bluuebunny/crossref_metadata_2025 huggingface dataset:
Innovation Dynamics of Materials Technology
Authors: Nakagawa Masahiro , Watanabe Chihiro
Published: May 2010

Technological capital drives technological innovation if it is appropriately used; in reality, however, many kinds of management constraints hamper its effective use. This chapter elucidates changes in the use of technological capital from the technology spillover perspective. Tracking patent applications and analyzing the relationships among them have enabled us to conduct microscopic analyses of technology spillovers. The authors classify technology spillover structures by organization and technological field, forming a matrix of two-by-two arrays and applying it to Japan’s R&D in compound semiconductor materials. In the 1980s, technology management was affected by the characteristics of an industrial society and spillover was therefore limited to individual firms and technological fields. In the 1990s, technology spillover shrank, reflecting organizational inertia in technology management. In the early 2000s, technology spillover broadened across a wider range of industries and technological fields, reflecting changes in science and technology policy and technology management that was ripe for open innovation.
Co-Evolving Relationships and Innovation Dynamics
Authors: Ehin Charles
Published: May 2010

This chapter takes a critical look at the interplay of three key engagement elements: transactions, conversations, and relationships as they relate to innovation dynamics. It further pinpoints the importance of tracking four key factors—self-organization, tacit knowledge, social capital, and human nature—for the development of innovation rich social relationships. Most significantly, the author identifies a new dynamic organizational component: the shared-access domain or organizational sweet spot, and its significance to the innovative capacity of an enterprise. Research from such diverse fields as anthropology, evolutionary psychology, social neuroscience, and complex adoptive systems are used in an attempt to show commonalities in these disciplines in determining the effects of various organizational contexts/ecologies on the expansion or contraction of the shared-access domain. In essence, the chapter identifies methodologies and interrelated multidisciplinary factors for managing, or rather “unmanaging,” knowledge professionals.
Social Capital
Authors: Alguezaui Salma , Filieri Raffaele
Published: May 2010

Firm’s environment is becoming more complex and dynamic, consequently continuous innovation is considered a key element to gain competitive advantage. According to the knowledge-based view, knowledge is considered the central element in the innovation process and its effective management is the key to achieve higher innovation performance. Since social networks involve knowledge and information embedded into inter-organizational network, social capital is considered the engine fuelling the innovation activities. Through an intensive review of the literature, the chapter seeks to uncover the effect of social capital on innovation through enhancing its fundamental knowledge-based activities. The social capital literature provided controversial approaches about its contribution to the innovation performance. The chapter contributes to the literature by mapping the different views, trying to clarify its contribution to the enhancement of knowledge-based activities, and revealing the effect of different social configurations on innovation outcomes. To do so, the chapter first analyzes the different views of social capital and explains its contribution within the organization studies. Further, the key role of the knowledge and its management to the innovation outcomes is discussed. Finally, the chapter clarifies the implications of social capital to the innovation performance and its typologies as radical or incremental ones, as well as designs a theoretical framework for recognizing both its beneficial and constraining effect. Further, the chapter proposes a balanced approach to the structural social capital reconciling two controversial camps in the literature.
Do Top-Down Cluster Policies Succeed in Fostering Social Capital and Innovation?
Authors: Massa Silvia , Testa Stefania
Published: May 2010

In the last decades, the cluster approach to innovation has become very influential among policymakers. Clusters are recognized as the primary locus of social capital (SC) and civic engagement and are thus able to foster company innovativeness. This chapter investigates the effectiveness of top-down cluster policies in creating new SC and the ability of this SC to create new intellectual capital (IC), hence improving firms’ innovativeness. For this purpose, two case studies about top-down clusters in Italy were developed. While in literature the SC-IC-innovation link has been largely investigated as well as the power of traditional clusters to promote SC, to the knowledge of the authors, the same power has not been investigated with reference to top-down clusters. The purpose of this chapter is to investigate such links, thus contributing to fill a gap in the extant literature. Examination of the cases in this study revealed almost opposite results in terms of the links investigated.
Setting the Scene
Authors: Oliver Martin
Published: May 2010

This chapter explores developments in e-learning in colleges and universities, providing a context for the work that follows. Pedagogical developments are reviewed, focusing particularly on the UK. Research is then considered, beginning with an orienting discussion of the curriculum as a focus for study. Research concerning the relationship between technology and the curriculum is then discussed. Implications of this for teachers, students and others are then presented. The chapter concludes by emphasising the need to engage with, rather than ignore, the complexity that a social account of technology in education provides.
Critical Diversity Education to Promote Interprofessional Understanding
Authors: Brown Marion
Published: May 2010

