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Fred Brooks is known to most developers for his widely acclaimed 1975 software engineering book, “The Mythical Man-Month.” This slim volume presented a series of important lessons and insights derived in part from Brooks’ experience designing and implementing the IBM 360 mainframe and its operating system, OS/360.

Since that book came out, Brooks, who currently teaches computer science at the University of North Carolina at Chapel Hill, has won the ACM Turing Award (1999) and has intensively studied the process of design. The results of his investigations were recently published in a collection of essays entitled “The Design of Design” (Addison-Wesley, 2010).

Brooks took time out to discuss design and his new book with SD Times. Here are excerpts from the conversation.

The book

SD Times: What does “Design of Design” refer to?
Fred Brooks: For 15 years, I’ve been studying the invariants of design across media, so that we might learn something that will be useful regardless of what we’re designing. So this is not intended to be a software engineering book per se.

It seems that, as far back as 1999, you were working on this topic.
I gave the first talk on this course 15 years ago, and I’ve been putting out an essay on it now and then ever since.

So, what led you to write this book? What unmet need did you try to fill with it?
I would say that there were two things. One is, as I have worked in various design tasks over the years, the thing that struck me was how much alike they were. So the question is, what then are the invariants that don’t depend on the medium of design, but are true of the design process? And are there lessons that the younger design disciplines (of which I am chiefly a practitioner) in hardware and software can learn from the older design disciplines by looking at their processes? So that was the motivating thing to start with.

The second thing was, how has design changed from the beginning of the 20th century to now? And the two big things are that people now design in teams for most things, and that raises a whole host of new complications; and, increasingly, the person doing the design cannot build the thing designed.

Henry Ford built his own car with his own hands in his own shop, and the Wright brothers were machinists who built their engine as well as their airframe. Today, this is done by other teams.

In the book, when you discuss the nature of good design, you frequently say that great designs are the product of great designers.
Great designs, yes, they do come from great designers.

Is an aspect of your thesis that there has to be a fundamental talent for design? Or can people who have no predisposing talent be trained to be good designers?
Good designers, yes. Great designers, I would say no. In other words, the Palm Pilot was a nice thing. The iPhone was a great thing. The BlackBerry is a nice thing; it’s a good design. But the iPhone is a great thing. And it comes fundamentally from Steve Jobs’ vision of what the product ought to be. He didn’t do the electronics, but he had the vision.

Conceptual integrity as the basis of good design

What is the key element of good design?

I start from the point of view that good design is characterized by conceptual integrity.

You discuss the need for design integrity in systems and subsystems. What happens when a change is made to the software that strongly affects the design integrity of the project?
Well, two things happen immediately. The first is that it becomes harder to learn, because you have to learn conflicting concepts, and which one applies when. And, secondly, it becomes harder to use for the same reason.

Is there a way to maintain design integrity and flexibility?
Yes. Ken Iverson did this all his life with APL. People kept proposing new things to put into APL, and he would figure out how to accomplish that with the things it’s already got, or else he would come up with a new version of the same thing that would achieve the function within the spirit and style of the existing product. Linus Torvalds and Andrew Morton do that today with Linux.

That integration is a crucial skill in project management, then.
Yes it is. And I’ve seen some people who really have it. The other crucial skill is to recognize that you want one mind or two minds acting in unison retaining that intellectual control. One of the mistakes that is often made is to move the designers onto something else and put second-rate talent on the maintenance and the extensions department. Then you get messes like [Microsoft] Word.

In general, I want a single chief designer. I want someone who’s responsible for conceptual integrity, because if multiple minds design it, it’s real hard for one user to get their mind around it.

In teams, that has to be one of the overriding challenges maintaining that conceptual integrity.
Yes. And so, when I was teaching a software engineering lab, I would tell the teams (typically consisting of four people), “Choose one person to be the boss and another one to be the technical director.” And I use the analogy of the producer and director of the film. One person is responsible for getting it done and another one is responsible for getting it right. And those are different functions, and the producer had better not interfere with the artistic concept of the director—that is, the designer.

Software design and agility

It seems to me from the book that you would be a big fan of agile software development.
Yes.

Much of what you say about other fields sounds like agile disciplines applied to those fields.
Yes.

For the agile model to work, one of the key elements, which I think is under-discussed, is the level of intelligent participation required of the user. The user has to be able to supply intelligent feedback.
Not necessarily. Software has the advantage that it’s much easier to get the early prototype out and it’s not expensive. Consequently, you can do user testing much earlier.

You just can’t do it with a house, for example, except with some virtual reality where you do user testing with buildings. I did that on a church fellowship hall, and that helped us make some wise decisions. And we did that on our kitchen. But it’s very hard to prototype a building. People make scale models. That lets you get the esthetics, but it doesn’t let you run use scenarios very well, whereas with software you can run use scenarios.

But even if the user you’re designing for is a nurse in a ward who might not be able to supply you useful insights about the user interface, videotaping what she does and watching it several times will supply you useful insight. We learned that when we built a molecular graphics system. We videotaped the users on an early version and, looking at the videotape three or four times, we’d see things the fourth time that we hadn’t seen before: awkwardness, stumbles and whatnot that we could fix.

Communicating software design

In software design in particular, it seems like the primary notational representation is the UML.
Yes.

Working from the theory that any form of communication of ideas is hampered by the real form of that communication…
Constrained, at least.

