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Part of a larger ethnographic study, this investigation focused on the literacy development of a college student as he participated in the virtual culture of a computer-networked writing classroom where all instruction and communication occurred through the computer. The student was a member of one of two classes of adult students, ranging in age between 25 and 48, all employed in upstate New York. Data included transcripts of large- and small-group discussions, response writings and compositions, composition logs, focus group discussions about computer networking, transcripts of electronic mail communications, field notes, and student interviews. Results indicated that: (1) e-mail communication between the teacher and the student served as backstage support; (2) the relationships the student developed with members of the small group provided an anchor for his actions within the large group; (3) the student gained respect from class members, which may have been more forthcoming through computer networking than in face-to-face interaction where traces of the student's speech handicap might have caused resistance; (4) his writing demonstrated a closing of the communication gap through his strength of voice and his attention to clarity and coherence; and (5) the student acquired metacognitive knowledge about writing and valued peer response. Findings suggest that an electronic environment where readers' responses link feelings to thought and where responses are shared with ease can lead to more powerful learning for some students than in a traditional classroom. (Contains 21 references.) (RS)

Computer networking technology is adequately developed now to support research and experimentation to expand computing resource sharing. Whether progress will be made depends upon organizational initiative among multiple institutions to pool personnel and capital so as to effectively address the major issues in management approach, support, and software design that limit the feasible interdependence of computing operation. The organizational requirements are partially revealed by examining progressive stages of resource sharing in organizational and operational terms rather than such technical aspects as load sharing or program sharing that have been introduced in the past. Five stages are identified, ranging from simply establishing multiple service access to the advanced stage where multiple institutions organize for joint development of new resources. A preliminary evaluation framework for new management arrangements results when these stages are mapped against the four functional levels inherent in computer network management. Future needs for networking experimentation and research are briefly described, and other National Bureau of Standards technical results are identified in context. (Author)

Computer networking technology is adequately developed now to support research and experimentation to expand computing resource sharing. Whether progress will be made depends upon organizational initiative among multiple institutions to pool personnel and capital so as to effectively address the major issues in management approach, support, and software design that limit the feasible interdependence of computing operation. The organizational requirements are partially revealed by examining progressive stages of resource sharing in organizational and operational terms rather than such technical aspects as load sharing or program sharing that have been introduced in the past. Five stages are identified, ranging from simply establishing multiple service access to the advanced stage where multiple institutions organize for joint development of new resources. A preliminary evaluation framework for new management arrangements results when these stages are mapped against the four functional levels inherent in computer network management. Future needs for networking experimentation and research are briefly described, and other National Bureau of Standards technical results are identified in context. (Author)

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Perma.cc archive of https://www.workplacefairness.org/social-network-computer-privacy-workplace created on 2022-01-16 20:58:07+00:00.

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Includes index

Includes index

Includes index

Includes index

Includes index

Includes index

The different technologies applicable to computer networks serving limited geographic areas, e.g., a single campus, factory, or office complex, are discussed in a number of short presentations made by active researchers and implementers in this field. Intensive discussion by participants in working sessions is reported for six topics: subnet architecture, protocols for local area networks, local network applications, network architecture, network operating systems, and analysis and performance evaluation. A list of attendees and a bibliography on local area computer networks is included. (Author/RAO)

This book presents the proceedings of a 1976 Interuniversity Communications Council (EDUCOM) conference focusing on the successful application of computer networking to education and research in North American universities. Thirty-two papers share the common theme of the need for management and planning, user services and support, and facilitating organizations. Topics include: (1) issues in computer networking, with emphasis on political, legal, technological, and marketing problems; (2) applications of computer networking to library use and administration, as well as to education and research in the health, physical, and chemical sciences; and (3) practical aspects of administering computer networks. A directory of participants is included in the appendices. (Author/KP)

7th Computer Networking Conference program (1988)

The primary purpose of this project was to establish a state-of-the art computer networking laboratory to support the department curriculum in the areas of data communications, computer networks, and Internet/Intranet programming through hands-on approaches. As stated in the project proposal, the laboratory would provide the necessary technological infrastructure for the department: (1) To improve the quality of education in the existing courses related to computer networks and data communications as well as other computer science courses such programming languages and computer hardware and software systems. (2) To design and implement an advanced level computer science course in computer networks and data communications. (3) To provide faculty the technological tools to conduct research programs. The construction of the lab initiated in August 1, 1999 and continued until September 15, 2000. The lab was constructed in three phases, namely, planning and design, purchasing and installation, and testing. Each phase was successfully carried out to completion by the project's Principal and Co-Principal investigators and valuable contributions from the department and the university administrators and staff.

