Category Archives: Computer Science
Hanscom civilian honored at the White House – afmc.af.mil
HANSCOM AIR FORCE BASE, Mass. A Hanscom computer scientist received recognition for his first place win in the 2021 Presidents Cup Cybersecurity Competition during a July 15 ceremony at the White House.
Jakob Kreuze, a PALACE Acquire recruit in the Command, Control, Communications, Intelligence and Networks Directorates Special Programs Division, beat out approximately 300 federal counterparts to win the individual offense track in the Cybersecurity and Infrastructure Security Agency-hosted competition.
According to CISA.gov, the contest is designed to identify, recognize, and reward the best cyber talent across the federal workforce. Each year, participants tackle a different fictional scenario based on real-world situations from across the National Initiative for Cybersecurity Education framework to expand cyber skills through fun and creative tests.
Kreuze said he was very excited and full of adrenaline in the moments immediately following his win, but he had no idea his achievements would be recognized at this level.
Kreuze said he was checking the CISA site for a press release on the Log4j security issue when he first saw the 2021 competition announcement.
It caught my eye, because Ive been doing these sorts of competitions since I was about 15, he said. I got into computer security when I was 11 or 12 and my dad bought me a book on web development. I became a voracious reader on computer security topics after that and these sorts of competitions gave me a chance to leverage that knowledge.
Kreuze said that while his day-to-day work at Hanscom is more defense focused, he decided to opt for the competitions offense track since his competition experience is primarily in the offensive space.
We had a week to complete the qualification and the semi-final rounds of the competition, but it was timed. You had four hours from the time you started and once the timer was done you couldnt do any more work, he said. The final round was four hours, but it was at a fixed time, so all 10 finalists were completing the challenges at the same time.
Pat Hart, Hanscoms PALACE Acquire point of contact, said he was very impressed by Kreuzes win, particularly since this was his first time entering the CISA competition.
Most of the competitors are experts in their fields and here youve got this young guy fresh out of school playing at the top of the big leagues, he said.
Kreuze initially joined the Hanscom workforce through the Premiere College Intern Program in summer 2020.
Jakob was at the top of his class at UMass Amherst and hit all the right buttons as far as people who would make a good hire for the Air Force, said Hart.
Between his Hanscom role as a systems engineer for cloud software engineering and his plans to pursue a masters in computer science at Brown University this fall, Kreuze has a full schedule, but he says hed still like to participate in the CISA challenge again.
I might like to do the teams track next time, he said. Teams complete both offensive and defensive challenges and CISA livestreams the teams track competition at the finals. Im hoping that having won this it will be easier to find people at Hanscom who might want to compete with me.
Registration for the next Presidents Cup Cybersecurity Competition opens Aug. 8. For more information, visit: https://www.cisa.gov/presidentscup.
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NSF funds training program to boost regional quantum workforce – The Source – Washington University in St. Louis – Washington University in St. Louis
The National Science Foundation (NSF) is investing $3 million in a new graduate student training program for aspiring scientists and educators who want to explore careers in quantum science at St. Louis-area research laboratories, private companies and other facilities.
Sophia Hayes, vice dean of graduate education and professor of chemistry, andKater Murch, professor of physics, both in Arts & Sciences at Washington University in St. Louis, will lead the effortto establish a convergent quantum sciences and engineering graduate training program across the St. Louis region, Linking Quantum Sensing Technologies across Disciplines, or LinQ-STL.
Erik Henriksen, associate professor of physics in Arts & Sciences, andSheretta Butler-Barnes, associate professor at the Brown School, will work with Hayes and Murch as co-principal investigators on the five-year project. Engineers with the McKelvey School of Engineering, including co-investigator Matthew Lew, associate professor in the Preston M. Green Department of Electrical & Systems Engineering, also will be involved in the program.
LinQ-STL will connect research efforts between Washington University, the University of Missouri-St. Louis, Saint Louis University and Harris-Stowe State University. The grant is part of NSFs signature research traineeship program; LinQ-STL is one of two awards in Missouri in 2022 (the other program will be led by the University of Missouri-Kansas City).
Our team will address quantum sensing, which is an area that requires detailed knowledge of physics, chemistry and engineering to come together to achieve new methods for detection beyond classical physics, Hayes said. We see this as an opportunity to develop a network of researchers and companies in the St. Louis region, which will benefit from a trained and prepared interdisciplinary workforce graduate students who can help elevate the development of these emerging technologies and the profile of this type of science to benefit the region.
