Academic literature on the topic 'Degree Discipline: Geographic Information Science'
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Journal articles on the topic "Degree Discipline: Geographic Information Science"
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Akinyemi, Felicia O. "Incorporating Geographic Information Science in the BSc Environ-mental Science Program in Botswana." Proceedings of the ICA 1 (May 16, 2018): 1–8. http://dx.doi.org/10.5194/ica-proc-1-3-2018.
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Critical human capacity in Geographic Information Science (GISc) is developed at the Botswana International University of Science and Technology, a specialized, research university. Strategies employed include GISc courses offered each semester to students from various programs, the conduct of field-based projects, enrolment in online courses, geo-spatial initiatives with external partners, and final year research projects utilizing geospatial technologies. A review is made of available GISc courses embedded in the Bachelor of Science Environmental Science program. GISc courses are incorporated in three Bachelor degree programs as distinct courses. Geospatial technologies are employed in several other courses. Student researches apply GIS and Remote Sensing methods to environmental and geological themes. The overarching goals are to equip students in various disciplines to utilize geospatial technologies, and enhance their spatial thinking and reasoning skills.
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Marcos, Esperanza, Valeria De Castro, María-Luz Martín-Peña, and Juan Manuel Vara. "Training New Professionals in Service Engineering: Towards a Transdisciplinary Curriculum for Sustainable Businesses." Sustainability 12, no. 19 (October 8, 2020): 8289. http://dx.doi.org/10.3390/su12198289.
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The service sector provides employment for more than 70% of the active population in developed countries, in areas as varied as tourism, commerce, logistics, finances, services, and personnel, amongst others. Despite the fact that society increasingly needs more professionals who are oriented towards this sector, there are hardly any specific plans that will provide them with appropriate training. The appearance of service science, management, and engineering (SSME) has led to a significant advance as regards understanding the skills required by a service professional. It is a transdisciplinary field that integrates aspects of business management, along with information and communication technologies and engineering, and social sciences, in addition to providing the foundations for the growth of sustainable business. This paper presents a curriculum for the training of professionals in service engineering, which has been designed and taught at a Spanish public university. This curriculum, which the university created in collaboration with SSME experts and service sector companies, stands out for two reasons: the transdisciplinary approach employed, which is one of the features of this emerging and integrative knowledge discipline, and the fact that it is providing a response to the need for higher education curricula for sustainable business development. The paper describes the method followed to create the curriculum for the Bachelor’s Degree in Service Engineering, a comparative study with other related degrees, and the results of the deployment of the degree in terms of employability.
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Opuda, Eugenia. "Academic Health Sciences Librarian Job Descriptions Do Not Frequently Reflect Emerging Skillsets and Changing Research Needs." Evidence Based Library and Information Practice 16, no. 1 (March 15, 2021): 91–94. http://dx.doi.org/10.18438/eblip29898.
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A Review of: Reed, J. B., & Carroll, A. J. (2020). Roles for health sciences librarians at college and university libraries. Issues in Science and Technology Librarianship, (94). https://doi.org/10.29173/istl42 Abstract Objective – To examine job postings for academic health sciences libraries to determine if they reflect the changing research needs of institutions of higher education and to compare these postings to similar, existing positions. Design – Mixed methods data analysis of job advertisements collected through relevant job boards and mailing lists. The authors conducted qualitative content analysis using a modified grounded theory approach, completed two cycles of coding using NVivo 12, and calculated statistical significance using Fisher’s exact test. Setting – College and university library and Association of Academic Health Sciences Libraries job boards and mailing lists between September 1, 2018 and March 1, 2019. Subjects – 104 unique posted job descriptions. Methods – The authors conducted a thorough search of posted position descriptions (PPDs) for academic health sciences librarians across a number of job boards and mailing lists between September 1, 2018 and March 1, 2019. In addition to searching ALA JobLIST, MLA Find a Job, Association of College & Research Libraries Health Sciences Interest Group (ACRL HSIG), MEDLIB-L, and ACRL Science and Technology Section (STS), the authors also hand searched alumni and general library job electronic mailing lists using relevant keyword searching. Inclusion criteria for PPDs included research support and other research-related responsibilities for the health sciences. The authors excluded any PPDs describing administrative or non-professional positions. Following review, the IRB determined that the research design did not qualify as human subjects research. After data collection, the authors categorized the PPDs using the National Network of Libraries of Medicine (NNLM) geographic regions and by the type of institution—college and university libraries (C&UL) or Association of Academic Health Sciences Libraries (AAHSL). Using modified grounded theory, the authors identified emergent themes from the PPDs and applied descriptive coding. Then, the authors merged categories to create overall themes. Using NVivo 12 to facilitate the mixed methods content analysis, the authors ran text queries to identify major themes in the position roles and responsibilities, required and preferred education, and required and preferred qualifications sections. They also noted themes they expected to see that did not emerge in the PPDs, as well as emerging roles for health sciences libraries that are identified in the literature but did not appear as major themes in the included PPDs. Finally, the authors utilized Fisher’s exact test to calculate statistical significance. Main Results – In the quantitative analysis, the authors identified 60 AAHSL and 44 C&UL PPDs out of the 104 total job postings. Positions were available from all 8 NNLM Regions and across 32 states, though they were not all equally distributed. Most of the positions (64 of the 104) were located in the NNLM Middle Atlantic, Southeastern/Atlantic, and Greater Midwest regions. The Southeastern/Atlantic and Greater Midwest regions made up nearly half of the included PPDs. However, the New England region had the most postings per capita. In the qualitative analysis, an ALA-accredited MLIS or equivalent degree emerged as a near-universal requirement across all PPDs. The authors noted that the few PPDs that did not require this degree typically referenced it in the preferred education section or described a proxy to the MLIS. Furthermore, 57% of C&UL positions compared to 27% of AAHSL positions listed preferred education (p=0.0004) that was usually related to health and science disciplines that the position supported. There was significant overlap of required qualifications for AAHSL and C&UL postings. The authors also identified a list of hard and soft skills noted in the PPDs’ required qualifications sections, including experience with specific tools, expertise in library services, and interpersonal skills. However, reportedly emerging skills in data sciences, open science, grant experience, and research impact assessment were absent in many PPDs. The authors found statistically significant differences between two themes in the PPD roles and responsibilities including collection management (p=0.0004) and systematic reviews (p=0.03). Additionally, the authors found no statistically significant differences for required qualifications between AAHLS and C&UL PPDs. They did find statistically significant differences for two preferred qualifications including the Academic of Health Information Professionals (AHIP) credential (p=0.0042) and experience with systematic reviews (p=0.0009). The AHIP credential and experience with systematic reviews were absent in the C&UL PPDs and referenced rarely in AAHSL postings. Though diversity, equity, and inclusion (DEI) qualifications were frequently referenced in C&UL PPD requirements, the authors noted that research libraries have failed to make meaningful change in diverse candidate hiring and retention, but also pointed to the rapid adoption of DEI qualifications in PPDs within a short period of time. The authors highlighted that the roles and responsibilities reflected traditional librarian duties and referenced more emerging skills and research needs than any other section of the PPD. Assessment and systematic reviews appeared more often in the roles and responsibilities sections of AAHSL and C&UL PPDs in comparison to the combined required and preferred qualifications sections of all the PPDs. A more traditional responsibility, collection management, also appeared more frequently in the roles and responsibilities section of PPDs than in the experience section, suggesting that most hiring committees feel confident that librarians who fill positions will be successful in performing collection management tasks despite experience. The authors noted that collection management, one of the most common themes that emerged from the data analysis, appeared more frequently in C&UL PPDs and theorize that AAHLS may have dedicated collection management departments. Conclusions – While the research literature documents new roles and emerging skills for academic health sciences librarian positions, the authors noted that PPDs do not frequently reflect those emerging roles and skills, and maintain traditional health sciences librarian skillsets. The authors concluded that library administrators should design position descriptions that are user centred and match the changing research needs of the local community. PPDs should reflect changing priorities by including less weight towards the MLIS degree, shifting traditional skillsets from required experience sections to preferred experience sections, adapting the language of PPDs to be more inclusive and welcoming for a diverse pool of candidates, and adding an emphasis on DEI responsibilities. By creating position descriptions that are user focused, library administrators and hiring committees make meaningful investments for their communities and their strategic priorities.
