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C2010-570 IBM Maximo Asset Management V7.5 Implementation

Exam Title : IBM Certified Deployment Professional - Maximo Asset Management V7.5
Exam ID : C2010-570
Exam Duration : 105 mins
Questions in exam : 66
Passing Score : 46 / 66
Exam Center : Pearson VUE
Real Questions : IBM Maximo Asset Management Implementation Real Questions
VCE VCE exam : IBM C2010-570 Certification VCE Practice Test

Planning
- Given that the system has been installed and requirements workshops have been conducted, define the logical sequence of events so that IBM Maximo Asset Management V7.5 (Maximo) is successfully deployed in the client environment.
- Given that Maximo has been installed, validate the installation by using either the installValidation utility, listiu, or solutioninstaller so that the Maximo components are confirmed to be at the 7.5 level.
- Given that Maximo has been installed, set up the basic system data based upon the customer's requirements so that the initial configuration has been completed.
- Given that the system has been installed and the database has been properly configured, define the sequence of data entry so that data is successfully loaded into the client's Maximo environment.
- Given that Maximo has been installed and the basic system data has been set up, change the default User Interface by using the Application Designer so that the application reflects the customer requirements.
Asset
- Given that IBM Maximo Asset Management V7.5 (Maximo) has been installed and the basic system data has been set up, create a location based upon the customer's requirements so that locations have been created.
- Given Maximo has been installed, customer's requirements understood and basic system data has been setup, create asset template by using the Asset Templates application and create assets so that an asset template and assets have been created.
- Given that Maximo has been installed and the basic system data has been set up, create rotating and non-rotating assets and their subassemblies based upon the customer's requirements so that assets and their hierarchies are created.
- Given that Maximo has been installed and the basic system data has been set up, create meters and meter groups and apply them to assets before entering an initial reading so that meters and meter groups have been defined and added to assets and an initial reading has been entered for each meter.
- Given that Maximo has been installed and the basic system data has been set up, create and set up condition monitoring points so that Condition Monitoring points are created and corrective work orders are manually or automatically generated.
- Given that Maximo has been installed and the basic system data has been set up, define and create failure classes and its hierarchies so that the failure class is created with all the related problems, causes, and remedies.
- Given that Maximo has been installed and the basic system data has been set up, define an asset's topology so that the asset's topology viewer displays the asset's relationships.
Preventive Maintenance
- Given that IBM Maximo Asset Management V 7.5 (Maximo) has been installed and the basic system data has been set up, including Hazards, Precautions, and Tag Outs, define and create safety plans based upon the customer's requirements, so safety plans have been created and their Hazard and Precautions, Hazardous Materials, and Tag Outs are defined.
- Given that Maximo has been installed and the basic system data has been set up, define and create routes and route stops based upon the customer's requirements so that routes have been created and stops are defined.
- Given that Maximo has been installed and the basic system data has been set up and Labor, Material, Service ,and Tool data are entered, define and create job plans based upon the customer's requirements so that job plans have been created and job tasks defined.
- Given that Maximo has been installed and the basic system data has been set up and Assets, Locations, Meters, Job Plans, Safety Plans have been created, define and create preventive maintenance (PM) schedules based upon the customer's requirements so that PM records have been created and their schedules defined.
- Given that Maximo has been installed and the basic system data has been set up and an active PM is entered, define and create PM Forecasting Schedules based upon the customer's requirements so that a PM Forecast has been created.
Inventory
- Given that the system has been installed and configured according to the customer's requirements, explain stock categories so that stock categories have been defined on an organization record.
- Given that the system has been installed and configured according to the customer's requirements, create an item master by using the Item Master application so that the item master can be created.
- Given that the system has been installed and configured according to the customer's requirements, create an inventory record so that an Inventory record has been created and reorder details have been entered.
- Given that the system has been installed and configured according to the customer's requirements, describe the functionality of Inventory Usage applications so that Inventory Usage applications have been explained.
- Given that the system has been installed and configured according to the customer's requirements, define the function and use of hard and soft reservations so that hard and soft reservation processes have been explained.
Contracts
- Given that IBM Maximo Asset Management V7.5 (Maximo) has been installed and the basic system data has been set up, define and create the different types of contract. There are 5 types of contracts; they are Purchase, Lease/Rental, Labor, Warranty, and Software contracts so that the purpose for each contract type has been defined and contracts created.
Purchasing
- Given an item set, classifications, companies, items, service items, tools, have been set up, use this Purchase Requisition application to create a purchase request so that an approved purchase request is created.
- Given an item set, classifications, companies, items, service items, tools, have been set up, create a Purchase Order (PO) by using the Purchase Order application so that an approved PO is created and a revision is generated.
- Given an approved PO, define receiving process so that the order is received, a void receipt is generated, rotating assets are returned.
- Given an item set, inventory items, and storerooms, create an inventory usage record that transfers items so that a shipment is created and received.
- Given an item set, classifications, companies, POs, and receipts, create an invoice so that an approve invoice is created, then the invoice is voided.
Work Management
- Given that IBM Maximo Asset Management V7.5 (Maximo) has been installed and system has been set up, create a service request as per customer's requirements so that a service request has been created.
- Given that Maximo has been installed and the basic system data has been set up, create and define a new work order in the Work Order Tracking application so that a work order is created, planned, approved ,and ready to work.
- Given that Maximo has been installed and the basic system data has been set up, create and define a work plan so that the tasks are applied to the work order.
- Given that Maximo has been installed, and the basic system data has been set up, view work order costs so that the Work Order Totals and Work Package Totals tables are displayed.
- Given that Maximo has been installed and the basic system data has been set up, use Assignment Manager to assign labor to work orders so that appropriate labor has been assigned to a work order.
- Given that Maximo has been installed, and the basic system data has been set up, use quick reporting to report real labor, materials, tool use, and failure reporting so that the work order actuals are complete.
- Given that Maximo has been installed, and the basic system data has been set up, use labor reporting to report the type and the total number of hours of work that external contractors or internal employees performed so that Labor is reported, by work order, labor, ticket, or vendor.
- Given that Maximo has been installed, and the basic system data has been set up, use Activities and Task to allow vendors to access their work orders so that vendors can access their work order or tasks.
Other Configuration Options
- Given that IBM Maximo Asset Management V7.5 (Maximo) has been installed and system has been set up, configure system properties so that properties are set per customer, configuration, and system requirements.
- Given that Maximo has been installed, and the basic system data has been set up, by using the Domains application add or modify a domain to the system so that a domain has been created or modified.
- Given that Maximo has been installed and system has been set up, specify organization options so that properties are set per customer, configuration and system requirements.
- Given that Maximo has been installed, and the basic system data has been set up, define and set up Cron tasks so that jobs can be fired off automatically.
- Given that Maximo has been installed and running, configure the appropriate attached document settings so that Maximo is configured to use attached documents.
- Given that Maximo has been installed and the basic system data has been set up, use Workflow Designer to create a site-specific workflow process so that a workflow process has been created and is ready to route a record.
- Given that the Maximo has been installed and the basic system data has been setup, create a SLA as per customer's requirements.
Administration
- Given that IBM Maximo Asset Management V7.5 (Maximo) has been installed, describe the organization and site settings so that Organization and Site options have been explained.
- Given that Maximo has been installed, configure the required resources so that resources can be used on transactional records.
- Given that Maximo has been installed, define the required security groups so that user permissions are set up.
- Given that Maximo has been installed and report design files have been created, define new reports so that reports are available and can be used in the various Maximo applications.
- Given that Maximo has been installed, reports have been created and scheduled, and have been executed, access the Report Viewer application so that you can view and verify the output of scheduled reports.
- Given that Maximo has been installed and the basic system data has been set up, set up roles based upon the customer's requirements so that roles are created.
- Given that Maximo has been installed and the basic system data has been set up, create actions based upon the customer's requirements so that Actions are accessible from Escalations, Workflows ,or all Applications.
- Given that Maximo has been installed and the basic system data has been set up, create required Communication Templates so that Communication Templates can be used in Maximo Applications, Escalations, and Workflows.
- Given that Maximo has been and the basic system data has been set up, create escalations based on customer requirements so that escalations are defined and critical processes can now be executed automatically.
IBM Maximo Asset Management V7.5 Implementation
IBM Implementation student
Killexams : IBM Implementation student - BingNews https://killexams.com/pass4sure/exam-detail/C2010-570 Search results Killexams : IBM Implementation student - BingNews https://killexams.com/pass4sure/exam-detail/C2010-570 https://killexams.com/exam_list/IBM Killexams : Do Student Information Systems Need a Tuneup?

