Page 1,166«..1020..1,1651,1661,1671,168..1,1801,190..»

PERSPECTIVES: Two local high school students graduate from … – theberkshireedge.com

Mitchell Arseneau. Image courtesy of Berkshire Community College.

Two local high school students graduate from Berkshire Community College

Pittsfield The Early College program at Berkshire Community College (BCC), also known as dual enrollment, provides an opportunity for students to take courses at BCC while still in high school and earn college credit. The program has many success stories, but it isnt every day that high school students complete all the requirements of an associate degree before graduating high school. Such is the case for Mitchell Arseneau and Paige Schultze.

Arseneau, 18, recently graduated from Lenox High School. A self-described independent thinker, he struggled with traditional learning models and was frequently bored. When he found out about the Early College program at BCC, he made a plan: skip junior and senior year of high school and instead enroll full-time in computer science courses at BCC.

I never intended to go to college. I did it because it was free and because I enjoyed it more than high school, Arseneau said. With plentiful job opportunities in the computer field, he is now ready to enter the workforce.

Mitchell graduated side by side with his father, Brian Arseneau, who returned to school to get a nursing degree.

Schultze, 17, just graduated from Monument Mountain High School. She took her first class at BCC as a sophomore, studying liberal arts with a concentration in psychology. By the time she was a junior, she realized she could do much more than take a few classes.

I thought, well, Im already halfway there, so I might as well do the whole thing, Schultze said. And, now that she has completed all the requirements of an associate degree, she will be attending Suffolk University in the fall.

Adam Klepetar, Vice President for Student Affairs and Enrollment Management, praised Arseneau and Schultze for their accomplishments.

Mitchell and Paige took the ball and ran with it, he said. Now, they have an incredible advantage by already having an associate degree when most of their peers are just starting out.

But Klepetar is quick to point out that dual enrollment takes many forms. Even taking just one class can be incredibly beneficial, because it not only provides college credits, but it also exposes high school students to the college mindset and better prepares them for continuing their education or entering the workforce.

Supported by BCCs dual enrollment grant, the Early College program allows eligible Massachusetts high school students to take up to 15 credits. Tuition and fees are waived. Participants can take a variety of courses ranging from English, science, math and history to art, humanities and computer science.

For more information, visit http://www.berkshirecc.edu/early-college or email earlycollege@berkshirecc.edu.

They have an incredible advantage by already having an associate degree when most of their peers are just starting out.

Berkshire Community College (BCC), situated on 180 park-like acres, is located four miles from the center of Pittsfield in the heart of the beautiful Berkshires of Western Massachusetts. Founded in 1960, BCC was the first community college established in the Commonwealth. As a public, fully accredited community college, BCC strives to place higher education within reach of all residents of Berkshire County and beyond, offering associate degree and certificate programs to approximately 2,000 enrolled students per year. The mission of BCC encompasses five core values: integrity and engagement; innovation; diversity and inclusion; service; and sustainability. Visit BCC online at http://www.berkshirecc.edu.

Read more:

PERSPECTIVES: Two local high school students graduate from ... - theberkshireedge.com

Read More..

Lecturer in Computer Science (HE) job with UNIVERSITY COLLEGE … – Times Higher Education

Salary:36,333 - 40,745 per annumContract Type: Permanent, Full-timeClosing Date: 07-07-2023 12 MiddaySupport/Academic/Management: Academic

Do you have experience teaching Computer Science in Higher Education (HE) or have a desire to teach HE Computer Science Programs? Do you want to be part of the team developing a multimillion-pound centre for Engineering, Digital & Sustainable Construction?

University College Birminghams School of Engineering, Digital and Sustainable Construction in partnership with The University of Warwick is developing a cutting-edge facility right in the heart of Birmingham.

Our Digital department is expanding rapidly and has achieved great success with the successful launch of both Further Education and Undergraduate courses, which are experiencing strong recruitment. Additionally, we have an exciting new MSc program scheduled to commence in September.

Using only the best resources and high-tech kit in the sector, you will have one of the most inspiring environments to work in alongside outstanding academic support from across the sector.

We are seeking a highly motivated lecturer to join our expanding HE team. We are eager to learn about the skills and experience you possess and how they can enhance the planned curriculum delivery, fostering a synergistic relationship with our team.

Our Lecturers deliver inspiring and inclusive Teaching and Learning to ensure all students are supported to succeed. Program areas for this post will include:

You will work with Senior Lecturers, the Head of Department and our Executive Dean to ensure our delivery can only be described as world class and we produce work-ready students that can springboard into high value careers.We expect that the ideal candidates for this role can demonstrate a commitment to self-development through their CPD record and that they are keen to spend time back in industry to ensure currency and innovation is ongoing.

Benefits:

Closing Date - Friday 7 July 2023 at midday Standard information:

All applicants for employment at the University will be expected to demonstrate an understanding of the principles of Safeguarding and the PREVENT agenda in the context of further and higher education.UCB is an equal opportunities employer.

University College Birmingham is proud to have been votedtop in theInternationalcategoryin the prestigious2023Whatuni Student Choice Awards. Wewere also awarded silver in theUniversity of the Yearcategory. The awards arevoted for and by studentsshowcasing theincredible relationshipswe foster here at University College Birmingham between Staff and Students.

You may need to obtain permission to work in the UK if you dont already have the unrestricted right to work in any role. There are various types of visa which include the right to work.You can check if you need a UK visa using the Governments online tooland find information about UK visa routes and the eligibility criteria that must be met for each routeWork in the UK - GOV.UK (www.gov.uk).All staff are required to prove their right to work in the UK before they start work

UCB has aunique collaborative partnership with the University of Warwick - Ranked sixth in the 2022 Guardian League Tables and named the runner-up in the Times University of the Year 2022 and the Times University of the Year 2022 for Teaching Quality.

