Computational and modelling skills are vital to most fields of biological research, yet traditional biology majors have no or little opportunity to develop these skills during their undergraduate education. We describe an approach, which can address this issue by a synergy of online resources called MathBench modules and Stock and Flow modelling. Using a step-by-step method starting with a MathBench ‘bootcamp’, we were able to achieve a significant gain in quantitative skills of students with no previous experience with model building. At the end of the course, the students were able to construct and analyse complex models and gained confidence in mathematical skills.

Šis magistro darbas yra Lietuvos sveikatos mokslų universiteto studijų informacinės sistemos projekto dalies mokslinis tyrimas, analizė ir įgyvendinimo aprašymas. Projekto metu įgyvendinama daug funkcijų. Vienos turėjo prototipus liktinėje sistemoje ir buvo papildomos naujais reikalavimais, kitos įgyvendintos pagal naujai surinktus reikalavimus. Šiame magistro baigiamajame darbe ištirta LSMUSIS studijų programos dalyko aprašo informacijos patalpinimo, apdorojimo, atvaizdavimo architektūra. Išanalizuotas faktinis dalyko aprašo posistemės naudojimas ir ryšių vienas su daug poreikis, pridedant klasifikuotą informaciją. Identifikuoti įgyvendinto modulio privalumai ir trūkumai, numatytos tolimesnės plėtros gairės. Ištirtas aprašas galėtų pasitarnauti universitetų analizės, siekiant apjungti Kaune egzistuojančius universitetus, metu. Sistemos projektavimo darbai buvo atliekami naudojant MagicDraw įrankius, programavimas atliktas naudojant VisualStudio, programuojama C# kalba, reliacinė duomenų bazė kurta SQL serveryje, tyrimai atlikti naudojant SQL užklausas bei VisualStudio įrankius. Magistro studijų metu tobulinama proceso kokybė, gilinamasi į naujausias technologijas. / This Master thesis is part of the Lithuanian University of Health Sciences Information System project of the research, analysis and implementation. The project implemented a number of functions. One had prototypes in residual system and was added with new requirements, while others were implemented with newly collected requirements. In this Master thesis it is explored study program’s subject description for placement the information, processing, rendering architecture. Analyzed the actual subject description of the subsystem, and the need of connections one with many, for the addition of classified information. The strengths and weaknesses of the module, further developments are identified. This study could serve in university analysis, as it is planned to combine the existing universities in Kaunas. System design work was conducted using MagicDraw tools, programming was performed using Visual Studio, programmed in C # language, a relational database was created in SQL Server, studies were carried out using SQL queries and Visual Studio tools. During Master studies process quality is improved, attention is paid to the latest technologies.

The purpose of this study was to discover which southern universities have graduate preparatory programs in community college leadership and how, if at all, ethics is addressed in their curricula and in instruction. Surveys were mailed to 38 southern universities located in the Southern Regional Education Board member states. Of the 21 responses received, there were 16 usable responses from universities in these states. Through an examination of databases of Council for the Study of Community Colleges Graduate Studies and the American Association of Community Colleges Leadership Programs for Community College Professionals databases, 38 senior universities were found to have community college leadership programs. State programs were further confirmed through the survey to personnel listed on program websites for the universities. 15 of 16 southern universities responding to the survey item were found to have community college leadership preparatory programs that provide ethics instruction. Although the results of this survey indicate that the majority of the respondents include ethics in their curricula and in instruction, the manner in which they integrate it is varied and shows a lack of consensus among southern universities. Of the institutions that responded, the majority of respondents indicated that ethics instruction is integrated into specific discipline- or department-based courses. Offering ethics in an elective or general core course requirement was noted as a less common approach, but a viable alternative to the specific discipline- or department-based course method. Additionally, several respondents revealed that ethics instruction is institution-wide. This finding, in particular, is hopeful because it suggests that colleges are going beyond the confines of courses and degree programs and making ethics instruction a university priority. A review of the graduate preparatory programs in community college leadership courses, syllabi, and course descriptions revealed that a number of universities often incorporated instruction in ethics-based courses such as Ethical Decision Making or Ethics in the Workplace and Education. Conversely, the majority of the universities in this study addressed ethics through community college leadership core courses to include, but not limited to, The Community College, The History and Philosophy of the Community College, and Legal Aspects of Higher Education.