The Experts below are selected from a list of 2328 Experts worldwide ranked by ideXlab platform

Gilbert G Kuperman - One of the best experts on this subject based on the ideXlab platform.

  • modeling Analyst process of transforming data into understanding
    Analysis Design and Evaluation of Human-Machine Systems, 2013
    Co-Authors: Karl K Hendrickson, Mary Fendley, Gilbert G Kuperman
    Abstract:

    Abstract Increasing amounts of data and the development of new search tools put more emphasis on the role of information synthesis and mental model development for an Intelligence Analyst. The process employed by the Analyst in researching a topic focuses on starting with unstructured data and creating a body of relevant knowledge that provides for an effective transfer of understanding. The objective of this study is to build a model of how a National Air and Space Intelligence Center (NASIC) Analyst addresses a scenario task. The model looks at the decision process of searching for and evaluating information and determining relevancy. The model is applied to use of the baseline Analyst tools as well as the addition of the Geospatial Open Search Toolkit (GOST) system.

  • aiding the Intelligence Analyst from problem definition to design concept exploration
    2001
    Co-Authors: Emily S Patterson, David Woods, David Tinapple, Emilie M Roth, John M Finley, Gilbert G Kuperman
    Abstract:

    Abstract : This report details a complete, beginning-to-end Cognitive Systems Engineering (CSE) project tackling the challenges of conducting Intelligence analysis under the condition of data overload. We first reviewed and synthesized the research base on data overload from multiple complex, high-consequence settlings like nuclear power generation. We conducted a study to identify the aspects of this research base that applied to Intelligence analysis as well as unique challenges. We observed expert Intelligence Analysts conducting an analysis and we identified challenging tasks that leave Analysts vulnerable to making Inaccurate statements. We developed modular design concepts, or 'design seeds', that could be incorporated into both ongoing and future design efforts.

University Of Lethbridge - One of the best experts on this subject based on the ideXlab platform.

  • University of Lethbridge Facts Book 2015-2016
    University of Lethbridge, 2016
    Co-Authors: University Of Lethbridge
    Abstract:

