Why computer science in K-12 by Code.orgPeerasak C.
Computer science drives innovation throughout the US economy, but it remains marginalized throughout K-12 education.
Only 33 states allow students to count computer science courses toward high school graduation.
There are currently 517,393 open computing jobs nationwide.
Last year, only 42,969 computer science students graduated into the workforce.
______
"Summary of source data for Code.org infographics and stats
Computing occupations make up ⅔ of all projected new jobs in STEM fields
The source for these data comes from the Bureau of Labor Statistics Employment Projections (http://www.bls.gov/emp/tables.htm). The projection for new computing jobs is 548,200 from 2014-2024. Projections for all other STEM jobs combined is 288,400 over the same period.
When comparing Employment Projections data to Computer Science graduates, only STEM and computing jobs that require a bachelor’s degree are included (i.e., jobs that require associate’s degrees or less, master’s degrees, and doctoral degrees are not included in these projection summaries). In this case, the projection for new computing jobs that require a bachelor’s degree is 413,500, versus 165,600 in all other STEM fields combined. This is a 71:29 ratio of jobs in Computing versus the rest of STEM.
For STEM occupations, we use the SOC codes that the BLS defined as STEM in the “Science, Engineering, Mathematics, and Information Technology Domain” (http://www.bls.gov/soc/Attachment_A_STEM.pdf and http://www.bls.gov/soc/Attachment_B_STEM.pdf).
For computing occupations, we use all of the occupations listed under “Computer Occupations” SOC 15-1100, as well as additional individual codes in other categories that are clearly computer science occupations. Specific codes for both classifications are listed below. Note that these codes include occupations at all degree levels."
ITHAKA The Next Wave 2016: Charles Isbell - Online MS in Computer ScienceITHAKA
Georgia Tech is leading change in higher education through its online masters program in computer science. Charles Isbell, founding team member and professor in the program, shares details on the program - why is was launched, how it is going, and what they are learning as they expand access to higher education.
Comparing the Efficacy of Face to Face, MOOC and Hybrid Computer Science Teac...WeTeach_CS
Presentation on using MOOCs as part of a professional development program for K-12 Computer Science teachers. Presented to the Learning With MOOCs conference on October 6, 2016 at the University of Pennsylvania in Philadelphia.
Presentation and research by:
Carol L. Fletcher, Ph.D., The University of Texas at Austin
W. Wesley Monroe, The University of Texas at Austin
Jayce Warner, The University of Texas at Austin
Kristin Anthony, Planview
Presentation @ #cesicon 2017 on the Provision of Computer Science in Upper Se...Neil Keane
Presentation of research findings into the provision of course in Computer Science in Upper Second Level Education Internationally at the Computers in Education Society
of Ireland (CESI) Conference 4th March 2017 in Dublin City University (DCU).
Research project led by Neil Keane & Clare McInerney of the Irish Software Research Centre.
Supported by an expert research group of Prof. Kevin Ryan, Prof. Tiziana Margaria, Prof. Rory O’Connor, Dr. Chris Exton (from Lero), Dr. Oliver McGarr, Prof. Sibel Erduran (from National STEM Centre at the School of Education University of Limerick)and
Mr. Ted Parslow (Third Level Computing Forum).
Why computer science in K-12 by Code.orgPeerasak C.
Computer science drives innovation throughout the US economy, but it remains marginalized throughout K-12 education.
Only 33 states allow students to count computer science courses toward high school graduation.
There are currently 517,393 open computing jobs nationwide.
Last year, only 42,969 computer science students graduated into the workforce.
______
"Summary of source data for Code.org infographics and stats
Computing occupations make up ⅔ of all projected new jobs in STEM fields
The source for these data comes from the Bureau of Labor Statistics Employment Projections (http://www.bls.gov/emp/tables.htm). The projection for new computing jobs is 548,200 from 2014-2024. Projections for all other STEM jobs combined is 288,400 over the same period.