Equipment purchased under this contract has been used by approximately twelve researchers (two post-docs, eight graduate students, two undergraduates) for several research activities, as summarized briefly below.

private

private

COMMERCE NEWS FOR IMMEDIATE RELEASE Mailed: August 11, 1976 S;4~ . 4 5'/eS . 4' N ATIONAL BUREAU OF STANDARDS Stan Lichtenstein 301/921-2768 NBS TO HOST KICK-OFF MEETING OF TASK FORCE ON COMPUTER NETWORKING STANDARDS FOR LIBRARY AND INFORMATION SCIENCE A recently established task force seeking to develop high level computer-to-computer protocols for the nation-wide interchange of infor- mation among library and information science networks will hold its initial meeting at the National Bureau of Standards (NBS), Gaithersburg, Maryland, on September 1 and 2, 1976. All meetings of the task force will be open to the public. Members of the task force have been designated by the National Com- mission on Libraries and Information Sciences on the basis of their recognized experience and knowledge in the area of computer-to-computer data interchange for this class of application and their competence in developing related computer networking standard protocols. The task force will receive technical support from the NBS Institute for Computer Sciences and Technology (ICST). The results of the task force, expected to be completed in about one year, will be provided directly to the American National Standards Approved For Release 2002/01/11: CIA-RDP84-00933R000300200006-3 - more - Approved For Rele 2002/01/11 : CIA-RDP84-00933R000 '200006-3 -2- Institute, the American Library Association, and the American Society for Information Sciences for their respective consideration in development and adoption of standards directed specifically to the library and information science community. For further information, contact John L. Little, 301/921-3723, of the NBS (ICST) staff. Approved For Release 2002/01/11: CIA-RDP84-00933R000300200006-3

Reprint. Originally published: Network concepts and architectures. Wellesley, Mass. : QED Information Sciences, c1989

Reprint. Originally published: Network concepts and architectures. Wellesley, Mass. : QED Information Sciences, c1989

Computer networks are one of the skills that require mastering concepts, but a weak comprehension of these concepts can cause cognitive and psychomotor challenges for students. Several studies showed that a group of information technology education students at a university struggled with basic network practical exercises, signifying the importance of addressing conceptual understanding. Therefore, this study aimed to enhance students’ comprehension of high-level abstract computer network materials. To achieve the desired outcome, a pre-test post-test control group design was conducted on two groups of 29 students each. The results showed a positive impact on strengthening the conceptual understanding of students. Consequently, the experimental class achieved higher test scores compared to the control class, with a difference of 11.6. Data processing also showed higher N-gain values in the experimental class, indicating that analogies had a positive influence on students’ conceptual understanding of computer network materials.

Dive into #MCC's Computer Network Management Technology program to elevate your education and tech skills! Get hands-on training in computer systems, networks, security, and IT essentials for seamless business operations. Ready to level up? Join us now! #TechEducation #ITTraining #NetworkSecurity #CareerDevelopment --- https://mcc.iavalley.edu/ http://www.iavalley.edu Locations in Marshalltown - Grinnell

Dive into #MCC's Computer Network Management Technology program to elevate your education and tech skills! Get hands-on training in computer systems, networks, security, and IT essentials for seamless business operations. Ready to level up? Join us now! #TechEducation #ITTraining #NetworkSecurity #CareerDevelopment --- https://mcc.iavalley.edu/ http://www.iavalley.edu Locations in Marshalltown - Grinnell

Dive into #MCC's Computer Network Management Technology program to elevate your education and tech skills! Get hands-on training in computer systems, networks, security, and IT essentials for seamless business operations. Ready to level up? Join us now! #TechEducation #ITTraining #NetworkSecurity #CareerDevelopment --- https://mcc.iavalley.edu/ http://www.iavalley.edu Locations in Marshalltown - Grinnell

Dive into #MCC's Computer Network Management Technology program to elevate your education and tech skills! Get hands-on training in computer systems, networks, security, and IT essentials for seamless business operations. Ready to level up? Join us now! #TechEducation #ITTraining #NetworkSecurity #CareerDevelopment --- https://mcc.iavalley.edu/ http://www.iavalley.edu Locations in Marshalltown - Grinnell

Dive into #MCC's Computer Network Management Technology program to elevate your education and tech skills! Get hands-on training in computer systems, networks, security, and IT essentials for seamless business operations. Ready to level up? Join us now! #TechEducation #ITTraining #NetworkSecurity #CareerDevelopment --- https://mcc.iavalley.edu/ http://www.iavalley.edu Locations in Marshalltown - Grinnell