    The University of Lethbridge facts book for 2015-2016.2015/2016 Quick Facts Fall Term Indicators: 2011 2012 2013 2014 2015 % Change Total Student Enrolment 8,359 8,253 8,212 8,059 8,296 2.9 Full-time 7,227 7,191 7,191 7,098 7,397 4.2 Undergraduate (Full-Time) 6,893 6,814 6,754 6,653 6,958 4.6 Master's & Doctoral (Full-Time) 334 377 437 445 439 -1.3 Female 4,813 4,727 4,705 4,653 4,769 2.5 From Lethbridge 2,211 2,247 2,247 2,140 2,190 2.3 Out of Province (from Canada) 899 912 892 869 809 -6.9 New High School 1,085 998 1,112 1,029 1,231 19.6 New Transfer 952 939 787 745 716 -3.9 Open Studies 326 322 329 311 413 32.8 Visa Students (Student & Other Visas) 450 442 470 544 535 -1.7 International Students (By Citizenship) 763 790 813 888 925 4.2 Fall FTE (Full-time Equivalents) 7,527 7,466 7,456 7,348 7,632 3.9 Average Age Undergraduate Full-time 23 23 23 23 22 -4.3 Undergraduate Part-time 29 30 29 29 30 3.4 Master's Full-time 29 30 29 29 30 3.4 Master's Part-time 39 39 39 37 37 0.0 Doctoral Full-time 31 32 31 32 32 0.0 Total Applicants 6,105 6,019 5,590 5,769 5,903 2.3 Offered 4,734 4,780 4,323 4,370 4,620 5.7 Accepted 3,361 3,524 3,152 2,970 3,138 5.7 Annual Indicators: 2011/2012 2012/2013 2013/2014 2014/2015 2015/2016 % Change Annual FTE 8,563.4 8,442.0 8,436.4 8,332.1 8,267.7 -0.8 Total Graduates 1,872 1,777 1,758 1,711 1,725 0.8 Fall 358 339 270 309 273 -11.7 Spring 1,514 1,438 1,488 1,402 1,452 3.6 Degrees Conferred 2,036 1,940 1,940 1,879 1,881 0.1 Undergraduate Credit Hours Taught 188,263.5 185,023.0 183,581.5 181,610.5 188,679.0 3.9 Arts and Science 101,212.5 100,086.0 96,798.0 96,268.5 101,376.0 5.3 Education 12,702.0 13,406.5 13,734.5 13,255.5 13,707.0 3.4 Fine Arts 24,891.0 23,686.5 23,994.0 22,381.5 22,713.0 1.5 Health Sciences 17,538.0 16,848.0 18,221.0 19,318.0 18,846.0 -2.4 Management 31,920.0 30,996.0 30,834.0 30,387.0 32,037.0 5.4 Language Centre Enrolments 112 127 173 189 195 3.2 Research Grants Received $17,144,000 $15,272,023 $16,302,340 $16,408,351 $17,668,599 7.7 % Change = The percentage that the 2015/2016 value increased or decreased from the 2014/2015 value. Open Studies students were previously reported as undergraduate Arts and Science students. They are now reported as Open Studies students at the appropriate level. Copyright University of Lethbridge June 1, 2016 The FACT BOOK is designed to provide users with statistical information needed for planning and reporting at all levels of our institution. The following are highlights for the fall 2015 semester in the FACT BOOK: There were 7,738 undergraduate students, 558 graduate students, and a total enrolment of 8,296 students Graduate students made up 6.7% of the total student population 7,397 students were full-time 765 students attended the Calgary campus, 95 attended the Edmonton campus, and the overall proportion of students on the northern campuses was 10.4% There were 535 visa students and 424 students that declared first nations status 1,231 new high school and 716 new transfer students began their studies at the U of L 61.7% of the student population came from the Calgary and Lethbridge census divisions The FACT BOOK can be viewed on the web at www.uleth.ca/analysis/documents. If you have any comments or questions regarding the FACT BOOK or should you have specific data requirements, please do not hesitate to contact Institutional Analysis. We greatly appreciate the assistance of the individuals and departments that made the publication of the 2015/2016 FACT BOOK possible. We also wish to acknowledge the university faculty and staff for their positive feedback and endorsement of the FACT BOOK series. Yours sincerely, Mandy Moser Darlene Unrau Manager, Institutional Analysis Senior Institutional Analyst Jon Kozub James Croil Institutional Analyst Business Intelligence Analyst University of Lethbridge FACT BOOK 2015/2016 Introduction Page University of Lethbridge Terms and Definitions .…………………………………...……………...........…………………………… 9 Enrolments Summer Undergraduate Enrolments by Session x Faculty x Year ..……….…......……..…….…………………………………… 13 Summer Master's and Doctoral Enrolments by Session x Faculty x Program x Year …….....…......................................…… 14 Summer Enrolments by Level x Faculty x Year ……………............................................………….............…………………… 16 Summer Master's and Doctoral Enrolments by Faculty x Program x Year …………………………....................................... 17 Fall Undergraduate Enrolments by Attendance x Faculty x Year ...………………………………………………..……........…… 18 Fall Master's and Doctoral Enrolments by Attendance x Faculty x Program x Year ………..............................................…… 19 Spring Undergraduate Enrolments by Attendance x Faculty x Year ..………………………………………...…………………… 21 Spring Master's and Doctoral Enrolments by Attendance x Faculty x Program x Year ……………………………................. 22 Fall Enrolments by Level x Faculty x Program x Attendance x Gender ..….................................................……….......……… 24 Fall Enrolments by Level x Faculty x Program x Campus ...……………………………………………...............………………… 27 Fall Enrolments by Level x Faculty x Program - 5-Year Trend ……………………………………………....................………… 30 Spring Enrolments by Level x Faculty x Program x Attendance x Gender .........................................…………………......... 33 Spring Enrolments by Level x Faculty x Program x Campus ......……………………………………...……………........……… 36 Spring Enrolments by Level x Faculty x Program - 5-Year Trend ………………………………………….……………............ 39 Annual Enrolments by Level x Attendance x Campus - 5-Year Trend …………………………………………………………… 42 Annual Enrolments by Level x Campus x Faculty - 5-Year Trend ………………………………………...……………………… 44 Fall Enrolments by Major x Level - 5-Year Trend ................................................................................................................... 47 Spring Enrolments by Major x Level - 5-Year Trend .............................................................................................................. 50 Summer Enrolments by Session x Level x Faculty - 10-Year Trend ………….........................................……………………… 53 Summer Master's and Doctoral Enrolments by Session x Faculty x Program - 10-Year Trend …………………..…………… 56 Fall Enrolments by Attendance x Level x Faculty - 10-Year Trend ………………………..........………………………………… 59 Fall Master's and Doctoral Enrolments by Attendance x Faculty x Program - 10-Year Trend …………..................………… 61 Spring Enrolments by Attendance x Level x Faculty - 10-Year Trend …………………………………...….....………………… 64 Spring Master's and Doctoral Enrolments by Attendance x Faculty x Program - 10-Year Trend ………...........……………… 66 Annual FTE Enrolments by Level x Faculty - 10-Year Trend .…………………………….……………………………………… 69 Annual FLE Enrolments by Level x Faculty - 10-Year Trend …………………………………………………………..…………. 70 Applications/Registrations/Credit Hours Summer Undergraduate Credit Hours Taught by Faculty x Department x Course Level .…………………………………….. 71 Fall Undergraduate Credit Hours Taught by Faculty x Department x Course Level .…………………………..……......……… 72 Spring Undergraduate Credit Hours Taught by Faculty x Department x Course Level …..…....…………………………......