Reviewerly/exHarmony huggingface dataset:
Pimp My Browser: Next Generation Information Literacy Demands Control Of The Browser

Abstract NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Pimp My Browser: Making Your Browser an Efficient Research Tool with Plug-ins Abstract Consider the present browser. It is conformant to W3C standards, displays information, both visual and audio, and every browser looks like every other one with the only differences being cosmetic. Now in the age of Open Source software, browser users can upgrade their browser at no cost, to automate many functions of the search. Features a browser customized for research should have include; instant-on access to databases and indexes, citation management, and access to automatic translations. While none of these features are part of the default package of any browser, browser customization is useful and overlooked and deserves more attention. Introduction The web browser is the primary means by which the user interacts with the Web, but for all its ubiquity, customizing the web browser is a topic that is largely ignored beyond the computer science literature. In contrast, library literature has focused on the database, in keeping with the library tradition of honing one’s database searching skills on the standard tools of the computer world: hardware, software, and the network. The Firefox Open Source browser allows customization through what it calls add-ons (also called extensions). Mozilla was originally formed from the ruins of Netscape, a pioneering browser that was seen off by Internet Explorer. Before it died, Netscape relicensed its browser as Open Source. It became the Mozilla Project and Firefox was the browser. The bare-bones nature of the original Firefox led to a virtuous circle where the released browser became popular, the developers took advantage of the easily installable add-ons to create more add-ons and features, and the popularity of the add-ons lead to more people being interested in developing them. Today, add-ons are one of the features that lead people to choose Firefox over competing browsers. Why use add-ons? The advantages of Open Source add-ons include low cost, freedom, flexibility and a chance to experiment. Internet Explorer has up to not been very supportive of third-party software, with Adobe Acrobat being the major exception. In contrast Firefox has relied on third parties adding functionality to the browser for much of its progress. Internet Explorer 8 has promised some changes from the traditional Microsoft model of proprietary standards and limited interoperability, primarily in reaction to the success of Firefox.[1] The differences between Firefox and Internet Explorer are most obvious in their licenses, and a few quotes will illustrate this. Here is some standard boilerplate language from the Microsoft Vista license, “SCOPE OF LICENSE. The software is licensed, not sold. This agreement only gives you some rights to use the software. Microsoft reserves all other rights.”[2] The essence of
The Process and Delivery of a Directed Project Component: Lessons and Methods from a Collaborative Degree Program

Abstract A Directed Project requirement is becoming more common in today’s Masters Degree Programs.Both academia and industry can derive value in requiring an in-depth study that can benefit thecompany’s bottom line while fulfilling curriculum and learning outcomes.With a Directed Project experience students focus in on improvement opportunities as part oftheir workplace environment. Students are challenged to identify and deliver possible solutionstoward a defined initiative within a framework of process steps. These steps often expand thestudent’s systematic and analytical view of working towards an optimal solution.This session will focus on the Directed Project component as part of the Masters in Technologydegree program jointly developed by a university and multinational company. Emphasis will begiven to the process model; guidance provided and project outcomes (quantifiable). Also,includes a discussion on how to identify and control project scope, collection and analysis ofdata, and consensus with project committee members and academic advisors. A brief look at therole of the directed project as the student progresses toward graduation; the mandatory oraldefense, the life-cycle of a directed project and a comparison of directed projects pursued againstother Masters of Technology degree programs.
Using The Rasterizing Capability Of The Amd 29205 Microprocessor