Imagine you are at a higher education conference and several attendees from IBM take the stage. They have big news. They announce that they have developed something called the University and College Information System: a system that promises to provide “a total approach to the information needs of all elements of the institution.” 

While this announcement sounds as if it could have been made recently, it was actually made in 1964. Eduventures research indicates that the student information system (SIS), the decades-long standard for collecting, tracking and reporting student data, may once again be poised for evolution. 

Most Institutions Rely on Legacy Student Information Systems

If the SIS were a car, many institutions would be driving a midsize, early 2000s sedan. It would likely be in a state of disrepair — duct tape keeping the bumper intact, oil light always on — and the recipient of various types of customization, such as tinted windows or a new set of tires. Last year, the automaker released a specialized roof rack for something we’ll call “nontraditional” activities. 

For better or worse, the owners of the car are attached to it. It’s familiar. It gets them from point A to point B. And most important, the car payment stays the same. 

But what happens when it’s time to consider a new ride? You could always stay with the same manufacturer and trade in for an upgraded model. Or perhaps it’s time to switch to something entirely new. Maybe you are ready to embrace new technologies that automate formerly manual processes. Least clear may be the most important consideration: How can you ensure that the car’s drivers and passengers will be best served? 

This analogy isn’t so different from the situation that many SIS owners now find themselves in.

As the system of record for most colleges and universities, the SIS is a mission-critical solution used by most students and staff, affecting nearly every part of the institution. In our exact report, “Market Analysis: Student Information Systems,” Eduventures made two key findings: Many institutions are leaning on a legacy SIS to get the job done and, in exact years, the implementation rate of new systems has slowed to a shadow of its former self. 

The data we collected from our partners at LISTedTECH on SIS implementations across the U.S. indicates that nearly 75 percent of institutions are operating a system that is more than 10 years old. The rate of new implementations has dropped significantly in exact years, from a high of 16.3 percent in 2011 to slightly more than 4 percent in 2018.

Budgetary pressures, the resilience of on-premises solutions and bureaucratic malaise will likely continue to inhibit the rate at which institutions replace their SIS. But these two findings indicate that in the coming years, institutions will have to make critical decisions about their SIS solutions. 

MORE FROM EDTECH: Discover the best practices for using student data to achieve student success.

