TY  - JOUR
T1  - Strategies and Policies to Support and Advance Education in e-Science
JF  - Computing Now
Y1  - 2009
A1  - Malcolm Atkinson
A1  - Elizabeth Vander Meer
A1  - Fergusson, David
A1  - Clive Davenhall
A1  - Hamza Mehammed
AB  - In previous installments of this series, we’ve presented tools and resources that university undergraduate and graduate environments must provide to allow for the continued development and success of e-Science education. We’ve introduced related summer (http://doi.ieeecomputersociety.org/ 10.1109/MDSO.2008.20) and winter (http://doi.ieeecomputersociety.org/10.1109/MDSO.2008.26) schools and important issues such as t-Infrastructure provision (http://doi.ieeecomputersociety.org/ 10.1109/MDSO.2008.28), intellectual property rights in the context of digital repositories (http://doi.ieeecomputersociety.org/10.1109/MDSO.2008.34), and curriculum content (http://www2. computer.org/portal/web/computingnow/0309/education). We conclude now with an overview of areas in which we must focus effort and strategies and policies that could provide much-needed support in these areas.    We direct these strategy and policy recommendations toward key stakeholders in e-Science education, such as ministries of education, councils in professional societies, and professional teachers and educational strategists. Ministries of education can influence funding councils, thus financially supporting our proposals. Professional societies can assist in curricula revision, and teachers and strategists shape curricula in institutions, which makes them valuable in improving and developing education in e-Science and (perhaps) e-Science in education.    We envision incremental change in curricula, so our proposals aim to evolve existing courses, rather than suggesting drastic upheavals and isolated additions. The long-term goal is to ensure that every graduate obtains the appropriate level of e-Science competency for their field, but we don’t presume to define that level for any given discipline or institution. We set out issues and ideas but don’t offer rigid prescriptions, which would take control away from important stakeholders.
UR  - http://www.computer.org/portal/web/computingnow/education
ER  - 

TY  - JOUR
T1  - Distributed Computing Education, Part 5: Coming to Terms with Intellectual Property Rights
JF  - Distributed Systems Online
Y1  - 2008
A1  - Boon Low
A1  - Kathryn Cassidy
A1  - Fergusson, David
A1  - Malcolm Atkinson
A1  - Elizabeth Vander Meer
A1  - Mags McGeever
AB  - In part 1 of this series on distributed computing education, we introduced a list of components important for teaching environments. We outlined the first three components, which included development of materials for education, education for educators and teaching infrastructures, identifying current practice, challenges, and opportunities for provision. The final component, a supportive policy framework that encourages cooperation and sharing, includes the need to manage intellectual property rights (IPR).
PB  - IEEE Computer Society
VL  - 9
UR  - http://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=4755177
IS  - 12
ER  - 

TY  - CONF
T1  - EGEE: building a pan-European grid training organisation
T2  - ACSW Frontiers
Y1  - 2006
A1  - Berlich, R{\"u}diger
A1  - Hardt, Marcus
A1  - Kunze, Marcel
A1  - Atkinson, Malcolm P.
A1  - Fergusson, David
JF  - ACSW Frontiers
ER  -