Our approach is inspired by the kinds of experiences our students are having in physics, where a student who is just finishing their PhD has a chance to jump to a different project or different collaboration, Murch explained.
That new placement a temporary but often very fruitful one in terms of technology or skills transfer could take place at another university in the St. Louis area or even within private industry. Murch and Henriksen mentioned a recent example of a graduate student who successfully completed an immersive project experience at a local Boeing facility.
Another training track within the new LinQ-STL program would allow graduate students who are interested in education or technology transfer to complete an internship at Washington Universitys Center for Teaching and Learning, Office of Technology Management or at a variety of national labs and industrial partner labs.
This is a completely different way to think about graduate training, Murch said. Typically, graduate students take classes and learn techniques in their first few years and then become immersed in research. Our plan is to take graduate students at the end of their PhD when they are absolute experts in their specific subtopic, a key point of their early scientific career and help them forge new interdisciplinary connections with another research group, to leverage their expertise and give them new experiences.
The project anticipates training 100 students, including 40 funded trainees from chemistry, physics, computer science, electrical engineering and system engineering doctorate programs.
The effort is focused on quantum sensors, which rely on the unique physical properties of nature at the atomic and subatomic scales to detect phenomena that evade identification in the human-scaled realm of lived experience. As such quantum behavior finds increasingly more applications, there is a growing need for a workforce prepared to discover, develop and deploy the science and engineering advancements in this emerging field.
Further, the projects investigators seek to create institutional change in graduate education by demonstrating how career-building internships and experiences aligned with students professional interests can influence their career trajectories and success.
For example, one task that underlies the entire LinQ-STL effort is probing how trainees perceive themselves as science learners. By exploring how LinQ-STL trainees build their identities including their science identity, racial and gender identity and efficacy beliefs researchers hope to identify new ways to diversify the scientific workforce and enable students to become the next generation of leaders and teachers.
In announcing the award, the NSF said that quantum information science and engineering is a national priority of utmost importance.
NSF continues to invest in the future STEM workforce by preparing trainees to address challenges that increasingly require crossing traditional disciplinary boundaries, Sylvia Butterfield, acting assistant director for NSFs Directorate for Education and Human Resources, said in an announcement. Supporting innovative and evidence-based STEM graduate education with an emphasis on recruiting and retaining a diverse student population is critical to ensuring a robust and well-prepared STEM workforce.
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Want Girls to Pursue STEM Learning? Hear What Female NASA Scientists Have to Say – EdWeek
Gena Henderson, chief of the integrative operations branch of exploration systems and operations division at NASA, said her love for STEM began at an early age. Henderson grew up about 50 miles from the Kennedy Space Center in Florida and would watch rockets launch often.
When Henderson was in college studying engineering, some professors werent supportive and would make dismissive comments, questioning her decision to go into the engineering field.
But she persevered, and is thrilled to be participating in the innovation now happening at NASA.
Henderson was one of the panelists at the Education Departments 21st Century Community Learning Centers 2022 Summer Symposiums opening session.
The virtual session, held July 19, focused on what educators and after-school program providers can do to ensure they are engaging girls and other underrepresented students in STEM. The panelists included women who work at NASA and women who work in organizations trying to spark girls interest in STEM.
Female representation in science, technology, engineering, and math (STEM) jobs varies widely. While theres a higher share of women in science-related health care jobs, women continue to be underrepresented in computer science and engineering jobs.
Women and girls have to break through barriers in order to be successful in STEM jobs. The barriers include:
Some may view STEM fields as more masculine, said Patti Curtis, a Robert Noyce/Ellen Lettvin STEM education fellow at U.S. Department of Education. Some educators and parents underestimate a girls math abilities starting as early as preschool.
Many STEM fields are male-dominated cultures, which can perpetuate inflexible and exclusionary environments that are not supportive of or attractive to women, Curtis added.
All the panelists agreed that the most important thing for girls is for them to have role models in the fields that theyre interested in.
Sometimes, students dont have a roadmap, Henderson said. They dont know anyone in the endeavor [they want to get into].
Girls tend to have fewer role models to spark their interest in STEM, the panelists pointed out, and they rarely see examples of female scientists and engineers in popular culture.
If you were to Google computer scientists right now, you probably would not see a young woman pop up in your search, said Jackie Smalls, chief program officer for Code.org, an organization that is working to encourage more women and students of color to enter STEM fields.
