Bill Gates is credited with saying he would \hire a lazy person to do a difficult job\" with the justification that \"a lazy person will find an easy way to do it.\" GEOG 485 doesn't teach the lazy way to get the job done, but it does teach the scripting way _ which is arguably even better. You've probably heard the \"give a fish\"/\"teach to fish\" saying? That's the gist of GEOG 485: to equip you, in an ArcGIS context, with the ModelBuilder and Python scripting skills to make your boring, repetitive geoprocessing tasks easier, quicker and automatic _ so you can focus on the more interesting (potentially more valuable) work that you (and your employers) really want you to be doing."

Today GPS is critical to positioning, navigation, and timing. The smooth functioning of financial transactions, air traffic, ATMs, cell phones and modern life in general around the world depend on GPS. This very criticality requires continuous modernization. The oldest satellites in the current constellation were launched in the 1990s. If you imagine using a computer of that vintage today, it is not surprising that the system is being substantially updated. Global Positioning System (GPS) is now a part of a growing international con?text-the Global Navigation Satellite System, GNSS. This course dives into how GPS and other GNSS systems are designed, how they operate, and the impacts they have on spatial analysis and spatially-enabled systems.

This course will provide a gentle, yet intense, introduction to programming using Python for highly motivated students with little or no prior experience in programming. The course will focus on planning and organizing programs, as well as the grammar of the Python programming language. The course is designed to help prepare students for 6.01 Introduction to EECS. 6.01 assumes some knowledge of Python upon entering; the course material for 6.189 has been specially designed to make sure that concepts important to 6.01 are covered. This course is offered during the Independent Activities Period (IAP), which is a special 4-week term at MIT that runs from the first week of January until the end of the month.

A good detective or researcher like Sherlock Holmes knows the fundamental questions that need to be answered to gather facts to solve a problem. So how does geospatial intelligence contribute to answering these questions? While geospatial technology is useful in revealing who, what, when, and where events take place, it is less useful in explaining why events occur. However, geospatial intelligence analysis leverages geographic information science and technology with the intelligence tradecraft to develop products that support decision-making in national and homeland security, law enforcement, emergency management, and international relief efforts. GEOG 882 will challenge you to think critically, consider alternative viewpoints, and question your own assumptions when analyzing why human events occur over place and time.

Geographic Intelligence (GEOINT) is more than people working with computers in a secure intelligence facility. Join us for this exciting journey to learn about GEOINT's application in business, law enforcement, and defense. Advances in satellites, GPS, unmanned aerial systems, wireless communications, handheld computing, and the ability to automate laborious map analysis processes has transformed what used to be called geographic intelligence, or GEOINT, and the nature of the insights provided to managers and leaders. We have gone from mountains of hardcopy maps to amazing automated systems that provide previously unavailable understanding. GEOINT combines geographic information science and technologies with an analytic tradecraft. You will experience the value of GEOINT. We welcome you to the Revolution.

This video introduces the Group Wiki Project in CUNY SPS COM 110: Digital Literacy. This project runs from Weeks 12-15. However, students have to begin brainstorming subtopics in Weeks 10-11. With this video, they will be able to quickly see how the project is laid out and get an introduction to it.

This course is a collaborative offering of Sana, Partners in Health, and the Institute for Healthcare Improvement (IHI). The goal of this course is the development of innovations in information systems for developing countries that will (1) translate into improvement in health outcomes, (2) strengthen the existing organizational infrastructure, and (3) create a collaborative ecosystem to maximize the value of these innovations. The course will be taught by guest speakers who are internationally recognized experts in the field and who, with their operational experiences, will outline the challenges they faced and detail how these were addressed.This OCW site combines resources from the initial Spring 2011 offering of the course (numbered HST.184) and the Spring 2012 offering (numbered HST.S14).

This course offers an overview of healthcare, health information technology, and health information management systems. The focus is on the role and responsibilities of entry-level health IT specialists in each phase of the health information management systems lifecycle. The curriculum is aligned to the new Certified Associate in Healthcare Information and Management Systems (CAHIMS) certification administered by the Healthcare Information and Management Systems Society. This certificate is designed for students who have previous experience in IT or healthcare and it is designed to serve as a pathway into health IT careers.

This course is a collaborative effort of TAACCCT grantees, in particular Bellevue Colleges and MoHealthWINs. The collaborative partners supporting the development of this course are Open Learning Initiative (OLI) at Stanford University and Carnegie Mellon University, Center for Applied Science and Technology (CAST), and Creative Commons (CC)- all funded through the Gates foundation OPEN Grant. The core development team includes content experts, learning scientists, software developers, instructional designers, universal design for learning experts and instructional technologists.

This lesson plan, and accompanying slides, is for the library instruction session for HSF90, LaGuardia Community College's health sciences first year seminar course. The lesson details the importance of college-level research for students who will enter various health sciences professions. The lesson also covers the importance of citation in academic research, covering what to cite and how to do it using library subscription databases.