When comparing Employment Projections data to Computer Science graduates, only STEM and computing jobs that require a bachelor’s degree are included (i.e., jobs that require associate’s degrees or less, master’s degrees, and doctoral degrees are not included in these projection summaries). In this case, the projection for new computing jobs that require a bachelor’s degree is 413,500, versus 165,600 in all other STEM fields combined. This is a 71:29 ratio of jobs in Computing versus the rest of STEM.
For STEM occupations, we use the SOC codes that the BLS defined as STEM in the “Science, Engineering, Mathematics, and Information Technology Domain” (http://www.bls.gov/soc/Attachment_A_STEM.pdf and http://www.bls.gov/soc/Attachment_B_STEM.pdf).
For computing occupations, we use all of the occupations listed under “Computer Occupations” SOC 15-1100, as well as additional individual codes in other categories that are clearly computer science occupations. Specific codes for both classifications are listed below. Note that these codes include occupations at all degree levels."
ITHAKA The Next Wave 2016: Charles Isbell - Online MS in Computer ScienceITHAKA
Georgia Tech is leading change in higher education through its online masters program in computer science. Charles Isbell, founding team member and professor in the program, shares details on the program - why is was launched, how it is going, and what they are learning as they expand access to higher education.
Comparing the Efficacy of Face to Face, MOOC and Hybrid Computer Science Teac...WeTeach_CS
Presentation on using MOOCs as part of a professional development program for K-12 Computer Science teachers. Presented to the Learning With MOOCs conference on October 6, 2016 at the University of Pennsylvania in Philadelphia.
Presentation and research by:
Carol L. Fletcher, Ph.D., The University of Texas at Austin
W. Wesley Monroe, The University of Texas at Austin
Jayce Warner, The University of Texas at Austin
Kristin Anthony, Planview
Presentation @ #cesicon 2017 on the Provision of Computer Science in Upper Se...Neil Keane
Presentation of research findings into the provision of course in Computer Science in Upper Second Level Education Internationally at the Computers in Education Society
of Ireland (CESI) Conference 4th March 2017 in Dublin City University (DCU).
Research project led by Neil Keane & Clare McInerney of the Irish Software Research Centre.
Supported by an expert research group of Prof. Kevin Ryan, Prof. Tiziana Margaria, Prof. Rory O’Connor, Dr. Chris Exton (from Lero), Dr. Oliver McGarr, Prof. Sibel Erduran (from National STEM Centre at the School of Education University of Limerick)and
Mr. Ted Parslow (Third Level Computing Forum).
Building a Computer Science Pipeline in Your DistrictWeTeach_CS
Provide attendees with the resources, data and connections needed to establish and sustain a robust CS program in their school district. Expose participants to numerous no-to-low cost options for accessing curriculum and professional development related to CS.
Equations and Inequalities - Making mathematics accessible to allEduSkills OECD
More than ever, students need to engage with mathematical concepts, think quantitatively and analytically, and communicate using mathematics. All these skills are central to a young person’s preparedness to tackle problems that arise at work and in life beyond the classroom. But the reality is that many students are not familiar with basic mathematics concepts and, at school, only practice routine tasks that do not improve their ability to think quantitatively and solve real-life, complex problems.
How can we break this pattern? This report, based on results from PISA 2012, shows that one way forward is to ensure that all students spend more “engaged” time learning core mathematics concepts and solving challenging mathematics tasks. The opportunity to learn mathematics content – the time students spend learning mathematics topics and practising maths tasks at school – can accurately predict mathematics literacy. Differences in students’ familiarity with mathematics concepts explain a substantial share of performance disparities in PISA between socio-economically advantaged and disadvantaged students. Widening access to mathematics content can raise average levels of achievement and, at the same time, reduce inequalities in education and in society at large.
Co-developing bespoke, enterprise-scale analytics systems with teaching staffDanny Liu
Presentation at the NSW Learning Analytics Working Group meeting, 3 February 2016, at the University of Technology, Sydney. Covering projects from Macquarie University and the University of Sydney.