Panelists also said that students need to be engaged in STEM early on in their school careers with hands-on learning activities in school and outside of school. Students shouldnt be learning about these opportunities for the first time in high school.
Deanna J. Whitehead, chief of the flight & ground software & simulation division at NASA, talked about her 6th grade teacher who helped her do well in the local science fair and encouraged her to compete regionally. The experience gave her confidence and encouraged her to be able to pursue a STEM career.
It was those experiences, maybe small experiences, that add up, that lead you to where you will eventually arrive, Whitehead said.
She added that shes grateful for the many wonderful female role models at Marshall Space Flight Center, where she works. I dont know what could be more encouraging than that.
Excerpt from:
Want Girls to Pursue STEM Learning? Hear What Female NASA Scientists Have to Say - EdWeek
Can an in-person coding lab revitalize a city and diversify the tech industry? – ZDNet
Students at Google's Code Next lab in New York City work on a partner-coding exercise in Javascript.
Improving diversity, equity and inclusion in tech is top of mind for educators across the globe. And yet, when students of color in tech look around, they often realize that not many of their peers or teachers look like them.
The same is true when Black, Hispanic and Indigenous students enter the workforce. And the number of people of color in tech is often out of alignment with the demographics of local communities.
Work to address these issues continues. But progress in increasing diversity in STEM jobs remains "uneven," according to a 2021 report.
Not only are [students] going to walk into this lab and feel like they are owners in their future and owners in the future of Google, but we're hoping because of what that building represents for the city that they feel like they are indeed owners in the future direction of the city at large, and that's really special for us.
Kyle Ali, Code Next
Several years ago, Google employees of color came together to talk about ways to address this ongoing challenge. Their collaborative conversations gave life to the Code Next program in 2015, according to Kyle Ali.
Ali is Google's interim senior lead program manager for Code Next. He spoke with ZDNet about its launch.
In the Code Next program, Google engages 9th through 12th graders in live coding labs where students "have access to live coaches, world-class technology and learning experiences that would both shape and mold their confidence," Ali said.
"[We] also help them build the skill set and a network that can enable them to step into some of the most rigorous computer science programs and to step back into their own communities and to become makers and to become the builders and shape the future of technology."
READ THIS: Diversity in tech: What it means and how to get there
Code Next currently has labs in New York City and Oakland. Ali said the program has evolved. When the pandemic hit, Google launched Code Next Connect. This online version of the program currently has students from 42 states.
Ali explained to ZDNet why they chose Detroit as the next place to grow Google's in-person presence.
"We've got our lab in Oakland, we've got our lab in New York City, so we've got the coasts covered," Ali said. "But the Midwest has always been on our radar, and Detroit just proved to be such a unique opportunity."
Earlier this year, Ruth Porat, senior vice president and chief financial officer of Google and parent company Alphabet, announced that the company would join Ford Motor Co. as a founding member of the Michigan Central redevelopment project.
Ford wants to transform the 30-acre urban site into a "walkable innovation hub" that will feature "new and revitalized buildings, a first of its kind mobility testing platform, multiple outdoor plazas, open spaces, and 1.2 million square feet of commercial public space."
According to news reports, Ford plans to invest $740 million in the project. The state of Michigan also "plans to align more than $126 million in new and existing investments, programming and resources" to support the project.
"And the opportunity to be a part of that project was really exciting to us," Ali said. "To bring our content into a place that has a rich cultural history, and bring our content to a place that has a rich industrial history, to be there now as it begins to have an impact on the future of technology felt really exciting.
"When we think about our labs," he continued, "what's really, really important to us is our students feel like they have a sense of ownership in our labs. When they walk into our space, we want them to feel like it is indeed their space.
"Particularly in Detroit, this is an amazing opportunity," Ali added. "Because not only are they going to walk into this lab and feel like they are owners in their future and owners in the future of Google, but we're hoping because of what that building represents for the city that they feel like they are indeed owners in the future direction of the city at large, and that's really special for us."
Code Next labs include spaces for students to spend time with one another and interact with Google coaches, as well as wall designs celebrating local engineers and inventors of color.
Mary Jo Madda, senior program manager, growth and engagement at Code Next, said going virtual allowed them to engage with students everywhere, including in Detroit. Their enthusiasm and engagement caught Google's attention.
"It's the first time that we've opened up in a city where we have some existing alumni who are then going to be able to come into the lab and do work with the students and sort of help with that long-term pathway development," Madda said.
