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Description Important Dates General Information Course Objectives Individual (Non-Registered) Lecture Option Texbook Contact --> Welcome

The Introduction to the Principles and Practice of Clinical Research (IPPCR) course trains registrants on how to effectively and safely conduct clinical research. The course focuses on the spectrum of clinical research and the research process by highlighting biostatistical and epidemiologic methods, study design, protocol preparation, patient monitoring, quality assurance, ethical and legal issues, and much more.

Course Objectives

Provide an overview of basic biostatistical and epidemiologic methods involved in conducting clinical research.

Describe the principles involved in the ethical, legal, and regulatory issues in clinical human subjects research, including the role of Institutional Review Boards (IRBs).

Describe principles and issues involved in monitoring patient-oriented research.

Describe the infrastructure required in performing clinical research and the steps involved in developing and funding research studies.

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This course will be of interest to physicians, scientists, medical and dental students, nurses, public health professionals, and others conducting or planning a career in clinical research.

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Degree and Certificate Programs associated with the Clinical Epidemiology Area of Interest are designed primarily to train clinicians and other health care professionals with the quantitative skills needed for clinical research. This area offers rigorous training in research methodology, whereby students take core courses in epidemiology and biostatistics to develop basic skills in study design and analysis. This core training is augmented by a wide variety of advanced methods courses in epidemiology and biostatistics and also pertinent courses offered by other departments addressing related topics such as decision analysis, cost-effectiveness analysis, health services research, and quality improvement of health care.

A large percentage of students seeking training from this Area of Interest  hold faculty or fellowship positions at the various Harvard Teaching Hospitals. However, the degree and certificate programs associated with this Area of Interest also attract clinicians from other national and international sites.

It is highly recommended that training from this Area of Interest initiate by enrolling in the summer Program in Clinical Effectiveness .  Students completing the Program in Clinical Effectiveness receive a certificate of completion by that program.

Perhaps the most appropriate research training degree program related to this Area of Interest is the Summer-Only 42.5 credit Master of Science in Epidemiology Degree Program . Students in this program complete a variety of condensed blocks courses through the Program in Clinical Effectiveness, the Summer Session for Public Health Studies , or the January  Winter Session   at HSPH. In addition, these students have the option of taking targeted online courses offered during the fall semester at HSPH.

Faculty from this Area of Interest also co-developed and taught in Health in Numbers: Quantitative Methods in Clinical and Public Health Research (PH207X) one of the first two Massive Online Open Courses (MOOCs) offered by Harvard University, which enrolled over 50,000 students throughout the world and granted certificates of completion to over 5,000 students.

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SOCRA's online courses are intended to provide access to training and continuing education that will promote quality clinical research, protect the welfare of research participants and improve global health.

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The UCL Great Ormond Street Institute of Child Health is proud to offer this unique online advanced course in Paediatric Neuroimaging, bridging the gaps between cutting edge research and modern clinical practice. Delivered over two days to match international times, the tutors on this course will be subject matter experts from Great Ormond Street Hospital and University College London. Day 1 of the course will take place on Wednesday the 26th of June and Day 2 on the 3rd of July 2024.

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About the MHS Online in Population, Family and Reproductive Health Program

The MHS Online program in Population, Family and Reproductive Health is designed for part-time working professionals who desire additional research and evaluation skills to enhance their potential for career advancement. The program provides students with a fundamental understanding of statistical methods and their application; epidemiology; research methods in a selected methodological area (epidemiologic methods, behavior sciences, or health services research and evaluation); leadership; expertise in an area of interest in the department; and the application of life course perspectives on health.

The online coursework in Population, Family and Reproductive Health is highly rated, including MCH Legislation and Policies; Demographic Methods for Public Health; and Life Course Perspectives on Health along with other courses in specific areas related to maternal and child health (MCH) such as Growth and Nutrition in MCH and Infant Mortality.

MHS Online in Population, Family and Reproductive Health Program Highlights

Unique courses.

choose an MCH-related focus from courses available online or in a virtual or hybrid format

MCH Certificate Opportunity

at the completion of the program

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provide research and evaluation opportunities

Master's Essay

apply newly developed research and analytical skills

What Can You Do With a Graduate Degree In Population, Family And Reproductive Health?

Sample careers.

• Program Officer
• Research and Evaluation Specialist
• Research Coordinator
• Research Analyst
• Health Policy Consultant

Curriculum for the MHS Online in Population, Family and Reproductive Health

Browse an overview of the requirements for this master's program in the JHU  Academic Catalogue , explore all course offerings in the Bloomberg School  Course Directory . 

Admissions Requirements

For general admissions requirements, please visit the How to Apply page. This specific program also requires:

Prior Work Experience

Two years of full-time public health or research experience post-baccalaureate

Prior Coursework

A general-level biology or biological science course, an upper-level mathematics course (calculus and statistics recommended), and a social science course

Standardized Test Scores

Standardized test scores (GRE, MCAT) are  optional  for this program. The admissions committee will make no assumptions if a standardized test score is omitted from an application, but will require evidence of quantitative/analytical ability through other application components such as academic transcripts and/or supplemental questions.  Applications will be reviewed holistically based on all application components.

MHS Online/Part-time degree students who are registered part-time and in good academic standing will receive a 25% tuition award each term. Registering for 11 or fewer credits per term is defined as part-time status. This tuition award is for students who start the program January 2022 and Fall 2022.

Opportunities are available in the department for students to be Teaching Assistants or Research Assistants.

Questions about the program? We're happy to help. Academic Program Manager Kristen McCormick 410-955-1116 [email protected]

Academic Program Manager Gilbert Morgan 410-614-6676 [email protected]

• Open access
• Published: 09 April 2024

On-demand mobile hypertension training for primary health care workers in Nigeria: a pilot study

• Joseph Odu 1 ,
• Kufor Osi 1 ,
• Leander Nguyen 2 ,
• Allison Goldstein 1 ,
• Lawrence J. Appel 3 ,
• Kunihiro Matsushita 3 ,
• Dike Ojji 4 ,
• Ikechukwu A. Orji 5 ,
• Morenike Alex-Okoh 6 ,
• Deborah Odoh 6 ,
• Malau Mangai Toma 6 ,
• Chris Ononiwu Elemuwa 7 ,
• Suleiman Lamorde 7 ,
• Hasana Baraya 7 ,
• Mary T. Dewan 8 ,
• Obagha Chijioke 8 ,
• Andrew E. Moran 1 , 2 ,
• Emmanuel Agogo 1 &
• Marshall P. Thomas 1  

BMC Health Services Research volume  24 , Article number:  444 ( 2024 ) Cite this article

294 Accesses

Metrics details

Only one out of every ten Nigerian adults with hypertension has their blood pressure controlled. Health worker training is essential to improve hypertension diagnosis and treatment. In-person training has limitations that mobile, on-demand training might address. This pilot study evaluated a self-paced, case-based, mobile-optimized online training to diagnose and manage hypertension for Nigerian health workers.

Twelve hypertension training modules were developed, based on World Health Organization and Nigerian guidelines. After review by local academic and government partners, the course was piloted by Nigerian health workers at government-owned primary health centers. Primary care physician, nurse, and community health worker participants completed the course on their own smartphones. Before and after the course, hypertension knowledge was evaluated with multiple-choice questions. Learners provided feedback by responding to questions on a Likert scale.