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Haklay, Mordechai. "Geographic information science: tribe, badge and sub-discipline." Transactions of the Institute of British Geographers 37, no. 4 (September 6, 2012): 477–81. http://dx.doi.org/10.1111/j.1475-5661.2012.00541.x.
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Inshakov, Sergei. "Criminological Aspect of Area Studies as a Trend in the Scientific Study of Crime." Russian Journal of Criminology 15, no. 2 (April 30, 2021): 159–66. http://dx.doi.org/10.17150/2500-4255.2021.15(2).159-166.
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The author suggests reviving one of the traditional approaches to researching life in different regions — area studies — within the framework of criminology. Area studies are defined as a comprehensive study of the country, its territory, people and tribes that inhabit it, as well as specific features of its state system, social and political processes, institutions and other phenomena that could present interest for research. The correlation between area studies and regional studies is shown, and the prerequisites for the development of area studies as a source of practical information and a method of fundamental cognition of nature and society are described. The author studies key stages of the development of area studies as an independent discipline and as a field of research and analyzes its specific branches: military and criminological area studies, Oriental studies, etc. The criminological component of area studies played a significant role at the earliest stages of this discipline’s development. The author also describes the essence of criminological area studies, shows the significance of this field of research, delineates criminological area studies and such research fields as the geography of crime and the regional differences of criminal-criminogenic phenomenon. The difference between criminological area studies and comparativism as a method of criminological research is shown. It is proven that area studies are a prerequisite for the development of a new criminological paradigm. At the same time, criminological area studies are viewed as a productive method of understanding new regularities in the criminal sphere that opens up new knowledge frontiers for researchers. The author describes the advantages of studying different aspects of a country’s life as indicators of crimes in comparison with statistical analysis. Examples of identifying fundamental regularities of the criminal-criminogenic phenomenon based on area studies are presented. Considerable attention is paid to the comparative analysis of corruption in the People’s Republic of China, the Russian Federation and Ukraine. The author compares the objectivity of statistical data on the level of corruption and the area studies’ indicators of the degree to which a society is affected by corruption processes. Using the data of criminological area studies, the author argues for the civilization approach to researching deviant behavior and the criminal sphere as well as for identifying civilizational types of crime.
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Kounadi, Ourania, Mariana Belgiu, and Michael Leitner. "Introduction to “Geographic information science: a multi-disciplinary and multi-paradigmatic discipline”." Cartography and Geographic Information Science 41, no. 3 (April 23, 2014): 193–95. http://dx.doi.org/10.1080/15230406.2014.907631.
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Nylander, Elisabeth, and Margareta Hjort. "Information Literacies of PhD Students in the Health Sciences: A Review of Scholarly Articles (2009 - 2018)." Evidence Based Library and Information Practice 15, no. 1 (March 12, 2020): 142–58. http://dx.doi.org/10.18438/eblip29630.
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Abstract
Objective – Doctoral studies offer a unique phase in the development and legitimization of researchers, in which PhD students shift from the consumption to the production of knowledge. If librarians are to support this process in an evidence based manner, it is essential to understand the distinct practices of this user population. While recent reviews exist concerning the information behaviours of graduate students and researchers, there is little knowledge synthesis focused on the information literacies of PhD students in specific disciplines. The aim of this article is to explore the depth and breadth of recent evidence which describes the information literacies of students pursuing a doctoral degree in the health sciences.
Methods – Strategic searches were performed in databases, hand-searched key journals, and reference lists. Records were screened independently by both authors based on pre-determined criteria. General trends within the literature were mapped based on the extraction of the following data: geographic location, population, study aims, and method of investigation. Further analysis of the articles included charting the academic disciplines represented, summarizing major findings related to PhD students in health sciences, and which databases indexed the relevant articles.
Results – Many studies fail to treat doctoral studies as a unique process. PhD students are often grouped together with other graduate students or researchers. Studies tend to be based on small populations, and the number of PhD students involved is either unclear or only equals a few individuals within the entire group of study. In addition, of the limited number of studies which focus exclusively on PhD students, few conduct explicit examination of information practices in the health sciences. The result is that this user group is underrepresented within recent journal publications.
Conclusion – This review highlights the need for more primary, in-depth research on the information literacies of PhD students in the health sciences. In addition, librarians are encouraged to share their knowledge in scholarly publications which can reach beyond their own professional circles.
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Bussert, Leslie. "Americans’ Tolerance of Racist Materials in Public Libraries Remained Steady between 1976-2006." Evidence Based Library and Information Practice 7, no. 1 (March 9, 2012): 116. http://dx.doi.org/10.18438/b83313.
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Abstract
Objective – To determine the general public’s levels of social tolerance toward public library materials containing racist content in order to present opinion data to librarians within a framework of scholarly perspectives that they can use for making decisions about intellectual freedom and controversial materials in libraries.
Design – Percentage and regression analysis of the General Social Survey longitudinal trend study dataset.
Setting – United States, 1976-2006.
Subjects – Random samples of 26,798 primarily English-speaking adults aged 18 and up.
Methods – The author analyzed responses from the well-respected and frequently used General Social Survey (GSS), which has been conducted by the National Opinion Research Center since 1972. The GSS is a closed-ended survey including a variety of demographic measures. Between the years 1976 and 2006, it also included a question to gauge the support of removing a book with racist beliefs about African Americans from the public library. The surveys were conducted irregularly over this thirty-year span, and in total the question was asked nineteen times garnering 26,798 responses. Spanish speakers were not included until 2006.
The author examined the data in multilevel cross-tabulations using percentages, and calculated chi-square for independence using frequencies. A multiple regression analysis was conducted to determine the predictive value of the independent variables examined on opinions of book removal. The author examined different variables, including education level, race, age, parental status, sex, geographic factors, religious affiliation, political party, and political conservatism. Occupation was not used in the regression analysis because sample sizes in some categories were too small. The two ordinal variables, age and education level, were available as ratio level data that are most appropriate for regression calculations.
Due to the large sample size, very small differences in percentages are significant at the .000 level. In these cases the author made judgment as to whether these differences were meaningful, or divided the data into multi-layer cross-tabulations to reduce the sample size and make the significance test more informative.
Main Results – Analysis revealed the most influential predictors of support for book removal from the public library were education level, religious affiliation, and race. Age was particularly influential for older respondents, while occupation and living in the South were moderately influential. Variables with only slight correlations to support of book removal included political party affiliation and conservatism, parental status, and sex.