All applicants for employment at the University will be expected to undertake an Enhanced Check with the Disclosure and Barring Service prior to commencement.

Click here for job description and person specification

See the original post here:

Lecturer in Computer Science (HE) job with UNIVERSITY COLLEGE ... - Times Higher Education

Read More..

Diversity in Tech Statistics By Countries and Companies – Enterprise Apps Today

Introduction

Diversity in Tech Statistics: Diversity within the IT sector has long been a matter of debate and contention, with figures showing some demographics are consistently underrepresented within it including people of color, women, and those from economically disadvantaged backgrounds who continue to be grossly under-represented among tech professions.

Statistics reveal that women constitute an ever-dwindling portion of IT workforces and at higher levels of leadership, their presence is decreasing. Meanwhile, members of racial and ethnic minorities such as Black, Latinx, and Indigenous individuals tend to be underrepresented at tech firms, particularly in executive and technical roles; moreover, those from economically disadvantaged families often lack resources or chances for technical education and face entry-level challenges more directly.

The lack of diversity in technology has devastating repercussions. It stifles creativity, limits viewpoints that may be brought forward for discussion, and maintains disparities. Numerous organizations have attempted to enhance representation with diversity and inclusion campaigns, targeted hiring practices, and training programs that recognize its value; yet much work still needs to be done if we want our digital sector to represent all members of society in all its rich diversity.

Diversity refers to the presence and inclusion of people from diverse backgrounds, such as race, ethnicity, gender, age, sexual orientation, socioeconomic position, or skills. Diversity encompasses individuals unique viewpoints, experiences, and identities which add something unique and distinctive to an environment or situation.

Diversity is of vital importance for various reasons, chief among them creativity and innovation. When individuals from diverse backgrounds join together, their collective knowledge provides more comprehensive answers to difficult problems than an approach based solely on presumptions, conventional wisdom or conventional insights could alone. Diverse teams tend to question presumptions more often while challenging conventional wisdom more vigorously while offering novel insights, thus increasing creativity while giving their teams a competitive advantage.

Second, variety promotes social justice and fairness. By breaking down barriers and encouraging inclusiveness among historically underrepresented or marginalized groups, diversity contributes to eliminating structural injustices while creating a more just society where everyone has an equal voice at the table.

Diversity enhances decision-making processes. Dialogue involving many voices offers more perspectives to consider and results in more well-informed and knowledgeable conclusions. Furthermore, multifaceted teams can better anticipate and meet consumer requirements, leading to client happiness and loyalty.

Diversity also brings many advantages to corporate culture in addition to functional ones. It can improve employee engagement, productivity, and retention by creating an atmosphere of belongingness, respect, and acceptance within the workforce. Businesses that place high importance on diversity and inclusion attract talented personnel from various backgrounds this in turn improves reputations while increasing the capacity to attract clients and business partners.

(Source: aihr.com)

Diversity has long been an issue within the IT sector, and several statistics demonstrate how inequalities still exist today.

In order to close diversity gaps, several parties must work in cooperation. Tech businesses are leading by example with initiatives including diversity and inclusion initiatives, unconscious bias training programs, mentorship programs, and targeted recruiting techniques aimed at increasing diversity. By increasing access to education and training programs as well as outreach initiatives for underrepresented groups, a collaboration between businesses, educational institutions, and governmental organizations could play a vital role in furthering diversity promotion efforts.

Age diversity in IT is just one of many forms of diversity present. Though no data are specifically collected on age in tech industries, trends, and observations can still be made about their population.

Organizations and the industry as a whole may take various steps to encourage age diversity within IT.

Gender diversity in tech has long been an area of major concern and activism. Even though improvements have been seen, women remain grossly underrepresented in IT roles.

Initiatives have been taken to promote gender diversity within the ICT sector. These initiatives include:

(Reference: zippia.com)

Racial and ethnic representation is diverse within the tech sector, although data shows significant gaps exist. Here are some essential numbers on diversity within tech.

There have been efforts taken to promote diversity within technology.

(Reference: zippia.com)

IT industries are home to individuals from various educational backgrounds, with data on education revealing patterns and inequalities in the IT field. Here are some key figures pertaining to educational diversity within technology.

Education can address diversity in technology in several ways.

Statistics demonstrate the disparate representation and inclusion levels across nations within the IT sector.

Note that these numbers could change depending on your data source and definitions applied to diverse groups, as well as factors like Indias unique demographic makeup that could produce different dynamics.

Globally, businesses, trade organizations representing the industry, and governments are taking action against a lack of diversity in IT by creating policies of diversity and inclusion; offering educational programs for disadvantaged groups; as well as creating equitable opportunity. Initiatives include diversity and inclusion policies promotion programs creation of educational programs as well as equitable opportunity provision for underrepresented groups among many others. Furthermore, the IT industry can strive toward increased representation by taking into account different cultures across nations by taking specific measures that foster innovation and economic growth and create an equitable workforce environment.

Statistics reveal significant disparities in representation across many aspects of tech, making diversity in this sector an ongoing priority.

Companies, organizations, and governmental bodies are taking steps to rectify such disparities through inclusive hiring practices, diversity training courses, mentorship programs, and improving educational chances for disadvantaged groups among many other initiatives.

IT sector companies can work towards creating policies that advance equal opportunities, foster inclusive cultures, and seek the greater representation of women and underrepresented minorities by acknowledging and respecting this data. By cooperating on projects as a collective whole, this sector may benefit from multiple viewpoints which will promote innovation, better decision-making processes, and an equitable future.

(Reference: truelist.co)

Statistics provide insight into the representation and inclusiveness initiatives within certain corporations, while IT diversity varies across enterprises. Here are some pertinent data regarding company-level IT diversity initiatives.

