Bachelor of Science in Information Technology with an Advanced Cyber Security Certificate

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Bachelor of Science in Information Technology with an Advanced Cyber Security Certificate

Businesses need cyber security professionals to help protect their valuable assets and run secure networks in today’s global business. If doing this interests you, earning a Bachelor of Science in Information Technology with Advanced Cyber Security Certificate from University of Phoenix is a great way to build the needed foundational skill set to enter this field.

In addition to developing sought-after critical-thinking skills and invaluable leadership abilities that every cyber security professional needs, you’ll learn the principles of risk management and enterprise security. While earning your IT degree, you’ll get exposure to real-life scenarios through hands-on labs and simulations. You’ll also learn from leaders in the field of information technology who have a plethora of real-world experience.

Requirements and prerequisites

You will need XXX credits to complete this program, which may be earned from a combination of required and elected courses. However, required courses may vary based on previous experience, training or transferable credits. View general requirements.

There are no prerequisites for this course.

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This course introduces the basics of systems security. Emphasis is placed on access controls, networking, auditing, security operations, and malicious code activity. This course is aligned to the Systems Security Certified Practitioner (SSCP) exam.

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This course covers the managerial and technical considerations related to access controls, authentication, external attacks, and other risk areas facing an enterprise. This course will also survey the techniques to prevent unauthorized computer and facility access as well as the concepts for protecting the hardware and software assets of an enterprise.

Information Systems Security

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This course introduces students to the concept of information systems security within the framework of the major security certification, the Certified Information Systems Security Professional (CISSP®). It provides an overview of the 10 domains of the CISSP® certification and prepares students for more detailed work in the subsequent program courses. Those domains include Access Controls; Software Development Security; Business Continuity and Disaster Recovery Planning; Cryptography; Information Security Governance and Risk Management; Legal, Regulations, Investigations, and Compliance; Security Architecture and Design; and Telecommunications and Network Security.

Introduction To Cryptography

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This course introduces cryptography and encryption concepts and how they are applied in real-world situations in order to implement strong and reliable security safeguards. This course will survey the various cryptography and encryption methods used in today’s information technology and communications environments as well as to review the considerations for selecting commercial products that support encryption technology.

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This course explores the evolution from information security to cyber security, policy and cyber security development, and the relationships between business and public- or private-sector organizations in meeting the challenges of cyber security threats. Students will be introduced to the legal and regulatory requirements for internal network and Internet security as they apply to both business and personal use. Vulnerabilities of both the organization and the individual will be reviewed as well as the processes and controls for mitigating cyber security threats. The need for an IT audit will also be explored as part of the vulnerability or mitigation process as well as the need for development of an organization-wide cyber security policy.

Information Systems Risk Management

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This course identifies and defines the types of risks that information systems professionals need to consider during the development and implementation of computer based information systems. This course will survey remedies and prevention techniques available to address the risk areas presented. Organizational policies, project management, and procurement considerations will also be examined relative to development, implementation, and use of computer-based information systems.





Radiologic Technology, radiologic technology degree.#Radiologic #technology #degree

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Radiologic Technology

Program: Radiologic Technology

Degree Type: Associate Degree

The Radiologic Technology program of Southern University offers an Associate of Applied Science Degree, which prepares students for careers in Radiography.

Dedicated to excellence in Radiography Education, the program promotes an environment which fosters the development of critical thinking, creativity, problem solving and cooperative learning through a wide range of instructional methods. The Program s offerings include learning experiences from a variety of disciplines to provide a diverse foundation for science and radiography. Using the classroom and clinical setting as the main thrust for enhancing the learning process, students are prepared to function as qualified radiographers in hospitals, clinics, and physicians offices.

Program Goals

Goal 2- Students will develop critical thinking and problem solving skills.

Goal 3- Students will demonstrate effective written and oral communication skills..

Goal 4- Students to display professionalism in the work place.

Student Learning Outcomes

Upon completion of the Radiologic Technology Program, students will able to:

  • Demonstrate effective patient care skills.
  • Effectively demonstrate oral and written communication skills.
  • Utilize critical thinking and problem solving skills by formulating and applying correct technical factors to produce diagnostic images.
  • Utilize critical thinking and problem solving to produce diagnostic images based on patient and equipment variables.
  • Demonstrate proficiency in radiographic positioning.
  • Demonstrate knowledge of the importance of professional organizations.
  • Display professional behavior in the clinical environment.
  • Act as ethical and responsible members of the health care team.

Program Overview

The radiography curriculum consists of general and clinical education. General education is concerned with instruction in the humanities, basic sciences, mathematics, and computer technology. The clinical course work in radiography utilizes a competency-based system and provides students with instruction in professional radiography to prepare them for an active role in the profession. The program is accredited by Joint Review Committee on Education for Radiologic Technology (JRCERT). Effectiveness data for the program will be available on the JRCERT and Southern University websites.





Health Information Technology #health #information #technology #classes

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Health Information Technology

The College is awaiting recommendations from the Commiss­ion on Accreditation for Health Informatics and Information Management Education (CAHIIM) for program changes that will better serve graduates. The College expects to implement these recommendations, which will bring about a state-of-the-art degree program. Interested students should seek further information from the College’s Office of Admissions as well as from the program Chairperson.

Labouré’s Associate in Science in Health Information Technology (HIT) will prepare you to enter a growing field with limitless career possibilities. Graduates of this accredited, two-year program are prepared for examination by AHIMA to earn the designation Registered Health Information Technician (RHIT). There are two academic paths in this division: the Associate in Science degree and the Online Medical Coding Certificate program.

Registered Health Information Technicians:

  • Ensure the quality of medical records by verifying their completeness, accuracy, and proper entry into computer systems.
  • Use computer applications to assemble and analyze patient data for the purpose of improving patient care or controlling costs.
  • Often specialize in coding diagnoses and procedures in patient records for reimbursement and research.
  • Can work as cancer registrars – compiling and maintaining data on cancer patients.

“My decision to attend Labouré College was an easy one. Once I researched HIM programs on the AHIMA website and saw Labouré was listed, I applied. The Labouré name is so well known in the Boston healthcare world that I didn’t even think about it twice! I was hired as the HIM director’s administrative assistant as a student at Labouré and still hold that position. I obtained my RHIT credential and plan on taking the CCS exam early next year.”
– Sherisse Monteiro, RHIT, Class of 2011, Brigham and Women’s Hospital





Health Information Technology AAS #health #information #technology #occupations

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Health Information Technology AAS

Overview

Summary

The Health Information Technology (HIT) associate of applied science degree is designed to prepare graduates for entry level employment as health information technicians.

Registered health information technicians perform technical medical record functions vital to the operation of the organization, including analyzing, coding, and health record evaluation. Registered health information technicians process, maintain, complete and report health information data for reimbursement, facility planning, marketing, risk management, utilization management, quality assessment and research. Graduates may be employed in a variety of settings including hospitals, health maintenance organizations, and other health care facilities.

Employment of medical records and health information technicians is expected to increase by 18 percent through 2016 according to the Bureau of Labor Statistics. This is faster than the average for all occupations because of rapid growth in the number of medical tests, treatments, and procedures that will be increasingly scrutinized by health insurance companies, regulators, courts, and consumers. Technicians will be needed to enter patient information into computer databases to comply with federal legislation mandating the use of electronic medical records. Students admitted to the program will be required to pay liability insurance during the semesters involving off-campus practicums or internships.

The general education core will transfer to a variety of colleges and universities. Contact a counselor, academic advisor, or faculty member at any of the colleges/universities for specific information and to obtain the recommended sequencing of courses.

To meet graduation requirements for any of the certificate or degree programs in the health information technology department, students must attain a grade of “C” or better in each major and general education course. Courses with grades less than a “C” must be repeated. In addition, students must meet the Texas Success Initiative requirements as established by the THECB for the AAS degree.

Admission Criteria For AAS Degree

In order to be considered for admission to the HIT program, students must meet the Texas State Initiative requirements. Students must take the TSI Assessment unless you are exempt. Please visit the placement testing website for more information. In order to be part of the program, students must be at college-level placement in reading, writing, and completion of MATH 0306 or higher.

Applicants seeking admission into the Health Information Technology AAS degree program must successfully complete the background check. For more information please see the HIT department webpage. A drug screen may also be required based on terms of our clinical affiliation agreement. Information on approved vendors will be provided by the program director. Students may be required to show proof of immunizations such as tetanus and MMR (mumps, measles, and rubella). Students may also be required to document negative results from a tuberculosis test. Applicants must cover the cost of the background check, immunizations and drug screen if required by clinical affiliates.

Program Accreditation

The Associate of Applied Science degree program is accredited by the Commission on Accreditation for Health Informatics and Information Management Education. Program accreditation allows AAS degree graduates to apply for certification examination to become Registered Health Information Technicians (RHIT).

First Year





Revenue Cycle Management #information #technology #solutions #provider

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2017 KLAS Recognition





Research Areas – Faculty of IT #areas #of #information #technology

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Research areas

Objectives

The aim of the Group is to contribute to the development of individuals, organisations and society through research into human-centred design, deployment and the creative use of ICT in organisations and society to:

  • develop theory, frameworks, models and tools for human-centred analysis, design, development, use and management of information systems, products and services, particularly in Business, eGovernment, eHealth, eCommunities, eSociety and eResearch itself
  • improve how people and organisations create, manage, categorise, seek, obtain, evaluate, and use information
  • improve enterprise and interpersonal information flow and recorded memory
  • break down barriers to satisfy the information and information systems needs of people and organisations, and to extend their effective use of information and information and communication technologies
  • evaluate the effectiveness of ICTs in communities and organisations.

More specifically the Group will:

  • Advance knowledge about human centred design, deployment and the creative and effective use of ICTs in organisations and society;
  • Conduct high-quality graduate education and research training in organisational and social informatics;
  • Establish collaborative links across disciplinary areas, institutions and sectors relating to organisational and social informatics;
  • Establish effective links with relevant governmental, professional, business and community organisations and groups;
  • Organise and conduct conferences, seminars, workshops, and non-degree training courses in organisational and social informatics;
  • Build Monash’s reputation for expertise and advice pertaining to organisational and social informatics;
  • Encourage the enrolment and completion of high quality PhD candidates.

Research areas

The Group conducts an integrated set of programs in research, research training, graduate education, and professional and community engagement. The integration of these programs is essential for the success of the Centre.

The Group s research programs are organised according to 6 interrelated programs:

1. Foundations of Organisational and Social Informatics

This program involves research relating to the development of theories, models and tools in this field, including research into appropriate research methods and techniques.

2. Health Informatics

This program includes the application of ICTs to the delivery of quality information to health consumers, and the use of mobile devices in the delivery of health care services.

3. eGovernment and Business Informatics

This program involves research into the application of ICTs in eGovernment and Business.

4. eResearch Informatics

This program relates to building eResearch governance frameworks and infrastructures to support collaborative research teams involving academics, industry and professional partners and community stakeholders.

5. eDemocracy and Community Informatics

This program includes research relating to the role of ICTs in eDemocracy, community networking, and community development.

6. Education Informatics

Major themes running across all program areas include:

  • Human-centred ICT Design
  • Useability
  • Information Quality
  • Information Accessibility
  • Information Interoperability
  • Information Systems Interoperability
  • Governance Frameworks
  • Knowledge Commons
  • Effective technology systems design.

In addition to a core commitment of publishing research results in the highest quality scholarly journals, the Centre will use its website as a key resource for academics, professionals, industry and community stakeholders. Centre staff will maintain their high level of organizing involvement in major academic conferences and journals, as well as industry and community forums.





Surgical Technology Associates Degree Program #associates #degree #information #technology

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Surgical Technology

Associate in Science Degree

The Associate in Science Degree in Surgical Technology prepares practitioners specifically for the operating room scrub role. During operative procedures, the surgical technologist functions as an integral part of the surgical team and works in cooperation with the surgeon, anesthesiologist, and registered nurse performing duties that are vital for the safety and care of surgical patients. Responsibilities include preparation of sterile operative equipment and supplies, instrumentation during operative procedures, and other intra-operative patient care activities. Common duties include operating sterilizers, lights, suction machines, electrosurgical units and laparoscopic equipment as well as preparing the patient s surgical site.