Yes, in that context, do you view software development as needing a richer notation?
My handicap is that I haven’t done any major software development with a team. I don’t have a well-developed instinct on that at this point. I haven’t done that kind of thing since UML came along.

Is there a frustration of the intent by the difficulty of communicating the specifics of design?
One of the things I notice is that no matter what people are designing (this is true of organizations; this is true of software), they draw. Even though drawing is, once again, a partial capture of your conceptual structure. People don’t write out designs; they don’t like to.
 
What is curious is that requirements are almost always stated as prose.
Yes.

Is there an impedance mismatch there?
I think so. But the difficulty is that requirements demand a certain precision for clarity, and prose gives you precision, whereas a whole lot of the drawing of diagrams that we do are way too vague. They’re wonderful for live, person-to-person, right-now communication. On the other hand, you copy that off a white board and you look back at that thing three months later and you wonder, “What is that?”

There is a lot of hand waving that is lost in a diagram.
Hand waving is very expressive. There’s a paper coming out of Reading, England on the function of hand waving in architectural design teams. I’ve seen a pre-draft of it, and the author is studying something that’s really important.

You mention in your book that when working on your house, you generated about 180 pages of notes, from which you extracted a design decision tree. In a recent speech by Kent Beck at the Enterprise Software Development Conference, he talked about keeping track of all the small design decisions he made while coding.
Good!

He said that he could only do that for two weeks, as it otherwise took too much time. What was the benefit you derived from going back over the 180 pages of notes?
Surprisingly little. It has to be considered an experiment that failed. But it’s still important to capture rationales for decisions.

Take, for example, the people at the airplane engine group at Rolls-Royce. They have the DRed [design rationale capture] system. DRed is owned by Rolls-Royce and BAE Systems jointly. The people at BAE don’t use it, but those at Rolls-Royce do.

The reason why Rolls-Royce does is interesting. They have a culture in which engineers had to write the rationales for engineering decisions in prose. So, when they got this electronic system, it made life easier, not harder. BAE didn’t have that tradition, so putting in a system that made people write down their rationales was perceived as more work, not less.

Rolls-Royce has found it valuable, for example, when you have the report of an engine failure. The people who are investigating the cause of the failure go back through these things and try to figure out where somebody doing a revision didn’t understand why things were the way they were to start with, and undid something that was crucial. We’ve seen that happen in software plenty of times. And so the Rolls-Royce people say that this is as useful for maintenance and for investigating engine failure reports as it was for justifying the decisions to management and to each other in the original design process.

In all software models, it seems to me there’s very little capture of the rationales…
Almost none.

…with the effect that post-mortems become impossible.
Yes.

Wrapping up

What do you plan to do now? Are you working on any other books?
I don’t plan to publish another book. I am putting together some memory essays for the benefit of the grandchildren, but I don’t plan to publish them. I have nine grandchildren, you know.

Congratulations!
Well, that’s not much of an achievement on my part [Laughter].

Fri, 08 Jul 2022 12:00:00 -0500 en-US text/html https://sdtimes.com/agile/the-design-of-design/
Killexams : EDUCAUSE 2014: What IBM’s Watson Could Bring to Higher Education

IBM's Watson, a cognitive computing system that simulates the human thought process, could soon be peering over teacher’s shoulders in classrooms, the company said at EDUCAUSE 2014 on Wednesday.

Several of IBM's top education leaders hosted a panel at the conference laying out Watson's trajectory in higher education. The cognitive computer’s ability to digest large data sets and communicate with humans could open new avenues for teaching, said Michael D. King, vice president, IBM Global Education Industry.

"I think the real impact on learning will start to come in the classroom, if you can imagine intelligent tutors — a system that can truly be interactive with the learner as they're engaging and learning the materials," King said.

Katherine Frase, vice president and chief technology officer of IBM's Public Sector division, said Watson is being used to help researchers process vast amounts of information. For example, IBM recently released the Watson Discovery Advisor, a cloud-based analytical arm of the computer system that’s designed to help with scientific and educational research.

Watson’s role in this realm could be crucial because the amount of documented medical knowledge doubles every few years. By 2020, the American Clinical and Climatological Association projects that it will double every 73 days. Teachers face a similar challenge in translating that knowledge into lessons, Frase said.

Watson could lend teachers a hand by expanding its role as a search engine, returning not only the best answer to a question but also the logic for how it reached that conclusion, Frase said.

While IBM's team is developing Watson’s brain, scientists are achieving a better understanding of how the human mind learns, said Satya Nitta, program director of cognitive computing for education at IBM.

"Over the next decade, we'll know a lot more of the fundamental principles of how people learn," Nitta said, adding that this kind of information could translate directly into new techniques for teaching.

Through Watson’s ability to learn along with the learner, Nitta says, "we can fundamentally bring the element of discovery, surprise and exploration back into the classroom, and in the process, deeply engage the learner."

EdTech is providing constant coverage of EDUCAUSE 2014, including video interviews, session information and tons of photos. Keep up-to-date on all of our coverage by visiting our EDUCAUSE 2014 conference page.

Sun, 26 Jun 2022 12:00:00 -0500 D. Frank Smith en text/html https://edtechmagazine.com/higher/article/2014/10/educause-2014-what-ibms-watson-could-bring-higher-education
Killexams : International Business Management

International Business Management at Bristol

We want to inspire the next generation of managers and leaders to respond to the changing needs of society and the grand challenges of our time. Building a sustainable, inclusive and equal society is central to our teaching together with preparing our students to thrive in rapidly changing world.