Figures like these emphasize the difficulty in reaching diversity and inclusion within certain businesses. Through various initiatives, IT businesses are working towards increasing representation and creating inclusive cultures; initiatives include creating inclusive recruiting procedures, offering training courses, setting up employee support networks, and encouraging openness.

These numbers shed light on the diversity situation at individual organizations, yet its essential to remember that more must be done across the tech sector as a whole to achieve equitable representation and inclusion for all its constituents. In order to foster change that fosters a more diverse and inclusive tech environment, corporations, industry groups, and politicians all need to work collaboratively together on making this change real. Companies should actively work toward creating workplaces that fully leverage the talent of all of their personnel, leading to higher creativity, productivity, and overall success by using data analysis, setting diversity targets, and creating comprehensive policies to achieve this.

(Source: zippia.com)

Diversity efforts within the IT industry have recently seen increased momentum, as evidenced by various trends and projections.

Diversity statistics paint an alarming picture of the tech sector. Despite efforts to promote inclusivity and fair opportunity for all groups, certain groups remain underrepresented specifically, women, people of color, and members of marginalized communities are still vastly underrepresented among computer jobs. Data shows that women remain underrepresented in IT jobs, particularly leadership positions. Racial and ethnic minorities also remain drastically underrepresented compared to their prevalence in mainstream society especially within technical positions like software engineering and data science where this lack of diversity is readily apparent.

Underrepresentation has far-reaching ramifications; lack of diversity inhibits innovation and creativity within industries as product/service development relies upon diverse viewpoints and experiences from all corners. Furthermore, the lack of diversity reinforces current power structures while widening structural disparities.

Coordinated efforts must be made to overcome this issue: organizations should make diversity and inclusion programs top priorities not just in recruitment procedures but also in inclusive work cultures with equal career advancement opportunities for all employees; educational institutions/organizations must aggressively promote STEM education among underrepresented groups as well as offer support structures to them so they may join IT industries. Though recent years have witnessed progress, there remains much work to do before achieving true diversity and inclusion in the IT sector. Building an inclusive sector for everyone requires constant commitment, cooperation, and the removal of systemic impediments.

What Role Does Diversity Play in Business World?

Diversity plays an essential role in technology companies. Businesses gain from diversity not only through improved staff retention and reduced turnover rates but also by being able to meet customer demands from diverse demographic groups. Furthermore, underrepresented groups may suffer unintended harm caused by an absence of diversity within the computer industry.

Why Do Tech Companies Experience Diversity Challenges?

Firms that fail to actively support diversity and inclusion at every level - including executive-level positions - struggle to recruit diverse tech talent. According to statistics, bro culture can also be an issue in some workplaces, making reevaluating D&I difficult with limited time available in schedules that allow.

Why lacks technology diversity?

Over 77 % of technical positions are held by men; 83% of the workforce in technology consists of white or Asian people; this lack of diversity negatively impacts workers and the IT industry alike.

Why Is Technological Variety Essential?

Technological diversity is vitally essential to all aspects of life - inclusion, social harmony and environmental sustainability are just some examples where diversity in IT plays an integral part. Formation of teams consisting almost entirely of people belonging to the same gender and racial or ethnic background can be restrictive and limit viewpoints, hampering overall IT sector advancement.

Barry Elad

Barry is a lover of everything technology. Figuring out how the software works and creating content to shed more light on the value it offers users is his favorite pastime. When not evaluating apps or programs, he's busy trying out new healthy recipes, doing yoga, meditating, or taking nature walks with his little one.

Go here to see the original:

Diversity in Tech Statistics By Countries and Companies - Enterprise Apps Today

Read More..

"My first job interview was two weeks after giving birth; a month later … – CTech

CEO of Ready Group Racheli Ganots first job interview took place two weeks after giving birth to her daughter. "I started my degree during my pregnancy with my eldest son and finished it during my second pregnancy with my daughter. My two older children are now computer science graduates, and according to them, it was easy for them because it was their second time studying for the degree," she says.

"I gave birth right after finishing my studies. It was in 2000 - the peak of the high-tech bubble and employee recruitment. I constantly received job offers and I really wanted to integrate into the workforce. I was two weeks postpartum, and it was one of the first times that I left the house. I remember feeling so nervous it was hard for me to cross the street. The interview went as you might expect. I took two more weeks to recover, during which I scheduled interviews in different fields. After a month, I had five job offers and chose Mindspeed, which was a great experience. When they approached me, I told them that I already had offers, so they asked about the conditions that others had offered me, and the process with them was very efficient and positive. It was also the closest to my place of residence at the time, which was important to me as I was a mother of two little ones, and working from home wasn't an option then. In retrospect, it was a very successful choice. I met people there who became good friends and from a business standpoint, they became my company's first customers."

1 View gallery

Racheli Ganot

(Credit: Avishag Yashuv)

Ganot was first exposed to high-tech at the age of 16 when she took a programming course. She went on to complete her degree in computer science at Bar-Ilan University. After holding several positions in the industry, she founded the company Raychip, which is now called Ready Group, an R&D hardware and software company. The company is made up of 170 employees, 80% of whom are women. Ganot is a mother of four and lives in Givat Shmuel.

Regarding her choice to work in high-tech as a young mother, she says, "I never demanded concessions, not when I was in university and not in the workplace. I always knew how to balance. I am also active in the organization New Faces, where I lead science and technology initiatives. For ten years I have been organizing programs to encourage girls to study science and technology in high school, and I always say that in high-tech, there is a lot of flexibility. You're not judged by the number of hours but by the results, and the work is very flexible. You can work at any time, so I encourage women to enter the industry."