This book introduces the basic concepts of connecting computers together and provides technical background necessary for constructing small networks. For those already experienced with creating and maintaining computer networks, the book is intended to encourage the creation of a school-wide network. The book is divided into two main sections: an introduction to networking in schools (6 chapters) and an introduction to the technical side of networking (10 chapters). The chapter headings are as follows: (1) "How Can Networking Enhance the Use of Computers?"; (2) "Advanced Networking Concepts"; (3) "Why Network Classroom Computers?"; (4) "Why Network Computers for Administration?"; (5) "Why Consider School-Wide Networking?"; (6) "How To Plan a School-Wide Network"; (7) "Technical Details for both IBM-compatible and Macintosh Computers"; (8) "Technical Issues in IBM-compatible Networking"; (9) "Simple Network Examples for IBM-compatible Computers"; (10) "Complex Network Examples for IBM-compatible Computers"; (11) "Technical Issues in Macintosh Networking"; (12) "Simple Network Examples for Macintosh Computers"; (13) "Complex Network Examples for Macintosh Computers"; (14) "A Complex Network Example Using IBM-compatible and Macintosh Computers"; (15) "Networking Apple II Computers"; and (16) "The Never-Ending Chapter". A glossary of terms is included. (AEF)

This book introduces the basic concepts of connecting computers together and provides technical background necessary for constructing small networks. For those already experienced with creating and maintaining computer networks, the book is intended to encourage the creation of a school-wide network. The book is divided into two main sections: an introduction to networking in schools (6 chapters) and an introduction to the technical side of networking (10 chapters). The chapter headings are as follows: (1) "How Can Networking Enhance the Use of Computers?"; (2) "Advanced Networking Concepts"; (3) "Why Network Classroom Computers?"; (4) "Why Network Computers for Administration?"; (5) "Why Consider School-Wide Networking?"; (6) "How To Plan a School-Wide Network"; (7) "Technical Details for both IBM-compatible and Macintosh Computers"; (8) "Technical Issues in IBM-compatible Networking"; (9) "Simple Network Examples for IBM-compatible Computers"; (10) "Complex Network Examples for IBM-compatible Computers"; (11) "Technical Issues in Macintosh Networking"; (12) "Simple Network Examples for Macintosh Computers"; (13) "Complex Network Examples for Macintosh Computers"; (14) "A Complex Network Example Using IBM-compatible and Macintosh Computers"; (15) "Networking Apple II Computers"; and (16) "The Never-Ending Chapter". A glossary of terms is included. (AEF)

This book introduces the basic concepts of connecting computers together and provides technical background necessary for constructing small networks. For those already experienced with creating and maintaining computer networks, the book is intended to encourage the creation of a school-wide network. The book is divided into two main sections: an introduction to networking in schools (6 chapters) and an introduction to the technical side of networking (10 chapters). The chapter headings are as follows: (1) "How Can Networking Enhance the Use of Computers?"; (2) "Advanced Networking Concepts"; (3) "Why Network Classroom Computers?"; (4) "Why Network Computers for Administration?"; (5) "Why Consider School-Wide Networking?"; (6) "How To Plan a School-Wide Network"; (7) "Technical Details for both IBM-compatible and Macintosh Computers"; (8) "Technical Issues in IBM-compatible Networking"; (9) "Simple Network Examples for IBM-compatible Computers"; (10) "Complex Network Examples for IBM-compatible Computers"; (11) "Technical Issues in Macintosh Networking"; (12) "Simple Network Examples for Macintosh Computers"; (13) "Complex Network Examples for Macintosh Computers"; (14) "A Complex Network Example Using IBM-compatible and Macintosh Computers"; (15) "Networking Apple II Computers"; and (16) "The Never-Ending Chapter". A glossary of terms is included. (AEF)

This book introduces the basic concepts of connecting computers together and provides technical background necessary for constructing small networks. For those already experienced with creating and maintaining computer networks, the book is intended to encourage the creation of a school-wide network. The book is divided into two main sections: an introduction to networking in schools (6 chapters) and an introduction to the technical side of networking (10 chapters). The chapter headings are as follows: (1) "How Can Networking Enhance the Use of Computers?"; (2) "Advanced Networking Concepts"; (3) "Why Network Classroom Computers?"; (4) "Why Network Computers for Administration?"; (5) "Why Consider School-Wide Networking?"; (6) "How To Plan a School-Wide Network"; (7) "Technical Details for both IBM-compatible and Macintosh Computers"; (8) "Technical Issues in IBM-compatible Networking"; (9) "Simple Network Examples for IBM-compatible Computers"; (10) "Complex Network Examples for IBM-compatible Computers"; (11) "Technical Issues in Macintosh Networking"; (12) "Simple Network Examples for Macintosh Computers"; (13) "Complex Network Examples for Macintosh Computers"; (14) "A Complex Network Example Using IBM-compatible and Macintosh Computers"; (15) "Networking Apple II Computers"; and (16) "The Never-Ending Chapter". A glossary of terms is included. (AEF)

