bluuebunny/crossref_metadata_2025 huggingface dataset:
The Theology of Technology
Authors: George Susan Ella
Published: May 2011

In this chapter, we consider another aspect of the nexus of religion and technology. This is the idea that theology can actually inform technology. We start off distinguishing the term “theology of technology” from “cybertheology.” Cybertheology still waits an adequate definition, but it is some vague notion that there is “theology” happening with technology simply because we call it such, and have a religious theme. Thus, we may find “theological” significance in the way the Internet “connects” people, as they may be “connected” in a spiritual bond, and call it “cybertheology.” However, the “theology of technology” is concerned with “conventional theology” being applied to technology. We examine six different patterns for the way that science and theology have been related, and consider how in AI, technology and theology are related in some special ways.
Beyond Culture
Authors: George Susan Ella
Published: May 2011

In this final chapter, we conclude the examination of religion and technology. We have explored both how technology is impacting religion and, in the last few chapters, how theology impacts technology. We draw these strands together now in a consideration of impact upon society, where technology and religion not only coexist, but contribute mutual benefit to each other. In such a scenario, widespread through enough cultures and societies, we have what may be called a global techno-religious age. We start by describing the new global or “transcultural” culture that some people consider ICT technology is creating: a technoculture that transcends particular traditional cultures. We propose the Five-Is of information, immediacy, interaction, intelligence, and Internet, as underpinning elements of computer-facilitated life in such a culture. We see the Five-Is as an important part of “transculture,” and transculture as a “construction” that does indeed span across the globe as a framework for a techno-religious age.
Coordinatiion and Crontrol of Research Practice across Scientific Fields
Authors: Fry Jenny
Published: May 2011

This chapter speaks to the heterogeneity of research practices in science. It explores how cultural differences within and across disciplines shape the appropriation of e-science tools and infrastructures. Becher’s (2001) anthropological perspective on academic disciplines and Whitley’s (2000) organizational theory of scientific fields are used as a theoretical framework. The argument focuses on how differentials in the degree of interdependence between scientists and the level of uncertainty around research problems, objects, techniques and results affect the integration and coordination of work organization. The resulting cultural configuration has implications for mechanisms of control and consensus around the adoption of new technology. The chapter also highlights how appropriation can in turn shape the work organization and research practices of scientific communities.
From the "Analogue Divide" to the "Hybrid Divide"
Authors: Barjak Franz
Published: May 2011

This chapter investigates whether the internet has improved information access for scientists who did not participate fully in the transfer of information in pre-internet times. Several empirical analyses over the last decade have nurtured the hope that the internet had this effect. We argue that these findings were mostly due to the low level of dissemination of the internet in the early 90s. Based on a large European data set, we show that internet use is consistently higher for male, highly recognized and senior researchers. This suggests that the internet has become the dominant means of communication in science—to such an extent that any scientist, regardless of whether they are established or not, has to use the available internet tools in order to communicate effectively. The previous “analogue divide” of information access has become a “hybrid divide” including the analogue and the digital communication media.
Legal Implications of Online Assessment
Authors: Bradley Bryan D.
Published: May 2011

This chapter provides a survey of basic legal issues that online assessment developers and users need to be aware of and account for in their assessment design, development, implementation, and interpretation activities. High-stakes assessments such as professional certification and college admissions exams are particularly vulnerable to legal challenge when there is evidence of problems with respect to validity, reliability, testing fraud, or unfair bias. The chapter provides straightforward suggestions that will help assessment developers and users avoid legal problems with their exams.
Supporting and Facilitating Academic Integrity in Distance Education through Student Services
Authors: Fox Brian F.
Published: May 2011

This chapter briefly describes the growing concern over a lack of academic integrity in higher education and the traditional methods employed to detect and prevent it. Arguing that these possess inherent shortcomings, the author describes a systems approach that incorporates all aspects of student services: admissions, marketing, and orientation; instructional support; instructional technology; library services; and counseling and advocacy. For academic integrity policies and programs to truly be effective, they must be universal and preventative in scope and include all segments of student services and the student body itself. Regular assessment must be conducted and the topic incorporated into professional development. The primary goal for educational institutions should be to foster and support the development of academic integrity in their students.
Teaching with Educational Technology
Authors: Inoue Yukiko , Bell Suzanne
Published: May 2011