The chapter begins with an overview of the current momentum toward interprofessional education and practice, citing specific trends in Canada as reflections of a global emerging consciousness. Initiatives undertaken at Dalhousie University are discussed in setting the context for this pilot study. Next, the pedagogy of critical diversity education is introduced and explained, with particular relevance for interprofessional education and practice. Comparison of face-to-face and online delivery of an interprofessional module based upon critical diversity education principles is then detailed, including research design and findings. The chapter concludes with a discussion of implications from this study.
The Community of Inquiry Framework
Authors: Mac Neill Heather , Reeves Scott , Hanna Elizabeth , Rankin Steve
Published: May 2010

Many in the online learning field now promote the need for a social presence online, in addition to cognitive and teaching presence, in order to fully realize benefits of online learning. In this regard, two important concepts arise when adopting e-learning: community and collaboration. Within healthcare there has been a recent push towards interprofessional education (IPE). IPE is an approach in which health and social care professionals come together to learn “with, from and about each other”. In this chapter the authors discuss the background of healthcare IPE and online learning. They examine the potential benefits and limitations of both IPE and e-learning as well as issues related to combining these approaches. They will discuss the theory of ‘communities of inquiry’ and apply a modified version of it as a way to think about and create online IPE. Lastly, the authors introduce an ongoing innovative healthcare e-learning project in Canada that was based on this theory and has focused on bringing together both IPE and online learning using the “build-a-case” method.
Involving Service Users Through Digital Means to Enhance Interprofessional Learning
Authors: Gordon Frances , Booth Karen , Bywater Helen
Published: May 2010

This chapter will provide guidance for educational practice founded on theory and on the experience of involving service users and carers in student education. Whilst this is an accepted philosophy and practice it is not necessarily easy to achieve. There are numerous ways of including service users in education but the era of digital media has added a means of bringing the service user into the learning environment and of overcoming many of the barriers to their effective engagement. The Centre for Interprofessional e-learning (CIPeL) has been engaged in developing e-learning materials which address some of the barriers to interprofessional education and issues related to user involvement in education. This experience is outlined and some examples from practice are given.
Designing for Enquiry
Authors: Cooner Tarsem Singh
Published: May 2010

This chapter sets the imperative for service user and carer involvement in the processes of educating mental health professionals. It begins by outlining some of the traditional barriers higher education institutions have faced in encouraging service user and carer involvement in teaching and learning. It then outlines the properties that Web 2.0 tools and processes can offer to overcome some of these obstacles. In developing effective interdisciplinary blended learning opportunities it is argued that the use of Web 2.0 alone will not ensure effective learning outcomes. The Community of Inquiry model is introduced to explore how the processes of enquiry, collaboration and communication can be embedded into the heart of interdisciplinary blended learning designs.
The Utility of Disruptive Technologies in Interprofessional Education
Authors: Hutchings Maggie , Quinney Anne , Scammell Janet
Published: May 2010

This chapter will consider the educational benefits and challenges of introducing e-learning objects within an interprofessional curriculum. It examines the tensions of curriculum development as content or process-driven in the context of facilitating interactive learning using blended learning strategies which combine online and face-to-face interactions. This chapter draws upon an evaluation of student and staff experiences of an interprofessional curriculum incorporating health and social care users and carers as case scenarios in a web-based simulated community, Wessex Bay, and highlights congruent and disruptive factors in negotiating transformative learning and cultural change. It draws conclusions and recommendations for informing practice in interprofessional education and suggests directions for future research to inform the substance (interprofessional case scenarios) and spaces (discussion boards, chat rooms, classroom) for collaborative learning in an interprofessional curriculum.
Achieving Interprofessional Health Education Through the Use of E-Resources
Authors: Harrison Karen , McFarland Lorraine
Published: May 2010

This chapter presents a case-study of a large-scale programme of interprofessional health education delivered through a virtual learning environment (VLE) and reusable interprofessional learning objects. The project commenced in 2005/2006, and brought together 1,800 students from 14 different health and social care disciplines in an InterProfessional Learning Pathway (IPLP). Interprofessional e-learning pedagogy and resources were developed to permit asynchronous interactions between large numbers of students from different disciplines, operating in virtual learning sets based around a series of patient scenarios which had been developed with service-user involvement. After the IPLP had run for the first three years, the experience of two of the 14 participating professional groups, dietetics students and physiotherapy students, was explored in 2008 through the use of focus groups and questionnaires. Both student groups felt the IPLP learning experience had a positive impact on their awareness of other roles and interprofessional issues, and offered greater insight into the total clinical pathway of individual patients. Overall, Physiotherapy students found engagement in the IPLP a more useful learning experience than Dietetics students. A range of logistical issues, both positive and negative, were identified by both student groups in terms of the practical processes associated with the complex operation of the IPLP.
A ‘Video Trigger,' but no Silver Bullet
Authors: Fougner Marit , Habib Laurence
Published: May 2010

