This document provides information about the School of Computing (SOC) at Universiti Utara Malaysia (UUM). It summarizes the background of SOC, its vision, mission, management team, academic staff, programs offered, students and alumni. SOC began as the School of Information Technology in 1990 and was later renamed the Faculty of Information Technology and restructured into SOC and the School of Multimedia Technology and Communication in 2011. It offers undergraduate, masters and PhD programs in computing-related fields. As of 2014, SOC had 113 academic staff and over 1000 students enrolled across its programs.
This document provides a biography and summary of qualifications and achievements for Professor Aboul Ella Hassanien. It states that he received his BSc and MSc from Ain Shams University in Egypt and his PhD from Tokyo Institute of Technology. It lists his position as Professor and Head of the Egyptian Scientific Research Group at Cairo University. It outlines over 600 research publications and 30 authored books covering topics such as data mining, medical images, and smart environments. It notes several awards and honors he has received for his research contributions. It also discusses his community service activities promoting ICT and assisting disabled and underprivileged groups.
This document is the curriculum vitae of Eugen Zaharescu, an Associate Professor at Ovidius University in Constanta, Romania. It provides personal details such as his name, date of birth, education history, and employment history. It lists that he received a PhD in Electronics and Telecommunications from Polytechnic University of Bucharest in 1981 and has been teaching courses in image processing, multimedia systems and other topics at Ovidius University since 1992. It also provides details on his research interests and activities in areas such as image processing, data bases and web technologies.
Trends in Education and Information Technology in 2020 - IJMITIJMIT JOURNAL
The International Journal of Managing Information Technology (IJMIT) is a quarterly open access peer-reviewed journal that publishes articles that contribute new results in all areas of the strategic application of information technology (IT) in organizations.
This document provides a summary of an experienced educator seeking a challenging position utilizing over 32 years of experience in education administration and management. The educator holds a bachelor's degree in electronics and telecommunication engineering and has worked in various roles including principal, vice principal, and head of departments. Areas of expertise include leadership, management, teaching, and coordinating accreditation. The educator has international journal publications, guided PhD scholars, and is currently supervising research scholars. The objective is to find a dynamic position to apply skills and experience.
Thair Khdour is an Associate Professor of Computer Science from Jordan. He received his Ph.D from the University of Essex in 2008. His research interests include artificial intelligence, information retrieval, machine learning, information security, and other topics. He has over 10 years of experience teaching at universities in Jordan and has published several journal articles.
Proposal ini mengajukan rencana usaha produksi jenang tape dengan merek "Manggung" di Kabupaten Temanggung. Usaha ini diharapkan dapat meningkatkan pendapatan masyarakat setempat serta melestarikan budaya kuliner lokal. Rencananya, jenang tape akan diproduksi secara skala rumah tangga dengan bahan baku utama singkong dan beras ketan. Analisis kelayakan menunjukkan usaha ini layak dilakukan dengan laba kotor se
02 slide hss - kurikulum program studi sistem & teknologi informasi itbAinul Yaqin
The document discusses the vision and goals for the Systems and Information Technology study program at the Electrical and Informatics Engineering School. The program aims to develop into a leading program in Indonesia and internationally by educating students with strong technical skills as well as critical thinking, communication skills, and awareness of social and ethical issues. The curriculum is based on internationally recognized bodies of knowledge but adapted to local needs and resources. It aims to produce graduates qualified for innovation and leadership in areas like knowledge management, virtual communities, user experience design, and emerging technologies.
The document provides information about the University of Southern California (USC) and its Viterbi School of Engineering. It discusses USC's history and details of the Viterbi School, including its academic departments and programs. Specifically, it outlines two Master's programs offered by the Viterbi School - the Master of Science in Spatial Informatics and the Master of Communication Informatics. It provides details on course requirements, faculty, career opportunities, and how to apply for the programs.
This document provides a biography and summary of qualifications and achievements for Professor Aboul Ella Hassanien. It states that he received his BSc and MSc from Ain Shams University in Egypt and his PhD from Tokyo Institute of Technology. It lists his position as Professor and Head of the Egyptian Scientific Research Group at Cairo University. It outlines over 600 research publications and 30 authored books covering topics such as data mining, medical images, and smart environments. It notes several awards and honors he has received for his research contributions. It also discusses his community service activities promoting ICT and assisting disabled and underprivileged groups.
This document is the curriculum vitae of Eugen Zaharescu, an Associate Professor at Ovidius University in Constanta, Romania. It provides personal details such as his name, date of birth, education history, and employment history. It lists that he received a PhD in Electronics and Telecommunications from Polytechnic University of Bucharest in 1981 and has been teaching courses in image processing, multimedia systems and other topics at Ovidius University since 1992. It also provides details on his research interests and activities in areas such as image processing, data bases and web technologies.
