Information Science: Its Past, Present and Future
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University of Maryland Establishes Center for Health Related Informatics and Bioimaging
University of Maryland Establishes Center for Health Related Informatics and Bioimaging News & Events UNIVERSITY OF MARYLAND ESTABLISHES CENTER FOR HEALTH CONTACT RELATED INFORMATICS AND BIOIMAGING Monday, June 10, 2013 Karen Robinson, Media Relations New Center, Led By Distinguished Bioinformatics Scientist Owen White, (410) 706-7590 Ph.D., Unites Scientists Across Disciplines to Integrate Genomics and Personalized Medicine into Research and Clinical Care [email protected] University of Maryland, Baltimore campus President Jay A. Perman, M.D., and Media Relations Team University of Maryland School of Medicine Dean E. Albert Reece, M.D., Ph.D., M.B.A., wish to announce the establishment of a new center to unite research scientists and physicians across disciplines. The center will employ these SEARCH ARTICLES interdisciplinary connections to enhance the use of cutting edge medical science such as genomics and personalized medicine to accelerate research discoveries and improve health care outcomes. Participants in the new News Archives University of Maryland Center for Health-Related Informatics and Bioimaging (CHIB) will collaborate with computer scientists, engineers, life scientists and others at a similar center at the University of Maryland, College Park campus, CHIB Co-Director Owen White, Ph.D. together forming a joint center supported by the M-Power Maryland initiative. LEARN MORE University of Maryland School of Medicine Dean E. Albert Reece, M.D., Ph.D., M.B.A., with the concurrence of President Perman, has appointed as co-director of the new center Owen White, Ph.D., Professor of Epidemiology and Public Health and Director of Bioinformatics at the University of Maryland School of Medicine Institute for Genome Sciences. -
Practical Hydroinformatics
Water Science and Technology Library 68 Practical Hydroinformatics Computational Intelligence and Technological Developments in Water Applications Bearbeitet von Robert J Abrahart, Linda M See, Dimitri P Solomatine 1. Auflage 2008. Buch. xvi, 506 S. Hardcover ISBN 978 3 540 79880 4 Format (B x L): 15,5 x 23,5 cm Gewicht: 944 g Weitere Fachgebiete > Geologie, Geographie, Klima, Umwelt > Geologie > Hydrologie, Hydrogeologie Zu Inhaltsverzeichnis schnell und portofrei erhältlich bei Die Online-Fachbuchhandlung beck-shop.de ist spezialisiert auf Fachbücher, insbesondere Recht, Steuern und Wirtschaft. Im Sortiment finden Sie alle Medien (Bücher, Zeitschriften, CDs, eBooks, etc.) aller Verlage. Ergänzt wird das Programm durch Services wie Neuerscheinungsdienst oder Zusammenstellungen von Büchern zu Sonderpreisen. Der Shop führt mehr als 8 Millionen Produkte. Chapter 2 Data-Driven Modelling: Concepts, Approaches and Experiences D. Solomatine, L.M. See and R.J. Abrahart Abstract Data-driven modelling is the area of hydroinformatics undergoing fast development. This chapter reviews the main concepts and approaches of data-driven modelling, which is based on computational intelligence and machine-learning methods. A brief overview of the main methods – neural networks, fuzzy rule-based systems and genetic algorithms, and their combination via committee approaches – is provided along with hydrological examples and references to the rest of the book. Keywords Data-driven modelling · data mining · computational intelligence · fuzzy rule-based systems · genetic algorithms · committee approaches · hydrology 2.1 Introduction Hydrological models can be characterised as physical, mathematical (including lumped conceptual and distributed physically based models) and empirical. The lat- ter class of models, in contrast to the first two, involves mathematical equations that are not derived from physical processes in the catchment but from analysis of time series data. -
Computational Analysis and Predictive Cheminformatics Modeling of Small Molecule Inhibitors of Epigenetic Modifiers