Abstract NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Session 2520 Using the Rasterizing Capability of the AMD 29205 Microprocessor Christopher R. Carroll University of Minnesota Duluth Abstract The AMD 29205 32-bit RISC microprocessor includes many input/output features that can form the basis for lab experiments in academic settings. One of these features is the rasterizing shift register built into the processor. This feature allows generation of raster images, as in CRT displays, or capture of images supplied externally in raster form as from image scanners. This paper details the techniques used in a microprocessor laboratory to generate a CRT image of both text and graphics using the rasterizing hardware built into the AMD 29205 processor. Background This paper is an extension of a paper presented previously at the 1995 ASEE annual conference1 that detailed the techniques for designing a microprocessor lab around the 29205 processor. The lab station described in that paper included both the SA-29205 demonstration board for the processor and a separate terminal for interaction with a host computer. The lab station in that microprocessor laboratory is evolving away from the need for the separate terminal by using the processing power available in the 29205 itself to perform the terminal functions of keyboard input and CRT screen output. In order to complete that transformation in the lab station, generation of a text and graphics image on a standard CRT must be accomplished. The SA-29205 demonstration board provides a generous amount of memory on the board to support bit-mapped graphics, and that facility is used in the techniques described here to generate the rasterized image. Many other features of the 29205 processor, such as the internal Direct Memory Access (DMA) capabilities and the simple support for external peripherals added to the processor, are used extensively. Using the rasterizing feature of the AMD 29205 not only demonstrates that particular capability of the processor, but also provides a good example of the overall capabilities that are available in a lab based on the 29205. Detailed below are the techniques in both hardware and software that have been used successfully to generate a raster image for a standard CRT display using the rasterizing capability of the AMD 29205 microprocessor. Also included are some experiments assigned to students using this interface, and some ideas for future applications of this improved lab station. Hardware The hardware in the 29205 microprocessor that supports raster image generation is centered around a 32-bit shift register. Bits in this shift register are shifted out one end or the other,
The Enhancement Of The Computer Systems Technology Curriculum With Multicultural Competencies And Information Literacy

Abstract NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract The Enhancement of Computer Systems Technology Curriculum with Multicultural Competencies and Information Literacy Introduction In today’s world students need to be technological and information literate to find and research information. This project is a work in-progress and seeks to help undergraduate Computer Systems Technology students become both information literate and multicultural competent. Students investigated and analyzed the history, social, economic, political, cultural, and institutions of countries throughout the world. The main goal of this project is to help students become both technological and information literate as well as multicultural competent. Three frameworks are being employed to guide the project (1) information literacy as proposed by the Association of Colleges and Research Libraries1, (2) K-State’s Tilford Group Multicultural Competencies Development2, and (3) TAC/ABET Student Learning Outcome “j”3. The study uses a project-based learning (PBL) approach which aims at developing deep understanding and transferable knowledge. PBL is most useful with an “ill-defined” project in which multiple variables may lead to multiple solutions or points of view. PBL uses real world problems to stimulate students into identifying and researching concepts and principles they need to know in order to act upon these problems4. Information Literacy According to the Association of College and Research Libraries’1 web site the information literate student will be able to: (1) determine the nature and extent of the information needed, (2) access needed information effectively and efficiently, (3) evaluate information and its sources critically and incorporates selected information into his or her knowledge base and value system, (4) individually or as a member of a group, use information effectively to accomplish a specific purpose, and (5) understand many of the economic, legal, and social issues surrounding the use of information and accesses and use information ethically and legally. The need for improved teaching of information literacy skills has been well-documented in the last two decades. Typical of many studies, Seamans’5 survey of First-Year students shows that their strategies for locating information are underdeveloped. Undergraduates tend to perform research not as exploration, but to garner support for a predetermined viewpoint. The students surveyed used one keyword when given an information-retrieval task, and used no Booleans, expressing reservations about their use as an unfamiliar concept. The survey also found that students do not see libraries and library personnel as part of information seeking. Lecki and Fullerton6 tell us that “Evidence is rapidly mounting that students cannot select appropriate sources of information, do not understand the structure or purpose of different sources of information, and cannot critically evaluate the information they retrieve.”
Cyber Science - Interdisciplinary Approach to Cyber Studies

Abstract Cyber Science - Interdisciplinary Approach to Cyber StudiesAbstractCyber Science is a course developed through a collaboration of math, science, engineering,computer science, and liberal arts faculty. The primary goal of the course is to help teachers andstudents become better cyber-citizens who help, rather than hinder, security efforts by makingthem aware of the benefits and dangers of cyberspace while driving them to fundamentalconcepts across the disciplines. Course content exposes students to multiple topics of cyberspaceincluding: the history of cyberspace, ethical and social issues, computer programming, and needfor and use of security in cyberspace.Faculty members from the College of Engineering and Science teamed up with the College ofLiberal Arts to develop an engaging experience aimed at high school students. During the 2011academic year the course was piloted at a regional school with 21 students. In summer 2011, theprogram expanded to 6 participating schools in the region. During the summer of 2012, 21teachers from 12 high schools participated in professional development for the course. TheCyber Science course was a natural expansion of the Cyber Discovery program developed by________ University. The course consists of discussion sessions, hands on labs, cryptographicproblems, film sessions, and a final cyber challenge each of which integrate the history, ethicalissues, applications, and theory behind cyberspace, security, and cryptography.Developing a cyber curriculum that is truly interdisciplinary in focus – cutting across both thesciences and the liberal arts – demonstrates a national model for implementing similar programsat other institutions. This integrated approach to teaching strives to educate new scholars whounderstand not only the science, technology, engineering, and mathematics but also the political,social, historical, ethical, and legal aspects of this evolving discipline.Results of the project include activities developed such as: historical/policy essay assignments,robotic challenges, as well as computer science fundamentals. This paper will describe theapproaches used in addressing ethical and social issues related to cyber technology, as well ashow STEM fundamentals are enhanced by integrating with liberal arts.
SETTING THE TONE CONSIDERATIONS FOR EDUCATING THE NEXT GENERATION OF SOUND REPRODUCTION PROFESSIONALS