In 2018, Ganot was chosen to light a torch at Israel's 70th Independence Day ceremony for her efforts to integrate ultra-Orthodox women in high-tech. She has founded several startups, chairs and sits on various boards, including IATI (Israel Advanced Technology Industries), the umbrella organization for the high-tech and biotech industries in Israel, and the board of trustees of Hadassah College. She chairs the Science and Technology Forum of the organization New Faces, which focuses on encouraging girls to take STEM courses in high schools. Her humbleness, passion, and genuine love for what she does is evident. It is probably the reason why she seeks the same passion when hiring as well. When interviewing employees, she likes to ask open-ended questions and pays attention to whether people discuss their previous experience with energy or indifference and boredom.

"It's amazing how many people in senior positions are interviewed for roles that their heart is not in. They almost doze off when they talk about what they want to do, and then suddenly they are asked about hobbies or their dreams or a trip abroad, and their body language changes. I understand in cases like these that their heart simply isn't there, and it's a shame for them and a shame for the organization. At all levels of seniority, its important to see that a person possesses energy and passion. It's important for me to ask questions that give an indication of a person's achievements, their productivity, whether they set goals for themselves, measure themselves, what they measure themselves against, and what they strive for," she says.

She says that from a very young age she was encouraged to learn practical skills. My mother is a musician, so I learned music, accordion, and even sewing beyond the regular curriculum. When I was 16, my parents saw an advertisement for a programming course. It was in 1993, a time when not everyone was studying computers like today. My parents told me that it seemed like the future was heading in that direction, and it was worth a try. I was the youngest in the course, which I did during high school, and it opened up this world to me that was very interesting and I decided to make it my focus. After getting married at the age of 19, I started looking for work in the field and realized that the course wasn't enough to qualify for the jobs I aimed for. I was accepted as an intern at the place where I took the course, and at the same time, I started studying for psychometric exams because I knew I needed to complete a degree. After that, I integrated into the industry."

After Ganots first job at Mindspeed, she went on to work at several other companies. She says that even when those companies closed, it was helpful for her career, since she had former colleagues spread out across the industry who advocated for her. I had a lot of ambassadors in other places, so when I started my company it was very helpful.

Why did you decide to establish your own company?

"When I moved to Infineon, I noticed that filling my position was very difficult. Later, when I became a team leader, I encountered the same problem myself. It was challenging to find suitable candidates for the positions. That's when I came up with the idea of starting a company that would bring together ultra-Orthodox women in my areas of expertise, specifically those skilled in hardware and software. I believed that with proper training, anyone could excel in these roles, and I saw a potential opportunity.

"Being a team leader in the high-tech industry is not a position you leave abruptly. So, while still working as a team leader, I started working on my idea, evaluating candidates and assessing their knowledge in the relevant areas. Meanwhile, Infineon closed down. Fortunately, we received favorable terms with ample notice and payment. This event served as a catalyst for me to realize that it was time to seriously pursue my project.

"In 2007, the year I founded the company, then named Rachip, there was a high demand for skilled workers in my field. I was fully focused on establishing the company and searching for initial projects. I worked tirelessly, with significant expenses and no income. I vividly remember a high-tech company approaching me for an interview regarding transferring a project to my company. During the meeting, a human resources manager tried to make me an offer as a hiring manager for them, assuming it would be too good to refuse. However, I shocked them by declining the offer outright. It was a defining moment for me, where I truly understood and embraced my decision to become independent and start my own company, regardless of the circumstances."

Go here to see the original:

"My first job interview was two weeks after giving birth; a month later ... - CTech

Read More..

Computing science education project gets glowing review from teachers – FutureScot

A national computing science education programme has received glowing reviews from teachers after its first year of activity.

The Scottish Teachers Advancing Computing Science project, or STACS, has been engaged in teaching the teachers to deliver better quality computing science education in classrooms.

It was designed to arrest the decline in the number of students taking the subject at secondary level and to address concerns the current curriculum offer was boring.

The Scottish Government-backed programme, founded in 2022, has since attempted to use a core team of 12 highly-motivated computing science teachers to help upskill their peers.

As a result, teachers have reported back that the upskilling pilot comprising relevant content around programming languages such as Python and Java has been a resounding success.

One teacher, Tanya Howden, said: The Advanced Higher Upskilling course was a huge confidence boost for me. Im not currently teaching Advanced Higher and the idea of delivering that course felt so intimidating when Im still early in my teaching career but these sessions have been a great refresher for me on the content.

The sessions were carefully planned out and the leaders were so supportive and patient when answering questions. I really liked that there was an emphasis on the areas that students made mistakes. As part of the course, we are all creating resources that can be used when delivering Advanced Higher and can get hands on like this and start creating resources has been great experience for me to help me with building up my knowledge and confidence at this level.

Its also so useful to know that I can go back and watch the live recordings anytime if I wanted to review a certain section.

STACS, led by computing science teachers Toni Scullion and Brendan McCart, was developed in response to recommendations in the Scottish Governments Scottish Technology Ecosystem Review in 2020.

The review, authored by the Scottish Governments chief entrepreneur Mark Logan, made the case that the provision of high-quality computing science education at all levels is key to supporting the growth of the Scottish tech industry.

Based at the University of Glasgows Centre for Computing Science Education,STACSis supported by a reference group comprised of 12 computing science teachers and educational leaders in the computing science community across Scotland.

Over the last 12 months,STACSdeveloped a website that is a central hub for all things computing science at schools.STACScreated more than 200 hours of high quality, pick-up-and-play engaging lessons for the first three years of secondary school that embeds best practice pedagogy, or teaching practice, and research around delivering computing science.

STACShas also launched a national upskilling pilot programme for teachers developed with the Principal Assessor for Advanced Higher computing science and based on the SQAs annual report on exam performance. Their work identified areas most challenging in the current curriculum for pupils, delivering six hours of professional development over three months that helped teachers deepen their understanding, connect with experienced teachers and share new approaches to teaching those topics.