Analysing students’ digital experience: personas and key driversTabetha Newman
Presented at ALTC 2019. Uses Jisc student insights data, analysis of qualitative feedback from students, and two forms of quantitative analysis:
1. Key Driver Analysis to see which issues best explain how students their rate digital teaching and learning experience
2. Multiple correspondence analysis to identify digital persona types.
What organisational variables support a positive student digital experience?Tabetha Newman
Talk for ALTC 2018 using Jisc student insight survey data, including factor analysis to identify most important factors in explaining the student digital experience.
Fulbright Research: Integrating Computer Science into Chile's High SchoolsJamie Kent (she/her)
My research aims to address the skill gap in Chile with early education.
Context
Start-up Chile, a government initiative, recruits foreign entrepreneurs to establish early stage companies within the country. Although the program has shown early signs of success, it lacks a plan for training Chileans for careers in the technology sector.
Why High Schools?
The Global Entrepreneurship Monitor evaluates a country's innovation ecosystem by examining 9 Entrepreneurial Framework Conditions. In their 2016 Global Report, Chile’s lowest score (2.73 out of 9) across all 9 categories was in education, specifically in primary and secondary schools.
Methodology
Phase I - Conduct an analysis of the skill sets of recently hired tech employees to identify the most valuable qualifications in the market
Phase II - Map the public educational landscape by top-performing schools using publicly available data from the Ministry of Education
Phase III - Conduct 10 case studies of top-performing schools. Perform controlled experiments at each school that test various methods of teaching the technical skills (identified in Phase I).
The goal of my research is to identify the most effective methods for teaching technical skills, like computer science, to Chilean high school students.
BA 632 INFORMATION SYSTEMS SECURITY Instructor Informat.docxwilcockiris
BA 632 INFORMATION SYSTEMS SECURITY
Instructor Information
[Professor’s Name/Title]
Office Hours:
Office:
E-mail:
Telephone:
[ADD OFFICE HOURS]
Call During Office Hours
[CU Email]
[Phone Number]
Professor Contact
The best way to reach me will be by Email. I will respond to your questions within 24 to
48 hours.
Course Information
Online Course
Textbook
Principles of Computer Security, Conklin and White, 4th Edition, McGraw-
Hill Companies, 2016; ISBN: 978-0-07-183597-8.
Course Description
This course covers the common body of knowledge, skills, techniques, and tools in the
domain of information technology security. Topics include threat management, risk
diagnosis, accountability, security frameworks, enterprise security policy, encryption,
wireless security, legal, and ethical issues.
Learning Outcomes
1. Recognize the management of common information security concerns.
(Assessed using quizzes, discussion, project, and individual assignments)
2. Illustrate and discuss the threats, risks, and assessments for an organization’s information
security program.
(Assessed using quizzes, discussion, project, and individual assignments)
3. Assess information security needs and policies.
(Assessed using quizzes, discussion, project, and individual assignments)
4. Analyze the tradeoffs between security and system functionality.
(Assessed using quizzes and individual assignments)
5. Examine the ethical and legal obligations related to information.
(Assessed using quizzes, discussion, project, and individual assignments)
6. Assess the need for disaster recovery and business continuity.
(Assessed using quizzes and assignments)
Information Systems Security Page 2
Maps to CompTia Security+ Exam SY0-401
By studying this textbook, students will be better prepared to take and pass the CompTIA
Security+ Certification Exam. See Appendix A and B for more information. The textbook
includes a CD which contains Practice Exam Software, a PDF copy of the textbook, and
technical support information.
Style for Writing
Use the APA format for papers, etc. Use spell check, grammar check, etc., to make sure that
your papers are submitted in professional form with no keyboarding or grammatical errors.
Resource: Publication Manual of the American Psychological Association. 6
th
edition. ISBN 13:
978-1-4338-0561-5. ISBN 10: 1-4338-0561-8. References are required in your papers.
Suggested Membership
Student membership in the Association for Computing Machinery www.acm.org for online
access to research materials and tutorials.
Additional Materials Needed
Computer access – you will need access to a computer with MS Word and PowerPoint installed.
Your computer should be reliable and accessible. You MUST have a plan of action in the
event your primary computing resources become unavailable to you. Sources for an
alternative may include u.