Despite the increase in prevalence of music technology and related programs industry bodies such as creative and cultural skills council, have continued to highlight the requirement for technically competent graduates to meet the growing demand from the wider audio and creative industries. Drawing upon academic literature, government and educational publications and empirical data gathered during student feedback and focus groups this paper explores the authors’ experiences of developing the curriculum in the sound reproduction subject area on an undergraduate Music Technology BSc (Hons) course. Commencing with an overview of the areas of the sound reproduction curriculum, the paper turns to some of the challenges faced by the authors in delivering this subject area in a formal educational setting. The paper then concludes by summarising some useful pedagogical approaches to deliver sound reproduction themes and points towards further ways in which the required skills and knowledge for industry could be addressed.
The Role Of Application Domain Tracks In Software Engineering Programs

Although it is generally acknowledged that understanding domain-specific information is essential for the proper development of software in that application area, requiring the inclusion of a particular application domain as part of a software engineering curriculum is a relatively recent occurrence.In particular, ABET software engineering program criteria (in use since 2002) and the joint IEEE-CS/ACM software engineering curriculum model released in 2004 both specify the ability to work in at least application domain as a requirement of graduates of baccalaureate software engineering degree programs.This paper will examine how the ABETaccredited software engineering degree programs have implemented these application domain tracks.
Segmentation Technique For The Learning In Recognition Of The Two Handwritten Bangla Digits Using Counterpropagation Neural Network

We are proposing a segmentation technique for the learning of the two Bangla digits incorporating the grid method, the regional search method, the feature extraction method, and the counterpropagation neural network.We emphasized the recognition of the two Bangla digits one and nine since these two digits look similar.The experimental result shows an overall increased rate of recognition for Bangla one and nine.
Integration Of The Cisco Networking Academy Curriculum At A Four Year University

Abstract NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Integration of the Cisco Networking Academy at a Four-Year University Shelton Houston, Steven Blesse, and Christopher Herrod The University of Southern Mississippi Background The Information Technology (IT) program at The University of Southern Mississippi began as a transfer option for community college students majoring in computer programming technology. When implemented this option satisfied resource constraints of space, funding, and faculty. For the first two years, the option worked in that the degree offered was interdisciplinary with major courses provided by computer science and business. The only expenditure was faculty advisor time for less than fifty majors. This degree option might have continued, but a program accreditation visit required curriculum changes and a separate degree program. An application for a new degree program was approved in 1997. The concept was to offer the degree as an interdisciplinary program with most of the required courses taken from different academic units within the university, e.g. computer science and business. The interdisciplinary program would have been implemented; however, a proposal to establish an articulated degree program was approved by the National Science Foundation (NSF). Because of budget constraints and the difficulty of having a new degree program approved by the state governing board, university administration decided to utilize the approved interdisciplinary program to develop the new degree program. As a subcontract of NSF grant number DUE- 9950085, the university received funds to develop a four-year articulated curriculum in computer networking. This funding provided the justification to acquire laboratory space, faculty, and equipment that would not have been available otherwise. Program Development To articulate the community college curriculum, a faculty committee compared published course outcomes to develop equivalent courses offered by the university. Table 1 shows the original list of courses identified as transferable into the four-year degree. Of the 15 courses identified, nine had academic equivalents already in place leaving six courses to be created. The content areas for these courses were system maintenance, data communications, network components, network planning & design, project management, and operating platforms. These courses were created along with 13 other courses to complete the four-year curriculum. Collectively, the courses offered a two-course sequence in computer architecture & maintenance, a four-course sequence in local area networking, a four-course sequence in wide area networking, a five-course sequence in Windows client-server networking, a two-course sequence in open source client-server networking, and a two-course senior capstone sequence. Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education
PENERAPAN AGYLE METHODOLOGY DALAM PENGEMBANGAN SISTEM INFORMASI GEOGRAFIS PEMETAAN DAERAH PERTAMBANGAN