This book introduces the basic concepts of connecting computers together and provides technical background necessary for constructing small networks. For those already experienced with creating and maintaining computer networks, the book is intended to encourage the creation of a school-wide network. The book is divided into two main sections: an introduction to networking in schools (6 chapters) and an introduction to the technical side of networking (10 chapters). The chapter headings are as follows: (1) "How Can Networking Enhance the Use of Computers?"; (2) "Advanced Networking Concepts"; (3) "Why Network Classroom Computers?"; (4) "Why Network Computers for Administration?"; (5) "Why Consider School-Wide Networking?"; (6) "How To Plan a School-Wide Network"; (7) "Technical Details for both IBM-compatible and Macintosh Computers"; (8) "Technical Issues in IBM-compatible Networking"; (9) "Simple Network Examples for IBM-compatible Computers"; (10) "Complex Network Examples for IBM-compatible Computers"; (11) "Technical Issues in Macintosh Networking"; (12) "Simple Network Examples for Macintosh Computers"; (13) "Complex Network Examples for Macintosh Computers"; (14) "A Complex Network Example Using IBM-compatible and Macintosh Computers"; (15) "Networking Apple II Computers"; and (16) "The Never-Ending Chapter". A glossary of terms is included. (AEF)

There are several existing communication methods to deliver data from the satellite laser ranging (SLR) station to the SLR data center and back: telephonmodem, telex, and computer networks. The SLR scientific community has been exploiting mainly INTERNET, BITNET/EARN, and SPAN. The total of 56 countries are connected to INTERNET and the number of nodes is exponentially growing. The computer networks mentioned above and others are connected through E-mail protocol. The scientific progress of SLR requires the increase of communication speed and the amount of the transmitted data. The TOPEX/POSEIDON test campaign required to deliver Quick Look data (1.7 kB/pass) from a SLR site to SLR data center within 8 hours and full rate data (up to 500 kB/pass) within 24 hours. We developed networking for the remote SLR station in Helwan, Egypt. The reliable scheme for data delivery consists of: compression of MERIT2 format (up to 89 percent), encoding to ASCII Me (files); and e-mail sending from SLR station--e-mail receiving, decoding, and decompression at the center. We do propose to use the ZIP method for compression/decompression and the UUCODE method for ASCII encoding/decoding. This method will be useful for stations connected via telephonemodems or commercial networks. The electronics delivery could solve the problem of the too late receiving of the FR data by SLR data center.

There are several existing communication methods to deliver data from the satellite laser ranging (SLR) station to the SLR data center and back: telephonmodem, telex, and computer networks. The SLR scientific community has been exploiting mainly INTERNET, BITNET/EARN, and SPAN. The total of 56 countries are connected to INTERNET and the number of nodes is exponentially growing. The computer networks mentioned above and others are connected through E-mail protocol. The scientific progress of SLR requires the increase of communication speed and the amount of the transmitted data. The TOPEX/POSEIDON test campaign required to deliver Quick Look data (1.7 kB/pass) from a SLR site to SLR data center within 8 hours and full rate data (up to 500 kB/pass) within 24 hours. We developed networking for the remote SLR station in Helwan, Egypt. The reliable scheme for data delivery consists of: compression of MERIT2 format (up to 89 percent), encoding to ASCII Me (files); and e-mail sending from SLR station--e-mail receiving, decoding, and decompression at the center. We do propose to use the ZIP method for compression/decompression and the UUCODE method for ASCII encoding/decoding. This method will be useful for stations connected via telephonemodems or commercial networks. The electronics delivery could solve the problem of the too late receiving of the FR data by SLR data center.