Not only will you gain a solid understanding of how organisations and managers operate in a global environment, but we offer the flexibility and choice for you to tailor courses and programmes around your own career goals.

You will be taught by academics and international business practitioners who are experts in their fields and inform their teaching with internationally renowned research.

Bristol is a progressive and cosmopolitan city, home to a number of significant international businesses such as Airbus and Rolls Royce. It’s the ideal place to study international business management.

The University supports career progression very well. After having an internship last summer and getting a graduate scheme offer, I feel like I am qualified for any job I apply to. It’s a great university and city!

Samantha, BSc International Business Management

Career prospects

Three students sat around a table smiling.

With a combination of relevant theory, analytical skills, and quantitative techniques, as well as our tailored careers support, a degree in international business management from Bristol will prepare you for a successful career within the global business environment.

Many of our students join graduate management schemes in both the public and private sectors, while others opt to study at master’s level or purse professional careers in management consultancy, operations, or project management.

Recent graduate employers include KPMG, European Central Bank, IBM, UK government and the NHS.

Bristol is a hub for startups, and some of our graduates go on to create and run their own businesses.

Course structure

Four students having a discussion in a teaching space.

We offer a structured foundation supported by a flexible programme of study across our courses, allowing you to build your skills and knowledge while keeping your personal interests and career goals firmly in mind.

In your first year, you will explore key concepts and ideas in the fields of management, economics marketing and accounting, as well as understanding the global business environment.

Second-year teaching builds on this to explore more advanced ideas around international business management and will enhance your understanding of core research methods alongside a range of optional units. In the final year you will choose from a wide range of specialist units and put your skills and knowledge into practice when you write your dissertation, which provides you with the opportunity to research a course of particular interest to you.

Sample units may include:

  • Consumption and Consumer Behaviour
  • International Business Management
  • The Digital Economy
  • Project Management
  • Digital Marketing
  • Data Analytics and Artificial Intelligence for Business
  • Corporate Social Responsibility and Sustainability.

If you have opted for a degree with Study Abroad, you will spend year three studying at a partner institution overseas either in English or in a modern language. Find out about all of our go abroad options.

Employability support

A colourful reception area at The Engine Shed in Bristol.

While employability and professional skills development are embedded throughout our degrees, you can also benefit from events and initiatives organised by our Professional Liaison Network, such as the professional mentoring scheme, visiting speakers from relevant organisations, student visits to companies, student internships and consultancy projects with external partners.

Further support is provided by our dedicated University Careers Service. Our Basecamp Enterprise team support entrepreneurs and their ideas including skills workshops, networking events and funding and support programmes.

These opportunities will help you to enhance your employability, develop professional networks and explore different career paths.

International Business Management courses for 2023

Single Honours

Joint Honours

Our International Business Management degrees:

  • have a strong international dimension, with the opportunity to study abroad or take a joint honours course with a language;
  • combine rigorous business and management theory with real-world relevance;
  • offer a wide choice of optional units, allowing you to personalise your degree.

Why study International Business Management at Bristol?

The University of Bristol is a thriving centre for the study of international business, with a vibrant and diverse learning environment and a state-of-the-art multimedia centre.

You will be taught by academics and international business practitioners who are experts in their fields. Our courses are current and exciting, informed by internationally renowned research.

We offer opportunities for our BSc students to engage with employers through the faculty's Professional Liaison Network. Initiatives include a professional mentoring scheme, visiting speakers from relevant organisations, student visits to companies, student internships, and student consultancy projects with external partners.

Joint honours BA students will spend a year abroad, with the option to study, teach or take on a work placement in their chosen language.

These opportunities provide an excellent chance to Excellerate your employability and explore different career paths.

What kind of student would this course suit?

BSc students will engage with theory, analytical skills and quantitative techniques that will equip you for a management career in any sector.

Joint honours BA students will also cover the cultural, linguistic, political and social contexts in which organisations operate in their country of choice.

All courses will provide a broad understanding of international business in the first year. In the second and third years you will have the option to specialise and tailor the course to your interests and ambitions.

The option to spend a year abroad offers an exciting opportunity to experience a different culture.

How is this course taught and assessed?

Along with lectures introducing new material to a large group of students, we run practical sessions demonstrating the application of material.

Our small-group teaching enables valuable interaction and discussion with tutors and peers. Classroom teaching is supported by online learning resources.

You will prepare assignments during the year and receive feedback to help you learn from your work. If you choose a joint honours course, the language units will be assessed by a regular programme of exercises and written and oral exams.

Degree classifications are determined primarily by examinations, although some units include a coursework element as part of the final assessment. You may also complete a dissertation.

What are my career prospects?

Our International Business Management courses will help you develop the intellectual, analytical, critical and employability skills you need to succeed as a manager or leader in the global business environment.

Bristol is a hub for startups and many of our graduates go on to create and run their own businesses. Others have pursued careers in management consultancy, marketing or HR.

Some of our students go on to join graduate management schemes in the public or private sectors, while others opt to study at master's level or pursue professional conversion courses for law or teaching.

Find out more about what our students do after graduating.