In the Surgical Technology curriculum, theory and practice are integrated through the use of laboratory experiences in a completely equipped, on-campus simulated operating room and in actual operating rooms. Comprehensive background in anatomy and physiology is studied along with the proper medical terminology of the systems. An appreciation of the person having surgery, knowledge of common conditions requiring surgery and the surgical procedure as well as skills of patient care are included in surgical procedures classes. Ethical and legal dimensions of the work and profession of the Surgical Technologist are part of the program. Supervised clinical practice in surgical environments prepares students realistically.

Graduates are prepared for entry-level positions in such areas as hospital operating room departments, obstetrical departments, surgical supply/processing departments, outpatient surgical centers, and surgeon office practices. In addition, after completing certain prerequisites*, graduates of this program are eligible to continue on for a Bachelor of Science Degree in Health Care Management.

The Associate in Science in Surgical Technology program of study is accredited by the Commission on Accreditation of Allied Health Education Programs (CAAHEP), 25400 U.S. Highway 19 N. Suite 158, Clearwater, Florida 33763, Telephone (727) 210-2350, http://www.caahep.org/. Upon completion of the program, graduates are eligible to take the National Certification Exam administered by The National Board of Surgical Technology and Surgical Assisting (NBSTSA).

All surgical technology students must take The National Board of Surgical Technology and Surgical Assisting (NBSTSA) Certified Surgical Technologist examination prior to graduation. As reported in the 2017 Annual Report, during the timeframe of 8/1/2015 – 7/31/2016 the pass rate for first time candidates of the ST program was 89%, whereas the national pass rate was 68%.

Associate in Science Degree

Missions, Goals and Outcomes

To provide entry level professional skills in the art and science of surgical technology, emphasizing a background for professional growth and development, exposure to various surgical specialties and organization of departments in relation to the total complex of a health care facility. The surgical technologist works under medical supervision to ensure the procedure is conducted under conditions that maximize patient safety by maintaining aseptic technique, proper functioning of equipment and a safe environment. The Surgical Technologist is a respected and integral part of the team of medical practitioners providing surgical care to patients in a variety of settings.

  1. To prepare competent entry-level surgical technologists in the cognitive (knowledge), psychomotor (skills) and affective (behavior) learning domains.
  2. To demonstrate advanced knowledge of the principles of asepsis as applied to the practices of sterile technique as well as provide a safe, efficient and supportive environment for the peri-operative patient.
  3. To provide a variety of surgical specialty experiences in the spirit of cooperative education.
  4. To provide each student with a continuous, ongoing education with a consistent classroom and clinical experience.
  5. To apply knowledge from other fields to help each student address the needs of the patient.
  6. To stress the importance of the educational process as a continuum.
  7. To encourage volunteerism as well as participation and activity in local, regional, and national organizations with a philosophy that elevates and reinforces the standards of the profession.
  8. To continuously evaluate the program to maintain the highest degree of quality.
  • Successful completion of all preoperative competencies.
  • Successful completion of all intra-operative competencies.
  • Successful completion of all post operative competencies.
  • Successful completion of all professional skills competencies.

Associate in Science Degree

  • BIO 100 Anatomy and Physiology I (MA/SCI Core)
  • BIO 101 Anatomy and Physiology I Lab (MA/SCI Core)
  • BIO 120 Anatomy Physiology II (MA/SCI Core)
  • BIO 121 Anatomy Physiology II Lab (MA/SCI Core)
  • BIO 122 Microbiology
  • BIO 130 Pharmacology
  • BIO 131 Pathophysiology
  • ELECTIVE Communications Core
  • ELECTIVE Humanities (or Arts/Foreign Language) Core
  • ELECTIVE Humanities (or Arts/Foreign Language) Core
  • ELECTIVE Math/Science Core
  • EN 102 Critical Thinking and College Writing (COM Core)
  • EN 110 Healthcare Communication Skills
  • HS 102 Introduction to Allied Health (MA/SCI Core)
  • HS 201 Introduction to Medical Ethics and Bioethics
  • MA 109 Math for Life Science (MA/SCI Core)
  • MGM 102 Word Processing (5 weeks)
  • PS 201 Introduction to Psychology (SS Core)
  • ST 101 Introduction to Surgical Technology
  • ST 120 Surgical Instrumentation
  • ST 130 Surgical Procedures I
  • ST 131 Surgical Procedures I Lab
  • ST 200 Surgical Procedures II
  • ST 201 Surgical Procedures II Lab (5 weeks)
  • ST 203 Professional Communication Skills (5 weeks)
  • ST 204 Operating Room Laboratory I** (5 weeks)
  • ST 205 Advanced Topics in Surgical Technology
  • ST 220 Surgical Procedures III
  • ST 222 Operating Room Laboratory II**
  • ST 223 Surgical Seminar I
  • ST 230 Operating Room Laboratory III** (5 weeks)
  • ST 232 Advanced Applications of Surgical Technology
  • ST 233 Surgical Seminar II (5 weeks)
  • Association of Surgical Technologists. Core Curriculum for Surgical Technology, 6th edition, Surgical Rotation Case Requirements.




Master of Library and Information Science #information #technology #masters #program

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Master of Library and Information Science

Click here for our new asynchronous MLIS Information Session.

The role of information professionals has changed dramatically as the volume of available information has increased and technology for information search and retrieval has advanced. The ability to manage the growing array of information tools has led to new opportunities for those who want to work in the information field, a discipline which bridges the management of both traditional and emerging information sources. The MLIS program, which we are pleased to say is accredited by the ALA through 2020. is responsive to the information marketplace and encourages the development of creativity, professionalism, and a proactive attitude to the needs of various clienteles in library and information service environments.

The MLIS degree is a 36-credit program that can be completed in three consecutive terms of full-time study or up to four years (twelve terms) of part-time study.

There is a series of mandatory core courses — the remaining courses are tailored to your career goals or chosen area of interest. It is important to plan carefully, in consultation with your faculty advisor, to make the best use of the educational opportunities available at the School of Information Sciences.

Students will take the four required courses * for the MLIS degree.

* The area of interests (see this page ) may have different core and required courses — students should work with their advisors to ensure that they are following the proper course of study.

Upon completion of the MLIS degree, graduates will incorporate the knowledge, skills, ethical foundations and social responsibilities of the information professions into professional practice. See our Goals for Graduates of the MLIS Program .

Pathways

Our three pathways have been developed in response to needs expressed by the profession. In addition to the core knowledge of librarianship, you ll gain specific skill sets pertinent to your career goals.

Statute of Limitations

The Master s Degree program must be completed within four years of the first term in which courses were taken after admission. The normal full-time course load is 9 to 12 credits per term; thus, a full-time student will complete the program in three or four terms. The normal part-time course load is 6 credits per term, which permits the part-time students to complete the program in six terms. The faculty, in response to a student petition, must approve exceptions to the four-year limit if extenuating circumstances exist.

Learn More!

The iSchool hosts a number of opportunities for you to explore the LIS program. Attend Information Sessions at the iSchool or online, whichever suits your schedule. More





Biological Sciences Marine Biology #florida #institute #of #technology, #florida #tech, #fit, #college

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What is Marine Biology?

Marine Biology spans a broad range of biological investigations, including the study and experimental use of marine organisms like mammals, fish, crustaceans, corals, molluscs, seagrasses algae and echinoderms.

What Will I Study?

Florida Tech’s undergraduate marine biology program was one of the first of its kind in the United States, started in 1971. Students are provided with a strong background in general biology, such as biometry, genetics and biochemistry. Additional specialized courses that focus on the biology and ecology of marine organisms include invertebrate zoology, fish biology, marine biology, marine ecology, marine mammals and summer field courses in Australia, Jamaica and the Bahamas.

What Courses Will I Take?

Review the core courses online at the University Catalog. In addition to the required program core courses, elective courses can be selected in biology, chemistry, environmental science and oceanography.

What Research Opportunities are Available?

In addition to research opportunities provided through our Office of Sponsored Programs and other university sources, we offer unique and exciting field research opportunities as part of the curriculum.

Our Ecology majors are required to take at least two summer field courses, but students in other disciplines are encouraged to enroll in these courses as well:

  • Tropical Ecology of Costa Rica
  • Tropical Ecology of Peru
  • Field Biology and Ecology in Africa
  • Australian Ecosystem Ecology
  • Smoky Mountains
  • Florida Barrier Islands
  • Bahamas Reef Ecology
  • Rocky Mountains

Why study Marine Biology at Florida Tech?

  • Ranked #7 among the country’s marine biology programs (Gourman Report 1998)
  • Broad training in biological sciences with specialization in marine topics
  • Intense hands-on field, ship-board and laboratory experiences, beginning in freshman year
  • Undergraduate research opportunities including work-study, volunteer assistant and formal research courses
  • Located on the Indian River Lagoon, the most diverse estuary in North America

150 W. University Blvd. Melbourne, FL 32901





Doctoral Programs #concordia #university #chicago #s #college #of #graduate #and #innovative #programs

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Doctoral Programs

Welcome to Concordia University Chicago and thank you for your interest in applying to one of our doctoral programs. All documents relating to admission should be submitted to Concordia University’s Office of Graduate Admission and Student Services prior to the deadline for your anticipated term of enrollment. See your degree of interest on this Web site for application and file completion deadlines.

Admission Requirements

Admission to the doctoral program occurs prior to initiation of course work. The number of students admitted will be limited to ensure quality of program and dissertation advising.

Applicants who are successful in their application for admission for entrance into the doctoral program will meet the following criteria:

  • Master’s degree with a minimum 3.0 GPA
  • A completed Doctoral Application for Admission
  • Submission of rationale statement, including personal goals for applying for admission to the program.
  • Transcripts: Submission of official transcripts of all previous credits.
  • Testing: Current Graduate Record Exam or Miller Analogies Test scores (test taken within the prior three years).
  • Letters of recommendation from two persons qualified to comment upon the applicant’s potential for doctoral study.
  • Past experience: At least two years of successful teaching/administrative experience (required only for doctoral programs in K-12 education).
  • Writing sample: Submit a paper that demonstrates your ability to write in a scholarly manner at a level typical of graduate work. A paper from your master’s program would be most appropriate. This sample should approach, but not exceed, five pages in length.

All documents should be submitted to:

Office of Graduate Admission and Student Services
Concordia University Chicago
7400 Augusta Street
River Forest, IL 60305

The office fax number is (708) 209-3454.

Once the admission file is completed and initially reviewed, qualified applicants will complete an extemporaneous writing sample followed by a personal interview with an admission committee.

Admission recommendations are submitted from the admission committee to the Dean of the College of Education, who will then make the final admission decision and communicate the decision to the candidate. The admission committee may establish an admission waiting list, if necessary. Students admitted should consult the Doctoral Program Handbook for additional program information.

Students who are applying for admission to the doctoral program are precluded from enrolling in any courses which met doctoral program requirements until the student has been completely admitted to the program.

The Graduate Admission Committee reserves the right to request additional information or documentation deemed helpful in evaluating applicants for admission.

Additional Testing

Depending on program of study, students may be required to take additional tests such as the Graduate Record Exam, Miller Analogies Test and/or the Illinois Basic Skills Test. A writing sample, essay, FBI fingerprint criminal background check, valid teaching certificate and/or interview may also be required to determine what may be necessary for a student to qualify for a graduate program.

Pending Status

Doctoral and international students are not eligible for Pending Status .