The team also helped to connect companies in the tech industry with schools, and ran a knowledge sharing network event celebrating the new teachers coming into the profession, enabling them to network with experienced computing science teachers and learn from each other.

Toni Scullion, co-lead ofSTACS, said: STACSacknowledges that all schools are individual, and teachers know their school environment and pupils best.STACSbelieves in teacher autonomy and works to empower teachers by providing them with the necessary tools and resources, relevant assistance and support for their individual needs or needs of their department to enhance computing science education at their schools.

STACSis about working with the computing science community. We are proud of what we have achieved in the first 12 months. This initiative recognises the importance of computing science as a subject in schools and the integral part it plays in Scotlands ambition for a Digital Nation. Computing science in education has a key role in helping to engage, nurture and inspire the next generation of talent and that journey starts in the classroom.

Brendan McCart added: Weve made a lot of progress over our first year, and weve been really encouraged by the overwhelmingly positive feedback weve received from teachers so far.

We will be working with theSTACSreference group and feedback we have receive from teachers to help shape the direction ofSTACSfor the next 12 months.

Well also be delivering a second upskilling programme that will focus on other concepts that cross over national qualification levels and are highlighted in SQA course reports. Were looking forward to building on this years successes into 2024.

Professor Quintin Cutts, of the University of Glasgows Centre for Computing Science Education, is an advisor toSTACS.

He said: Computing science education is invaluable because it offers young people the chance to learn a new way to think to consider problems from different angles, to explore ideas, and to develop satisfying solutions which they can see in action.

Those skills can set young people up for a fulfilling and important career in the tech sector, but they are also eminently transferrable to all sorts of lines of work. Expanding and improving computing science education creates pupils better prepared for good jobs.

Im delighted by the progress theSTACSteam have made since they started work and Im excited to see what they deliver for teachers and pupils in the months to come.

Jenny Gilruth, cabinet secretary for education and skills, said: Computer science plays an increasingly important role in education and in Scotlands ambition to be a digital nation. The Scottish Governments support for Scottish Teachers Advancing Computing Science (STACS) will help to remove barriers and support teachers in increasing the uptake of Computing Science and closing the gender gap at a national level.

Involving all students, but especially young women, is key to ensuring everyone has equal access to the incredible, and growing, power of computer technology.

The work thatSTACShas done over the last year is already making a difference to the support for Computing Science teachers across Scotland and I look forward to seeing continued progress on this vitally important issue.

Read more:

Computing science education project gets glowing review from teachers - FutureScot

Read More..

The Science Behind Computational Photography: Understanding … – CityLife

The Science Behind Computational Photography: Understanding the Algorithms and Techniques

The science behind computational photography is an ever-evolving field that has significantly transformed the way we capture and process images. With the advent of smartphones and digital cameras, the traditional approach to photography has been revolutionized, paving the way for new algorithms and techniques that enhance image quality and provide a myriad of creative possibilities. In this article, we delve into the fascinating world of computational photography, shedding light on the underlying algorithms and techniques that have redefined the art of image capturing.

At its core, computational photography refers to the use of advanced algorithms and processing techniques to improve or extend the capabilities of digital imaging systems. This involves capturing multiple images or data points and combining them to create a single, high-quality photograph. The process is made possible by the convergence of computer science, optics, and imaging technology, which has led to the development of innovative algorithms that can manipulate and enhance images in ways that were previously unimaginable.

One of the key techniques in computational photography is High Dynamic Range (HDR) imaging. In traditional photography, capturing scenes with a wide range of brightness levels can be challenging, as cameras are often unable to accurately reproduce both the darkest and brightest areas of a scene. HDR imaging addresses this issue by taking multiple photographs at different exposure levels and combining them into a single image that accurately represents the full range of brightness levels present in the scene. This is achieved through sophisticated algorithms that analyze and merge the different exposures, resulting in images with greater detail and more accurate color representation.

Another groundbreaking technique in computational photography is image stacking, which involves capturing a series of images and combining them to reduce noise, increase resolution, or extend the depth of field. This technique is particularly useful in low-light conditions, where image noise can be a significant issue. By stacking multiple images, the noise can be averaged out, resulting in a cleaner, more detailed final image. Image stacking can also be used to create panoramic images by stitching together multiple photographs taken from different angles, allowing for a wider field of view than a single image could provide.

One of the most exciting advancements in computational photography is the development of depth-sensing technology, which enables cameras to capture three-dimensional information about a scene. This is achieved through the use of multiple cameras or specialized sensors that can measure the distance between the camera and various points in the scene. By capturing depth information, computational photography algorithms can create images with a more realistic sense of depth and even enable features such as selective focus, where the background of an image can be blurred while keeping the subject in sharp focus.

Machine learning and artificial intelligence (AI) have also played a significant role in the advancement of computational photography. By training AI algorithms on vast datasets of images, researchers have been able to develop systems that can automatically enhance images, remove unwanted artifacts, and even generate realistic images from scratch. These AI-powered algorithms have the potential to revolutionize the way we edit and process photographs, making it easier than ever to create stunning images with minimal effort.

In conclusion, the science behind computational photography has led to a new era of image capturing and processing, enabling photographers to overcome the limitations of traditional cameras and produce images of unprecedented quality and detail. As technology continues to advance, we can expect to see even more innovative algorithms and techniques emerge, further pushing the boundaries of what is possible in the world of photography.

Follow this link:

The Science Behind Computational Photography: Understanding ... - CityLife

Read More..

Study: Academic fields valuing ‘brilliance’ less welcoming to women – University at Buffalo

BUFFALO, N.Y. Fewer women enter and more women leave academic fields valuing brilliance, which is partly due to prevalent gender stereotypes.

That is central finding of a new analysis of 30 disciplines by an international team of researchers, including Kenneth Joseph, assistant professor of computer science in the University at Buffalo School of Engineering and Applied Sciences.