The 21st century brings the Pacific islands unwelcome currents. Global economic integration will strip Pacific islands of trade preferences. Radical weather change, reef damage, and sea level rise will push natural resources toward extinction. To buck the tide, we do not need business-as-usual leaders. We need mould-breaking, heroic leadership. Education is key. We had better start teaching our kids political science from the cradle. In the next century, social ills rooted in economic injustice and flourishing in ethnic and religious strife will continue to generate desperation in the world’s poverty pockets. Instead of stirring clouds of human rights allegations, we must learn to live with the migrants and refugees fleeing to our shores. Television, the great leveller, homogenises cultural values in every corner of the world. Indigenous language erodes. Island cultures are swamped. The heroic leader will need a worldly education and a “bend-your-back for others” apprenticeship in traditional island service. (Bruce, 1998, p. 126)
The Case Study
Authors: Levy Yair
Published: May 2011

This chapter provides details on the case study that was conducted in order to validate the research model and framework proposed in Chapter IV. Additionally, it seeks to validate the three tools proposed in Chapters V and VI. This chapter is guided by the seven research questions proposed in the previous three chapters and presents both the methodology used as well as the results of each section of this study. Straub (1989) suggested a three-phase method for valid and sound results of survey instruments in IS research. The first phase that he proposed included a qualitative technique of exploring the phenomena and developing a theoretical framework grounded in previous theories. The second phase includes quantitative empirical techniques in order to explore the proposed theory. The third and last phase includes conceptual refinements based on the findings in the previous phases. The methodology proposed in this study follows closely these three phases for the development of valid and sound instruments to assess the value and satisfaction of e-learning systems.
An Integrated Platform for Educational Virtual Environments
Authors: Bouras Christos , Giannaka Eleftheria , Nani Maria , Panagopoulos Alexandros
Published: May 2011

In this chapter, we present the design and implementation of an integrated platform for Educational Virtual Environments. This platform aims to support an educational community, synchronous online courses in multi-user three-dimensional (3D) environments, and the creation and access of asynchronous courses through a learning content management system. In order to offer synchronous courses, we have implementeda system called EVE-II, which supports stable event sharing for multi-user 3D places, easy creation of multi-user 3D places, H.323-based voice- over IP services fully integrated in a 3D space, as well as many concurrent 3D multi-user spaces.
Technical Research for Improving Web-Based Instructional Artifacts
Authors: Brown Edward
Published: May 2011

Teachers integrate Web-based materials into instruction in a variety of ways.  They can promote specific learning strategies, organizational skills, curricular content, and many other dimensions of the instructor’s pedagogical beliefs and practice. Where a classical experimental research paradigm can help isolate and predict the effect of such factors, it is less useful for fine-tuning the use of Web-based materials to an individual instructor’s needs. This chapter advocates the methodology of technical action research to examine the pedagogy reflected in the Web-based constructs, or “artifacts,” in use in the instructional setting.  Guided by the instructor’s espoused beliefs, incremental improvements can be made to the design and use of these Web-based artifacts.
Strategies to Collect and Use Online Student Feedback
Authors: Stockley Denise
Published: May 2011

This chapter explores innovative albeit informal methods of collecting data student feedback during online teaching and online learning.
Effects of Anonymity and Accountability During Online Peer Assessment
Authors: Wadhwa Gunita , Schulz Henry , Mann Bruce L.
Published: May 2011

A 2´2 experiment was conducted to determine the effects of anonymity (anonymous vs. named) and peer-accountability (more-accountable vs. less-accountable) on peer over-marking, and on the criticality and quality of peer comments during online peer assessment. Thirty-six graduate students in a Web-based education research methods course were required to critique two published research articles as a part of their course. Peer assessment was carried out on the first critique. Students were randomly assigned to one of the four groups. Peer assessors were randomly assigned three students’ critiques to assess. Peer assessors and the students being assessed were from the same group. Peer assessors assigned a numeric mark and commented on students’ critiques. The four main results were: First, significantly fewer peer assessors over-marked (i.e., assigned a higher mark relative to the instructor) in the anonymous group as compared to the named group (p < .04). Second, peer assessors in the anonymous group provided a significantly higher number of critical comments (i.e., weaknesses) as compared to the named group (p < .01). Third, peer assessors in the named groupand the more-accountable group made a significantly higher number of quality comments (i.e., cognitive statements indicating strengths and weakness along with reasoned responses and suggestions for improvement), compared to the peer assessors in the anonymous group and the less-accountable group (p < .01). Lastly, the students’ responses to the questionnaire indicated that they found the peer assessment process helpful. This study suggests that in online peer assessment, the anonymity and the degree of peer-accountability affect peer marking and comments.
Conducting Qualitative Educational Research on the Internet
Authors: Mann Bruce L.
Published: May 2011