Out of 748 users who sampled the course, 574 enrolled, of whom 431 (75%) completed the course. The average pre-test score of completers was 65.4%, which increased to 78.2% on the post-test ( P <  0.001, paired t-test ). Health workers who were not part of existing hypertension control programs had lower pre-test scores and larger score gains. Most participants (96.1%) agreed that the training was applicable to their work, and nearly all (99.8%) agreed that they enjoyed the training.

Conclusions

An on-demand mobile digital hypertension training increases knowledge of hypertension management among Nigerian health workers. If offered at scale, such courses can be a tool to build health workforce capacity through initial and refresher training on current clinical guidelines in hypertension and other chronic diseases in Nigeria as well as other countries.

Peer Review reports

Hypertension in Nigeria

In Nigeria, cardiovascular disease accounts for 9% of all deaths each year [ 1 ]. Hypertension is a major driver of cardiovascular disease burden, with a prevalence between 32.5% and 38.1% among adults in Nigeria [ 2 , 3 ]. However, access to care and treatment for hypertension in Nigeria is inadequate, with only 12.0–33.6% of hypertensive individuals estimated to receive treatment [ 2 , 3 ]. Moreover, blood pressure control rates are extremely low, ranging from 2.8 to 12.4% [ 2 , 3 ]. Several factors contribute to this situation, including poor detection and management of hypertension at primary health centers (PHCs), a shortage of health workers (HWs), limited knowledge among some HWs, and inadequate equipment and supplies at health facilities [ 4 ].

The Nigerian Federal Ministry of Health (FMOH) has established national targets and developed a roadmap to address the rising burden of non-communicable diseases based on the World Health Organization (WHO) HEARTS hypertension control technical package [ 5 , 6 , 7 ]. In collaboration with the National Primary Healthcare Development Agency (NPHCDA), WHO, and Resolve to Save Lives, the FMOH launched the Nigerian Hypertension Control Initiative in 2020 [ 8 ]. The initiative aims to improve population-level blood pressure control by strengthening and scaling up screening, diagnosis, treatment, monitoring, and health education at the primary health care level.

Nigeria Hypertension Control Initiative strategies include standardizing hypertension treatment with a simple treatment protocol and implementing task shifting and task sharing of hypertension service delivery duties. This approach engages all cadres of PHC staff in hypertension management. The government is currently conducting in-person training of HWs in PHCs across the country using Nigeria-specific guidelines. However, traditional in-person training has several limitations.

Current gaps in health worker training

Low- and middle-income countries face significant challenges in establishing and maintaining a skilled health workforce to combat the growing burden of non-communicable diseases and other health challenges [ 9 ]. Conventional HW in-service training methods have not kept up with the rapid evolution of clinical guidelines and best practices [ 10 , 11 ]. Nigeria has over 30,000 PHCs that are staffed by hundreds of thousands of HWs [ 12 ]. Providing in-person training to upskill the entire PHC workforce on new hypertension guidelines would be a costly and logistically challenging endeavor. The system of pre-service HW training is also under strain. Meanwhile, developing countries continue to face severe shortages of HWs, particularly in rural and underserved areas [ 13 ].

The COVID-19 pandemic has further highlighted the need for innovative approaches to HW training. The pandemic significantly disrupted traditional training methods like in-person seminars and workshops [ 14 , 15 ]. Online training is emerging as a viable option to provide health professionals with the flexibility to study at their own pace and from any location while minimizing the risk of the spread of infection [ 14 ].

Present study

Our team previously piloted and evaluated a short, mobile-optimized online infection prevention and control course with HWs in Nigeria [ 15 ]. We found that the course had high completion rates and strong learning gains. Based on the success of the online infection prevention and control course, we applied a similar methodology to train HWs based in PHCs in Nigeria on new national hypertension diagnosis and management guidelines.

Program design informed by learning science

We expanded on the learning approach we developed in previous pilots of an infection prevention and control course in Nigeria [ 15 ]. We used insights from the learning sciences and our understanding of HWs’ learning and technology needs to develop a set of design principles. These include:

Structuring the learning around clinical cases that are directly relevant to HWs’ practice. This approach can boost HWs’ interest and motivation [ 16 ]. It also allows HWs to directly apply experiences and knowledge stored in long-term memory.

Engaging HWs through continuous low-stakes assessments (quiz questions) with constructive feedback. These assessments are intended to promote learning rather than merely evaluate learners [ 17 ]. Each question is accompanied by a brief explanation, which improves learners’ subjective experience [ 18 ].

Developing modules that repeat and expand upon key concepts, harnessing the benefits of spaced repetition to facilitate learning [ 19 ].

Focusing on essential content and eliminating nonessential material, which improves factual retention [ 20 ].

Teaching basic knowledge and skills, which may be more appropriate for online HW training than teaching advanced clinical practices [ 16 ].

Offering short courses, which increases course completion [ 21 ].

Implementing a user-friendly and well-organized learning experience, which reduces frustration and maintains learners’ self-efficacy [ 22 ].

Requiring learners to complete a short “sample” module to enroll in the full course. Some learners who sign up for free online courses do not intend to complete them [ 23 ], so this small commitment helps to ensure that those who enroll are invested in the learning.

Evaluation methodology

To assess short-term knowledge gains we used a pre-/post-test design. The 10-question multiple choice test was given once at the beginning of the course, with the same set of questions given again at the end of the course. Questions were presented in the same order each time, with the order of answers randomized. Although the pre-/post-test emphasized the content taught in the course, the pre-/post-test questions were not repeated in other modules of the course. Learners could only take each of these tests once and no minimum score was required on the test to advance in the course. Learners received minimal feedback (they could see the correct answers but there were no explanations given) after submitting their answers. To evaluate learners’ reactions, HWs answered a short survey at the beginning of the last module of the course. This survey included the net promoter score question, “How likely is it that you would recommend this course to a friend or colleague?” The survey also included two 5-point Likert scale questions assessing learners’ enjoyment of the course and its relevance to their work. Learners provided basic demographic data by answering a short survey at the end of the first (sample) module of the course. We based the survey questions (supplementary file 1 ) on questions we used in previous courses [ 15 ], with some additions and refinements to match the context of this course.

Collaborative course development

The development of the course was a collaborative and coordinated process that involved multiple government stakeholders, academic partners, and non-governmental organizations. These entities included the FMOH, NPHCDA, WHO-Nigeria Office, Johns Hopkins University, the University of Abuja Teaching Hospital’s Hypertension Treatment in Nigeria Project team, and Resolve to Save Lives.

The FMOH coordinated the co-creation of course materials aligned with the National Hypertension Treatment Guideline, developed in 2021. Prior to the pilot study, four hypertension program managers from WHO, NPHCDA, the Hypertension Treatment in Nigeria Project, and RTSL, three FMOH policymakers, and four clinical experts reviewed the course to ensure alignment with local guidelines and cultural context. An example module from the course is provided in supplementary file 2 . After the content was reviewed, the course was built on our learning management system and quality assurance was conducted by the team at Resolve to Save Lives.

Next, we conducted user testing at a PHC in Abuja to ensure the course’s usability and effectiveness. Four HWs from different cadres took part in the testing, including a medical doctor, a nurse/midwife, a community health extension worker (CHEW), and a pharmacy technician. HWs were selected who had a smartphone, an email account, and access to cellular data or Wi-Fi internet at the testing site. We carried out individual user testing sessions with each HW. Throughout these sessions, we offered an overview and context for the online hypertension course, secured consent from the participants, and clarified the procedure for accessing the course. The HW then received a text message with a link to the course and accessed selected modules on their mobile device. They were encouraged to provide feedback on their progress, including difficulties encountered, observations, and suggestions. The results of user acceptance testing were used to improve the course content and navigation for the subsequent pilot.