… 73 Summer Undergraduate Credit Hours Taught by Faculty x Department x Campus ………………………………………....... 74 Fall Undergraduate Credit Hours Taught by Faculty x Department x Campus .………………………………………….……… 75 Spring Undergraduate Credit Hours Taught by Faculty x Department x Campus ................................................................. 76 Annual Undergraduate Credit Hours Taught by Faculty x Department - 5-Year Trend ………………………………..…...…… 77 Annual Undergraduate Credit Hours Taught by Faculty x Semester - 5-Year Trend …………………………...……………..… 78 Annual Master's and Doctoral Credit Hours Taught by Faculty x Semester - 5-Year Trend ………………….……..………… 79 Annual Credit Hours Taught by Faculty x Course Level - 5-Year Trend …………………………...…………….……..………… 80 Annual Section Registrations by Faculty x Section Type - 10-Year Trend ………………………………………….…….……..… 82 Annual Number of Sections by Faculty x Section Type - 10-Year Trend …………………………………..………….……..…… 84 Table of Contents University of Lethbridge FACT BOOK 2015/2016 Table of Contents Applications/Registrations/Credit Hours Annual Average Lecture Size by Faculty x Course Level - 10-Year Trend ……………….………….………………………….. 86 Annual Application Activity by Level x Faculty x Program ………………………...………………………...……………………… 88 Annual Application Activity by Level x Campus x Student Type ……………………………………...……….………………….. 92 Fall Application Activity by Level x Faculty x Program - 5-Year Trend ………..…………………………...……………………… 94 Student Attributes Fall Enrolments by Level x Faculty x Gender - 5-Year Trend ……….............................................……………………....……… 98 Spring Enrolments by Level x Faculty x Gender - 5-Year Trend ……….............……………………....………………………… 99 Annual Enrolments by Semester x Age x Attendance x Gender x Level ……….............……………………....………………… 100 Fall Enrolments by Level x Attendance x Student Type - 10-Year Trend ……….................…....…......……………………… 101 Spring Enrolments by Level x Attendance x Student Type - 10-Year Trend ……........……………………………………......… 103 Fall Enrolments by Level x First Nations Status - 5-Year Trend ………………...………..…..........……………………………… 105 Spring Enrolments by Level x First Nations Status - 5-Year Trend ………………….……...........……………………………… 106 Fall Enrolments by Level x Attendance x Citizenship Status - 10-Year Trend .…………………………...……….........……… 107 Spring Enrolments by Level x Attendance x Citizenship Status - 10-Year Trend ………………………………………………… 108 Annual Enrolments by Semester x Campus x Visa Status - 5-Year Trend ……....................................................…………… 109 Fall New High School Enrolments by Faculty x Program - 5-Year Trend ………………………………………………………… 110 Fall New Transfer Enrolments by Level x Faculty x Program - 5-Year Trend …..........................................................……… 111 Fall New High School Enrolments - Average Entry Grades by Faculty x Program - 5-Year Trend ……………........………… 114 Fall New High School Enrolments by Region x City of High School Last Attended - 5-Year Trend ……………………..…… 115 Fall New Transfer Enrolments by Level x Region x Institution Last Attended - 5-Year Trend ………..........…………………… 117 Fall Enrolments by Level x Country of Citizenship - 5-Year Trend ……………………………..…………………………………… 119 Spring Enrolments by Level x Country of Citizenship - 5-Year Trend ………………………………………………..…………… 124 Fall Enrolments by Geographic Source x Level x Attendance …………………………………...……………………...………… 129 Spring Enrolments by Geographic Source x Level x Attendance ………………………………………...………………………… 130 Fall Enrolments by Geographic Source x Campus ……………………………………….…………………...……………………… 131 Spring Enrolments by Geographic Source x Campus …………………………………………………………….………………… 132 Fall Undergraduate Enrolments by Geographic Source - 10-Year Trend ………………………..………………………………… 133 Fall Master's and Doctoral Enrolments by Geographic Source - 10-Year Trend …………………….......……………………… 134 Fall Enrolments by Geographic Source - 10-Year Trend …………………........…………………………………………….……… 135 Performance and Outcomes Summer Grade Distribution by Faculty x Course Level ……………………………………………………………….........……… 136 Fall Grade Distribution by Faculty x Course Level ………………….……………………………………...………………………… 138 Spring Grade Distribution by Faculty x Course Level ……………………………………………………………………...………… 140 Graduates by Level x Faculty x Program x Convocation Term - 5-Year Trend .....……….....………………………….………… 142 Graduates by Credential Level x Gender - 10-Year Trend ………………………………...……………………………………… 145 Parchments Awarded by Level x Faculty x Credential Type x Convocation Term - 5-Year Trend …………………...………… 146 Other Statistical Information Provincial Demographics and Fall Full-time University Enrolments - 10-Year Trend …………………………………………… 148 Net Assignable Space by Function - 10-Year Trend .....………………………………………..…………………………........…… 149 Employee Profile - Salary by Employee Group …………………………………………………..…………………………........... 150 University of Lethbridge FACT BOOK 2015/2016 Table of Contents Other Statistical Information Employee Profile - Gender, Age, and Years of Service by Employee Group .....………………………………...................…… 151 Employees - Headcount and FTE Positions by Faculty/Department …………………………………………..……………....... 152 Non-Credit Activity - Music Conservatory - 10-Year Trend ……………………………….…............…………………………… 153 Non-Credit Activity - Sport & Recreation Services - 6-Year Trend ……..........................................…………………………… 154 Non-Credit Activity - Event Attendance - 10-Year Trend ……………………..................................……………………………… 155 International Centre for Students - Enrolments ………….………………………………………………..…………………………… 156 Library Resources and Services - 9-Year Trend ………………………………………………………………………………...…… 157 Value of Research Grants Received by Sponsoring Agency - 10-Year Trend ……………….....………………………………… 158 Distribution of Total Sponsored Research Revenue by Faculty x Department ……………………………………..…………… 163 University of Lethbridge FACT BOOK 2015/2016 University of Lethbridge FACT BOOK 2015/2016 University of Lethbridge Terms and Definitions Academic Year: Academic Year: The academic year runs from May 1 to April 30. This is the basis for the semester system, with Fall and Spring semesters, and separate Summer offerings. Fall semester begins in September and ends in December; Spring semester begins in January and ends in April; Summer offerings begin in May, end in August, and are divided into five sessions—the full term, and session I, II, III, and II/III combined. Students: Enrolment: A student registered in one or more courses or a placeholder is considered an enrolment. Bachelor of Nursing students attending only at Lethbridge College and dual admission students attending only at the partnering institution are not included. An enrolment can be classified as credit, academic non-credit, full-time, or part-time. Academic non-credit students would be students registered in a Co-operative Education Work Experience course, the Management Mentors program, or the Master of Counselling Project. Section Registration: The number of course sections in which a student registers determines the number of section registrations that student generates. Student Type: Institutional origin of a student with respect to a