The Risk Management Framework provides a process that integrates security, privacy, and cyber supply chain risk management activities into the system development life cycle. The risk-based approach to control selection and specification considers effectiveness, efficiency, and constraints due to applicable laws, directives, Executive Orders, policies, standards, or regulations. Managing organizational risk is paramount to effective information security and privacy programs; the RMF approach can be applied to new and legacy systems, any type of system or technology (e.g., IoT, control systems), and within any type of organization regardless of size or sector.
Mechatronics is not only the marriage of electrical, mechanical, and computer technologies; it is also a philosophy for looking at systems. Under the systems approach, students learn about the complexities of the system in a holistic fashion. This allows them to easily transfer their knowledge to other systems, resulting in flexible and autonomous employees.
The systems approach paradigm week (SAPW) focuses on our systems approach and provides an overview of the SMSCP. This instructor certification is based on a train-the-trainer model: during this course you will be taught our didactic teaching methods that you can then use to teach students at your educational institution or employees at a training center.
This train-the-trainer course covers the application of our systems approach to the content topics of the four level 1 courses: electrical components; mechanical components and electrical drives; electro-pneumatic and hydraulic control circuits; digital fundamentals and PLCs.
This course covers the application of our systems approach to the content topics of the six level 2 courses: process control technologies; introduction to Totally Integrated Automation; automation systems; motor control; mechanics and machine elements; manufacturing processes. Level 2 focuses on the in-depth technical competencies and troubleshooting skills needed for teaching technician-focused programs. Level 2 also includes the development of troubleshooting and industry-oriented problem-solving lessons that can be integrated into a classroom setting.
This course covers the application of the systems approach to the content topics of the two inter-related level 3 courses: project and process management and an engineering mechatronic system project. Level 3 focuses on training skilled designers of and experts on complex mechatronic systems, with the application of selected project, product and system engineering practices, such as requirements engineering, project management, process management, quality assurance, and management.
As a member of this latter, extremist sect, I would like to present some of the articles of faith that guide those working on interpretation in the electronic medium. I will also outline a framework for understanding the electronic text, called the expert systems approach, which I believe occupies the strategic theoretical ground of the field as a whole.
The expert system framework is a systematic approach to the problem of meaning evaluation. It is a very general and abstract dialectical model based on questions and answers. The most fundamental semantic assumption is that we can only know that someone understands a text when his or her responses to questions about the text follow a regular pattern. The ability to answer questions is one thing computers have in common with people, at least superficially so. Expert systems are one of the most developed forms of automated question and answer systems, but in fact even a lowly bibliographical database "responds" in a certain sense when we query the library's holdings.
The expert system approach to text interpretation is precisely a framework for analyzing and modelling the questions and answers that bracket a text. It involves 1) capturing the source text; 2) capturing, making explicit, and formalizing the textual expertise of human interpreters; 3) defining and evaluating degrees of meaning and the plausibility of interpretations; and 4) implementing a query system for interpretative questions on the computer. Expert systems are presently fairly common in technical areas such as medicine, geology, and finance; in the humanities, there are examples in archeology (Gardin 1987), philology (Derniame et al. 1989; Miller et al. 1990), law (Gardner 1987), and literary interpretation (Miall 1990).
In contrast, the neo-Wissenschaft approach that expert systems technology makes possible is indeed product oriented and more intimately collaborative than its predecessor. The intelligent text can potentially change the nature and outcome of the Wissenschaft approach.
The third chapter covers digital information systems and is based on descriptions of the fundamental elements of modern computer systems, processing and hardware. Cummins describes concepts such as input, output and processing, as well as storage (bits, bytes, compression, etc.) and presents all of these topics in the same, easy to understand fashion.
Summary module description: The module introduces students to the principles, techniques and applications of Geographic Information Systems (GIS). Following an introductory lecture the focus is 'hands-on' , based on a series of practical sesssions to introduce students to the basic principles of GIS including: data structure; coordinate systems and georeferencing; spatial databases; data entry and digitising; spatial analysis and map composition. In the first half of term students work though a directed project, follwed in the second half of term by the choice of a number of self-directed topics.The approach is 'hands-on' allowing students to explore digital map data from a range of sources for a wide range of applications in human and physical geography.
Assessable learning outcomes:On completion of this module it is expected that a student will be able to: understand the principles of map design including projection and coordinate systems, graticules and grids, scale and resolution & symbology; identify and download digital map information (topographic, geology, soils, land cover, population census etc) from the Ordnance Survey (Edina Digimap) and other sources; undertake the analysis of different types of spatial data (raster & vector) within a GIS; produce maps of catrographic quality with appropriate symbology for a range of applications.
Brief description of teaching and learning methods: The approach is practical and 'hands-on' with most of the teaching and learning taking place in computer labs. Students will be taught to download the relevant GIS software onto their own laptops and will be encouraged to consolidate techniques learnt during practical sessions in their own time. 2b1af7f3a8