Building a Computer Science Pipeline in Your DistrictWeTeach_CS
Provide attendees with the resources, data and connections needed to establish and sustain a robust CS program in their school district. Expose participants to numerous no-to-low cost options for accessing curriculum and professional development related to CS.
Equations and Inequalities - Making mathematics accessible to allEduSkills OECD
More than ever, students need to engage with mathematical concepts, think quantitatively and analytically, and communicate using mathematics. All these skills are central to a young person’s preparedness to tackle problems that arise at work and in life beyond the classroom. But the reality is that many students are not familiar with basic mathematics concepts and, at school, only practice routine tasks that do not improve their ability to think quantitatively and solve real-life, complex problems.
How can we break this pattern? This report, based on results from PISA 2012, shows that one way forward is to ensure that all students spend more “engaged” time learning core mathematics concepts and solving challenging mathematics tasks. The opportunity to learn mathematics content – the time students spend learning mathematics topics and practising maths tasks at school – can accurately predict mathematics literacy. Differences in students’ familiarity with mathematics concepts explain a substantial share of performance disparities in PISA between socio-economically advantaged and disadvantaged students. Widening access to mathematics content can raise average levels of achievement and, at the same time, reduce inequalities in education and in society at large.
Co-developing bespoke, enterprise-scale analytics systems with teaching staffDanny Liu
Presentation at the NSW Learning Analytics Working Group meeting, 3 February 2016, at the University of Technology, Sydney. Covering projects from Macquarie University and the University of Sydney.
Analysing students’ digital experience: personas and key driversTabetha Newman
Presented at ALTC 2019. Uses Jisc student insights data, analysis of qualitative feedback from students, and two forms of quantitative analysis:
1. Key Driver Analysis to see which issues best explain how students their rate digital teaching and learning experience
2. Multiple correspondence analysis to identify digital persona types.
What organisational variables support a positive student digital experience?Tabetha Newman
Talk for ALTC 2018 using Jisc student insight survey data, including factor analysis to identify most important factors in explaining the student digital experience.
Fulbright Research: Integrating Computer Science into Chile's High SchoolsJamie Kent (she/her)
My research aims to address the skill gap in Chile with early education.
Context
Start-up Chile, a government initiative, recruits foreign entrepreneurs to establish early stage companies within the country. Although the program has shown early signs of success, it lacks a plan for training Chileans for careers in the technology sector.
Why High Schools?
The Global Entrepreneurship Monitor evaluates a country's innovation ecosystem by examining 9 Entrepreneurial Framework Conditions. In their 2016 Global Report, Chile’s lowest score (2.73 out of 9) across all 9 categories was in education, specifically in primary and secondary schools.
Methodology
Phase I - Conduct an analysis of the skill sets of recently hired tech employees to identify the most valuable qualifications in the market
Phase II - Map the public educational landscape by top-performing schools using publicly available data from the Ministry of Education
Phase III - Conduct 10 case studies of top-performing schools. Perform controlled experiments at each school that test various methods of teaching the technical skills (identified in Phase I).
The goal of my research is to identify the most effective methods for teaching technical skills, like computer science, to Chilean high school students.
BA 632 INFORMATION SYSTEMS SECURITY Instructor Informat.docxwilcockiris
BA 632 INFORMATION SYSTEMS SECURITY
Instructor Information
[Professor’s Name/Title]
Office Hours:
Office:
E-mail:
Telephone:
[ADD OFFICE HOURS]
Call During Office Hours
[CU Email]
[Phone Number]
Professor Contact
The best way to reach me will be by Email. I will respond to your questions within 24 to
48 hours.
Course Information
Online Course
Textbook
Principles of Computer Security, Conklin and White, 4th Edition, McGraw-
Hill Companies, 2016; ISBN: 978-0-07-183597-8.
Course Description
This course covers the common body of knowledge, skills, techniques, and tools in the
domain of information technology security. Topics include threat management, risk
diagnosis, accountability, security frameworks, enterprise security policy, encryption,
wireless security, legal, and ethical issues.
Learning Outcomes
1. Recognize the management of common information security concerns.
(Assessed using quizzes, discussion, project, and individual assignments)
2. Illustrate and discuss the threats, risks, and assessments for an organization’s information
security program.