"Because as much as we can provide some amazing things for the students, there's really nothing quite like having a student like Joshua Wallington, who's a freshman at Howard University, come home to Detroit over the summer and work with the kids in the physical Detroit lab. He grew up in the city, he knows the city, he loves the city and he loves to code. So that's an additional element of why Detroit as a site is just so exciting."
Wallington participated in Code Next Connect, the virtual program.
"I was able to interact with kids that look like me in the STEM field, which was, I think, one of the most valuable experiences ever," Wallington told Detroit's WXYZ-TV.
Code Next, he said, is "something that most people will enjoy, especially being able to create something of your own is something that everyone should do. So whether that's computer science, engineering, working with drones technology is everywhere. Technology is cool. People should go for it."
The Code Next lab in Detroit will open in a temporary space this summer.
"There is a space that's called the Book Depository that's adjacent to Michigan Central and that's where we'll spend the first couple of months of our existence in Detroit," Ali said. "Our hope is that we'll be ready to move into our permanent space in the spring of 2023, once the building is fully open and functional."
Applications for Code Next both the in-person and online programs are open now through August 5. The program is focused on recruiting 9th graders, who are typically first-year high school students.
One of the things I think Code Next really embodies is the reality that knowing how to actually code something is just one part of having a successful career in the tech field. A lot of times, there's a lot of soft skill development collaboration, creativity, presentation skills that play into success as well as your networks the social community you engage with.
Mary Jo Madda, Code Next
"We tend to have a programming track where they're learning about Javascript, Python, HTML, but then we also have making," Madda said. Making involves 3D printing and laser cutting.
"We're going to have an intro to graphic design club in the fall, which I'm really excited about."
She also noted that during some introductory workshops at Detroit public schools, students had a strong interest in art.
At one of those workshops, "there were these two young girls sitting there, and both of them were a little resistant to the idea of going into computer science. We asked who might want to go and become a computer scientist? And neither of them raised their hand."
"But during the workshop," Madda continued, "which is our introduction to computational artwork, where students learn how to use basic P5 processing to create emojis, and the two of them started creating Kirby Kirby is that character I think from Super Mario Bros.
"And the two of them were getting so excited about being able to use basic knowledge of P5 processing software to produce these small images of Kirby and the connectivity that was happening in their minds turned it from 'I don't think computing is relevant to my life' to 'Wow, this is amazing I can use computational thinking and processing to produce pieces of art that are really exciting to me.'"
Student engagement spikes when they realize coding can bring their creative ideas to life.
"And we see coding as a very similar pathway as writing or creating music, or any of the other ways that people might fuel their creative expression and bring their ideas to the fore," Ali said.
According to Google, all students at Code Next have access to technology and the latest hardware, including 3-D printers and laptops.
The application for the current cohort is available here. Google also published an FAQ.
Madda encouraged anyone interested to apply to Code Next. If you're accepted, it's free.
"You don't have to have any computer science experience. That's not what we're looking for. We're just looking for interest and excitement about the program," she said.
Ali agreed:
For our students and for many students. I think there is the tendency to think of coding or programming as highly technical. And there are technical aspects to it, but everything begins with an idea. The proximity that we have to our students in the lab allows us to understand what their ambitions are, what they're interested in, and what they want to learn more about.
And then we present coding as a way for them to take those ideas and those ambitions and turn them into something that can have utility for them, utility for their community and hopefully, if we do this correctly, utility for the world.
Learning to code, Ali continued, is one of the key ways to open doors to opportunities in tech.
"The access, the pathway, the passport to being able to get to those opportunities runs through coding," Ali said. "And so we make sure that our students know how to code."
But he added that Code Next programs focus on other skills too.
"When we look at the research around retention in computer science programs when we look at the research around retention within technology companies we know that it doesn't always come down to technical skill or technical acumen," Ali said. "It comes down to networks, it comes down to a sense of belonging.
"It comes down to confidence in your ability to make an impact and the opportunity that you've been extended," he continued. "And so the way that we approach it, how we approach it through the labs, through the relationship building, through the constant affirmation that these students are worthy and deserving. We think that that is equally and in some situations, even more important than what we can provide from a coding and a skill-based standpoint."
To create a sense of community, students can visit the coding lab anytime it's open. If they're not there learning, they might just want to grab some food and hang out with friends.
"And that is absolutely fine," Ali said. "In fact, it's encouraged."
Madda echoed that sentiment.
"One of the things I think Code Next really embodies is the reality that knowing how to actually code something is just one part of having a successful career in the tech field," Madda said.