Student Journey Evolution Prompts a Need for New Systems

In the past, Eduventures has likened the confluence of various student journeys that institutions must be equipped to serve to a freeway system. Like the paths that students take through college, freeways are not always single, straight lines, with a predefined starting point and terminus. Rather, numerous routes wind throughout the institution — often ending up in different places

The SIS has made important changes to facilitate transformation, in providing more student-centric functionality and in expanding the ability to collect, analyze and store more data. But increasingly, institutions are preparing for an even more engaged student experience with students who take varied pathways through higher education, both of which require different functionality and accompanying processes.

In the coming years, institutions will have to make critical decisions about their SIS solutions.”

Michael Miller Senior Analyst, Eduventures Research

For the SIS to not only transform with institutions, but to also serve as a catalyst for transformation, it must allow for more flexibility and a more holistic understanding of students. Flexibility is important to ensure that an off-ramp or on-ramp can exist along a continuum, rather than necessarily result in a starting or ending point. A continuum, for example, takes into account that many students arrive at college with skills and experiences they’ve already acquired. A holistic understanding will look more like a comprehensive student profile comprised of all the relevant information gathered across an institution

READ MORE: Keep Windows 10 campus devices up to date with these notable best practices.

Colleges Look Beyond Traditional Systems to New Solutions

The SIS is under pressure from competing systems, within the SIS segment and outside of it, that have blurred the defining lines of SIS functionality. The emphasis on customer engagement and experience in multiple sectors beyond higher education is influencing SIS. Customer relationship management solutions supply institutions the clearest path forward toward integrating with the existing SIS and leveraging SIS data to realize actionable engagement strategies across the institution. In some cases, primarily among nontraditional institutions, the CRM has been customized to replace the legacy SIS.

On the other side of the same coin, vendors offering lightweight solutions with SIS functionality are helping institutions add to what their SIS is already doing. Much like CRM, it is important to note that use cases appear to be particularly appealing to institutions already offering diverse program offerings and serving diverse populations.

This is not to say that legacy SIS vendors are not making strides toward working with institutions and their products to meet institutional needs and to be an equally (if not more) impactful transformational partner. They are. It is simply the case that as the SIS is asked to do more, institutions have a wider variety of rides to choose from. 

Digital Transformation Creates an Opportunity to Rethink SIS

The mission-critical functions of the SIS, like the physical infrastructure that supports transportation, cause great pains when suffering any downtime, making changes all the more complex and difficult. Many indicators show that the SIS, as it was envisioned more than 50 years ago and is in use today, is doing what it set out to do. Institutions and vendors alike, however, may start to consider how best to transform technology and processes to plan for changes in work and learning that are moving from the horizon to the fore. 

Today, for many institutions, the existing SIS is increasingly in need of replacement or repair. At the same time, institutions are being asked to help their students achieve success, however that may be defined by both the institution and that student. That makes this an excellent time to consider a new approach to the SIS and how it serves the institution and its students.

Laurence Dutton/Getty Images

Wed, 05 Feb 2020 06:12:00 -0600 Michael Miller en text/html https://edtechmagazine.com/higher/article/2020/02/do-student-information-systems-need-tuneup
Killexams : Beacon Leadership Council

Vincent Caprio founded the Water Innovations Alliance Foundation (WIAF) in October 2008. In this role he created the Water 2.0 Conference series of which he is currently the Chairman Emeritus. As an early advocate for nanotechnology, Mr. Caprio is the Founder and Chairman Emeritus of the NanoBusiness Commercialization Association (NanoBCA). In 2002, he launched the highly successful NanoBusiness Conference series, now in its 19th year. 

A pioneer at the intersection of business and technology, Vincent Caprio possesses a unique ability to spot emerging and societally significant technologies in their early stages. He successfully creates brands and business organizations focused on specific technology markets, and launches events that not only educate, but also connect and empower stakeholders that include investors, technologists, CEOs and politicians. 

It is Mr. Caprio’s avid interest in history and background in finance that enabled him to be among the first to recognize the impact that specific technologies will have on business and society. By building community networks centered around his conferences, he has facilitated the growth of important new technologies, including nanotechnology, clean water technology and most recently, engineering software. 

Mr. Caprio is also one of the foremost advocates for government funding of emerging technology at both the State and Federal levels. He has testified before Congress, EPA, Office of Science and Technology Policy (OSTP), as well as the state legislatures of New York and Connecticut, and has been an invited speaker at over 100 events. Mr. Caprio has also organized public policy tours in Washington, DC, educating politicians about emerging tech through meetings with high-level technology executives. 

In the events sector, Mr. Caprio served as the Event Director who launched of The Emerging Technologies Conference in association with MIT’s Technology Review Magazine. He also acted as consultant to the leading emerging technology research and advisory firm Lux Research, for its Lux Executive Summit in 2005 & 2006. In 2002, Mr. Caprio served as the Event Director and Program Director of the Forbes/IBM Executive Summit. 

Prior to founding the NanoBCA, Mr. Caprio was Event Director for Red Herring Conferences, producing the company’s Venture Market conferences and Annual Summit reporting to Red Herring Magazine Founder and Publisher Tony Perkins, and Editor, Jason Pontin. His industry peers have formally recognized Mr. Caprio on several occasions for his talents in both tradeshow and conference management. 

Mr. Caprio was named Sales Executive of the Year in 1994 while employed with Reed Exhibitions, and was further honored with three Pathfinder Awards in 1995 for launching The New York Restaurant Show, Buildings Chicago and Buildings LA. 