RESEARCH ARTICLE Computational Analysis and Predictive Cheminformatics Modeling of Small Molecule Inhibitors of Epigenetic Modifiers Salma Jamal1☯‡, Sonam Arora2☯‡, Vinod Scaria3* 1 CSIR Open Source Drug Discovery Unit (CSIR-OSDD), Anusandhan Bhawan, Delhi, India, 2 Delhi Technological University, Delhi, India, 3 GN Ramachandran Knowledge Center for Genome Informatics, CSIR Institute of Genomics and Integrative Biology (CSIR-IGIB), Delhi, India ☯ These authors contributed equally to this work. ‡ These authors are joint first authors on this work. * [email protected] a11111 Abstract Background The dynamic and differential regulation and expression of genes is majorly governed by the OPEN ACCESS complex interactions of a subset of biomolecules in the cell operating at multiple levels start- Citation: Jamal S, Arora S, Scaria V (2016) ing from genome organisation to protein post-translational regulation. The regulatory layer Computational Analysis and Predictive contributed by the epigenetic layer has been one of the favourite areas of interest recently. Cheminformatics Modeling of Small Molecule Inhibitors of Epigenetic Modifiers. PLoS ONE 11(9): This layer of regulation as we know today largely comprises of DNA modifications, histone e0083032. doi:10.1371/journal.pone.0083032 modifications and noncoding RNA regulation and the interplay between each of these major Editor: Wei Yan, University of Nevada School of components. Epigenetic regulation has been recently shown to be central to development Medicine, UNITED STATES of a number of disease processes. The availability of datasets of high-throughput screens Received: June 10, 2013 for molecules for biological properties offer a new opportunity to develop computational methodologies which would enable in-silico screening of large molecular libraries. -
Informatics: Integrating the Essentials Into Education and Practice Keywords
Title: WORKSHOP 4: Informatics: Integrating the Essentials Into Education and Practice Keywords: education, essentials and informatics Description/Overview: The session will focus on two key concepts to informatics in nursing. The integration of the informatics essentials into education and the opportunities to use informatics based research to achieve the quad aim of improved outcomes, decreased cost, improved patient satisfaction and improved provider satisfaction. Abstract Text: Informatics happens at the intersection of people and technology. Embedded within the American Associations of Colleges of Nursing’s Essentials documents are clear, leveled objectives on achieving informatics competencies prior to graduating from a BSN, MSN or DNP program. These essentials are aimed at equipping students with advanced tools to implement in order to drive change. From the baccalaureate level, graduates must have basic competence using technologies that support patient care interventions as well as integrating clinical support systems that guide practice. The master’s level essentials then build upon this foundations and considerations are made for the evaluation of technology and data to improve health outcomes. At the doctoral level, graduates are prepared as leaders to use these systems to extract data and evaluate and monitor outcomes of care systems. This includes quality improvement aimed at the critical elements for patient care technology. As each degree level, there is an emphasis on effective communication and ethical behaviors in the use of technology in patient care. This session will focus on two key concepts to informatics in nursing. The first is the integration of the informatics essentials into education. The challenge in nursing education is how to effectively integrate informatics within the context of curriculum when there are competing interest for time, attention and clinical experiences. -
Librarianship and the Philosophy of Information
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Library Philosophy and Practice (e-journal) Libraries at University of Nebraska-Lincoln July 2005 Librarianship and the Philosophy of Information Ken R. Herold Hamilton College Follow this and additional works at: https://digitalcommons.unl.edu/libphilprac Part of the Library and Information Science Commons Herold, Ken R., "Librarianship and the Philosophy of Information" (2005). Library Philosophy and Practice (e-journal). 27. https://digitalcommons.unl.edu/libphilprac/27 Library Philosophy and Practice Vol. 3, No. 2 (Spring 2001) (www.uidaho.edu/~mbolin/lppv3n2.htm) ISSN 1522-0222 Librarianship and the Philosophy of Information Ken R. Herold Systems Manager Burke Library Hamilton College Clinton, NY 13323 “My purpose is to tell of bodies which have been transformed into shapes of a different kind.” Ovid, Metamorphoses Part I. Library Philosophy Provocation Information seems to be ubiquitous, diaphanous, a-categorical, discrete, a- dimensional, and knowing. · Ubiquitous. Information is ever-present and pervasive in our technology and beyond in our thinking about the world, appearing to be a generic ‘thing’ arising from all of our contacts with each other and our environment, whether thought of in terms of communication or cognition. For librarians information is a universal concept, at its greatest extent total in content and comprehensive in scope, even though we may not agree that all information is library information. · Diaphanous. Due to its virtuality, the manner in which information has the capacity to make an effect, information is freedom. In many aspects it exhibits a transparent quality, a window-like clarity as between source and patron in an ideal interface or a perfect exchange without bias. -