given semester. There are nine student types: New High School (New Post-Secondary) - A student entering the university for the first time with fewer than 3 transferable post-secondary courses—in general, entering from high school. New Post-Diploma - A student entering a university post-diploma program for the first time who has been granted credit for an approved diploma from a recognized college or technical or vocational institute. Other New Transfer - A student entering the university for the first time who has been granted credit for 3 or more transferable post-secondary courses. Does not include post-diploma students. New Transfer - Includes New Post-Diploma and Other New Transfer students. Continuing - An admitted student who has been enrolled in at least one course (including placeholder courses) in each consecutive Fall and Spring semester from the time of his or her most recent admission to the university. Returning After an Absence - A student who did not earn post-secondary credit during an absence of at least one Fall or Spring Semester and is re-entering the university after that absence. Returning Transfer - A student who earned post-secondary credit during an absence of at least one Fall or Spring Semester and is re-entering the university after that absence. Open Studies (formerly Unclassified) - A student who is permitted to register in one or more courses during a semester or Summer Session but is not admitted to the university. Visiting or Exchange - A student enrolled at one institution who is studying at another institution with permission or under an approved exchange program/agreement. Full-time: A student enrolled in 9 or more credit hours in a given semester. Students also may be full-time by definition including students enrolled in a Co-operative Education Work Experience course or in an M.F.A., M.Mus., or Ph.D. program. M.A., M.Sc., and M.Sc. (Management) students are full-time by definition if they are completing the program over 24 months. Part-time: A registered student enrolled in fewer than 9 credit hours in a given semester. Audit students and students registered only in a placeholder course are also part-time. M.A., M.Sc., and M.Sc. (Management) students are part-time by definition if they are completing the program over 48 months. Undergraduate: A student enrolled in an undergraduate-level program, regardless of degrees previously awarded to the student. Master’s: A student enrolled in a master’s-level program. Doctoral: A student enrolled in a doctoral-level program. University of Lethbridge FACT BOOK 2015/2016 9 University of Lethbridge Terms and Definitions Students: Full-load Equivalent (FLE): A unit measure of enrolment in which one FLE represents one student for a year of study (typically September through April) taking a full load. Program: Full Load: Undergraduate Programs 30 credit hours/academic year Master of Education 18 credit hours/academic year Master of Counselling 12 credit hours/academic year Master of Nursing – first year 15 credit hours/academic year Master of Nursing – second year 18 credit hours/academic year Post-Graduate Certificate in Counselling 12 credit hours/academic year Post-Master’s Certificate in Counselling 12 credit hours/academic year In programs where students are full- or part-time by definition, FLE calculations are not based on credit hours. In these programs, each student generates FLEs based on their full- or part-time status in the program. Program: FLE Calculation: Master of Arts – full-time 1/2 FLE/semester Master of Arts – part-time 1/3 FLE/semester Master of Science – full-time 1/2 FLE/semester Master of Science – part-time 1/3 FLE/semester Master of Fine Arts 1/2 FLE/semester Master of Music 1/2 FLE/semester M.Sc. (Management) – full-time 1/2 FLE/semester M.Sc. (Management) – part-time 1/3 FLE/semester Ph.D. 1/2 FLE/semester Full-time Equivalent (FTE): A unit measure of enrolment in which one FTE represents one active student registered in the program for at least 60% of the full load of the program for the current session. FTE calculations are also performed on a semester basis and an annual basis. Level: Annual FTE: Semester FTE: Undergraduate Full-time Fall + 1/4 Part-time Fall and Summer (all students in Summer Session are considered to be part-time) Full-time + 1/4 Part-time Master’s and Doctoral Full-time Fall + 1/3 Part-time Fall and Summer (all students in Summer Session are considered to be part-time) Full-time + 1/3 Part-time Year/Year Level: Undergraduate students are classified by year level according to the number of credit hours they have successfully completed. Year: Credit Hours: 1 0 - 29.5 2 30 - 59.5 3 60 - 89.5 4 90 - 119.5 5 120 or more Notes: Open Studies students are not admitted to a program and as such are not assigned a year level. Diploma and certificate students do not have a year level calculated due to non-standard lengths of their programs. Post-diploma and second degree students are counted as being in their 2nd, 3rd, 4th, or 5th year. 10 University of Lethbridge FACT BOOK 2015/2016 University of Lethbridge Terms and Definitions Campuses: An applicant is initially assigned to a campus based on the campus declared on the application for admission. Once an applicant accepts an offer of admission, the campus represents the one most recently declared by the applicant. For enrolments, campus is determined by where a student has the most course registrations in a particular semester. When a student has an equal number of registrations on more than one campus, Edmonton is chosen over Calgary, which in turn is chosen over Lethbridge. Registrations on campuses other than Lethbridge, Calgary, and Edmonton are excluded from the campus determination. If a student’s registrations are all on campuses other than Lethbridge, Calgary, and Edmonton, the student is assigned to the Lethbridge campus. For credit hour reporting, campus refers to the location (Lethbridge, Calgary, or Edmonton) where a course is taught. Lethbridge includes the “L” (Other Lethbridge) and “M” (Lethbridge) campus codes and other campuses besides Calgary and Edmonton. Courses: Credit Course: A course that, if successfully completed, may be credited to a University of Lethbridge degree, diploma, or certificate. A semester course typically is worth three credit hours. Section: A student or students formally organized for instruction in a specific course offering. A course offering may consist of more than one type of section. For example, one offering may include a lecture, laboratory, and/or tutorial. Course Level: The academic level of a course indicated by the course number. 1000-level courses include those numbered from 1000 to 1999; 2000-level courses include those numbered from 2000 to 2999; etc. Undergraduate-level courses typically include those courses numbered less than 5000. Master’s-level courses typically include those numbered from 5000 to 6999. Doctoral-level courses typically include those numbered from 7000 to 8999. Placeholder: A placeholder course either enables students not registered in credit courses to maintain active student status in their program or enables students registered elsewhere to maintain continuing student status for registration purpos