Trends in Education and Information Technology in 2020 - IJMITIJMIT JOURNAL
The International Journal of Managing Information Technology (IJMIT) is a quarterly open access peer-reviewed journal that publishes articles that contribute new results in all areas of the strategic application of information technology (IT) in organizations.
This document provides a summary of an experienced educator seeking a challenging position utilizing over 32 years of experience in education administration and management. The educator holds a bachelor's degree in electronics and telecommunication engineering and has worked in various roles including principal, vice principal, and head of departments. Areas of expertise include leadership, management, teaching, and coordinating accreditation. The educator has international journal publications, guided PhD scholars, and is currently supervising research scholars. The objective is to find a dynamic position to apply skills and experience.
Thair Khdour is an Associate Professor of Computer Science from Jordan. He received his Ph.D from the University of Essex in 2008. His research interests include artificial intelligence, information retrieval, machine learning, information security, and other topics. He has over 10 years of experience teaching at universities in Jordan and has published several journal articles.
Proposal ini mengajukan rencana usaha produksi jenang tape dengan merek "Manggung" di Kabupaten Temanggung. Usaha ini diharapkan dapat meningkatkan pendapatan masyarakat setempat serta melestarikan budaya kuliner lokal. Rencananya, jenang tape akan diproduksi secara skala rumah tangga dengan bahan baku utama singkong dan beras ketan. Analisis kelayakan menunjukkan usaha ini layak dilakukan dengan laba kotor se
02 slide hss - kurikulum program studi sistem & teknologi informasi itbAinul Yaqin
The document discusses the vision and goals for the Systems and Information Technology study program at the Electrical and Informatics Engineering School. The program aims to develop into a leading program in Indonesia and internationally by educating students with strong technical skills as well as critical thinking, communication skills, and awareness of social and ethical issues. The curriculum is based on internationally recognized bodies of knowledge but adapted to local needs and resources. It aims to produce graduates qualified for innovation and leadership in areas like knowledge management, virtual communities, user experience design, and emerging technologies.
The document provides information about the University of Southern California (USC) and its Viterbi School of Engineering. It discusses USC's history and details of the Viterbi School, including its academic departments and programs. Specifically, it outlines two Master's programs offered by the Viterbi School - the Master of Science in Spatial Informatics and the Master of Communication Informatics. It provides details on course requirements, faculty, career opportunities, and how to apply for the programs.
This document provides information about the Informatics program at the University of Southern California (USC). It describes several Master's degrees offered through the program, including the Master of Science in Spatial Informatics launched in Fall 2015 and the Master of Communication Informatics launched in Fall 2016. It provides an outline of course requirements for both programs and lists faculty involved in each. It also discusses career opportunities for graduates and how to apply for the programs.
This document outlines an upcoming workshop on outcomes-based education for IT programs, which will help participants understand education policies and standards in the Philippines. The workshop over 2 days will cover curriculum mapping, developing course portfolios, quality standards, and self-assessments. Participants will gain skills in curriculum development and understanding accreditation requirements for IT education.
New Generation MTech and MSc Programs at JKLUSanjay Goel
A brief overview of the salient features of the curriculum of new generation MTech and MSc programs at JKLU.
MTech SCHOLARSHIPS (First year)
1. Scholarships from 25% to 100% of tuition fees are offered to meritorious students based on their final scores in the under-graduation program, in the first year of study.
CGPA Scholarships
>=9.01 Equivalent to 100% of tuition fees
8.50 - 9.00 Equivalent to 75% of tuition fees
8.01 - 8.50 Equivalent to 50% of tuition fees
7.50 - 8.00 Equivalent to 25% of tuition fees
2. Students who qualify for GATE will be eligible for scholarships equivalent to 75% tuition fees.
MERIT SCHOLARSHIPS (Second year)
Students who have obtained CGPA of 8.50 and above in first year will be awarded scholarship equivalent to 75% of the tuition fee.
Students who have obtained CGPA above 7.50 and below 8.50 in first year will be awarded scholarship equivalent to 50% of the tuition fee.
The University of Piraeus has a Systems Security Laboratory that conducts education and research in digital systems security, information systems security, and network security. The laboratory has 3 faculty members, 6 post-doc fellows, 15 PhD students, and 60 MSc students. It has received over 5 million euros in funding for international and national research projects. The laboratory teaches security courses at the undergraduate and postgraduate level and supervises theses. It collaborates extensively with other universities and industry partners on security research.
