Displaying all 9 results
- Conference Session
- IT-based Instructional Technologies
- Collection
- 2008 Annual Conference & Exposition
- Authors
- Abul Azad, Northern Illinois University; Ghayasuddin Mohammed, Northern Illinois University; Mohammed Murtuza, Northern Illinois University; Muhammed Abedur Rahman, Northern Illinois University
- Tagged Divisions
- Information Systems
threshold, piecewise linear, sigmoid, tansigmoid and Gaussian are usedfor activation.3.2. Control Vibration control techniques for flexible structures are generally classified into twocategories: passive and active control 20. Passive control utilizes the absorption property ofmatter and thus is realized by a fixed change in the physical parameters of the structure, forexample adding viscoelastic material to increase the damping properties of the flexiblemanipulator 21, 22, 23. Active control utilizes the principle of wave interference. This is realizedby artificially generating anti-source(s) (actuator(s) to destructively interfere with the unwanteddisturbances and thus result in reduction in the level of vibration. Active control of
- Conference Session
- Emerging Information Technologies
- Collection
- 2008 Annual Conference & Exposition
- Authors
- Curtis Welborn, Utah Valley State College; Reza Sanati-Mehrizy, Utah Valley State College
- Tagged Divisions
- Information Systems
. Perkins, “Business Rules = Meta Data”, The proceedings of the: Technology of Object-Oriented Languages and Systems, IEEE, 2000.[6] J. Widom and S. Ceri, “Active Database Systems”, Morgan Kaufmann, 1996.[7] E. Baralis, S. Ceri, and S. Paraboschi, “Modularization techniques for active rules design”, ACM Transactions on Database Systems, 21(1):1-29, 1996.[8] G. Ronald Ross, “Business Rule Concepts”, Business Rule Solutions Inc., 1998.[9] The Business Rules Group, “Defining Business Rules – What Are They Really?”, http:www.BusinessRulesGroup.org, Feb. 2006.[10] B. von Halle, “Building a Business Rule System, Part 1”, Data Management Review, Faulkner & Gray, January 2001
- Conference Session
- Information Technologies Classroom Instruction
- Collection
- 2008 Annual Conference & Exposition
- Authors
- Robert MacDonald, Purdue University; Raheel Malik, Whirlpool Corp.; Anthony Smith, Purdue University; James Goldman, Purdue University
- Tagged Divisions
- Information Systems
implementation is easier to implement because there is noadditional cabling required beyond power to the access points, but the distribution system mustbe configured manually by the administrator.In order to replicate similar course modules, the instructor(s) must obtain the proper hardwareand make it available for student use. Access points must support some kind of similar meshprotocol, as well as wireless distribution system protocols that can work in conjunction with802.11 standards. Ideally, wireless access points utilized for this course module should supporttwo separate radios. One radio should support 802.11a while the other supports 802.11b/gstandards. In this manner, the distribution system can be separated from the client-accessdomain. A
- Conference Session
- Curricular Issues in Computer-Oriented Programs
- Collection
- 2008 Annual Conference & Exposition
- Authors
- Shuju Wu, Southeast Missouri State University; Ragu Athinarayanan, Southeast Missouri State University; Xiaobing Hou, Southeast Missouri State University; Sophia Scott, Southeast Missouri State University
- Tagged Divisions
- Information Systems
experience. Finally, we will continueto expand the integrated curriculum and laboratory, such as setting up a student-operatedNetwork Operations Center (NOC) for the campus or even the local region and adding wirelesscellular communications to the laboratory.Bibliography1. Ma, j & Nickerson, J. (2006). Hands-on, simulated, and remote laboratories: A Comparative Literature Review.ACM Computing Surveys.38(3). 1-24.2. ABET. 2008 Criteria for accrediting engineering programs. Retrieved Jan. 14, 2008. from http://www.abet.org.3. Etkina, E. & Murthy, S. (2006). Design labs: Students' expectations and reality. Physics Education ResearchConference. American Institute of Physics.97-101
- Conference Session
- Information Technologies Classroom Instruction
- Collection
- 2008 Annual Conference & Exposition
- Authors
- Steven Hansen, University of St. Thomas
- Tagged Divisions
- Information Systems
