one evening when David, now 21, was in high school. Suggestions to assist faculty in integrating appropriate technologies into their teaching are provided. This paper looks at the digital native-digital immigrant model presented by Prensky, addresses some of the nuances of each group, and proposes the addition of another group to describe many of the non-users of technology we find throughout education. The findings contribute to geographical scholarship on economic subjectivity, familial relations, and the migrant and refugee condition, while shedding light on some of the effects of the encounter between technology‐centred, neoliberal approaches to humanitarianism and restrictive migration regimes in responses to the Syrian displacement. Reframing the refugee from a “protected” to a “productive” subject, and offering individual solutions to a structural economic impasse, these policies produce tensions between individual responsibilities and more‐than‐individual relations and identifications-with families, religious identities, and national communities-that remain unresolved. #Ken mazaika phone number full#I thus explore how Syrian youths approach humanitarian policies in which, in the absence of full social and economic rights for refugees, the question of livelihoods is addressed through the paradigms of self‐reliance, creativity, and innovation. #Ken mazaika phone number professional#Drawing on fieldwork with young Syrian refugees pursuing IT training in Jordan, I focus on the “coding boot camp,” an emerging educational format in the field of refugee professional training. This article explores refugee economic subjectivity in the context of restrictive asylum policies and disrupted transnational family lives. #Ken mazaika phone number software#Making software engineering more accessible to those with non-traditional backgrounds will not only bring about the benefits of functional diversity, but also serves as a method of filling in the labour shortages of the software engineering industry. These findings will then be validated using a survey in the validation study. The exploratory study will involve a grounded-theory-based qualitative analysis of relevant Reddit data to yield a framework around the barriers and possible mitigation strategies. We propose a two-stage methodology, consisting of an exploratory study, followed by a validation study. This paper proposes a study on barriers faced by software engineers with non-traditional educational and occupational backgrounds, and possible mitigation strategies for those barriers. However, many software engineers take a non-traditional path to their career, starting from other industries or fields of study. The traditional path to a software engineering career involves a post-secondary diploma in Software Engineering, Computer Science, or a related field. Do they deliver on their promises? Are they transparent enough? And, are they truly addressing the skills shortage in the sector? This article compares the coding boot-camp concept with the traditional university degree model, evaluating the impact on the sector. Budding entrepreneurs with a decent business model provide a fresh stream of developers for industry, and keen developers can fast-track their careers, while avoiding cumbersome student debts. The popularity of the coding boot-camp concept is twofold. The boot-camp concept, offering a viable alternative to the university degree route, has tapped into that potentially lucrative market, gaining promotion from the likes of former President Barack Obama in the US and ex-Prime Minister David Cameron in the UK. With a growing gap between the number of graduates and positions available (Figure 1), the issue has become very public. Software development companies have struggled to find suitable university graduates to fill their positions and have pointed the finger firmly at education. In the last three years, the coding boot camp has truly established itself as a quick-fix aiming to plug the developer shortage emerging from a perceived gap between education and industry.
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