| Description |
xxi, 283 pages : illustrations (some color), color maps ; 24 cm |
| Series |
Chapman & Hall/CRC textbooks in computing |
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Chapman & Hall/CRC textbooks in computing.
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| Contents |
Contents note continued: 2.13.Implementation: Initiation and design -- 2.14.Implementation: VNA implementation -- 2.15.Implementation: Migration and Go-Live -- 2.16.The changes as viewed by stakeholders -- 2.17.The current system status and plans for the future -- 2.18.Acknowledgments -- 2.19.Exercises and activities -- Appendix A Brief descriptions of some digital image producing "-ologies" -- Appendix B Brief description of selected digital imaging tests -- Appendix C Selected list of medical informatics acronyms -- Appendix D Selected common problems for premies and associated digital imaging tests -- Appendix E Resources and references -- ch. 3 Internet voting for overseas citizens -- 3.0.Introduction -- 3.1.Voting: A right guaranteed by the United States Constitution -- 3.2.Disenfranchisement in the United States -- 3.3.Outdated ideas and technologies? -- 3.4.Internet voting: Why not? -- 3.5.Security and privacy: Critical technical challenges for Internet voting -- |
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Contents note continued: 3.6.Complexity and performance: Top-down and bottom-up challenges -- 3.7.Political challenges -- 3.8.Initial efforts to aid overseas voters -- 3.9.Prototype Internet voting -- 3.10.Strategy changes: Operation BRAVO foundation and Okaloosa project -- 3.11.Design and architecture of Okaloosa voting project -- 3.12.Special technical considerations -- 3.13.Successful outcomes of human and technical measures -- 3.14.Keeping pace with Internet voting progress -- 3.15.Final thoughts -- 3.16.Acknowledgments -- 3.17.Exercises and activities -- Appendix -- Links -- Opposition Documents -- News Articles -- Technical Reports and Letters -- Reference -- ch. 4 Social networking and computer modeling aid sea turtles -- 4.0.Introduction -- 4.1.Limited resources and a seemingly limitless mission -- 4.2.The challenge of gathering data and digesting it -- 4.3.Computer assisted modeling supports informed decision making -- |
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Contents note continued: 4.4.Tracking turtles by satellite to learn how they behave -- 4.5.Getting the word out -- 4.6.Social networking technology changes "business as usual" -- 4.7.Developing effective web pages comes first -- 4.7.1.The main Sea Turtle Conservancy pages -- 4.7.2.The Tour de Turtles pages -- 4.7.3.The Helping Sea Turtles pages -- 4.8.Why STC websites are successful -- 4.9.A blog on the scene -- 4.10.YouTube! -- 4.11.Who could ignore Facebook? -- 4.12.Twitter---A work in progress -- 4.13.The overall impact of social networking on the cause of sea turtle protection -- 4.14.What next? Challenges and new initiatives -- 4.15.Acknowledgments -- 4.16.Exercises and activities -- Appendix -- Links -- Books and articles -- ch. 5 Best practice recommendations in children's medical care -- 5.0.Introduction -- 5.1.Data is needed for pediatric best practice recommendations -- 5.2.The Children's Hospitals neonatal consortium is formed -- |
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Contents note continued: 5.17.3.Many new initiatives for the CHNC -- 5.18.Longer range technical plans and challenges for the CHND -- 5.18.1.Evolving terminology standards -- 5.18.2.Eliminating redundant data entry -- 5.18.3.Integrating clinical and administrative databases -- 5.19.Moving ahead and looking back -- 5.20.Final thoughts from the system architect -- 5.21.Acknowledgments -- 5.22.Exercises and activities -- References -- ch. 6 Protecting lives using the results of earthquake modeling -- 6.0.Introduction -- 6.1.The techno-socio challenges of earthquake science -- 6.2.Scientific computing is at the heart of earthquake science -- 6.3.SCEC: A techno-socio response -- 6.4.Computational projects to advance earthquake understanding -- 6.5.Computational simulation projects and support platforms -- 6.6.Education and outreach efforts -- 6.7.Concrete results of SCEC supported research -- 6.8.Future challenges and plans -- 6.8.1.Expanded collaborations -- |
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Contents note continued: 5.3.The Child Health Corporation of America partners with the CHNC -- 5.4.The CHCA development team -- 5.5.Design and implementation strategy of the neonatal database -- 5.6.Who are the CHND users? -- 5.7.What is the CHND data? -- 5.8.There are unique challenges to collecting medical record data -- 5.9.The user data flow layer: The Abstractor's perspective -- 5.10.The application data flow layer: A level below -- 5.11.The transport data flow layer: Additional security -- 5.12.The rationale for the architectural framework -- 5.13.Special security and privacy concerns -- 5.14.Beta release of the CHND -- 5.15.A perspective from one of the application developers -- 5.16.Nearing the end of Phase 1 implementation of the CHND -- 5.17.Gearing up for Phase 2: Analytics development and quality improvement initiatives -- 5.17.1.Data analysis software development at CHCA -- 5.17.2.Quality improvement initiatives at the CHCA -- |