International Students

Applicants who are not U.S. citizens are required to meet all admission standards listed for the program they wish to enter. In addition, the following are required to be considered for admission:

  • TOEFL: A score of at least 550 (paper-based) or 72 (internet) minimum requirement on the Test of English as a Foreign Language (TOEFL), or successful completion of Level 112 at an English Language School (ELS) unless English is the native language, and an unqualified recommendation from an ELS program director is provided. (International students who have earned an advanced degree from an accredited institution in the United States do not need to submit TOEFL scores.)
  • Transcripts: Official transcripts from each college/university attended showing all college/university course work with certified English translations of all transcripts originally prepared in any other language. Also, any international transcripts must be evaluated by a Concordia-approved international credentialing service such as WES (World Education Services), ECE (Educational Credential Evaluators), or AACRAO (American Association of Collegiate Registrars and Admission Officers).
  • Financial Support: A certified document guaranteeing adequate financial support for at least the student’s first year of study and, barring any unforeseen circumstances, adequate funding from the same or an equally dependable source, for subsequent years.
  • Medical: A physical exam, adequate medical insurance, and proof of immunization are required prior to enrollment.
  • Regular Admission Requirements: International students must qualify for regular admission to a degree program in order to enroll.

All documents must be received by the Office of Graduate Admission and Enrollment Services at least three months prior to the expected date of entry. I-20 forms may be issued only after University acceptance is granted and will remain in effect only for students who continue to make satisfactory progress as full-time students in an accepted university program. The program length may vary for each student.

Application information





Educational Technology Research and Development – incl #journal #of #educational #technology #and

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Educational Technology Research and Development

Educational Technology Research and Development is the only scholarly journal in the field focusing entirely on research and development in educational technology.

The Research Section assigns highest

Educational Technology Research and Development is the only scholarly journal in the field focusing entirely on research and development in educational technology.

The Research Section assigns highest priority in reviewing manuscripts to rigorous original quantitative, qualitative, or mixed methods studies on topics relating to applications of technology or instructional design in educational settings. Such contexts include K-12, higher education, and adult learning (e.g. in corporate training settings). Analytical papers that evaluate important research issues related to educational technology research and reviews of the literature on similar topics are also published. This section features well-documented articles on the practical aspects of research as well as applied theory in educational practice and provides a comprehensive source of current research information in instructional technology.

The Development Section publishes research on planning, implementation, evaluation and management of a variety of instructional technologies and learning environments. Empirically based formative evaluations and theoretically based instructional design research papers are welcome, as are papers that report outcomes of innovative approaches in applying technology to instructional development. Papers for the Development section may involve a variety of research methods and should focus on one aspect of the instructional development process or more; when relevant and possible, papers should discuss the implications of instructional design decisions and provide evidence linking outcomes to those decisions.

The Cultural and Regional Perspectives Section (formerly International Review ) welcomes innovative research about how technologies are being used to enhance learning, instruction, and performance specific to a culture or region. Educational technology studies submitted to this section should be situated in cultural contexts that critically examine issues and ideologies prevalent in the culture or region or by individuals or groups in the culture or region. Theoretical perspectives can be broadly based and inclusive of research, such as critical race theory, cultural-historical activity theory, and cultural models. Papers published in this section include quantitative, qualitative, and mixed-methods articles and reviews drawing on relevant theories, empirical evidence, and critical analyses of the findings, implications, and conclusions within a cultural context.

Abstracted/Indexed in

Social Science Citation Index, Journal Citation Reports/Social Sciences Edition, SCOPUS, PsycINFO, INSPEC, Google Scholar, EBSCO Discovery Service, Academic OneFile, Academic Search, CSA Environmental.

Social Science Citation Index, Journal Citation Reports/Social Sciences Edition, SCOPUS, PsycINFO, INSPEC, Google Scholar, EBSCO Discovery Service, Academic OneFile, Academic Search, CSA Environmental Sciences, Current Contents / Social ?>

Colleges in Tampa, Florida (FL) – Universities, Trade #tampa, #florida, #colleges, #universitites,

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Tampa Colleges and Schools

Colleges in Tampa, Florida

There are at least 25 Tampa colleges serving tens of thousands of students each year. Institutions range considerably in both size and focus, but include both public and private colleges, universities, and technical or vocational schools. The following are just three of the largest colleges in Tampa (by enrollment):

  • University of South Florida. The University of South Florida is a public college offering undergraduate and graduate degrees in a broad range of subjects. According to the National Center for Education Statistics (NCES), USF’s 2013-2014 school year enrollment neared 41,500 students. Total estimated annual cost of tuition and fees that year was $6,410 for in-state students and $17,324 for out-of-state students.
  • Hillsborough Community College. HCC is a public, two-year community college offering primarily Associate degrees and certificates. Programs are designed with a mind for transfer to four-year institutions or workforce entry, depending on the discipline.The NCES reports that HCC’s total 2013-2014 enrollment exceeded 26,500. Total cost of tuition and fees that year was $2,506 for in-state students and $9,111 for out-of-state students.
  • University of Tampa. The University of Tampa is a private, not-for-profit institution offering Bachelor’s degrees, Master’s degrees and post-master’s certificates. The NCES reports a total 2013-2014 enrollment of just under 7,300 students, most of whom were undergraduates. As a private college, UT’s tuition and fees are the same for both in- and out-of-state students: $25,772 total in 2013-2014. On-campus room and board cost an estimated $9,388 that year.

Prospective students can learn more about other public and private universities in the Tampa area below, or by visiting NCES online.

Trade and Vocational Schools in Tampa

Trade and vocational schools provide students with career-ready skills in areas like Allied Health; Automotive Repair; Legal Assistance; Criminal Justice; and more. There are several of these types of career colleges across Tampa, though many also offer online degrees for students living outside of the area. The following are two of the largest Tampa, Florida colleges providing technical or vocational training, as reported by the NCES.

  • Ultimate Medical Academy – Tampa. The Ultimate Medical Academy is a private, two-year institution offering certificates and Associate degrees in health-related fields, like Medical and Dental assisting; Nursing; and Healthcare Management. The NCES reports that UMA served 11,170 students in Tampa during the 2013-2014 school year. Estimated tuition and fees for that year, for both in- and out-of-state students, was $15,550.
  • Everest University in Brandon. Everest College is a large, national career school that served $4,318 students on its Brandon Campus in the 2013-2014 school year. It also has a second, smaller campus in Tampa with fewer than 500 enrollments. Everest offers certificates and diplomas, Associate degrees, Bachelor’s degrees and Master’s degrees in a wide range of subjects. Estimated tuition and fees for 2013-2014 were $15,156.

Note that not all career schools report enrollment information, so there may be other large institutions not represented. We recommend contacting prospective schools directly to learn more.

Careers in Tampa

Tampa colleges are an investment that tends to pay-off in both earnings and overall employment. According to 2013 data from the Bureau of Labor Statistics (BLS), Associate degree holders earned about $125 more per week on average than workers with high school diplomas alone. Bachelor’s degree holders earned about $450 more that year, and Master’s degree holders earned nearly $700 more, or about double the average weekly earnings for high school graduates. The disparity is even greater for workers with professional and doctoral degrees. The same trend also holds true for employment figures: unemployment rates tend to decline with more education.

The following careers reported the highest mean earnings in Tampa in May of 2013, per the BLS.

Most of the careers featured above require advanced doctoral or professional degrees, but some of the most popular careers in Tampa, such as nursing, information technology, and criminal justice, require just two- or four-year degrees.

Students researching additional Tampa-area colleges can browse the links to nearby cities on the left. For more information about Tampa colleges, review the list below.

Colleges: Tampa, Search for Schools and Colleges, National Center for Education Statistics, http://nces.ed.gov/globallocator/index.asp?search=1 State=FL city=Tampa zipcode= miles= itemname= College=1 CS=1E360FDA

May 2013 Metropolitan and Nonmetropolitan Area Occupational Employment and Wage Estimates: Tampa-St. Petersburg-Clearwater, FL, Occupational Employment Statistics, Bureau of Labor Statistics, April 1, 2014, http://www.bls.gov/oes/current/oes_45300.htm

Education Pays, Employment Projections, Bureau of Labor Statistics, 2013, http://www.bls.gov/emp/ep_chart_001.htm

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15 Best U #solar #energy, #us #solar #energy #companies, #energy #reserves, #solar

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America s Best Solar Energy Companies

Solar Energy has gone from a fringe interest of the environmentally aware, to a viable option in new home construction and renovation. More businesses and government entities are also turning towards solar to power self-contained systems to promote energy reserves on site. Here are the best 15 US solar energy companies today. Some of them are very new, and some have been working with solar technology and construction for well over 30 years.

15 Best U.S. Solar Energy Companies

1. Verengo Solar – This one has become one of the top 3 residential solar installing companies in the US just based on market share. It has done so well that there is rumor it is now inviting buyers. Focused on the residential market, Verengo Solar reportedly installed over 12,000 solar units in residences since it opened for business. It is considered to be very friendly to those just beginning to explore solar lifestyles, but also scores well with business and commercial accounts too.

2. SolarCity – Next on the list is another of the largest residential solar installation companies in the US. What really makes SolarCity a standout in the industry is it also has its own manufacturing division. While they mostly work with residences, they also can provide for government and non-profit purchase, leasing and PPA programs as they can manufacture their panels to fit the order. Their installation and financing abilities also help to make SolarCity one of the best companies to choose to get started with solar in your home or business.

3. Sungevity – This company really makes the grade for being the pioneers in the US industry in solar leasing. They offer leasing and financing, but they are not dependent on each other. The effect of this model is it allowed for Sungevity to expand to offer solar options in underserved areas by promoting satellite distribution and installation companies under their brand logo. Their leasing has been a hit with residential, PPA and business entities; plus their other services have made them a strong and steady presence in the traditional market, including government and non-profit needs.

4. SunPower – This company has the distinction of being a worldwide leader in solar cell and module manufacturing, as well as a leading installer of solar equipment. It is a US based company, and their primary focus was on developing the residential market. While focused on home solar use, SunPower also has a very strong commercial arm, which places them in the top 3 of the providers and installers in the 48 states for business and government use. Their product line covers everything from small DIY projects, to home conversions, new construction and corporate installations too.

5. Sunrun – Sunrun is a relative newcomer to the industry, incorporating in 2007. They currently only serve 11 states, but within those states they have now become one of the largest solar installers. They don t do any manufacturing, but they are leasing and installation specialists. Their contracts are evenly divided over residential, commercial and government contracts. They also are one of the first choices for PPA customers and those just beginning to explore solar power.

6. RGS Energy – RGS Energy is a division of Real Goods Solar. Real Goods Solar is the 5 th largest US residential solar installation company. Their RGS Energy division is their latest innovation to bring their products to more residences, businesses and other PPA customers. They offer both leasing and financing. RGS has been serving customers for over 35 years and are considered one of the pioneers in making solar energy a viable alternative for private homes and businesses.

7. OneRoof Energy – One of the newer companies on the market, OneRoof Energy. this company was founded in 2011. They neither make nor sell solar modules, panels or components; they are a bespoke lease agent for other companies. The bonus for their companies is this has allowed them to carve out a niche in leased services and components that let companies and residential customers take the best advantage of industry discounts. They can also bring to an under-served area solar access through their negotiated access.

8. PetersenDean – PetersenDean started in 1984 and have been one of the primary leaders and innovators in the US solar energy market since. They combine roofing services with solar installation. The solar component is a relatively new addition to their divisions, but their longstanding history in the roofing marker has given them the edge on what different markets need to make solar energy viable. They have a high residential service percentage, but also do commercial work and government contracts too.

9. Vivint Solar – Right on the heels of PetersenDean is Vivint Solar. They don t have a roofing division but have divisions devoted to home security and automation. Like PetersenDean they have launched into the solar market by making the best use of their knowledge of residential and commercial needs. As of 2013, they were ranked 2 nd in the nation as a provider of solar installation. They do installation and lease products, sell components but do no manufacturing of their own. They serve residential, business and government agencies through direct sales, leasing and PPA agreements.

10. Horizon Solar Power – Horizon is an unusual addition to this list as they are mostly centered on the Southern California area. This area does represent one of the highest ratios of solar energy use in the nation. To that end, they are a leading provider of residential solutions. Their focus is on solar inclusion in rehabs, and in new construction. With their unique price agreements with solar module and component manufacturers, they are also the leading provider of discount panels to residential customers.

11. Solar World USA – SolarWorld is a solar pioneer, one of the world’s largest solar-technology producers and the largest U.S. solar panel manufacturer for 40 years. In its technology, manufacturing, performance, service and environmental track record, the company is a solar industry leader.