  • University of Lethbridge Facts Book 2014-2015
    University of Lethbridge, 2015
    Co-Authors: University Of Lethbridge
    Abstract:

    The University of Lethbridge facts book for 2014-2015.2014/2015 Copyright University of Lethbridge Quick Facts Fall Term Indicators: 2010 2011 2012 2013 2014 % Change Total Student Enrolment 8,374 8,359 8,253 8,212 8,059 -1.9 Full-time 7,253 7,227 7,191 7,191 7,098 -1.3 Undergraduate (Full-Time) 6,906 6,893 6,814 6,754 6,653 -1.5 Master's & Doctoral (Full-Time) 347 334 377 437 445 1.8 Female 4,805 4,813 4,727 4,705 4,653 -1.1 From Lethbridge 2,199 2,211 2,247 2,247 2,140 -4.8 Out of Province (from Canada) 950 899 912 892 869 -2.6 New High School 1,103 1,085 998 1,112 1,029 -7.5 New Transfer 1,020 952 939 787 745 -5.3 Open Studies 269 326 322 329 311 -5.5 Visa Students (Student & Other Visas) 434 450 442 470 544 15.7 International Students (By Citizenship) 730 763 790 813 888 9.2 Fall FTE (Full-time Equivalents) 7,551 7,527 7,466 7,456 7,348 -1.4 Average Age Undergraduate Full-time 22 23 23 23 23 0.0 Undergraduate Part-time 29 29 30 29 29 0.0 Master's Full-time 31 29 30 29 29 0.0 Master's Part-time 39 39 39 39 37 -5.1 Doctoral Full-time 31 31 32 31 32 3.2 Total Applicants 6,045 6,105 6,019 5,590 5,769 3.2 Offered 4,817 4,734 4,780 4,323 4,370 1.1 Accepted 3,495 3,361 3,524 3,152 2,970 -5.8 Annual Indicators: 2010/2011 2011/2012 2012/2013 2013/2014 2014/2015 % Change Annual FTE 8,597.0 8,563.4 8,442.0 8,436.4 8,332.1 -1.2 Total Graduates 1,769 1,872 1,777 1,758 1,711 -2.7 Fall 315 358 339 270 309 14.4 Spring 1,454 1,514 1,438 1,488 1,402 -5.8 Degrees Conferred 1,917 2,036 1,940 1,940 1,879 -3.1 Undergraduate Credit Hours Taught 190,035.0 188,263.5 185,023.0 183,581.5 181,610.5 -1.1 Arts and Science 100,612.5 101,212.5 100,086.0 96,798.0 96,268.5 -0.5 Education 13,452.0 12,702.0 13,406.5 13,734.5 13,255.5 -3.5 Fine Arts 25,678.5 24,891.0 23,686.5 23,994.0 22,381.5 -6.7 Health Sciences 16,809.0 17,538.0 16,848.0 18,221.0 19,318.0 6.0 Management 33,483.0 31,920.0 30,996.0 30,834.0 30,387.0 -1.4 Language Centre Enrolments 128 112 127 173 189 9.2 Research Grants Received $22,161,000 $17,144,000 $15,272,023 $16,302,340 $16,408,351 0.7 % Change = The percentage that the 2014/2015 value increased or decreased from the 2013/2014 value. Open Studies students were previously reported as undergraduate Arts and Science students. They are now reported as Open Studies students at the appropriate level. June 1, 2015 The FACT BOOK is designed to provide users with statistical information needed for planning and reporting at all levels of our institution. The following are highlights for the fall 2014 semester in the FACT BOOK: • There were 7,498 undergraduate students, 561 graduate students, and a total enrolment of 8,059 students • Graduate students made up 7% of the total student population • 7,098 students were full-time • 745 students attended the Calgary campus, 179 attended the Edmonton campus, and the overall proportion of students on the northern campuses was 11.5% • There were 544 visa students and 403 students that declared first nations status • 1,029 new high school and 745 new transfer students began their studies at the U of L • 60% of the student population came from the Calgary and Lethbridge census divisions The FACT BOOK can be viewed on the web at www.uleth.ca/analysis/documents. If you have any comments or questions regarding the FACT BOOK or should you have specific data requirements, please do not hesitate to contact Institutional Analysis. We greatly appreciate the assistance of the individuals and departments that made the publication of the 2014/2015 FACT BOOK possible. We also wish to acknowledge the university faculty and staff for their positive feedback and endorsement of the FACT BOOK series. Yours sincerely, Mandy Moser Darlene Unrau Manager, Institutional Analysis Senior Institutional Analyst Jon Kozub James Croil Institutional Analyst Business Intelligence Analyst University of Lethbridge FACT BOOK 2014/2015 Introduction Page University of Lethbridge Terms and Definitions .…………………………………...……………...........…………………………… 9 Enrolments Summer Undergraduate Enrolments by Session x Faculty x Year ..……….…......……..…….…………………………………… 13 Summer Master's and Doctoral Enrolments by Session x Faculty x Program x Year …….....…......................................…… 14 Summer Enrolments by Level x Faculty x Year ……………............................................………….............…………………… 15 Summer Master's and Doctoral Enrolments by Faculty x Program x Year …………………………....................................... 16 Fall Undergraduate Enrolments by Attendance x Faculty x Year ...………………………………………………..……........…… 17 Fall Master's and Doctoral Enrolments by Attendance x Faculty x Program x Year ………..............................................…… 18 Spring Undergraduate Enrolments by Attendance x Faculty x Year ..………………………………………...…………………… 20 Spring Master's and Doctoral Enrolments by Attendance x Faculty x Program x Year ……………………………................. 21 Fall Enrolments by Level x Faculty x Program x Attendance x Gender ..….................................................……….......……… 23 Fall Enrolments by Level x Faculty x Program x Campus ...……………………………………………...............………………… 26 Fall Enrolments by Level x Faculty x Program - 5-Year Trend ……………………………………………....................………… 29 Spring Enrolments by Level x Faculty x Program x Attendance x Gender .........................................…………………......... 32 Spring Enrolments by Level x Faculty x Program x Campus ......……………………………………...……………........……… 35 Spring Enrolments by Level x Faculty x Program - 5-Year Trend ………………………………………….……………............ 38 Annual Enrolments by Level x Attendance x Campus - 5-Year Trend …………………………………………………………… 41 Annual Enrolments by Level x Campus x Faculty - 5-Year Trend ………………………………………...……………………… 43 Fall Enrolments by Major x Level - 5-Year Trend ................................................................................................................... 46 Spring Enrolments by Major x Level - 5-Year Trend .............................................................................................................. 49 Summer Enrolments by Session x Level x Faculty - 10-Year Trend ………….........................................……………………… 52 Summer Master's and Doctoral Enrolments by Session x Faculty x Program - 10-Year Trend …………………..…………… 55 Fall Enrolments by Attendance x Level x Faculty - 10-Year Trend ………………………..........………………………………… 58 Fall Master's and Doctoral Enrolments by Attendance x Faculty x Program - 10-Year Trend …………..................………… 60 Spring Enrolments by Attendance x Level x Faculty - 10-Year Trend …………………………………...….....………………… 63 Spring Master's and Doctoral Enrolments by Attendance x Faculty x Program - 10-Year Trend ………...........……………… 65 Annual FTE Enrolments by Level x Faculty - 10-Year Trend .…………………………….……………………………………… 68 Annual FLE Enrolments by Level x Faculty - 10-Year Trend …………………………………………………………..…………. 69 Applications/Registrations/Credit Hours Summer Undergraduate Credit Hours Taught by Faculty x Department x Course Level .…………………………………….. 70 Fall Undergraduate Credit Hours Taught by Faculty x Department x Course Level .…………………………..