Course dissemination

Enrollment in the pilot online training was open from February 13 to April 20, 2023. Learners who enrolled had access through May 4, 2023 to ensure that they had enough time to complete the course. The FMOH, NPHCDA, the Hypertension Treatment in Nigeria Project manager, and state non-communicable disease coordinators distributed the link to the online course to HWs at Nigeria Hypertension Control Initiative facilities, hypertension treatment in Nigeria project facilities, and other facilities implementing hypertension control programs. The link was primarily shared via email and WhatsApp. The target audiences included doctors, nurses, and community health workers at PHCs who care for hypertensive patients. Due to task shifting and task sharing, all of these HW cadres contribute to hypertension diagnosis and management in PHCs in Nigeria.

Technologies used

The course was hosted on the LearnWorlds platform [ 24 ]. We optimized LearnWorlds settings to remove any unnecessary buttons or menus, simplify navigation, and maximize readability on mobile devices. Learners were required to answer all questions and move through the course in sequence. LearnWorlds was integrated with another tool, Zapier [ 25 ], to automatically enroll learners in the full hypertension course after they completed a sample module. Support requests were handled over email and learners used WhatsApp to support each other informally and contact program staff for support.

Data analyses

All data were downloaded from the LearnWorlds platform in.csv format. To calculate pre-/post-test scores, we gave each question equal weight. The net promoter score question was presented on an 11-point scale from 0 (not at all likely) to 10 (extremely likely). We calculated net promoter score by subtracting the percentage of detractors (6 and below) from the percentage of promoters (9 and 10) [ 26 ]. Likert scale questions were numerically coded to compute a mean. All data were analyzed in Microsoft Excel. Paired t tests were used to evaluate learning gains.

Enrollment, completion, and learner demographics

748 users entered the first “sample” module of the course. Of these, 574 completed the sample module to enroll in the full course. 75% of enrolled learners ( n  = 431) completed the course. The mean pre-test score was 65.4% among learners who completed the course, and 59.6% among learners who did not. Over 99% of enrolled learners reported living in Nigeria, and 75% of them were asked to take the course by a supervisor. 59% of learners reported working in a PHC that was part of an existing hypertension control program in Kano State, Ogun State, or the Federal Capital Territory. The vast majority of learners (89%) reported accessing the course on a smartphone or other mobile device. Almost all learners (98%) reported some work responsibilities related to hypertension diagnosis and management or the administration of hypertension programs (Table  1 ).

70% of learners reported completing training for at least one clinical role (Junior CHEW, CHEW, community health officer, Nurse, Midwife, or Doctor). 54% of learners reported completing some post-secondary schooling (but not a bachelor’s degree), and 34% reported completing a bachelor’s degree.

Learning gains and completion by health worker cadre and education level

Among the 431 learners who completed the course, the pre-test score was 65.4% and the post-test score was 78.2% ( P <  0.001). There was a wide range of scores on both tests (Fig.  1 ).

Pre- and post-test scores among learners who completed the course ( n  = 431)

There were differences in test scores and course completion by HW cadre (Table  2 ), but learning gains were significant in all cadres. Nurses, midwives, doctors, and those who completed a bachelor’s degree or above in microbiology or biomedical sciences had the largest learning gains. Doctors had the highest pre-test scores of any group, while community health officers had the lowest pre-test scores. CHEWs had the highest completion percentage and doctors had the lowest completion percentage.

Learning gains interact with study time and prior participation in hypertension control programs

Learners who completed all learning activities spent a median time of 160 min working in the course. Those who took longer to complete the course had greater learning gains than those who spent the median amount of time or less (Table  3 ). 59% of the 431 learners who completed the course reported working in a PHC that was part of an existing hypertension control program. These learners had higher pre-test scores and lower learning gains than those who were not working at such PHCs (Table  3 ).

Learner feedback

Of 434 responses to the net promoter score question, the average rating was 9.6/10, corresponding to a net promoter score of + 86. Learners also gave the course high ratings on two Likert-scale questions assessing their enjoyment of the course and its relevance to their work (Table  4 ).

We developed and piloted an online learning approach to train HWs in Nigeria on new national guidelines for hypertension management. The pilot had a high percentage of completion, positive learner feedback, and significant learning gains across different categories of PHC-based HWs. Most importantly, learners significantly gained clinically relevant knowledge regardless of their cadres. Along with our previous work [ 15 ], these results suggest that a mobile, digital, on-demand training approach is effective for training PHC-based HWs in Nigeria on best clinical practices in hypertension management. Future research, ideally randomized controlled trials, will be needed to determine the impact of such training on patient care and health outcomes.

This course had a high percentage of completion compared to industry norms, with 75% of enrolled learners completing the course, in contrast to massive open online courses, in which completion rarely exceeds 25% [ 27 , 28 , 29 , 30 ]. The high percentage of completion of this course is likely due to its endorsement by the FMOH and the encouragement HWs received to take the course from their supervisors. Factors that affect online course completion include endorsement and promotion by employers, the government, trusted sources, and professional networks [ 31 , 32 , 33 ]. Other factors reported to promote uptake of online courses include perceived usefulness and value relative to the effort required [ 29 , 34 , 35 ]. We hypothesize that the case-based nature of the training, its brevity, and its focus on only the most relevant material contributed to its effectiveness, as more than 95% of HWs said the course was relevant to their work, and almost all reported performing at least one work task related to hypertension management.

Learning gains were substantial and statistically significant, indicating that HWs’ knowledge of hypertension management improved upon completing the course in all relevant cadres. However, we observed some heterogeneity of learning gains, with HWs who had completed four or more years of post-secondary education (such as nurses, midwives, and medical doctors) having greater learning gains than cadres of HWs with two or three years of post-secondary schooling (CHEWs and community health officers). This association between level of formal schooling and preparedness to succeed in self-paced and self-directed online learning is in keeping with several previous studies, which reported the importance of self-efficacy, motivation, and digital skills to a participant’s success in online learning [ 33 , 36 , 37 , 38 , 39 ].

HWs who were not staff at PHCs taking part in existing hypertension treatment programs had lower pre-test scores and greater learning gains than those who were. This is at variance with other studies, which suggested that low prior knowledge is associated with poor outcomes in online courses [ 40 , 41 , 42 ]. It may be that those who were not in existing hypertension programs were more motivated to learn hypertension management, thereby leading to the large knowledge gains we observed in this group. Therefore, this mobile training approach might be useful for introducing HWs to new guidelines while also acting as “refresher training” for HWs who have already learned new guidelines.

Learner feedback was overall positive. Responses to two Likert-scale questions indicated that most learners found the course enjoyable and relevant to their work, with higher ratings than similar questions reported in other courses [ 43 , 44 , 45 ]. The net promoter score of this course (+ 86) was high, exceeding the “excellent” benchmark of + 50 and the reported net promoter score of other online courses [ 15 , 46 , 47 ].

On-demand, smartphone-based health worker training has the potential to fill the demand for clinical training efficiently and at lower cost compared with traditional, in-person training in Nigeria and other countries. The Nigeria hypertension training course can be deployed to meet several hypertension control program needs: (1) induction training of workers either en masse at facility activation, or when new workers join primary care teams that were previously trained, or (2) refresher training of workers who were already trained.