12. Solar Universe – Headquartered in California, Solar Universe has been providing locally owned and operated solar to neighborhoods across the country since 2008 through their locally owned and operated franchise network. They ve developed a unique solar franchise network which brings energy savings to consumers and businesses through our network of locally owned and operated franchises.

13. First Solar – First Solar is the global leader in photovoltaic (PV) solar energy solutions. First Solar has developed, financed, engineered, constructed, and currently operates many of the world’s largest grid-connected PV power plants in existence. By integrating technologies, services and expertise across the entire solar value chain, First Solar delivers bankable PV energy solutions that enable a world powered by reliable and affordable solar electricity.

14. Trinity Solar – Trinity Solar is the leading designer and integrator of solar electric systems in the Northeast. Their mission is to provide high-performing, cost-effective, environmentally responsible solutions to address the energy needs of our customers. Trinity has installed over 7,000 solar power systems, grown to over 350 employees, has become the largest solar provider in the Northeast, and is now one of the top ten solar providers in the nation.

15. Suniva Suniva is the leading American manufacturer of high-efficiency, cost-competitive PV solar cells and modules. The company is known worldwide for its high-quality solar products, patented low-cost manufacturing technology, and long-term reliable performance. Our ground-breaking manufacturing process ensures the combination of high power and exceptional value in every product we make, while our research milestones continue to set the standard in the global PV marketplace.

The common thread with all of these US solar energy companies is they have recognized that there are more places solar can be applied than thought before. The new leasing and discount programs make it easier for residences and businesses to incorporate solar energy in their constructions. Rather than think that houses need to be all solar, there is more drive to put solar assistance in place for existing fossil fuel systems.

Image credit




UAB – Information Engineering – Management #engineering, #professional, #masters #degree, #engineering #management,

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Masters of Engineering Management
Information Engineering Management
Online Campus

What to expect from Our Information Engineering Management (IEM) Master s Program:

Entrepreneurship focus on Engineering IT management
Invest 2 days a month for 20 months 100% online
Engineering undergraduate degree not required
Flexible classes that fit into work and family schedules
All online student clients pay in-state tuition
Real-world focus with immediate life/job use
Faculty comprised of employed industry leaders
No GRE/GMAT required for admission

Is IEM right for you? Here’s what we look for:

Who we are:

IEM stands for Information Engineering and Management. We are an executive master degree available in house or 100% online. providing an entrepreneurial focus to engineering and technology.

Why you want a master degree in Information Engineering and Management:

You will learn how to network effectively, identify your strengths, bolster your weaknesses, and you will gain the technical skills and perspectives you cannot get anywhere else.





Cloud Services, Cloud Technology, Cloud Solutions, Cloud Consulting #cloud, #cloud #services, #cloud

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Cloud

Wipro’s Cloud services helps enterprises in enhancing customer experience, accelerating business outcomes and building future ready capabilities. We help our customers optimize, scale, manage and outsource IT resources to rationalize investments. Our industry solutions help simplify processes, modernize applications and enable cognitive intelligence to meet our customers’ business needs.
Wipro partners with best of breed products such as Salesforce, Oracle, Microsoft and a host of ecosystem partners to provide cutting edge solutions.

How Wipro Helps

With Wipro’s cloud services. you empower your business leaders and employees to do business better. Our Cloud solutions help you:

  • Optimize, scale, manage and outsource your IT resources
  • Reimagine journeys and processes to enable digital business
  • Enable customers, employees and partners with a consistent omni-channel experience
  • Transform to an agile business and a dynamic growth engine

Wipro’s in-depth industry and technology expertise can deliver true multi-directional dynamism, thereby enabling your enterprise to experience a seamless cloud journey.

“Wipro is best-suited to complex or transformational projects. For example, Wipro has led digital transformation based on Salesforce at leading brands such as Philips (connected products) and ST Microelectronics (digital partner ecosystem). Wipro has significant experience with legacy migration and complex integration. Though Wipro does plenty of standalone work in this space, it is particularly well-suited to clients seeking a long-term partner for ongoing Salesforce services.”

– Liz Herbert, The Forrester Wave™: Salesforce Implementation Partners, Q2 2015, Forrester Research, Inc. June 26, 2015

Services Portfolio

Solutions

  • VirtuaDesk
  • ServiceNXT Cloud Operations Center




12 Advantages and Disadvantages of Technology in Education #disadvantages #of #using #technology

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navajocodetalkersadmin on June 29, 2015 – 5:27 pm in Pros and Cons

Advances in technology have shaped and changed our world in ways that no one could have ever predicted. Business, recreation, and yes even education, have been deeply impacted by things like the internet, cell phones, and computers. Everything is able to be streamlined, and anything you could ever want to know can be found with a couple clicks of a button. How does this truly effect us? This is a question that students, lawmakers, parents, and teachers have been arguing over for the past decade. Is the use of technology in the classroom truly hurting the youth of the world or is it preparing them for a technologically demanding future?

Advantages of Technology in Education

1. A More Interactive Experience
Utilizing technology give the teachers and students an ability to really get into the subject that they are learning about. You can use games, videos, and simulations to help ensure that students are not only excited about what they are doing, but comprehending it as well.

2. An Unlimited Source of Resources
The answer to any question that a person has can be found in the click of a button using computers, smart phones, tablets, and the internet. This is a priceless benefit for technology because students can expand their own understanding, and seek answers or information on subjects very easily.

3. Necessary Skills for the Future
Business is dominated by technology, as well as just about all of the workforce. If we do not implement technology and it’s use in our classrooms then we will have a generation of students who are not prepared with the necessary skills they need to be employed.

4. Saves Precious Resources
One often overlooked benefit of using technology in the classroom is the amount of resources that would be saved. Books, assignments, and many other things require materials like paper to do. If things became digitized then the sheer amount of these resources would be drastically cut down.

5. Instantly Updated Information
The things that we know are always changing, and when this happens, educational resources like textbooks must be updated as well. This is possible with technology, and it has the ability to happen exponentially faster and cheaper than if all new books and resources has to be purchased.

6. No More Heavy Backpacks
The further into your education that you get, the more things you are required bring with you each day. The backpacks of high school students are loaded down with the weight of textbooks, this would no longer be a problem if all learning resources for their education would through technology.

Disadvantages of Technology in Education

1. What a Distraction
By far, the biggest problem with using technology in education is how distracting it can be. While many great educational things can be accessed, things that are not useful and waste time can be as well. Games, video, and music all distract students from what they are supposed to be doing with their technology.

2. Inappropriate Access
The wealth of great information on the internet is easily over shadowed by the amount of bad things present as well. Violence, pornographic materials, and hateful things can all be accessed by students, and if this is done on school time, premises, or technology big problems can arise.

3. Not Everything on the Internet is True
Anyone can post anything on the internet, but this doesn’t mean that it is true or correct. This is a problem when it comes to education because if students are seeking answers to a question, they could easily come across the incorrect answer and not realize it.

4. Easier Cheating
Another one of the big problems that are argued when it comes to technology in education is just how easy it has become for students to cheat. They are able to simply search an answer to a question and instantly find the answer.

5. Extremely Expensive To Keep Up To Date
It is not secret that the newest and most up to date technology is very expensive. In order for a school to use technology like this they have to pay for it, which is difficult for most public schools to do because of the sheer cost. This is also difficult for parents because the students become accustomed to some technology that they do not have at home.

6. Hinders Basic Skills
Technology automates just about everything. Instead of learning and understanding basic math, students can simply use their calculator on their phones. Spelling is another example of this, we need to make sure that students retain the ability to problem solve and think for themselves.





5 Big Data Technology Predictions for 2015 #what #is #big #data #technology

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5 Big Data Technology Predictions for 2015

In just a few short years, big data technologies have gone from the realm of hype to one of the core disruptors of the new digital age. 2014 saw big data initiatives inside the enterprise increasingly move from test to production. In 2015, big data will push further into the enterprise with even more use cases — specifically real-time use cases — says John Schroeder, CEO and co-founder of Hadoop distribution specialist MapR .

“This is the year that organizations move big data deployments beyond initial batch implementations and into real time,” Schroeder says. “This will be driven by the realization of the huge strides that existing industry leaders and soon-to-be new leaders have already made by incorporating new big data platforms into their analytics with “in-flight” data to impact business as it happens.”

Schroeder says five major developments will dominate 2015.

1. Data Agility Emerges as a Top Focus

Data agility has been one of the big drivers behind the development of big data technologies, as the processes around legacy databases and data warehouses have proven too slow and inflexible for many business needs. In 2015, Schroeder says data agility will become even more central as organization shift their focus from simply capturing and managing data to actively using it.

“Legacy databases and date warehouses are so expensive that DBA resources are required to flatten summarize and fully structure the data,” he says. “Upfront DBA costs delay access to new data sources and the rigid structure is very difficult to alter over time. The net result is that legacy databases are not agile enough to meet the needs of most organizations today.”

“Initial big data projects focused on the storage of target data sources,” he adds. “Rather than focus on how much data is being managed, organizations will move their focus to measuring data agility. How does the ability to process and analyze data impact operations? How quickly can they adjust and respond to changes in customer preferences, market conditions, competitive actions and the status of operations? These questions will direct the investment and scope of big data projects in 2015.”





Health Informatics Online Graduate Certificate Program at UMass Lowell #online, #graduate, #informatics,

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Online Graduate Certificate Program in Health Informatics

Course Descriptions

PUBH.5310 Health Informatics

The course provides healthcare professionals with a conceptual and practical understanding of information and communication systems, and how they are used. It also addresses the systems analysis, development and implementation challenges in optimizing today’s complex healthcare systems designs to improve both use and clinical outcomes. Students learn the theory, techniques and systems used for transforming clinical data into information useful for decision-making. The current and future role of the health care informatics professional is discussed. 3 credits.

PUBH.6070 Healthcare Information Systems

This is the introductory, first-recommended course in health informatics. It provides a broad-ranging overview of the healthcare information systems industry, its history, recent developments and continuing challenges, and a practical understanding of healthcare information systems acquisition and implementation. Topics include meaningful use, EMR, CPOE, and health information exchange. 3 credits.

PUBH.6320 Health Information System Planning

A course examining contemporary healthcare information system requirements and focusing on the design, implementation, and modification of these systems. Actual or hypothetical health system related projects are used to support the theoretical framework. 3 credits. Prerequisite: CSCE Graduate Restrictions

PUBH.6330 Healthcare Database Design

A practical approach to the design, and development of a relational database with an emphasis on healthcare. Analyzing the requirements of the database proceeds to the design of the structure of the relational database, which is then developed in a Relational Database Management System (RDBMS). Microsoft Access is used as the RDBMS platform. 3 credits.

PUBH.6350 Healthcare Project Management

A graduate level course providing a comprehensive foundation for project management as it applies to healthcare. Students will be introduced to the theory and concepts of project management, and the tools to manage projects with a specific focus on health information technology. 3 credits.

PUBH.6380 Strategic Planning in Healthcare and HIT (Health Information Technology)

A graduate-level course introducing healthcare professionals to strategic planning for the information systems organization. Skills learned in this course will enable the student to work effectively with and support the information systems planning effort and assure business alignment. 3 credits.

PUBH.6390 Electronic Health Record Systems

The course addresses Electronic Health Records (EHR) integration with patient care flow, clinical decision making and patient engagement, as well as clinical quality reporting. The students also learn core EHR functions. The course uses industry-leading EHR software as a learning tool to demonstrate how electronic health record technologies are used in a clinical setting. 3 credits.

Certificate Requirements

Students enrolled in graduate certificate programs through UMass Lowell must complete all courses indicated in the curriculum outline. Students may complete the certificate program at their own pace by registering for and successfully completing one or more courses each semester, depending upon his/her personal time constraints. Students are required to maintain a minimum grade point average of 3.0 with no more than one course grade below B to receive the certificate.

Online courses meet 10 to 14 weeks each semester during the Fall, Spring and Summer semesters (see Academic Calendar for details). Online students generally log into their online course website one or more times per week to retrieve lectures and assignments or to participate in a chat session. Online students should expect to spend 6 to 10 hours per week engaged in course-related activities for each course. For more information on online courses, visit our online program home page .