(Assessed using quizzes, discussion, project, and individual assignments)
3. Assess information security needs and policies.
(Assessed using quizzes, discussion, project, and individual assignments)
4. Analyze the tradeoffs between security and system functionality.
(Assessed using quizzes and individual assignments)
5. Examine the ethical and legal obligations related to information.
(Assessed using quizzes, discussion, project, and individual assignments)
6. Assess the need for disaster recovery and business continuity.
(Assessed using quizzes and assignments)
Information Systems Security Page 2
Maps to CompTia Security+ Exam SY0-401
By studying this textbook, students will be better prepared to take and pass the CompTIA
Security+ Certification Exam. See Appendix A and B for more information. The textbook
includes a CD which contains Practice Exam Software, a PDF copy of the textbook, and
technical support information.
Style for Writing
Use the APA format for papers, etc. Use spell check, grammar check, etc., to make sure that
your papers are submitted in professional form with no keyboarding or grammatical errors.
Resource: Publication Manual of the American Psychological Association. 6
th
edition. ISBN 13:
978-1-4338-0561-5. ISBN 10: 1-4338-0561-8. References are required in your papers.
Suggested Membership
Student membership in the Association for Computing Machinery www.acm.org for online
access to research materials and tutorials.
Additional Materials Needed
Computer access – you will need access to a computer with MS Word and PowerPoint installed.
Your computer should be reliable and accessible. You MUST have a plan of action in the
event your primary computing resources become unavailable to you. Sources for an
alternative may include u.
Sankey, M. 2023. Embracing student innovation in the age of Generative AI (Keynote Presentations). The 2023 WATTLE forum: InspirEd Horizons: Embracing Educational Innovation and Generative AI. University of Wollongong. 25 September.
EBTM 350 Business AnalyticsSemester TermCourse-SectionI.docxbudabrooks46239
EBTM 350: Business Analytics
Semester / Term
Course-Section
Instructor
Email
Phone
Course Description
This course addresses the contemporary business issues of using data to support decision-making and implement change. The course focuses on using standard business analytic models to summarize and analyze data, build models, and drive impact through quantitative decision-making. Innovative trends in business will be explored, through methods to create and frame problems. Descriptive, predictive, and prescriptive analytics will be discussed, illustrating the transformation from knowledge gained through problem formation into practice. Creative solutions to open-ended analytics problems will be explored, using data to discover patterns and trends.
Pre-Requisites: EBTM 251; Major in ACCT, BUAD, or EBUS-BSAP; Junior/Senior standing
Text
Evans, James, Business Analytics, 3rd edition, 2020, Pearson Education. TU Direct Access to the etext and Pearson’s MyLab online assignments is required. Students may also upgrade their digital access and add a paper copy as an option. Direct Access will billed to the student individual accounts. eText is accessible via Pearson MyLab with hard copy purchase options.
Learning Outcomes
After completing this course, students will be able to:
· Analyze data
· Build and use models for common decision scenarios
· Analyze support for decisions involving uncertainty and risk
· Manipulate data and perform quantitative analyses
· Develop optimization models and understand their implementation
· Discover patterns in data through data mining
· Apply the three main types of analytics: descriptive, predictive, and prescriptive
Content objectives assessed in the comprehensive exam (in MNGT 481) are:
· Analyze patterns and trends in data to create predictive analytics
· Develop prescriptive analytics to identify optimal solutions
· Quantitatively evaluate alternatives to a decision problem
· Understand nuances in single-period demand and predict profit for demand
Learning Assessment
The academic programs at Towson University College of Business and Economics are internationally accredited by the Association for the Advancement of Collegiate Schools of Business (AACSB). Each semester, as an ongoing part of this exclusive certification, the Business Analytics and Technology Management Department conducts routine assessment of students’ proficiency in selected dimensions of knowledge, skills, and attitudes (KSAs), as well as content mastery of selected business topics and students’ satisfaction with the learning experiences provided by the department. The methods of such assessment will be communicated by the instructor. Student participation in these assessments, as part of the overall departmental learning program, is mandatory.