Tue, 01 Mar 2022 21:08:00 -0600 en text/html https://bristol.ac.uk/study/undergraduate/2023/international-business-management/
Killexams : This Is The Biggest Competitor To The iPad In The Hot Education Market

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Sun, 10 Jul 2022 17:47:00 -0500 en-US text/html https://www.business2community.com/tech-gadgets/this-is-the-biggest-competitor-to-the-ipad-in-the-hot-education-market-0284912
Killexams : Watson Goes to Class: 7 Tech Colleges Take on Cognitive Computing

IBM is giving seven top technical colleges a chance to pick the brain of Watson, its artificially intelligent supercomputer, to help make cognitive computing the next wave in programming.

The institutions will be given access to Watson — IBM's smart computer that was popularized by its winning run on the quiz show Jeopardy! in 2011 — through the cloud. Faculty will lead curriculum in cognitive computing, teaching students how to develop new applications using Watson in natural language processing and machine learning.

"By putting Watson in the hands of tomorrow’s innovators, we are unleashing the creativity of the academic community into a fast-growing ecosystem of partners who are building transformative cognitive computing applications,” said Michael Rhodin, the senior vice president of IBM Watson Group, in a press release. "This is how we will make cognitive the new standard of computing across the globe."

Seven technical institutions have signed onto the Watson program: Carnegie Mellon University; Ohio State University; the University of Michigan; the University of California, Berkeley; Rensselaer Polytechnic Institute; the University of Texas, Austin; and New York University.

Coursework in the curriculum partnership will include building ideas for cognitive innovation, fueling Watson's knowledge with data, creating cognitive apps in the cloud and developing entrepreneurial know-how.

Some of the participating colleges already have charted a focus of study. University of Michigan students will be using Watson to develop apps for children with special needs.

"This is a wonderful tool for our students to get to experiment with," David Chesney, a lecturer in computer science and engineering at Michigan, said in a university press release. "This is the generation that watched Watson win Jeopardy!, and I'm sure the opportunity to interact with it will really have an impact."

Meanwhile, Carnegie Mellon University plans to have students alongside Watson to further their work in mobile-speech interfaces.

"The home run we're looking for is to add our vision to IBM's technology to create an application that is useful and worthy of being spun off as a product," Eric Nyberg, a professor at Carnegie Mellon's Language Technologies Institute, said in a press release issued by the university.

The program is part of IBM's plan to heighten students' understanding of big data and analytics, a growing career field that research firm Gartner, Inc. predicted in 2012 would create 4.4 million new IT jobs worldwide by 2015.

Faculty from the seven institutions will form a board that will meet quarterly with IBM to review progress and discuss new arenas for the curriculum, according to a press release from the company.

Sun, 26 Jun 2022 12:00:00 -0500 D. Frank Smith en text/html https://edtechmagazine.com/higher/article/2014/05/watson-goes-class-7-tech-colleges-take-cognitive-computing
Killexams : Roger Woods

After leaving NMSU I worked in industry as an industrial engineer and engineering manager at IBM's semiconductor plant in Essex Junction, Vermont. I worked with manufacturing, engineering, maintenance to Excellerate the productivity of $2 billion manufacturing tools. I ended my career managing Strategic and Tactical planning and the ~$500 million capital budget. Moved to Houghton to escape the corporate world and founded a consulting firm, Homer Productivity Consultants working with companies to create better business decisions through better data and information. I am involved in the community as a member of the Keweenaw Co-op Board of Directors, Kiwanis and the Copper Country Humane Society.

Research Focus

Roger Woods teaches a hands-on approach to problem-solving that comes largely from his consulting background. Using materials that blend course objectives with real business challenges, students learn through story problems and the use of spreadsheets how to model difficult business decisions in a real-world context.

Also spearheading the Business Development Experience, Woods is advising students who are receiving the authentic opportunity to use their academic knowledge in on-campus business situations. Woods is also developing technology to analyze student work when academic integrity becomes a concern. This work is important since student-created spreadsheets are in business schools across the nation and this technology does not currently exist.

Fri, 02 Oct 2020 04:00:00 -0500 en text/html https://www.mtu.edu/enterprise/program/instructors/woods.html
Killexams : SVVSD embraces early college P-TECH program

Abraham Tinajero was an eighth grader when he saw a poster in his Longmont middle school’s library advertising a new program offering free college with a technology focus.

Interested, he talked to a counselor to learn more about P-TECH, an early college program where he could earn an associate’s degree along with his high school diploma. Liking the sound of the program, he enrolled in the inaugural P-TECH class as a freshman at Longmont’s Skyline High School.

“I really loved working on computers, even before P-TECH,” he said. “I was a hobbyist. P-TECH gave me a pathway.”

He worked with an IBM mentor and interned at the company for six weeks as a junior. After graduating in 2020 with his high school diploma and the promised associate’s degree in computer science from Front Range Community College, he was accepted to IBM’s yearlong, paid apprenticeship program.

IBM hired him as a cybersecurity analyst once he completed the apprenticeship.

“P-TECH has given me a great advantage,” he said. “Without it, I would have been questioning whether to go into college. Having a college degree at 18 is great to put on a resume.”

LONGMONT, CO-June 16:Front Range Campus Librarian, Che Gant, answers questions from Silver Creek P-TECH students at Font Range Community College on June 16, 2022.(Cliff Grassmick/Staff Photographer)
Front Range Campus librarian Che Gant answers questions from Silver Creek P-TECH students at Font Range Community College on June 16. (Cliff Grassmick/Staff Photographer)

Stanley Litow, a former vice president of IBM, developed the P-TECH, or Pathways in Technology Early College High Schools, model. The first P-TECH school opened 11 years ago in Brooklyn, New York, in partnership with IBM.