"A lot of times, there's a lot of soft skill development collaboration, creativity, presentation skills that play into success as well as your networks the social community you engage with."
Google is also ready to engage a new community with the Code Next program. But they aren't ready to say where. Ali confirmed that they plan to open another lab in 2023.
"We're not in the position right now to share exactly where that lab is going to be. But hopefully, we will be soon and we can keep you posted on that," he told ZDNet.
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Can an in-person coding lab revitalize a city and diversify the tech industry? - ZDNet
Degrees, Salaries, And Job Outlook For Information Technology Careers Forbes Advisor – Forbes
Editorial Note: We earn a commission from partner links on Forbes Advisor. Commissions do not affect our editors' opinions or evaluations.
Information technology (IT) careers are growing quickly and offer above-average salaries. IT professionals play an integral role in their organizations digital infrastructure. They handle data storage and ensure their organizations technology works efficiently.
Whether youre interested in cybersecurity, software development and testing or another IT career path, keep reading to learn about information technology careers.
A degree in information technology is often the first step to landing a career in the field. Online bootcamps and certificate programs offer an alternative to traditional degrees. Many institutions offer IT programs, conferring degrees from the associate to doctoral level. IT students can study online in self-paced degree programs or in person at college campuses.
Many online bootcamps and platforms offer courses in information technology subjects. Offerings and costs vary among programs, which may be free or charge learners thousands of dollars in tuition.
Many bootcamps are online and self-paced. However, these programs are rarely accredited, so its important to do your research to make sure youre investing in a reputable bootcamp.
Check out our articles on two online IT bootcamp providers, Galvanize and Udacity, to learn about their offerings and pricing.
Colleges and universities offer associate degrees in information technology, some of which are available completely online. Most associate degrees require 60 credits and take two years of full-time study to complete.
While each program is different, students in information technology associate programs often learn about cybersecurity, the fundamentals of programming, network connectivity and front-end user interface within the context of business.
Many careers in information technology require candidates to hold at least a bachelors degree. This degree prepares aspiring IT professionals through challenging coursework in subjects like IT project management and enterprise data management. Some bachelors programs even require capstone projects to showcase learners knowledge and skills.
A masters degree in information technology is not required for many jobs in the IT field. Even so, earning one may lead to higher earning potential and make you a more marketable job applicant. Information technology graduate programs challenge and grow your skills through courses like advanced cyberattack, cloud infrastructure and database management.
After gaining critical IT knowledge and skills, whether through a degree or an online bootcamp, finding a career path that suits your interests is the next step. Career paths in information technology include network administrator, information security analyst and security engineer.
Many careers in information technology are expected to see strong growth in the coming years, with some jobs projected to grow as much as 22% from 2020 to 2030, according to the U.S. Bureau of Labor Statistics.
Median Annual Salary: $77,200Job Growth: +13%Education Needed: High school diploma; bachelors degree in computer science, programming, web design, digital design or graphic arts often preferredCareer Overview:Web developers create and maintain websites that meet their clients needs. These professionals manage the technical aspects of websites, which include performance and capacity. They also help design websites look and function. Depending on the role, a web developer may be responsible for the entire site as a full-stack developer, the sites outward appearance as a front-end developer, or the sites inward construction as a back-end developer.
Average Annual Salary: Over $62,000Education Needed: Bachelors degree in information technology, computer science, statistics, mathematics or a related fieldCareer Overview: Data analysts gather, organize, analyze and transform raw data into meaningful information. Data analysts often turn data into visually comprehensible reports or presentations for organizations. Data analysts typically hold junior roles and work within teams. This position can allow professionals to gain experience in the field before moving into more senior roles.
Median Annual Salary: $80,600Job Growth: +5%Education Needed: Bachelors degree in computer science or information technologyCareer Overview: Network administrators are responsible for the day-to-day operations of their organizations data communication networks. These professionals organize, install and support computer systems and data communications networks such as local area networks, wide area networks and intranets. Network administrators make sure their organizations servers and mobile equipment are updated and working efficiently.
Median Annual Salary: $99,270Job Growth: +7%Education Needed: Bachelors degree in information technology, computer science, mathematics or a related fieldCareer Overview: Computer systems analysts study organizations computer systems to make necessary improvements. Their duties include researching technologies that may increase efficiency, running cost-benefit analyses of potential upgrades and overseeing the installation and testing of new systems. Analysts may also use data modeling to design systems or focus on the coding and debugging of applications.
