Software handover is a de facto process in all software organizations. It is one of the most business critical and complex processes. It is also one of the most diverse processes, and thereby, one of the most difficult processes to define. Despite this, software handover is not well recognized within the academia. Right now, there are no software handover process models whatsoever although software organizations desperately need guidelines for how to perform this important and critical task. To aid them in defining their handover process models, we are in the process of creating Evolution and Maintenance Management Model (EM 3 ): Software Handover focusing on handover (alias transition) of a software system from developer to maintainer. In this paper, we evaluate one of the EM 3 components, Management and Administration (MA), addressing activities for planning and controlling the transition process, its schedule, budget and resources. We do it within 29 organizations. Our primary goal is to find out whether the component is realistic and whether it meets the needs and requirements of the software industry today. Using the feedback from the industry, we tackle process diversity using the C ontext- D riven P rocess Orchestration M ethod (CoDPOM). / <p>QC 20120223</p>

Previous research has indicated that approximately 25% of the 30,000 youths emancipated from foster care each year experience negative outcomes including poor education attainment, limited employment opportunities, homelessness, lack of access to healthcare, and poor social networks. Despite the existence of federal legislation that requires foster care agencies to assist foster youths to make the transition to independent living, research has revealed that the current transitional planning process is not effective. There is a gap in the current literature regarding qualitative research on youths' shared experiences of the transitional planning process as they transit out of foster care. This study examined youths' experiences with the transitional planning process and the degree to which the plan mitigated homelessness after emancipation. The study employed a descriptive phenomenological approach. Participants were 10 youths age 18 to 21 who emancipated from the Department of Human Services, Children and Youth in Philadelphia, Pennsylvania, foster care system within the past 3 years. Purposive sampling was used to recruit participants and semistructured interviews were used collect the data. Social capital theory was used to guide the study. Data were inductively analyzed with management assistance from NVivo software. Results indicated that participants experienced challenges during transition in housing, education attainment, employment, physical or mental health, and finding mentors and continuing support. Participants offered suggestions for improving the transition planning process. Findings from this study can be used to enhance social change initiatives by providing insight into what youths need to better prepare them for independent living.

This study gathered information about adults with disabilities who were served with special education services during high school and incarcerated after high school, on their job preparation plan and explored the effects of that preparation on the individual's perception of successful transition after high school. It also investigated what, if anything, could have been done in high school to prevent their entrance or continuation in the criminal justice system. Due to the difficulty in accessing this population, only three individuals were interviewed. However, the rich information provided from this study indicated that to help them live independently and successfully transition into adulthood and avoid incarceration, they needed the following supports: more teaching of practical skills while in high school to help them have better control of their anger and emotions, and help obtaining a job of interest, that would allow financial stability and skills. This information may be beneficial to teachers developing appropriate Individualized Transition Plans. This information could allow educators to more effectively prepare their students to transition effectively and prevent them from becoming incarcerated.