Certificate Completion

Once you have completed all courses in a graduate certificate program, please complete and submit via mail or fax the Graduate Certificate Clearance Form to the Registrar’s Office.

Registration

The Division of Online & Continuing Education offers courses during the Fall, Spring and Summer semesters. Approximately two months prior to the start of each semester, we post the upcoming semester course schedule on our website. Once you know which course(s) you would like to take, current students can register using SIS Self-Service. while new students, who have not already applied and been accepted into a program, must use the Non-Degree Registration Form.

You may take courses without being officially enrolled in a certificate or degree program, but you must meet the particular course prerequisites. Registrations are accepted on a first-come, first-served basis. Class size is limited. We recommend that you register early to reserve your place in class.

If you would like to be notified by email when we post our next semester’s course schedule, click here.

Tuition

Please refer to our tuition and fees page for up-to-date pricing information or refer to the Online & Continuing Education Course Bulletin that is published each semester.

New Students

If you have not already applied and been accepted to a program.

Current Students

If you have applied, been accepted and are currently enrolled in a program.

Questions:

Health Informatics (Cert) Program Support:
Online Continuing Ed Support:

Email our Student Support Center for assistance, or call 800-480-3190 and press 1 to speak with an advisor.

Restrictions

Please Note: While every effort has been made to ensure the accuracy of the information presented within this website, the Division of Online & Continuing Education reserves the right to implement new rules and regulations and to make changes of any nature in its program, calendar, locations, tuition and fees. Whenever possible, appropriate notice of such changes will be given before they become effective. In applying for a degree program or registering for courses, each student assumes full responsibility for knowledge of and compliance with the definitions, regulations and procedures of UMass Lowell as set forth on our website. For additional information, please refer to the Graduate Program Policies found within the UMass Lowell Graduate Catalog.

Applying into an Online Graduate Certificate Program

UMass Lowell Graduate Certificate Programs provide knowledge and expertise that are vital in today’s rapidly changing workplace. In many cases, graduate certificate courses may be applied toward a master’s degree at UMass Lowell. Most graduate certificates consist of four courses, for a total of 12 graduate credits. This is a great way to earn a graduate-level credential on the way to earning your master’s.

WHO CAN APPLY?

Holders of an appropriate bachelor’s degree

HOW TO APPLY?

Application Fee is $50.00 for all applicants. NO Graduate Record Exam (GRE) is required for graduate certificate programs. Credits earned from a graduate certificate may be used toward a related graduate degree with the approval of the graduate program coordinator. Students who complete a graduate certificate with a cumulative GPA of 3.50 or better in a UMass Lowell graduate certificate program may be able to waive the GRE when applying to a related master’s degree. Graduate Certificate Programs must be completed within a five-year period with a minimum 3.0 grade point average and with not more than two courses with a grade below B. Courses completed for one certificate may not be used for other certificates. Once you have completed all of the courses required for your certificate, please complete and submit the Graduate Certificate Clearance Form.

Graduate Program Admissions Requirements

Admission to all graduate programs at UMass Lowell is contingent upon successful completion of a bachelor’s degree. In many cases, applicants may register for a course before they have formally applied into the program; however, students requiring financial aid may want to wait until they have been formally accepted into the program to ensure that their course(s) will be covered. Please see our How to Apply tab for additional information and contact UMass Lowell’s Office of Graduate Admissions if you have questions about the application process.

Questions Regarding Your Graduate Application?

For General Assistance:

Call the Division of Online & Continuing Education at 800-480-3190 if you have general questions about registering for your online courses, or to find out who the advisor is for your graduate program. Our team of Student Support Specialists are here to help!

Already Applied?

Fees

There is a $50 application fee when you apply into this graduate degree program. Please see the Student Financial Services website for more information.

Restrictions





College of Science and Technology – Florida Agricultural and Mechanical University 2017

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History
On July 1, 2012, Florida A M University s (FAMU) College of Arts and Sciences formally divided into the College of Science and Technology, and the College of Social Sciences, Arts and Humanities.

The College of Science and Technology houses the following departments:

Dr. Sonya A. F. Stephens serves as the interim dean of the College of Science and Technology. She most recently served as the associate dean of the college and prior to that was the chair of the Department of Mathematics from 2005 to 2012. She has experience with accreditation, curriculum development, student affairs and support programs, and fiscal management. Dr. Stephens received her B.S. degree in mathematics from Norfolk State University and the M.S. and Ph.D. degrees in applied mathematics from Florida Institute of Technology. She joined the faculty at FAMU in 1998.

Mission
The primary mission of the College of Science and Technology is to deliver outstanding innovative instruction, conduct high-quality research, and provide impactful service. To accomplish this mission, the college provides opportunities for qualified students (1) to acquire the fundamentals of a liberal education, (2) to acquire a mastery of basic competencies and skills, (3) to obtain excellent preparation for professional and graduate study, and (4) to concentrate in several fields offered in the College of Science and Technology.

Vision
The College of Science and Technology will be a national leader in science and technology, influencing global society through excellence in high quality academic programs, forward-looking research and meaningful community partnerships.

Programs of Study

The College is organized into five (5) degree-granting departments in the fields of biology, chemistry, computer science, mathematics and physics. The college offers 15 separate majors leading to the Bachelor of Science degree. It also offers master’s-level programs in biology, chemistry, computer science and physics; and the doctorate in physics .

Students enrolled in the College of Science and Technology have several curricula to choose from that are offered by the college. They may also take courses offered in other colleges and schools of the University, which, with the approval of the department chairperson, may be included in the degree program, used as a minor field of concentration, or used as electives. In order to graduate, undergraduate students are required to maintain a minimum cumulative GPA of 2.0 and a grade of C or above in all major and minor courses; graduate students must have a minimum cumulative GPA of 3.0. Some programs may have requirements for graduation that are above the minimum. All directed individual study (DIS) courses must be approved by the supervising professor, the chairperson and the dean. Prior approval by the dean is required for all transient credit.





Moladi construction technology #moladi,construction,technology,formwork,system,low #cost,housing,solution,monolithic,building,structures,reinforcing,affordable,alternative,innovation,cost,news,low #cost #housing,plastic,advantages,permanent

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Copyright 1990 – 2016 All rights reserved

The multi-award winning moladi construction system was founded in South Africa in 1986 as a method of building cast in place reinforced monolithic structures. The moladi technology was developed as a means to alleviate many of the cumbersome and costly aspects associated with conventional construction methods without compromising on the quality or integrity of the structure. The moladi system constitutes the use of a removable, reusable, recyclable and lightweight plastic formwork mould, which is filled with a South African Bureau of Standards approved and Agr ment Certified aerated mortar to form the wall structure of a house in as little as one day. Each set of moladi formwork panels can be re-used 50 times making the technology cost effective due to its repetitive application scheme, reducing the cost of construction and transportation significantly. The moladi system produces durable and permanent structures, which have been subject to numerous tests and independent reports.

moladi follows an optimised and sequential process for building quality structures at a maximum rate of production with our award winning plastic formwork system. Read more

We strive to combine the advantages of local expertise, materials and labour to enhance the global impact of the moladi technology. Read more

The award winning moladi technology was designed and developed in 1986. Over the years we have overcome many of the challenges involved in affordable housing projects. Read more

We are committed to keeping you up to date with latest news from around the globe about the moladi technology and the individuals who are so much a part of what we do. Read more





Security News and Views for the World • The Register #information #technology

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Most read

Heaps of Windows 10 internal builds, private source code leak online


  • AES-256 keys sniffed in seconds using €200 of kit a few inches away


  • PC rebooted every time user flushed the toilet


  • Ex-NASA bod on Gwyneth Paltrow site’s ‘healing’ stickers: ‘Wow. What a load of BS’


  • BOFH. Putting the commitment into committee

    Spotlight

    Smart burglars will ride the surf of inter-connected hackability

    Connectivity’s value is almost erased by the costs it can impose

    UK surveillance law raises concerns security researchers could be ‘deputised’ by the state

    Speaking in Tech: Depressing WannaCrypt postmortem edition

    WannaCrypt: Roots, reasons and why scramble patching won’t save you now

    3D printing and drones are the tech del día at Spanish startup fiesta

    Speaking in Tech: Hacking Microsoft Windows? That’s cute

    Machine vs. machine battle has begun to de-fraud the internet of lies





  • Which Alabama Schools Offer Information Technology Programs? #online #schools #for #information #technology,

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    Which Alabama Schools Offer Information Technology Programs?

    Learn about information technology schools in Alabama. See degree and specialization options, program requirements, course information, and school details. Schools offering Information Technology degrees can also be found in these popular choices.

    Information technology degrees are readily available within the state of Alabama. Undergraduate and graduate degree programs within this field of study are often found at public universities.

    What You Need to Know

    Alabama-based individuals interested in formal education options relating to the field of information technology may choose to earn a bachelor’s degree or a master’s degree. Information technology programs are primarily offered by four-year, public schools in Alabama, however, at least one program is offered through a private university. A baccalaureate degree in the field usually requires about four years to complete, while graduate students pursuing master’s degrees will study for one and a half to two years. Programs may include an internship, capstone project, or undergraduate thesis prior to graduation. Applicants to master’s degree programs must first earn a bachelor’s degree, preferably in a related field.

    Information Technology Bachelor’s Degree Programs in Alabama

    Alabama State University in Montgomery, AL

    At Alabama State University, you can earn a bachelor’s degree in computer information systems through the College of Business Administration. You will study programming, networks, databases, and systems analysis. You may be able to participate in an internship with a local business.

    • Program Name: Bachelor of Science in Computer Information Systems
    • Program Length: 121 credits (four years, full-time)
    • Tuition and Fees (2015-2016): $8,720 per year for in-district students; $8,723 per year for in-state students; $15,656 per year for out-of-state students
    • School Type: 4-year, public; about 4,800 undergraduate students and 700 graduate students

    Tuskegee University in Tuskegee, AL

    Tuskegee University’s bachelor’s degree program in information technology is available with five different concentrations. Your core coursework will cover computer organization, system administration, web system design, database management, networks, and information security. You’ll also take some business fundamental courses so that you can accurately assess the IT needs of a company or business.

    • Program Name: Bachelor of Science in Information Technology
    • Specializations: Web applications/design, network administration/security, information assurance, system administration, supply chain management
    • Program Length: 128 credits (four years full-time)
    • Tuition and Fees (2015-2016): $20,015 per year for in-state and out-of-state students
    • School Type: 4-year, private not-for-profit; about 2,600 undergraduate students and roughly 500 graduate students

    University of Alabama in Tuscaloosa, AL

    The University of Alabama offers a bachelor’s degree in computer science which features coursework in programming, data structures, operating systems, and software engineering. You can choose from electives in network security, database management, and information systems. You will complete either a capstone project or undergrad thesis to finish up your degree in your senior year.

    • Program Name: Bachelor of Science in Computer Science
    • Program Length: 120 credits (four years, full-time)
    • Tuition and Fees (2015-2016): $10,170 per year for in-state students; $25,950 per year for out-of-state students
    • School Type: 4-year, public; about 30,800 undergraduate students and nearly 5,300 graduate students

    University of South Alabama in Mobile, AL

    You can enroll in the University of South Alabama’s bachelor’s degree program in information technology with one of four elective tracks. Your major-specific core courses will include programming, system architecture, databases, networks, and project management. In your senior year, you will take a seminar and complete a project based on the knowledge you gained in your studies.

    • Program Name: Bachelor of Science in Information Technology
    • Specializations: Data management, web publishing, networking, digital forensics
    • Program Length: 128 credits (four years, full-time)
    • Tuition and Fees (2015-2016): $7,332 per year for in-state students; $14,364 per year for out-of-state students
    • School Type: 4-year, public; about 11,500 undergraduate students and approximately 4,300 graduate students

    Information Technology Master’s Degree Programs in Alabama

    University of Alabama in Tuscaloosa, AL

    Though the Department of Computer Science at the University of Alabama notes that you should have a bachelor’s degree in computer science in order to apply to the master’s degree program, you may be granted admission with a degree in a related field. In the master’s program in computer science, you will study programming, software design, security, operating systems, networks, and database management. You can complete this degree either by writing and researching an original thesis or by taking a comprehensive exam.