Median Annual Salary: $102,600Job Growth: +33%Education Needed: Bachelors degree in information technology, computer science, or a related field such as mathematics or engineeringCareer Overview: Information security engineers protect their organizations network and computer systems. Their responsibilities include planning, testing, implementing and evaluating security measures. These engineers manage firewalls and data encryption programs to protect data, check for vulnerabilities in the current system and support the development of a disaster recovery plan. They also prepare reports about cybersecurity metrics, attempted attacks and breaches that are shared with management or senior staff.
Median Annual Salary: $110,140Job Growth: +22%Education Needed: Bachelors degree in information technology, computer science, or a related field like mathematics or engineeringCareer Overview: Software developers, quality assurance analysts and testers are all involved in creating and revising effective software programs. Software developers create computer applications that do specific tasks, run devices and control networks. Analysts and testers implement software testing, documenting defects and problems with software and share feedback on usability and functionality to developers and stakeholders.
Compare rates from participating lenders via Credible.com
The highest paying IT jobs include computer and information systems managers and research scientists. Computer and information systems managers earn a median salary of $159,010, and computer and information research scientists earn $131,490.
Yes, many IT jobs are in demand and growing at above-average rates. Some rolesincluding software developer, web developer and information security engineerare expected to grow at rates of up to 33% from 2020 to 2030.
Qualifications vary among schools and programs. For example, completing a bootcamp through Udacity or Galvanize may require foundational IT knowledge, while many associate degree programs in information technology are open to beginners.
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Degrees, Salaries, And Job Outlook For Information Technology Careers Forbes Advisor - Forbes
Postdoctoral Fellow in Computational Social Science job with NATIONAL UNIVERSITY OF SINGAPORE | 301690 – Times Higher Education
Job Description
Candidates will have expertise in one or more of the following areas:statistical modelling; big data analytics; machine learning; natural language processing; network science; survey/experimental methods; causal inference; econometrics.
Qualifications
PhD in a discipline closely related to computational social science by date of appointment, with evidence of interdisciplinary research applying computational methods to the social sciences. This includes but is not limited to social science disciplines (sociology, political science, communication, economics etc.) or computer science and related disciplines (information science, data science, computational physics etc.)Evidence of successful teaching in methods or theory.
Responsibilities
This is a full-time position for 2 years. The incumbent is expected to teach 2 modules related to computational methods per year (50%) and work with existing faculty members in pursuing computational social science research projects (50%). The incumbent will also contribute towards publishing top-tier journal articles and curriculum development in computational communication. The incumbent should expect to work with multiple projects and faculty advisors. The anticipated start date is 1 January 2023 prior to the beginning of the semester in January 2023.
Application Instructions
Interested applicants are required to submit a complete application dossier as listed below for full consideration. Only shortlisted candidates will be notified.1. NUS Personal Data Consent Form for Job Applicants (You may download the file via this linkhttp://www.nus.edu.sg/careers/files/NUS-Personal-Data-Consent-for-Job-Applicants.pdf).2. Full CV: academic and employment history, degrees obtained, scholarships and awards, post-doctoral and clinical/ residency training (where applicable), other study and research opportunities, Name of PhD supervisor, etc.3. Scanned copies ofacademic certificates and transcripts4. Documents relating toresearch
5. Documents relating toservice activities and impact
6. Teaching Portfolio
7. Diversity Statement8. A list ofFOUR Referees (including one from the applicants PhD or post-doctoral advisor/supervisor). Referees are to submit their letters directly to cnmcareer@nus.edu.sg.
Covid-19 Message
At NUS, the health and safety of our staff and students are one of our utmost priorities, and COVID-vaccination supports our commitment to ensure the safety of our community and to make NUS as safe and welcoming as possible. Many of our roles require a significant amount of physical interactions with students/staff/public members. Even for job roles that may be performed remotely, there will be instances where on-campus presence is required.
Taking into consideration the health and well-being of our staff and students and to better protect everyone in the campus, applicants are strongly encouraged to have themselves fully COVID-19 vaccinated to secure successful employment with NUS.
More Information
Location: Kent Ridge CampusOrganization: Arts & Social SciencesDepartment : Communications And New MediaEmployee Referral Eligible: NoJob requisition ID : 16485
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What do teens think about tech subjects? – ComputerWeekly.com
GUEST BLOG: The tech industry is notorious for being heavily male, with many blaming the early pipeline for deterring girls from choosing to study tech-based subjects or consider tech careers later on. In this guest blog post, GCSE student, Rebecca Flinders, discusses the differing opinions of teen boys and girls when it comes to tech subjects, and whether this highlights some of the reasons behind the uneven gender split later in the pipeline.