Anna Lysyanskaya Curriculum Vitae
Anna Lysyanskaya Curriculum Vitae Computer Science Department, Box 1910 Brown University Providence, RI 02912 (401) 863-7605 email: [email protected] http://www.cs.brown.edu/~anna Research Interests Cryptography, privacy, computer security, theory of computation. Education Massachusetts Institute of Technology Cambridge, MA Ph.D. in Computer Science, September 2002 Advisor: Ronald L. Rivest, Viterbi Professor of EECS Thesis title: \Signature Schemes and Applications to Cryptographic Protocol Design" Massachusetts Institute of Technology Cambridge, MA S.M. in Computer Science, June 1999 Smith College Northampton, MA A.B. magna cum laude, Highest Honors, Phi Beta Kappa, May 1997 Appointments Brown University, Providence, RI Fall 2013 - Present Professor of Computer Science Brown University, Providence, RI Fall 2008 - Spring 2013 Associate Professor of Computer Science Brown University, Providence, RI Fall 2002 - Spring 2008 Assistant Professor of Computer Science UCLA, Los Angeles, CA Fall 2006 Visiting Scientist at the Institute for Pure and Applied Mathematics (IPAM) Weizmann Institute, Rehovot, Israel Spring 2006 Visiting Scientist Massachusetts Institute of Technology, Cambridge, MA 1997 { 2002 Graduate student IBM T. J. Watson Research Laboratory, Hawthorne, NY Summer 2001 Summer Researcher IBM Z¨urich Research Laboratory, R¨uschlikon, Switzerland Summers 1999, 2000 Summer Researcher 1 Teaching Brown University, Providence, RI Spring 2008, 2011, 2015, 2017, 2019; Fall 2012 Instructor for \CS 259: Advanced Topics in Cryptography," a seminar course for graduate students. Brown University, Providence, RI Spring 2012 Instructor for \CS 256: Advanced Complexity Theory," a graduate-level complexity theory course. Brown University, Providence, RI Fall 2003,2004,2005,2010,2011 Spring 2007, 2009,2013,2014,2016,2018 Instructor for \CS151: Introduction to Cryptography and Computer Security." Brown University, Providence, RI Fall 2016, 2018 Instructor for \CS 101: Theory of Computation," a core course for CS concentrators. -
Computer Information Science Associate in Applied Science Degree (AAS)
Computer Information Science Associate in Applied Science Degree (AAS) At a Glance The Computer Information Science program is designed to prepare students to be successful or enhance their careers in select, high-demand, information technology fields. Special emphasis is placed on the knowledge and skills needed in the small business computer environment. In addition, this program provides a solid foundation for those considering transferring to a senior institution. Students should consult with an advisor or the faculty teaching in their discipline with regard to the suggested sequence for scheduling of courses. General Education & Elective Courses CREDITS CIS 146 Microcomputer Applications ...................................................................................3 ENG 101 English Composition I .............................................................................................3 MTH 100 Intermediate College Algebra ..................................................................................3 MTH 112 Precalculus Algebra .................................................................................................3 ORI 105 Orientation & Student Success ................................................................................3 SPH 106 Fundamentals of Oral Communication ....................................................................3 History, Social and Behavioral Science Elective .............................................................................3 Humanities and Fine Arts Elective ..................................................................................................3 -
What Every Computer Scientist Should Know About Floating-Point Arithmetic