Prior to joining Reed Elsevier’s office of the Controller in 1989, Mr. Caprio was employed at Henry Charles Wainwright investment group as a Senior Tax Accountant. In the 1980’s, he specialized in the preparation of 1120, 1065 and 1040 tax forms, and was also employed with the Internal Revenue Service from 1979- 1981. 

During the past 10 years, Mr. Caprio has been involved in numerous nonprofit philanthropic activities including: Fabricators & Manufacturers Association (FMA), Easton Learning Foundation, Easton Community Center, Easton Racquet Club, First Presbyterian Church of Fairfield, Omni Nano, FBI Citizen’s Academy, Villanova Alumni Recruitment Network and Easton Exchange Club. 

Mr. Caprio graduated from Villanova University with a Bachelor of Science in Accounting/MIS from the Villanova School of Business. He received an MBA/MPA from Fairleigh Dickinson University. 

In the spring of 2015, Mr. Caprio was appointed to Wichita State University's Applied Technology Acceleration Institute (ATAI) as a water and energy expert. In 2017 he was named Program Director of the Center for Digital Transformation at Pfeiffer University. Mr. Caprio was elected in November 2016 and serves as the Easton, Connecticut Registrar of Voters. 

Mon, 23 May 2022 19:36:00 -0500 en text/html https://www.clarkson.edu/beacon-leadership-council
Killexams : Universities Use Blockchain to Streamline Student Services

Speculation about the potential uses of blockchains in education has been building for some time, but we’ve now moved squarely into the era of implementation. Blockchains — digital records of individuals’ academic degrees, professional certifications and other official records — are an intriguing concept for institutions that have long relied on transcripts and diplomas to attest to academic achievement. 

The attraction? Blockchains are tamper-proof, easily accessible and convenient for prospective employers, graduate schools and others that need to verify credentials. Proponents argue that blockchains also put the ownership of credentials back into the hands of individuals, rather than institutions. Users can request their official records just once and then share them whenever and with whomever they choose. 

For example, students can get a blockchain app from their college, add the college as a blockchain issuer and use the app to generate public keys, each associated with a specific individual. Then, the college emails each student an attachment containing the digital diplomas, which students import into the app. Institutions may also choose to add additional layers of security, such as login protocols or encryption.

SIGN UP: Get more news from the EdTech newsletter in your inbox every two weeks!

Colleges Expand Blockchain Beyond Digital Diplomas

Colleges are starting to take advantage of the technology. Some are using Blockcerts, an open standard for digital credentials developed by Learning Machine and the Massachusetts Institute of Technology Learning Initiative. One advantage of Blockcerts is that they can be created and Tested across any blockchain.

MIT began issuing digital certificates to some of its graduates in 2017. It worked with Learning Machine to design a digital diploma that shares the look and feel of MIT’s traditional paper diplomas, which lends authenticity to the credential and maintains consistency with institutional branding.

This past spring, Southern New Hampshire University issued its College for America students their bachelor’s or associate degrees in a digital format based in blockchain, alongside a traditional paper format. 

The first community college to offer digital diplomas, Central New Mexico Community College, started in late 2017. CNM has taken blockchain one step further by accepting cryptocurrency payments based in blockchain.

Expanding this technology beyond digital diplomas is a sign of things to come. In July, IBM and Columbia University announced a new partnership, the Columbia–IBM Center for Blockchain and Data Transparency, which will house research and education that explores even more ways to use this emerging technology. 

Blockchains Support Broader Competency Assessment

Blockchains dovetail with the shift toward a more comprehensive approach to academic credentialing. The idea is to move beyond a limited reliance on formal diplomas to encompass a broader set of experiences and expertise that graduates may possess.

As competency-based education increases, there is a need for a reliable, consistent way to capture a wider range of knowledge-building activities that may be just as valuable as classroom hours. Such experience might include study abroad, internships or on-the-job expertise that professionals acquire before they return to campus to pursue new degrees or certifications. 

To that end, one ed tech startup, N2N Services, is developing a blockchain-based ledger that would let individuals share Tested work projects. Expanding the scope of information that institutions and employers use to evaluate candidates would streamline application processes and supply both parties a more holistic way to capture and express an individual’s qualifications and expertise.

This article is part of EdTech: Focus on Higher Education’s UniversITy blog series.

Sun, 16 Aug 2020 20:10:00 -0500 Nicci Fagan en text/html https://edtechmagazine.com/higher/article/2018/08/universities-use-blockchain-streamline-student-services
Killexams : What You Need to Know About Becoming a Computer Engineering Major No result found, try new keyword!With skills in creative problem-solving as well as analysis and implementation, students are prepared to ... such as Amazon, IBM, Google, Apple, Intel, Microsoft and Samsung, or government ... Thu, 21 Jan 2021 05:41:00 -0600 text/html https://www.usnews.com/education/best-colleges/computer-engineering-major-overview Killexams : Computer Science

The computer science program consists of 43 credits hours in computer science, 15 credit hours in mathematics, and 12 credit hours in science. 30 credit hours are in free electives, which is enough to complete a minor or second major if you so choose.

All courses are 3 credits unless noted.