Online training for HWs is becoming more widespread globally due to higher demand (more HWs who can access digital training) and increasing supply (more options for those learners). The rapid rise in access to cellular internet and increasing smartphone ownership in Africa [ 48 ] could be a fulcrum that will promote online training in this part of the world. In Nigeria, an estimated 55% of the population is connected to the internet and over 97% of users access the internet with a mobile device [ 49 ]. Most HW cadres that work in PHCs in Nigeria have some post-secondary education, and many have completed bachelor’s degrees, so this group may be among early adopters of technology-enabled learning. It remains unclear whether mobile training applications are best used as an adjunct to traditional in-person group training, or a substitute for in-person training. Finally, rigorous educational and economic evaluations are needed to inform the optimal strategy for primary care health worker training.

Limitations

We only evaluated short-term knowledge gains, and we haven’t yet tested the impact of this training on clinical skills (such as proper blood pressure measurement) or clinical outcomes (such as control of hypertension). Without a comparator group, we can’t be certain that the observed knowledge gains are fully attributable to the online course. All data on learners’ demographics and education levels are self-reported and we did not independently verify the identity of course participants. Many HWs were asked to take the course by their supervisors and were encouraged to complete the course within 14 days, which may have led some HWs to rush through the course to complete it. There was also likely self-selection of HWs with high motivation, access to an internet-connected smartphone, and a certain level of digital literacy and familiarity with navigating through interactive websites.

We found that a simple-to-use, mobile-optimized, case-based online short course can effectively train PHC-based HWs on updated hypertension management guidelines. A high percentage of learners completed the course, learner feedback was very positive, and there were significant learning gains in all cadres of HWs. These results suggest that such training is a scalable way to build health workforce capacity on new clinical guidelines and to refresh knowledge of best clinical practices. Either on its own or in combination with traditional in-person group trainings, this approach could be applied to a variety of topics to improve HWs’ adherence to evidence-based practices in Nigeria and elsewhere.

Data availability

De-identified data are available from the corresponding author upon request.

Abbreviations

community health extension worker

Federal Ministry of Health

health worker

National Primary Health Care Development Agency

primary health center

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Acknowledgements

We would like to thank all of the health workers who participated in the course and shared their feedback.

This study was supported by Resolve to Save Lives. Resolve to Save Lives is funded by Bloomberg Philanthropies, the Bill and Melinda Gates Foundation, and Gates Philanthropy Partners, which is funded with support from the Chan Zuckerberg Foundation. This work was supported, in whole or in part, by the Bill & Melinda Gates Foundation grant award #OPP1175906. Under the grant conditions of the Foundation, a Creative Commons Attribution 4.0 Generic License has already been assigned to the Author Accepted Manuscript version that might arise from this submission.

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Welch Center for Prevention, Epidemiology, and Clinical Research, Johns Hopkins University, Baltimore, MD, USA

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Department of Internal Medicine, Faculty of Clinical Sciences, University of Abuja, Abuja, Nigeria

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JO, KO, LJA, KM, AEM, EA, and MPT designed the project, contributed to course development, and wrote the paper. MPT and JO analyzed the data. LN, AG, DO, IAO, MA-O, DO, MMT, COE, SL, HB, MTD, and OC contributed to project design and course development. All authors reviewed this manuscript and provided critical feedback.

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Odu, J., Osi, K., Nguyen, L. et al. On-demand mobile hypertension training for primary health care workers in Nigeria: a pilot study. BMC Health Serv Res 24 , 444 (2024). https://doi.org/10.1186/s12913-024-10693-x

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Serving as a PhD taster programme, the PolyU Research Postgraduate (RPg) Summer School will take place in face-to-face mode on campus this July. Participants will have opportunities to meet professors, attend workshops to learn different research-related skills, visit advanced research facilities, participate in knowledge enrichment activities, and interact with students and alumni for experience sharing. We welcome all local and non-local senior undergraduates and master students who are planning to pursue research studies to apply.

The RPg Summer School is a  PhD tasting programme  for participating students to experience wide aspects of postgraduate research studies as well as campus life at PolyU. Participants will have the opportunities to meet professors, attend workshops to learn different research-related skills, visit advanced research facilities, participate in knowledge enrichment activities, and interact with students and alumni for experience sharing.

PolyU provides up to HK$10,000 (~US$1,270) scholarship, free student hall accommodation and subsidy of Hong Kong study visa application for each qualified participant, plus conditional offers of admission to our RPg studies .  Senior undergraduates and master students from any discipline of your university who are planning to pursue research studies are welcomed to apply for our RPg Summer School. For more information about the RPg Summer School, please refer to the attached programme leaflet or visit the Summer School  website  for your information. The application deadline is  5 March 2023 .

Who is eligible?

•Year 3 or year 4 or final year undergraduate students of any discipline; •Students in a master’s degree programme

Timeline (HK Time, UTC+8)

•Application: 30 January 2023 to 5 March 2023 •Notification of result: Late March 2023 •Study visa application: April to June 2023 •RPg Summer School: 2 July – 15 July 2023

TU Berlin Summer University Online 2021

• Jan 25, 2021
• Partnership

PARE Online Spring School 2021 (TIGHT DEADLINE)

• Jan 18, 2021
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National Tsing Hua University, Global Summer School (with 1-2 Academic Credits + Fee)

• Jan 13, 2021

Hokkaido Summer Institute 2021 [Hokkaido University, Japan]

• Jan 6, 2021

RWTH Summer Schools 2021 – Announcement on campus/online

• Dec 17, 2020

University of Southern Denmark – application now open for SDU International Summer School

• Mar 9, 2020

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PolyU Research Postgraduate Summer School (13 July - 27 July 2022)

The PolyU Research Postgraduate Summer School (virtual mode, 13 July - 27 July, excluding Saturdays and Sundays) not only serves as a PhD-tasting programme for the participants to experience wide elements of research studies but also provides them with an opportunity to get familiar with the support that PolyU will offer. 

During the Summer School, students will have opportunities to meet professors and researchers, attend workshops to learn different research-related skills, interact with students and alumni for experience sharing, and prepare their research proposal for presentation at the end of the Summer School.

What do we offer?

1. Conditional offers of admission to research postgraduate studies

2.  HK$5,000 Summer School Scholarship for each participant

3.  Pre-matching with potential supervisors

Summer School Webpage: https://polyu.hk/JUxRy

Application Form:  https://polyu.hk/jgEoW   (Close on 18 April 2022)

YOU MAY ALSO WANT TO KNOW

Summer Research Programme 2023

One-to-one mentorship with an eminent professor Successful applicants will be supervised by an eminent professor in HKU to plan and carry out a research project. The Programme office will help participants match with mentors based on participants’ given priorities.

Scholarship for participants A scholarship of HK$10,000 1 will be awarded to each participant of the Programme upon successful completion of the Programme.  

Financial support  Financial support of airfare up to HK$5,000 1 , and university accommodation up to HK$5,000 1 will be provided on a reimbursement basis.

Prizes and awards for top performers Prizes and awards will be available for top performers in the Programme.  The details will be announced in due course. 