Assignments and Examinations
Assignments include a mixture of objective, computational analytical and technical questions that require thinking and applying the appropriate concepts and .
Presented at the Anthology – Innovate & Educate Australia – 2023. In this presentation I’ll lay foundation of the role academic integrity plays in relation to Generative AI and what this means for authentic assessment.
It will then provide examples of some contemporary approaches to the use of Generative AI in Assessment, from across the sector and,
in this particular case, we will consider what this might look in the Ultra platform.
I’ll provide a sector perspective as to what 34 of our Australian Uni’s are doing in relation to this. Based on the findings of a very recent sector-wide survey of Directors of TEL, conducted under the auspices of ACODE.
Running Header: PROJECT PHASE 1 1
PROJECT PHASE 1 4
Final Project Phase 1: Business-Related Research Premise
Aaron Bryant
Shorter University
Final Project Phase 1: Business-Related Research Premise
Background
Executive compensation is the financial and non-financial awards given to executives and other high ranking officials with in corporations. These awards typical come in the form of base salary, annual incentives, and long-term incentives, and perquisites such as personal use of corporate aircraft, company cars, and business expense accounts (Cormany, 2017). Compensation for executives has steadily increased over the years but there has been dramatic jumps in pay since the 1970s. The latest dramatic increase was in 2010, when executive compensation increased 11% (Cormany, 2017).
The board of directors are legally and morally responsible for monitoring and awarding executives and company leaders. In many cases they help decide what compensation is given to executives. To help with the contract decisions about executive pay, a compensation consultant firm may be hired.
Managerial Relevance
Many corporations use compensation consultants to help figure out how much to compensate there executives. If a consultant firm helps an executive increase his/her compensation, they can be later hired for more billable hours as compensation in return. So intern, does the hiring of compensation firms increase executive compensation.
Theoretical Framework
The hiring of compensation consultants and the increase in compensation of executives are related
Research Methodology and Design
A non-contrived case study using minimal interference will be used in this study.
References
Cormany, D. L. . P. candidate. (2017). Executive Compensation. Salem Press Encyclopedia. Retrieved from http://proxygsu-sho1.galileo.usg.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ers&AN=89550569&site=eds-live&scope=site
Syllabus Page 1 of 12
Business Analytics and Research
Methods
Online Syllabus
Shorter University
Instructor Information
See link in Canvas.
Course Information
• Course: Business Analytics and Research Methods
• Course Number: BUS 5250
• Credit Hours: 3
• Prerequisites: Undergraduate Statistics Course
Course Description
Today’s business environment requires managers to be able to make decisions based on data
and draw inferences through the use of software and other analytical tools. This Business
Analytics and Research Methods course will introduce the students to business research
methodology and the analytical tools used to collect and assess different types of data. This
course will include a review of the basics .
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
4. Faculty of Engineering & Information Sciences
6 SYNERGISTIC SCHOOLS
• School of Computing and IT
• School of Electrical, Computer and
Telecommunications Engineering
• School of Mathematics and Applied Statistics
• School of Civil, Mining and Environmental
Engineering
• School of Physics
• School of Mechanical, Materials, Mechatronic
and Biomedical Engineering
Electrical
Computer
Telecommunications
Civil
Mining
Environmental
Engineering &
Information Sciences
Computing & IT
Materials
Mechanical
Mechatronic
Biomedical
Mathematics
Statistics
Physics
TOP 1 %
Research quality
8. Sub Deans (Head of Students)
Dr Luke McAven
Undergraduate Degrees excluding
Engineering
9. Student Academic Advisors
Each program/major/disciplines/degree has a
discipline advisor or course coordinator who can help
you with your choice of subjects each year.
10. For all appointments, book through online web platform CareerHub:
http://careerhub.uow.edu.au/
Faculty Careers Consultant (FCCs):
Other Support
NICOLE SMITH
nicoles@uow.edu.au
8536 2004
Room: 128
11. Student Support Advisors (SSA):
Tina Edney
tedney@uow.edu.au
02 8763-6000
Rm: 127 | Monday to Thursday
Information about UOW’s various academic and non-academic supports and services.
