The CHIME graduate programme in health informatics

In 1999 University College London inaugurated a programme of graduate part-time Health Informatics courses to support the UK National Health Service?s Information for Health strategy. The programme has attracted students from across the UK and abroad, with a diverse range of backgrounds and skills and has proved a challenging and rewarding experience for students and tutors alike. The modular programme aims to provide a thorough grounding in the theory and practice of Health Informatics and addresses important application areas. The guiding principle is that Health Informatics graduates need to understand computers and programming but that, since the majority are not going to become programmers, programming methods should not dominate the curriculum.In the taught phase of the programme students attend college for 3 days a month and complete an assignment each month, based on home study. Students may graduate with a certificate or diploma, or go on to tackle a dissertation leading to an MSc. Research projects have included a patient record system based on speech input, a mathematical model for illustrating to patients the risks associated with smoking, an analysis of Trust staff's preparedness for Information for Health and a patient information leaflet giving advice about drug related information on the Web. As we move towards our fifth intake of students, we are in the process of evaluating our programme and carrying out a follow up study of our graduates? subsequent career pathways

Spartan Daily, December 8, 2003

Volume 121, Issue 67https://scholarworks.sjsu.edu/spartandaily/9933/thumbnail.jp

Spartan Daily, December 8, 2003

Volume 121, Issue 67https://scholarworks.sjsu.edu/spartandaily/9933/thumbnail.jp

Spartan Daily, December 8, 2003

Volume 121, Issue 67https://scholarworks.sjsu.edu/spartandaily/9933/thumbnail.jp

Ill. teach. home econ. (1973)

Description based on: Vol. 17, no. 2 (Nov.-Dec. 1973); title from cover.Education index 0013-1385 -1992Current index to journals in education 0011-3565Bibliography of agriculture 0006-153

The cultural diversity in English primary classrooms

On March 2014, I received a grant to do placement in Bradford, United Kingdom. I had already been there nine months as an Erasmus student. The majority of people who live in Bradford are from countries such as Pakistan, Bangladesh...and in schools you can rarely see English students. It is something that has always caught my attention, so that is why when I went again in March I decided to do an investigation between children from different countries. I observed for the whole month of March three students: one child from Lithuania, other from China and other from Pakistan and see the main differences between them. With this work what I pretend to know is why children of not English nationality have some kind of problem either in the academic as well as their behaviour in class and in the relationship with their peers.Universidad de Granada. Facultad de Ciencias de la Educación. Grado en Educación Primari

Modeling Women's Elective Choices in Computing

Evidence-based strategies suggest ways to reduce the gender gap in computing. For example, elective classes are valuable in enabling students to choose in which directions to expand their computing knowledge in areas aligned with their interests. The availability of electives of interest may also make computing programs of study more meaningful to women. However, research on which elective computing topics are more appealing to women is often class or institution specific. In this study, we investigate differences in enrollment within undergraduate-level elective classes in computing to study differences between women and men. The study combined data from nine institutions from both Western Europe and North America and included 272 different classes with 49,710 student enrollments. These classes were encoded using ACM curriculum guidelines and combined with the enrollment data to build a hierarchical statistical model of factors affecting student choice. Our model shows which elective topics are less popular with all students (including fundamentals of programming languages and parallel and distributed computing), and which elective topics are more popular with women students (including mathematical and statistical foundations, human computer interaction and society, ethics, and professionalism). Understanding which classes appeal to different students can help departments gain insight of student choices and develop programs accordingly. Additionally, these choices can also help departments explore whether some students are less likely to choose certain classes than others, indicating potential barriers to participation in computing

MSIS 2016 global competency model for graduate degree programs in information systems

[Extract] This document, “MSIS 2016: Global Competency Model for Graduate Degree Programs in Information Systems”, is the latest in the series of reports that provides guidance for degree programs in the Information Systems (IS) academic discipline. MSIS 2016 is the seventh collaborative effort between ACM and AIS (following IS’97, IS 2002, and IS 2010 at the undergraduate level; MSIS 2000 and MSIS 2006 at the graduate level; and CC 2005 as an integrative document).(undefined)info:eu-repo/semantics/publishedVersio

IMAG - The Magazine of Education Through Art No. 3 Vol I : Finnish Art Education on the Move

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