“Qualitative research” is sometimes juxtaposed against “quantitative research,” other times against experimental research The view taken in this chapter is that students should review both sides of the issue, explore a number of research styles offered in this and other books, and consider too the myriad of different methodologies available before making a decision. Qualitative research of online teaching or learning can employ any one of a number of research styles, the specific aim can vary according to the research paradigm, methods, and assumptions because “qualitative research” is an interpretive approach to studying human behavior over the Internet that may include some on-site investigation as well.
Effectively Using a Network Simulation Tool to Enhance Student's Understanding of Computer Networking Concepts
Authors: Goldstein Cecil , Stark Karen , Leisten Susanna , Tickle Alan
Published: May 2011

This chapter discusses the effective use of a simulation tool in the teaching of data communication concepts. Because such concepts can be abstract and therefore difficult to visualise and understand, simulation can help facilitate learning. In looking to develop a structured approach to optimally utilising a network simulator in teaching networking concepts, a series of targeted exercises were developed. These applied the principles of active learning to the use of the simulator in practical exercises to encourage independent and analytical processes and facilitate deeper learning. The background to this, as well as the design and implementation of the exercises, is presented. Similarly, the features of an appropriate network simulator that can be effectively used in this context are discussed, and a brief overview of the simulation tool used, Packet Tracer, is given. To illustrate the methodology, examples are provided from the actual exercises given to students. The system was also evaluated through an experiment that measured the improvement in understanding of a particular topic, switched networks, after students participated in a practical on this topic using the exercises discussed. A clear increase in understanding was shown. The incorporation of the simulator in developing case studies to progressively integrate concepts learned as an ongoing, practical exercise is also presented. In addition, the use of simulation to learn troubleshooting skills and strategies by employing a simulated network containing deliberately created errors that need to be resolved is discussed.
A Practical Introduction to Input and Output Ports
Authors: Tarnoff David L.
Published: May 2011

This chapter discusses how microprocessors interact with devices. It takes the student from the basics of input and output, through the design of the interface between a processor and an external device, and concludes with a discussion of how to improve the performance of the I/O interface using interrupts. The PC parallel port is examined to give the student a chance to apply these concepts in hardware and software. Once the student has studied the material of this chapter and completed the hands-on experiments, they will be prepared to begin a study of how device drivers work within the context of an operating system.
The Evolution of Accounting Software
Authors: Deshmukh Ashutosh
Published: May 2011

In the late 1950s and early 1960s, mega corporations of the day began to handle data that rivaled government requirements. This data could not be handled manually, let alone cost-effectively. Accounting and financial information, due to its repetitive nature and heavy volume, became a prime candidate for automation. Initial accounting programs were written for mainframe computers, not surprisingly, since IBM and its Big Irons ruled the computer world. Early mainframe computers were large, due to the ferrite core memory, and cumbersome. The processing intelligence was centralized in the mainframe. Mainframes served a large number of users, and data was processed in a batch mode. Users submitted data using dumb terminals and jobs were processed based on the length of the queue and priority of the jobs. Mainframes provided a high level of security and reliability. Minicomputers, pioneered by the Digital Equipment Corporation, had similar capabilities but were smaller and less powerful. Currently, distinctions between mainframes and minis are very blurred, and for our purposes make very little practical difference.
The XML-Based Web Languages and Accounting
Authors: Deshmukh Ashutosh
Published: May 2011

The Internet spins a vast web of information across the globe. Data and information flow freely — available to anyone for learning, understanding and analysis. Organizations can cooperate across departments, regions and countries. ERP II and ECM herald the era of intra- and inter-business collaboration. Sounds wonderful – what is the problem? The problem is as old as mainframe vs. PC and Windows vs. Macintosh. Data can move freely but are not standardized. Data streams have no universal meanings; consequently, data are not understood by all systems, analyzed easily, translated across different languages and human readable, among other things. Specialized hardware and software is needed for data decoding, and if the required tools are not available, then you are out of luck. This problem is not only confined to the Internet. A great deal of money (by one estimate, almost 20% of the U.S. gross national product) is spent on generating new information, and more than 90% of this information is in documents, not in databases. Businesses in the U.S. produce approximately 100 billion documents per year. This information is stored in various formats across a range of computer systems. These disparate storage formats cause severe problems in accessing, searching and distributing this information. Any solution (a combination of information technology products and services) that manages information across diverse software and hardware platforms must address a few key requirements. First, these solutions should be transparent to users. The technical details should not be handled by users. Second, users should be able to save data and information in the desired format; for example, databases, text files or proprietary formats. Third, a solution must intelligently retrieve data and information. This solution should be knowledgeable regarding meaning of the information itself. Finally, such solution should be capable of providing the desired output — print, screen, Web or CD/DVD format.
Bridging the Digital Divide
Authors: Kirk Mary
Published: May 2011