 

Clarkson Common Experience

The following courses are required for all students, irrespective of their program of study. These courses are offered during the fall semester, with FY100 First-Year Seminar being required of only first-year students. Both FY100 and UNIV190 are typically taken during the fall semester of the first year at Clarkson.
FY100 First-Year Seminar (1 credit)
UNIV190 The Clarkson Seminar (3 credits)

Computer Science Core Requirements

Students are required to complete the following courses:

Computer Science:

  • CS141 Introduction to Computer Science I (4 credits)
  • CS142 Introduction to Computer Science II
  • CS241 Computer Organization
  • CS242 Advanced Programming Concepts in Java 
  • CS341 Programming Languages
  • CS344 Algorithms & Data Structures
  • CS345 Automata Theory & Formal Languages 
  • CS350 Software Design & Development
  • CS444 Operating Systems
  • CS499 Professional Experience 

Professional Experience

Students are required to complete the following Professional Experience:
CS499 Professional Experience (0 credits)

 

Math Courses for Computer Science

Students are required to complete the following courses:

  • MA131 Calculus I
  • MA132 Calculus II
  • MA211 Foundations 
  • MA339 Applied Linear Algebra
  • or MA239 Elementary Linear Algebra 
  • STAT383 Probability & Statistics
  • or STAT381 Probability

Computer Science Core Electives

Students must complete three of the following courses:

  • CS442 Computational Complexity
  • CS443 Parallel Programming
  • CS445 Compiler Construction
  • CS447 Computer Algorithms
  • CS449 Computational Learning
  • CS451 Artificial Intelligence
  • CS452 Computer Graphics
  • CS455 Computer Networks
  • CS456 Cryptography
  • CS457 Computer & Network Security
  • CS458 Formal Methods for Program Verification 
  • CS459 Human-Computer Interaction
  • CS460 Database Systems
  • CS461 Virtual Environments: Principles & Applications
  • CS464 Computer Game Development
  • CS465 Mobile Robotics & Human-Machine Interaction

Students must complete two of the following courses:

  • COMM440 PHP/MY SQL Interactive Design 
  • COMM442 Advanced World Wide Web Interface Design 
  • COMM444 Linux Web System Administration 
  • CS442 Computational Complexity 
  • CS443 Parallel Programming 
  • CS445 Compiler Construction
  • CS447 Computer Algorithms 
  • CS449 Computational Learning 
  • CS451 Artificial Intelligence 
  • CS452 Computer Graphics
  • CS455 Computer Networks 
  • CS456 Cryptography 
  • CS457 Computer & Network Security 
  • CS458 Formal Methods for Program Verification
  • CS459 Human-Computer Interaction 
  • CS460 Database Systems 
  • CS461 Virtual Environments: Principles & Applications 
  • CS464 Computer Game Development 
  • CS465 Mobile Robotics & Human-Machine Interaction 
  • EE368 Software Engineering 
  • EE466 Computer A 
  • IS314 Database Design & Management 

 

Computer Science Other Electives

Science Electives:

Students must complete one two-course lecture/lab sequence in chemistry (CM) or physics (PH), plus 4 additional credits in the biology (BY), chemistry (CM), or physics (PH) subject areas.

Knowledge Area/University Course Electives:

Students will have at least 18 credit hours available to use toward Knowledge Area and/or University Course electives to satisfy the Clarkson Common Experience requirements.

Free Electives:

Students majoring in computer science will have approximately 30 credit hours available to use toward courses of their choice.

*Up to 12 credit hours of advanced (300- or 400-level) coursework in aerospace studies or military science may count toward graduation requirements. Aerospace studies or military science credits at the 100 and 200 levels do not count toward the required 120 hours. Other restrictions may apply; check with the department for details.

Tue, 22 Aug 2017 03:12:00 -0500 en text/html https://www.clarkson.edu/undergraduate/computer-science
Killexams : Seeing the Art in Tech

Daniela Widdis ’16 is a technical program manager in Seattle — a career she pursued after studying art history at Brandeis.

While that might seem a non-compatible fusion of the left and right brain, Widdis — who also minored in computer science — said blending the two disciplines is the secret of her success.

"Instead of going down the computer science path or having one narrow specialization, I came away with richer perspectives," said Widdis. "I am all about making and creating. Now, in the tech world, I'm able to be a creator and part of a contemporary dialogue by designing a product and helping carry it through to implementation."

Brandeis students often mix different areas of study in interesting ways, and Widdis was no exception. She also took classes in psychology, journalism, political theory and economics.

But IBM was particularly impressed with Widdis' background in art, and hired her as a software engineer shortly after she graduated from Brandeis.

“I am all about making and creating. Now, in the tech world, I'm able to be a creator and part of a contemporary dialogue by designing a product and helping carry it through to implementation.”

Last year, she became a program manager at Hyperproof, a cloud-based startup that creates digital tools for organizations to manage their compliance operations.

But how does someone make the jump from one art form to another?

Widdis, who designs, tests and helps implement new products, said art isn't only about working in galleries and museums or creating works from physical materials.

"Art led me to roles in which I can have way more influence on how a product grows, what it looks like, what features it has and how we're building it," she said. "I'm the bridge between coding and working with engineers to design something that fits our business needs. It is very empowering."

"I am participating in the full life cycle of a product — starting from scratch. I think in art history, you talk about the languages that artists create. I look at user experience design and interfaces the same way. You're building a language of interaction."

Does Widdis have any insight for future Brandeis students who want to go into tech?

"The tech-world is growing and there's more need for user empathy and people who understand visual languages," she said. "There's lots of room to explore."

Mon, 08 Mar 2021 11:40:00 -0600 en text/html https://www.brandeis.edu/admissions/why-brandeis/after/daniela.html
Killexams : BSc Information Technology Management for Business with Industrial Experience / Careers

When you graduate, you will apply technology-based solutions to strategic problems, presenting your ideas with confidence and managing their implementation.

