International Recommendations on Education in Biomedical and Health Informatics – An Overview

The educational recommendations aim is to provide a tool for academic program evaluators to compare and accredit the quality of delivered programs; support educators in developing BMHI (Biomedical and Health Informatics) curricula at various educational levels; identify essential skills and competencies for healthcare professionals and those working in the field of BMHI certification; and encourage institutions, organizations, and health authorities to recognize the need for establishing and further developing BMHI educational programs. A brief presentation outlining the most recent updated version of the recommendations—which are offered for courses and course tracks in BMHI as part of educational programs in biomedical and health sciences, health information management, and informatics/computer science, as well as for dedicated programs in BMHI (leading to bachelor's, master's, or doctoral degrees)—follows a brief history of the IMIA Educational activities and its support in developing the recommendations. The six domain areas of BMHI fundamental principles, health sciences and services, computer, data, and information sciences, social and behavioral sciences, management science, and BMHI specialization are used to characterize the educational requirements for the roles of BMHI user, BMHI generalist, and BMHI specialist. Additionally, suggestions are made for doctorate, master's, and bachelor's degree-level BMHI-focused educational programs. These are the BMHI's main academic offerings. Furthermore, suggestions for protocols related to certification, accreditation, and continuing education are given. The IMIA recommendations center on the educational needs for the healthcare workforce, computer scientists, and decision makers to acquire BMHI knowledge and skills at various levels. These recommendations reflect societal changes related to globalization, digitalization, and digital transformation in general and in healthcare specifically. Finally, a brief explanation of the accrediting quality control procedure will be provided

Advanced marketing education curriculum in secondary schools in Wisconsin

Includes bibliographical references

Job satisfaction of New Hampshire nursing faculty

The nursing shortage is a growing concern with the shortage of nurse faculty restricting entry of qualified students. A descriptive study of faculty from 11 New Hampshire nursing schools was conducted to determine nurse faculty satisfaction and factors contributing to satisfaction. A modified version, sent electronically of the Nurse Faculty Satisfaction Questionnaire measured faculty satisfaction. Of 159 faculty invited 74 (47%) participated. Overall, NH nurse faculty were highly satisfied as nurse educators with 78.4% rating overall satisfaction of 8 or higher on a 0 - 10 scale. The top three satisfiers were opportunity to work independently, sense of accomplishment from work, and the variety of activities. The highest level of dissatisfaction was rate of pay for position (60.8%), amount of work required (31.1%), and degree of technical support available (29.8%). While NH nurse educators would recommend a nurse become a nurse faculty, pay is a serious detractor in recruiting new faculty

Special Libraries, September 1978

Volume 69, Issue 9https://scholarworks.sjsu.edu/sla_sl_1978/1007/thumbnail.jp

Easier Debugging of Multithreaded Software

Software activation is a technique designed to avoid illegal use of a licensed software. This is achieved by having a legitimate user enter a software activation key to validate the purchase of the software. Generally, a software is a single-threaded program. From an attacker’s perspective, who does not wish to pay for this software, it is not hard to reverse engineer such a single threaded program and trace its path of execution. With tools such as OllyDbg, the attacker can look into the disassembled code of this software and find out where the verification logic is being performed and then patch it to skip the verification altogether. In order to make the attacker’s task difficult, a multi-threaded approach towards software development was proposed [1]. According to this approach, you should break the verification logic into several pieces, each of which should run in a separate thread. Any debugger, such as OllyDbg, is capable of single-stepping through only one thread at a time, although it is aware of the existence of other threads. This makes it difficult for an attacker to trace the verification logic. Not just for an attacker, it is also difficult for any ethical developer to debug a multithreaded program. The motivation behind this project is to develop the prototype of a debugger that will make it easer to trace the execution path of a multi-threaded program. The intended debugger has to be able to single-step through all of the threads in lockstep

Virginia Earth Science Collaborative: Developing Highly Qualified Earth Science Teachers

A collaborative of seven institutes of higher education and two non-profit organizations developed and implemented five earth science courses totaling eighteen credits that enabled secondary teachers to acquire an add-on earth science endorsement: Geology 1: Physical Geology (4), Geology II: Geology of Virginia (4), Oceanography (4), Astronomy (Space Science for Teachers) (3), and Meteorology (3). These courses were collaboratively developed and included rigorous academic content, research-based instructional strategies, and intense field experiences. The thirty-three sections offered statewide served 499 participants. Three courses were offered to strengthen the skills of earth science teachers: Teaching Eath Science Topics to Special Education Students (3), Integrating New Technologies in the Earth Sciences (3). and GeoVirginia: Creating Virtual Field Trips (non-college credit). In these six sections, seventy-four people participated. Outcomes included an increased pool of endorsed earth science teachers and teachers with coursework in the earth sciences, a website with virtual field trips, and a statewide network. Partners included the College of William & Mary and its Virginia Institute of Marine Sciences, George Mason University, James Madison University, Longwood University, the MathScience Innovation Center (formerly the Mathematics & Science Center), Radford University. Science Museum of Virginia, University of Virginia Southwest Center, Virginia Commonwealth University, and eighty-three school divisions

Boston University Common Data Set 2016-2017

This is the archive of common data sets of Boston University from 2016-2017, including general information, enrollment and persistence, first-time, first-year (freshman) admission, transfer admission, academic offerings and policies, student life, annual expenses, financial aid, instructional faculty, and degrees conferred

Graduate Catalog, 2004-2005

https://scholar.valpo.edu/gradcatalogs/1031/thumbnail.jp

Graduate Catalog, 2002-2003

https://scholar.valpo.edu/gradcatalogs/1029/thumbnail.jp

Boston University Common Data Set 2017-2018

This is the archive of common data sets of Boston University from 2017-2018, including general information, enrollment and persistence, first-time, first-year (freshman) admission, transfer admission, academic offerings and policies, student life, annual expenses, financial aid, instructional faculty, and degrees conferred