Dale Spender compares the contemporary growth of digital information (due to computer technology) with the centuries-old growth of written information (due to the printing press), which inspired a tremendous social revolution. Today, digital information has the potential to inspire a similar social revolution, if we all have access as users and creators of information technology. Some have described the gap between those with power to use and create digital information and those who do not as a “digital divide.” How can we use the potential of information technology to birth a new social revolution on a global scale? How can we bridge the digital divide? The answers lie in a reevaluation of science and technology to include us all. This chapter explores the problem from a feminist perspective and proposes a variety of solutions.
Under-Representation of African American Women Pursuing Higher-Level Degrees in the Computer Science/Technology Fields
Authors: Dudley-Sponaugle Alfreda
Published: May 2011

White males have dominated the computer sciences/technology disciplines since inception. Statistical data have shown that representation of female students in the computer sciences/technology fields has been consistently lower than for their male counterparts. Representation of African American students in these areas has been consistently low as well. There are relatively few African American women represented in the computer sciences/technology areas. The number of African American women pursuing a higher degree in these areas is almost non-existent. There aremany factors which may contribute to this trend. This paper will focus on some of the complexities involved in this problem. Using statistical data, the author will also cover the social/economic, educational and cultural barriers which have an effect on one of these underrepresented populations. In conjunction with this information, she will include some of her own experiences as a former student and as an educator.
Working with Students in Math, Technology, and Sciences for Success
Authors: Shah Shirish , Miller Tracy
Published: May 2011

One teacher, one mentor, one department…these can make a difference in the success of anyone learning difficult material. This chapter highlights formal academic settings and workplace situations, explaining what one teacher, one company or one department has done to be pro-active in serving its learners.
Tessellations
Authors: Sarhangi Reza , Meiselwitz Gabriele , Trajkovski Goran
Published: May 2011

Introducing diversity topics in the natural, mathematical and computer sciences is a hard task, since these disciplines are traditionally labeled as “diversity-unfriendly,” due to their primary foci of study. In this chapter we illustrate how tessellations may be used as a tool for infusion of multicultural topics, as well as a framework, designed after the Towson University course “Computers and Creativity,” where these concepts have been successfully implemented.
Traditional vs. Cognitive Learning
Authors: Uden Lorna , Beaumont Chris
Published: May 2011

In order to help our readers to have a better understanding of the PBL process, we feel that it is important first to understand something about traditional methods of learning and cognitive learning. Since the focus of PBL is to help students to learn better, an understanding of learning itself would give a better perspective of the process in PBL. This chapter will look at traditional approaches in learning and compare them with cognitive learning. This is followed by constructivist learning, a type of cognitive learning. Several models of constructivist learning are briefly reviewed.
Preparing Students for PBL
Authors: Uden Lorna , Beaumont Chris
Published: May 2011

Students working in PBL must be responsible for their own learning and for what they will actually do in their research. Throughout the PBL process, students have to define and analyse the problem, generate learning issues, and apply what they have learned to solve the problem. Instead of working as individuals in the class, students in PBL work as a team and they have to share their knowledge with others. This means that students who are used to traditional methods of learning do not necessarily have the required skills to cope with the different roles expected of them in PBL. This chapter begins with a brief review of the differences between conventional leaning and PBL. Subsequent sections of the chapter describe several important issues that are needed to prepare students for PBL.
Developing Problems / Triggers
Authors: Uden Lorna , Beaumont Chris
Published: May 2011

The starting point for problem-based learning is a problem statement, which is also often called a trigger since it starts the PBL case and prompts the development of learning issues. It is formulated as a problem, query or puzzle that the team has to investigate and may be presented in a number of ways, for example as a video or as a simple piece of text. In many ways, the problem statement is the key to successful PBL. If it does not stimulate the students’ interest or enable students to generate learning issues that relate closely to the desired learning outcomes, then there are likely to be difficulties with both team work and achieving cognitive learning outcomes. In this chapter we will explore the issues around the development of problem statements and collect advice from a variety of experienced practitioners on what makes an effective problem statement as well as what to avoid. We will also describe a possible process for the development of problem statements (triggers) and discuss examples.
Measurement and Assessment Supporting Evaluation in Online Settings
Authors: Williams David D.
Published: May 2011