Using a massive database of academic CVs, we were able to uncover the career dynamics by which beliefs about brilliance give rise to gender segregation in academia, says Aniko Hannak, an assistant professor at the University of Zrich and an author of the paper, which appears June 22 in theJournal of Personality and Social Psychology.

Our findings highlight the persistent role of prejudice against women in perpetuating gender imbalances in academia especially in fields that prize brilliance underscoring the need for continued efforts to promote inclusivity and diversity in all fields, adds Andrei Cimpian, a professor in New York Universitys Department of Psychology and one of the studys researchers.

The other authors on the paper were Joseph, an expert on harnessing the power of computing for social good, and Daniel Larremore of the University of Colorado Boulder.

While it has long been known that academic fields are marked by substantial levels of gender segregation, less clear are the underlying dynamics that give rise to these imbalances and how they relate to career trajectories.

To better understand these phenomena, the researchers studied differences in field-specific ability beliefs (FABs) as an explanation. These beliefs reflect whether or not respondents think brilliance is required for success in their own field.

FABs may contribute to gender segregation, Joseph observes, because brilliance exceptional intellectual ability is culturally associated with men more than women.

Previous workhas documented a relation between academic fields FABs and their gender composition, but without identifying factors that explain it.

To address this, the researchers created a dataset of more than 86,000 individuals that combined information from two sources: the author-tracking service ORCID(Open Researcher and Contributor ID), where researchers can fill out information about their publications and their educational and professional histories, and information from a surveyof U.S. academics across 30 fields.

The results showed that women were underrepresented among those who enter fields with brilliance-oriented FABs fields seen as requiring brilliance and overrepresented among those who exit these fields.

The authors also looked at reasons for these phenomena, focusing on gender-based prejudice. To do so, they drew from a 2015 study, co-authored by Cimpian, which tapped academics perceptions of prejudice against women in their respective fields with questions such as Women face more challenges than men if they pursue careers in [my field] and [My field] as a discipline is welcoming to women. This measurement strategy is consistent with a long tradition in industrial and organizational psychology, where it is common to ask participants to report on the level of prejudice and discrimination they perceive in their organizations.

The data showed that fields with more brilliance-oriented FABs scored significantly higher on perceived prejudice against women. Importantly, Larremore adds, we also found that gender segregation is partially explained by this perception that women encounter more prejudice in fields with brilliance-oriented FABs.

Despite efforts to address gender segregation in academia, our researchusing the largest database of academic CVs to datereveals that fields valuing brilliance as a marker of success are less welcoming to women, leading to fewer women entering and more women leaving these fields due to prevalent gender stereotypes, says Hannak.

At the same time, the researchers emphasize that this work will help them to continue their search for interventions that will help address gender segregation, in academia and beyond.

Our teams prior workshows that with committed, sustained efforts, interventions that reduce gender segregation are possible and powerful, says Joseph.

The research was supported by grants from the U.S. National Science Foundation, the U.S. Air Force Office of Scientific Research, and the Russell Sage Foundation.

See the rest here:

Study: Academic fields valuing 'brilliance' less welcoming to women - University at Buffalo

Read More..

How Gen Z can compete with AI for a spot in the workforce – Business Insider

Gen Z workers have an opportunity to use artificial intelligence in the workplace. Elizabeth Starkova/Getty Images

Some workers fear that artificial intelligence will steal their jobs.

One person tweeted about a concern over artificial general intelligence: "I'm scared of AGI. It's confusing how people can be so dismissive of the risks."

For members of Gen Z entering the workforce, the rise of AI might seem particularly challenging.

Gen Zers are the youngest component of the workforce and have more working years ahead of them than older generations. That means their entire careers are likely to be reshaped by AI. Because the broad reach of generative AI seems to have exploded overnight, many workers haven't been trained on how and when to use the technology. And many business leaders are still hammering out guidelines.

But as digital natives, Gen Zers have natural advantages to survive and thrive in this new AI-driven economy. They've grown up with tech. And the capabilities of expanding technologies such as AI will allow Gen Zers and other employees to hand over some of their mundane tasks to digital coworkers. That can give the people adept at using AI more time and energy for the creative, innovative, and thought-provoking work they're looking for.

So long as Gen Zers remain flexible and adaptive, they have the potential to flourish in the AI-driven workforce.

"If you are brand-new into the workforce, the key thing to realize is that every single job is being redefined right now," said Alexander Kvamme, the CEO of Pathlight, a software company using AI to improve customer service and team performance through data. "You need to think creatively and thoughtfully about what the outcome is that the organization wants and how you achieve that outcome using the new tools available."

Though some are nervous about AI, the number of school faculty members and students interested in learning new technologies is high, Erin Reilly, the director of innovation and entrepreneurship at the Moody College of Communication at the University of Texas at Austin, said.

"The fear factor was they didn't feel like they were being scaffolded or taught how to use those tools in the classroom in order to be ready for it," she said.

The use cases of AI are so far-reaching that they extend well beyond the confines of computer science and coding, Reilly said.

"It requires lots of different disciplines to come together and be what I like to think of as a collaborative team of hustlers, hackers, and designers really imagining what that future can be," Reilly said.

She and her team have worked with the university's nursing, communications, architecture, philosophy, and English departments.

"Because this hits so many different domains and verticals, we need to step up and think about broader, across-disciplinary initiatives at universities," Reilly said. "This is not one domain solving this problem. We all have a little piece of the pie, and that's why it's very hard to teach it: You're only teaching it from your domain."

Reilly doesn't believe AI will replace humans at work, and her students typically don't have that fear, either, she said. But it's important to stay adaptable, to learn, and to experiment with the new technologies to build a career.

One example: Understanding AI models will become an increasingly popular job.