Data Science Curriculum at Indiana UniversityGeoffrey Fox
The document provides details about the Data Science curriculum at Indiana University. It discusses the background of the School of Informatics and Computing, including its establishment and inclusion of computer science, library and information science programs. It then describes the Data Science certificate and masters programs, including course requirements, tracks, and admissions. The programs aim to provide students with skills in data analysis, lifecycle, management, and applications through coursework in relevant technical areas.
06 slide by - rekayasa perangkat lunak, sistem informasi, & teknik informatikaAinul Yaqin
1. The document discusses various topics related to computer science, software engineering, and information systems including definitions, histories, and comparisons between the fields.
2. It provides definitions for computer science, software engineering, and information systems, noting differences between the fields such as software engineers following structured processes while programmers focus on specific programming tasks.
3. The document also compares informatics/computer science with information and communication technology and outlines key areas of software engineering.
This document discusses information systems and their components. It defines an information system as a study of complementary networks of hardware and software that people and organizations use to collect, process, filter, create, and distribute data. An information system takes data as raw material, processes it, and produces useful information as output. The basic components of an information system include hardware, software, databases, networks, and procedures.
This document discusses information systems and their components. It defines an information system as a study of complementary networks of hardware and software that people and organizations use to collect, process, filter, create, and distribute data. An information system takes data as raw material, processes it, and produces useful information as output. The basic components of an information system include hardware, software, databases, networks, and procedures.
The document discusses revising LIS (Library and Information Science) curriculum in India to better integrate ICT (Information and Communication Technology) applications. It analyzes LIS course contents from top universities in the US, UK and India to identify how ICT is currently addressed. It then proposes restructuring the BLIS and MLIS programs in India to offer dedicated ICT-focused papers across the various years, with topics like fundamentals of IT, programming, databases, library automation, digital libraries, and internet concepts. Suggestions are made to increase ICT awareness, develop an ICT curriculum framework, and implement recommendations to better globalize and modernize LIS education in India.
The document provides information about a workshop on Computer Practice from N4 to N6. It introduces the presenter, Bertie Buitendag, and outlines the following:
- An overview of the Computer Practice curriculum from N4 to N6.
- A focus on the introductory level (N4) course.
- Details on assessments and examinations (ICASS).
- Teaching time and course offerings.
- Resources available for lecturers and teachers.
This document outlines a plan to improve technology use at Crockett Junior High School. It describes the current state of hardware, software, and staff skills. The goals are to provide wireless connectivity throughout the school, mobile devices for students, and cloud-based and open-source educational software. Professional development for teachers will focus on technology integration and digital literacy. The plan draws on recommendations from the National Technology Plan and the International Society for Technology in Education to transform learning with technology and prepare students for the future.
This document contains the resume of Malai Mueangsri. It summarizes her personal details, education, professional qualifications, and work experience spanning over 25 years. She holds an M.S. in Computer and Information Technology and a B.S. in Computer Science. Her most recent role is as the Information Technology Department Manager at Summit Electronic Component Ltd., where she manages their ERP system, IT infrastructure, and various IT systems. Prior to this, she held roles such as Information Technology & Knowledge Management Manager and Assistant Project Manager with increasing levels of responsibility.
This document discusses the evolution of computers from first to fifth generations and the role of ICT in education. It covers the following main points:
- ICT refers to technology used for information processing, including computers, communication devices, and software applications.
- Computers have evolved from the first generation using vacuum tubes to the fifth generation using ultra-large scale integration and artificial intelligence capabilities.
- Teachers have a role in developing students' information management skills, technological abilities, and ability to use ICT tools like electronic health information systems.
- ICT in education is supported by constructivist learning theories and allows for student-centered, inquiry-based, and collaborative learning approaches through technologies.
Graduate Information Programs and Accreditation: Landscape Survey and AnalysisPVC.ASIST
This document summarizes a landscape survey of graduate information programs in the United States. Key findings include that there are approximately 900 information-related master's degrees offered across 468 colleges and universities, spread across 500 academic units, with the most common majors being information systems, management information systems, and information technology. Programs fall broadly into four categories: information systems, informatics, information technology, and information science. The document also discusses relevant accrediting agencies and recommendations for a potential new accrediting agency focused on domain-specific information programs.
The document discusses capacity building efforts and data infrastructure at Makerere University and UVRI in Uganda. It identifies a demand for data science experts and a need to train more data management specialists. The document outlines identified data science competencies and skills, including data analytics, data management, data science engineering, scientific research methods, and soft skills. It also discusses training programs in bioinformatics at Makerere University and UVRI, including the BRecA and ENBiT programs, which aim to establish Masters and PhD programs in genomics and bioinformatics. Computing infrastructure like the UMIC high performance cluster and ACEDIS center of excellence are also mentioned.
