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C1000-010 IBM Operational Decision Manager Standard V8.9.1 Application Development

Exam ID : C1000-010
Exam Name : IBM Operational Decision Manager Standard V8.9.1 Application Development
Number of questions: 61
Number of questions to pass: 46
Time allowed: 90 mins
Status: Live

Development: Environment Set-up 8%
Install
Migrate

Development: Architecture 16%
Analyze business requirements
Plan the Architecture
Identify decisions, decision points, and business policies

Rule Designer 39%
Create Decision Service projects
Import the XOM
Create BOM and vocabulary
Add Decision Operations
Deploy RuleApp
Create Client Application
Create Ruleflow
Author rules and decision tables
Manage BOM update
Manage synchronization
Define and run queries

Decision Center 16%
Define Roles and Responsibilities
Secure Decision Center
Define decision governance framework
Set up Deployment from Decision Center
Enable and customize testing and simulations for business users
Understand branching and merging

Rule Execution Server 20%
Work with the RES REST API
Manage RuleApp and Ruleset Versioning policy
Integration
Use Decision Warehouse
Optimize Execution

IBM Operational Decision Manager Standard V8.9.1 Application Development
IBM Operational syllabus
Killexams : IBM Operational syllabus - BingNews https://killexams.com/pass4sure/exam-detail/C1000-010 Search results Killexams : IBM Operational syllabus - BingNews https://killexams.com/pass4sure/exam-detail/C1000-010 https://killexams.com/exam_list/IBM Killexams : Business Analytics

Co-Concentration in Business Analytics

Business Analytics is the emergent capability for organizations in the twenty-first century. All organizations, regardless of industry, size, or operating environment generate and manage large volumes of data and information that, used well, inform the decision making and competitive capabilities of the enterprise. The emerging area of analytics is focused on using business data to examine what already happened, to determine or predict what will happen, and to explore or model what should happen. Successful managers across functional areas, whether finance, marketing, operations, human resources, or information systems, need to be able to understand and utilize business analytics in order to manage and lead effectively.

Business Analytics draws upon a portfolio of methods and tools including statistics, forecasting, experimental design, data mining, and modeling to turn data into information and insights. The business analytics field includes descriptive, predictive, and prescriptive analytics. Descriptive analytics help organizations describe what has happened in their operating environment and includes gathering, organizing, tabulating, and communicating historical information, e.g., how many online subscribers do we have? Predictive analytics helps organizations understand what to do by uncovering relationships and associations in the available data and uses techniques such as probability and forecasting to reveal the likelihood of outcomes. For example, the number of online subscribers increases when we have banner advertising on search sites. Prescriptive analytics is focused on understanding the causal effects that can be discerned from data sets and strives to predict what will happen, given a particular course of action. For example, if we increase our banner advertising and provide one-click subscribing, how will the number of subscribers change?

The Business Analytics co-concentration builds upon the Carroll School of Management core. The co-concentration is designed to align with a variety of functional disciplines making Business Analytics an excellent complement to other concentrations including Accounting, Operations Management, Finance, Marketing, Information Systems, or Management and Leadership.

Objectives of the Undergraduate Co-Concentration in Business Analytics

The objectives of the undergraduate co-concentration are to develop managers who:

  • possess a broad and deep understanding of theories and concepts in business analytics
  • are adept at data management and analysis
  • understand and utilize quantitative techniques for historical analysis, predictive analysis, modeling, and simulation
  • are capable of applying analytical skills and knowledge to address management problems across disciplines and industries

Careers in Business Analytics

Rather than simply answering questions about what, how, when, and where things have happened, today’s business analysts are able to push the use of data further, find out why things are happening and what will happen if identified trends continue, and model how an organization can use this information to optimize outcomes. Careers that utilize the skills and knowledge of business analytics continue to emerge and grow in all fields and business disciplines. Students with this co-concentration may pursue careers in consulting, financial services, healthcare services, accountancy, technology management, government, manufacturing, and not-for-profit organizations. The demand for managers with these skills is strong and will increase as firms continue to recognize that they compete not only with new products and services, but also with a high degree of competence in managing their data, information, and business intelligence.