……......……… 71 Spring Undergraduate Credit Hours Taught by Faculty x Department x Course Level …..…....…………………………......… 72 Summer Undergraduate Credit Hours Taught by Faculty x Department x Campus ………………………………………....... 73 Fall Undergraduate Credit Hours Taught by Faculty x Department x Campus .………………………………………….……… 74 Spring Undergraduate Credit Hours Taught by Faculty x Department x Campus ................................................................. 75 Annual Undergraduate Credit Hours Taught by Faculty x Department - 5-Year Trend ………………………………..…...…… 76 Annual Undergraduate Credit Hours Taught by Faculty x Semester - 5-Year Trend …………………………...……………..… 77 Annual Master's and Doctoral Credit Hours Taught by Faculty x Semester - 5-Year Trend ………………….……..………… 78 Annual Credit Hours Taught by Faculty x Course Level - 5-Year Trend …………………………...…………….……..………… 79 Annual Section Registrations by Faculty x Section Type - 10-Year Trend ………………………………………….…….……..… 81 Annual Number of Sections by Faculty x Section Type - 10-Year Trend …………………………………..………….……..…… 83 Table of Contents University of Lethbridge FACT BOOK 2014/2015 Table of Contents Applications/Registrations/Credit Hours Annual Average Lecture Size by Faculty x Course Level - 10-Year Trend ……………….………….………………………….. 85 Annual Application Activity by Level x Faculty x Program ………………………...………………………...……………………… 87 Annual Application Activity by Level x Campus x Student Type ……………………………………...……….………………….. 91 Fall Application Activity by Level x Faculty x Program - 5-Year Trend ………..…………………………...……………………… 93 Student Attributes Fall Enrolments by Level x Faculty x Gender - 5-Year Trend ……….............................................……………………....……… 97 Spring Enrolments by Level x Faculty x Gender - 5-Year Trend ……….............……………………....………………………… 98 Annual Enrolments by Semester x Age x Attendance x Gender x Level ……….............……………………....………………… 99 Fall Enrolments by Level x Attendance x Student Type - 10-Year Trend ……….................…....…......……………………… 100 Spring Enrolments by Level x Attendance x Student Type - 10-Year Trend ……........……………………………………......… 102 Fall Enrolments by Level x First Nations Status - 5-Year Trend ………………...………..…..........……………………………… 104 Spring Enrolments by Level x First Nations Status - 5-Year Trend ………………….……...........……………………………… 105 Fall Enrolments by Level x Attendance x Citizenship Status - 10-Year Trend .…………………………...……….........……… 106 Spring Enrolments by Level x Attendance x Citizenship Status - 10-Year Trend ………………………………………………… 107 Annual Enrolments by Semester x Campus x Visa Status - 5-Year Trend ……....................................................…………… 108 Fall New High School Enrolments by Faculty x Program - 5-Year Trend ………………………………………………………… 109 Fall New Transfer Enrolments by Level x Faculty x Program - 5-Year Trend …..........................................................……… 110 Fall New High School Enrolments - Average Entry Grades by Faculty x Program - 5-Year Trend ……………........………… 113 Fall New High School Enrolments by Region x City of High School Last Attended - 5-Year Trend ……………………..…… 114 Fall New Transfer Enrolments by Level x Region x Institution Last Attended - 5-Year Trend ………..........…………………… 116 Fall Enrolments by Level x Country of Citizenship - 5-Year Trend ……………………………..…………………………………… 118 Spring Enrolments by Level x Country of Citizenship - 5-Year Trend ………………………………………………..…………… 123 Fall Enrolments by Geographic Source x Level x Attendance …………………………………...……………………...………… 128 Spring Enrolments by Geographic Source x Level x Attendance ………………………………………...………………………… 129 Fall Enrolments by Geographic Source x Campus ……………………………………….…………………...……………………… 130 Spring Enrolments by Geographic Source x Campus …………………………………………………………….………………… 131 Fall Undergraduate Enrolments by Geographic Source - 10-Year Trend ………………………..………………………………… 132 Fall Master's and Doctoral Enrolments by Geographic Source - 10-Year Trend …………………….......……………………… 133 Fall Enrolments by Geographic Source - 10-Year Trend …………………........…………………………………………….……… 134 Performance and Outcomes Summer Grade Distribution by Faculty x Course Level ……………………………………………………………….........……… 135 Fall Grade Distribution by Faculty x Course Level ………………….……………………………………...………………………… 137 Spring Grade Distribution by Faculty x Course Level ……………………………………………………………………...………… 139 Graduates by Level x Faculty x Program x Convocation Term - 5-Year Trend .....……….....………………………….………… 141 Graduates by Credential Level x Gender - 10-Year Trend ………………………………...……………………………………… 144 Parchments Awarded by Level x Faculty x Credential Type x Convocation Term - 5-Year Trend …………………...………… 145 Other Statistical Information Provincial Demographics and Fall Full-time University Enrolments - 10-Year Trend …………………………………………… 147 Net Assignable Space by Function - 10-Year Trend .....………………………………………..…………………………........…… 148 Employee Profile - Salary by Employee Group …………………………………………………..…………………………........... 149 University of Lethbridge FACT BOOK 2014/2015 Table of Contents Other Statistical Information Employee Profile - Gender, Age, and Years of Service by Employee Group .....………………………………...................…… 150 Employees - Headcount and FTE Positions by Faculty/Department …………………………………………..……………....... 151 Non-Credit Activity - Music Conservatory - 10-Year Trend ……………………………….…............…………………………… 152 Non-Credit Activity - Sport & Recreation Services - 5-Year Trend ……..........................................…………………………… 153 Non-Credit Activity - Event Attendance - 10-Year Trend ……………………..................................……………………………… 154 International Centre for Students - Enrolments ………….………………………………………………..…………………………… 155 Library Resources and Services - 8-Year Trend ………………………………………………………………………………...…… 156 Value of Research Grants Received by Sponsoring Agency - 10-Year Trend ……………….....………………………………… 157 Distribution of Total Sponsored Research Revenue by Faculty x Department ……………………………………..…………… 162 University of Lethbridge FACT BOOK 2014/2015 University of Lethbridge FACT BOOK 2014/2015 University of Lethbridge Terms and Definitions Academic Year: Academic Year: The Academic Year runs from May 1 to April 30. This is the basis for the semester system, with Fall and Spring semesters, and separate Summer offerings. Fall semester begins in September and ends in December; Spring semester begins in January and ends in April; Summer offerings begin in May, end in August, and are divided into five sessions—the full term, and session I, II, III, and II/III combined. Students: Enrolment: A student registered in one or more courses or a placeholder is considered an enrolment. Bachelor of Nursing placeholders attending at Lethbridge College have been removed. An enrolment can be classified as credit, academic non-credit, full-time, or part-time. Academic non-credit students would be students registered in a Co-operative Education Work Experience course, the Management Mentors program, or the Master of Counselling Project. Section Registration: The number of course sections in which a student registers determines the number of section registrations that student generates. Student Type: Institutional origin of a student with respect to a given