From a teenage girls perspective, I rarely find tech-based subjects interesting as the way they are taught at my school makes them extremely challenging. Ive never really considered IT as a future career, and I never engaged in computer science classes pre-GCSE. Sometimes I wonder if its because teenage girls arent encouraged to pursue this career choice as much as teenage boys are, and if my view on tech would be different if I was encouraged more when I started secondary school.
I began to explore this topic in more depth by asking some of my friends if they enjoyed learning about tech, and if they could see themselves taking it on as a career in the future. My friend Jaylen, 14 years old, said: Id do it as a job because its something I have a passion for. I love the challenge and also being able to see your creations come to life. Similarly, my friend Venus, 15 years old, said: I currently find computer science interesting and its one of the fields Im considering.
However, not everyone considered IT as a possible career. My friend Zara, 16 years old, said shed love to if she were good at science/tech but felt she wasnt really interested in these subjects.
Likewise, when I asked my friend Sofia, 15 years old, if she would consider a tech career, she said: Probably not because Im not that interested in computer science related stuff and it seems over complicated. Although a lot of my friends enjoy computer science, the majority are unsure about whether they would consider it for their future.
On the other hand, I also interviewed some boys about IT and if they enjoyed learning about tech-based subjects. One of the boys interviewed, Dylan, 12 years old, claimed to be interested in artificial intelligence (AI).
He said: I think there is a good chance I could end up in IT.
Likewise, Anton, 17 years old who is currently studying A-Level Computer Science said: I would definitely say going into IT can be a very exciting career to go into right now, as it has endless opportunities and incentives driving investment and job security, and is definitely a pathway in the future. He also talked about whether he would take on a career path associated with IT, saying: One thing I can be certain of is that what career I do decide, IT and computing will be heavily involved.
These results were rather surprising, as I did not expect so many of the people I asked to be interested in a career in IT. While both the girls and the boys I asked are mostly keen on learning about IT, the girls pointed out the hardship of it being over complicated and challenging. As a teen who goes to an all-girls school, I believe that this could be because of the lack of excitement and encouragement in the way they teach tech-based subjects to young women. The boys interviewed rarely mentioned any struggles with learning about IT, possibly they are more likely to be encouraged to take on this type of career than girls.
Why is it that so many young girls across the UK find the concept of tech so challenging? Past research by Accenture found more than half of 12-year-old girls say science, technology, engineering and maths (STEM) subjects are too hard, but women then regret not taking them later in life.
I think that the prominent issue of a lack of women working in IT is mainly caused by a lack of inspiration and not being pushed enough by their schools to take on this career path. Women tend to be less confident in themselves and very modest when talking about STEM, often pointing out the challenges and how they dont believe they are good enough.
This clearly needs to change, as women deserve to be confident in themselves and passionate about the things they enjoy. There are so many inspirational women in IT, but they are rarely talked about in schools or amongst the public. Why dont we talk more about them? Women should have more representation for the struggles they went through and the accomplishments they made. This would encourage more young women to believe in themselves and consider IT as a possible career path. Representation is key.
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What do teens think about tech subjects? - ComputerWeekly.com
Maryland Today | How We Picture Greatness – Maryland Today
For Terps who haventbeen back to campus in a while, driving on Baltimore Avenue might be more of a journey of discovery than a trip down memory lane.
Its impossible not to notice the towering hotel across from the University of Marylands main entrance, a gleaming apartment complex is rising where Platos Diner used to be, andwait a minute, is that one, two, three new grocery stores?
Since its launch in 2015, the $2 billion public-private partnership known as Greater College Park has revitalized the community surrounding UMD as new businesses have taken root, housing options have dramatically expanded, and retailers have set up shop.
While some recent establishments, like The Hotel at the University of Maryland and Vigilante Coffee, quickly became community fixtures, others, like the College Park City Hall and the landscape-altering Aster College Park complex, are just popping up as the transformation continues.
All of it is part of a plan to be the great college townthe place that students, staff, faculty, parents and alumni want to be a part of, said Ken Ulman, UMDs chief strategy officer for economic development and president of the Terrapin Development Company, a partnership between the university and the University of Maryland College Park Foundation that is leading several Greater College Park projects.