Across all years of the study only 35.3% of respondents supported removal of racist materials from the public library. Levels of support only changed slightly over the decades: in 1976, 38.1% supported removal while in 2006 only 34.5% did.
The mean age of respondents was 44.1 years and the median was 42 years. Respondents over 57 years old were more likely to support removal (43.5%) compared to younger ages whose support ranged from 31.1–34.1%. The largest change over time was seen from respondents 57 years and older, whose support for removal dropped in later years of the study.
Education level had a strong impact on opinions; the lower one’s education level, the higher their support for removal of the racist book from the public library. Of those with less than a high school degree, 50.6% supported removal versus 35.8% of high school diploma holders. Respondents with junior college, bachelor’s, and graduate degrees supported removal at 29.2%, 20.5%, and 15.3%, respectively. Over time, those with high school degrees maintained their level of support for removal while those with higher levels of education increased their support for removal.
Race was strongly related to opinions on removing offensive items from the library. While half of African American respondents supported removing a racist book, only one-third of white respondents did. However, in all but a few subcategories of analysis, the majority of African Americans did not support removal, indicating a great deal of social tolerance on their part despite the possibility of being more sensitive to the implications of having racist materials in the library. When cross-tabulated with education level, the same pattern of support for removal was reproduced. There was little variation over time in white respondent’s opinions while African Americans’ varied slightly.
Geographic factors affected opinions supporting removal of racist materials, though place size only had a small impact on opinions. Respondents in the South were most likely to support removal (42.1%) and those in New England were least likely (25.2%). About one-third of respondents from the Midwest (33%), Mid-Atlantic (36%), and the West (29.8%) supported removal. Opinions over time remained the same in all regions but the South, whose support of removal dropped to 38.8%.
Religion was found to correlate with opinions on removing racist books from the library. Protestants showed the highest level of support for removal (39.5%), followed by Catholics (32.3%), Jews (21.7%), and respondents unaffiliated with religion (20.5%). Race had a strong impact within some religions on supporting removal, particularly among Methodists and those claiming no religion. When opinions by religion were cross-tabulated with education level, at every level Baptists were more likely to support removal than other groups, while Jews and those without religious affiliation were least likely.
Other demographic variables had little effect on opinions concerning removal of racist materials from the library. Parents supported removal (37%) while nonparents were less likely to (30%), and men and women were almost equally likely to support removal (33% and 37% respectively). Political affiliation and level of conservatism only showed slight effects on opinions supporting removal. By a small margin Democrats were most likely to support removal (39.2%) followed by Republicans (34%) and independents (32.5%). Across the conservatism spectrum, moderates were most likely to support removal (37.7%) followed by conservatives (36.4%) and liberals (29.9%).
The author also examined whether a respondent’s occupation influenced their opinions and focused this inquiry on the professions of library workers and educators. Librarians were overwhelmingly against removal of racist materials while library paraprofessionals were less likely to support it than other workers with a similar level of education. College and university teachers in disciplines other than library and information science were divided but in comparison to other similarly educated professions they were less likely to support removal. School teachers were significantly more likely to support removal than other occupations also requiring a bachelor’s degree.
When contrasted with controversial materials of other types, such as those by openly homosexual or communist authors, different patterns of support for removal over time were observed. Support for removal of books by homosexuals and communists declined significantly over the decades. Similar to the support of the removal of racist materials, education and religious affiliation were the variables most highly correlated to support of removal of these other types of controversial books.
Conclusion – The discomfort among Americans over the free expression of exclusionary speech about African Americans remained relatively consistent over the years of the study (1976 – 2006) despite some shifts within particular demographic categories. Tolerance toward free expression by homosexuals and communists increased over time, demonstrating exclusionary speech may be perceived as a different type of social threat. Librarians can use this information to: better understand how non-librarians view intellectual freedom in the context of materials with offensive content; inform collection development decisions and predict likelihood of challenges based on the demographics of their user communities; and to educate the public and library stakeholders of the implications of challenging these kinds of items within a library’s collection through upholding their professional values. Librarians should continue to serve their communities by acting as champions of intellectual freedom and to uphold the profession’s rigorous standards. The author suggests future research could: address attitudes about materials with racist views of populations other than African Americans; look for differences in opinions among library users versus non-users; and differentiate between adult and children’s materials containing controversial topics.
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Knowles, Anne Kelly. "A Case for Teaching Geographic Visualization without GIS." Cartographic Perspectives, no. 36 (June 1, 2000): 23–37. http://dx.doi.org/10.14714/cp36.823.
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This article argues for the value of teaching geographic visualization to non-geography majors by having them make maps manually, using punched mylar, colored pencils, and light tables instead of computerbased geographic information systems or mapping programs. The essay contrasts the experiences of attempting to teach principles of geographic visualization using ArcView GIS in an introductory human geography course and using manual methods in an upper-level research methods course in history. Several conclusions emerge: (1) using manual methods to visualize spatial information quickly gets students thinking geographically; (2) the ease of learning the fundamental concepts and techniques of geographic visualization using manual methods makes it possible to integrate visualization into courses outside the discipline of geography; (3) geographic visualization can tremendously enrich the study of history, prompting students to think in ways they might not otherwise; and (4) teaching visualization with mylar has distinct advantages for history courses because physical map layers reinforce the notion that places are palimpsests of change. Manual methods make it possible to teach geographic visualization at colleges and universities that have no geography department or GIS courses. Their use should be encouraged as an adaptable, inexpensive, effective way to promote geographic learning and geographic literacy in U.S. higher education.
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Zhou, Yanfen, and Jin-Cheon Na. "A comparative analysis of Twitter users who Tweeted on psychology and political science journal articles." Online Information Review 43, no. 7 (November 11, 2019): 1188–208. http://dx.doi.org/10.1108/oir-03-2019-0097.
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Purpose The purpose of this paper is to understand the similarities and differences between the Twitter users who tweeted on journal articles in psychology and political science disciplines. Design/methodology/approach The data were collected from Web of Science, Altmetric.com, and Twitter. A total of 91,826 tweets with 22,541 distinct Twitter user profiles for psychology discipline and 29,958 tweets with 10,478 distinct Twitter user profiles for political science discipline were used for analysis. The demographics analysis includes gender, geographic location, individual or organization user, academic or non-academic background, and psychology/political science domain knowledge background. A machine learning approach using support vector machine (SVM) was used for user classification based on the Twitter user profile information. Latent Dirichlet allocation (LDA) topic modeling was used to discover the topics that the users discussed from the tweets. Findings Results showed that the demographics of Twitter users who tweeted on psychology and political science are significantly different. Tweets on journal articles in psychology reflected more the impact of scientific research finding on the general public and attracted more attention from the general public than the ones in political science. Disciplinary difference in term of user demographics exists, and thus it is important to take the discipline into consideration for future altmetrics studies. Originality/value From this study, researchers or research organizations may have a better idea on who their audiences are, and hence more effective strategies can be taken by researchers or organizations to reach a wider audience and enhance their influence.
Dissertations / Theses on the topic "Degree Discipline: Geographic Information Science"
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Brundage, Robert. "Implementing an archival GIS template utilizing ARCMAP GIS software and the personal geodatabase a thesis presented to the Department of Geology and Geography in candidacy for the degree of master of science /." Diss., Maryville, Mo. : Northwest Missouri State University, 2006. http://www.nwmissouri.edu/library/theses/BrundageRobert/index.htm.