What Every Computer Scientist Should Know About Floating-Point Arithmetic DAVID GOLDBERG Xerox Palo Alto Research Center, 3333 Coyote Hill Road, Palo Alto, CalLfornLa 94304 Floating-point arithmetic is considered an esotoric subject by many people. This is rather surprising, because floating-point is ubiquitous in computer systems: Almost every language has a floating-point datatype; computers from PCs to supercomputers have floating-point accelerators; most compilers will be called upon to compile floating-point algorithms from time to time; and virtually every operating system must respond to floating-point exceptions such as overflow This paper presents a tutorial on the aspects of floating-point that have a direct impact on designers of computer systems. It begins with background on floating-point representation and rounding error, continues with a discussion of the IEEE floating-point standard, and concludes with examples of how computer system builders can better support floating point, Categories and Subject Descriptors: (Primary) C.0 [Computer Systems Organization]: General– instruction set design; D.3.4 [Programming Languages]: Processors —compders, optirruzatzon; G. 1.0 [Numerical Analysis]: General—computer arithmetic, error analysis, numerzcal algorithms (Secondary) D. 2.1 [Software Engineering]: Requirements/Specifications– languages; D, 3.1 [Programming Languages]: Formal Definitions and Theory —semantZcs D ,4.1 [Operating Systems]: Process Management—synchronization General Terms: Algorithms, Design, Languages Additional Key Words and Phrases: denormalized number, exception, floating-point, floating-point standard, gradual underflow, guard digit, NaN, overflow, relative error, rounding error, rounding mode, ulp, underflow INTRODUCTION tions of addition, subtraction, multipli- cation, and division. It also contains Builders of computer systems often need background information on the two information about floating-point arith- methods of measuring rounding error, metic. -
Informatics for Secondary Education
Intergovernmental Informatics Programme Division of Higher Education International Federation for Information Processing (IFIP) ED/94/WS/ 12 The opinions expressed in this document are those of the authors and do not necessarily reflect the views of the UNESCO Secretariat. INFORMATICS FOR SECONDARY EDUCATION A Curriculum for Schools Contents Introduction—Overall Aim and Justification . .5 Section 1—The Curriculum Format . .7 Section 2—Main Objectives . .9 Section 3—The Curriculum Units . .11 Section 4—General Implementation Issues . .17 Appendices Appendix 1—Computer Literacy Units . .23 Appendix 2—Informatics in Other Disciplines . .77 Appendix 3—General Advanced Level Units . .81 Appendix 4—Vocational Advanced Level Units . .93 Appendix 5—Bibliography . .103 Curriculum Main Curriculum General Introduction Format Objectives Units Implementation Appendices Issuses Computer Literacy Units Core Module INFORMATICS FOR SECONDARY EDUCATION A Curriculum for Schools Introduction General Aim UNESCO aims to ensure that all countries, both developed and developing, have access to the best educational facilities necessary to prepare young people to play a full role in modern society and to contribute to wealth creation. Information technology (IT) has become, within a very short time, one of the basic building blocks of modern industrial society. Understanding IT and mastering the basic skills and concepts of IT are now regarded by many countries as part of the core of education alongside reading and writing. This area of study goes under the all-embracing name of informatics. To give positive, practical help to all UNESCO countries, the International Federation for Information Processing (IFIP) has been asked to specify a curriculum in informatics for secondary education based on the experience of its specialist working group (WG 3.1) and input from other selected experts. -
Intelligence and Security Informatics
CHAPTER 6 Intelligence and Security Informatics Hsinchun Chen and Jennifer Xu University of Arizona ISI: Challenges and Research Framework The tragic events of September 11,2001, and the subsequent anthrax scare had profound effects on many aspects of society. Terrorism has become the most significant threat to domestic security because of its potential to bring massive damage to the nation’s infrastructure and economy. In response to this challenge, federal authorities are actively implementing comprehensive strategies and measures to achieve the three objectives identified in the “National Strategy for Homeland Security” report (U.S. Office of Homeland Security, 2002): (1)preventing future terrorist attacks, (2) reducing the nation’s vulnerability, and (3) minimizing the damage and expediting recovery from attacks that occur. State and local law enforcement agencies, likewise, have become more vigilant about criminal activities