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Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

Over the past few years Information-Centric Networking, a networking architecture in which host-to-content communication protocols are introduced, has been gaining much attention. A central component of such an architecture is a large-scale interconnected caching system. To date, the modeling of these cache networks, as well as understanding of how they should be managed, are both in their infancy. This dissertation sets out to consider both of these challenges. We consider approximate and bounding analysis of cache network performance, the convergence of such systems to steady-state, and the manner in which content should be searched for in a cache network. Taken as a whole, the work presented here constitutes an array of fundamental tools for addressing the challenges posed by this new and exciting field.

Thesis (Ph.D.)--Edith Cowan University, 2009. / Submitted to the Faculty of Computing, Health and Science. Includes bibliographical references.

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2005. / Includes bibliographical references.

<p> Stories in released games are still based largely on static and predetermined structures, despite decades of academic work to make them more dynamic. Making game narratives more playable is an important step in the evolution of games and playable media as culturally relevant art forms. In the same way interactive systems help students learn about complicated subjects like physics in a more intuitive and immediate way than static texts, more dynamic interactive stories open up new ways of understanding people and situations. Such dreams remain mostly unrealized in released and playable games.</p><p> In this dissertation I will describe a number of design and technical solutions to the problem of creating more expressive and dynamic storygames, informed by a practice-based approach to game production. I will first define a framework for the analysis of games, including especially the terms <i> storygame</i> (a playable system with units of narrative where the understanding of the interconnectedness between story and system is crucial) and the notion of <i>narrative logics</i> (the set of processes that define how player input affects the next unit of story presented by the system). I will exercise this framework on an existing and well-known storygame genre, the adventure game, and use it to make a number of claims about the mechanics and dynamics of narratives in this genre that are borne out by an analysis of how contemporary games adopting some of its aesthetics succeed and fail. I will then describe three emerging storygame modes that are still in the process of being defined, developing a critical framework for each informed by close readings and historical analysis, and considering what design and technical innovations are required to fully realize the new mode's potential. These three modes I discuss are sculptural fiction (which shifts the focus from navigating to building a structure of narrative nodes), social simulation (games that explore the possibility space created by a set of simulated characters and rules for social interaction), and collaborative storygames (in which the lexia are generated at least in part by the participants during play). Each theoretical chapter is paired with a case study of one or several fully completed and released games I have created or co-created in that mode, to see how these design ideas were realized and technical advancements implemented in practice. I will conclude each section with applied advice for game makers hoping to work in these new spaces, and new technological developments that will help storygames continue to evolve and prosper.</p><p>

The purpose of this study is to gain in-depth knowledge of how the members of online communities form impressions of organisations that use online communities in their communication activities. Online impression formation has its peculiarities and in order to succeed companies need to better understand this phenomenon. In order to appreciate and evaluate an interaction, those involved in it must know their own identity. Hence, individuals as well as companies engage in identity production by trying to project a favourable impression. The process of identity production can take place in both the offline and the online world. This study focuses on the online world, more specifically on online communities, by investigating how online community members form impressions of companies that produce their identities in online communities. Technology has changed customer behaviours dramatically. People have embraced the Internet to meet and interact with one another. This behaviour is in line with the postmodern assumption that there is a movement towards re-socialisation. Online communication platforms connect people globally and give them the possibility to interact and form online social networks. These platforms are interactive, and thus change the traditional way of communication. Companies therefore have to embrace those interactive ways of communication. In the online world consumers are quick to react to communication weaknesses. Inappropriate corporate communication activities can affect the image they have formed of the company in question.

The problem of this investigation was concerned with the effects that a computer-assisted and managed learning program had on the test outcomes of college students enrolled in a basic communication course. The purpose of the study was to determine the effects of participation in a computer-assisted and managed learning on the test outcomes of college students enrolled in a basic communication course. In order to facilitate the experiment, four hypotheses were formulated: 1. There will be significant differences in the posttest scores among the three groups. More specifically (a) the computer-assisted and managed learning (CAML) group will have significantly higher posttest scores than the teacher-assisted learning (TAL) group and the control group. 2. Computer apprehension will be significantly lower for students assigned to the CAML program, than students assigned to the TAL or control groups. 3. Computer complexity will be significantly lower for students assigned to the CAML group, than the students assigned to the TAL or control groups. 4. Computer utility will be significantly higher for students assigned to the CAML group, than students assigned to the TAL or control groups. Two experimental and one control group was used in the study. The experimental groups consisted of CAML (computer-assisted and managed learning) and TAL (teacher assisted learning). The control group was not treated with assisted instruction or practice testing. There were significant differences found among the posttest scores of the three groups. Students assigned to the CAML and TAL groups did have significantly higher posttest scores than students assigned to the control group. Although there were observable differences in the posttest scores between CAML and TAL, the differences were not statistically significant. Computer apprehension was significantly lower for the CAML group than the TAL or Control groups. Computer complexity was significantly lower for CAML than the TAL or Control groups. Computer utility scores were higher in CAML than the TAL or Control groups. The data supported the hypotheses. Several recommendations were made. A computer assisted and managed learning program should be used as a supplemental instructional, review and testing method in communication. Further research should be conducted in order to design a computer final exam for the basic communication course for purposes of review and CLEP testing. In addition, more terminals need to be employed for maximum efficiency.

Thesis (Ph. D.)--University of Hong Kong, 2009. / Includes bibliographical references (p. 659-677) Also available in print.

Thesis (Ph. D.)--Electrical and Computer Engineering, Georgia Institute of Technology, 2006. / Bertrand Boussert, Committee Member ; Douglas B. Williams, Committee Member ; William T. Rhodes, Committee Member ; Yves Berthelot, Committee Member ; David S. Citrin, Committee Chair.