Possible conditional offer for a HKU Presidential PhD Scholarship  Selected students with outstanding performance may be awarded a conditional offer for the HKU Presidential PhD Scholarship.  The HKU Presidential PhD Scholarship is the most prestigious entrance scholarship to attract top students from around the world to pursue full-time PhD studies at HKU. The scholarship package includes up to HK$420,900 (US$53,960) in the first year, and up to HK$400,900 (US$51,390) in each of the subsequent years during the normative study period.  Click  here for the details regarding the scholarship.

1  The amount may be adjusted pending approval of budget.

Target participants Outstanding undergraduate students in year 3 and year 4 with excellent CGPA; or students in Master’s degree programmes with excellent Bachelor’s degrees from top universities, who are interested to pursue a PhD at HKU.

Selection criteria - Outstanding academic performance - Strong interest in research postgraduate studies - Previous research experience Interest in interdisciplinary studies - High English proficiency - Mature and independent

Please click here  to complete the online application form.

Required Information 

- Individual research work with guidance from the mentor - Peer Seminars: Project Plans and Summary Presentations - Research skills courses and seminars - Teambuilding workshops - Programme completion ceremony 

(Programme details to be followed)

Q1.    Can I apply for Summer Research Programme if I am just a Year 2 UG student? A1:    If you are an outstanding student with excellent academic achievement, or you have ample research experience, you may still submit your application for the summer research programme for the Faculties to consider.  Though senior UG students might have higher priority to be selected.

Q2.    I will have my exam and cannot come to Hong Kong till mid-/late June, can I still apply /eligible for the programme? A2:    If you are selected for the programme, you may apply to attend the Programme via online mode as an exceptional arrangement until you can physically come to Hong Kong.  It is expected that students should arrive Hong Kong in person in week 4 the latest. 

Q3.    I haven’t taken the English Language proficiency test, am I eligible to apply for the summer research programme? A3:    You may still apply for the summer research programme if you have not yet taken the English Language proficiency test, although that would be one of the considerations when selecting candidates for the programme.  

Q4.    I realised that I have submitted wrong information in the form by mistake, what should I do? A4:    Please send in the request for amending submitted information via email: [email protected] . 

Q5.    I have submitted the application and uploaded the required documents, but I haven’t paid the application fee.  What should I do? A5:    Your application will not be processed if you have not paid the application fee.  Please proceed to settle the payment and send an email to [email protected] specifying your full name, registered email address and the receipt number.

Q6.    My official transcript will not be ready before the application deadline.  What should I do? A6:    Please submit the latest transcript available for the application.  

Q7.    Can I submit supplementary information after submission of information? A7:    Please arrange all your documents and supplementary information all in one pdf file, and send it to [email protected] .  The latest submission of documents will replace the previous set of documents.  

Q8.    Will there be selection interviews for the programme? A8:    It depends on different faculties.  You will be contacted by the proposed faculty via your registered email address should there be any interviews be held during February 2023. 

Admitted students are advised to submit the visa application, if needed, as soon as you receive a confirmation email from Graduate School. Please click here for more details about student visa application. For inquiries, please contact here .

Students are also reminded to pay attention to any special arrangements due to COVID. For most updated information by the HKSAR Government, please visit https://www.coronavirus.gov.hk/eng/index.html .

The Summer Research Programme 2023 is funded by the University of Hong Kong Foundation for Educational Development and Research.

Home / Visiting Students / Undergraduates /  Summer Undergraduate Research Programme (SURP)

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Summer Undergraduate Research Programme (SURP)

Summer Research@ CUHK

The Summer Undergraduate Research Programme (SURP) provides an opportunity for undergraduate students from overseas universities to undertake research attachments for eight weeks at CUHK during the summer. Students will be actively engaged in research under the supervision of a CUHK faculty member and earn three credits upon successful completion of the programme.

First refuelling for Russia’s Akademik Lomonosov floating NPP

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The FNPP includes two KLT-40S reactor units. In such reactors, nuclear fuel is not replaced in the same way as in standard NPPs – partial replacement of fuel once every 12-18 months. Instead, once every few years the entire reactor core is replaced with and a full load of fresh fuel.

The KLT-40S reactor cores have a number of advantages compared with standard NPPs. For the first time, a cassette core was used, which made it possible to increase the fuel cycle to 3-3.5 years before refuelling, and also reduce by one and a half times the fuel component in the cost of the electricity produced. The operating experience of the FNPP provided the basis for the design of the new series of nuclear icebreaker reactors (series 22220). Currently, three such icebreakers have been launched.

The Akademik Lomonosov was connected to the power grid in December 2019, and put into commercial operation in May 2020.

Electricity generation from the FNPP at the end of 2023 amounted to 194 GWh. The population of Pevek is just over 4,000 people. However, the plant can potentially provide electricity to a city with a population of up to 100,000. The FNPP solved two problems. Firstly, it replaced the retiring capacities of the Bilibino Nuclear Power Plant, which has been operating since 1974, as well as the Chaunskaya Thermal Power Plant, which is more than 70 years old. It also supplies power to the main mining enterprises located in western Chukotka. In September, a 490 km 110 kilovolt power transmission line was put into operation connecting Pevek and Bilibino.

Image courtesy of TVEL

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USM’s Summer Field Program Offers Students Unique Coastal Research Opportunities

Mon, 04/01/2024 - 11:01am | By: Gabriela Shinskie

Jump aboard a research vessel and take in the beauty of the Mississippi Sound and unique barrier islands with the University of Southern Mississippi (USM) Gulf Coast Research Laboratory’s (GCRL) Summer Field Program, in which students can study marine science in a coastal environment.

Located in Ocean Springs, Miss, the Summer Field Program was established in 1947 at Magnolia State Park; for decades, the program has helped students gain valuable experiences in ocean and marine sciences. It is housed in USM’s School of Ocean Science and Engineering (SOSE), and is offered in two summer sessions, with in-person and online options for undergraduate and graduate students looking to learn more about the Mississippi Gulf Coast.

Dr. Laura Blackmon, associate director of the Marine Education Center, looks forward to the Summer Field Program’s 77 th year.

“The Summer Field Program will again bring expert marine science instructors together with students from across the region for amazing education experiences,” Dr. Blackmon said. “It has produced a wide network of alumni, including marine science researchers and educators working across the Gulf Coast and Coastal USM, as well as at numerous other colleges, universities, and marine labs nationwide.”

Classes are set both in a laboratory and field work setting, with USM research vessels allowing students to explore the Mississippi Sound. Overnight trips to the middle of the Gulf of Mexico allow students to fully study the beauty of the coastal habitats. On-site amenities include a dormitory, dining hall, library, and a research specimen museum.

The first session, offered in June, features courses such as shark biology, marine ecology, oceanography, coastal environments and restoration, and environmental photography. An online session offers a comprehensive overview of the biology of marine mammals.

The second session, offered in July, will focus on marine conservation and ichthyology, marine biology, and toxicology. An online session will be offered with a focus on marine invertebrate zoology. Academic credit will be awarded upon completion.

Dr. Kelly Darnell, director of the GCRL, described the uniqueness of the program and all it has to offer.

“Our Summer Field Program gives students the unique opportunity to live at the Gulf Coast Research Lab and be fully immersed in the environment and ecosystems they’re studying,” Dr. Darnell said. “For many students, this is their first experience with marine biology – I can’t think of a better or more memorable way to learn than to dive right in.”

A complete cost of undergraduate and graduate course fees along with room and board can be found online . A complete list of course offerings are available for both sessions. Admission deadline for early selection is April 5, 2024. The final deadline for all application materials to be submitted is May 1, 2024. For questions email , or call 228.818.8812.