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Thesis (M.S.)--Northwest Missouri State University, 2006.The full text of the thesis is included in the pdf file. Title from title screen of full text.pdf file (viewed on February 13, 2008) Includes bibliographical references.
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Royal, Kevin. "Evaluating and comparing digital geospatial publishing tools a thesis presented to the Department of Geology and Geography in candidacy for the degree of Master of Science /." Diss., Maryville, Mo. : Northwest Missouri State University, 2009. http://www.nwmissouri.edu/library/theses/RoyalKevin/index.htm.
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Thesis (M.S.)--Northwest Missouri State University, 2009.The full text of the thesis is included in the pdf file. Title from title screen of full text.pdf file (viewed on June 15, 2009) Includes bibliographical references.
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Matney, Brett E. "Using an animated geographic information system to improve the quality of secondary education of history in America a thesis presented to the Department of Geology and Geography in candidacy for the degree of Master of Science /." Diss., Maryville, Mo. : Northwest Missouri State University, 2008. http://www.nwmissouri.edu/library/theses/MatneyBrett/index.htm.
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Thesis (M.S.)--Northwest Missouri State University, 2008.The full text of the thesis is included in the pdf file. Title from title screen of full text.pdf file (viewed on September 5, 2008) Includes bibliographical references.
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McLean, Chris. "Potential release site sediment concentrations related to storm water station runoff through GIS modeling a thesis presented to the Department of Geology and Geography in candidacy for the degree of Master of Science /." Diss., Maryville, Mo. : Northwest Missouri State University, 2005. http://www.nwmissouri.edu/library/theses/McLeanChris/index.htm.
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Thesis (M.S.)--Northwest Missouri State University, 2005.The full text of the thesis is included in the pdf file. Title from title screen of full text.pdf file (viewed on January 25, 2008) Includes bibliographical references.
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Cervantes, Danielle. "Using GIS to create an interactive GeoPDF mapbook for the Big Island of Hawaii a thesis presented to the Department of Geology and Geography in candidacy for the degree of Master of Science /." Diss., Maryville, Mo. : Northwest Missouri State University, 2009. http://www.nwmissouri.edu/library/theses/CervantesDanielle/index.htm.
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Thesis (M.S.)--Northwest Missouri State University, 2009.The full text of the thesis is included in the pdf file. Title from title screen of full text.pdf file (viewed on March 29, 2010) Includes bibliographical references.
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Bird, William. "Use of GIS technology in improving medical service delivery by volunteer drivers to VA medical facilities a thesis presented to the Department of Geology and Geography in candidacy for the degree of master of science /." Diss., Maryville, Mo. : Northwest Missouri State University, 2010. http://www.nwmissouri.edu/library/theses/BirdWilliamJ/index.htm.
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Thesis (M.S.)--Northwest Missouri State University, 2010.The full text of the thesis is included in the pdf file. Title from title screen of full text.pdf file (viewed on June 7, 2010) Includes bibliographical references.
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Krpo, Ana. "GIS model for assessment of land use and urban development effects on stormwater runoff Puhinui Catchment case study : thesis submitted in fulfilment of the degree of Master of Applied Science, Auckland University of Technology, February 2004." Full thesis. Abstract, 2004. http://puka2.aut.ac.nz/ait/theses/KrpoA.pdf.
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Ryan, Rachel Anne. "Enhancing 3D models with urban information : a case study involving local authorities and property professionals in New Zealand : quantifying the benefit of 3D over alternative 2D systems : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Building Science /." ResearchArchive @Victoria e thesis, 2007. http://hdl.handle.net/10063/1162.
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Banker, Samantha R. Z. "Utilizing geographic information systems to identify potential lahar pathways in proximity to Cascade Stratovolcanoes Mount Saint Helens, Cowlitz & Skamania counties, Washington as case study : a thesis presented to the Department of Geology and Geography in candidacy for the degree of master of science /." Diss., Maryville, Mo. : Northwest Missouri State University, 2008. http://www.nwmissouri.edu/library/theses/BankerSamanthaRZ/index.htm.
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Thesis (M.S.)--Northwest Missouri State University, 2008.The full text of the thesis is included in the pdf file. Title from title screen of full text.pdf file (viewed on July 25, 2008) Includes bibliographical references.
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"An interactive GIS map of autism resources in Missouri a thesis presented to the Department of Geology and Geography in candidacy for the degree of Master of Science /." Diss., Maryville, Mo. : Northwest Missouri State University, 2009. http://www.nwmissouri.edu/library/theses/PetersonDebbie/index.htm.
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Thesis (M.S.)--Northwest Missouri State University, 2009.The full text of the thesis is included in the pdf file. Title from title screen of full text.pdf file (viewed on July 17, 2009) Includes bibliographical references.
Books on the topic "Degree Discipline: Geographic Information Science"
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Jancura, Daniel, and Erik Sedlák. Bioenergetika. Univerzita Pavla Jozefa Šafárika, Vydavateľstvo ŠafárikPress, 2021. http://dx.doi.org/10.33542/be2021-0022-6.
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Prekladaný vysokoškolský učebný text „Bioenergetika“ by mal slúžiť ako úvod do problematiky štúdia v oblasti bioenergetiky. Táto vedná oblast je v súčasnosti vysoko aktuálna, pretože výsledky získané bioenergetickým výskumom v uplynulých rokoch zreteľne ukazujú, že bioenergetické procesy prebiehajúce v živých systémoch neslúžia “len” na transformáciu energie, ale ovplyvňujú aj priebeh procesov ako sú apoptóza, starnutie, vznik a rozvoj mnohých ochorení (predovšetkým neurodegeneratívnych). Tieto skutočnosti jednoznačne naznačujú potrebu existencie kvalitných učebných textov, ktoré by prijateľným spôsobom umožnili študentom získať potrebné informácie a vedomosti v tejto vednej discipline. Z vyššie uvedených dôvodov sme sa rozhodli vytvoriť tieto učebné texty, ktoré sú vo forme desiatich samostatných kapitol, ktoré však na seba prirodzene a logicky nadväzujú. Jedna kapitola predstavuje v podstate jednu prednášku v rámci kurzu Bioenergetiky, ktorý je realizovaný na Prírodovedeckej fakulte Univerzity Pavla Jozefa Šafárika v Košiciach na magisterskom a doktorandskom stupni študijného programu „Biofyzika“. Zároveň tieto texty môžu poslúžiť aj pri výučbe v študijnom predmete Biochémia, ktorý je prednášaný v bakalárskych a magisterských stupňoch študijných programov “Biochémia” resp. “Biofyzika”. Dovoľujeme si vyjadriť presvedčenie, že tieto učebné texty by mohli byť istým spôsobom nápomocné aj vedeckým pracovníkom pracujúcim v oblasti výskumu týkajúcho sa problematiky transformáci energie v biologických organizmoch a fenoménoch spojených s touto transformáciou. V týchto učebných textoch sú postupne uvádzané poznatky týkajúce sa základných konceptov bioenergetiky, mechanizmov procesov ako sú glykolýza a Krebsov cyklus (okrem podrobného a uceleného popis týchto procesov je tu uvedený aj všeobecný náhľad o prepojenosti týchto procesov ako aj ich začlenenie do kompaktného pohľadu na celkový proces transformácie energie v biologických organizmoch), zloženia štruktúry a funkčnosti biologických membrán (táto oblast je nevyhnutná pre lepšie pochopenie poznatkov, ktoré sú uvedené v nasledujúcich kapitolách). V nasledujúcich kapitolách sa učebný text zaoberá popisom štruktúry a funkcie mitochondrií, pričom veľký dôraz je dávaný na popis vlastností a mechanizmov fungovania štyroch komplexov dýchacieho reťazca a ATP-syntázy. Tieto komplexy vytvárajú podmienky pre existenciu “najdôležitejšieho” bioenergetického procesu, oxidatívnej fosforylácie. V záverečných dvoch kapitolách sú uvedené mechanizmy procesov vytvárajúcich fotosyntézu, jej svetlej aj tmavej fázy. Sú tu relevantné informácie o tomto “druhom” najdôležitejšom bioenergetickom