semester. There are nine student types: New High School (New Post-Secondary) - A student entering the university for the first time with fewer than 3 transferable post-secondary courses—in general, entering from high school. New Post-Diploma - A student entering a university post-diploma program for the first time who has been granted credit for an approved diploma from a recognized college or technical or vocational institute. Other New Transfer - A student entering the university for the first time who has been granted credit for 3 or more transferable post-secondary courses. Does not include post-diploma students. New Transfer - Includes New Post-Diploma and Other New Transfer students. Continuing - An admitted student who has been enrolled in at least one course (including placeholder courses) in each consecutive Fall and Spring semester from the time of his or her most recent admission to the university. Returning After an Absence - A student who did not earn post-secondary credit during an absence of at least one Fall or Spring Semester and is re-entering the university after that absence. Returning Transfer - A student who earned post-secondary credit during an absence of at least one Fall or Spring Semester and is re-entering the university after that absence. Open Studies (formerly Unclassified) - A student who is permitted to register in one or more courses during a semester or Summer Session but is not admitted to the university. Visiting or Exchange - A student enrolled at one institution who is studying at another institution with permission or under an approved exchange program/agreement. Full-time: A student enrolled in 9 or more credit hours in a given semester. Students also may be full-time by definition including students enrolled in a Co-operative Education Work Experience course or in an M.F.A., M.Mus., or Ph.D. program. M.A., M.Sc., and M.Sc. (Management) students are full-time by definition if they are completing the program over 24 months. Part-time: A registered student enrolled in fewer than 9 credit hours in a given semester. Audit students and students registered only in a placeholder course are also part-time. M.A., M.Sc., and M.Sc. (Management) students are part-time by definition if they are completing the program over 48 months. Undergraduate: A student enrolled in an undergraduate level program, regardless of degrees previously awarded to the student. Master’s: A student enrolled in a master’s-level program. Doctoral: A student enrolled in a doctoral-level program. University of Lethbridge FACT BOOK 2014/2015 9 University of Lethbridge Terms and Definitions Students: Full-load Equivalent (FLE): A unit measure of enrolment in which one FLE represents one student for a year of study (typically September through April) taking a full load. Program: Full Load: Undergraduate Programs 30 credit hours/academic year Master of Education 18 credit hours/academic year Master of Counselling 12 credit hours/academic year Post-Graduate Certificate in Counselling 12 credit hours/academic year Post-Master’s Certificate in Counselling 12 credit hours/academic year In programs where students are full- or part-time by definition, FLE calculations are not based on credit hours. In these programs, each student generates FLEs based on their full- or part-time status in the program. Program: FLE Calculation: Master of Arts – full-time 1/2 FLE/semester Master of Arts – part-time 1/3 FLE/semester Master of Science – full-time 1/2 FLE/semester Master of Science – part-time 1/3 FLE/semester Master of Fine Arts 1/2 FLE/semester Master of Music 1/2 FLE/semester M.Sc. (Management) – full-time 1/2 FLE/semester M.Sc. (Management) – part-time 1/3 FLE/semester Ph.D. 1/2 FLE/semester Full-time Equivalent (FTE): A unit measure of enrolment in which one FTE represents one active student registered in the program for at least 60% of the full load of the program for the current session. FTE calculations are also performed on a semester basis and an annual basis. Level: Annual FTE: Semester FTE: Undergraduate Full-time Fall + 1/4 Part-time Fall and Summer (all students in Summer Session are considered to be part-time) Full-time + 1/4 Part-time Master’s and Doctoral Full-time Fall + 1/3 Part-time Fall and Summer (all students in Summer Session are considered to be part-time) Full-time + 1/3 Part-time Year/Year Level: Undergraduate students are classified by year level according to the number of credit hours they have successfully completed. Year: Credit Hours: 1 0 - 29.5 2 30 - 59.5 3 60 - 89.5 4 90 - 119.5 5 120 or more Notes: Open Studies students are not admitted to a program and as such are not assigned a year level. Diploma and certificate students do not have a year level calculated due to non-standard lengths of their programs. Post-diploma and second degree students are counted as being in their 2nd, 3rd, 4th, or 5th year. 10 University of Lethbridge FACT BOOK 2014/2015 University of Lethbridge Terms and Definitions Campuses: An applicant is initially assigned to a campus based on the campus declared on the application for admission. Once an applicant accepts an offer of admission, the campus represents the one most recently declared by the applicant. For enrolments, campus is determined by where a student has the most course registrations in a particular semester. When a student has an equal number of registrations on more than one campus, Edmonton is chosen over Calgary, which in turn is chosen over Lethbridge. Registrations on campuses other than Lethbridge, Calgary, and Edmonton are excluded from the campus determination. If a student’s registrations are all on campuses other than Lethbridge, Calgary, and Edmonton, the student is assigned to the Lethbridge campus. For credit hour reporting, campus refers to the location (Lethbridge, Calgary, or Edmonton) where a course is taught. Lethbridge includes the “L” (Other Lethbridge) and “M” (Lethbridge) campus codes and other campuses besides Calgary and Edmonton. Courses: Credit Course: A course that, if successfully completed, may be credited to a University of Lethbridge degree, diploma or certificate. A semester course typically is worth three credit hours. Section: A student or students formally organized for instruction in a specific course offering. A course offering may consist of more than one type of section. For example, one offering may include a lecture, laboratory, and/or tutorial. Course Level: The academic level of a course indicated by the course number. 1000-level courses include those numbered from 1000 to 1999; 2000-level courses include those numbered from 2000 to 2999; etc. Undergraduate-level courses typically include those courses numbered less than 5000. Master’s-level courses typically include those numbered from 5000 to 6999. Doctoral-level courses typically include those numbered from 7000 to 8999. Placeholder: A Placeholder course either enables students not registered in credit courses to maintain active student status in their program or enables students registered elsewhere to maintain continuing student status for registration purposes. No credit hours are attached to Placeholder courses. Grades: The university employs a letter system for grading, which was revised in Fall of 1988 to include the “+” and “-” sc