    • Program Name: Master of Science in Computer Science
    • Program Length: 30 credits (1 to 2 years, full-time)
    • Graduate Tuition and Fees (2015-2016): $10,170 per year for in-state students; $25,950 per year for out-of-state students
    • Prerequisites: Bachelor’s degree
    • Admission Requirements: GRE scores, statement of purpose, three letters of recommendation
    • School Type: 4-year, public; about 30,800 undergraduate students and almost 5,300 graduate students

    University of South Alabama in Mobile, AL

    You can complete the University of South Alabama’s master’s degree program in information systems by completing a thesis, a project, or additional coursework. The core curriculum for this program includes courses in systems analysis and design, database management, and project management. You can choose from electives like health informatics, website management, network analysis, and software engineering.

    • Program Name: Master of Science in Information Systems
    • Program Length: 36 credits (2 years, full-time)
    • Graduate Tuition and Fees (2015-2016): $7,110 per year for in-state students; $14,220 per year for out-of-state students
    • Prerequisites: Bachelor’s degree
    • Admission Requirements: GRE scores, three letters of reference, statement of purpose
    • School Type: 4-year, public; about 11,500 undergraduate students and approximately 4,300 graduate students

    In summary, Alabamian students can find bachelor and master’s degrees that focus on information technology specifically in that field of study or in related disciplines like computer science or information systems.

    To continue researching, browse degree options below for course curriculum, prerequisites and financial aid information. Or, learn more about the subject by reading the related articles below:





    Bachelor of Veterinary Technology overview – Charles Sturt University #vet #technology

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    future students

    Bachelor of Veterinary Technology overview

    CSU’s Bachelor of Veterinary Technology prepares graduates to advance their careers caring for animals and supporting veterinarians in their work. Study Clinical Technology, Large Animal Technology or Practice Management to suit your career goals and aspirations.

    Bachelor of Veterinary Technology – TAFE articulated program

    CSU’s Bachelor of Veterinary Technology – TAFE articulated program is designed for students who already hold a relevant TAFE qualification in veterinary nursing. You will receive credit towards your degree for your completed study, reducing the number of subjects needed to complete your degree, if you hold one of the following qualifications:

    • Certificate IV in Veterinary Nursing
    • Diploma in Veterinary Nursing (Surgical)
    • Diploma in Veterinary Nursing (Emergency and Critical Care)

    Depending on your TAFE qualification, you will receive credit for between 32 and 40 points (equivalent to four or five standard CSU subjects) and complete the Bachelor of Veterinary Technology in three years of full-time study.

    To apply for the Bachelor of Veterinary Technology – TAFE articulated program, you should apply direct to CSU using the ‘apply online’ button on the ‘how to apply’ tab. You will need to submit relevant documentation as evidence of your TAFE qualification.

    Bachelor of Veterinary Technology – TAFE integrated program

    The TAFE integrated program in CSU’s Bachelor of Veterinary Technology is designed for students who do not already hold a relevant TAFE qualification, such as school leavers, or students looking for a career change.

    You will study at TAFE and CSU at the same time, graduating with a TAFE Certificate IV in Veterinary Nursing from Goulburn Ovens Institute of TAFE (GOTAFE) and the Bachelor of Veterinary Technology in three years.

    You will apply for the TAFE integrated program through UAC.





    The Venice Police Fill up with Purr-Pull Gasoline in Los Angeles #the

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    The Venice Police Fill up with Purr-Pull Gasoline in Los Angeles

    Purr-Pull gasoline looked just like it sounds it was purple and being a premium grade of fuel, part of it s name came from the fuel s good pulling power. Its slogan was: It will make a motor purr on the hard pull. According to the book, Little Giant of Signal Hill. the fuel was a mix of casinghead and manufactured gasoline colored with a purple vegetable dye. The United States Refining Co. produced it, and it was sold at Signal Products Stations. The casinghead portion of the mix came from the Signal Hill Oil Field in Signal Hill, California.

    In these photos taken during 1930, you can see three members of the Venice, California Police Department posing with their vehicles. Shown are a 1930 Model A Ford Coupe and a pair Henderson KJ Streamline model motorcycles. The two-wheelers produced between the years of 1929 and 1931 were powered by 40 h.p. straight four-cylinder engines and were capable of reaching 100 m.p.h. Note the small airplane ornament that has been installed on the front fender of one of the motorcycles. You can view over 175 more vintage motorcycle photos here on The Old Motor.

    The purple fuel in the Station s clear glass visible pump cylinders must have been a sight to see at this location at 11520 West Washington Boulevard, in Los Angeles. The photos are courtesy of the USC Libraries. The postcard at the bottom of the post titled: Air View, Famous Signal Hill, is courtesy of the Boston Public Library. You can view over 150 more old gasoline station related photos here on The Old Motor.

    21 responses to The Venice Police Fill up with Purr-Pull Gasoline in Los Angeles

    Dennis S November 26, 2014 at 10:28 am

    From Wikipedia. By 1925, Venice s politics had become unmanageable. Its roads, water and sewage systems badly needed repair and expansion to keep up with its growing population. When it was proposed that Venice be annexed to Los Angeles, the board of trustees voted to hold an election. Annexation was approved in the election in November 1925, and Venice was formally annexed to Los Angeles in 1926.
    This means that in 1930, these policemen would have been LAPD.

    Dennis, Good point and and you may be correct about the officers being part of the LAPD, but at the time they could have still of been referred to as the Venice Police.

    The link below goes directly to the LAPD history for further info:
    http://www.lapdonline.org/history_of_the_lapd

    Dennis S November 26, 2014 at 11:39 am

    According to locationstalk, the Venice Division station was built in 1929. This building is at 685 Venice Blvd and is a two-story, reinforced concrete Art Deco building. This facility is now a community center.
    http://www.vft.org/aIndexImgs/14-11-26-VeniceStation.jpg
    It was taken out of service in the early seventies when LAPD moved to the Pacific Division at 12312 Culver Boulevard.

    Bob Ricewasser November 26, 2014 at 4:16 pm

    It looks like the motorcycle on the right has Goodyear Diamond Tread tires. These were popular tires on Model A s as well and I believe are still available from some of the various antique car tire dealers.

    Tom M. November 26, 2014 at 4:44 pm

    I m afraid I can t add to the Venice vs. LA discussion, but I d like to know more about casinghead being used in the gasoline formulation.

    Does anyone know how that works? My understanding is that the casinghead is the cap that covers of the producer pipe. Casinghead gas is the gas which often comes up with the oil. and which can be captured separately from the crude. But how does casinghead get formulated into real gasoline?

    Tom, The only thing I can add is the snippet view of Little Giant of Signal Hill I found mentioned that the company sent casinghead gasoline a couple of miles through a pipe line to a refinery and blended it with manufactured gasoline .

    Signal Oil, Sponsor of the Whistler mentions: They were just getting this natural gasoline which if run on its own produced large holes in engine pistons. Very high octane volatile stuff but when blended with gasoline would make great starting fuel in the winter and more power like adding ethyl . http://www.goldenageradio.com/2013/09/signal-oil.html

    Donald Ellis November 26, 2014 at 5:57 pm

    I wonder at what stage in the process the color was added? I remember Red and Green colored gasoline in those visible pumps, but no purple. Until tetra ethyl lead I suppose gas was gas! ..or?

    Eric Armstrong November 26, 2014 at 6:28 pm

    The Model A looks new but I ve never seen one with the body and fenders the same color. I thought the fenders were always black.

    Eric, By special order for fleets like police departments and trucking companies Ford would apparently paint them the color the buyer desired.

    Larry Huffman November 26, 2014 at 8:25 pm

    Very interesting, both the photo/story and the comments. However, I still don t know if I could sell Purr-Pull gasoline with a straight face.

    Kevin Preston November 27, 2014 at 11:30 am

    If you rotate to the left, you will see up the street another building that was in the background of one of the shots still there too, now a market!

    Purple gas was sold here for years. The dye was added to identify gas sold tax free for off road (farming) use. Anyone caught with purple gas in their car tank was subject to a fine.

    Graham Clayton November 28, 2014 at 12:02 am

    The KJ Henderson was the second last model built by the Excelsior owned company. The KL came out in 1931, the last year Henderson motorcycles were manufactured. Every Henderson model from the commencent of production in 1912 up to 1931 was powered by an in-line 4-cylinder engine.

    Dick Sargent November 29, 2014 at 10:08 am

    David ,
    Have you an idea what the gear or sprocket on the sergeant s front wheel is. The other one doesn t have it.

    Gooding

    Grundy

    Racemaker

    Russell

    Larz Anderson

    Glover





    Department of Industrial Management and Technology #industrial #management #technology

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    Department of Industrial Management and Technology

    Dr. Heidari
    Interim Chair of the Industrial Management and Technology Department

    First and foremost, as the Interim Chair of the Industrial Management and Technology Department, I would like to welcome you to our Industrial Management and Technology Department’s Home Page at Texas A M University-Kingsville . I know it can be difficult deciding on what to major in and where to go to college. A college degree is quite an investment in time and resources, and you want to make sure you have selected the right college for your future career path. Read more

    Vision Statement

    The Industrial Management and Technology Department at Texas A M University-Kingsville is striving to become a premier program with a reputation for academic excellence and career preparation.

    Mission Statement

    The Industrial Management and Technology Department at TAMUK is committed to providing its graduates with an academically challenging experience that furthers their knowledge and skills to enable them to become critical thinkers for pursuing graduate degrees and public and private sector careers by:

    • Producing graduates who are prepared to meet the needs and challenges of technology-related careers in industry, education, business, and government.
    • Offering high quality instruction that is accessible to a diverse student population.
    • Providing a professional environment that fosters collegiality and collaboration among faculty and students. Validating the program to students, faculty, and area industries by maintaining undergraduate program accreditation with ATMAE.

    Program Goals

    To meet the aims of the program mission statement, the department has incorporated goals that are designed to insure industrial technology graduates are provided with:

    • The basic math, science, and business knowledge needed for effective use of the fundamental technical, process, and management skills related to the degree field.
    • The ability to use software and hardware to solve technological problems, along with communication skills in written, electronic, and verbal presentation formats.
    • The ability to function and collaborate as professional and ethically responsible team members and individuals.

    Undergraduate Courses

    Technical CAD, Introduction to Manufacturing Processes, Industrial Electronics, Industrial Materials, OSHA for General Industry, Manufacturing Processes, Cost Estimating, Construction Technology, Lean Production, Fluid Power, Advanced Graphics and Modeling, Architectural CAD, Industrial Hygiene I, Industrial Hygiene II, Industrial Scheduling, Manufacturing Systems, Industrial Internship, Hazardous waste and Fire Safety, Safety Program Administration, Industrial Employment Research, Quality Assurance, and Construction Management

    Graduate Courses

    Industrial Management, Research Method and Project Development, Six Sigma Quality and Continuous Improvement, Industrial Safety and Risk Management, Manufacturing System Management, Project Scheduling, Lean Production, Project Management, Supply Chain Management, Maintenance Management and/or Facilities Layout, Constraints Management and Mistake Proofing and Hazardous Materials Management

    This page was last updated on: February 23, 2016





    Medical Practice Management #rxnt,practice #management #software,emr,ehr,erx,medical #billing,mhealth,cpoe,surescripts,electronic #medical #records,networking #technology,inc.

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    Medical Practice Management Solutions for Ambulatory Practices

    RxNT offers innovative medical Practice Management, Electronic Health Record, and Electronic Prescribing solutions for today s ambulatory practices. Since 1999, RxNT has constantly developed healthcare IT solutions, gathering the best insight in software development to forge a tightly integrated suite of products that will improve your practice. We want to help you find the solution that best fits your practice! Download any of our product comparison charts to evaluate vendor s solutions.