The document provides an overview of the Master's program in Information Management at Tilburg University. It discusses:
- The focus of the IM program on bridging business and IT and enabling new business models through technology.
- Why managing information and technology is crucial for modern businesses to take advantage of opportunities and support their business strategies.
- The various courses, specializations, and international programs offered as part of the IM degree, including the curriculum structure.
- Examples of career paths for IM graduates in consulting, industry, and other sectors where they can assess new technologies, analyze business processes, and advise on IT strategies and projects.
INTEGRATING VENDORS OFFICIAL COURSES INTO UNIVERSITIES’ IT CURRICULUMSPhilippovich Andrey
Доклад на I Национальной (Казахстан) конференции «Современные информационные технологии и ИТ-образование», организатором которой выступил Национальный инфокоммуникационный холдинг «Зерде» при поддержке Министерства транспорта и коммуникаций РК.
This document provides a research roadmap for the Computer System & Network Research Labs at Universitas Gadjah Mada from 2018-2022. The roadmap focuses on infrastructures, smart environments, and data acquisition. It outlines research goals, community development activities, and resources. A team of 8 individuals are listed as working on projects involving big data and cloud, intelligent environments, embedded systems, and cybersecurity to support smart city development.
The document provides information about the School of Information and Communication Technology (ICT) at Gautam Buddha University. It summarizes the academic programs offered including 5-year dual degree programs, 3-year MTech programs for science graduates, 2-year MTech programs for engineering graduates, and PhD programs. It also describes the various specializations and courses offered at the undergraduate and postgraduate level in areas like software engineering, wireless communication, VLSI design, and more. It lists the laboratories and facilities available and provides details about research activities, placements, and the curriculum structure for some of the programs.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This document provides information about the Informatics program at the University of Southern California (USC). It describes several Master's degrees offered through the program, including the Master of Science in Spatial Informatics launched in Fall 2015 and the Master of Communication Informatics launched in Fall 2016. It provides an outline of course requirements for both programs and lists faculty involved in each. It also discusses career opportunities for graduates and how to apply for the programs.
This document outlines an upcoming workshop on outcomes-based education for IT programs, which will help participants understand education policies and standards in the Philippines. The workshop over 2 days will cover curriculum mapping, developing course portfolios, quality standards, and self-assessments. Participants will gain skills in curriculum development and understanding accreditation requirements for IT education.
New Generation MTech and MSc Programs at JKLUSanjay Goel
A brief overview of the salient features of the curriculum of new generation MTech and MSc programs at JKLU.
MTech SCHOLARSHIPS (First year)
1. Scholarships from 25% to 100% of tuition fees are offered to meritorious students based on their final scores in the under-graduation program, in the first year of study.
CGPA Scholarships
>=9.01 Equivalent to 100% of tuition fees
8.50 - 9.00 Equivalent to 75% of tuition fees
8.01 - 8.50 Equivalent to 50% of tuition fees
7.50 - 8.00 Equivalent to 25% of tuition fees
2. Students who qualify for GATE will be eligible for scholarships equivalent to 75% tuition fees.
MERIT SCHOLARSHIPS (Second year)
Students who have obtained CGPA of 8.50 and above in first year will be awarded scholarship equivalent to 75% of the tuition fee.
Students who have obtained CGPA above 7.50 and below 8.50 in first year will be awarded scholarship equivalent to 50% of the tuition fee.
The University of Piraeus has a Systems Security Laboratory that conducts education and research in digital systems security, information systems security, and network security. The laboratory has 3 faculty members, 6 post-doc fellows, 15 PhD students, and 60 MSc students. It has received over 5 million euros in funding for international and national research projects. The laboratory teaches security courses at the undergraduate and postgraduate level and supervises theses. It collaborates extensively with other universities and industry partners on security research.
Data Science Curriculum at Indiana UniversityGeoffrey Fox
The document provides details about the Data Science curriculum at Indiana University. It discusses the background of the School of Informatics and Computing, including its establishment and inclusion of computer science, library and information science programs. It then describes the Data Science certificate and masters programs, including course requirements, tracks, and admissions. The programs aim to provide students with skills in data analysis, lifecycle, management, and applications through coursework in relevant technical areas.
06 slide by - rekayasa perangkat lunak, sistem informasi, & teknik informatikaAinul Yaqin
1. The document discusses various topics related to computer science, software engineering, and information systems including definitions, histories, and comparisons between the fields.
2. It provides definitions for computer science, software engineering, and information systems, noting differences between the fields such as software engineers following structured processes while programmers focus on specific programming tasks.
3. The document also compares informatics/computer science with information and communication technology and outlines key areas of software engineering.