This chapter analyses the design and implementation of a video trigger as a pedagogical tool to facilitate interprofessional understanding in several professional Bachelor courses at a faculty of Health Sciences. It uses actor-network theory as an analytical tool to uncover the main human and non-human actants that are involved in the processes of planning, designing, implementing and using the video trigger. It also attempts to bring to light the various types of interconnections that exist between those actants. The data that forms the basis of the analysis is qualitative, and includes meeting minutes and field notes. The analysis reveals the existence of a dichotomous relationship between technology and pedagogy, which is at the source of major challenges in the design and use of a video trigger as a pedagogical tool.
The use of Personal Digital Assistants in Nursing Education
Authors: Godson Nina , Bromage Adrian
Published: May 2010

The use of Personal Digital Assistants (PDAs) and smartphones (combined mobile telephone and PDA) in Nurse Education is a relatively new development, in its infancy. The use of mobile technologies by health care professionals is increasing, and it seems likely to accelerate, as mobile information and communication technologies become more ubiquitous in wider society. The chapter reports on a small-scale feasibility study to evaluate the practicalities of supporting student nurses on their first clinical placements with PDAs that have been pre-loaded with reusable e-learning objects. The student nurses generally found the PDA easy to use and carry on their person, valued the availability of the reusable e-learning object on their clinical placements and called for more of them to be made available to learners.
Thinking Outside the Box
Authors: Brooks Andrew
Published: May 2010

Education is moving out of the classroom and into the real world, driven by both emerging Information and Communication Technologies (ICT) and new economic models. The boom of the web and social networking has revolutionised global communication and collaboration. A DIY culture and industries are emerging because of this. Mobile devices connecting to the digital superhighways are merging the real and digital worlds. This, coupled with the falling cost of the hardware as well as the free software movement may soon place a new model of education into the grasp of almost everyone. A model where education is no longer the process of being fed information, but rather a process of enquiry, exploration, discovery, expression and re-interpretation of the world around us on our own terms. The potential for learning from and with each other at this moment in time is unprecedented.
Faculty Reflections on Decision-Making and Pedagogical Use of Online Activities in Teacher Education
Authors: Kumar Swapna
Published: May 2010

Teacher educators preparing their students for 21st century schools are increasingly using online technologies in on-campus courses. While some teacher educators have used such activities for almost a decade and have migrated from learning management systems to wikis and blogs, others still struggle to structure and facilitate online activities effectively. Ten teacher educators’ decisions to use online activities in 23 face-to-face courses based on several criteria (class size, instructional goals, course type, students’ prior knowledge, and the content of classroom instruction) are described in this chapter. Faculty members’ reflections on their decisions, practical examples from different courses that they taught, and strategies they refined over time illustrated their focus on pedagogy as they migrated to newer technologies. The structure, design, and implementation of online activities discussed in this chapter could be useful to beginning educators, teacher developers, and instructional designers engaged in the integration of new technologies in higher education.
Using Free Source ePortfolios to Empower ESL Teachers in Collaborative Peer Reflection
Authors: Ting Adrian , Jones Phillip David
Published: May 2010

This chapter reviews literature in the domain of collaborative peer reflection and the concept of voice for English teachers and puts forward three stages that need to be followed when selecting a suitable free source technology to create ePortfolio networks that are sensitive to the local environment. This is achieved by comparing twelve free source technologies against ten separate criteria to aid the reader in selecting a free source technology for ePortfolio use. The chapter then goes on to put forward five stages for facilitating collaborative peer reflection and the dissemination of ePortfolio use. This is presented together with sound advice that is applicable worldwide to ensure that success at each stage is achieved. The authors also draw attention to the future direction of research in this field.
Preparing Qualified Elementary School Teachers
Authors: Lyublinskaya Irina , Tournaki Nelly
Published: May 2010