Business Analytics Co-Concentration Requirements

Business Analytics Co-Concentration Class of 2023

The following three courses are required for students co-concentrating in Business Analytics who belong to the class of 2023:

  • ISYS3340 Data Analytics in Practice (fall and spring)
  • BZAN3384 Predictive Analytics (fall and spring)
  • BZAN6604 Management Science (fall and spring)

Select two additional courses, excluding any courses taken from above list:

  • BZAN3304/BZAN6614 Quality Management (fall)
  • BZAN3307 Machine Learning for Business Intelligence (fall and spring)
  • BZAN3310 Sports Analytics (fall and spring)
  • BZAN3385 Advanced Statistical Modeling (spring)
  • BZAN6605 Risk Analysis and Simulation (offered periodically)
  • BZAN6606/MFIN6606 Forecasting Techniques (fall, online, and spring)
  • BZAN6608 Pricing and Revenue Optimization (offered periodically)
  • ISYS2157 Programming for Management and Analytics (fall and spring) (or CSCI1101)
  • ISYS3257 Database Systems and Applications (fall and spring)
  • ISYS3360 Machine Learning and Artificial Intelligence (fall)
  • ISYS6621 Social Media, Emerging Technologies, and Digital Business (fall)
  • ISYS6625 Geographic Information Systems (fall and spring)
  • ISYS6645 Data Visualization (fall and spring)
  • MKTG2153 Customer Research and Insights for Marketing Decisions (fall and spring)
  • MKTG3114 Pricing and Demand Analytics (offered periodically)
  • MKTG3161 Customer Relationship Management (fall and spring)
  • MKTG3258 Marketing Analytics for Customer Insights (spring)
  • ACCT6640 Dive, Dissect, and Decide with Big Business Data (spring)
  • MFIN2270 Data Analytics in Finance (fall and spring)

Business Analytics Co-Concentration Classes of 2024 and Beyond

The following three courses are required for students co-concentrating in Business Analytics who belong to the class of 2024 and beyond:

  • ISYS3340 Data Analytics in Practice (fall, spring)
  • BZAN3385 Advanced Statistical Modeling (spring)

Students must choose one of the following courses:

  • BZAN3307 Machine Learning for Business Intelligence (spring)
  • ISYS3360 Machine Learning and Artificial Intelligence (fall)

Students must choose two electives from the list below, where each elective comes from a different area of focus (Modeling, Data, or Applications).

Modeling
  • BZAN2235 Modeling for Business Analytics
  • BZAN6604 Management Science
Data
  • ISYS3257 Database Systems and Applications
  • ISYS6645 Data Visualization
  • ISYS2160 IOS/Swift Programming
Applications
  • ACCT6640 Dive, Dissect, and Decide with Big Business Data
  • MFIN2270 Data Analytics in Finance
  • BZAN3310 Sports Analytics
  • ISYS6625 Geographic Info Systems
  • MKTG2153 Customer Research and Marketing Decisions 
Wed, 26 Aug 2020 04:39:00 -0500 en text/html https://www.bc.edu/bc-web/academics/sites/university-catalog/undergraduate/csom/business-analytics.html
Killexams : Strengthen Online Learning and More with Artificial Intelligence

In 2015, Ashok Goel and his colleagues at the Georgia Institute of Technology informed a class of students that a new teaching assistant named Jill Watson would be joining their course on artificial intelligence.

They left out an important detail, however: Jill Watson is, herself, an artificial intelligence agent. It wasn’t until late in the term that students started to suspect that the answers to their online queries were not coming from a flesh-and-blood TA. Since then, Jill Watson has participated in 17 classes held both online and in person, at both undergraduate and graduate levels, in subjects ranging from biology to engineering and computer science. Meanwhile, Georgia Tech continues to explore the potential of AI in higher education.

The academic landscape was already being transformed by economics and technology before the massive disruption of COVID-19. AI can play a key part in this new educational reality, says Goel, a professor of computer science and human-centered computing, and director of Georgia Tech’s Design & Intelligence Laboratory.

“The old normal is gone forever,” Goel says. “Even when students return to campus, they’ll be going back to more online and blended courses, and we’ll be looking for ways that AI can enhance those classes.”

Personalizing Online Classes: The Potential of AI

The impact of COVID-19 on AI in higher education is hard to predict, says Kathe Pelletier, director of Student Success Community Programs at EDUCAUSE. The economic impact of the pandemic may cut spending in research and development, but institutions could look to AI agents for efficiencies as they operate with fewer staff, she says.

The forced move to online teaching did crack some cultural barriers that have slowed adoption of AI tools and the adaptive learning strategies they support, says Pelletier. “Some faculty members who have historically resisted change began to recognize the value of all sorts of technologies during lockdown.”

Enabling adaptive learning, which personalizes learning for individual students, is one of the most promising aspects of AI, she says. Realizing that (and the rest of the technology’s potential) will take time, however.

“AI can process a tremendous amount of data and give students what they need when they need it,” Pelletier says. “It extends the human capacity to access information, to optimize research and make it more efficient. It can also be the basis for more personalized learning pathways. But humans have to develop algorithms for those pathways, and development time is significant.”

MORE FROM EDTECH: Learn how to prepare your IT department for an AI skills gap. 

Using AI to Maximize Efficiency, Strengthen Quality of Classes

Goel acknowledges the arduous development process that produces AI applications. The original teaching assistant application initially took more than 1,500 hours to program, even using IBM Watson technology. However, a sibling application, dubbed Agent Smith (a nod to The Matrix), can clone a Jill Watson for a specific course with about 10 hours of human input, Goel says.

