigating Music and Sound Education
“We rarely have the opportunity and time to engage with the practicalities of music teaching through the lens of evidence-based practice. This book provides us with a wonderful exception that is accessible to beginning and established teachers. It contains a wide range of stimulating and thought-provoking material that draws on real-world experiences and events, which are contextualised, informed and structured by theory. This is a powerful combination that we can visit again and again for insight and inspiration. Congratulations to all involved, particularly the editors for shaping such a valuable contribution!”
—Professor Graham F. Welch, University of London; President, International Society of Music Education
“Navigating music and sound education draws together a range of issues increasingly acknowledged to be at the basis of reflective and effective music learning and teaching: social settings, cultural dimensions, gender, indigeneity, varying cognitive approaches, inter-disciplinary connections, technology, types of learning, and creativity. It opens up areas of pedagogy that go beyond classroom methodology to acknowledge student individuality and encourage music learning and teaching grounded in the reality of students’ musical and social lives. It will be invaluable for those training to become educators and for teachers already in the field.”
—Associate Professor Peter Dunbar-Hall, University of Sydney
“This book brings an important contribution to music teacher education as it challenges the readers to rethink their paradigms of music education. It highlights the importance of preparing a reflective teacher, autonomous, creative and conscious of the multifaceted and multicultural locus in which they will work. The book also draws on the importance for music teachers to consider the context in which they work, and establish a dialog between local musical traditions, informal music practices and global trends of music teaching and learning. Most importantly, all chapters are in one way or another derived from research carried out on specific areas, thus stressing the importance of the research informed practice in music education.”
—Professor Liane Hentschke, Federal University of Rio Grande do Sul, Brazil; International Society of Music Education Immediate Past President
Many readers will appreciate Steve Dillon and Kathy Hirche’s description of the future of education in their work with dynamic technological contexts.
Navigating Music and Sound Education is a wonderful guide and resource for pre-service music teachers, for teachers in the field, and for teacher educators.
It offers a range of fresh perspectives on the state of music education as it is and as it might be. Kari K Veblen
Navigating Music and Sound Education is an ambitious project which features current research from 20 individuals whose professional identities run the gamut from musician to songwriter to student to educator to music therapist to ethnomusicologist. The book’s scope is perhaps the most exciting aspect of Navigating Music and Sound Education.
Kari K Veblen
University of Western Ontario
British Journal of Music Education
October 2011
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