"It's very hard to train a model," Reilly said.

"Knowing how to have those conversations and train a model are new skills," she said, adding that prompt engineers were becoming sought-after professionals.

Kvamme, the head of Pathlight, said workers who don't embrace AI and other new tech in their careers risked being left behind.

"You can't compete for jobs with people who are adept at using this technology without having used it yourself," he added. "The good news is that it's easy to learn. But you have to get on the bus."

Loading...

Originally posted here:

How Gen Z can compete with AI for a spot in the workforce - Business Insider

Read More..

DNA Computing in Education: Preparing the Next Generation of … – CityLife

DNA Computing in Education: Preparing the Next Generation of Scientists and Engineers

In recent years, the field of DNA computing has emerged as a promising area of research, with potential applications in diverse domains such as cryptography, data storage, and drug discovery. As the world becomes increasingly reliant on technology and the demand for skilled scientists and engineers continues to grow, it is essential that educational institutions adapt their curricula to include cutting-edge subjects like DNA computing. By doing so, they can prepare the next generation of professionals to tackle the complex challenges that lie ahead.

DNA computing, also known as molecular computing, is a branch of unconventional computing that utilizes DNA, biochemistry, and molecular biology hardware to perform computational operations. It was first proposed in 1994 by Leonard Adleman, a computer scientist at the University of Southern California, who demonstrated that DNA molecules could be used to solve a complex mathematical problem. Since then, researchers have been exploring various ways to exploit the unique properties of DNA to perform complex computations, store vast amounts of data, and even create self-assembling nanostructures.

One of the key advantages of DNA computing is its inherent parallelism, which allows it to perform a vast number of operations simultaneously. This is in stark contrast to traditional electronic computers, which are limited by the speed of their processors. Additionally, DNA computers have the potential to be much more energy-efficient than their electronic counterparts, as they do not require electricity to function. This makes them an attractive option for solving large-scale problems that would be infeasible using conventional computing methods.

Given the rapid advancements in the field of DNA computing and its potential impact on various industries, it is crucial that educational institutions incorporate this subject into their curricula. This will not only provide students with a solid foundation in the principles of molecular computing but also equip them with the skills necessary to contribute to the development of novel applications in the future.

Introducing DNA computing in education can be achieved through various means, such as incorporating it into existing courses on computer science, biology, and chemistry, or developing dedicated courses that focus specifically on the subject. Moreover, interdisciplinary programs that combine the study of DNA computing with other emerging fields, such as nanotechnology and synthetic biology, can help students gain a comprehensive understanding of the complex interplay between these disciplines.

Hands-on laboratory experiences should also be an integral part of the learning process, as they allow students to develop practical skills and gain a deeper understanding of the concepts they have learned in the classroom. By working with DNA molecules and other biological materials, students can gain valuable insights into the challenges and opportunities associated with DNA computing, as well as develop innovative solutions to real-world problems.

Furthermore, educational institutions should foster collaborations between students, researchers, and industry professionals working in the field of DNA computing. This can be achieved through internships, research projects, and partnerships with companies that are actively involved in the development of DNA-based technologies. Such collaborations can provide students with invaluable networking opportunities and expose them to the latest trends and advancements in the field.

In conclusion, the integration of DNA computing into education is essential for preparing the next generation of scientists and engineers to meet the demands of an increasingly technology-driven world. By providing students with a strong foundation in this emerging field, educational institutions can help pave the way for groundbreaking discoveries and innovations that have the potential to transform industries and improve the quality of life for people around the globe.

Read the original:

DNA Computing in Education: Preparing the Next Generation of ... - CityLife

Read More..

‘An awesome exploration:’ CMU prof reflects on 2022 Titanic trip on … – TribLIVE

Alex Waibel fiddled with his computer and a headset-mounted microphone that transcribed his every word.

And he waited. And waited.

Around 8 a.m. July 14, 2022, the Carnegie Mellon University professor boarded OceanGates Titan submersible the same one that would implode deep below the surface of the north Atlantic Ocean last week, killing all five passengers and dived for 212 long hours to reach the storied wreckage of the Titanic.

Waibel, who was researching the use of text-to-video technology by sonar, knew the risks. The OceanGate waiver he signed mentioned death three times on the first page. But, as Waibel descended deeper into darkness, he distracted himself with music anything except country-western and dramatic concerns never surfaced.

Its like youre in a minivan driving to a concert you dont think about tragedy, said Waibel, 67, of Murrysville. Everybody accepted the risks. Everybody thought through the risks in order to have an awesome exploration.

The Titan submersible Waibel rode launched again June 18, carrying five people most of them extremely wealthy to the same Titanic site. After a media frenzy at sea level, the submersible imploded near the site of the shipwreck, killing everyone on board instantly. Reports of the implosion deep at sea tragically ended a saga that included round-the-clock search-and-rescue missions and a worldwide vigil for the missing vessel.

A sliver of hope to save the Titanic explorers evaporated Thursday, when the submersibles 96-hour oxygen supply was set to run out, and the Coast Guard found debris about 1,600 feet from the famous shipwreck.

We just dont know what directly created this tragedy, Waibel told the Tribune-Review Saturday, speaking by Zoom from his second home in Karlsruhe, Germany, a city an hour south of Frankfurt. Hindsight is 20/20, as they say. After the fact, you know better.

But those of us who got to ride this and survive were extremely lucky, he said. And it is very, very sad to have lost these great friends.

The Face Dubber

Waibels research about computer science and text-recognition technology has spun off 11 start-ups.

That includes M*Modal, a Squirrel Hill-based developer of speech and natural language-understanding technology founded in 1998, and Kites, an AI-based language translation tool Zoom acquired in 2021. Waibel also helped found Jibbigo, a language-translation app Facebook bought in 2013. (Waibel likes to show a photo of himself smiling next to Facebook founder Mark Zuckerberg, both men flashing a thumbs-up.)