“We want to use AI to build AI,” he says. “We’re working to take Jill Watson to the Georgia Tech level, where it can be used for any class here. Eventually, we want to share the technology with other universities and with high schools.
Agent Smith means I could go to a busy middle school teacher and offer her the support of a Jill Watson with the investment of just 10 hours of work.”

One variation on Jill Watson can independently read documents and answer questions about, for example, a syllabus or a reference manual. Another, named VERA (Virtual Ecological Research Assistant), enables users to construct conceptual ecological models and run interactive simulations.

Yet another assistant, named SAMI (Social Agent Mediated Interaction), in development, is designed to address a lack of social contact and emotional engagement for online students by alerting them to interests and backgrounds they share with classmates.

“Can AI build better, stronger human interaction? We hope so,” Goel says. “But the application also raises questions of data privacy and security, bias and trust, which we’ll have to answer as we continue with AI.”

MORE FROM EDTECH: Learn how emotionally intelligent AI advances personalization on campus.

A Better Way to Learn a Foreign Language

Students of Chinese language at Rensselaer Polytechnic Institute (RPI) can be encircled by a panoramic screen and find themselves surrounded by human-sized images in what could be a Beijing marketplace. One student’s unscripted negotiation with a vendor might be interrupted by another shopkeeper negotiating the price. Both merchants are AI agents developed as part of the Mandarin Project.

RPI was the first university in the U.S. given access to IBM’s Watson AI technology, which led to the creation of the Mandarin Project in 2012. From there, RPI and IBM established the Cognitive and Immersive Systems Lab (CISL) to explore the use of AI to stimulate “embodied learning,” says CISL Associate Director Jonas Braasch.

“We want students to learn how to translate what they’ve learned from textbooks into the real world,” he says. “Because AI has a long history in gaming, we use similar techniques like interactive engagement with synthetic characters, along with the aspect of rewarding success, rather than marking off for mistakes.”

At present, the Mandarin Project and CISL are only available onsite, but COVID-19 has prompted researchers to explore adapting the technology for ­different delivery modes.

At CISL, the use of AI in higher education aims to support human instructors, not replace them with bots, Braasch says. “Our systems can increase engagement, and that increases learning. AI can increase the fun of learning.”

MORE FROM EDTECH: Here are 3 ways that AI can Strengthen campus cybersecurity.

Smart Facilities: How Artificial Intelligence Reduces Costs

AI-based technologies are taking a central role in building operations at the University of Iowa. Leveraging IoT data from sensors embedded in heating, cooling, electrical and security systems, the university relies on AI to manage energy use, maintenance expenses and user comfort in 70 percent of its academic buildings, says Don Guckert, who retired in July as Iowa’s associate vice president for facilities management.

“We’re taking advantage of what’s already in place with our building and mechanical systems and using artificial intelligence to optimize energy consumption and maintenance costs, reduce risk to business continuity and increase the comfort of our buildings,” Guckert says.

In the past three years, the university has expanded a fault detection and diagnostics project to cover more than 55 buildings. The initial investment paid for itself through reduced energy and maintenance costs in approximately a year, Guckert says.

When Iowa shut down its campus in March and moved to online classes, some staff remained. Should one of them test positive for COVID-19, access card data can trace the person’s movements, thus simplifying contact tracing and identifying areas for decontamination, Guckert says.

Using AI, he continues, is an effort to move beyond the traditional reactive maintenance model. “As an industry, facilities management has always been complaint-based. We wanted to use technology to get ahead of problems before they happen.”

Sun, 26 Jun 2022 12:00:00 -0500 Tommy Peterson en text/html https://edtechmagazine.com/higher/higher/higher/k12/article/2020/08/improve-online-learning-and-more-artificial-intelligence
Killexams : Information Management

MSc PG Certificate PG Diploma

2022 start September 

Information School, Faculty of Social Sciences

Prepare for your future career with the world’s number one school for Library and Information Management (QS Rankings 2021). Learn the core concepts and principles related to the systematic design and implementation of information, knowledge and data environments in organisational and networked contexts. The MSc and PG Diploma awards are CILIP accredited.

Course description

Ready yourself for a wide variety of organisational and consultancy roles that demand expertise in information and knowledge management. The emphasis of the programme is on developing your knowledge, skills and experience of design, implementation, management and governance effective information environments. This includes examining their purposes, functions and processes and mediating between information users, resources and systems in both organisational and networked contexts.

You'll also acquire practical experience in the use of new information and communications technologies and develop personal awareness and skills relevant to information management in a variety of workplace roles.

You'll learn basic foundations of information management concerning the systematic acquisition, storage, retrieval, processing and use of data, information and knowledge, in support of decision-making, sense-making and organisational goals.