Litow’s idea was to get more underrepresented young people into tech careers by giving them a direct path to college while in high school — and in turn create a pipeline of employees with the job skills businesses were starting to value over four-year college degrees.

The program, which includes mentors and internships provided by business partners, gives high school students up to six years to earn an associate’s degree at no cost.

Skyline High a pioneer in program

In Colorado, St. Vrain Valley was among the first school districts chosen by the state to offer a P-TECH program after the Legislature passed a bill to provide funding — and the school district has embraced the program.

Colorado’s first P-TECH programs started in the fall of 2016 at three high schools, including Skyline High. Over the last six years, 17 more Colorado high schools have adopted P-TECH, for at total of 20. Three of those are in St. Vrain Valley, with a fourth planned to open in the fall of 2023 at Longmont High School.

Each St. Vrain Valley high school offers a different focus supported by different industry partners.

Skyline partners with IBM, with students earning an associate’s degree in Computer Information Systems from Front Range. Along with being the first, Skyline’s program is the largest, enrolling up to 55 new freshmen each year.

Programs at the other schools are capped at 35 students per grade.

Frederick High’s program, which started in the fall of 2019, has a bioscience focus, partners with Aims Community College and works with industry partners Agilent Technologies, Tolmar, KBI Biopharma, AGC Biologics and Corden Pharma.

Silver Creek High’s program started a year ago with a cybersecurity focus. The Longmont school partners with Front Range and works with industry partners Seagate, Cisco, PEAK Resources and Comcast.

The new program coming to Longmont High will focus on business.

LONGMONT, CO - JULY 26:From right: Instructor Chester Clark checks angles on a metal die made by Frederick High School junior Cynthia Herr during a summer manufacturing class at the Career Elevation & Technology Center in Longmont on Tuesday, July 26, 2022. (Matthew Jonas/Staff Photographer)
From right: Instructor Chester Clark checks angles on a metal die made by Frederick High School junior Cynthia Herr during a summer manufacturing class Tuesday at the Career Elevation and Technology Center in Longmont. (Matthew Jonas/Staff Photographer)

District leaders point to Skyline High’s graduation statistics to illustrate the program’s success. At Skyline, 100% of students in the first three P-TECH graduating classes earned a high school diploma in four years.

For the 2020 Skyline P-TECH graduates, 24 of the 33, or about 70%, also earned associate’s degrees. For the 2021 graduating class, 30 of the 47 have associate’s degrees — with one year left for those students to complete the college requirements.

For the most recent 2022 graduates, who have two years left to complete the college requirements, 19 of 59 have associate’s degrees and another six are on track to earn their degrees by the end of the summer.

Jumping at an opportunity

Louise March, Skyline High’s P-TECH counselor, keeps in touch with the graduates, saying 27 are working part time or full time at IBM. About a third are continuing their education at a four year college. Of the 19 who graduated in 2022 with an associate’s degree, 17 are enrolling at a four year college, she said.

Two of those 2022 graduates are Anahi Sarmiento, who is headed to the University of Colorado Boulder’s Leeds School of Business, and Jose Ivarra, who will study computer science at Colorado State University.

“I’m the oldest out of three siblings,” Ivarra said. “When you hear that someone wants to supply you free college in high school, you take it. I jumped at the opportunity.”

Sarmiento added that her parents, who are immigrants, are already working two jobs and don’t have extra money for college costs.

“P-TECH is pushing me forward,” she said. “I know my parents want me to have a better life, but I want them to have a better life, too. Going into high school, I kept that mentality that I would push myself to my full potential. It kept me motivated.”

While the program requires hard work, the two graduates said, they still enjoyed high school and had outside interests. Ivarra was a varsity football player who was named player of the year. Sarmiento took advantage of multiple opportunities, from helping elementary students learn robotics to working at the district’s Innovation Center.

Ivarra said he likes that P-TECH has the same high expectations for all students, no matter their backgrounds, and gives them support in any areas where they need help. Spanish is his first language and, while math came naturally, language arts was more challenging.

“It was tough for me to see all these classmates use all these big words, and I didn’t know them,” he said. “I just felt less. When I went into P-TECH, the teachers focus on you so much, checking on every single student.”

They said it’s OK to struggle or even fail. Ivarra said he failed a tough class during the pandemic, but was able to retake it and passed. Both credited March, their counselor, with providing unending support as they navigated high school and college classes.

“She’s always there for you,” Sarmiento said. “It’s hard to be on top of everything. You have someone to go to.”

Students also supported each other.

“You build bonds,” Ivarra said. “You’re all trying to figure out these classes. You grow together. It’s a bunch of people who want to succeed. The people that surround you in P-TECH, they push you to be better.”

LONGMONT, CO - JULY 26:Frederick High School junior Jose Leon solders components to a board during a summer manufacturing class at the Career Elevation & Technology Center in Longmont on Tuesday, July 26, 2022. (Matthew Jonas/Staff Photographer)
Frederick High School junior Jose Leon solders components to a board during a summer manufacturing class at the Career Elevation & Technology Center in Longmont on Tuesday. (Matthew Jonas/Staff Photographer)

Support systems are key

P-TECH has no entrance requirements or prerequisite classes. You don’t need to be a top student, have taken advanced math or have a background in technology.

With students starting the rigorous program with a wide range of skills, teachers and counselors said, they quickly figured out the program needed stronger support systems.