Indonesia is one country which has a wealth of natural resources in Asia's largest mine. Indonesian mining products are exported to many foreign countries and is able to produce a deficit for the country. So that natural resources mining Indonesia became one of the main commodities. The objectives of this study was to develop a geographic information system of the mining area is expected  to  provide  an  overview and information  for stakeholders regarding mining areas in Indonesia. This system can provide convenience in data storage and geographic system application program  can  be  accessed directly and can  provide accurate data on  the mining areas across Indonesia. The advantages of the system to be developed compared with the manual map is able t o update the information contained in it quickly and accurately as well as information in the form of digital maps. The development of geographic information system mapping mining areas is done by using Agyle Methodology. Results of this study include the design in the form of a global system in the form of Use Case Diagram, Class Diagram, Sequence Diagram, Collaboration Diagram, Activity Diagram,  and  Statechart Diagram and  a geographic  information  system application  program created using Microsoft Visual Basic.Net and MySQL as the database.
Generic Data Mining Application

Using instrumentation and automated data collection technologies, it is possible to accumulate large amount of data.This data can be efficiently stored, sorted and retrieved using database software.However, processing data collected in a factory or in a research application can be time consuming and tedious.Sometimes, similar processing needs to be done to spot trends or relationship in the data.The Instrumentation Research Laboratory at the University of Maine developed a Generic Data Mining Application.This application uses the queries in a database via ODBC or OLEDB and processes the data appropriately.Upon initialization, the application uses a special query to identify queries that are available and the type of processing to be performed.For example, a query may return data suitable for creating a Bar Chart.Other queries may return data for populating a spreadsheet.The application creates a menu of choices for the user based on available queries.When a user makes a selection, the appropriate query is run to retrieve data.In the case where the data is to be used in a bar graph, the results from the query are loaded into an Excel worksheet using OLE and are used to create the appropriate graph.Other cases similarly use OLE to handle the data plotting and manipulation.The result is an application whose functionality is automatically extended whenever a new query is added to the database.The application does not need to be recompiled to make use of this functionality. Overview of the ProblemEssentially, data gathering is the first step in achieving understanding of an underlying process, or relationship.Using many available techniques and methods a large volume of data can be accumulated.Understanding data, however, is very different from merely collecting data.A flowchart is given in Figure 1 that implies that data gathering is not an end, but rather the means for developing a better understanding of a problem, process or relationship.In order to get meaning from the data, however, it must be "looked at" in a variety of ways.The "understanding" that results may be a complete understanding of
Teaching Web Information Retrieval and Network Communication Technology to Non-Major Undergraduate Students

Abstract Teaching Web Information Retrieval and Internet Technology to Non-Major Undergraduate StudentsWorld Wide Web and the Internet have touched our life in many aspects. From a technologypoint of view, both the Web and the Internet have been experiencing dramatic changes over theyears. More and more people use them everyday and more are curious about how the Web andInternet work. From a societal impact point of view, the Web and the Internet have become anessential tool in our live, similar to reading and writing, to a level where we have to studycarefully the effect of this tool in our learning and in our live.This paper describes authors’ experiences in teaching the fundamentals of World Wide Websearch engines and the Internet technology to non-major undergraduate students. By non-majorswe mean students are from outside the general disciplines of computer science or informationtechnology. The two authors have taught two separate courses in two different universities in theUS. But the course setting and the experiences are similar. And the challenges are similar: howwe can teach the web search engines and Internet technology in general to undergraduatestudents who do not have previous computing background.In one course, the first author taught a foundation seminar on the subject of web search enginesto a group of first-year students from various disciplines from social sciences, humanity, naturalsciences, and engineering. We discussed the basic building blocks of search engines, the basicprinciples of mathematics, computer science, and engineering involved in search engines, andmost importantly their social impact in our lives. In the second course, the second author taughtan upper level course on the subject of wireless and personal communications to non-majorsfrom the business school, where we concentrated on how communication technologies such asthe signals, networks, and devices work in a large scale system like the Internet and a smallscale system like the home/office network. Both courses gave us rich experiences on how toreach non-major undergraduate students with topics of great importance and great interest.