If you have two or more years' relevant work experience in the information sector and wish to study for a higher degree, you may be interested in our Professional Enhancement programme. The programme is designed for people already in work who want to further their careers and allows greater freedom in module choice in recognition of your existing expertise.

Accreditation

The MSc and PG Diploma programmes are accredited by the Chartered Institute of Library and Information Professionals (CILIP).

Modules

A selection of modules are available each year - some examples are below. There may be changes before you start your course. From May of the year of entry, formal programme regulations will be available in our Programme Regulations Finder.

You’ll need 180 credits to get a masters degree, with 60 credits from core modules, 60 credits from optional modules and a dissertation (including dissertation preparation) worth 60 credits.

Core modules:

Information and Knowledge Management

This module addresses both the oretical and practical aspects ofmanaging information and knowledge in organisations, enqabling you to engagecritically with a number of current issues and debates in this field. It isdesigned around case studies of well known organisations and involves thedevelopment of skills in analysis and formulation of strategies fororganisational development. Assessed work focuses also on skills in reviewingthe domain and on the development of conceptual models for information andknowledge management.

15 credits
Information Retrieval: Search Engines and Digital Libraries

Information Retrieval (IR) systems are ubiquitous as searching has become a part of everyday life. For example, we use IR systems when we search the web, look for resources using a library catalogue or search for relevant information within organisational repositories (e.g. intranets). This module provides an introduction to the area of information retrieval and computerised techniques for organising, storing and searching (mainly) textual information items.

Techniques used in IR systems are related to, but distinct from, those used in databases. The emphasis for IR systems is to find documents that contain relevant information and separate these from a potentially vast set of non-relevant documents. The content of the module falls into two main areas: (1)  fundamental concepts of IR (indexing, retrieval, ranking, user interaction and evaluation) and (2) applying IR in specific contexts, bias in information retrieval, and dealing with non-textual and non-English content (multimedia and multilingual IR).

15 credits
Information Systems in Organisations

This module integrates subjects of organisation, management, and information systems, with an aim to offer the students an integrated set of concepts and tools for understanding information systems in organisations. During this module students will explore basic management and organisational theories and examine the impact of information systems on organisations. This course introduces key concepts which will be explored further in other modules on the information Management and Information Systems programmes.

15 credits
Information Governance and Ethics

This module explores a) the emergence of information and data as an economic resource; b) the governance challenges and ethical issues arising from organizations' systematic capture, processing, and use of information and data for organizational goals, e.g. value, risk, accountability, ownership, privacy etc; c) governance, ethical, legal and other frameworks relevant to the capture, processing and use of information and data within organizational and networked contexts; and d) technologies and techniques used in the governing and governance of information and data. Case examples from a number of domains, e.g. business, government, health, law, and social media illustrate the subjects investigated.

15 credits
Research Methods and Dissertation Preparation

This module assists students in the identification of, and preparation of a dissertation proposal. Students will: learn about: on-going research in the School; identify and prepare a dissertation proposal; carry out a preliminary literature search in the area of the dissertation research topic; and be introduced to the use of social research methods and statistics for information management.

15 credits
Dissertation

This module enables students to carry out an extended piece of work on an Information School approved topic, so that they can explore an area of specialist interest to them in greater depth. Students will be supported through tutorials with a project supervisor, will apply research methods appropriate to their topic, and implement their work-plan to produce an individual project report. Students will already have identified a suitable Topic and designed a project plan in the pre-requisite unit Research Methods and Dissertation Preparation.

45 credits

Optional modules - one from:

Introduction to Programming

This module introduces students with little or no programming experience to the general purpose programming language Python. Python is popular and easy to learn for developing a wide range of information systems applications. The skills and understandings required to program in Python are valued by organisations and transfer to most other programming languages.

15 credits
Website Design and Search Engine Optimisation

This module aims to teach the key principles of search engine optimised (SEO) and user-centred website design; including areas of search optimised and accessible design, content strategy, requirements analysis, user experience, and Web standards compliance. Students will have opportunities to apply this knowledge to authentic design problems and develop web authoring skills valued by employers. In particular, students will be introduced to the latest web mark-up languages (currently HTML5 and CSS3) and issues surrounding long-term search ranking, globalisation, internationalisation and localisation - with a business focussed context.

15 credits
Information Systems Modelling

To consider the role of information modelling within the organisation and provide an appreciation of the rigorous methods that are needed to analyse, design, develop and maintain computer-based information systems. The course is intended to provide an introduction to information modelling techniques. Students gain experience in applying the wide range of systems analysis methods. Students cover subjects including: soft systems analysis; structured systems analysis methodologies; business process modelling; data flow modelling and object-oriented approaches (e.g. RUP/UML).