Categories: Arts and Sciences Coastal USM

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40 facts about elektrostal.

Written by Lanette Mayes

Modified & Updated: 02 Mar 2024

Reviewed by Jessica Corbett

Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

• Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
• With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy, materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes, offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development.

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy, with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

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Set up by the Innovation and Technology Commission (“ITC”), HKSAR government, the STEM Internship Scheme (the “Scheme”) encourages STEM students to gain innovation and technology (“I&T”)-related work experience during their studies and to foster their interest in pursuing a career in I&T after graduation, so as to enlarge the local I&T talent pool.

We would like to solicit your support for the Scheme through offering I&T-related internship positions to our students.  Internship Vacancy Posting

Please note that the Job Post Request Form and Eligibility Verification Form are currently CLOSED due to overwhelming responses.

Student’s Eligibility Verification

• Upon offer confirmation , the employer has to inform PolyU via the Eligibility Verification Form to obtain confirmation from PolyU in relation to student’s eligibility/funding availability. PolyU will advise the employer regarding the eligibility of the proposed student intern (within five working days for local undergraduate students and within 14 days for non-local/postgraduate students) after receiving the student’s online application for the Scheme.
• Student applications have to go through PolyU for approval, which is subject to student eligibility, internship nature, and funding availability at students’ time of submission.
• The Scheme will be closed when the provision of funding is exhausted .

Allowance and Reimbursement

• The allowance for the internship for each student intern is HK$11,190 per month (i.e. 30 days), capped at two months. The abovesaid allowance will be reimbursed to student interns via PolyU .
• The employer can, at own discretion and expenses, extend the internship duration or offer additional allowance to the student intern(s), provided that the arrangements comply with the Employment Ordinance, the Minimum Wage Ordinance, the Mandatory Provident Fund Ordinance, and other related ordinances.
• The employer is expected to remind and support the student intern(s) to complete online application(s) upon offer confirmation, the required documents for reimbursement after the internship, and communicate with PolyU as early as possible if any problem arises that would affect the reimbursement of the allowance.

See  Guidelines for Employers for more details.

Enquiries Tel: 3400 2446 Email:  [email protected]

Eligibility As required by ITC, the Scheme is open to undergraduates and postgraduates who are:

• local or non-local students enrolling on one of the  full-time STEM programmes  (please refer to the “ List of Eligible STEM Programmes ” on this page) recognised by ITC to be eligible for the Scheme;
• from  any year of studies ; and
• legally employable  in Hong Kong.

Internship Requirements

• Full-time placements in Hong Kong  with duration of  at least four consecutive weeks (i.e. 28 calendar days), allowance  capped at two months .
• The duration of the internship is the number of calendar days in the contract period, and the start and end days of the internship should be working days .
• I&T-related internship positions , i.e. actual work which contains sufficient I&T elements.
• The summer internship should commence  no earlier than May 2023 , with a duration of at least four consecutive weeks.
• The internship funded by the Scheme, as required by ITC,  CANNOT be used to fulfil WIE requirements . However, the internship period IN EXCESS of that required for WIE requirements could be funded by the Scheme. For students who are undertaking an internship period IN EXCESS of that required by WIE requirements, please refer to Appendix 3 in the  Guidelines for Students .
• Internship positions directly subsidised by the Government DO NOT fall under this Scheme (e.g. internship programmes of the HKSAR Government).

Application Procedures

• Students may apply for STEM internship positions through PolyU Job Board or Faculties/Schools/Departments, or source on their own.
• Online Application Form (for applicants undertaking an internship period in excess of their WIE requirements, click HERE )
• Copy of Employment Contract
• Signed  Student Charter (for applicants undertaking an internship period in excess of their WIE requirements, click HERE )
• Copy of Student ID Card
• Copy of “No Objection Letter” (“NOL”) issued by the Immigration Department (for non-local students only)
• Home Faculty’s/School’s/Department’s approval for student’s internship participation (for research postgraduate students only)
• Approval for student applications will be granted by CPS, SAO based on student eligibility, internship nature, and funding availability at students’ time of submission. The first batch of applications will receive priority consideration for approval. CPS, SAO may consider later batch(es) of applications subject to the funding availability.
• Successful applicants are required to attend an  online pre-internship training workshop  organised by CPS, SAO.
• Students should submit the following items to CPS, SAO  within two weeks upon the completion of internship:
• Assessment/Evaluation Form (to be filled in by both employer and student intern)
• Timesheet (signed by work supervisor)
• Salary Statement (if applicable)
• Learning Journal and Photos
• Submit bank account information to the Finance Office of PolyU (for undergraduates/taught postgraduates ; for research postgraduates ).
• Allowance for summer internship for each student intern is  HK$11,190 per month (i.e. 30 days),  capped at two months . Student interns may receive the allowance under the Scheme for more than one internship place, PROVIDED THAT
• the participating employers are different and the internship periods do NOT overlap; and
• the maximum amount of allowance does NOT exceed three months in one academic year (i.e. current academic year is from 29 August 2022 to 27 August 2023).
• Only students who have successfully enrolled on the Scheme, completed the entire internship as specified in the employment contract, and submitted post-internship documents are eligible to receive the allowance.
• Allowance will NOT be reimbursed to students who fail to achieve 80% attendance rate or cannot complete the internship as planned.
• Unpaid leaves will NOT be taken into consideration in the calculation of allowance under the Scheme, and will be deducted from the calculation of internship duration.
• The employers may, at own discretion, offer additional allowance to student interns, which the arrangements should comply with the Employment Ordinance, the Minimum Wage Ordinance, the Mandatory Provident Fund Ordinance, and other related ordinances.

Student interns who do NOT receive a minimum wage from employers for the internship under the Scheme should check their eligibility to work as “Work Experience Student” under the Minimum Wage Ordinance , and submit to employers the Confirmation of Student Status and the statutory declaration (Click HERE for details).

• Attendance of pre-internship training workshop is a mandatory requirement of release of allowance.
• Students may expect to receive the allowance around three months after the post-internship submission.

See  Guidelines for Students for more details.

Enquiries Tel: 3400 3121 Email:  [email protected]

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*Research postgraduate students who receive Research Scholarship are NOT permitted to take up any employment with the University or with any other employers unless special approval is granted by home Faculty/School/Department.

* Research postgraduate students who would like to participate in the Scheme must seek prior approval from their home Faculty/School/Department, and provide written proof to CPS, SAO upon application.

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Victor Mukhin

• Scientific Program

Title : Active carbons as nanoporous materials for solving of environmental problems

However, up to now, the main carriers of catalytic additives have been mineral sorbents: silica gels, alumogels. This is obviously due to the fact that they consist of pure homogeneous components SiO2 and Al2O3, respectively. It is generally known that impurities, especially the ash elements, are catalytic poisons that reduce the effectiveness of the catalyst. Therefore, carbon sorbents with 5-15% by weight of ash elements in their composition are not used in the above mentioned technologies. However, in such an important field as a gas-mask technique, carbon sorbents (active carbons) are carriers of catalytic additives, providing effective protection of a person against any types of potent poisonous substances (PPS). In ESPE “JSC "Neorganika" there has been developed the technology of unique ashless spherical carbon carrier-catalysts by the method of liquid forming of furfural copolymers with subsequent gas-vapor activation, brand PAC. Active carbons PAC have 100% qualitative characteristics of the three main properties of carbon sorbents: strength - 100%, the proportion of sorbing pores in the pore space – 100%, purity - 100% (ash content is close to zero). A particularly outstanding feature of active PAC carbons is their uniquely high mechanical compressive strength of 740 ± 40 MPa, which is 3-7 times larger than that of  such materials as granite, quartzite, electric coal, and is comparable to the value for cast iron - 400-1000 MPa. This allows the PAC to operate under severe conditions in moving and fluidized beds.  Obviously, it is time to actively develop catalysts based on PAC sorbents for oil refining, petrochemicals, gas processing and various technologies of organic synthesis.