March said freshmen in the first P-TECH class struggled that first semester, prompting the creation of a guided study class. The every other day, hour-and-a-half class includes both study time and time to learn workplace skills, including writing a resume and interviewing. Teachers also offer tutoring twice a week after school.

“The guided study has become crucial to the success of the program,” March said.

Another way P-TECH provides extra support is through summer orientation programs for incoming freshmen.

At Skyline, ninth graders take a three-week bridge class — worth half a credit — that includes learning good study habits. They also meet IBM mentors and take a field trip to Front Range Community College.

“They get their college ID before they get their high school ID,” March said.

During a session in June, 15 IBM mentors helped the students program a Sphero robot to travel along different track configurations. Kathleen Schuster, who has volunteered as an IBM mentor since the P-TECH program started here, said she wants to “return some of the favors I got when I was younger.”

“Even this play stuff with the Spheros, it’s teaching them teamwork and a little computing,” she said. “Hopefully, through P-TECH, they will learn what it takes to work in a tech job.”

Incoming Skyline freshman Blake Baker said he found a passion for programming at Trail Ridge Middle and saw P-TECH as a way to capitalize on that passion.

“I really love that they supply you options and a path,” he said.

Trail Ridge classmate Itzel Pereyra, another programming enthusiast, heard about P-TECH from her older brother.

“It’s really good for my future,” she said. “It’s an exciting moment, starting the program. It will just help you with everything.”

While some of the incoming ninth graders shared dreams of technology careers, others see P-TECH as a good foundation to pursue other dreams.

Skyline incoming ninth grader Marisol Sanchez wants to become a traveling nurse, demonstrating technology and new skills to other nurses. She added that the summer orientation sessions are a good introduction, helping calm the nerves that accompany combining high school and college.

“There’s a lot of team building,” she said. “It’s getting us all stronger together as a group and introducing everyone.”

The spark of motivation

Silver Creek’s June camp for incoming ninth graders included field trips to visit Cisco, Seagate, PEAK Resources, Comcast and Front Range Community College.

LONGMONT, CO-June 16:Keller Frazier, left, photographs his group, Gian Swift, and Ryan Holden, and Amelia Miller. All are doing a scavenger hunt for a class exercise during Silver Creek P-TECH classes at Front Range Community College on June 16, 2022.(Cliff Grassmick/Staff Photographer)
Silver Creek incoming freshman Keller Frazier, left, photographs his classmates, Gian Swift, Ryan Holden and Amelia Miller. They are on a scavenger hunt June 16 to find places at Front Range Community College during Silver Creek’s P-TECH summer orientation program. (Cliff Grassmick/Staff Photographer)

During the Front Range Community College field trip, the students heard from Front Range staff members before going on a scavenger hunt. Groups took photos to prove they completed tasks, snapping pictures of ceramic pieces near the art rooms, the most expensive tech product for sale in the bookstore and administrative offices across the street from the main building.

Emma Horton, an incoming freshman, took a cybersecurity class as a Flagstaff Academy eighth grader that hooked her on the idea of technology as a career.

“I’m really excited about the experience I will be getting in P-TECH,” she said. “I’ve never been super motivated in school, but with something I’m really interested in, it becomes easier.”

Deb Craven, dean of instruction at Front Range’s Boulder County campus, promised the Silver Creek students that the college would support them. She also gave them some advice.

“You need to advocate and ask for help,” she said. “These two things are going to help you the most. Be present, be engaged, work together and lean on each other.”

Craven, who oversees Front Range’s P-TECH program partnership, said Front Range leaders toured the original P-TECH program in New York along with St. Vrain and IBM leaders in preparation for bringing P-TECH here.

“Having IBM as a partner as we started the program was really helpful,” she said.

When the program began, she said, freshmen took a more advanced technology class as their first college class. Now, she said, they start with a more fundamental class in the spring of their freshman year, learning how to build a computer.

“These guys have a chance to grow into the high school environment before we stick them in a college class,” she said.

Summer opportunities aren’t just for P-TECH’s freshmen. Along with summer internships, the schools and community colleges offer summer classes.

Silver Creek incoming 10th graders, for example, could take a personal financial literacy class at Silver Creek in the mornings and an introduction to cybersecurity class at the Innovation Center in the afternoons in June.

Over at Skyline, incoming 10th graders in P-TECH are getting paid to teach STEM lessons to elementary students while earning high school credit. Students in the fifth or sixth year of the program also had the option of taking computer science and algebra classes at Front Range.

Embracing the challenge

And at Frederick, incoming juniors are taking an introduction to manufacturing class at the district’s Career Elevation and Technology Center this month in preparation for an advanced manufacturing class they’re taking in the fall.

“This will supply them a head start for the fall,” said instructor Chester Clark.

Incoming Frederick junior Destini Johnson said she’s not sure what she wants to do after high school, but believes the opportunities offered by P-TECH will prepare her for the future.

“I wanted to try something challenging, and getting a head start on college can only help,” she said. “It’s really incredible that I’m already halfway done with an associate’s degree and high school.”

IBM P-TECH program manager Tracy Knick, who has worked with the Skyline High program for three years, said it takes a strong commitment from all the partners — the school district, IBM and Front Range — to make the program work.

“It’s not an easy model,” she said. “When you say there are no entrance requirements, we all have to be OK with that and support the students to be successful.”

IBM hosted 60 St. Vrain interns this summer, while two Skyline students work as IBM “co-ops” — a national program — to assist with the P-TECH program.