Waibel, who speaks five languages, works tirelessly at computer science labs in Pittsburgh and in Germany. And his research helped create the first computer-based interpretation service in the world, Waibel said.

The European Parliament, whose 705 directly elected members speak 23 different languages, uses translation services Waibel pioneered, he said.

In 2022, Waibel was developing technology he called The Face Dubber, which used speech recognition and voice conversion to create videos of people speaking in their own voice based on simple text messages.

This led to the entire thing with the Titanic, he said.

Safety questions

In July 2022, Waibel was waiting and waiting and waiting for the weather to be just right.

A year earlier, while teaching remotely in Seattle during the early days of the covid-19 pandemic, Waibel Googled Whats going on with the Titanic? The search engine turned up OceanGate, a privately owned, experimental submersible agency headquartered in Everett, Wash. just a 30-minute drive from Waibels Seattle home.

OceanGate CEO Stockton Rush, who died this week in his Titan submersible, was famous for trekking explorers and researchers to the Titanic wreckage, which rests about 350 miles off the coast of Newfoundland, Canada.

One of the problems for their missions is that, at 4,000 meters deep, they have no GPS, Waibel said. The surface ship has sonar and only knows roughly where they are.

Could Waibels text-to-video technology work via sonar, which employs very slow, low-bandwidth acoustic signals to cut through the signal-disrupting salt water of the Atlantic Ocean?

We wanted to test it in the real environment, he said, so I went down in the submarine.

That brings us back to July 14, 2022, as Waibel, Rush and Titanic expert Rory Golden, all clad in helmets and maroon jumpsuits, boarded a huge cargo ship at 4 a.m. Then, they squeezed into the Titan submersible, with its one porthole-style window, and dove 13,000 feet below the surface of the sea.

It was a comfort that things were actually safe, Waibel said.

What about the experimental design? Are reports accurate that the Titan construction was shoddy compared to other vessels of its kind?

I cant really say thats true, he said. There were constant briefings and there always was the question: Is it safe to dive? Everyone really did believe it was safe to use.

For his journey, Waibel said he made a personal donation to OceanGate. He declined to specify the amount.

Viewing the Titanic

The Titan submersible used a detachable antenna to maintain radio connection to the cargo ship as Rush prepped for the mens journey.

Around 8 a.m. on July 14, 2022, as the submersible sat on a inflatable platform, Rush radioed the ship and methodically went through each system and a long checklist of several sub-systems, including oxygen and electronics.

OK, Rush said eventually, Ready for launch.

Nearly three hours into the dive, the 5-inch-thick titanium hull of the Titan submersible faced incredible pressure 13,000 feet underwater, Waibel said 400 times more intense than what it experienced at sea level.

And, at the bottom of the ocean, the submersibles exterior high beams glowed magically and lit up what was left of the Titanic.

Waibel saw the ships gigantic boiler, first discovered by sonar in 1985, and its three distinctive, circular doors, into which the crew shoveled coal to feed the beast. The entire boiler was covered in what Waibel called rusticles, which ate at the aging metal and bore a patina of seafoam green.

He saw a slice of the Titanics side, including portholes it might have been the second- or third-class section of the massive vessel, Golden told Waibel on the submersible. Then, the submersible passed the stern of the ship, where Rush collected a water sample.

Waibel saw a suitcase and a random plate from a dining room set. Chandeliers miraculously still hung from two exposed dining room ceilings.

Boulders dropped by melting icebergs littered the sandy sea floor. And then there, before the submersible, lies an extensive debris field chock full of jagged metal chunks of the ship.

They were huge and they were sharp, Waibel said. You can get tangled up in them.

As they neared the ships bow made famous by actor Leonardo DiCaprio in the 1997 box-office hit on the fabled ship Rush said the tour of the shipwreck, which lasted more than two hours, had come to an end.

Nearly three hours later, after traveling this time from darkness to light, they were back on the cargo ship.

Waibel consulted at sea level with fellow researcher Christian Huber, a graduate student from the Karlsruhe Institute of Technology, where Waibel also teaches.

Yes, Waibel discovered, the text messages he sent from the Titanic site were successfully converted into video.

Exploration must go on

Waibel, a native of Germany and Spain who moved to Pittsburgh nearly 40 years ago to pursue his doctorate at Carnegie Mellon, closely followed news coverage last week of the lost-at-sea submersible.

It could be tough to watch. Some made jokes about the wealthy men on board, which upset him.

OceanGate was not just offering Disneyland tours for rich people, Waibel quipped.

I dont think thats a fair categorization, Waibel said. There was a lot of attention to safety.

Waibel, like many, also wondered what happened after crew on the ship above lost contact with the Titan after just 90 minutes, which Waibel said was not long enough to reach the Titanic wreckage.

I had a bad feeling, he said. It was sad and it was really difficult to process.

If Rush and the submersible did indeed make it to the surface, finding the Titan which only could be opened from outside the vessel, removing 17 different bolts in the hull would be tricky.

They could have just been drifting around, Waibel said.

Waibel feels the most likely scenario is that the Titan did implode dramatically, killing all five men onboard before they even had realized what was happening. He feels that death beat the alternative, which would have been running out of air to breathe in a floating coffin.

Now, Waibel is looking forward. And he hopes that the spirit of exploration that drove Rush and others does not fade into the background.

I think people will study this and learn from it, Waibel said. And I dont think its fair to dismiss it as a stupid parlor trick.

Its a tragedy, when this happens, he added. But I think exploration must go on.

Justin Vellucci is a Tribune-Review staff writer. You can contact Justin at jvellucci@triblive.com.

Read the original here:

'An awesome exploration:' CMU prof reflects on 2022 Titanic trip on ... - TribLIVE

Read More..