the code-output connection, have the student(s) suggest and make a change to the code with a prediction of how it will change the output. 7. Have the student re-run the code to determine whether their predicted change in the output is observed. 8. Repeat steps 6 and 7 for other aspects of the code to aid the student in developing a model of the structure and behavior of a loop within the model of computer programming that they are developing in their mind.Once the students have developed a gestalt understanding of the loop structure, it ispossible to move on an explanation of the loop structure using identification techniquesdeveloped by Peterson.The result of the techniques outlined above is that the students are
- Conference Session
- Information and Network Security
- Collection
- 2008 Annual Conference & Exposition
- Authors
- Barry Cumbie, Auburn University; Chetan Sankar, Auburn University; P.K. Raju, Auburn University
- Tagged Divisions
- Information Systems
Foundation.Bibliography1. UN Atlas of the Oceans (2007). Human settlements on the coast, accessed August 24, 2007, available at http://www.oceansatlas.com/servlet/CDSServlet?status=ND0xODc3LjIxMDkmNj1lbiYzMz1kb2N1bWVudH MmMzc9aW5mbw~~2. Hinrichsen, D. (1998). Coastal Waters of the World: Trends, Threats, and Strategies. Washington D.C.: Island Press.3. Alabama Gulf Coast & Convention & Visitors Bureau (2007). CVB statistics, accessed August 24, 2007, available at HTUhttp://agccvb.org/stats/UTH4. Infoplease (2007). Coastline of the United States, accessed August 24, 2007, available at http://www.infoplease.com/ipa/A0001801.html5. Gibb, F., & Buchanan, S. (2006). A framework for business continuity management
- Conference Session
- Information Technologies Classroom Instruction
- Collection
- 2008 Annual Conference & Exposition
- Authors
- Akram Al-Rawi, KFU; Azzedine Lansari, Zayed University
- Tagged Divisions
- Information Systems
management.18. To pass the CompTIA Security+ exam (85% minimum)III. Course ContentThis course is an introduction to Network and Information Security. There are many terms andconcepts that the student must master. Weekly exams will cover content from that week’schapter(s), lab material, and on-line supplemental material. The final exam is a comprehensiveexam and will be taken in a testing center. The passing score for the final exam is 85% and theexam fee is $250. Table 2 shows the weekly coverage of the course topics along with thedistribution of the Security+ certification objectives. Table 2. Network Security Fundamentals Master SyllabusWeek Topics/Chapter Certification
- Conference Session
- Emerging Information Technologies
- Collection
- 2008 Annual Conference & Exposition
- Authors
- Kyle Lutes, Purdue University; Richard Mislan, Purdue University, West Lafayette
- Tagged Divisions
- Information Systems
architectures. DelMar Information Technologies also sells several software products and services, including corporate training classes.Richard Mislan, Purdue University, West Lafayette Richard is an assistant professor specializing in the area of Cyber Forensics. Richard 's areas of research include Small-Scale Digital Device Forensics, Unusual Sources of Digital Evidence, and the Application of Artificial Intelligence Techniques for Improving Efficiency in Cyber Forensics. He is also a faculty member with the Center for Education and Research in Information Assurance and Security (CERIAS). Formerly of Ferris State University, Big Rapids, Michigan, Richard has taught graduate and
- Conference Session
- IT-based Instructional Technologies
- Collection
- 2008 Annual Conference & Exposition
- Authors
- Clifton Kussmaul, Muhlenberg College
- Tagged Divisions
- Information Systems
projects are often reviewed online, in trade publications, oracademic venues. OSS may include less documentation and require more expertise to install andmaintain, although again the larger, more popular projects recognize these challenges and workto address them. Page 13.952.2Team projects have a long history in education, with an extensive literature2,3,4 which this paperdoes not attempt to summarize. However, team activities (and supporting tools) can be classifiedaccording to their broad objective(s): 1. Cohesion. Teams need to develop and maintain cohesion - a sense of community, trust, and shared purpose. Tools can only indirectly