This chapter introduces an evaluation framework for interpreting online measurement and assessment as components of evaluation as an introduction to the other chapters in this volume. The evaluation framework includes attention to the evaluation context, stakeholders, evaluand (thing or person being evaluated), issues and concerns, values and criteria, questions, data collection and analysis, and reporting results, conclusions, and recommendations. This framework incorporates online measurement and assessment issues as important elements in evaluations of programs, personnel, and students.
The Context and Culture of the Web Research Environment
Authors: Doherty Paula B.
Published: May 2011

The World Wide Web provides a unique and idiosyncratic environment for applied social research. Examining the context and culture of this environment can better inform research design. This chapter explores attributes of the Web that influence the administration and outcomes of survey research, examines the dual phenomena of self-selection and nonresponse that frequently encumber the implementation of self-administered surveys on the Web, reviews sample loss as it occurs during the multiple stages of survey response, and identifies elements of the research design that can mitigate the effect of this medium—its context and culture—on survey outcomes.
Online Course-Ratings and the Personnel Evaluation Standards
Authors: Clark Susan J. , Reiner Christian M. , Johnson Trav D.
Published: May 2011

Many institutions of higher education are considering the possibility of conducting student evaluations of teaching (course-ratings) online. Some campuses have already implemented online evaluation systems that collect, process, and report ratings data electronically. Information on the successes and challenges of these systems is beginning to emerge. This chapter outlines some of the most salient advantages and challenges of online student evaluations of teaching within the context of how they relate to The Personnel Evaluation Standards set forth by the Joint Committee on Standards for Educational Evaluation (JCSEE, 1988). The authors also provide suggestions for successful implementation of online evaluation systems.
Online Assessment in a Teacher Education Program
Authors: Peters Charles W. , Kenney Patricia Ann
Published: May 2011

In this chapter the authors describe how they have incorporated a constructivist view of learning into their approach to online assessment. The context of their discussion is within an accelerated (12-month) teacher education program at the graduate level for preservice secondary teachers. At the heart of the authors’ view of assessment is an attempt to capture through the use of online techniques how their preservice teachers are progressing toward becoming effective teachers through engagement in authentic situations that are experience based and problem oriented. The authors present three examples of how they use online assessment to encourage elaborated discussion, metacognitive thinking, and critical reflection.
Performance Testing
Authors: Olsen James B.
Published: May 2011

Performance testing evaluates real-world tasks and skills with a test-display and response environment similar to, or identical with, the job environment. Performance testing offers the promise of providing more comprehensive evidence of construct and predictive validity than knowledge-based testing. This chapter presents information relevant to this promising approach to online testing. First, performance testing is defined and a historical context is presented; a series of test design questions are presented, then validity criteria, standards, and theory are recommended; and two validity-centered design approaches are reviewed. The chapter concludes with a set of implications and conclusions for further investigation.
The Effect of a Native-Language Interface vs. a Target-Language Interface on Students' Performance
Authors: Melton Jay
Published: May 2011

The Internet is being used more often to help teachers of second and foreign languagesto create activities for language learning and assess their students’ progress. One kindof computer package used to manage various types of online course work is being usedever increasingly in language learning environments: course management systems(CMS). The choice of which language, native or target, to use in a CMS is a source ofdebate. This chapter details an experiment conducted to determine the effect of anEnglish and a Japanese interface on a CMS quiz module. The participants were 48Japanese students of English. To control for internal sources of invalidity, randomassignment was made and the design was a post test-only control group. The resultsshowed no significant difference in the scores; the English interface may be anacceptable choice for the interface language of the quiz module for those whose nativelanguage is not English.
Evaluating Student's Perceptions of Online Counselor for Independent Language Learning
Authors: Hirata Yoko
Published: May 2011

This chapter outlines theOnline Counselor computer program, which has been designedto assist students in planning and organizing their learning using appropriateresources, and evaluating their work. Based on the results of a study implemented forstudents who lack previous independent learning experience, it argues thatOnlineCounselor is effective in guiding their learning and developing their initiative,responsibility, self-awareness and independence in language learning while giving aconsiderable amount of freedom to them in performing tasks. Furthermore, the authorargues that different levels of support are important if online learning is intended toplay a major role in curriculum and teaching programs. Online independent languagelearning is best achieved by developing both learner and teacher autonomy andproviding extensive teacher development activities that encourage instructors toadopt self-reflective attitudes.
Language Learning and User-Centered Design
Authors: Vrasidas Charalambos , Landone Elena , Christodoulou Niki , Zembylas Michalinos
Published: May 2011