procese prebiehajúcom v mnohých biologických organizmoch a poskytujúcom možnosť transformácie enrgie elektromagnetického žiarenia na energiu “ukrytú” v chemických väzbách určitých chemických molekúl. Chceme vyjadriť naše presvedčenie, že predložené učebné texty “Bioenergetika” budú dobrým “pomocníkom a inšpirátorom” pre mnohých študentov, ktorí sa budú chcieť dozvedieť čo najviac o fascinujúcich štruktúrach a mechanizmoch umožňujúcich transformáciu energie v živých systémoch, bez ktorej by nebola možná existencia života ako ho poznáme. Želáme príjemné a podnetné čítanie a štúdium. URL: www.unibook.upjs.sk The textbook "Bioenergetics" should serve as an introduction to the study of bioenergetics. This field of science is currently highly actual, as the results of the bioenergetics research in recent years clearly show that bioenergetics processes in living systems can "serve" not only to transformation of energy, but also affect the course of processes such as apoptosis, aging, origin and development of many diseases (especially neurodegenerative). These facts clearly indicate the need for the existence of quality teaching texts that would allow students to acquire the necessary information and knowledge in this scientific discipline in an acceptable way. For the above mentioned reasons, we decided to create these textbooks, which are in the form of ten chapters, which naturally and logically follow each other. One chapter basically presents one lecture within the course of Bioenergetics, which is realized at the Faculty of Science of the Pavel Jozef Šafárik University in Košice at the master's and doctoral degree of the study program "Biophysics". At the same time, these texts can also be used for teaching in the study subject Biochemistry, which is taught in the bachelor's and master's degree programs of the study programs "Biochemistry" resp. “Biophysics”. We would like to express our conviction that these textbooks could in some way also help researchers working in the field of the energy transformation in biological organisms and the phenomena associated with this transformation. These textbooks present knowledge about the basic concepts of bioenergetics, the mechanisms of processes such as glycolysis and the Krebs cycle (in addition to a detailed and comprehensive description of these processes, there is also a general view of the interconnectedness of these processes and their incorporation into a compact view of the overall energy transformation in biological organisms), the structure and functionality of biological membranes (this area is necessary for a better understanding of the knowledge presented in the following chapters). In the following chapters, the textbook deals with the description of the structure and function of mitochondria, with great emphasis on the properties and mechanisms of functioning of the four complexes of the respiratory chain and ATP-synthase. These complexes create the basis for the existence of the "most important" process in bioenergetics, oxidative phosphorylation. In the final two chapters, the mechanisms of the processes that produce photosynthesis, its light and dark phases, are presented. There is relevant information about this "second" most important bioenergetics process taking place in many biological organisms and providing the possibility of transforming the energy of electromagnetic radiation into energy "hidden" in the chemical bonds of certain chemical molecules. We want to express our conviction that the textbooks "Bioenergetics" will be a good "helper and inspirer" for many students who want to learn as much as possible about the fascinating structures and mechanisms for energy transformation in living systems, without which it would not be possible existence of life as we know it.
Book chapters on the topic "Degree Discipline: Geographic Information Science"
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van der Aalst, Wil M. P. "Process Mining: A 360 Degree Overview." In Lecture Notes in Business Information Processing, 3–34. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08848-3_1.
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AbstractProcess mining enables organizations to uncover their actual processes, provide insights, diagnose problems, and automatically trigger corrective actions. Process mining is an emerging scientific discipline positioned at the intersection between process science and data science. The combination of process modeling and analysis with the event data present in today’s information systems provides new means to tackle compliance and performance problems. This chapter provides an overview of the field of process mining introducing the different types of process mining (e.g., process discovery and conformance checking) and the basic ingredients, i.e., process models and event data. To prepare for later chapters, event logs are introduced in detail (including pointers to standards for event data such as XES and OCEL). Moreover, a brief overview of process mining applications and software is given.
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Brown, Daniel G., and Gregory Elmes. "Geographic Information Systems." In Geography in America at the Dawn of the 21st Century. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780198233923.003.0036.
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The role of GIS within the discipline of geography, not to mention its role within the daily operation of a very large range of human enterprises in the developed world, has undergone major changes in the decade-plus since the first edition of Geography in America (Gaile and Willmott 1989) was published. Not the least of these major changes is an important redefinition of the acronym. In 1989, GIS meant only “geographic information systems” and referred to an immature but rapidly developing technology. Today, many geographers make an emphatic distinction between the technology (GISystems or GIS) and the science behind the technology (GIScience or GISci). This important transition from a focus on the technology to a focus on the farranging theoretical underpinnings of the technology and its use are clearly reflected in the research progress made in this field in the past decade. This chapter highlights some of the significant aspects of this diverse research and its related impacts on education and institutions. The chapter focuses on the work of North American geographers, though reference to the work of others is unavoidable. We recognize the many and increasing contributions of our colleagues in other disciplines and overseas to the development of GISci, but focus our attention to the scope defined by the present volume. The chapter closes with speculations on the future of GIS in geography in America in the coming decade. In the late 1980s, geographic information systems (GIS) were large stand-alone software and information systems being applied to a growing range of application areas. Today GIS are well integrated into the normal operations of a large range of industries as diverse as forestry, health care delivery, retail marketing, and city planning. Developments in the capabilities of and access to GIS technology during the past decade have paralleled developments in the computer industry as a whole. Similarly, academic research into the fundamental concepts and theories that underlie GIS has matured and become better connected across multiple disciplines. Drawing on fields as diverse as computer science, cognitive science, statistics, decision science, surveying, remote sensing, and social theory, “geographic information science” (Goodchild 1992b) has emerged as an important synthesizing influence during the 1990s.
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Knight, Linda V., and Susy S. Chan. "E-Commerce Curriculum." In Encyclopedia of Information Science and Technology, First Edition, 951–56. IGI Global, 2005. http://dx.doi.org/10.4018/978-1-59140-553-5.ch167.
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This article begins by tracing the rapid development of e-commerce curricula in response to demand from employers and students, and the subsequent impact of the dot-com implosion on e-commerce degree programs. The main portion of the article then identifies the major approaches currently taken by universities with respect to e-commerce curricula and explores the three critical e-commerce curriculum issues facing universities. These issues concern (1) whether e-commerce is indeed a separate and distinct discipline, (2) appropriate e-commerce curriculum content, and (3) strategies that can facilitate implementation of an e-commerce program. In the next section of the article, five trends are identified that are critical to the immediate future of e-commerce curricula. Finally, conclusions are drawn concerning the long-term prospects for e-commerce degree programs.