The University has its own dedicated Careers Service that you would have full access to as a student and for two years after you graduate.

At Manchester you will have access to a number of opportunities to help boost your employability

What jobs do our ITMB graduates go into?

Examples of jobs exact ITMB graduates have gone onto include IT consultant, trainee marketing manager, technical analyst, IT first line analyst, and finance test analyst.

Who employs them?

A wide range of companies including Credit Suisse, eBay, Bank of New York Mellon and IBM.

Employer support for ITMB

The absolutely unique thing about the ITMB degree is the amount of employer involvement, which I think is so important.

Jenny Taylor, UK Graduate, Apprenticeship and Student Programme Leader at IBM

What makes this course so exciting from an employer's viewpoint is that it delivers practical business skills from day one. This enables graduates with this unique course to progress further and faster than their counterparts.

Tracey Upton, previously UK HR Manager, IBM Global Services - now Vice President Europe Human Resources at Otsuka Pharmaceutical Companies Europe.

Sat, 12 Mar 2022 19:20:00 -0600 en text/html https://www.manchester.ac.uk/study/undergraduate/courses/2023/06247/bsc-information-technology-management-for-business-with-industrial-experience/careers/
Killexams : Life Sciences CIO Survey Illuminates Tech Trends

By Peter Tzefronis and Jake Park-Walters, Clarkston Consulting

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The COVID-19 pandemic has caused the life sciences industry to innovate and adapt to unpredictable circumstances. Even as individuals progressively shake off fears, supply chain issues and labor shortages exacerbate other important issues.

Clarkston Consulting recently conducted a CIO Market Study1 aiming to better understand the current priorities, challenges, and goals of upper-level information technology (IT) professionals. Across various industries, including life sciences, a variety of C-suite (CIO/CISO/CTO/VP) IT executives at large companies ($350M+ revenue) were surveyed. Below, we outline some of the survey’s results and high-level trends.

Security Management

The pandemic forced IT departments to supply employees access to remote work accommodations. For many life science firms, this meant that cybersecurity became a larger threat. When employees work remotely, they most likely use a Wi-Fi connection that is less secure, especially if connected to a public network. Furthermore, the use of personal devices, weak passwords, and inadequate backup systems all lend themselves to potential cybersecurity issues. Unencrypted data may easily be intercepted by cybercriminals, leading to sensitive information breaches.

The CIO Market Study found that 63% of those surveyed report their company’s most critical security challenge comes from external threats such as malware, viruses, ransomware, and phishing. Furthermore, many of the changes made by IT departments during the pandemic are expected to remain permanent. Those in the survey who had not seen remote working revert to pre-pandemic levels, believe that this work arrangement will never revert. As employees decide to embrace remote work for the long haul, IT professionals recognize the need to accelerate data security initiatives.

Firms in the life sciences industry are making commitments to protect patient information, clinical trial data, and confidential internal documents as threats become more prevalent. In its exact Digital Defense Report, Microsoft even highlighted the increased ability of cybercriminals to exploit home devices being used for business purposes. As such, 83% of surveyed CIOs plan to focus on security management in the upcoming year.

The Growth Of IT

Even as current IT labor shortages are improving, hiring managers are still facing significant difficulties. With 115,000 current IT job postings across the U.S., the field is certainly experiencing strong demand post pandemic. Increased digitization across the life sciences industry, and other industries, is a driver for the IT labor needs. As services and data become tied to the cloud, artificial intelligence (AI) and machine learning become increasingly part of everyday processes, and as an organization’s digital presence becomes more pivotal, life science firms need professionals to develop and manage it.

Consequently, the report finds that just over 80% of respondents expect their IT budgets to increase next year and virtually all of the remaining expect their budgets to remain the same. Only one of the 30 respondents expects a reduction. This increase in budget can not only be attributed to the increased need for labor but also to the research and implementation of the aforementioned technologies.

AI and machine learning are rising fixtures in clinical trials, data analysis, and marketing for biotech and pharmaceutical companies. Intelligent software that progressively becomes better is key to efficiency and cutting costs. IBM Watson, an artificially intelligent computer system, was recently able to perform data analysis and identified specific treatments for over 1,000 patients with tumors. This is a significant development in the life sciences industry because of the potential for efficient and accurate data analysis within operations that consume enormous amounts of time and resources. AI’s ability to automate administrative tasks can help cut costs, reduce time to completion, and enable organizations to reallocate staff to meet shortages and focus on higher-value activities.

New Investments

The growth of information technology divisions and new investments reported by CIOs are complementary. Fifty-three percent of those surveyed report investing in cloud technologies in 2022, 30% in data analytics, 10% in cybersecurity, and 7% in AI. IT divisions work directly with each of these new investments across research, implementation, and management. Each new investment is significant for a number of reasons and parallels broader life sciences industry trends.

Cloud technology is essentially the use of the internet to retain and access data infrastructures. This means that servers, databases, software, storage, and other analytics are all accessible via a floating “cloud.” The importance of cloud computing lies in its efficiency and economies of scale. Documents, data, and information are readily accessible from anywhere with virtually limitless levels of capacity that grow with a company’s needs. The service was prevalent prior to the pandemic but is nearly mandatory now due to the inability for certain workers to access information via a physical space. The life sciences industry, especially, has a constant flow of information regarding patients, trials, and research that needs to be readily accessible. Consequently, both small and large firms have adopted the technology.