This chapter will discuss the rationale behind the development of the electronic versionof the European Language Portfolio (ELP), its technological and pedagogical aspects,and its advantages over print-based counterparts. The electronic European LanguagePortfolio (e-ELP) has been developed following a user-centered design (UCD)framework. This framework will be discussed in detail. The e-ELP is part of a Minervaproject funded by the European Union (EU) with the main goal to adapt the paper-based ELP in an electronic format. Some ELPs have already been validated and editedin a hardcopy format. These hardcopy editions present several limitations, such asmaintenance and long-term updating. In this chapter, emphasis will be placed ondiscussing the affordances of the electronic environment in supporting languageteaching and learning and the user-centered approach in developing the prototype.
GIS and Spatial Analysis
Authors: Curtis Andrew , Leitner Michael
Published: May 2011

n the opening chapters, GIS was broken into four general components, one of which was the spatial analysis of data. This is probably the least utilized of all GIS functions outside of an academic environment. A point that is often missed when discussing GIS is that the technology often exceeds the capabilities of the user. This is especially true if the user has not received any academic training in spatial data and GIS use. In Chapter VI a more sophisticated overview will be presented of the latest spatial analysis techniques along with examples of their implementation. Although the number of “spatially” trained scientists continues to grow, there is still a gap between the number of available skilled GIS modelers and the community programs needing GIS analysis. This chapter is designed to provide a stopgap approach, using more simple spatial statistical approaches that can be applied to gain a reasonable first insight into a birth outcome surface.
Classical Methodologies, Techniques and Tools for Project Management
Authors: Fioravanti Fabrizio
Published: May 2011

In order to better understand Agile methodologies, it is necessary to have a clear background of what software engineering has suggested in the past regarding the methodologies for approaching software development and software management (Agresti, 1986; Buxton, 1976; Ghezzi, 1990; Naur, 1969). For these reasons, in this chapter, the so-called classical methodologies for project management are considered and commented on, together with the techniques, meta-models such as the spiral life cycle, and tools such as risk management and assessment. It is important to know the background of software engineering in order to understand if Agile methodologies will fit your needs. In this chapter, the waterfall life cycle and a couple of evolutionary life cycles (Gilb, 1988), such as prototyping and spiral life cycles (Boehm, 1988), will be analyzed.
Mobile Multimedia for Speech and Language Therapy
Authors: Reeves Nina , Cunningham Sally Jo , Jefferies Laura , Harris Catherine
Published: May 2011

Aphasia is a speech disorder usually caused by stroke or head injury (Armstrong, 1993). Related communication difficulties can include word finding, speaking, listening, writing, and using numbers (FAST, 2004). It is most commonly acquired by people at middle age or older, as a result of stroke or other brain injury. Speech and language therapy is “the process of enabling people to communicate to the best of their ability” (RCSLT, 2004). Treatment, advice, and support are provided based on assessment and monitoring activities that conventionally are carried out in face-to-face sessions. This chapter considers issues in providing technology to continue to support aphasic patients between therapy sessions, through multimedia applications for drill-and-practice in vocalizing speech sounds. Existing paper therapy aids are generally designed to be used under the guidance of a therapist. Multimedia applications enable people with aphasia to practise spoken language skills independently between sessions, and mobile multimedia speech and language therapy devices offer still greater promise for blending treatment and support into an aphasic person’s daily life.
Routing Protocols for Ad-Hoc Networks
Authors: Islam Muhammad Mahmudul , Pose Ronald , Kopp Carlo
Published: May 2011

Ad-hoc networks have been the focus of research interest in wireless networks since 1990. Nodes in an ad-hoc network can connect to each other dynamically in an arbitrary manner. The dynamic features of ad-hoc networks demand a new set of routing protocols that are different from the routing schemes used in traditional wired networks. A wide range of routing protocols has been proposed to overcome the limitations of wired routing protocols. This chapter outlines the working mechanisms of state-ofthe- art ad-hoc routing protocols. These protocols are evaluated by comparing their functionalities and characteristics. Related research challenges are also discussed.
Database-Driven Mobile Web Content Construction
Authors: Hu Wen-Chen
Published: May 2011