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Contents note continued: 6.8.2.Moving toward petascale simulations -- 6.9.Concluding thoughts -- 6.10.Acknowledgments -- 6.11.Exercises and activities -- Appendix -- Links -- Books, handbooks, reports -- Scientific articles -- ch. 7 When following your passion means forming your own business -- 7.0.Introduction -- 7.1.Discovering the potential of the iPod in education -- 7.2.Mobile devices leverage learning style preferences -- 7.3.The first iPod touch application: 5 Pumpkins -- 7.4.Keeping up with the latest mobile devices -- 7.4.1.iPod touch -- 7.4.2.iPad -- 7.4.3.iPhone -- 7.4.4.Android platform -- 7.4.5.Windows Phone -- 7.4.6.BlackBerry Torch -- 7.5.Mobile devices support how people learn effectively -- 7.6.Thinking like a business owner---Strategically -- 7.7.Critical first business decisions -- 7.8.Becoming an Apple developer -- 7.9.First software application officially launches -- 7.10.More applications follow -- 7.11.DevelopEase: Behind the scenes at a start-up company -- |
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Contents note continued: 7.11.1.Financial considerations -- 7.11.2.Task delegation -- 7.12.The challenges of introducing new software into the public schools -- 7.13.Concrete accomplishments for DevelopEase -- 7.13.1.Workshops and trainings -- 7.13.2.Classroom example: Bakersfield, California -- 7.13.3.Examples closer to home -- 7.14.Future plans for DevelopEase -- 7.15.Acknowledgments -- 7.16.Exercises and activities -- Appendix -- Web resources -- Book resources |
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Contents note continued: ch. 2 Improving patient care with digital image management -- 2.0.Introduction -- 2.1.Developmental challenges for premies -- 2.2.Problems for patients when digital images are not effectively managed -- 2.3.The primary technical reason for the human problems---Single vendor systems -- 2.4.A typical single vendor PACS system architecture -- 2.5.Initial analysis of CHOP's single vendor system problem -- 2.6.The solution is clear if you know your computing history -- 2.7.What is a vendor neutral archive? -- 2.7.1.Communication, data management, and storage requirements -- 2.7.2.Migration requirements -- 2.7.3.Post-migration requirements -- 2.8.Chris Tomlinson advocates for a vendor neutral archive -- 2.9.Data input to the vendor neutral archive -- 2.10.Retrieving data from the vendor neutral archive -- 2.11.Data storage redundancy and a design to respond to system failure -- 2.12.The project timeline and challenges -- |
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Machine generated contents note: ch. 1 Poverty alleviation in the remote Peruvian Andes -- 1.0.Introduction -- 1.1.Systemic poverty and health problems in the villages -- 1.2.A software engineering project as a response to poverty -- 1.3.The many challenges of requirements gathering in the Andes -- 1.4.How was trust established and the requirements gathered? -- 1.5.Organizing and itemizing final requirements -- 1.6.Confirming the accuracy of the requirements with all stakeholders -- 1.7.Non-traditional specification development in the Andes -- 1.8.Specifications: Social, cultural, technical implementation intertwined -- 1.9.Requirements that led to customization -- 1.10.Rapid results and concrete outcomes -- 1.11.Problems and challenges -- 1.12.Testimonials about the poverty alleviation project -- 1.13.Lives changed: Reports and assessment -- 1.14.Future and global effects of the Andean project -- 1.15.Acknowledgments -- 1.16.Exercises and activities -- Appendix -- Links -- |
| Summary |
Because computer scientists make decisions every day that have societal context and influence, an understanding of society and computing together should be integrated into computer science education. Showing what you can do with your computing degree, Computers and Society: Computing for Good uses concrete examples and case studies to highlight the positive work of real computing professionals and organizations from around the world. Encouraging you to engage actively and critically with the material, the book offers a wealth of exercises and activities at the end of each chapter. Questions of varying difficulty ask you to apply the material to yourselves or your surroundings and to think critically about the material from the perspective of a future computing professional. The text also incorporates individual projects, team projects, short projects, and semester-long projects |
| Notes |
Formerly CIP. Uk |
| Bibliography |
Includes bibliographical references and index |
| Subject |
Computers and civilization.
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Computers -- Social aspects.
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| LC no. |
2011037591 |
| ISBN |
1439810885 (paperback: alk. paper) |
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9781439810880 (paperback: alk. paper) |
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