The Experts below are selected from a list of 54 Experts worldwide ranked by ideXlab platform
Sanjukta Bhanja - One of the best experts on this subject based on the ideXlab platform.
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a novel Knowledge Module to integrate threshold logic and post cmos technology into undergraduate logic design classroom
Fourth Interdisciplinary Engineering Design Education Conference, 2014Co-Authors: Jayita Das, Sanjukta BhanjaAbstract:This work is an effort to introduce advanced logic, their applications and some of their post-CMOS technological implementations in “core” conventional logic design classroom. In this short one-lecture Knowledge Module, we aimed at threshold logic and its most popular application, the neural computing. Majority, a special type of threshold function was also discussed and one of its post-CMOS implementation was shown. A post-CMOS memory called Spin Transfer Torque-Magnetoresistive RAM (STT-MRAM) was also introduced. The purpose of the Module was to encourage research among students and to motivate them towards electives in advanced logic and post-CMOS nanotechnologies. Students' feedback were collected through a pre and a post-Module survey. The feedback suggest that all the participants were satisfied with the Module and the Module was successful in fulfilling its objectives.
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novel Knowledge Module on fusion of logic and memory to undergraduate students
Microelectronics Systems Education, 2011Co-Authors: D K Karunaratne, Srinath Rajaram, Kristin Kusmierek, Sanjukta BhanjaAbstract:This work is an effort to introduce short Knowledge Modules targeting new application or emerging devices in conventional “core” courses. In this Knowledge Module, we report introduction of two emerging devices, Memristor and Magnetic Cellular Automata. Both the devices also have potential to work as memory and logic simultaneously. Based on the worksheet performance, we observed that students were excited, motivated and assimilated the key components of the technical Module. We also conducted an external independent survey, which suggest significant positive perception, interest towards the novel logic paradigm in the post-Module survey compared to the pre-Module survey.
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integrating a nanologic Knowledge Module into an undergraduate logic design course
IEEE Transactions on Education, 2008Co-Authors: Saket Srivastava, Sanjukta BhanjaAbstract:This work discusses a Knowledge Module in an undergraduate logic design course for electrical engineering (EE) and computer science (CS) students, that introduces them to nanocomputing concepts. This Knowledge Module has a twofold objective. First, the Module interests students in the fundamental logical behavior and functionality of the nanodevices of the future, which will motivate them to enroll in other elective courses related to nanotechnology, offered in most EE and CS departments. Second, this Module can be used to let students analyze, synthesize, and apply their existing Knowledge of the Karnaugh-map-based Boolean logic reduction scheme into a revolutionary design context with majority logic. Where many efforts focus on developing new courses on nanofabrication and even nanocomputing, this work is designed to augment the existing standard EE and CS courses by inserting Knowledge Modules on nanologic structures so as to stimulate student interest without creating a significant diversion from the course framework.
Douglas W Weaver - One of the best experts on this subject based on the ideXlab platform.
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current status of preventive cardiology training among united states cardiology fellowships and comparison to training guidelines
American Journal of Cardiology, 2012Co-Authors: Quinn R Pack, Patrick E. Mcbride, Steven J Keteyian, Douglas W WeaverAbstract:We evaluated preventive cardiology education in United States cardiology fellowship programs and their adherence to Core Cardiovascular Training Symposium training guidelines, which recommend 1 month of training, faculty with expertise, and clinical experience in cardiac rehabilitation, lipid disorder management, and diabetes management as a part of the prevention curricula. We sent an anonymous survey to United States cardiology program directors and their chief fellow. The survey assessed the program curricula, rotation structure, faculty expertise, obstacles, and recommended improvements. The results revealed that 24% of surveyed programs met the Core Cardiovascular Training Symposium guidelines with a dedicated 1-month rotation in preventive cardiology, 24% had no formalized training in preventive cardiology, and 30% had no faculty with expertise in preventive cardiology, which correlated with fewer rotations in prevention than those with specialized faculty (p = 0.009). Fellows rotated though the following experiences (% of programs): cardiac rehabilitation, 71%; lipid management, 37%; hypertension, 15%; diabetes, 7%; weight management/obesity, 6%; cardiac nutrition, 6%; and smoking cessation, 5%. The program directors cited "lack of time" as the greatest obstacle to providing preventive cardiology training and the chief fellows reported "lack of a developed curriculum" (p = 0.01). The most recommended improvement was for the American College of Cardiology to develop a web-based curriculum/Module. In conclusion, most surveyed United States cardiology training programs currently do not adhere to basic preventive cardiovascular medicine Core Cardiovascular Training Symposium recommendations. Additional attention to developing curricular content and structure, including the creation of an American College of Cardiology on-line Knowledge Module might improve fellowship training in preventive cardiology.
Quinn R Pack - One of the best experts on this subject based on the ideXlab platform.