Numerous server-side handheld applications are available for devices. Some popular applications include: • Instant messages, which require service providers to relay the messages, • Mobile web content, which consists of web content that can be viewed via handheld devices and can be implemented using markup languages such as HTML, WML, cHTML, and DIAL, • On-line games, which are video games playable on the Internet that allow remote players to play the games together, and • Telephony, which is the most common operation performed by smartphone users and requires the telecommunication company to provide the service. Among the various mobile applications, mobile web content is the most popular application and this chapter will be devoted to a detailed consideration of the construction of database-driven mobile web content. The term “handheld programming” is used here to refer to mobile-commerce programming for Internet-enabled mobile handheld devices, which requires various programming and markup languages and utilities. As in previous chapters, the concepts involved in handheld programming are illustrated using a case study, in this case the construction of a B2C, mobile, online video-game store. A database-driven mobile web site is often implemented using a three-tiered client-server architecture consisting, as the name suggests, of three layers: 1. User interface: This runs on a mobile handheld device (the client) and uses a standard graphical user interface (GUI). 2. Function module: This level actually processes data and may consist of one or more separate modules running on a workstation or an application server. This tier may be multi-tiered itself, in which case the overall architecture is called an n-tier architecture. 3. Database management system (DBMS): A DBMS on a host computer stores the data required by the middle tier. The three-tier design offers many advantages over traditional two-tier or single-tier designs, the chief one being that the modular structure makes it easier to modify or replace one tier without affecting the others. Figure 9.1 shows a generalized system structure of database-driven mobile web sites. Note that web and database servers are not hardware; they are the processes running on host computers that manage web pages and databases, respectively. Many approaches can be used to create a database-driven mobile web site; the following list suggests the construction steps for a typical approach: 1. system setup, 2. database design and implementation, 3. mobile web user interface construction, 4. web and host-computer connection such as CGI, and 5. database accesses and management using host languages with embedded SQL such as JDBC. These five steps are not definite, nor are they unique. Other approaches may also be used. An example of a B2C video-game store construction will be used in this chapter to demonstrate the above steps, except for Step 1, which was discussed in Chapter V.
Advanced Palm OS Programming
Authors: Hu Wen-Chen
Published: May 2011

The introduction to Palm OS programming given in the previous chapter provided an overview of its structure and basic concepts. This chapter examines an advanced aspect of Palm OS programming, focusing on one major subject that is particularly relevant for handheld devices: forms. User interfaces such as check boxes and radio buttons can be contained in a form, allowing users to enter data that is, typically, then sent to a server for processing. It is important to note that this topic was selected to allow the reader to become familiar with how Palm OS operates; for other Palm OS topics such as databases and menus, readers may check the section later in this chapter on Palm OS References for further information. • In Palm OS, every file is a database, which is similar to the persistent storage of J2ME. A Palm database does not correspond to a “relational database” but is actually closer to a structured, flexible, and mobile binary data file. • A menu bar is displayed whenever the user taps a menu icon. The menu bar is also displayed when the user taps in a form’s titlebar. The menu bar, a horizontal list of menu titles, appears at the top of the screen in its own window, above all the application windows.
Knowledge Flow
Authors: Nissen Mark E.
Published: May 2011

This chapter focuses phenomenologically on the dynamics of knowledge flows. We look first at the organizational processes responsible for knowledge flows and then discuss knowledge-flow patterns. The discussion then turns to examining interactions between knowledge flows and workflows, in addition to timing and obstacles of dynamic knowledge. The chapter concludes with five knowledge-flow principles and includes exercises to stimulate critical thought, learning, and discussion.
Fundamentals of Enterprise Resource Planning (ERP)
Authors: Sankar Chetan , Rau Karl-Heinz
Published: May 2011

• Understand the interrelationship between MRP, MRP II, and ERP • Be able to explain the components of an ERP system • Have a basic understanding of the technical architecture of an ERP system • Be familiar with the main players in the ERP market • Know why SAP is a market leader
The Context of IT Ethical Issues
Authors: Schultz Robert A.
Published: May 2011

A few other background issues deserve clarification before I examine specific ethical problems of information technology. IT always appears in the context of an organization, and so ethical problems of IT come to us with certain organizational interests attached. In this chapter, I note these interests and the points of view behind them. I also discuss in general terms the ethical problem of the individual who is required by an organization to do something he or she feels is unethical. This problem (and what can be done about it) is also part of the IT ethical context.
Copyright and Piracy
Authors: Schultz Robert A.
Published: May 2011