Victor M. Mukhin was born in 1946 in the town of Orsk, Russia. In 1970 he graduated the Technological Institute in Leningrad. Victor M. Mukhin was directed to work to the scientific-industrial organization "Neorganika" (Elektrostal, Moscow region) where he is working during 47 years, at present as the head of the laboratory of carbon sorbents.     Victor M. Mukhin defended a Ph. D. thesis and a doctoral thesis at the Mendeleev University of Chemical Technology of Russia (in 1979 and 1997 accordingly). Professor of Mendeleev University of Chemical Technology of Russia. Scientific interests: production, investigation and application of active carbons, technological and ecological carbon-adsorptive processes, environmental protection, production of ecologically clean food.   

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The Graduate School (GS) is thrilled to wrap up an exceptional and eventful two weeks of the Research Postgraduate (RPg) Summer School from 3 to 14 July 2023. This year, the PhD taster programme tailored for senior undergraduates and master's students, was held physically on campus for the first time, leaving a lasting impact on the 50 ...

The PolyU Research Postgraduate (RPg) Summer School serves as a PhD taster programme for experiencing wide elements of research studies and getting familiar with the support that PolyU will offer. During the RPg Summer School, participants will have the opportunity to meet professors for consultation, attend workshops to learn different research-related skills, visit advanced research ...

MUSHKIN Ivan, Participant of ISS 2023. Bauman Moscow State Technical University. The PolyU International Summer School gave me the chance to interact with people from different backgrounds and gain insightful advice about leadership from my mentors. I was able to develop deep connections with individuals from different cultures and countries.

The Hong Kong Polytechnic University (PolyU) is rolling out its International Summer School 2023 from July to August this year. Participants will be able to experience face-to-face summer classes, local tours and enrichment activities.

The International Research Summer School is a two-week PhD taster programme preparing you for research studies at PolyU! Join to experience wide elements of research studies and become familiar with the study support that PolyU will offer. ... PolyU International Research Summer School ... All News. HKUST Information Session on MPhil & PhD ...

Application: 30 January 2023 to 5 March 2023. • Notification of result: Late March 2023 • Study visa application: April to June 2023 •. RPg Summer School: 2 July - 15 July 2023. Programme in brief. **Below is a tentative programme, and the latest arrangement will be announced on the RPg Summer School website.

Short-term Programs; PolyU Research Postgraduate Summer School; PolyU Research Postgraduate Summer School. Posted: February 16, 2023 ; By: Partnership; ... April to June 2023 •RPg Summer School: 2 July - 15 July 2023 . Share . Previous Post. Hokkaido Summer Institute 2023 . Next Post. Ostrava Summer School 2023.

The PolyU Research Postgraduate Summer School (virtual mode, 13 July - 27 July, excluding Saturdays and Sundays) not only serves as a PhD-tasting programme for the participants to experience wide elements of research studies but also provides them with an opportunity to get familiar with the support that PolyU will offer. ... 4 Oct 2023 PolyU ...

Applications for Summer Research Programme 2024 are now closed. Result notifications have been sent via email to all applicants. Thank you for your interest in the Programme! The University of Hong Kong (HKU) Summer Research Programme ("the Programme") 2024 is a 10-week intense research training programme with networking and extra-curricular activities for elite students around the world ...

The University of Hong Kong (HKU) Summer Research Programme ("the Programme") 2023 is a 10-week intense research training programme with extra-curricular activities for elite students around the world who are interested in pursuing research postgraduate studies at HKU. Application for the Programme 2023 has now closed. Result notifications ...

Summer Term (May 2024 Entry) PolyU Research Postgraduate Programmes. 1 May 2023 to 31 January 2024. 2024/25 Admission. Application Periods. (Note: Please observe the lead time for application submission below) Semester One (September 2024 Entry) Hong Kong PhD Fellowship Scheme (HKPFS) (Please refer to the HKPFS Website for details)

Overseas Summer UROPS is a 10 to 12-week long research programme, worth 4 units. Some of the Faculty's partners for the Programme include: Canada: University of Toronto, Department of Pharmacology & Toxicology *NEW - Offered in 2024. China: Shanghai Jiao Tong University - Offered in 2024. China: The Chinese University of Hong Kong ...

8 July to 19 July 2024. NUS Young Fellowship Programme. 24 - 28 June 2024. School of Computing, NUS SOC Summer Workshop. Phase 1: 12 May, 19 May, and 26 May (online) Phase 2: 29 June to 22 July (onsite) NUS Science Summer Institute. 2 - 11 July 2024. SCALE Youth Programmes.

Application deadline: 30 April 2023. 1. Submit the online Application Form, together with academic transcripts, to the respective academic departments before the deadline. Each applicant can only opt to join the camp via one academic department. If available, TOEFL/IELTS/CET-6 results and the first page of publications may also be submitted to ...

Admission rests with the CUHK host supervisors. Dates & Schedule. Credits & Transcripts. SURP will take place during 23 June-17 August 2024 for eight weeks . Students are expected to devote at least 20 hours per week to the research project. Supervisors will discuss the actual time commitment with their students upon admission.

2024 RICHARD MORGAN SUMMER RESEARCH FELLOWSHIP PROGRAM. January 8, 2024. 2023 Annual Research Conference. September 25, 2023. Julia Gensheimer selected as a UC President's Lindau Nobel Laureate Meetings Fellow for the 72nd Lindau Nobel Laureate Meeting in Physiology & Medicine.

Step 1. Complete the online application form and submit it by 23 February 2024 at 12:00 noon (Hong Kong Time, UTC+8 hours). Applicants will get the application fee payment link and supporting documents upload link by email. Step 2. Pay the application fee online and get the official receipt by email. Step 3.

17 October 2023 . Print Email . Rosatom's fuel company TVEL has supplied nuclear fuel for reactor 1 of the world's only floating NPP (FNPP), the Akademik Lomonosov, moored at the city of Pevek, in Russia's Chukotka Autonomous Okrug. The supply of fuel was transported along the Northern Sea Route. The first ever refuelling of the FNPP is ...

Date: Monday, April 08, 2024 Time: 07:30pm - 08:30pm Location: Trayes Hall, Douglass Student Center, 100 George Street, New Brunswick, NJ 08901 The Toby and Herbert Stolzer Annual Program. Sandra Fox, Goldstein-Goren Visiting Assistant Professor of American Jewish History, New York University. In the decades directly following the Holocaust, American Jewish leaders anxiously debated how to ...

Dr. Kelly Darnell, director of the GCRL, described the uniqueness of the program and all it has to offer. "Our Summer Field Program gives students the unique opportunity to live at the Gulf Coast Research Lab and be fully immersed in the environment and ecosystems they're studying," Dr. Darnell said.