15 credits

Optional modules - three from:

Information Visualisation for Decision-Making

Organisations are nowadays challenged by the volume, variety, and speed of data collected from systems in internal and external environments. This module will focus on i) theoretical and methodological frameworks for developing visualisations; ii) how visualisations can be used to explore and analyse different types of data; iii) how visualisations can turn data into information that can be used to offer critical insights and to aid in decision-making by managers and others. Its module content includes: how to design visualisations, how to create and critique different visualisations, as well as good practices in information visualisation and dashboard design.

15 credits
Information Systems Project Management

This module aims to provide a broad understanding of the fundamentals of project management as they apply to the development of Information Systems (IS). The module uses a flexible approach combining face-to-face seminars with web-based learning material. The module will begin with an overview of the principles involved in IS project management; followed by a discussion of IS development methodologies and their different characteristics and specialisms. The rest of the module will discuss the requirements for various project control activities, including estimating development resources, risk management, guidelines for system quality assurance, and various project control techniques that have been developed in recent years. The module will culminate with a review of human resource management issues.

15 credits
Digital Business

The module addresses both theoretical and practical aspects of digital business. The module will cover the latest business trends and business models adopted by ecommerce companies so that students are able to recognise and relate to the current practice in business.  The module aims to equip the students with theoretical and business knowledge and entrepreneurial skills to understand and manage new ways of doing business in the digital economy.

15 credits
Researching Social Media

The module will examine the key theoretical frameworks and methods used in social media studies. Students will explore the following questions: 1) What can be learnt about society by studying social media? 2) How should researchers construct ethical stances for researching sites such as Facebook and Twitter? 3) What are the traditional and digital research methods and tools that can be applied to conduct research on social media? 4) What are the strengths and weaknesses of these methods?

15 credits
ICTs, Innovation and Change

This module aims at examining and exploring how organizations and human activity systems cope with change due to the new implementation or updating of Information Systems and Information and Communication Technologies (ICTs). This change occurs in complex social environments and has cultural, political, structural and ethical impacts that need to be carefully managed. The module will examine and explore how both managers and Information Systems practitioners can be better prepared for the unpredictability, unintended outcomes and possible harmful consequences of change caused by the introduction or update of Information Systems and ICTs. Therefore, the module aims at providing an understanding of both approaches and techniques for the management of this change.

15 credits
Database Design

Effective data management is key to any organisation, particularly with the increasing availability of large and heterogeneous datasets (e.g. transactional, multimedia and geo-spatial data). A database is an organised collection of data, typically describing the activities of one or more organisations and a core component of modern information systems. A Database Management System (DBMS) is software designed to assist in maintaining and utilising large collections of data and becoming a necessity for all organisations. This module provides an introduction to the area of databases and database management, relational database design and a flavour of some advanced subjects in current database research that deal with different kinds of data often found within an organisational context. Lectures are structured into three main areas:¿An introduction to databases¿The process of designing relational databases¿Advanced subjects (e.g. data warehouses and non-relational databases)The course includes a series of online tasks with supporting 'drop in¿ laboratories aimed at providing you with the skills required to implement a database in Oracle and extract information using the Structured Query Language (SQL).

15 credits
Academic and Workplace Library, Information and Knowledge Services

This module introduces students to the purposes, functions and practices of a range of academic research and other specialist library and information/knowledge services in the public and private sectors. It considers the challenges of delivering and developing services in a demanding, fast-moving and complex environment. Lectures are combined with sector-based case studies presented by visiting speakers drawn from diverse backgrounds giving extensive opportunities for interaction with specialist practitioners.

15 credits
User-Centred Design and Human-Computer Interaction

Interface design and usability are central to the experience of interacting with computers. The module introduces usability principles and the design process for interactive systems exploring four major themes. Firstly, user psychology and cognitive principles underlying interface design. Secondly, user interface architectures, modes of interaction, metaphors, navigational structures. Thirdly, the user interface design process including task analysis, modelling constructs and prototyping techniques. Fourthly, the evaluation of user interfaces covering concepts of usability, goals and types of evaluation. The module focus is on the underlying principles of HCI and user-centred design approach with practical sessions to demonstrate these principles.

15 credits
Archives and Records Management

This module prepares students for roles within archives and records management, with emphasis on archives.  Students will develop knowledge and awareness of key theories and practices in archives and records management. The module introduces students to some of the principal issues surrounding the provision of archives and records management services and the challenges of meeting user needs within an organisational context. In addition to presenting the fundamental principles the second part of the module focuses on specific subjects of interest, such as: community archiving, digital preservation, web archiving and oral history collecting.

15 credits

Other courses

Postgraduate Certificate requires a total of 60 credits
Postgraduate Diploma requires a total of 120 credits

The content of our courses is reviewed annually to make sure it's up-to-date and relevant. Individual modules are occasionally updated or withdrawn. This is in response to discoveries through our world-leading research; funding changes; professional accreditation requirements; student or employer feedback; outcomes of reviews; and variations in staff or student numbers. In the event of any change we'll consult and inform students in good time and take reasonable steps to minimise disruption. We are no longer offering unrestricted module choice. If your course included unrestricted modules, your department will provide a list of modules from their own and other subject areas that you can choose from.