This document discusses information systems and their components. It defines an information system as a study of complementary networks of hardware and software that people and organizations use to collect, process, filter, create, and distribute data. An information system takes data as raw material, processes it, and produces useful information as output. The basic components of an information system include hardware, software, databases, networks, and procedures.
This document discusses information systems and their components. It defines an information system as a study of complementary networks of hardware and software that people and organizations use to collect, process, filter, create, and distribute data. An information system takes data as raw material, processes it, and produces useful information as output. The basic components of an information system include hardware, software, databases, networks, and procedures.
The document discusses revising LIS (Library and Information Science) curriculum in India to better integrate ICT (Information and Communication Technology) applications. It analyzes LIS course contents from top universities in the US, UK and India to identify how ICT is currently addressed. It then proposes restructuring the BLIS and MLIS programs in India to offer dedicated ICT-focused papers across the various years, with topics like fundamentals of IT, programming, databases, library automation, digital libraries, and internet concepts. Suggestions are made to increase ICT awareness, develop an ICT curriculum framework, and implement recommendations to better globalize and modernize LIS education in India.
The document provides information about a workshop on Computer Practice from N4 to N6. It introduces the presenter, Bertie Buitendag, and outlines the following:
- An overview of the Computer Practice curriculum from N4 to N6.
- A focus on the introductory level (N4) course.
- Details on assessments and examinations (ICASS).
- Teaching time and course offerings.
- Resources available for lecturers and teachers.
This document outlines a plan to improve technology use at Crockett Junior High School. It describes the current state of hardware, software, and staff skills. The goals are to provide wireless connectivity throughout the school, mobile devices for students, and cloud-based and open-source educational software. Professional development for teachers will focus on technology integration and digital literacy. The plan draws on recommendations from the National Technology Plan and the International Society for Technology in Education to transform learning with technology and prepare students for the future.
This document contains the resume of Malai Mueangsri. It summarizes her personal details, education, professional qualifications, and work experience spanning over 25 years. She holds an M.S. in Computer and Information Technology and a B.S. in Computer Science. Her most recent role is as the Information Technology Department Manager at Summit Electronic Component Ltd., where she manages their ERP system, IT infrastructure, and various IT systems. Prior to this, she held roles such as Information Technology & Knowledge Management Manager and Assistant Project Manager with increasing levels of responsibility.
This document discusses the evolution of computers from first to fifth generations and the role of ICT in education. It covers the following main points:
- ICT refers to technology used for information processing, including computers, communication devices, and software applications.
- Computers have evolved from the first generation using vacuum tubes to the fifth generation using ultra-large scale integration and artificial intelligence capabilities.
- Teachers have a role in developing students' information management skills, technological abilities, and ability to use ICT tools like electronic health information systems.
- ICT in education is supported by constructivist learning theories and allows for student-centered, inquiry-based, and collaborative learning approaches through technologies.
Graduate Information Programs and Accreditation: Landscape Survey and AnalysisPVC.ASIST
This document summarizes a landscape survey of graduate information programs in the United States. Key findings include that there are approximately 900 information-related master's degrees offered across 468 colleges and universities, spread across 500 academic units, with the most common majors being information systems, management information systems, and information technology. Programs fall broadly into four categories: information systems, informatics, information technology, and information science. The document also discusses relevant accrediting agencies and recommendations for a potential new accrediting agency focused on domain-specific information programs.
The document discusses capacity building efforts and data infrastructure at Makerere University and UVRI in Uganda. It identifies a demand for data science experts and a need to train more data management specialists. The document outlines identified data science competencies and skills, including data analytics, data management, data science engineering, scientific research methods, and soft skills. It also discusses training programs in bioinformatics at Makerere University and UVRI, including the BRecA and ENBiT programs, which aim to establish Masters and PhD programs in genomics and bioinformatics. Computing infrastructure like the UMIC high performance cluster and ACEDIS center of excellence are also mentioned.
The document provides an overview of the Master's program in Information Management at Tilburg University. It discusses:
- The focus of the IM program on bridging business and IT and enabling new business models through technology.
- Why managing information and technology is crucial for modern businesses to take advantage of opportunities and support their business strategies.
- The various courses, specializations, and international programs offered as part of the IM degree, including the curriculum structure.
- Examples of career paths for IM graduates in consulting, industry, and other sectors where they can assess new technologies, analyze business processes, and advise on IT strategies and projects.
INTEGRATING VENDORS OFFICIAL COURSES INTO UNIVERSITIES’ IT CURRICULUMSPhilippovich Andrey
Доклад на I Национальной (Казахстан) конференции «Современные информационные технологии и ИТ-образование», организатором которой выступил Национальный инфокоммуникационный холдинг «Зерде» при поддержке Министерства транспорта и коммуникаций РК.