This freshman course explores the scientific publication cycle, primary vs. secondary sources, and online and in-print bibliographic databases; how to search, find, evaluate, and cite information; indexing and abstracting; using special resources (e.g. patents) and "grey literature" (e.g. technical reports and conference proceedings); conducting Web searches; and constructing literature reviews.

To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information. By the end of this unit you will be able to Define Information Literacy, Define the four domains that fall under Metaliterate Learners, Identify a lack of knowledge in a subject area, Identify a search topic/question and define it using simple terminology, Articulate current knowledge on a topic, Recognize a need for information and data to achieve a specific end and define limits to the information need, and Manage time effectively to complete a search.

To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information. (Definition from the text).

Follow this link to use the interactive version:
https://courses.lumenlearning.com/informationliteracy/

During your studies you will frequently be asked to write a paper. For such a paper you will need information, but how do you get it? What exactly do you need? Where can you find it? How do you go about it? Almost anyone can use Google, of course, but more is expected of a TU Delft student!
We challenge you to go beyond using the popular search engines. This instruction will help you discover what there is to learn about information skills.

This instruction follows on from the online instruction Information Literacy 1, in which you learned how to find, evaluate and use information. Today’s instruction is intended for advanced users.

Good researchers have a host of tools at their disposal that make navigating today’s complex information ecosystem much more manageable. Gaining the knowledge, abilities, and self-reflection necessary to be a good researcher helps not only in academic settings, but is invaluable in any career, and throughout one’s life. The Information Literacy User’s Guide will start you on this route to success.The Information Literacy User’s Guide is based on two current models in information literacy: The 2011 version of The Seven Pillars Model, developed by the Society of College, National and University Libraries in the United Kingdom and the conception of information literacy as a metaliteracy, a model developed by one of this book’s authors in conjunction with Thomas Mackey, Dean of the Center for Distance Learning at SUNY Empire State College. These core foundations ensure that the material will be relevant to today’s students.The Information Literacy User’s Guide introduces students to critical concepts of information literacy as defined for the information-infused and technology-rich environment in which they find themselves. This book helps students examine their roles as information creators and sharers and enables them to more effectively deploy related skills. This textbook includes relatable case studies and scenarios, many hands-on exercises, and interactive quizzes.

Students need to understand systems and the systems concept, and they need to understand the role of ICT in enabling systems. Students will learn the characteristics of good systems (e.g., intuitive, likable, error-resistant, fast, flexible, and the like). Knowing the characteristics of good systems will permit students to demand well designed systems and to suggest how existing systems should be changed. Students need to understand the affordances, directions, and limits of hardware, software, and networks in both personal and organizational dimensions. They also need to appreciate that, as technical capabilities change and new ones arise, more opportunities to apply ICT for efficiency, effectiveness, and innovation are afforded. They need to understand the process for developing and implementing new or improved systems and the activities of IS professionals in this process.

Welcome to Information Systems for Business and Beyond. In this book, you will be introduced to the concept of information systems, their use in business, and the larger impact they are having on our world.

This book is written as an introductory text, meant for those with little or no experience with computers or information systems. While sometimes the descriptions can get a little bit technical, every effort has been made to convey the information essential to understanding a topic while not getting bogged down in detailed terminology or esoteric discussions.

Learning objectives can be found at the beginning of each chapter. Of course, all chapters are recommended for use in an introductory information systems course. However, for courses on a shorter calendar or courses using additional textbooks, a review of the learning objectives will help determine which chapters can be omitted.

At the end of each chapter, there is a set of study questions and exercises (except for chapter 1, which only offers study questions). The study questions can be assigned to help focus students’ reading on the learning objectives. The exercises are meant to be a more in-depth, experiential way for students to learn chapter topics. It is recommended that you review any exercise before assigning it, adding any detail needed (such as length, due date) to complete the assignment.

Subject covers technology concepts and trends underlying current and future developments in information technology, and fundamental principles for the effective use of computer-based information systems. Special emphasis on networks and distributed computing, including the web. Other topics include: hardware and operating systems, software development tools and processes, relational databases, security and cryptography, enterprise applications and business process redesign, and electronic commerce. Hands-on exposure to Web, database, and graphical user interface (GUI) tools. Primarily for Sloan master's students.

6.441 offers an introduction to the quantitative theory of information and its applications to reliable, efficient communication systems. Topics include mathematical definition and properties of information, source coding theorem, lossless compression of data, optimal lossless coding, noisy communication channels, channel coding theorem, the source channel separation theorem, multiple access channels, broadcast channels, Gaussian noise, and time-varying channels.

This practicum subject integrates theory and practice through the design, implementation, and evaluation of a comprehensive community information infrastructure that promotes democratic involvement and informs community development projects. Students work with Lawrence Community Works, Inc. to involve constituents and generate solutions to an important planning problem in the City of Lawrence, Massachusetts. Final project presentations take place in a public forum, and serve to inform future development of the information infrastructure. Subject begins with an overview of the digital divide, e-government, public participation GIS, and neighborhood information systems. Subject includes a reflection component and a deliberate investigation of race, class, and gender dynamics.