Computer networking and Internet

Computer networking and Internet

The "ERIC Review" is published three times a year and announces research results, publications, and new programs relevant to each issue's theme topic. This issue is intended to help teacher educators, administrators, librarians, adult educators, and individual teachers introduce others to education resources on computer networks. There are nine articles including: (1) "Teaching Teachers to Use Telecomputing Tools" (Judi Harris); (2) "Classrooms Online: How One Teacher Got Started" (Bonnie L. Bracey); (3) "The Internet and Acceptable Use Policies: What Schools Need to Know" (Kay Day and Lynne Schrum); (4) "Network Terms to Get You Though the 1990s" (Barak Stussman); (5) "Federal Initiatives in Educational Technology" (Barbara Reuben-Powell and Carol Boston); (6) "Online with ERIC" which describes AskERIC, the National Parent Information Network, and other ERIC gopher and world wide web sites; (7) "Selected Resource Organizations" (Barak Stussman and Michael Heeg); (8) "Selected Reading List" (Carol Boston and Barak Stussman); and (9) "Putting It All Together: An Action Plan" which presents tips for using computer networks and a list of selected listservs. (AEF)

Noting that teachers and students who actually use an educational innovation in a classroom setting recreate it, this paper analyzes the implementation of ENFI (Electronic Networks for Interaction), an innovation that uses computers and local area networks in the teaching of writing. The paper presents ENFI's idealization in terms of its technological features and original visions for its use, and then its realizations. The paper identifies 16 distinct realizations of ENFI, and presents case studies of 2 of them in detail, relating each to characteristics of the setting in which it appeared. (Figures representing the conventional model of implementation, re-creation of an innovation in a social setting, two examples of ENFI computer screens, and six samples of student writing are included: 27 references are attached.) (RS)

The University of the Balearic Islands (Spain) has continued in recent years to extend and broaden its efforts in the revitalization of its undergraduate education program. The University's location (it covers three different islands) makes it a particularly appropriate testbed for examining the application of information technologies to undergraduate education. This paper describes a work-in-progress project that has involved implementing and evaluating a computer-assisted personalized approach for homework assignments using the World Wide Web, evaluation tests of students' knowledge background, and computer network-based examinations. Students' feedback and performance are also discussed. (Author/AEF)

The University of the Balearic Islands (Spain) has continued in recent years to extend and broaden its efforts in the revitalization of its undergraduate education program. The University's location (it covers three different islands) makes it a particularly appropriate testbed for examining the application of information technologies to undergraduate education. This paper describes a work-in-progress project that has involved implementing and evaluating a computer-assisted personalized approach for homework assignments using the World Wide Web, evaluation tests of students' knowledge background, and computer network-based examinations. Students' feedback and performance are also discussed. (Author/AEF)

11th Computer Networking Conference program 1992

Trimester 2 - 2018/2019

Trimester 2 - 2018/2019

5th Computer Networking Conference program (1986)

Telecomputing means using a computer that is connected to the Internet or an online service. Examples of how some students use this technology are presented. Illinois high school students design their own science experiments. At a middle school in New Jersey, home and school links and small group collaborative learning are enhanced through telecomputing. In Texas, a chemist helps students discover the causes of poor quality air in their middle school. Foreign language students Pennsylvania write messages in Spanish, French, and German for students in other countries. Blind students in Florida explore information resources and communicate with others in the community through a local bulletin board. Maryland students at a technical high school use the Sailor network to access statistics from the U.S. Department of Commerce to create career plans. Each project description includes contact information. The document also contains directions to the U.S. Department of Education Online Library. (SLD)

Telecomputing means using a computer that is connected to the Internet or an online service. Examples of how some students use this technology are presented. Illinois high school students design their own science experiments. At a middle school in New Jersey, home and school links and small group collaborative learning are enhanced through telecomputing. In Texas, a chemist helps students discover the causes of poor quality air in their middle school. Foreign language students Pennsylvania write messages in Spanish, French, and German for students in other countries. Blind students in Florida explore information resources and communicate with others in the community through a local bulletin board. Maryland students at a technical high school use the Sailor network to access statistics from the U.S. Department of Commerce to create career plans. Each project description includes contact information. The document also contains directions to the U.S. Department of Education Online Library. (SLD)

Telecomputing means using a computer that is connected to the Internet or an online service. Examples of how some students use this technology are presented. Illinois high school students design their own science experiments. At a middle school in New Jersey, home and school links and small group collaborative learning are enhanced through telecomputing. In Texas, a chemist helps students discover the causes of poor quality air in their middle school. Foreign language students Pennsylvania write messages in Spanish, French, and German for students in other countries. Blind students in Florida explore information resources and communicate with others in the community through a local bulletin board. Maryland students at a technical high school use the Sailor network to access statistics from the U.S. Department of Commerce to create career plans. Each project description includes contact information. The document also contains directions to the U.S. Department of Education Online Library. (SLD)