This document provides a research roadmap for the Computer System & Network Research Labs at Universitas Gadjah Mada from 2018-2022. The roadmap focuses on infrastructures, smart environments, and data acquisition. It outlines research goals, community development activities, and resources. A team of 8 individuals are listed as working on projects involving big data and cloud, intelligent environments, embedded systems, and cybersecurity to support smart city development.
The document provides information about the School of Information and Communication Technology (ICT) at Gautam Buddha University. It summarizes the academic programs offered including 5-year dual degree programs, 3-year MTech programs for science graduates, 2-year MTech programs for engineering graduates, and PhD programs. It also describes the various specializations and courses offered at the undergraduate and postgraduate level in areas like software engineering, wireless communication, VLSI design, and more. It lists the laboratories and facilities available and provides details about research activities, placements, and the curriculum structure for some of the programs.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
3. • Sintok campus began operations on 15 September 1990
• Officially opened on 17 February 2003
• Campus grounds covering an area of 1,061 hectares
• Universiti Utara Malaysia (UUM) was officially established on 16 February 1984 as the
sixth public institution of higher learning in the country.
3
4. 15 STUDENT RESIDENTIAL HALLS
(MAS, TENAGA NASIONAL, TRADEWINDS, PETRONAS, EON, MISC, SIME DARBY,
BSN, TM, PROTON, MAYBANK, YAYASAN ALBUKHARY, BANK MUAMALAT, BANK
RAKYAT and SME BANK) 4
5. Academic Colleges at UUM
5
UUM College of Arts and Sciences (UUM CAS)
• School of Computing
• School of Multimedia Technology and Communication
• School of Education and Modern Languages
• School of Quantitative Sciences
• School of Social Development
• Awang Had Salleh Graduate School of Arts and Sciences
UUM College of Business (UUM COB)
• School of Accounting
• School of Business Management
• Islamic Business School
• School of Technology Management and Logistics
• School of Economics, Banking and Finance
• Othman Yeop Abdullah Graduate School of Business
UUM College of Law, Government and International Studies (UUM COLGIS)
• School of Law
• School of Tourism and Environmental Management
• School of Government
• School of International Studies
• Ghazali Shafie Graduate School of Government
6. School of Computing (SOC)
Vision of SOC
“To establish School of Computing as a centre
of excellence and reference in computing”
Mission of SOC
“To develop competent and committed
human capital (in Computing related areas) to
drive forward the nation and humanity at the
large in tandem with the University’s charter
and philosophy”
6
7. Background
• School of Computing (SOC) was first known as School of
Information Technology (SIT). It was established in 1st Mac
1990.
• In September 2003, it was renamed to Faculty of
Information Technology (FIT).
• The school was restructured into two different schools
namely School of Computing (SOC), and School of
Multimedia Technology and Communication (MMTC) on 1st
July 2011.
7
8. 8
The Management Team
DEAN
AP Dr. Huda Hj. Ibrahim
HEAD OF
INFORMATION
SYSTEM DEPT
Dr. Mohd.
Khairudin Kasiran
B.Sc. (Hons.)(IT)
COORDINATOR
Mdm. Zahurin Mat
Aji @ Alon
MSC(TECHNO)
COORDINATOR
Dr. Shahrul Azmi
Mohd. Yusof
HEAD OF
COMPUTER
SCIENCE DEPT
Dr. Mohd.