    Fully Integrated Solution (RxNT|EHR, RxNT|eRx, and RxNT|PM) for $230 Per Provider Per Month ($260 discount for paying annually)

    RxNT offers fully integrated solutions to provide a total package of healthcare IT software to fit your practice. Streamline your workflow and lose all those papers in our cloud-based solution that allows access to your account virtually from any device. Learn more about how RxNT s Practice Management, Electronic Health Records, and E-Prescribing Solution can help improve your practice by saving you time and generating more revenue.

    RxNT|PM is a state-of-the-art, ICD-10 compliant practice management product utilizing the fastest and most reliable data structures and programming languages in the industry, allowing you better control over revenue management, medical billing, and collections. The tightly integrated patient scheduler allows your practice unparalleled control over patient appointments, including mobile iPad patient check-in, insurance eligibility, flexible room and asset configurations, and patient reminders.

    Full Time Provider (Unlimited Claims) $150 Per Provider Per Month ($200 discount for paying annually)*

    Part Time Provider (Less than 150 Claims) $125 Per Provider Per Month ($200 discount for paying annually)*

    RxNT|EHR offers a full range of features and benefits to streamline your practice s workflow. Charting with RxNT is simple and easy, allowing you to update patient allergies, family history, and vitals and immunizations. Our electronic health record solution is fully integrated with RxNT|PM which allows data from the encounter to flow into the medical billing solution, including diagnosis and procedure codes, reducing manual entry and saving time.

    $85 Per Provider Per Month ($120 discount for paying annually)

    RxNT|eRx is one of the most widely used ePrescribing solutions in the United States, allowing flexible mobile e-prescribing functionality for practitioners that need to prescribe from an iPhone, iPad, or Android device.

    $650 Per Provider Per Year





    ISTIE 2017 #conference #call #technology

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    Welcome

    Welcome to the official website for The 5th International Conference on Internet Services Technology and Information Engineering 2017 (ISTIE 2017).

    The ISTIE 2017 Publication will be published by American Scientific Publishers in Advanced Science Letters (ISSN: 1936-6612 (Print): EISSN: 1936-7317 (Online)).

    The indexing of the Advanced Science Letters: Chemical Abstracts, Elsevier Bibliographic Databases, SCOPUS, Biological Sciences Abstracts, Biotechnology and BioEngineering Abstracts, Biotechnology Research Abstracts, Bacteriology Abstracts (Microbiology B), Neurosciences Abstract, Engineering Research Database, Technolog Research Database, Environmental Science and Pollution Management.

    The 5th International Conference on Internet Services Technology and Information Engineering 2017 (ISTIE 2017) will be held on 20-21 May 2017 in Kuta Paradiso Hotel, Kuta, Bali, Indonesia.

    The purpose of the ISTIE 2017 is to promote discussion and interaction among academics, researchers and professionals in the field of Internet technologies and Information Engineering.

    The emergence of Internet Technology as a ubiquitous platform for innovations has laid the foundation for the rapid growth of the Information. Side-by-side, the use of mobile and wireless devices such as PDA, laptop, and cell phones for accessing the Internet has paved the ways for related technologies to flourish through recent developments. In addition, the popularity of Internet Technology is promoting better integration of the digital world with physical environment.

    Internet Services Technologies will require a new approach to fitting technology to our lives. The advent of new technology devices, and the seamless connectivity between these devices, are enabling new opportunities for a user to perform their operation all the time and everywhere. The internet services provided seamlessly connected devices are ranging from mobile handset to wearable computers. Also, it is expected that these devices will become so pervasive that they will be embedded in the surrounding physical environment, and transparent and invisible to a user. Such devices, whether carried on by people or embedded into other systems, will constitute a global internetworking infrastructure and likely to provide a new level of openness and dynamics. Recent advances in electronic and computer technologies have paved the way for the proliferation of Internet Services Technology and innovative applications that incorporate these technologies.

    Comments are closed.

    News





    Bancroft School #pre-k-12 #independent #school, #private #school, #day #school, #coed, #academics, #music,

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    • June 2017
      • Tue Jun 06 LS Closing Ceremony 9:00 AM to 10:00 AM
      • Tue Jun 06 MS Closing Ceremony 2:00 PM to 3:00 PM
      • Fri Jun 09 Commencement 5:30 PM to 7:00 PM
      • Tue Jun 13 Admission Tour Tuesday 9:00 AM to 10:30 AM
      • Tue Jun 20 Admission Tour Tuesday 9:00 AM to 10:30 AM
    • July 2017
      • Tue Jul 11 Admission Tour Tuesday 9:00 AM to 10:30 AM
      • Tue Jul 18 Admission Tour Tuesday 9:00 AM to 10:30 AM

    Bancroft History Students Memorialize Soldiers Who Gave Their Lives

    Faculty Honors Friend and Colleague Who ‘Seizes the Day’

    Bancroft Robodogs Earn 3 of the 15 Spots Available in the Region

    Lisa Baker Will Assume the Leadership Role on July 1, 2017

    Senior Basketball Guard Surpasses Milestone That Few Ever Achieve

    14 Honorable Mentions Round Out the Talent Pool

    Lower School

    PreK to Grade 5

    At Bancroft School, we are not only knowledgeable about education, we are smart about kids. We know that every child is unique, so we base our teaching on flexibility and creativity. In the Lower School, small group and one-to-one learning grants teachers the opportunity to connect with students personally and adapt lessons to their individual learning styles, levels of mastery, and even their interests.

    Middle School

    Grades 6 to 8

    Bancroft Middle School provides students with an education that s unsurpassed in excellence. From our individualized teaching approach to our interdisciplinary, globally focused curriculum to our broad range of extracurricular options, Bancroft students enjoy the full range of experiences they need to grow as self-aware, confident learners ready to thrive when they reach the Upper School.

    Upper School

    Grades 9 to 12

    Bancroft s Upper School fosters much more than academic achievement it prepares students for the full range of intellectual, ethical, personal, and professional challenges they will face in college and beyond. Our rigorous liberal arts curriculum combined with countless opportunities for scholarly, athletic, artistic, social, workplace, and global engagement gives students the broad education they need to succeed in the world s top colleges and build meaningful careers and fulfilling lives.

    Hope Graham Program

    LBLD/Dyslexia

    Building upon Bancroft’s commitment to nurture, respect, and educate diverse learners, the Hope Graham Program (HGP) at Bancroft School is designed for students with diagnosed language-based learning differences (LBLD), such as dyslexia, in Grades 2 through 8.





    Which Mobile Carrier Has the Fastest Network? #technology, #advice, #buyers #guides, #reviews,

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    Which Mobile Carrier Has the Fastest Network?

    When it comes time to shop around for mobile phone service. there s more to pay attention to than just price. Some carriers offer data speeds that are demonstrably faster than others. Other carriers, while perhaps not the fastest, may have better nationwide 4G LTE coverage. Every carrier claims to be the best, but how do you separate marketing bluster from the honest truth?

    The answer to that question is simple: You take a look at the data. And that s just what the folks behind the cell network-mapping app OpenSignal did to compile their The State of LTE (March 2015) Report. It compares speeds and network availability in the U.S. and around the globe. Here in the United States, carrier T-Mobile scored top honors when it comes to network speed. According to the OpenSignal report, T-Mobile has average 4G LTE speeds of 10 Mbps. AT T and Verizon tie for second place with average speeds of 6.5 Mbps each, while Sprint is fourth fastest at just 4.0 Mbps on average. Regional carrier CricKet has average 4G speeds of 2.9 Mbps. Other carriers were not considered in the rankings due to small sample sizes.

    But while T-Mobile may have the fastest network, it doesn t have the widest one Verizon does. Its subscribers enjoy 4G LTE coverage approximately 86% of the time. AT T comes in second with 78% coverage; T-Mobile is in third with 76%; CricKet comes in fourth at 70%. Sprint s network comes in a disappointing fifth in this metric, with its subscribers connecting to 4G LTE networks less than 60% of the time.

    Overall, average U.S. mobile data speeds are up slightly (7 Mbps) since last year s OpenSignal State of LTE report. a nice change from last year s net speed decline. Still, the average U.S. speed now lags behind those of 25 other countries, including Russia (10 Mbps), the U.K. (12 Mbps), Canada (13 Mbps) and Australia (13 Mbps). Spain is the country with the fastest 4G LTE speeds, with an average of 17 Mbps.

    Data for the OpenSignal The State of LTE March 2015 report was collected between November 2014 and January 2015. You can view the full report, with carrier-by-carrier data from around the world, by visiting the OpenSignal website .

    [Cell tower graphic via Shutterstock; Full Spectrum of LTE Performance via OpenSignal]

    Discussion

    LTE Speeds

    From Dan Contento on July 28, 2015. 5:19 pm

    I must be fortunate. Despite Sprint being rated 4th with an average speed of 4 Mbps, my Sprint LTE service consistently delivers an average speed of 11 to 12 Mbps here in northeast Ohio.

    Yes id imagine so becaus

    From Milo on September 17, 2015. 12:17 am

    Yes id imagine so becaus emost carriers cover those places mostdefinitly more then others verizons speed would more then likely double those speeds cause they cover more in that area let alone there network as stated here is faster then sprints

    This is completely incorrect with

    From Riley Craig on October 13, 2016. 5:57 am

    This is completely incorrect with three bars or dots at least on the iPhone I am averaging about 13 Mb a second. Don t believe me email me .(JavaScript must be enabled to view this email address) I have screenshot proof.





    Five Elements to Include in a Compelling Business Case #companies # #

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    Five Elements to Include in a Compelling Business Case

    Jim Collins book Good to Great teaches how companies can transition from the ranks of a good business to the heralded status of a great company. If we ask a CEO what differentiates the two, the most likely answer will be great shareholders return. If we search for the company from IndustryWeek s 50 Best Manufacturing Companies with the highest profit margin, we will find Southern Copper Corp. (SCC), leading the list with an impressive 37.3% profit margin.

    Interestingly, most of the content found in the SCC Chairman s letter to shareholders in their 2006 Annual Report discusses SCC projects, such as modernization of the copper smelter in Ilo, engineering development, construction of a new molybdenum plant, expanding capacity, new equipment installation, etc.

    But how do managers and executives in companies with great returns, such as SCC, choose great projects? With Great Business Cases that contain objective, compelling and effective information which allows senior managers to choose the projects with the best financial returns for their corporations.

    IT now has to compete with everything else on the wish list, and while there are many factors that contribute to the validity and acceptance of a Great Business Case, there are a few key elements that will speak directly to C-level decision makers.

    1. A Scenario Analysis

    When working to build a Great Business Case (i.e. one that is objective and compelling), research must be conducted and reasonable, educated assumptions must be defined in order to clearly present the anticipated project benefits. While some factual, real data may be known, (e.g. number of employees) allowances must be made for potential variation or uncertainty. This awareness of not only the most likely results, but also the best-case and worst-case scenarios, is a crucial element in creating a Great Business Case.

    2. Clearly Define and Link Each Benefit Cause to an Effect

    Failure to clearly link and explain how each feature or characteristic of the project contributes to a specific operational effect can potentially sabotage what otherwise could have been a Great Business Case.

    If the business case reviewer, such as a CEO, questions the purpose or inclusion of a particular benefit, the business case builder must be able to quickly justify its operational impact (cause and effect) and how it affects the company s bottom line.





    Computer Information Systems, Master’s Degree #information #technology #master #degree #programs

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    Computer Information Systems, Master’s Degree

    Related Programs

    Established in 2004, Boston University’s online master’s in Computer Information Systems (MSCIS) immerses students in the fast-paced world of technological innovation—preparing them for IT leadership positions in all sectors. Designed for working professionals, the MSCIS ensures that graduates gain superior technical expertise and the ability to compete for managerial positions in a variety of computer science and information systems areas. MSCIS degree concentrations encompass some of the fastest growing and highest paid segments of the IT job market:

    BU students learn from expert faculty who are also industry leaders with hands-on involvement in building networks, developing applications, and fighting cybercrime for the world’s top companies. Online programs at Boston University provide something you won’t get anywhere else: a cutting-edge technical education rooted in BU’s 150-year old tradition of academic excellence.