that can threaten public safety and national security. Academics in the natural sciences, computational science, informa- tion science, social sciences, engineering, medicine, and many other fields have also been called upon to help enhance the government’s capa- bilities to fight terrorism and other crime. Science and technology have been identified in the “National Strategy for Homeland Security” report as the keys to winning the new counter-terrorism war (U. S. Office of Homeland Security, 2002). In particular, it is believed that information technology and information management will play indispensable roles in making the nation safer (Cronin, 2005; Davies, 2002; National Research Council, 2002) by supporting intelligence and knowledge dis- covery through collecting, processing, analyzing, and utilizing terrorism- and crime-related data (Badiru, Karasz, & Holloway, 1988; Chen, Miranda, Zeng, Demchak, Schroeder, & Madhusudan, 2003; Chen, Moore, Zeng, & Leavitt, 2004). -
Business Informatics
Reģ.Nr.90000068977, Kaļķu iela 1, Rīga, LV-1658, Latvija Tālr.:67089999; Fakss:67089710, e-pasts:[email protected], www.rtu.lvwww.rtu.lv Study programme "Business Informatics" Main attributes Title Business Informatics Identification code DMB0 Education classification code 45481 Level and type Academic Master Study Higher education study field Information Technology, Computer Engineering, Electronics, Telecommunications, Computer Control and Computer Science Head of the study field Agris Ņikitenko Deputy head of the study field Jurģis Poriņš Department responsible Faculty of Computer Science and Information Technology Head of the study programme Mārīte Kirikova Professional classification code The type of study programme Full time, Part time Language English Accreditation 31.05.2013 - 30.06.2023; Accreditation certificate No 2020/38 Volume (credit points) 80.0 Duration of studies (years) Full time studies - 2,0; Part time studies - 2,5 Degree or/and qualification to be obtained Master Degree of Engineering Science in Business Informatics Qualification level to be obtained The 7th level of European Qualifications Framework (EQF) and Latvian Qualifications Framework (LQF) Programme prerequisites Bachelor Degree of Engineering Sciences, or Natural Sciences. or Social Sciences (Economics, Business Administration), or Professional Bachelor Degree in Named Branches of Science Related Fields, or comparable education Description Abstract Business Informatics is a new study program with interdisciplinary features. It was launched by RTU in 2010/11 and accredited on November 23, 2011 for 6 years. The program is developed and implemented in cooperation with the University of Buffalo (USA) and International Business Machines Corporation (IBM). The study program „Business Informatics” (total 120 ECTS) consists of 63 ECTS of Compulsory courses, 21 ECTS of Compulsory Limited Choice courses, 6 ECTS - Free Choice, and 30 ECTS - Master Paper. -
Student Guide to Msc Studies Institute of Informatics, University of Szeged
Student Guide to MSc Studies Institute of Informatics, University of Szeged 2. Contact information Address: Árpád square 2, Szeged, Hungary Postal Address: Institute of Informatics 6701 Szeged, Hungary, P. O. Box 652. Telephone: +36 62 546396 Fax: +36 62 546397 E-mail: [email protected] Url: http://www.inf.u-szeged.hu 2 3. Contents 1. Title page................................................................................................................................1 2. Contact information...............................................................................................................2 3. Contents.................................................................................................................................3 4. Foreword................................................................................................................................4 5. Organization...........................................................................................................................5 6. Main courses..........................................................................................................................6 7. Education...............................................................................................................................8 8. Research...............................................................................................................................10 9. Miscellania...........................................................................................................................11