This chapter describes a process for the implementation of data collection technology that the authors introduced into the science and mathematics methods courses for preservice elementary-school teachers in a public, urban college. The curriculum of the methods courses was developed to include inquiry-based lab activities that utilize probeware and various data collection interfaces. The lesson plans and the reflections that the authors collected from the 124 preservice teachers over three semesters show that the courses not only exposed them to a variety of data collection instruments, but also changed their attitudes and confidence levels about using such technology in the classroom. The results of this project suggest that preservice teachers perceive data collection technology as a tool for the clear demonstration of otherwise hard to teach science and mathematics concepts to their students. After using data collection technology in their method courses, preservice teachers were able to create their own inquiry-based activities, in which their students were involved in collecting real time data, generating hypotheses, analyzing data, and drawing conclusions. The data collected from the preservice teachers also showed that they needed more experience and practice to better understand the benefits of this type of technology for their future students as well as for their own learning.
Pre-Service Elementary Teachers' Evaluations of Technology Tools for Mathematical Learning
Authors: Johnston Christopher J.
Published: May 2010

Pre-service elementary teachers are faced with numerous technology tools which can be incorporated into their mathematics lesson plans. However, these teachers may not be experienced in evaluating technology tools for mathematical learning prior to using them. This chapter presents a reflective model for mathematics teacher educators. In a three-part activity, pre-service elementary teachers identify their criteria for evaluating technology tools, evaluate several technology tools according to their own criteria, and make recommendations for or against those technology tools. As pre-service elementary teachers reflect upon the criteria they feel are essential for evaluating technology tools, they begin to identify the specific affordances and limitations of the technology tools. This chapter describes this three-part activity by placing it within the context of a model for mathematics teacher education.
A Mathematical Problem-Solving Approach to Identify and Explore Instructional Routes Based On the Use of Computational Tools
Authors: Santos-Trigo Manuel
Published: May 2010

To what extent do technology developments influence teachers’ instructional practices? How can teachers incorporate mathematics education research into their learning activities? What types of mathematical and didactical knowledge becomes relevant for teachers to foster students´ development of conceptual understanding, and problem-solving approaches? It is argued that a community of inquiry, formed by teachers, mathematicians, and mathematics educators, becomes important to examine and analyze in-depth mathematical tasks or problems. Interaction within this community is based on fostering an inquisitive or inquiring approach to identify, to make sense, and comprehend mathematical ideas, or relations, and to solve problems. Furthermore, the use of computational tools (dynamic software and hand-held calculators) could help teachers and students explore and analyze mathematical tasks in ways that can enhance and complement paper and pencil approaches.
Web 2.0 Tools in Social Studies Methods
Authors: Friedman Adam M. , Heafner Tina L.
Published: May 2010

This chapter presents the theory and literature behind the integration of technology, particularly the Internet, in social studies teacher education. The authors have spent significant time studying the impact of technology in the K-12 social studies environment; the results of this research are summarized in the chapter and serve as a backbone for how technology is integrated into our teaching methodology courses with the context of preparing future teachers to utilize technology as a tool to enhance content, student learning experiences, and academic achievement of their future students. Specifically, we focus on three Web 2.0 tools; blogs, wikis, and podcasts. Specific examples, vignettes, practical applications for methods instructors, and directions for the future are provided.
Increasing Teacher Candidates' Reflection with Technology
Authors: Ikpeze Chinwe H.
Published: May 2010

This chapter highlights the strategies that facilitated reflective thinking in teacher education through the integration of technology. Graduate students enrolled in a literacy course provided the data for the study. Major findings indicated that the reflective ability and quality of reflection among the teacher candidates increased because a structure that supported reflection was put in place. In addition, the teacher candidates engaged in a variety of multifaceted activities with new technologies in authentic contexts. The implications were discussed.
The Professional Handbook
Authors: Fry Sara Winstead
Published: May 2010

The Professional Handbook is a teacher education assignment that allows preservice teachers to use technology to connect theory and practice while also developing their reflective skills and professionalism. The assignment involves compiling information in an easy-to-use website that preservice teachers can access while engaged in their semester-long student teaching experience and once they are employed as inservice teachers. This chapter describes the Handbook’s essential goals, discusses its use in an instructional methods course, and makes recommendations for modifying the Handbook’s format for use in any teacher education course while preserving the framework provided by the assignment’s essential goals. The chapter serves as a resource for teacher educators looking to use technology to enhance the quality of teacher preparation assignments.
Teacher Candidates Learning through the Creation of Podcasts
Authors: Penny Christian
Published: May 2010