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Lamer, Antoine, Naima Oubenali, Romaric Marcilly, Mathilde Fruchart, and Benjamin Guinhouya. "Master’s Degree in Health Data Science: Implementation and Assessment After Five Years." In Studies in Health Technology and Informatics. IOS Press, 2022. http://dx.doi.org/10.3233/shti220906.
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Health data science is an emerging discipline that bridges computer science, statistics and health domain knowledge. This consists of taking advantage of the large volume of data, often complex, to extract information to improve decision-making. We have created a Master’s degree in Health Data Science to meet the growing need for data scientists in companies and institutions. The training offers, over two years, courses covering computer science, mathematics and statistics, health and biology. With more than 60 professors and lecturers, a total of 835 hours of classes (not including the mandatory 5 months of internship per year), this curriculum has enrolled a total of 53 students today. The feedback from the students and alumni allowed us identifying new needs in terms of training, which may help us to adapt the program for the coming academic years. In particular, we will offer an additional module covering data management, from the edition of the clinical report form to the implementation of a data warehouse with an ETL process. Git and application lifecycle management will be included in programming courses or multidisciplinary projects.
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Monmonier, Mark, and Robert B. McMaster. "Cartography." In Geography in America at the Dawn of the 21st Century. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780198233923.003.0038.
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Summarizing a decade of cartographic research in a short chapter is difficult: bias is inevitable, randomness is indefensible, breadth is tricky, and coherence is essential. Rather than attempt a broad, shallow survey, we chose to focus on some of the period’s significant conceptual frameworks, and relate each model to one or more related research papers published since A. Jon Kimerling (1989) summarized cartographic research for the first volume of Geography in America. This has been a transition period in which the discipline has witnessed several significant changes, including: (1) the nearly complete automation of the cartographic process and a proliferation of maps produced by desktop mapping systems and GISs; (2) the inclusion of significant amounts of core cartographic research—such as terrain modeling, geographic data structures, generalization, and interpolation—within the growing discipline of GIS; and (3) the wide adoption of the term “geographic visualization” to describe the dynamic, interactive component of cartography. These developments and the migration of more and more cartographic interests into the newly created discipline of GIS have raised concern about whether our discipline would survive. These doubts are offset by growing recognition that research and education on representational issues in GIS is critical, and that research in map design, symbolization, and generalization cannot be neglected. Cartography remains an independent discipline. Our two journals, Cartography and Geographic Information Science (recently renamed with Science replacing Systems) and Cartographic Perspectives, are thriving. American cartographic researchers also publish their work in Cartographica, GeoInfo Systems, GIS World, and the International Journal of Geographic Information Science. The Mapping Science Committee of the National Academy of Sciences and the recently formed Committee on Geography represent our interests at the national level, as do the Cartography and Geographic Information Society (a member organization of the American Congress on Surveying and Mapping), the North American Cartographic Information Society, the University Consortium for Geographic Information Science, and the AAG’s Cartography Specialty Group. During the decade our educators, researchers, and essayists have published many textbooks and monographs, including the sixth edition of Elements of Cartography (Robinson et al. 1995); several new editions of Borden Dent’s Cartography: Thematic Map Design (most recently 1999); Terry Slocum’s Thematic Cartography and Visualization (1999); John Snyder’s (1993) seminal work on projections, Flattening the Earth: Two Thousand Years of Map Projections; Alan MacEachren’s How Maps Work (1995); Denis Wood’s (1992) social critique of cartography, The Power of Maps; and a series of books by Mark Monmonier, including Maps with the News: The Development of American Journalistic Cartography (1989b), How to Lie with Maps (1991, rev. 1996), Mapping it Out: Expository Cartography for the Humanities and Social Sciences (1993), Drawing the Line: Tales of Maps and Cartocontroversy (1995), Cartographies of Danger: Mapping Hazards in America (1997), and Air Apparent: How Meteorologists Learned to Map, Predict, and Dramatize the Weather (1999).
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"Introduction." In Geography in America at the Dawn of the 21st Century, edited by Gary L. Gaile and Cort J. Willmott. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780198233923.003.0009.
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Geography in America has become more robust, more recognized, more marketable, more unified, and more diversified since the first publication of Geography in America (Gaile and Willmott 1989a). American geographers have built on geography’s traditional strengths, while simultaneously embracing valuable new ideas and evaluating important new perspectives that have challenged the established theory and knowledge base of the discipline (National Research Council 1997). The robustness of American geography is well illustrated within the chapters in this book. Across the discipline from Geographic Information Science to the regional geography of Africa, American geographers have been able to respond constructively to new challenges and criticism, including the clear need to understand and evaluate the causes and effects of the events of September 11, 2001. American geography at the dawn of the twenty-first century can be characterized by its unity amidst diversity. While our traditional focus on place—and on spatial relationships within and among places—continues to provide unity, a growing variety of research problems, methods, subfields, and epistemologies is increasing our diversity. While we well recognize the difficulty in defining “geography” satisfactorily (Gaile and Willmott 1989b), we also are persuaded that an understanding of our shared perspectives, principles, and goals holds the greatest promise for effectively integrating diversity into our discipline. For this reason, we offer a synopsis of the nature and practice of geography, which draws from earlier work and especially from the above-mentioned National Research Council (NRC) report. Several years ago, Gilbert White asked us personally to define “geography,” and we give a slightly revised version of that definition and characterization here. We continue to believe that geography “is not bounded,” but now feel that a meaningful definition and characterization of the nature and practice of geography is both possible and useful. Geography is the study and science of environmental and societal dynamics and society–environment interactions as they occur in and are conditioned by the real world. Geographic investigations into these are influenced by the character of specific places, as well as by spatial relationships among places and processes at work over a hierarchy of geographic scales.
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Flint, Courtney G. "Exploring the Scientific and Beyond-Science Interactions of Long-Term Ecological Research Scientists." In Long-Term Ecological Research. Oxford University Press, 2016. http://dx.doi.org/10.1093/oso/9780199380213.003.0067.
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The essays in this volume are analyzed to assess the degree to which they portray scientific and beyond-science interactions. The Long-Term Ecological Research (LTER) program represents a scientific or intellectual movement based on articulation of the program’s highly respected founders, resource allocation for individual and collective pursuits, use of LTER sites for recruitment, and commonly held themes or foci for research. Interdisciplinary scientific interactions within the LTER program have influenced researchers’ ideas, networks, and productivity but have also presented challenges, particularly for junior participants. Interactions beyond the scientific community focus on one-dimensional flows of information as well as on collaborative, multidirectional partnerships with a variety of stakeholders. This analytical chapter explores social interactions catalyzed by experiences of scientists associated with the LTER program. I analyze the essays by LTER scientists in this volume using a broad, three- tiered structure: (1) the degree to which insights from the essays suggest that the LTER program represents a scientific or intellectual movement within environmental sciences examining ecological dynamics; (2) the extent of interdisciplinary interactions with scientists across broader fields of study, including associated reactions and challenges; and (3) interactions with others beyond science. Findings are examined across different career stages of respondents. Direct quotations are used to illustrate findings and to provide evidence for conclusions based on the LTER scientists’ own words. The LTER program was initiated 34 years ago (Waide [Chapter 2]; Gholz, Marinelli, and Taylor [Chapter 3]). Given the growth of the LTER program, in terms of the number and geographic distribution of sites, as well as the contributions of engaged scientists and students, there is no doubt of the influence of the LTER program on the science of ecology and general understanding of ecosystems around the world (Robertson et al. 2012). In this chapter, I examine the social interactions of scientists in the LTER program through the lenses provided by their essays in this volume to explore three dimensions—interactions within the environmental sciences focused on ecological dynamics, broader interdisciplinary interactions, and interactions with stakeholders beyond science.