Increased investments in data analytics are a tell-tale sign that technology is improving. Firms are able to generate and harvest exponentially larger quantities of data with the rise of supercomputers, wearables in clinical trials that are constantly transmitting to a firm’s Internet of Things (IoT) network, and instantaneous communication channels. Consequently, larger investments are required to store, organize, and synthesize the data into information that is actionable.

AI and machine learning is certainly an avenue for faster and more efficient data processing. Firms in the life sciences industry recognize its potential and have begun to adopt innovations like IBM Watson. Other software giants like Google are also ramping up innovation. For example, Google’s Cloud Healthcare API uses AI to help firms make more informed decisions regarding patients. The interface uses data from patient health records and presents appropriate solutions. Inconsistently, however, the report finds that only 7% of interviewed CIOs were investing in AI, although it must be noted that this is across a broader array of industries.

Finally, two-thirds of those surveyed have invested in programs to address their team’s mental and well-being needs. This follows universal trends that supply emphasis to an employee’s healthy state of mind. For example, Pfizer partnered with Thrive Global4 to help employees focus on their own wellness and gave them an extra paid wellness day. Equally significant, life science firms are also focusing on research and development for mental health. Johnson & Johnson is focusing on a more precise treatment for depression and smaller firms like Pear Therapeutics and Lobe Sciences are developing treatments for cognitive disorders. Investing in mental health and well-being is a trend that gained traction in part from pandemic difficulties with remote working but appears to be here to stay.

Summary

Clarkston’s CIO Market Study uncovered a number of trends, including the increased focus on security management by IT professionals, strong growth in IT divisions because of intense digitization, and new investments in areas that complement digitization. Life science firms are certainly innovators in data collection and analytics, as shown by numerous new innovations. Ultimately, the pandemic has reshaped how life science firms operate and will influence how they develop over the next few years.

References

  1. Tzefronis, P. (2022, June 6). 2022 Clarkston Consulting CIO Survey Summary Report. Clarkston Consulting. https://clarkstonconsulting.com/insights/2022-cio-survey/
  2. Gaskell, A. (2022, March 2). The Cybersecurity Challenges of Working From Anywhere. Forbes. https://www.forbes.com/sites/adigaskell/2022/03/02/the-cybersecurity-challenges-of-working-from-anywhere/?sh=2e6d7be614cc
  3. Mearian, L. & Gruman, G. (2022, June 6). How many jobs are available in technology? Computerworld. https://www.computerworld.com/article/3542681/how-many-jobs-are-available-in-technology.html
  4. Expanding Colleague Health and Wellness Support with New Resources. (2021). Pfizer. https://www.pfizer.com/sites/default/files/investors/financial_reports/annual_reports/2021/story/colleague-health-and-wellness-support/
  5. Harnish, A. (2022, May 23). Innovating to Improve Mental Health Across the Globe. Johnson & Johnson. https://www.jnj.com/innovation/how-johnson-johnson-innovating-to-improve-global-mental-health

About The Authors:

Peter Tzefronis is an associate partner at Clarkston Consulting. He has more than 20 years of experience leading large-scale transformational IT initiatives for clients in the consumer products and life sciences industries. In addition to transformational IT initiatives, he has specific experience in developing comprehensive IT strategies, supporting sell side divestiture transactions, performing IT governance audits, and developing business cases for investments leveraging process improvements and technology. He received his MBA in finance from the Weatherhead School of Management at Case Western Reserve University and earned a B.B.A. in accounting from Georgia State University.

Jake Park-Walters is an undergraduate student at Duke University studying economics with concentrations in finance and history. He has interests in consulting, business, and emerging technologies. As part of his role at Clarkston Consulting, he writes a variety of content for the life sciences, consumer products, and retail industries.

Thu, 14 Jul 2022 17:22:00 -0500 text/html https://www.meddeviceonline.com/doc/life-sciences-cio-survey-illuminates-tech-trends-0001
Killexams : CBSE Plans AI Curriculum In Schools, Digital Reskilling For Teachers

CBSE’s Microsoft partnership will build digital skills in high school teachers

Besides teachers, students will be taught AI principles and basic thanks to the IBM association

Will this move by the CBSE help solve the AI talent and skill development in India?

In an attempt to revamp the education system at a primary level, the Central Board of Secondary Education (CBSE) has signed partnerships with Microsoft India and IBM to focus on tech reskilling for teachers and AI curriculum in schools.

In its partnership with Microsoft India, CBSE is looking to conduct capacity building programmes for high school teachers with an aim to integrate cloud-powered technology in K12 teaching and inculcating digital teaching skills in educators through curriculum as well as extra-curricular training. The programme for teachers of grades VIII to X will be conducted in 10 cities across the country, starting September 11.

Microsoft India Partnership For Teachers

The CBSE Microsoft association is expected to provide teachers better access to the latest information and  communication technology (ICT) tools and help them integrate technology into teaching and the curriculum in a smart manner.

The selected 1000 teachers nominated by CBSE will be undergoing a three-day project-based training for practical, hands-on knowledge of Microsoft 365 tools such as OneNote, Flipgrid, Teams, Outlook, Minecraft and Paint3D.

Further, CBSE said that the teachers will also learn about digital story-telling, creation of personalised learning experiences for diverse learners, use of Teams for virtual lessons and how to leverage artificial intelligence (AI) tools to create bots and how to demystify concepts around AI through course curriculum.

With the help of this programme, teachers will also get the opportunity to become Microsoft Innovative Educators. With this, they will have access to free resources, tools and software; as well as mentoring sessions and discussions with global educators.