Hasbullah Omar
MSc. (IT)
COORDINATOR
Dr. Norliza Katuk
MSC(ICT) & MSC(IS)
COORDINATOR
Dr. Nur Haryani
Zakaria
ASSISTANT
REGISTRAR
Mdm. Yati Arikah
Mohd Yusof
ADMIN STAFF –(17)
ACADEMIC STAFF
(113)
DEPUTY DEAN
AP Dr. Osman Ghazali
9. Our Academic Staff
Departments Number
Information System 27
Computer Science 86
TOTAL 113
9
Staff Number
Professor 5
Associate Professor 16
Senior Lecturer 35
Lecturer 45
Visiting Lecturer 1
Tutor 10
Fellow 1
TOTAL 113 * Staff in study leave = 20
Data as of 15 May 2014
10. Our Programs
• Undergraduate program
– B. Sc. (Hons.) (Information Technology)
• Master programs
– Master of Science in Information Technology [MSc. (IT)]
– Master of Science in Information and Communication Technology
[MSc. (ICT)]
– Master of Science in Intelligent System [MSc. (IS)]
– Master of Science in Technopreneurship [MSc. (Techno)]
• Doctoral programs
– Doctor of Philosophy in Computer Science [Ph.D. (CS)]
– Doctor of Philosophy in Information Technology [Ph.D. (IT)]
10
11. Our Students
11
Programs
Non-
Malaysian Malaysian Total
D.Mgmt. - 3 3
Doctor of Management (CAS) - 3 3
Ph.D. 116 63 179
Ph.D. (Computer Sc.) 18 12 30
Ph.D. (Information Technology) 98 51 149
Master 185 162 347
MSc. (ICT) 35 28 63
MSc. (Intelligent System) 1 9 10
MSc. (IT) 149 114 263
MSc. (Techno.) - 11 11
Undergraduate 111 424 535
B.Sc. (Hons.) (Information Technology) 111 424 535
TOTAL 412 652 1064
Data as of 15 May 2014
12. Our Alumni
12
Undergraduate Program- BIT (1994 – 2014)
Graduation
Year
Malaysian Non-
Malaysian
GRAND
TOTAL
1994 - 2003 3596 4 3600
2004 - 2013 3117 168 3285
TOTAL 6713 172 6885
Data as of 15 May 2014
13. Our Alumni
Data as of 15 May 2014 13
Postgraduate Programs
Programs Graduation
Since
Malaysian Non-
Malaysian
GRAND
TOTAL
Ph.D. (Computer Science) 2013 1 1 2
Ph.D. (Information Technology) 2004 16 30 46
MSc. (IT) 1999 556 422 978
MSc. (ICT) 2004 79 157 236
MSc. (Intelligent System) 2002 70 55 125
MSc. (Techno.) 2007 34 - 34
TOTAL 756 665 1421
14. Programs Under Review in 2014
1) B. Sc. (Hons.) (Information Technology)
2) Master of Science in Information Technology [MSc. (IT)]
16. B.Sc. (Hons.) (Information Technology)
• University Requirement Courses
(39 credit hours)
– Islamic and Asian Civilization
– Ethnic Relationship
– Malaysian Nationhood Studies
– Co-Curriculum
– Fundamentals of Intrepreneur
– English for Communication 1
– English for Communication 2
– Process Writing
– Practicum
• Programme Requirement Courses (50
credit hours)
– Science of Thinking and Ethics
– Foundations of Finance
– Basic Programming
– Mathematics for IT
– Discrete Structure
– Data Structure & Algorithm Analysis
– System Analysis and Design
– IT Project Management
– Database System & Information Retrieval
– Basic Networking
– Computer System Organization
– Operating System
– Introduction to Artificial Intelligence
– Human Computer Interaction
17. B.Sc. (Hons.) (Information Technology)
• Information Management
– IT Management
– Database Administration
– IT Entrepreneurship
– Information Resource Management
– Information Strategic Planning
– Research Methodology in IT
– Statistics for IT
– Project 1
– Project 2
– Seminar in IT (Elective)
– Knowledge Management (Elective)
• Software Engineering
– Software Engineering
– Mobile Programming
– Software Testing & Quality Assurance
– Web Engineering
– Real-Time Programming
– Component-Based Development
– Research Methodology in IT
– Statistics for IT
– Project 1
– Project 2
– System Programming (Elective)
– Web Application Development (Elective)
Majoring courses (42 hours)
18. B.Sc. (Hons.) (Information Technology)
• Intelligent System
– Logic Programming
– Knowledge Discovery in Databases
– Neural Network
– Machine Learning
– Knowledge Engineering and Expert
System
– Research Methodology in IT
– Statistics for IT
– Project 1
– Project 2
– Natural Language Processing (Elective)
– Fuzzy Logic System (Elective)
– Genetic Algorithm (Elective)
– Intelligent Agent (Elective)
• Networking
– Computer System Architecture
– System and Network Security
– Routing Protocols And Concepts
– Distributed Computing
– Research Methodology in IT
– Statistics for IT
– Project 1
– Project 2
– Web Application Development (Elective)
– Network Design (Elective)
– Network Management (Elective)
Majoring courses (42 hours)
19. Master of Science in Information Technology
[MSc. (IT)]
Structure Mode Minimum Period Maximum Period
Coursework Full-Time 3 semester 6 semester
19
Part-Time 5 semester 10 semester
Coursework and
Dissertation
Full-Time 3 semester 6 semester