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Butler, David R. "Geomorphology." In Geography in America at the Dawn of the 21st Century. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780198233923.003.0014.
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Geomorphology is the science that studies landforms and landforming processes. Topics of research in geomorphology during the 1990s represent the diversity of the discipline, as practiced by both academics and nonacademic applied geographers in government and private positions. Discussions on the role and importance of scientific theory and social relevance in geomorphology have become increasingly common, although agreement has not been forthcoming. Issues of scale, both spatial and temporal, appear at the forefront of many current papers in the discipline, but little consensus has been reached as to what constitutes the appropriate scale for studies in geomorphology. The use of a broad diversity of research tools also characterizes American geomorphology, including fieldwork, computer and/or laboratory modeling, surface exposure dating, historical archival work, remote sensing, global positioning systems, and geographic information systems. Problems arise, however, when attempting to integrate the results of fine-scale fieldwork with coarser-scaled simulation models. The 1990s saw a renewed debate in the role of scientific theory in geomorphology. Prominent in that debate were issues of temporal and spatial scale. Significant discussions, culminating in the 2000 Binghamton Symposium on the integration of computer modeling and fieldwork in geomorphology, were also engendered by perceived clashes between the roles of fieldwork and the “new technology” in geomorphology. The 1990s have seen continuing interest in defining the role of geomorphology as a science. Most geomorphologists have accepted applied geomorphology (in the sense of Sherman 1989) as a logical extension of the environmental linkages of the science. The social relevancy of geomorphological research can be established without sacrificing the intellectual core of the discipline (Sherman 1994). However, questions continue as to what actually constitutes “the scientific nature of geomorphology”. Rhoads and Thorn (1993) raised the question of the role of theory in geomorphology in an essay that ultimately led to the 1996 Binghamton Symposium on the scientific nature of the discipline (Rhoads and Thorn 1996). Their goals in hosting the symposium were to “initiate a broad examination of contemporary perspectives on the scientific nature of geomorphology. This initial exploration of methodological and philosophical diversity within geomorphology is viewed as a necessary first step in the search for common ground among the diverse group of scientists who consider themselves geomorphologists” (ibid. p. x).
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Palka, Eugene J. "Military Geography." In Geography in America at the Dawn of the 21st Century. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780198233923.003.0044.
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In the benchmark publication American Geography: Inventory and Prospect (1954), Joseph Russell reported that military geography had long been recognized as a legitimate subfield in American geography. Despite the occasional controversy surrounding the subfield since his assessment (Association of American Geographers 1972; Lacoste 1973), and the general period of drought it experienced within American academic geography during the Vietnam era, military geography displays unquestionable resilience at the dawn of the twenty-first century. The subfield links geography and military science, and in one respect is a type of applied geography, employing the knowledge, methods, techniques, and concepts of the discipline to military affairs, places, and regions. In another sense, military geography can be approached from an historical perspective (Davies 1946; Meigs 1961; Winters 1998), with emphasis on the impact of physical or human geographic conditions on the outcomes of decisive battles, campaigns, or wars. In either case, military geography continues to keep pace with technological developments and seeks to apply geographic information, principles, and tools to military situations or problems during peacetime or war. Throughout the twentieth century, professional and academic geographers made enormous contributions to the US Military’s understanding of distant places and cultures. The vast collection of Area Handbooks found in most university libraries, serves as testament to the significant effort by geographers during wartime. Although some of the work remains hidden by security classification, a casual glance at Munn’s (1980) summary of the roles of geographers within the Department of Defense (DOD) enables one to appreciate the discipline’s far-reaching impact on military affairs. The value of military geography within a theater of war can hardly be disputed. The subfield has also been important during peacetime, however, providing an important forum for the continuing discourse among geographers, military planners, political officials, and government agencies, as each relies upon geographic tools and information to address a wide range of problems within the national security and defense arenas. Despite the subdiscipline’s well-established tenure, the Military Geography Specialty Group is in its infancy. The time-lag is attributable to the subfield’s tumultuous experience during the Vietnam era and the associated demise that ensued.
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Solomatine, D. P., R. K. Price, A. Jonoski, I. Popescu, B. Bhattacharya, L. Alfonso Segura, G. Corzo Perez, S. J. van Andel, and C. Bertini. "Hydroinformatics education at IHE Delft: past and future." In Michael Abbott's Hydroinformatics, 93–106. IWA Publishing, 2022. http://dx.doi.org/10.2166/9781789062656_0093.
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Abstract From the very beginning of introducing hydroinformatics as a new discipline of research and practice, Mike Abbott worked together with his collaborators on establishing a supporting educational programme at post-graduate level. This chapter presents the establishment of the first hydroinformatics post-graduate programme at IHE Delft, in the Netherlands, later offered as an MSc degree in water science and engineering with specialization in hydroinformatics. The curriculum and the set-up of the programme are described, together with their developments over the last three decades. This programme has significantly benefited from the unique characteristics of IHE Delft: The institute is specifically oriented to providing water education to participants from the Global South, and, at the same time, it operates within a network of diverse organizations engaged in research and practice of water management in the Netherlands and Europe. The hydroinformatics programme has therefore benefited from contributions of top experts from such institutions who have taken roles as invited lecturers, as well as MSc and PhD mentors and supervisors, very often on water-related topics originating from-, or relevant for students' home countries. Challenges for maintaining relevant attractive hydroinformatics curriculum have come from continuous developments in information and communication technologies (ICTs), need for balancing ICT-related and water-related subjects, while still imparting knowledge regarding the primary role of hydroinformatics as an integrating discipline needed for supporting efficient-, but also transparent and inclusive water-related decision making. The associated PhD programme in hydroinformatics and some related Master programmes at IHE Delft are also briefly introduced. The chapter also presents an overview of hydroinformatics-related education at other universities around the world. The concluding section presents an outlook for future hydroinformatics education in which next to its water and informatics components, its social dimension and integrative purpose will become even more important.
Conference papers on the topic "Degree Discipline: Geographic Information Science"
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H.Burkett, William, Linda Knight, Gail Burkett, Thorne Donnelley, and Ian Newman. "Panel: One Size Does Not Fit All: Critical and Timely Issues in Computer Centered Curriculum Development." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2449.
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The rapidly changing environment of the information age and the need to provide a well-rounded education, often times, are diametrically opposed. Local, regional, national, and international industry needs and pressures interact with school and discipline tradition. The basic requirements of a school’s degree often account for over half of the courses required for graduation. Administrations often do not know the difference between the parallel degrees of Computer Information and Information Technology or the complexities of Computer Science as opposed to Informing Science, thus complicating the process. The key question is “does one size fit all” when it comes to determining what a computer centered curriculum should be for a given school of higher education and to what extent do outside influences affect curriculum decisions.
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A. Buzzetto-Hollywood, Nicole. "Findings From an Examination of a Class Purposed to Teach the Scientific Method Applied to the Business Discipline." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4774.