Manish Prakash, general manager, Microsoft India said, “Through this initiative, we are empowering institutions, educators and students of India to acquire early education/skills in new technologies like AI and cloud to lead that growth in that rapidly changing world.” In the next phase the program will be extended to cover skilling workshops for 400 CBSE School on the Microsoft K-12 Education Transformation Framework.

Partnership With IBM For Students

Further, CBSE’s partnership with IBM is focussed on building the curriculum for AI for school children. CBSE had earlier announced its plans to introduce AI for students from class VIII onwards.

For the first phase of this implementation, the programme will focus on post graduate teachers and students in Delhi-NCR, Bengaluru, Hyderabad, Chennai, Kolkata and Bhubaneswar. The programme will consist of the following three stages.

The course being introduced in the curriculum comprises a suite of research-informed readings, tailored online, face-to-face and in-school work with colleagues assisted by online support from expert facilitators. Biswajit Saha, CBSE’s training and skill education director told schools, “Participants will develop artificial intelligence (AI) knowledge skills and values through engaging with multimedia online resources as well as hands-on activities and sequencing of learning experiences.”

  • In stage one, there will be an orientation workshop for CBSE school principals / school leaders with the focus being on significance of AI as an emerging technology and the need to foster an AI-ready and innovation-ready ecosystem for educators and students.
  • In stage two, CBSE teachers will be trained in the workshop to help build foundational skills of AI through a customised curriculum that can enable teachers to guide and mentor students on solving problems and innovating around AI.
  • In stage three, there will be the AI-enabled SEWA programme for students where IBM trained experts will go to select schools in Bengaluru, Hyderabad and Delhi, to foster student innovation and make them innovation and AI-ready.

The central government had allocated more than $480 Mn under the Digital India initiative in the Union Budget last year, and CBSE’s move to incorporate new-age technology lessons for AI and other digital skills in the curriculum is laudable. The AI sector has the potential to add $957 Bn to India’s GDP and boost annual growth by 1.3% by 2035, according to an Accenture report, but talent remains a huge issue and an AI-centric learning at CBSE school level would go some way towards solving it.

Fri, 06 Sep 2019 19:27:00 -0500 en text/html https://inc42.com/buzz/cbse-plans-ai-curriculum-in-schools-digital-reskilling-for-teachers/
Killexams : CBSE To School Grade 8, 9 Students On AI Basics With Intel Tie-Up

The initiative is in partnership with Intel’s AI4Youth

The 112 hours course will focus on developing AI skillset among students

Previously, CBSE had also tied up with Microsoft and IBM for reskilling teachers

Sharpening its focus on STEM (Science, Technology, Engineering, Mathematics, Education) education, Central Board of Secondary Education (CBSE), in collaboration with Intel’s AI4Youth initiative, has finally released its Facilitators Handbooks to provide artificial intelligence (AI) based education to grade 8 and grade 9 students.

The CBSE had announced AI as a skill subject in March 2019 in order to develop an “AI-Ready Generation”. The new course will be added to the regular school curriculum by 2020 to help students understand AI and develop their interest in it.

The Facilitator’s handbook for AI Curriculum will focus on three domains of AI  — computer vision, natural language processing and the use of AI for data. The 112-hour curriculum will focus on developing relevant skills set among students to facilitate AI mindset.

During the course, students are expected to learn core skills such as problem-solving, creative thinking, self-reflection, and developing knowledge on AI ethics, privacy concerns and AI basics.

The handbook also suggests how schools can train their teachers of grades 6 to 10 to relate to the relevant courses from the curriculum with technologies that AI deploys.

CBSE Partners With Microsoft And IBM

To train teachers in AI curriculum and other tech-related circulars in school, CBSE had also partnered with global tech giants Microsoft and IBM. Through these partnerships, CBSE is looking to reskill teachers to push its plan of creating a tech and AI-ready generation.

Microsoft is conducting capacity building programmes for high school teachers to integrate cloud-powered technology in K12 teaching to enable digital teaching skills. The programme primarily focuses on teachers of grades 8 to 10 and is being conducted in 10 cities across the country.

Around one thousand teachers nominated by CBSE are being trained to access the latest information and communication technology (ICT) tools, which will help them integrate technology into the curriculum.

The teachers will be further taught digital storytelling, creation of personalised learning experiences for diverse learners, how to leverage AI tools to create bots and how to demystify concepts around AI through course curriculum.

Meanwhile, the IBM partnership focuses especially on building the implementation on AI circular among postgraduate teachers and students in Delhi-NCR, Bengaluru, Hyderabad, Chennai, Kolkata and Bhubaneswar.

CBSE’s Move To Incorporate New-age Technology

The Indian government had allocated more than $480 Mn under the Digital India initiative in the Union Budget last year, and CBSE’s move to incorporate new-age technology lessons for AI and other digital skills in the curriculum is in line with the same.

According to an Accenture report, the AI sector has the potential to add $957 Bn to India’s GDP and boost annual growth by 1.3% by 2035. However, it also points out that the lack of talent will be a big issue. AI education at the school level is an attempt on solving this crunch.

CBSE also provides other skill development courses for grades 11 and 12, these include information technology, web application, automotive, geospatial technology, electrical technology, electronic technology and medical diagnostics, among others.

For 9 and 10 grade, CBSE has introduced courses on Introduction To Financial Markets, Banking & Insurance, Health Care, Marketing & Sales and Food Production, among others.

Tue, 15 Oct 2019 22:23:00 -0500 en text/html https://inc42.com/buzz/cbse-to-school-grade-8-9-students-on-ai-basics-with-intel-tie-up/
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