As teacher educators it is imperative that we model the sound use of technology to enrich the teaching and learning process. Podcasting is enjoying phenomenal growth in mainstream society, alongside other new media that enable users to author and distribute content quickly and easily. The project reported on in this chapter focuses on teacher candidates creating their own podcasts for distribution on iTunes. The chapter explains the what of podcasting and how podcasting is being used in higher education, then details the podcast creation process and describes how engaging in the podcasting exercise promoted collaboration and knowledge building among the teacher candidate producers. Thus the focus is on teacher candidates learning through creating podcasts, in contrast to learning from podcasts.
The Nuts and Bolts of Online Course Planning
Authors: Lombard Ron
Published: May 2010

Materials presented deal with major aspects of planning an effective online course that can create an environment which will serve as a learning community. A review of misassumptions often made about online courses provides an introduction to the steps required make online courses effective. Issues covered include the knowledge and skills required from the instructor and participants for success in learning and instruction. The types of assignments and the importance of effective instructor feedback and instructor visibility are examined in relation to course construction. Effective assessment techniques for online courses are also examined in the context of the knowledge and skills participants in such courses should display. The major thrust of the presented materials is the understanding that as presentation techniques change assessment techniques need change to be effective.
Synergy
Authors: Mumford Jacqueline M. , Juelich-Velotta Elizabeth
Published: May 2010

Synergy describes a situation where the combined efforts are greater than individual parts. Service learning ties together academic content, in this case instructional technology, while providing service. This chapter offers an orientation to an exceptionally rewarding service learning activity in an instructional technology course. Based upon a case study and extensive literature review, this chapter provides best practices for fostering the synergy between service learning and instructional technology courses. This approach increased teacher candidates’ exposure to diversity, served community needs, and facilitated candidate practice of skills from instructional technology class.
Electronic Portfolios in Teacher Education
Authors: Coleman Howard , Dickerson Jeremy , Kubasko Dennis
Published: May 2010

Electronic portfolios serve a variety of needs within the field of education as the information technology age collides with the age of educational accountability. This chapter discusses the successes and challenges of an electronic portfolio integration process over five years in a large teacher education program. Specific details for selecting an electronic portfolio system are explained at length. Issues concerning student products, teacher standards, evaluation and accreditation are addressed through the lens of reflective experiences and practice.
Web 2.0 in the Classroom
Authors: Lombard Ron , Porto Stella C.
Published: May 2010

The suitability of Web 2.0 technologies for learning has been widely discussed in the literature. The Web 2.0 term refers to what is understood as a change to a second version or generation of the web, with a distinct model for application development and design. This new model is based on enhanced communication and collaboration tools and services, information sharing, and interoperability. This trend has enabled the creation and development web-based communities, web-hosted services, and a diverse set of web applications. Some of the most known examples include social-networking sites, video-sharing sites, wikis, and blogs. This chapter reviews some of the major web 2.0-based tools and provides examples of their use in an educational setting. The goal of the chapter to expose readers to such tools, describe and exemplify their potential use in the classroom. We introduce Web 2.0 fundamental concepts, discuss its importance for educators, and suggest means for effective integration into the classroom. Readers in the field of education will find information and tools that can be applied in classrooms at the elementary school level to graduate- level classes. The chapter includes major challenges and key issues in the use of web 2.0 tools for learning, and serve as preview of the current trends in this environment.
One plus One Doesn't Always Equal Two
Authors: Herman Terry L.
Published: May 2010

Web 2.0 applications have exploded onto the scene in the past 2 years resulting in an impressive number of interactive tools and Web services. These online Web services and applications can be integrated into the pedagogical mix to energize student learning and provide participatory learning experiences. Educators can pick and choose favorite applications and online Web services, include user created data, and combine them in unique ways through data mashups. Mashups involve the reuse, or remixing, of works of art, music, content, or data for purposes that usually were not planned or anticipated by the original creators. This chapter will explore the concept, techniques, and strategies of data Web mashups. Educational data mashups are in their infancy. Several significant ethical issues of concern to educators and students are explored including possible mitigating strategies to allow educators to leverage the teaching and learning potential of data mashups in the classroom.
A Framework for Studying the Problem of Trust in Online Settings
Authors: Guenther Tina , Möllering Guido
Published: May 2010

The chapter contributes to the conceptual foundations of research on trust in online settings by introducing a framework of the preconditions and constitutive elements of trust. Moving beyond simplistic, narrow, and vague applications of the notion of trust, researchers are enabled by this framework to recognize when trust is relevant and to address a broader range of elements and processes involved in the social constitution of trust. By way of illustration and differentiation, the authors discuss trust issues in online marketplaces and online communities in greater detail. An important message from the chapter is that the problem of trust does not only occur in specific activities on a particular website but, more importantly, through the interconnectedness of the websites used and the development of complex online biographies. Accordingly, the authors advocate research methods that are not only are well-grounded conceptually but also geared praxeologically toward the actual experience and enactment of trust.
Trusting Technological Actors
Authors: Shank Daniel B.
Published: May 2010