Weve assembled idyllic historical images and vibrant modern-day scenes for a simultaneous look back and peek forward at the blossoming Baltimore Avenue corridor. Read on to see just how much greater College Park is becoming.
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Bachelor of Science in Computer Science – National University
A Bachelor of Science in Computer Science degree opens doors in a variety of industries, including professional, scientific and technical services, manufacturing, finance and insurance, information services, administrative support services, and consulting. Computer skills are also needed in large numbers in many other industries from retail, healthcare, education, local, state and federal government agencies, transportation, and others.
NUs computer science degree is designed to put you on the path to a successful, in-demand career. According to the Bureau of Labor Statistics,* employment of computer and information research scientists is projected to grow 22 percent from 2020 to 2030, much faster than the average for all occupations. Furthermore, the BLS notes that the median annual wage for computer and information research scientists was $131,490 in May 2021.
Employers in this field are looking for skills in communications, management, leadership,information technology, operations, infrastructure, problem-solving, integration, troubleshooting, innovation, planning, research, mentorship, consulting, customer service, and Microsoft Office proficiency.
Graduates of NUs Bachelor of Science in Computer Science degree program can pursue a wide range of careers,** including:
Learn more about the career opportunities and benefits from earning your degree in computer science by reading NUs article: Which Computer Science Career is Right for Me?
**SOURCE: Emsi Labor Analyst- Report. Emsi research company homepage at https://www.economicmodeling.com/company/ (Report viewed: April 21, 2022). DISCLAIMER: The data provided is for Informational purposes only. Emsi data and analysis utilizes government sources to provide insights on industries, demographics, employers, in-demand skills, and more to align academic programs with labor market opportunities. Cited projections may not reflect local or short-term economic or job conditions and do not guarantee actual job growth. Current and prospective students should use this data with other available economic data to inform their educational decisions.
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Bachelor of Science in Computer Science - National University
Five to Flow and NTeli Partner with Girls Who Code to Invest in Closing the Gender Gap in Technology – PR Newswire
Five to Flowis a global consulting collective that builds integrative organizational wellness solutions designed to achieve and sustain peak business performance.
NEW YORK, July 18, 2022 /PRNewswire/ --Five to Flowtoday announces a partnership with NTeli to invest in Girls Who Code to support their mission to increase the number of women in computer science by equipping young women with the necessary computing skills to pursue 21st-century opportunities. Five to Flow, at the direction of NTeli's leadership team, has donated 5% of the revenue from their latest project to Girls Who Code to help them achieve their goal of reaching gender parity in computer science by 2030.
Five to Flow operates within an ethical framework and is committed to conscious capitalism. Our focus on social responsibility reinforces our commitment to elevating the existence of every individual and maintaining a balance between the economy and our ecosystems. Five percent of the company's annual revenue is donated, at the close of each customer's project, to nonprofit organizations that focus on providing life necessities and offering education for children and young adults globally.
"NTeli is proud to contribute to Girls Who Code to build the pipeline of future female engineers. This generous donation from Five to Flow will help support programs that serve 500,000 girls, women, and nonbinary individuals globally", said Brian Johnson, Managing Partner and SVP of Sales at Nteli Group.
Recent research shows that the work that Girls Who Code delivers every day is essential for improving the employee experience and career path for women in tech. According to the 2019 Alumni Data Reportreleased by Girls Who Code, 52% of women surveyed either had a negative experience in applying for a tech job or know a woman who has. Furthermore, the latest research from a 2022 report on Women in Technologyfrom Deloitte shows that only 25% of the technical roles from 20 of the largest technology companies are occupied by women.
"Corporate giving enables Girls Who Code to build the largest pipeline of future female engineers", said Tarika Barrett, CEO of Girls Who Code. "Beyond that, it's also about the sisterhood, the confidence, the bravery, and a lot of soft skills that are critical to them persisting in the field."
"We are proud to honor our commitment as a purpose-driven organization by building a relationship with Girls Who Code. Given my own experience as a woman in tech, I am personally vested in ensuring that women across the globe are given equal opportunities to grow and succeed", said Kate Visconti, Founder and CEO of Five to Flow.
ABOUT
Five to Flow is a global consulting collective that builds integrative organizational wellness solutions designed to achieve and sustain peak performance. Our proprietary methodology is driven by five core elements of organizational wellness. We are the bridge between who an organization thinks they are, who they actually are, and who they aspire to be.
SOURCE Five to Flow
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