Open days

An open day gives you the best opportunity to hear first-hand from our current students and staff about our courses. You'll find out what makes us special.

Upcoming open days and campus tours

Duration

  • 1 year full-time
  • 2 years part-time
  • 3 years part-time

Teaching

A variety of teaching methods are used, combining lectures from academic staff and professional practitioners with seminars, tutorials, small-group work and computer laboratory sessions.

There's a strong emphasis on problem-solving and individual aspects of learning, with the expectation that you’ll engage in independent study, studying and research in support of your coursework.

Teaching consists of two 15-week semesters, after which you’ll write your dissertation.

Assessment

Assessments vary depending on the modules you choose but may include essays, report writing, oral presentations, in-class tests and group projects.

There's also a dissertation of 10–15,000 words, which provides the opportunity, under one-to-one supervision, to focus on a Topic of your choice. You may choose to carry out your dissertation with an external organisation, for instance if you are a Professional Enhancement student, your project could be directly related to your work situation. In the past, students who have carried out such dissertations have welcomed the opportunity to tackle real-life problems.

Your career

We're the leading school of our kind in the UK and have a global reputation for excellence. Our MSc develops the skills you need to work in the fast-paced and evolving field of information management. After completing the course, you'll be equipped for a career in industry or research.

Our graduates have gone on to careers that include:

  • Project Manager, IBM
  • Metadata Specialist, The British Library
  • Wealth Planning Manager, China Merchants Bank
  • IT Director, Lloyds Banking Group
  • Business Analyst, Citibank
  • Director of Communications, Harvard University
  • Head of Library and Information Services, Foreign and Commonwealth Office
  • Vice-President, Goldman Sachs Japan Services Co.
  • Product Engineer, BenQ
  • Management Trainee, Jumei.com

Career pathways

Our modules prepare you for a range of career pathways, including the following. If you're interested in one of these career pathways, your tutors will recommend the most suitable module choices.

Digital Business

This involves managing and delivering products and services. Possible job titles include:

  • e-commerce manager
  • digital product/service delivery manager
  • digital marketer
  • digital product owner

Information Technology

This involves working with organisations to make improvements using information technologies. Possible job titles include:

  • business analyst
  • systems analyst
  • IT project manager
  • database administrator
  • operational researcher

Information Science

Information scientists manage an organisation's information resources and make sure they're readily available. Possible job titles include:

  • information manager
  • information officer
  • knowledge manager
  • management information analyst
  • information governance officer
  • business intelligence officer
  • reporting analyst
  • information analyst
  • data privacy analyst

Read more about careers in information

PhD student and Librarianship MA graduate Itzelle Medina Perea shares her experiences of studying at the Information School.

Facilities

We invested a six-figure sum to create leading-edge, flexible and technology-rich facilities for learning and teaching that are consistent with our reputation as a modern, highly respected and world-leading school. The new facilities include the iLab, the iSpace and a computer laboratory for collaborative learning.

We have three research labs on-site with workspace for over 80 researchers and a dedicated IT support team to assist with technical queries and requests. 

We also have a number of other newly-refurbished spaces which are available to all our researchers.

More about the Information School facilities.

Department

The University of Sheffield Information School is ranked number one in the world for library and information management in the QS World University Rankings by subject 2021. These rankings are based upon academic reputation, employer reputation and research impact.

The school has been at the forefront of developments in the information field for more than fifty years. The subject is characterised by its distinctive, interdisciplinary focus on the interactions between people, information and digital technologies. It has the ultimate goal of enhancing information access, and the management, sharing and use of information, to benefit society.

When you come to study with us you'll be an integral part of our research culture. The school is your home and we pride ourselves on the friendliness and helpfulness of our staff.

We offer an outstanding academic education through a wide range of taught postgraduate degrees which embed the principles of research-led teaching.

When you join any of our degree programmes you'll develop a critical understanding of current issues in library and information management. You'll benefit from being taught by staff who are undertaking leading-edge research and who have many links with industry.

As part of our mission to provide world-quality university education in information, we aim to inspire and help you pursue your highest ambitions for your academic and professional careers.

Entry requirements

Main course

You'll need at least a 2:1 in any subject.

You do not need work experience.

Professional Enhancement

This is a different route to the main course. It's aimed at those who already have relevant work experience.

To apply for this course you need either:

  • an undergraduate degree in any subject discipline and at least 2 years' relevant work experience, or
  • an undergraduate degree in any subject together with an acceptable relevant professional qualification and at least 2 years' relevant work experience, or
  • an undergraduate degree in any subject area, and at least 5 years' relevant work experience.

If you do not have an undergraduate degree but have other qualifications and substantial relevant work experience you may be considered for entry onto the Postgraduate Certificate or Diploma courses.