Part-Time 4 semester 10 semester
Research Full-Time 3 semester 6 semester
Part-Time 4 semester 10 semester
20. Master of Science in Information Technology
[MSc. (IT)]
20
Components
MSc. (IT) Structures
Coursework Coursework and
Dissertation
Research
Program core
courses
24 credits 16 credits 8 credits
Elective 12 credits 4 credits Thesis
Project 6 credits 20 credits
TOTAL 42 credits 40 credits
21. Master of Science in Information Technology
[MSc. (IT)] - Coursework
21
Components Courses
Program Core (24 credits) STIN5014 Artificial Intelligence
STIW5014 Advanced System Analysis and Design
STIJ5014 Distributed System
STIW5024 Advanced Programming
STID5014 Advanced Database Design
SZRZ6014 Research Methodology
Elective (12 Credits) STIXXX4 Elective 1
STIXXX4 Elective 2
STIXXX4 Elective 3
Project (6 Credits) STIZ6996 Master’s Project
22. Master of Science in Information Technology
[MSc. (IT)]- Coursework & Dissertation
22
Components Courses
Program Core (16 credits) STIW5014 Advanced System Analysis and Design
STIJ5014 Distributed System
STID5014 Advanced Database Design
SZRZ6014 Research Methodology
Elective (4 Credits) STIXXX4 Elective
Dissertation (20 Credits) STIZ69920 Dissertation
23. Elective Courses
23
Information Management
STID6014 IT Policy and Strategy
STID6024 Decision Support System
STID6034 E-Government & Managing ICT in Public Sector
STID6044 Managing Knowledge in A Changing World
STID6054 Seminar in Information Technology
Network and Communication
STIJ6014 Network Security
STIJ6024 Information Security
STIJ6034 Network Management
STIJ6044 Mobile Internet Programming
STIJ6054 Computer Forensic
STIK6014 Network Architecture and Design
Artificial Intelligence
STIN5024 Data Mining
STIN5034 Neural Network
STIN6034 Intelligent Agent Database
STIN6044 Intelligent Database
STIN6054Web based Intelligent System
STIN6064 Natural Language Computing
STIN6074 Fuzzy Logic
STIN6084 Genetic Algorithms
STIN6094 Swarm Computing
Software Engineering
STIJ6044 Mobile Internet Programming
STIV5014 Interaction Design
STIV6014 Usability Engineering
STIW6014 Requirements Engineering
STIW6024 Measuring Software Quality
Multimedia
STIJ6044 Mobile Internet Programming
STIV5014 Interaction Design
STIV6014 Usability Engineering
STIV6024 Virtual Reality
STIV6034 Video Production Technique
24. Teaching & Learning Practice
• Our current practices in teaching and learning are based on:
– MS ISO 9001:2008
– Code of Practice For Programme Accreditation (COPPA) by Malaysian
Qualifications Agency (MQA). COPPA comprises 9 areas:
• Area 1: Vision, Mission, Educational Goals and Learning Outcomes
• Area 2: Curriculum Design and Delivery
• Area 3: Assessment of Students
• Area 4: Student Selection and Support Services
• Area 5: Academic Staff
• Area 6: Educational Resources
• Area 7: Programme Monitoring and Review
• Area 8: Leadership, Governance and Administration
• Area 9: Continual Quality Improvement
MS ISO 9001:2008
Document Level : Level 1 : Manual Kualiti (1)
Document Level : Level 2 : Prosedur (135)
Document Level : Level 3 : Arahan Kerja, Manual dan Lampiran (161)
Document Level : Level 4 : Bahan Rujukan & Rekod Kualiti
COPPA Assessment Model
Area 1: Vision, Mission, Educational Goals and Learning Outcomes
1.1 Statement of Programme Aims, Objectives and Learning Outcomes
1.2 Learning Outcomes
Area 2: Curriculum Design and Delivery
2.1 Academic Autonomy
2.2 Programme Design and Teaching-Learning Methods
2.3 Curriculum Content and Structure
2.4 Management of the Programme
2.5 Linkages with External Stakeholders
Area 3: Assessment of Students
3.1 Relationship Between Assessment and Learning
3.2 Assessment Methods
3.3 Management of Student Assessment
Area 4: Student Selection and Support Services
4.1 Admission and Selection
4.2 Articulation Regulations, Credit Transfer and Credit Exemption
4.3 Transfer of Students
4.4 Student Support Services and Co-curricular Activities
4.5 Student Representation and Participation
4.6 Alumni
Area 5: Academic Staff
5.1 Recruitment and Management
5.2 Service and Development
Area 6: Educational Resources
6.1 Physical Facilities
6.2 Research and Development
6.3 Educational Expertise
6.4 Educational Exchanges
6.5 Financial Allocation
Area 7: Programme Monitoring and Review
7.1 Mechanisms for Programme Monitoring and Review
7.2 Involvement of Stakeholders
Area 8: Leadership, Governance and Administration
8.1 Governance
8.2 Academic Leadership of the Programme
8.3 Administrative and Management Staff
8.4 Academic Records
Area 9: Continual Quality Improvement
9.1 Quality Improvement