This chapter sets forth a theoretical foundation for studying trust toward technological actors as social actors using sociological research in structure and cultural sentiments. The introduction considers how modern intelligent technologies make human-technology trust a relevant and timely topic, while the background section reviews humans’ social interaction with technology. Using social structure and cultural sentiments the author constructs four propositions about trusting technological actors. Two empirical research studies illustrate the cultural sentiment propositions showing trust in technological actors and violation of trust in computers. Throughout the chapter the author connects the sociological literature with everyday examples before providing grounded propositions that would be appropriate foundations for research in multiple disciplines.
Building and Maintaining Business Relationships in a Virtual Environment
Authors: Giambona Genoveffa , Birchall David W.
Published: May 2010

In this chapter the authors propose a framework based on team characteristics to assess the trust requirements in virtual team-based organisations. They start off by looking at what is meant by new forms of organisation and the drivers for new forms by reviewing relevant literature. They proceed to an examination of factors impacting on the effective working of the virtual organisation emphasising the role of virtual teams in such organisations. This leads to a discussion of the reliance on trust rather than on management through control systems and processes. It is then recognised that there is considerable diversity in the form and purpose of virtual teams. This leads to the development of a conceptual framework for assessing the need for trust for a team to be effective rather than managerial processes and control mechanisms. Finally, areas for further research and exploration are put forward.
Internet Exchange and Forms of Trust
Authors: Anthony Denise , Kitts James A. , Masone Christopher , Smith Sean W.
Published: May 2010

All economic exchange entails some uncertainty, but uncertainty is exacerbated in periods of social change that disrupt conventional patterns and modes of exchange. The increasing reliance on the Internet as a medium for exchange has greatly increased uncertainty, raising particular problems of trust between parties. This study examines how information that may reduce uncertainty affects individuals’ trust in online exchange. Within an experimental marketplace, subjects make purchase decisions with a series of simulated vendors. Subjects receive information about vendors in the form of ratings of transaction security that vary as to the source of reputation information (interpersonal vs. institutional sources) and the content of information (rating of reliability vs. capability for engaging in secure transactions). Subjects are more likely to trust vendors when given reputation information from institutional sources, but they do not differentiate capability from reliability information in evaluating vendors in this context.
Trust in Online Customer-Firm Interaction
Authors: Castaldo Sandro , Grosso Monica , Hofacker Charles , Premazzi Katia
Published: May 2010

Trust is a key element in developing customer-firm relationships in the virtual marketplace. The peculiarities of the online setting, however, threaten firms’ capability to exploit opportunities derived from such environments. This can lead to customers mostly using the online setting as an information source rather than as a place to conduct transactions. Trust is a key antecedent of online transactions. In this chapter, the authors focus on trust’s role in the virtual marketplace by reviewing a series of relevant studies and proposing directions for future research.
Deterring Text Document Piracy with Text Watermarking
Authors: Mishra Rakesh Kumar
Published: May 2010

Protecting copyright of a digital content is gaining momentum and has been suitably complemented by technological innovations. Literature piracy, though not being given much attention, constitutes a major bulk. Unlike audio and video, text piracy is not complemented by IT solutions except for certain proprietary initiatives. This pursuit embarks on review of technological advancements for Text Copyright Protection along with issues and challenges for their implementation. Appraisal comprises of watermark embedding algorithms and distribution infrastructure. A brief discussion over the document structure, watermark composition and type, classification of algorithms and future direction is also being accomplished. To make approach holistic couple of systems were also studied.
A Unified Approach Towards Multimedia Watermarking
Authors: Al-Haj Ali , Mohammad Ahmad , Abou El-Seoud Samir , Manasrah Tuqa , Rajab Lama , Al-Khatib Tahani
Published: May 2010

