Public reporting burden for the collection of information is estimated to average 1 hour per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. Send comments regarding this burden estimate or any other aspect of this collection of information,

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I declare that this thesis is my own account of my research and contains as its main content work which has not previously been submitted for a degree at any tertiary education institution.

I first thank my thesis advisors Thiemo Voigt and Adam Dunkels for being my excellent advisors, and also for being the great colleagues you still are. Thiemo and Adam have complemented each other superbly, giving me feedback, perspectives, insights, and having made every single new venture truly fun. My deepest thanks also go to my professor Per Gunningberg, Uppsala University. Per has in a seemingly easy way spotted erroneous assumptions, has valued my research contributions, and has connected my own work with another broader world of research. I want to thank all colleagues in the Networked Embedded Systems group:

, but deployments of such algorithms are currently uncommon because of some practical difficulties.

I herewith certify that all material in this dissertation which is not my own work has been properly acknowledged.

Abstract: Online learning initia-tives over the past decade have become increasingly comprehen-sive in their selection of courses and sophisticated in their presen-tation, culminating in the recent announcement of a number of consortium and startup activities that promise to make a university education on the internet, free of charge, a real possibility. At this pivotal moment it is appropriate to explore the potential for obtaining comprehensive bioinformatics training with currently existing free video resources. This article pre-sents such a bioinformatics curric-ulum in the form of a virtual course catalog, together with editorial commentary, and an assessment of strengths, weaknesses, and likely future directions for open online learning in this field. Online Learning Comes of Age Online academic ‘‘courseware’ ’ at the university level has now been available to the public for a decade, the earliest concerted effort having originated in 2002 with the Massachusetts Institute of Technology (MIT) and their OpenCour-seWare initiative

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Corporate Governance determinants of voluntary disclosure and its effects on information asymmetry: an analysis for Iberian Peninsula listed companies.