• Information about procedures and policies that exist at UOW.
• Referring you to welfare support services or counselling services provided at the university or in the local
community.
• Help international students with issues such as: visas, accommodation, loneliness, study, fees, immigration,
culture shock and adjusting to life in a new country , improving your English language skills.
Advice about who is the best person in your faculty or in the university to help with your problem.
• Assisting you to have your disability, illness or injury to be taken into account whilst you are studying.
• Providing information about where to get academic help for your studies.
• What to do in different circumstances, we can point you in the right direction.
The Disability Liaison Officer (DLO) can provide advice on how particular disabilities affect university study and
information on resources available at the University for assisting students with disability. Students commencing
courses are advised to contact the Disability Liaison Officer prior to the beginning of their first session of study.
12. Student Hub
How To Contact US
sws-enquiries@uow.edu.au
02 8763 6000
Where to find US
Student Hub is located at the front
desk, ground floor reception.
We are open 8.30am to 5.30pm
during session.
13. If there are circumstances beyond your control
that are affecting your academic study, you can
apply for Academic Consideration via SOLS
Speak to your Course Coordinator, Discipline
Advisor, SSA or International Coordinator for
assistance
Having problems?
14. But if you fail in a subject it won’t be removed
from your record even if you eventually pass the
subject.
We want all students to be
successful
15. The UOW Library has partnered with the Liverpool City Library to provide all of
your Library needs. Open 9.30am to 8pm Monday to Friday, 9.30am to 4pm
Saturday, and 12pm – 4pm Sunday.
16.
17.
18. Keep up to date with EIS
We are on Facebook
Log on and go to our page:
UOW Engineering &
Information Sciences
19. Log on and go to:
eis.uow.edu.au/o-day
Missed any Information?
20. What’s next?
1. Associate Professor George Zhou will talk to you
about your degrees
2. O Festival on Roof & Market Stalls
22. The Bachelor of Computer Science (BCompSc) focuses on the development of high-level
programming skills that can be applied across a wide range of applications, including analysis
of stock market trends, games design, neural network design, automatic teller machines and
patient monitoring in hospitals. The core subjects teach you to understand the structure of
data and the role it plays in delivering solutions to complex problems.
⁞
The Bachelor of Information Technology (BIT) has a common core structure that offers
graduates key skills required for any IT professional such as: organisational areas in IT;
database management; programming; information systems analysis and design;
communications and networks; security; eBusiness; project management; web-based
technology; and professional practice in IT.
⁞
Bachelor of Business Information Systems (BBIS): Business Information analysts are
involved in the analysis, design, implementation, maintenance and enhancement of computer
based information systems critical to the successful operation of modern organisations. They
require a sound understanding of the business requirements for the systems they design and
must deal with users at all levels within an organisation.
⁞
The degrees …
23. A common core:
• Everyone shares some common language and should have a broad base of
skills.
• All courses develop skills in analysing scenarios and building solutions.
• It’s fairly easy to transfer between degrees, although it becomes more costly
in time the further you are through.
BIT and BBIS emphasise interaction with clients, and with organisational
structures within businesses.
BBIS contains Business electives to provide an understanding of the role
information systems play within different business activities.
BCompSc tends to work with more fundamental components, and usually
includes more coding than the other degrees.
What does that mean?
24. Sessions:
• Autumn February – June
• Spring July – November
Degree or Course:
• This is what you are studying overall… e.g. Bachelor of
Computer Science.
Subjects:
• Each session you take some independently assumed modules,
referred to as subjects.
• A typical full-time load is 4 subjects.
Some terminology
25. Subject codes e.g. CSIT111, MATH221:
• The letters indicate the discipline.
• The first digit indicates the subject level.
Credit points (cp):
• The value or volume of a subject.
• Most subjects are 6cp.
• 1cp Roughly 2 hours of work per week.
Subject types:
• Core: A subject you have to pass for your degree.
• Elective: A subject that gives you points towards your degree,
but is mostly unrestricted.