Overall IELTS score of 6.5, with a minimum of 6.0 in each component or equivalent.

Pathway programme for international students

If you're an international student who does not meet the entry requirements for this course, you have the opportunity to apply for a pre-masters programme in Business, Social Sciences and Humanities at the University of Sheffield International College. This course is designed to develop your English language and academic skills. Upon successful completion, you can progress to degree level study at the University of Sheffield.

If you have any questions about entry requirements, please contact the department.

Apply

You can apply for postgraduate study using our Postgraduate Online Application Form. It's a quick and easy process.

Applications close on Friday 5 August 2022 at 5pm.

Apply now

Any supervisors and research areas listed are indicative and may change before the start of the course.

Our student protection plan

Recognition of professional qualifications: from 1 January 2021, in order to have any UK professional qualifications recognised for work in an EU country across a number of regulated and other professions you need to apply to the host country for recognition. Read information from the UK government and the EU Regulated Professions Database.

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Killexams : Search Duke University Courses No result found, try new keyword!Course Syllabus Week 1: What is advertising and where ... supply chain management (Walmart, Maersk, IBM), secure voting, distributed exchanges, decentralized finance, property transfers, central ... Tue, 29 Jun 2021 00:02:00 -0500 text/html https://www.usnews.com/education/skillbuilder/provider-search/duke-university Killexams : What is Android? Gartner Research Says Android to Command Nearly Half of World wide Smartphone Operating System Market by Year-End 2012

What is Android?

Android is a software stack for mobile devices that includes an operating system, middleware and key applications. The Android SDK provides the tools and APIs necessary to begin developing applications on the Android platform using the Java programming language.

An OS is similar to Windows that controls your desktop or laptop personal computers. Google fully developed Android and make it into an Open Source. Now, any phone manufacturer can use Android without expensive license fee from Google. Because it is Open, manufacturer can make changes to Android without restriction, allowing it to fit the device they are making - total freedom. This makes it a big incentive for any device manufacturers to adopt Android. The ability to run tens of thousands of apps is another big incentive.

Android’s future?
Software Development companies and Android programmers consider, Android platform as the most promising platform due to the cost efficiency in production values. Google has given the scope to develop equal native applications, with which a user can replace the Google bundle with his own non-Google bundle applications. So Android programmers are the most desirable techies of 2012

Popular Android Apps.
Business Apps
the spotlight in 2012 will be on serious business apps. More and more businessmen are now increasingly depending on their smartphones and other mobile devices to multitask in lesser time frame and generally make life easier for them.

Apps for Mobile Payment
Mobile consumers now prefer using their mobile devices to make payments online. Services such as Mobile Wallet are taking precedence over credit cards, debit cards and net banking.Companies are looking to use custom-made enterprise business apps that help in a variety of activities

Emergence of Cloud Computing
Cloud computing is in like never before. Almost all industries today are shifting to the cloud and are offering cloud-based services.Naturally, this trend is creating cloud-based app providers

Location-Based Apps development
All the latest mobile devices support GPS and hence, offering targeted and relevant location-based content is most beneficial to the mobile advertiser, mobile marketer and B2B companies alike.

LATEST NEWS

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Headed by distinguished professor of IIM, Prof. Prithvi Yadav:
The power of imagination can make us infinite, and he is the man who not only knows the way to victory but also knows how to construct the same. Prof. (Dr.) Prithvi Yadav has been a ‘distinguished Faculty’ of Operations and QT at IIM Indore, with a professional experience of over 22 years and Doctorate in Statistics (Optimality of Designs). He has a unique distinction of being awarded ‘National Merit Scholarship & Ten Outstanding Young India Award-99. He worked as a researcher with organizations like CREED (London), IVM (Amsterdam), World Bank, Govt. of U.P., Forest Dept., USAID & UNDP, Min. of Agriculture, Min. of HRD, Govt. of India etc., AMSB, Min. of Defense, Min. of Family & Welfare, Govt. of India, State Planning Board, Govt. of M.P. etc. So under the leadership of such a man there can never be a fallback.

Accreditations and approvals
Its not only important that you have confidence in your B-School but also important to check academic excellence, national & international accreditations & ratings by reputed organizations. GHS-IMR is AICTE approved and got A++ ratings by CRISIL in UP and A+ rating all over India. We are the second Institute in the state (except NCR) has been accorded the equivalence with MBA Degree of an Indian University by the Association of Indian Universities (AIU). Students of GHS-IMR are fully entitled for any Govt job or higher studies from any university within India or abroad.

Faculty & Research
Quality of faculty resources and research initiatives in the institute are very crucial for quality of teaching. GHS-IMR faculty’s research contributions, case development, FDPs, Executive teachings & national/international conferences etc are key differentiators. Fellow (FPM) programme at GHS-IMR further enhances faculty’s research skills.