    Students who complete the master’s degree in Computer Information Systems will be able to demonstrate:

    • Advanced knowledge in the analysis and documentation of requirements for architecture, design, and implementation of computer applications systems.
    • Proficiency in software and computing skills as they pertain to the design and implementation of database systems, data communications, systems analysis, and design.
    • Competence sufficient to identify current and emerging information technologies that may have strategic value for enterprise; assess where those technologies have value; and manage the implementation of those technologies in the enterprise.

    Awards Accreditations

    Certified by the Committee on National Security Systems (CNSS)

    Accredited by the Project Management Institute Global Accreditation Center for Project Management Education Programs (GAC)

    Accredited by the Commission on Accreditation for Health Informatics and Information Management Education (CAHIIM)

    Why Choose BU’s Master of Science in Computer Information Systems?

    • In 2017, the MSCIS ranked #4 among the Best Online Graduate Computer Information Technology Programs (U.S. News World Report ).
    • The MSCIS program is certified by the Committee on National Security Systems (CNNS) through the National Security Agency s INFOSEC Education and Training Program.
    • Boston University is recognized by the National Security Agency and the Department of Homeland Security as a Center of Academic Excellence in Information Assurance Education and Research .
    • Students benefit from a supportive online network, with courses developed and taught by PhD-level full-time faculty and professionals with hands-on expertise in the industry.
    • Small course sections ensure that students get the attention they need, while case studies and real-world projects ensure that they gain in-depth, practical experience with the latest technologies.

    Meet Dr. Suresh Kalathur, one of the faculty members you’ll work with in the Computer Information Systems program.





    Digital Literacy Solutions for Grades K-12 #information #technology #training #online

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    Prepare Your Students for Online Assessments

    With the majority of states now requiring online assessments, it is vital that your students build real world digital literacy skills to demonstrate proficiency on these tests.

    Build a Foundation for Coding

    Coding classes are springing up across the nation’s schools. The challenge? There are very few foundational courses that teach students the skills they’ll need to succeed in coding. Our lessons introduce computer science concepts and allow students to apply their computational thinking and coding skills in a true programming environment.

    A Flexible Technology Solution

    Invest in a solution that will work for all your students across all your learning environments. We provide award-winning digital literacy solutions for elementary and middle school students. Our online solutions can be used in classrooms, computer labs and 1:1 programs, and accommodate ELL learners.

    Simple to Implement

    Don’t waste classroom time trying to implement educational technology. From onsite training to our specialized implementation plans, our solutions are built to seamlessly integrate with your current educational plan so your students can start learning.

    Designed by Educators. Tested by Students. Easy for Teachers.

    Our solutions were created by educators like you – seasoned teachers, school administrators, and school board directors. Our mission was to create a powerful and effective means to successfully share digital knowledge with students in classroom and independent study environments. Our solutions have won more than 27 industry awards, including the 2016 ISTE Best of Show, Tech Learning Award of Excellence and THE Journal Reader’s Choice.

    But we didn’t build these solutions to win awards – we built them to help students. That’s why we make sure all our products are tested by actual students and teachers, and then incorporate their feedback to make product improvements. We’re constantly perfecting our products to ensure they are as effective and easy-to-use as possible.





    Surgical Technology #university #of #scranton,marywood #university,marywood,keystone #college,keystone,johnson #college,johnson,itt #technical #institute,itt #tech,mccann #school

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    Surgical Technology

    Coming to Scranton for Fall 2017!

    Lackawanna College’s Surgical Technology Program is designed to be completed over a two-year period with day, evening, and Saturday courses as well as on- and off-campus clinical hours. Each program also includes summer session courses and clinical lab hours.

    Acceptance into Lackawanna College’s Surgical Technology Program is based on a selective admissions process with a maximum of 15 students selected annually.

    Degree information

    Through a balance of classroom instruction and clinical experience, the student will acquire applied skills and knowledge in the field of Surgical Technology.

    Surgical technologists work in the operating room under the direct supervision of a surgeon and a registered nurse. Surgical technologists help facilitate the draping, and prepping of the surgical patient. They gown, and glove other team members. They get all the instruments, supplies, equipment necessary for specific surgical procedures. As a member of the sterile team, surgical technologists will hand all necessary instruments and supplies to the surgeon and other team members.

    A surgical technologist has a broad knowledge of anatomy and physiology, microbiology, sterile techniques, and patient safety concepts as well as ethical and legal concepts. A surgical technologist must have an understanding of the hospital organization, policies, and procedures.

    Job opportunities and salaries in the healthcare specialty of surgical technology have been rising steadily over the last few years, and the U.S. Department of Labor predicts employment of surgical technologists is projected to grow 30% from 2012 to 2022, much faster than the average for all occupations. Advances in medical technology have made surgery safer, and more operations are being done to treat a variety of illnesses and injuries. The median annual wage for surgical technologists was $41,790 in May 2012.

    Most surgical technologists are employed by hospitals, day-surgery centers with the remainder working in the offices of physicians. After two years of experience, a certified surgical technologist may apply to become a traveling surgical technologist.

    Lackawanna College’s Surgical Technology program combines classroom instruction with practical clinical externships at local hospitals. Both career-specific and academic core courses are included. Students successfully completing the program are eligible to sit for the National Certifying Exam (CST).

    Surgical Technology Program classes are given days, nights and on weekends (based on the availability of the instructors). Clinical externships, however, must take place during the daytime.

    Objectives

    • To give students an understanding the need for surgical intervention
    • To develop an understanding of the role of surgical technologist as a member of the surgical team
    • To instruct students in the responsibilities which the performance of this role entails
    • To assist students in developing the knowledge of the organizational structure of the hospitals, its departments and the operating room
    • To develop a basic understanding of biological science as it relates to safe operating room procedure
    • To facilitate the hands-on, supervised experience in the operating room performing the duties of a surgical technologist.

    OAE-CST Pass Rate

    Annual reporting year

    Admissions criteria and requirements

    Prospective students must meet the college’s minimum requirements. Applicants must submit proof of high school or GED completion with official high school transcript or GED equivalent. Lackawanna College will determine the applicant’s current academic ability based on a combination of following:

    • SAT or ACT test scores, if applicable
      • Recommended SAT scores: 470 Verbal and 470 Math.
      • Recommended ACT scores: 20 or higher in each relevant section.
      • Most scores are valid up to 3 years from test date.
    • College Transfer Credits
      • If transferring credits from another college/university, official college transcripts are required.
    • Placement Test
      • Applicants without valid SAT/ACT scores and who have not previously earned college credits will be required to take the ACCUPLACER exam for determination of current academic ability. Applicants must achieve College Ready scores in Reading, Writing, and Math to be considered qualified for the Surgical Technology program.

    Due to the very specific nature of these degree programs, applicants with transfer credits may only transfer credits related to program core courses including the following:

    • Anatomy and Physiology I – 4 credits
    • Anatomy and Physiology II – 4 credits with lab (if taken within two years)
    • College Algebra
    • Computer Applications
    • College Writing
    • Effective Speaking
    • Introduction to Psychology
    • Medical Ethics (subject to review)
    • Medical Terminology (subject to review)

    Items for official placement into program

    • $100 commitment fee
    • Official high school transcripts
    • Official college transcripts
    • SAT/ACT scores, if applicable
    • FAFSA
    • CPR Certification
    • FBI Clearance
    • State Clearance
    • PA Child Abuse Clearance
    • 2 Step PPD
    • Recent Physical Examination
    • Copy of Immunization Records
      • Varicella Vaccination Date or Date/Year of Chicken Pox
      • Hepatitis B vaccination (3 shots) or waiver
      • MMR documentation or titers
      • Adult TDaP (after age 19)

    Interviews will be scheduled for qualified Surgical Technology program applicants who submit a fully completed application. A mandatory informational meeting will be required prior to start of the selected program.Qualified students will be notified of the date and time upon selection into program. The meeting will review the Surgical Technology department’s policies and expectations. The meeting will also allow for question and answer session and tour of the Lackawanna College facilities.

    Curriculum

    Changes in the curriculum for this program have been approved by ARC/STSA and will be in effect for students beginning their studies in the Fall 2017 cohort.

    This degree program is moving to our Scranton campus in Fall 2017.





    Spring Attendee Homepage – Atlanta Home Show – Georgia s Largest Home

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    The 39th Annual Spring Atlanta Home Show – March 24-26, 2017 – Cobb Galleria Centre

    The largest Home Show in Georgia! Hundreds of participating companies! For THREE days only March 24-26, the Cobb Galleria transforms into a one-stop-shop for all your home improvement needs! For 39 years the Spring Atlanta Home Show has been improving home lifestyles and adding value to your largest single investment, your home. We’re proud of our ability to produce a family friendly environment and welcome you to our home.

    Experience exciting and interactive sessions that can inspire you in your yard, with your decor and save you a great deal of time and money on your next remodeling job. » Click here to read more.

    This year’s grand prize is a 7 LED fixture outdoor lighting package provided by Outdoor Lighting Perspectives of Atlanta. No purchase necessary – read more for all the details. » Click here to read more.

    Georgia Landscape presents the Red Hare Backyard Beer Garden! Come learn about landscape design, services and products ranging from grass to fire, flowers to water, patios to recreation areas. You can chat with area experts about local landscape and options for every type of backyard. This is an interactive, educational area designed to give you the information you need to turn your backyard into an outdoor living area to enjoy for years! If all that were not enough, for a $5 donation to Hope Atlanta – the programs of Travelers Aid you can taste your way through this feature. Marietta’s own Red Hare Brewing Company will have SIX of their handcrafted brews available for your approval! Cabot Creamery will also have a sampling of cheeses. So bring your friends, enjoy some great beer and help a worthy cause! » Click here to read more.

    Thanks to PMC Building Materials, members of the home improvement trade receive FREE admission to the show on Friday March 24! » Click here to read more.





    Pharmacy Health Information Technology Collaborative #hotels #for #cheap

    #health care information

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    Primary Focus:

    Effective Medication Use
    To assure the meaningful use of standardized electronic health records (EHR) that supports safe, efficient, and effective medication use, continuity of care, and provide access to the patient-care services of pharmacists with other members of the interdisciplinary patient care team.

    Pharmacist’s Role in HIT
    To assure the pharmacist’s role of providing patient-care services are integrated into the National HIT interoperable framework.

    The Collaborative’s Guiding Principles

    • Identify (through the consensus work of expert panelists) the minimum data set and functional electronic health record (EHR) requirements for the delivery, documentation, and billing of pharmacist-provided medication management services. Such requirements include access to key medical information such as laboratory data, and bidirectional communication flow among all practitioners;
    • Structure and support implementation of a Pharmacy Practitioner HIT roadmap (Roadmap). The Roadmap is a document that directs and establishes benchmarks. These benchmarks will describe the development, implementation and application of technology in an efficient and effective manner for pharmacists to affect improved medication use;
    • Build cooperative relationships within pharmacy and among pharmacy and other stakeholders to communicate and advocate for the Pharmacy Practitioner minimum data set and Roadmap leading to a certified EHR as defined in the Federal Register [1] .
    • Ensure pharmacy representation on key HIT-related committees and workgroups.

    [1] “Medicare and Medicaid Programs Electronic Health Record Incentive Program” published in the Federal Register (FR) on July 28, 2010 [75 FR 44516] go to http://edocket.access.gpo.gov/2010/pdf/2010-17207.pdf.

    Pharmacy HIT Collaborative Council Member’s Core Principles

    Engage-Enhance-Ensure

    • Industry stakeholders and pharmacy leaders: to integrate pharmacist-provided patient care services into the national HIT interoperable framework
    • Policymakers: to understand the value of pharmacists’ contributions to the Office of the National Coordinator for Health Information Technology (ONC) and other stakeholders, and ultimately recognize pharmacists as eligible professionals for the adoption of the meaningful use of the electronic health records (EHR)
    • Medication use and patient safety: through the meaningful use of standardized EHR
    • Recognition of pharmacists as health care providers
    • A unified voice of pharmacy representation on key HIT-related endeavors to influence the recognition of pharmacist services
    • Integration of pharmacists as meaningful users of EHRs through certification and adoption of the pharmacist EHR (PP-EHR) module
    • Pharmacists have the ability and opportunity to document patient-care services within EHR