As I noted in Chapter II, information technology’s basic feature of easy reproduction of digital information gives rise both to new benefits and to new ethical problems. Easy reproduction allows new—and sometimes unwelcome—ways of sharing material previously much harder to copy, such as digitized music and movies. Napster, based on the brilliant and revolutionary idea of distributed storage on millions of machines with no centralized profit-taking, was defeated by centralized profit-takers. Of course, there was also an issue of copyright violation. Currently, movie and music companies are aggressively pursuing digital copyright violators. The response of the record and movie companies might have been different. The earlier technological advances of cassette audiotapes and VCRs facilitated copying music and video but did not elicit a wave of court cases against consumers. After an initial attempt to block any copying, the recording and movie industries realized that amateur copying was actually promoting sales. However, since the inception of Napster, music CD sales have gone down significantly. It is an open question whether copying or poor music quality is more responsible. Music commentators state that current industry producers have strong incentives to promote mediocre music in familiar genres.1 An accompanying issue is control of channels of distribution to reduce competition against mediocre music.2 In fact, much of what these companies now treat as piracy had always been considered “fair use” in other areas.3
E-Problems
Authors: Schultz Robert A.
Published: May 2011

In Chapter I, I observed that new uses of IT will be built on four basic features of information technology: • Speed of information processing • Unlimited size of information storage capacity • Availability of information at any location (connectivity) • Easy reproduction of digital information These features combine in many different ways to produce the various applications of IT that give rise both to new benefits and to new ethical problems. But, just as new and unpredictable uses of information technology arise with some regularity, so do new and unpredictable ethical problems. I will define an e-problem as an ethical problem that arises as a result of one of the four features of IT listed above. In this chapter, I will examine five unexpected and difficult e-problems:
Conclusion
Authors: Schultz Robert A.
Published: May 2011

Writing this book was very much a learning process for me. I began with the idea that the theories of John Rawls might be able to illuminate ethical problems involving information technology. It soon became clear to me that approaching ethics through higher level principles like those of Rawls was the correct approach. Since ethical problems of IT confront us with new situations that can’t be handled in the same way as familiar cases, the only constant is the principles behind the cases.
Performance Testing
Authors: Subraya B. M.
Published: May 2011

It is an accepted fact that no system is perfect from the viewpoint of performance. Problems pertaining to performance affect all types of systems, regardless as to whether they are client/server or Web application systems. It is imperative to understand the factors affecting performance of the system before embarking on the task of tackling them. The constraints affecting the performance may be many but can be broadly classified into (i) technical and (ii) project related factors. The former is very much pronounced in the case of Web-based systems, as the relevant technology has not attained the stage of maturity to address the issues on its own. On the other hand, the project managers struggle to develop an optimal system within the existing technology framework. This in turn, generates many project related factors sub optimizing the performance. Likewise, many factors affecting the performance of the system are discussed in this chapter. The subsequent chapters deal at length with the methods and strategies to tackle these factors.
Test Preparation Phase II
Authors: Subraya B. M.
Published: May 2011

The focus of Chapter 4 was on the planning and definition phase of PT while this chapter provides an in-depth view of the test design phase. All the necessary inputs for PT are captured under the test definition phase. These inputs are the building blocks for the design phase of PT.
Post Test Execution Phase
Authors: Subraya B. M.
Published: May 2011

The phase pertaining to post test execution comprises not only multifaceted activities but is also a tedious task. It is not uncommon to find many testers who normally underestimate the complexity involved in this phase and face an uphill task later, while fine tuning the system for optimum performance. This chapter discusses points arising in the post execution phase by considering: • Specific test execution scenarios through logs; • Method/strategy for analysis; • Results with standard benchmarks; • Areas for improvement.
Overview of E-Partnerships
Authors: Zhao Fang
Published: May 2011

In the past decade, many significant changes have affected the business environment, including globalization of economies, the fast growth of electronic business, dramatically increased competition in most industries and sectors and rapidly evolving technology innovations. As globalization increasingly permeates the world markets, competition is no longer limited to that between individual businesses, but now exists between the entire supply chain. Equally, the convergence of IT and communication and the advent of the Internet have impacted dramatically on almost every aspect of our lives. Indeed, the Internet and WWW have been seen as the catalyst for radical change in businessactivities and business processes. The digital world offers a borderless and virtual village where companies are interconnected and interdependent through a network of partnerships and relationships. Companies have responded differently to the opportunity this represents; some use Web sites as a show window (a public relations tool) or build e-business portals which complement an existing brick-and-mortar business, while other Web sites serve as the only physical appearance of an e-business.