Amit P. Sheth - One of the best experts on this subject based on the ideXlab platform.

  • An ontological approach to the document access problem of insider threat
    Lecture Notes in Computer Science, 2005
    Co-Authors: Boanerges Aleman-meza, Phillip Burns, Matthew Eavenson, Devanand Palaniswami, Amit P. Sheth
    Abstract:

    Verification of legitimate access of documents, which is one aspect of the umbrella of problems in the Insider Threat category, is a challenging problem. This paper describes the research and prototyping of a system that takes an ontological approach, and is primarily targeted for use by the Intelligence community. Our approach utilizes the notion of semantic associations and their discovery among a collection of heterogeneous documents. We highlight our contributions in (graphically) capturing the scope of the investigation assignment of an Intelligence Analyst by referring to classes and relationships of an ontology; in computing a measure of the relevance of documents accessed by an Analyst with respect to his/her assignment; and by describing the components of our system that have provided early yet promising results, and which will be further evaluated more extensively based on domain experts and sponsor inputs.

Jefferson Hoye - One of the best experts on this subject based on the ideXlab platform.

Moreno-pollarolo Iván-rafael - One of the best experts on this subject based on the ideXlab platform.

  • La formación en la carrera de comunicación para el desarrollo profesional en la actividad de inteligencia
    'Universidad de Lima', 2019
    Co-Authors: Moreno-pollarolo Iván-rafael
    Abstract:

    El presente Informe de Suficiencia Profesional, para optar el Título Profesional de Licenciado en Comunicación, da a conocer la experiencia profesional del bachiller Iván Rafael Moreno Pollarolo, desde que egresó de la Facultad de Comunicación de Universidad de Lima en el año 2005, mencionando las principales áreas de trabajo en las que se desempeñó, como comercial (ventas), marketing y, principalmente, como analista de Inteligencia Estratégica, donde viene desarrollando la mayor parte de experiencia profesional en la Dirección Nacional de Inteligencia - DINI. A lo largo del documento se muestran las principales capacitaciones recibidas y competencias profesionales adoptadas en el campo de la Inteligencia Estratégica; así como algunos trabajos desarrollados. Finalmente, a modo de reflexión, se mencionan algunos cursos de la formación universitaria que fueron fundamentales para la actividad actual del bachiller; asimismo, se destaca la utilidad de las Ciencias de la Comunicación y el desempeño del profesional de la Comunicación Social en una actividad relativamente nueva, como la Inteligencia Estratégica.This Professional Proficiency Report, to qualify for the Professional Degree of Communication, discloses the professional experience of bachelor Iván Rafael Moreno Pollarolo, since he graduated from the Faculty of Communication of the University of Lima in 2005, mentioning the main areas of employment in which he worked, as commercial (sales), Marketing and, mainly, as a Strategic Intelligence Analyst, where he has developed most professional experience in the National Directorate of Intelligence - DINI. Throughout this document the main training received and professional competences adopted in the field of Strategic Intelligence are shown; as well as some tasks developed. Finally, as a way of reflection, some courses of university education that were fundamental to the current bachelor's activity are mentioned; it also highlights the usefulness of the Communication Sciences and the performance of the Social Communication professional in a relatively new activity, such as Strategic Intelligence