26. Credit for Prior Learning/Advanced Standing/Credit exemptions:
• If you have studied at a tertiary institute previously you can apply for
credit for prior learning.
• If your previous study matches against core subjects you can get
specified credit and not need to take those core subjects.
• If your previous study matches against identified UOW elective
subjects you can get specified credit and reduce the number of electives
you need.
• If your previous study don’t match against identified UOW elective
subjects you can get unspecified credit and reduce the numbers of
electives you need.
• If you have previous tertiary academic study and haven’t applied for
credit, talk to one of your APDs.
27. Grade Name Mark range Notes
HD High Distinction 85-100
D Distinction 75-84
C Credit 65-74
P Pass 50-64
PS Pass supplementary 50 (sort of)
TF Technical Fail Failing a requirement.
F Fail 0-49
WH Withheld Pending miscellaneous.
WD Withheld Deferred Exam Later exam due to medical
or similar.
WS Withheld Supplementary
Assessment
Borderline fail
supplementary.
28. Degree Structures
Year One:
7 common core subjects.
1 elective BBIS: MGNT110.
48
credit
points
Year Three:
1 common core coursework subject.
1 final year common core project subject (12cp).
6 electives. BBIS: 5 electives + 1 Business elective
48
credit
points
Year Two:
2 common core subjects.
BCompSc: 4 core + 2 electives.
BIT: 4 core + 2 electives.
BBIS: 3 core + 3 Business electives
48
credit
points
30. How do I learn to solve problems?
• Do CSIT113 (hopefully this will help)
• Practice
• Practice some more
• Practicing will enable you to:
• Identify similarities between problems
• Master techniques and variations of them
• Gain confidence in your ability to solve problems
• It is less likely you will be put off by something that looks
tricky!
CSIT113: Problem Solving
31. CSIT114: System Analysis
This subject provides an introduction to different techniques and technologies for
understanding and specifying what a computer based information system should
accomplish.
It examines the complementary roles of systems analysts, clients and users in a
system development life cycle.
Students will learn different fact-finding techniques to elicit system requirements
and how to develop business models, data and process models, and object models
representing a system.
Students will also make use of a Computer Aided Software Engineering (CASE)
tool to build those models that capture the specifications of a system.
32. CSIT115: Data Management and Security
The goal of the subject is to learn the fundamental concepts in data
management including conceptual modelling, the relational data
model, processing of relational data with Structured Query
Language (SQL), enforcing the concepts of data confidentiality,
integrity, and availability of data management systems.
33. And then …
In Spring you will most likely take 3 core subjects and 1
elective:
• CSIT121: Object Oriented Design and Programming.
• CSIT127: Networks and Communications.
• CSIT128: Introduction to Web Technology.
For BBIS the elective should be
• MGNT110: Introduction to Management
Everybody else has more flexibility, but it’s probably a good
idea to check if the subject you are planning to take is suitable.
There will be 200-level subjects available.
34. 2018 …
This is the second year at Liverpool.
EIS will run the core 100-level subjects again, and will run the core 200-level
subjects, and a few other subjects.
• CSIT214: IT Project Management. Autumn
• CSIT226: Human Computer Interaction. Spring
• CSCI203: Algorithms and Data Structures. Spring
• CSCI235: Database Systems. Spring
• CSCI251: Advanced Programming. Autumn
• MATH221: Mathematics for Computing. Autumn
• ISIT204: eBusiness. Spring
• ISIT219: Knowledge and Information Engineering. Autumn
• ISIT224: Management Information Systems. Spring
• MATH223: Mathematics for Information Technology Autumn
• CSIT110: Fundamental Programming with Python. Autumn
• CSIT212: Introduction to Computer Systems. Spring
• ISIT207: Frontend Web Programming. Spring
• CSCI262: System Security. Spring Possibly
35. 2019 …
SCIT will run probably run pretty the same 100-level and 200-level subjects at
the same times.
• CSIT314: Software Development Methodologies. Autumn
• CSIT321: Project. Annual, Spring/Autumn
• Various 300-level subjects.
• SCIT will likely look at offering some other subjects depending on the interests
of students, and the resources available.