The company hosts two to four formal events for the students each year to work on professional and technical skills, while IBM mentors provide tutoring in algebra. During the pandemic, IBM also paid for subscriptions to tutor.com so students could get immediate help while taking online classes.

“We want to get them truly workforce ready,”  Knick said. “They’re not IBM-only skills we’re teaching. Even though they choose a pathway, they can really do anything.”

As the program continues to expand in the district, she said, her wish is for more businesses to recognize the value of P-TECH.

“These students have had intensive training on professional skills,” she said. “They have taken college classes enhanced with the same digital credentials that an IBM employee can learn. There should be a waiting list of employers for these really talented and skilled young professionals.”

Sat, 30 Jul 2022 18:50:00 -0500 Amy Bounds en-US text/html https://www.timescall.com/2022/07/30/p-tech/
Killexams : IBM Expands Quantum Computing Programme to African Varsities

Emma Okonji

IBM has announced the expansion of its quantum computing efforts to Africa in a new collaboration with the University of the Witwatersrand (Wits University) in South Africa.
Wits University is the first African partner on the IBM Q Network and will be the gateway for academics across South Africa and to the 15 universities who are part of the African Research Universities Alliance (ARUA).

Wits Deputy Vice-Chancellor, Research and Postgraduate Affairs, Professor Zeblon Vilakazi, said: “This is the latest outcome of the joint partnership between IBM Research and Wits, which started in 2016 when IBM opened its second lab in Africa in Wits University’s Tshimologong Digital Innovation Precinct in Johannesburg. To expand the IBM Q Network to include Wits will drive innovation in frontier-technologies and benefit African-based researchers, academics and students who now have access to decades of quantum computing capabilities at the click of a button.”

Quantum computing promises to be able to solve certain problems, such as chemical simulations and types of optimisation, that will forever be beyond the practical reach of classical machines. IBM first made quantum computers available to the public in May 2016 through its IBM Q Experience quantum cloud service and has doubled the power of its quantum computers annually since 2017.

IBM established the IBM Q Network, a community of Fortune 500 companies, startups, academic institutions and research labs working with IBM to advance quantum computing and explore practical applications for business and science.

Researchers at Wits will investigate the use of quantum computing and machine learning in the fields of cosmology and molecular biology with a specific focus on HIV drug discovery. The teams will also jointly study quantum teleportation, a field pioneered by IBM Fellow Charles Bennett.

Vice President, Emerging Market Solutions and Director, IBM Research for Africa, Dr. Solomon Assefa, said: “For Africa to remain competitive for the coming decades we must get the next generation of students quantum ready.”

As part of the partnership between IBM and Wits, scholars from sixteen ARUA universities including: Addis Ababa University; University of Ghana; University of Nairobi; University of Lagos; University of Ibadan; Obafemi Awolowo University lle-Ife; University of Rwanda; University Cheikh Anta Diop; University of Cape Town; University of Kwa-Zulu Natal; University of Pretoria; Rhodes University; University of Stellenbosch; University of the Witwatersrand; University of Dar es Salaam and Makerere University, will have the opportunity to apply for access to IBM Q’s most-advanced quantum computing systems and software for teaching quantum information science and exploring early applications.

Sun, 24 Jul 2022 12:00:00 -0500 en-US text/html https://www.thisdaylive.com/index.php/2019/06/20/ibm-expands-quantum-computing-programme-to-african-varsities/
Killexams : Christopher (Kit) Cischke

Kit Cischke first came to Michigan Tech as a student in 1997. During his studies, he worked for IBM, verifying hard drive controllers in VHDL, and helped found one of the original Enterprise teams, the Wireless Communications Enterprise. He graduated in 2001 with a BS in Electrical Engineering. Upon graduating, Cischke worked for Unisys, where he helped design and verify the second-level cache of a custom processor and did various internal software development. During the four and a half years he was at Unisys, he was named as inventor or co-inventor on three patents. After completing his Master's degree in Computer Engineering at the University of Minnesota–Twin Cities, Cischke moved back to Houghton to teach undergraduate computer engineering classes, to serve as advisor to the much bigger and better-organized Wireless Communications Enterprise, and to pursue a PhD in Computational Science and Engineering. He teaches classes in digital logic, embedded systems, and introductory electric circuits. His PhD research is focused on simulation and modeling of complex systems on parallel computing architectures.

Sat, 15 Aug 2020 17:16:00 -0500 en text/html https://www.mtu.edu/enterprise/program/advisors/cischke/index.html
Killexams : UTSA’s HPC research infrastructure featured as model at D.C. conference
UTSA’s HPC research infrastructure featured as model at D.C. conference

Kendra Ketchum (left), UTSA CIO and vice president for information management and technology, spoke about the importance of partnerships to drive digital transformation alongside NIST Director and Undersecretary of Commerce Laurie Locascio (right) at the Government University Industry Research Roundtable in Washington, D.C.

AUGUST 2, 2022 — Select UTSA senior leaders recently attended the Government University Industry Research Roundtable (GUIRR) at the National Academies in Washington, D.C. UTSA was invited to participate in a joint panel addressing global cybersecurity for research infrastructure alongside senior leadership from the National Institute of Standards and Technology (NIST) and Dell Technologies.

GUIRR convened the day-long workshop for its members, experts and invited guests to provide a forum on policy priorities across the research enterprise, including public-private-academic partnerships, science and technology innovation, national security and national prosperity.