A center for scientific research and innovation. ... Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students. ... 07 Oct 2023 21 Astounding Facts About E40 . Health Science. 12 Jan 2024 18 Neo40 Supplement Facts .

Download Application Guidelines. Download Research Programme Proposal Form . Call for Applications: USRA 2023/24. Aiming to enhance the research experience and international exposure of undergraduate (UG) students, the UG Summer Research Abroad Sponsorship (USRA) provides financial support to UG students to undertake research programmes under the guidance and supervision of academics at ...

Education programs of MIPT undergraduate, graduate and online schools, including price and financial aid information. International department ... national research university by subject THE #71 Physical Science THE #72 Computer Science QS TOP 50 Physics & Astronomy ...

The summer internship should commence no earlier than May 2023, with a duration of at least four consecutive weeks. The internship funded by the Scheme, as required by ITC, CANNOT be used to fulfil WIE requirements. However, the internship period IN EXCESS of that required for WIE requirements could be funded by the Scheme.

Catalysis Conference is a networking event covering all topics in catalysis, chemistry, chemical engineering and technology during October 19-21, 2017 in Las Vegas, USA. Well noted as well attended meeting among all other annual catalysis conferences 2018, chemical engineering conferences 2018 and chemistry webinars.

The PolyU Research Postgraduate Summer School (virtual mode, 13 July - 27 July, excluding Saturdays and Sundays) not only serves as a PhD-tasting programme for the participants to experience wide elements of research studies but also provides them with an opportunity to get familiar with the support that PolyU will offer.

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Fall 2024 CSCI Special Topics Courses

Cloud computing.

Meeting Time: 09:45 AM‑11:00 AM TTh  Instructor: Ali Anwar Course Description: Cloud computing serves many large-scale applications ranging from search engines like Google to social networking websites like Facebook to online stores like Amazon. More recently, cloud computing has emerged as an essential technology to enable emerging fields such as Artificial Intelligence (AI), the Internet of Things (IoT), and Machine Learning. The exponential growth of data availability and demands for security and speed has made the cloud computing paradigm necessary for reliable, financially economical, and scalable computation. The dynamicity and flexibility of Cloud computing have opened up many new forms of deploying applications on infrastructure that cloud service providers offer, such as renting of computation resources and serverless computing.    This course will cover the fundamentals of cloud services management and cloud software development, including but not limited to design patterns, application programming interfaces, and underlying middleware technologies. More specifically, we will cover the topics of cloud computing service models, data centers resource management, task scheduling, resource virtualization, SLAs, cloud security, software defined networks and storage, cloud storage, and programming models. We will also discuss data center design and management strategies, which enable the economic and technological benefits of cloud computing. Lastly, we will study cloud storage concepts like data distribution, durability, consistency, and redundancy. Registration Prerequisites: CS upper div, CompE upper div., EE upper div., EE grad, ITI upper div., Univ. honors student, or dept. permission; no cr for grads in CSci. Complete the following Google form to request a permission number from the instructor ( https://forms.gle/6BvbUwEkBK41tPJ17 ).

CSCI 5980/8980 

Machine learning for healthcare: concepts and applications.

Meeting Time: 11:15 AM‑12:30 PM TTh  Instructor: Yogatheesan Varatharajah Course Description: Machine Learning is transforming healthcare. This course will introduce students to a range of healthcare problems that can be tackled using machine learning, different health data modalities, relevant machine learning paradigms, and the unique challenges presented by healthcare applications. Applications we will cover include risk stratification, disease progression modeling, precision medicine, diagnosis, prognosis, subtype discovery, and improving clinical workflows. We will also cover research topics such as explainability, causality, trust, robustness, and fairness.

Registration Prerequisites: CSCI 5521 or equivalent. Complete the following Google form to request a permission number from the instructor ( https://forms.gle/z8X9pVZfCWMpQQ6o6  ).

Visualization with AI

Meeting Time: 04:00 PM‑05:15 PM TTh  Instructor: Qianwen Wang Course Description: This course aims to investigate how visualization techniques and AI technologies work together to enhance understanding, insights, or outcomes.

This is a seminar style course consisting of lectures, paper presentation, and interactive discussion of the selected papers. Students will also work on a group project where they propose a research idea, survey related studies, and present initial results.

This course will cover the application of visualization to better understand AI models and data, and the use of AI to improve visualization processes. Readings for the course cover papers from the top venues of AI, Visualization, and HCI, topics including AI explainability, reliability, and Human-AI collaboration.    This course is designed for PhD students, Masters students, and advanced undergraduates who want to dig into research.

Registration Prerequisites: Complete the following Google form to request a permission number from the instructor ( https://forms.gle/YTF5EZFUbQRJhHBYA  ). Although the class is primarily intended for PhD students, motivated juniors/seniors and MS students who are interested in this topic are welcome to apply, ensuring they detail their qualifications for the course.

Visualizations for Intelligent AR Systems

Meeting Time: 04:00 PM‑05:15 PM MW  Instructor: Zhu-Tian Chen Course Description: This course aims to explore the role of Data Visualization as a pivotal interface for enhancing human-data and human-AI interactions within Augmented Reality (AR) systems, thereby transforming a broad spectrum of activities in both professional and daily contexts. Structured as a seminar, the course consists of two main components: the theoretical and conceptual foundations delivered through lectures, paper readings, and discussions; and the hands-on experience gained through small assignments and group projects. This class is designed to be highly interactive, and AR devices will be provided to facilitate hands-on learning.    Participants will have the opportunity to experience AR systems, develop cutting-edge AR interfaces, explore AI integration, and apply human-centric design principles. The course is designed to advance students' technical skills in AR and AI, as well as their understanding of how these technologies can be leveraged to enrich human experiences across various domains. Students will be encouraged to create innovative projects with the potential for submission to research conferences.

Registration Prerequisites: Complete the following Google form to request a permission number from the instructor ( https://forms.gle/Y81FGaJivoqMQYtq5 ). Students are expected to have a solid foundation in either data visualization, computer graphics, computer vision, or HCI. Having expertise in all would be perfect! However, a robust interest and eagerness to delve into these subjects can be equally valuable, even though it means you need to learn some basic concepts independently.

Sustainable Computing: A Systems View

Meeting Time: 09:45 AM‑11:00 AM  Instructor: Abhishek Chandra Course Description: In recent years, there has been a dramatic increase in the pervasiveness, scale, and distribution of computing infrastructure: ranging from cloud, HPC systems, and data centers to edge computing and pervasive computing in the form of micro-data centers, mobile phones, sensors, and IoT devices embedded in the environment around us. The growing amount of computing, storage, and networking demand leads to increased energy usage, carbon emissions, and natural resource consumption. To reduce their environmental impact, there is a growing need to make computing systems sustainable. In this course, we will examine sustainable computing from a systems perspective. We will examine a number of questions:   • How can we design and build sustainable computing systems?   • How can we manage resources efficiently?   • What system software and algorithms can reduce computational needs?    Topics of interest would include:   • Sustainable system design and architectures   • Sustainability-aware systems software and management   • Sustainability in large-scale distributed computing (clouds, data centers, HPC)   • Sustainability in dispersed computing (edge, mobile computing, sensors/IoT)

Registration Prerequisites: This course is targeted towards students with a strong interest in computer systems (Operating Systems, Distributed Systems, Networking, Databases, etc.). Background in Operating Systems (Equivalent of CSCI 5103) and basic understanding of Computer Networking (Equivalent of CSCI 4211) is required.

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