SAP & IBM CEBT Learning Centres
SAP certified professionals are highest paid in the industry and have more career choices, SAP module is compulsory in GHS-IMR and it is the first Management Institute in state to provide SAP & IBM CEBT learning modules.

Industry Linkage
Good industry linkage of your institute is very important because that will provide you greater opportunities to interact with corporate leaders on regular basis. GHS-IMR is member of JK Organization, founded more than 125 years ago, is India’s highly reputed conglomerate business house in diversified fields. More than 120 companies, which have been campus visitors for placements & 17 batches alumni’s strong network making GHS-IMR a well linked business school.

Alumni
Always bear in mind that it is not the lifeless walls that make a institute what it is. It is the people there, the buzz they create and the experience they provide by just being themselves. So it is a must for every B-School seeker to interact with alumni and get a sneak peek of GHS-IMR’s strong and vibrant Alumni base. The first batch passed out in 1997 and since then our Alumni are growing and are working as CEOs in many corporate houses.

International Academic exchange
Corporate world, has become a global village today. We at GHS-IMR, train students to face global challenge and provide opportunity to go for international visits under academic exchange programmes for international exposure. GHS-IMR has academic exchange with University of the West of England (UWE), Bristol Business School, Bristol, UK; University of Science & Technology China (USTC) Hefei, China; University of KENT, Canterbury, UK, and College of business administration, University of Nebraska, Omaha, USA. GHS-IMR also has a unique dual degree program MoU with UWE, UK and UNO, USA.

Placement
It is evident that, in management school campuses, placement happens to be a key deciding factor. GHS-IMR has been offering 100% placements since its inception. The highest and average salary packages have been 8 & 4 lakhs respectively.

Social initiatives
Nowadays, Corporates prefer socially sensitive leaders rather than simply business minded ones because of better adaptability in present cross cultural and cross national working environment. We take social initiatives in which students are deeply involved.

World class academic campus
The academic environment is the soul and heart of any business school. We at GHS-IMR focus on world class academic environment, zero pollution campus in the heart of the city, AC classrooms, auditorium, seminar & conference halls, fully wi-fi campus, hostel, gym and world class Library with LIBSYS7 and OPAC which making library accessible on a mouse click.

Incubation & Entrepreneurial Centre (IEC)
To give yourself a chance to grow as an entrepreneur your B-School should facilitate you with incubation. Identifying the opportunities of incubation, GHS-IMR has established Incubation and Entrepreneurial Centre (IEC) with all essential facilities & support to incubate any new ideas in the starting phase.

The Post Graduate Diploma Programme in Management (PGDM) is two year, AICTE approved, full- time, programme. During the two years, the student receives academic inputs in two parts, namely, the Compulsory package and the Elective package. Distinct objectives are served by each package. Largely, the compulsory package will be in the first year and the elective packages would be in the second year. The input of the compulsory package is essential for all managers.
The aim of the compulsory package is to provide students with the fundamental knowledge, skills and techniques, contextual understanding, and overall perspective, necessary for general management' the mixture of compulsory and elective courses helps Students to develop an in depth understanding of the interrelationships crucial to successful business management. This enables them to be more effective in their jobs, while being sensitive to the issues and challenges confronting people in the other parts of the organization. ln the second year, students get a deeper understanding of areas of their interest through a package of elective courses. Second year students may choose to concentrate on particular subjects or areas of their interest. Since most of the students are likely to start their careers in one of the functional areas, the specialization in the second year helps build the special skills required for those areas. PGDM offers dual specialization in terms of major & minor. Students choose major & minor among; Marketing, Finance, Human Resources Management, information Technology, international Business and Operations Management & Decision Management. There are also a few compulsory courses in the second year. The second year courses have high project components so that students get more practical exposure. Following are the salient features in this institute that distinguish it from other management institutions:

A. Summer Training/ industrial tour during second year at various places in lndia and Abroad
B. Social Orientation
C.Information Technology Orientation
Pedagogy

The Postgraduate Diploma in Business Management (recognized by AICTE) is a full time program designed to meet the challenges of rapid changes in our society. It aims at training young dynamic minds into becoming entrepreneurial managers. With the above aim in view, the concept and courses of study have been formulated using "CAPABILITIES BUILDING" as the benchmark. While the course incorporates the essential theory, endeavour and thrust to make the total programme highly practice-oriented similar to that of a physician's education:

Training Methodology is a mix of lectures and case based discussions with high focus on self-learning and practice.
Teaching and designing of each course is carried out as per detailed course plan, designed in accordance with the syllabus.
Each course is aligned with current business environment to make the learning of the students more effective.
Proportion of marks that is awarded to the students is by assessment through 60% end term examination and 40% internal assessment.
Regular interaction with the industry experts provides a clear mind set to visualize the future working of the corporate sector.

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