Attendees included leadership from Lawrence Livermore National Laboratory, University of Maryland, The Ohio State University, University of Illinois at Urbana Champaign, MIT Lincoln Laboratory, Johns Hopkins Applied Physics Laboratory, National Science Foundation, U.S. Environmental Protection Agency, IBM Research at the Almaden Lab, Office of the Director for National Intelligence, Space Operations at NASA, Atom Research Alliance and Intel Labs.


“I’m getting questions from peers across the country on how we did what we did and on the steps we took. Sharing our story with others is so important.”


Students use a Dell computer in professor Yufang Jin's robotics lab. Over the last two years, UTSA has partnered with Dell to expand its research infrastructure—including hardware, software and virtual environments. Photo by Brandon Fletcher


Alignment to deliver world class research ecosystems

Kendra Ketchum, UTSA CIO and vice president for information management and technology, spoke about the importance of partnerships to drive digital transformation alongside NIST Director and Undersecretary of Commerce Laurie Locascio and Dell Leader Deborah Stokes. Moderated by Al Grasso, immediate past president and CEO of the MITRE Corporation, the panel explored the world-class model UTSA has created in collaboration with Dell and NIST for a high-performing computing research ecosystem and resilient infrastructure.

Over the last two years, UTSA has partnered with Dell to expand its research infrastructure—including hardware, software and virtual environments—and invest in high-performance computing (HPC), enhancing operations and security.

“This group came together to come up with strategic ideation around delivering world class technology for our research enterprise,” Ketchum explained. “My goal was to reduce the time to science by expanding and elevating the research infrastructure and adding more high-performance computing resources. This resulted in researchers who don’t have to worry about standing up their own ecosystems and can focus on obtaining the results of their investigations.”

Investing in the research infrastructure to reduce the time to science

“Investing in our hyperconverged infrastructure allowed us to really lean into Dell's expertise,” Ketchum explained. “Leveraging Dell’s engineering and HPC skills enabled us to conduct infrastructure upgrades and replacements to fill a gap for our research community. We know that if we want to get our researchers to their outcomes faster—reducing the time to science—we must be as committed as they are to strategic thinking and innovation.”

Importance of standardization in cyber for IP protection

The government partnership came into play as UTSA followed the NIST guidelines on cybersecurity, which was a critical piece. As a former vice president for research in academia, Locascio understands the intricacies and nuances of a research environment. Her office is responsible for setting cyber standards for the country.

The security of intellectual property and research investigations is a growing international concern that universities must be prepared to address. Universities and other institutions are subject to hacking attempts by mature nation-state actors and criminals trying to steal identities and research IP to create chaos across the globe. By building a system according to NIST standards, UTSA has created a resilient environment capable of withstanding the more than one million infiltration attempts that take place each day.

UTSA’s new hyperconverged infrastructure, combined with the State of Texas’ cybersecurity framework, gives the institution a very mature platform and portfolio for cybersecurity research. Students get the benefit of having this advanced ecosystem to go out and really research everything in the cyberspace, including data security, incident management and response—all elements of a fully functioning ecosystem.

Based on her collaborative work with industry and government, Ketchum was invited to speak on research IT and security practices. UTSA is a model in this field with IT systems that not only protect researchers and their IP but also the institution and its business continuity—ensuring that the university stays online and operates effectively around the clock.

Partnerships that deliver innovative solutions and secure ecosystems beyond campus

Beyond GUIRR, Ketchum has also been sharing this success story with her peers on the Leadership Board for CIOs (LBCIO) across the U.S. over the last few months. The interest is high.

“I’m getting questions from peers across the country on how we did what we did and on the steps we took. Sharing our story with others is so important,” Ketchum said. “We did reduce the time to science. Researchers are getting their outcomes sooner than anticipated. We built a full disaster recovery and business continuity data center by breaking down the silos and focusing on the desired outcomes of all our stakeholders.”

Jaclyn Shaw, interim vice president for research, economic development, and knowledge enterprise, who now serves as the university’s representative to GUIRR, was also in attendance.

“It was just a stellar opportunity to showcase the work Kendra and the University Technology Solutions team are doing on behalf of UTSA. What we have done under Kendra’s leadership is very much a best practice and a model amongst higher educational institutions in the U.S.,” Shaw said. “It takes industry, it takes government and it takes universities to really build a borderless ecosystem. To have our CIO sit alongside the nation's director for cyber standards was truly an honor for our institution.”

Membership in GUIRR was driven by UTSA President Taylor Eighmy’s vision to be part of a larger innovation ecosystem with peers to address the growing complexity of research opportunities. He also serves as the institutional leadership representative on its Council of the National Academies' Government-University-Industry Research Roundtable. Since joining in 2021, membership in GUIRR is a clear outcome of UTSA’s recent R1 designation.

“UTSA’s participation as a model for addressing global cyber security for research infrastructure alongside national leaders like Dell and NIST is a significant honor and affirms our university’s rapid trajectory towards becoming the next great public research university,” Eighmy said. “GUIRR is a critical forum for advancing collaboration across research ecosystems as it brings together thought leaders from all sectors to discuss innovative solutions to society’s grand challenges, and we’re proud to collaborate alongside those leaders to advance the nation’s science and technology agenda.”

Mon, 01 Aug 2022 21:39:00 -0500 en text/html https://www.utsa.edu/today/2022/08/story/hpc-research-infrastructure-guirr.html
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