The tremendous advancement of digital technology has increased the ease with which digital multimedia signals (image, video, audio) are stored, transmitted, and reproduced. Consequently, the content providers and owners are faced with problems of protection against copyright violation and other forms of abuse to their digital property. Digital watermarking has been proposed in the last decade as a solution to prevent illegal and malicious copying and distribution of digital media by embedding an unnoticeable information into the media content. This chapter describes three imperceptible and robust watermarking algorithms for different types of multimedia objects (image, video, audio). The three algorithms are based on cascading two powerful mathematical transforms; the Discrete Wavelet Transform (DWT), and the Singular Value Decomposition (SVD). The two transforms are different, and thus provide complementary levels of robustness against the same attack. In the proposed dual-transform algorithms, the watermark bits are not embedded directly on the wavelet coefficients, but rather on the elements of singular values of the DWT sub-bands of the multimedia object. Effectiveness of the proposed algorithms is demonstrated through extensive experimentation.
Feature Based Watermarking
Authors: Morris Hedley , Eyadat Mohammad , Muhi Imad
Published: May 2010

A digital media product must be protected with a watermark. This mark must be resilient yet transparent to legitimate users of the media. There are those who seek to cloud the ownership of digital media by tampering with the embedded marks. For example, a small rotation, scale change or cropping of an image can make it difficult, or impossible, for the legitimate owner to recover the watermark. This is called a geometric attack. The authors present a new paradigm for rendering any watermarking scheme resistant to such geometric attacks. This is done by means of a new image transform to a Rotation, Scaling, and Translation (RST) invariant domain based on ideas from shape theory. They also propose extensions of this technique to video watermarking. Finally, the authors provide an example of how these ‘shape based’ concepts can be extended to more general relational databases provided an abstract notion of shape is employed.
Application of Error Control Coding for Multimedia Watermarking Technologies
Authors: Raval Mehul S.
Published: May 2010

Intellectual property right, copyright, trade mark, digital rights management (DRM) are buzz words heard more often in era of Internet. Along with the uncountable advantages Internet has also brought certain evils. These evils have social, technological, economical and legal impact on our society in general. One of the issues concerning the “content creators” is mass violations of copyrights for their work through illegal distribution via “darknet”. Watermarking is seen as one of the component for DRM systems that can act as a deterrent to content flowing into the darknet. The performance of watermarking schemes can be improved if channel codes are used for encoding the hidden message. The chapter targets applications of Error Control Coding (ECC) to watermarking namely: copyright protection, authentication, forensics and stego watermarking techniques including active steganography. This chapter aims at studying various properties of watermarking systems (depending on application), looking into their specific requirements and then try to search for suitable error control code. This will boost the over all performance of watermarking techniques. This chapter also intends to discuss the state of art research in this direction and then presents a watermarking method based on facts covered in chapter.
Preprocessing the Data
Authors: Cerrito Patricia , Cerrito John
Published: May 2010

In this book, we provide tools that are needed to investigate administrative and clinical databases that are routinely collected in the support of patient treatment. Often, these databases are large and require non-traditional methodology to investigate. In addition, as they are collected for purposes other than research, there is considerable preprocessing that is required in order to use the data for the purpose of analysis in order to find important results that can improve the quality of patient care. Therefore, we will show by example just how to preprocess the data, and how non-traditional statistical methods can be used to investigate the data and to extract meaning from the databases. We will show details and programming code necessary to complete the preprocessing, and we will discuss the type of preprocessing necessary to use each statistical method and data mining technique.
Extracting Data from the National Inpatient Sample
Authors: Cerrito Patricia , Cerrito John
Published: May 2010

In the other type of health care database that we discuss in this chapter, there are multiple columns for each patient observation. It is more difficult to find both the most frequently occurring codes, or to find patients with specific codes for the purpose of extraction. For this reason, many studies focus on the primary diagnosis or procedure. We will provide the programming necessary to find the most frequent codes and to find the patients who have a specific condition. Another aspect of preprocessing we will explore in this chapter using the National Inpatient Sample is that of propensity scoring. When it is not possible to perform a randomized, controlled trial, an attempt is made to emulate such a trial by comparing two observational subgroups. The two groups are matched based upon demographic factors and related patient conditions. It is possible to define a level of patient severity and then to match patients with the severity level as part of the propensity score.
Compression of Diagnosis and Procedure Codes
Authors: Cerrito Patricia , Cerrito John
Published: May 2010

Each of the datasets has many different diagnosis and procedure codes to represent a patient’s condition. There are thousands of potential codes, and millions of potential combinations of codes. In order to use patient diagnosis and procedure information in statistical models, there has to be some form of compression as there are far too many to include all of them. Therefore, there has to be some method to compress codes. While such methods are discussed in detail in Cerrito (2009), they will be discussed briefly here. Information codes are used in billing and administrative data to define patient conditions, and also to define patient treatments. These codes are used to define patient severity indices. Therefore, it is absolutely essential to both understanding the severity indices, and to defining such severity indices to be able to work with these codes. The most difficult data to work with are contained within claims databases where different coding methods are used by different providers; the different codes must be reconciled in some manner.
Example of Breathing Illnesses, Asthma and COPD Using MEPS Data
Authors: Cerrito Patricia , Cerrito John
Published: May 2010