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Aim/Purpose: This brief paper will provide preliminary insight into an institutions effort to help students understand the application of the scientific method as it applies to the business discipline through the creation of a dedicated, required course added to the curriculum of a mid-Atlantic minority-serving institution. In or-der to determine whether the under-consideration course satisfies designated student learning outcomes, an assessment regime was initiated that included examination of rubric data as well as the administration of a student perception survey. This paper summarizes the results of the early examination of the efficacy of the course under consideration. Background: A small, minority-serving, university located in the United States conducted an assessment and determined that students entering a department of business following completion of their general education science requirements had difficulties transferring their understanding of the scientific method to the business discipline. Accordingly, the department decided to create a unique course offered to sophomore standing students titled Principles of Scientific Methods in Business. The course was created by a group of faculty with input from a twenty person department. Methodology: Rubrics used to assess a course term project were collected and analyzed in Microsoft Excel to measure student satisfaction of learning goals and a stu-dent satisfaction survey was developed and administered to students enrolled in the course under consideration to measure perceived course value. Contribution: While the scientific method applies across the business and information disciplines, students often struggle to envision this application. This paper explores the implications of a course specifically purposed to engender the development and usage of logical and scientific reasoning skills in the business discipline by students in the lower level of an bachelors degree program. The information conveyed in this paper hopefully makes a contribution in an area where there is still an insufficient body of research and where additional exploration is needed. Findings: For two semesters rubrics were collected and analyzed representing the inclusion of 53 students. The target mean for the rubric was a 2.8 and the overall achieved mean was a 2.97, indicating that student performance met minimal expectations. Nevertheless, student deficiencies in three crucial areas were identified. According to the survey findings, as a result of the class students had a better understanding of the scientific method as it applies to the business discipline, are now better able to critically assess a problem, feel they can formulate a procedure to solve a problem, can test a problem-solving process, have a better understanding of how to formulate potential business solutions, understand how potential solutions are evaluated, and understand how business decisions are evaluated. Conclusion: Following careful consideration and discussion of the preliminary findings, the course under consideration was significantly enhanced. The changes were implemented in the fall of 2020 and initial data collected in the spring of 2021 is indicating measured improvement in student success as exhibited by higher rubric scores. Recommendations for Practitioners: These initial findings are promising and while considering student success, especially as we increasingly face a greater and greater portion of under-prepared students entering higher education, initiatives to build the higher order thinking skills of students via transdisciplinary courses may play an important role in the future of higher education. Recommendations for Researchers: Additional studies of transdisciplinary efforts to improve student outcomes need to be explored through collection and evaluation of rubrics used to assess student learning as well as by measuring student perception of the efficacy of these efforts. Impact on Society: Society needs more graduates who leave universities ready to solve problems critically, strategically, and with scientific reasoning. Future Research: This study was disrupted by the COVID-19 pandemic; however, it is resuming in late 2021 and it is the hope that a robust and detailed paper, with more expansive findings will eventually be generated. *** NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 18, 161-172. Click DOWNLOAD PDF to download the published paper. ***
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Roquette, Juan, Fernando Alonso, and Pilar Salazar. "Human-Centered Design since the Degree Kickoff: from Alumni Experience to Designer and User Experience." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001377.
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This article seeks to investigate the new paradigms of digital form and their application to the design process as a way to integrate service design from the very beginning of the process. It addresses a review of the generation of design in the key of "activity of conformation of open strategies". The aim is to open a deep reflection that allows an evolution of the understanding of the discipline of design linked to the outdated definition of "task of formalization of finished objects", which is widespread and still widely assumed. It is undeniable that engineering, urban planning, architecture, graphic design, product design, experience design and fashion design all share a common objective: all of them, in the end, can be considered as "service design".Indeed, each of the modalities of contemporary design and creation involves providing conceptual and oper-ational responses to needs (functional, aesthetic, symbolic, structural, social, individual). In short, creative activity consists of interpreting requirements and constraints in the most creative and efficient way possible. Design is not so much concerned with the need to produce "finished" objects, whether tangible or intangible. Contemporary design aims to create "formal laws", flexible and open, that can be applied according to the changing scenarios posed by today's users. To design digitally today is to create logical structures of data, algorithms and open results. This article rais-es the possibility of designing -from the genesis of the design- by integrating data referring to users and their algo-rithms as the basis of the formal, diagrammatic or structural law of the design solution. From clear mathematical rules and their parameterization, we propose the generation of the base structure of the "digital contemporary design"; from the exposition of data to the generation of “empty form”. In order to that, a preliminary reflection on the Technical drawing / CAD / BIM is proposed as well as describing the languages of the contemporary Design project (data and algorithms necessary for the construction of the form by topological transformations on simple forms). This is a con-temporary way of understanding the generation of the “empty form”. A "prepared" and "structured" format for the subsequent acquisition of successive layers of information (user data) that would trigger the "virtual twin" of the de-sign. Designing by means of topological transformations is an essential exercise in the foundations of digital culture: working with this type of algorithm is the main work of CAD programs. The conception of contemporary design must increasingly take into account the digital era, which constitutes the paradigm of our culture. The ideation and formalization of the actions that define design, architecture, urbanism and the physical environment, go through the management of formal operations within information systems that com-bine identity, visuality, materiality, measurement, financing, parameterization, industrialization, construction mainte-nance and, of course, interaction with users and systems. This phenomenon once again highlights the importance of geometry and drawing as fundamental disciplines that sustain the solid foundations of design education in the Univer-sity.Finally, the article addresses the urgency of defining new methodologies for the design process to ensure that design does not remain a mere "cultural response" to the technical advances produced by science, nor is it a purely intuitive process that proposes images but dispenses with the technical language of its time. We defend the activity of design as a purely contemporary task, which must be generated with the languages and methodologies of our current (and future) time, and for which it must have the possibility of integrating data and adapting to them with flexibility. In this way, any kind of design can be considered "service design" because it will "serve" effectively, avoiding the unnecessary iterations pursued by the LEAN system, which make human actions on reality inefficient and unsustaina-ble. Such a design would prevent the industry from having to generate an overabundance of designs and then discard the inadequate ones (by natural selection, through trial and error, dictated by the market and by user needs).Keywords: Design Training · Design Methodologies · Human-centered Design · Alumni experience · Designer experience ·User Experience · Service Design · Form · Contemporary Design process
Reports on the topic "Degree Discipline: Geographic Information Science"
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O’Brien, Thomas, and Deanna Matsumoto. Mapping E-Commerce Locally and Beyond: CITT K12 Special Investigation Project. Mineta Transportation Institute, November 2021. http://dx.doi.org/10.31979/mti.2021.2067.
Full textAbstract:
As all aspects of the American workplace become automated or digitally enhanced to some degree, K12 educators have an increasing responsibility to help their students acquire the technical skills necessary to organize and interpret information. Increasingly, this is done through Geographic Information Systems (GIS), especially in careers related to transportation and logistics. The Center for International Trade & Transportation (CITT) at CSU Long Beach has developed this K12 Special Investigation Project to introduce ArcGIS StoryMaps, an engaging, accessible and sophisticated web-based GIS application. The lessons center on e-commerce and its accompanying environmental and economic impact. Still, the activities can be easily adapted to projects in any subject area, such as humanities, science, math, or language arts. This teacher blueprint includes a teacher training guide with ten detailed lesson plans and activities. With the guidance of a National Board-Certified Teacher in Early Adolescence Math as lead instructor, the curriculum is designed to align with Next Generation Science Standards (NGSS). Also, exploration of STEM and GIS-related careers are incorporated into the lesson plans.