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current status of preventive cardiology training among united states cardiology fellowships and comparison to training guidelines
American Journal of Cardiology, 2012Co-Authors: Quinn R Pack, Patrick E. Mcbride, Steven J Keteyian, Douglas W WeaverAbstract:We evaluated preventive cardiology education in United States cardiology fellowship programs and their adherence to Core Cardiovascular Training Symposium training guidelines, which recommend 1 month of training, faculty with expertise, and clinical experience in cardiac rehabilitation, lipid disorder management, and diabetes management as a part of the prevention curricula. We sent an anonymous survey to United States cardiology program directors and their chief fellow. The survey assessed the program curricula, rotation structure, faculty expertise, obstacles, and recommended improvements. The results revealed that 24% of surveyed programs met the Core Cardiovascular Training Symposium guidelines with a dedicated 1-month rotation in preventive cardiology, 24% had no formalized training in preventive cardiology, and 30% had no faculty with expertise in preventive cardiology, which correlated with fewer rotations in prevention than those with specialized faculty (p = 0.009). Fellows rotated though the following experiences (% of programs): cardiac rehabilitation, 71%; lipid management, 37%; hypertension, 15%; diabetes, 7%; weight management/obesity, 6%; cardiac nutrition, 6%; and smoking cessation, 5%. The program directors cited "lack of time" as the greatest obstacle to providing preventive cardiology training and the chief fellows reported "lack of a developed curriculum" (p = 0.01). The most recommended improvement was for the American College of Cardiology to develop a web-based curriculum/Module. In conclusion, most surveyed United States cardiology training programs currently do not adhere to basic preventive cardiovascular medicine Core Cardiovascular Training Symposium recommendations. Additional attention to developing curricular content and structure, including the creation of an American College of Cardiology on-line Knowledge Module might improve fellowship training in preventive cardiology.
Saket Srivastava - One of the best experts on this subject based on the ideXlab platform.
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integrating a nanologic Knowledge Module into an undergraduate logic design course
IEEE Transactions on Education, 2008Co-Authors: Saket Srivastava, Sanjukta BhanjaAbstract:This work discusses a Knowledge Module in an undergraduate logic design course for electrical engineering (EE) and computer science (CS) students, that introduces them to nanocomputing concepts. This Knowledge Module has a twofold objective. First, the Module interests students in the fundamental logical behavior and functionality of the nanodevices of the future, which will motivate them to enroll in other elective courses related to nanotechnology, offered in most EE and CS departments. Second, this Module can be used to let students analyze, synthesize, and apply their existing Knowledge of the Karnaugh-map-based Boolean logic reduction scheme into a revolutionary design context with majority logic. Where many efforts focus on developing new courses on nanofabrication and even nanocomputing, this work is designed to augment the existing standard EE and CS courses by inserting Knowledge Modules on nanologic structures so as to stimulate student interest without creating a significant diversion from the course framework.
Patrick E. Mcbride - One of the best experts on this subject based on the ideXlab platform.
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current status of preventive cardiology training among united states cardiology fellowships and comparison to training guidelines
American Journal of Cardiology, 2012Co-Authors: Quinn R Pack, Patrick E. Mcbride, Steven J Keteyian, Douglas W WeaverAbstract:We evaluated preventive cardiology education in United States cardiology fellowship programs and their adherence to Core Cardiovascular Training Symposium training guidelines, which recommend 1 month of training, faculty with expertise, and clinical experience in cardiac rehabilitation, lipid disorder management, and diabetes management as a part of the prevention curricula. We sent an anonymous survey to United States cardiology program directors and their chief fellow. The survey assessed the program curricula, rotation structure, faculty expertise, obstacles, and recommended improvements. The results revealed that 24% of surveyed programs met the Core Cardiovascular Training Symposium guidelines with a dedicated 1-month rotation in preventive cardiology, 24% had no formalized training in preventive cardiology, and 30% had no faculty with expertise in preventive cardiology, which correlated with fewer rotations in prevention than those with specialized faculty (p = 0.009). Fellows rotated though the following experiences (% of programs): cardiac rehabilitation, 71%; lipid management, 37%; hypertension, 15%; diabetes, 7%; weight management/obesity, 6%; cardiac nutrition, 6%; and smoking cessation, 5%. The program directors cited "lack of time" as the greatest obstacle to providing preventive cardiology training and the chief fellows reported "lack of a developed curriculum" (p = 0.01). The most recommended improvement was for the American College of Cardiology to develop a web-based curriculum/Module. In conclusion, most surveyed United States cardiology training programs currently do not adhere to basic preventive cardiovascular medicine Core Cardiovascular Training Symposium recommendations. Additional attention to developing curricular content and structure, including the creation of an American College of Cardiology on-line Knowledge Module might improve fellowship training in preventive cardiology.