Asthma and COPD (chronic obstructive pulmonary disease) require maintenance and emergency medication. We want to examine the use of the required medications, as well as to examine the need for emergency treatment when the treatment medications are not effective. In order to do this, we examine the medications used by patients, and also investigate the emergency and inpatient treatments required for patients. In particular, we want to see if there are certain medications that require more emergency department visits, and we want to see the extent to which patients will switch medications. We also take patient compliance into consideration when investigating the relationship to the emergency department.
Personality and Online Learning
Authors: Downing Kevin
Published: May 2010

This chapter provides a comparative evaluation of two pilot online courses with their traditionally taught counterparts in one of the universities of Hong Kong. As part of a natural experiment, students enrolled on two online courses were compared with their peers who were enrolled on the equivalent classroom based courses. Student satisfaction measures were taken from participants in both modes of delivery and compared with student learning style. This case highlights the impact of adopting a blended learning approach to an undergraduate programme, and suggests that Asian students who behave like Introverts in the classroom environment are likely to behave as online Extraverts when given the opportunity to reflect on what they have learned and contribute to an online discussion forum.
Technology Enabled Education in Samoa
Authors: Mow Ioana Chan
Published: May 2010

Education is seen as one of the most important factors for poverty alleviation and economic growth in developing countries (UNDP 2005; UNESCO 2005; WSIS 2005) and the use of Information and Communication Technologies (ICTs) for dissemination of education is believed to have huge potential for governments struggling to meet a growing demand for education while facing an escalating shortage of teachers (UNESCO 2006 in Anderson, 2008).This case study examines technology enabled learning initiatives in education in Samoa, focusing on developments at a leading university in Samoa (hereafter referred to as the university) and the Ministry of Education Sports and Culture (MESC). The case study focuses on the current status of technology based learning in Samoa outlining the current initiatives addressing the core issues of social accessibility, technological adaptability, economic viability, and political agreeability towards providing education and development opportunities. The discussion includes an evaluation of the effectiveness of presently used technology/ technology mix used in e-learning and its effectiveness in facing the demands posed by Social, Technological, Economical and Political (STEP) factors. For each technology initiative, issues and challenges are discussed followed by solutions and recommendations for future action and direction. The case study also looks at various international partnerships/ collaboration fostered by NUS and MESC to facilitate and enhance access to education for students, thereby are considered as solutions to the challenges in implementing technology based learning. The discussion concludes with a set of recommendations for the future of technology enabled learning in Samoa.
Artifacts of Expansive Learning in Designing a Web-Based Performance Assessment System
Authors: Mawhinney Hanne
Published: May 2010

Recent evidence of the adoption of technologically mediated systems of knowledge management as part of the trend to accountability in the Institutions of Higher Education around the world has been widely disseminated in World Bank and UNESCO reports, and the effects of assessment driven accountability on preparation programs extensively debated in scholarly communities. Less scholarly attention has been paid to the institutional effects of the technology enhanced performance assessment evidentiary demands on university programs undergoing review by national accrediting bodies. The lack of scholarly attention is addressed by presenting a case study examining the institutional dynamics of accreditation review experienced by faculty in one department that offered graduate programs leading to certification for education leaders. Drawing from institutional analysis (Scott, 2008a, 2008b) a conceptual framework is established in a discussion of conditions of enactment of the regulative, normative and cognitive facets of the institutional dynamics evident in the implementation ecology of accountability systems. The case study analysis outlines four phases of development of the essential elements of a web-based assessment system, and describes the questions raised by faculty about performance evidence, the assessment of that evidence, and the nature of measures of program outcome effectiveness. Classic theories of organizations fail to fully explain the concerns and questions that were raised by faculty. In contrast, Engeström’s (1999, 2001, 2008) theory of expansive learning grounded in Cultural Historical Activity Theory (CHAT) provides insights into faculty responses to questions raised by the criteria for program review established by the accrediting body. Artifacts of expansive learning evident in the development of a performance assessment system can be viewed as reflecting institutionalization of regulative, normative, and cognitive dimensions of the emergent evaluative state of leadership preparation around the world. Implications are suggested for understanding the development of information technology (IT) enhanced knowledge management systems (KMS).