Greater consistency in sentencing decisions can be achieved by implementation of a judicial decision support system (JDSS). Maryland has sentencing guidelines that judges use for sentencing decisions in criminal cases. The existing system in Maryland uses a sentencing worksheet with non-subjective factors. A recommended sentencing guideline range is issued for each case based on points given for the non-subjective factors. This research investigated whether the incorporation of subjective factors in the Maryland sentencing guidelines, operating as a judicial decision support system, improved the consistency of sentencing decisions. A JDSS prototype was developed, which incorporated subjective factors with non-subjective factors from the existing system for sentencing decisions. Consistency was measured by the percent of sentencing decisions that were within the recommended guideline range for the existing system based on non-subjective factors versus the percent of sentencing decisions that were within the recommended guideline range for the JDSS prototype based on non-subjective and subjective factors. A random sample of 2,944 cases from 1998 to 2003 was used for this research. Cases were limited to Category V, Felony Theft cases. Multiple regression linear analysis displayed a nonlinear relationship between the non-subjective factors and the sentencing decisions for the existing system. Results also indicated a nonlinear relationship between the non-subjective factors, the subjective factors, and the sentencing decisions using the JDSS prototype. Decision tree inductive learning was then used with a random sample of 500 cases. Thirty percent of the cases were used to train the data set. Results using decision tree inductive learning indicated greater consistency for sentencing decisions using the JDSS prototype versus the existing system. The incorporation of subjective factors in the JDSS prototype improved the consistency of sentencing decisions.

The Online Resource Selection Instructional Design Script (ORSIDS) is a process "script" based on the ASSURE instructional design method, customized for use by consultative college-employed instructional designers in an online environment. This study investigated the development of this script and its efficacy in assisting college employed instructional designers in guiding faculty with selecting online media and multimedia resources for their online courses. The ORSIDS process script was developed iteratively through successive cycles of formative evaluation. In the Design Phase, members of an Expert Panel validated the candidate requirements proposed by the researcher. In the Development Phase, the product was developed and then refined utilizing field testing and a pilot study. In two rounds of pilot testing administered by two different Instructional Designer Subjects, one subject was more skillful in adhering to the script and communicating the basic instructional design processes. The Faculty Subject who participated in the more fully realized testing session demonstrated creative thought related to using technology in the curriculum on the level of the Bloom taxonomy "synthesis" level while the Faculty Member participating in the less well-realized session did not demonstrate similar creative thought. The study established the value of teaching instructional design methodology to faculty members in the context of the development of their own online courses. Additionally, the study found that the group dynamics between the Instructional Designer and the Faculty Member in a dyad can have a substantial impact on process efficacy. The value of the ORSIDS process and script was proven by the study. In the summative evaluation of the Final ORSlDS script conducted by the Expert Panel, the script was highly rated in achieving its goals of assisting in the more effective utilization of college-employed instructional designers, enhancing the pedagogical skills of online faculty, and increasing adoption of online resources. However, more testing is needed to know whether the final script submitted for summative evaluation is capable of resulting in process mastery on the part of administering instructional designers. Further cycles of iterative development will probably be necessary for maximally effective usability of this innovative and complex information product.

The incorporation of schematics into computer-assisted instruction (CAI) is affected by the physical limitations of computer systems and the user's ability to discern and interpret on-line data. For example, the refresh rate of the computer screen can produce visual fatigue, and various display techniques and the inconsistent use of color can negatively impact the performance of some visual tasks. This notwithstanding, military and commercial training applications continue to use all levels of computer systems for CAI. Definitive guidelines for incorporating schematics into CAI could not be identified. To develop such guidelines, this study used a Delphi approach to achieve a computed consensus among experts. To provide the Delphi participants with background data on techniques currently being used, a status study using a mailed questionnaire was conducted. A random sampling (n=133) of organizations purported to engage in instructional development were surveyed to determine: Display techniques being used to incorporate complex schematics into CAI. Background data on the CAI programs incorporating schematics (e.g., audience, instructional purpose of the schematic). The effectiveness with which the schematics are fulfilling their primary instructional purpose. The student's ability to discern and interpret the schematic. A low response rate to the instructional developer's questionnaire was achieved (n=32). Of the returned questionnaires, five respondents indicated that they had developed training programs which incorporated schematics. Five affirmative responses was insufficient for drawing statistically-significant conclusions. However, the instructional developer's questionnaire did fulfill its purpose of gathering background data for the Delphi participants. The data from the instructional developer's questionnaire was summarized to show the distribution of the survey population and the number of respondents who had developed courseware incorporating schematics, the use of schematics within the courseware, and the type of hardware. Using a Likert-type or Summated Rating Scale, the respondents rated the perceived importance of eight specific techniques for incorporating schematics into instruction and the mean of their responses was calculated. This data was provided to the Delphi participants, six experts participated in the Delphi. The Delphi consisted of three rounds of identical questionnaires. For the second round, the questionnaire showed both the modal response and the participant's own response to the round 1 questionnaire. If the Delphi participant's response differed from the modal response, the participant was asked to state his/her reason for disagreeing with the consensus. Participants were informed that if they indicated "no reason", it would be assumed that they had revised their opinion, and now agreed with the consensus opinion. The third, and final, questionnaire indicated each participant's own response to the items in the second questionnaire, the modal responses, and a summary of the reasons given by the participants to support responses differing from the mode. Each participant was asked to answer the questionnaire once more, taking into consideration any diverging opinions by the other participants. The mode for the final questionnaire represents the computed consensus of the group. The computed consensus was used to create a set of guidelines for incorporating schematics into CAI. These guidelines are intended for anyone who is responsible for media selection or f or designing CAI that requires schematics to support the training objectives.

The purpose of this dissertation is to describe and evaluate the Northern Arizona University (NAU) pilot program for delivering training and continuing-education programs to students at homes and hospitality establishments using a combination of satellite and Internet technologies. The NAU School of Hotel and Restaurant Management (SHRM) launched the pilot program in the spring of 2000 to one hotel and three homes. This investigation used the case study research approach to evaluate the viability of the pilot program. The principal question addressed in this investigation is the following: What is the viability of Northern Arizona University in providing a satellite-based Internet learning system for hospitality employees? The following research questions guided this investigation: Is the satellite-based Internet learning system technically and financially feasible? Why? Is the satellite-based Internet learning system appropriate for the target audience? Why? Is Web-based instruction enhanced when it is augmented with delayed satellite broadcasts of instructor-led class sessions? Why? Is the level of institutional support for the satellite-based Internet learning system, including administrative sponsorship and commitment, faculty involvement and support, and infrastructure availability, adequate? Why? This investigation used a multiple-case design with embedded units of analysis. Each case was treated as a comprehensive case in and of itself. The data were analyzed and triangulated within the integrity of that case. All of the case patterns were then compared following replication logic. The findings are presented based on their relationship to the research questions and theoretical propositions. The results indicate that the SHRM pilot program is capable of providing remote hospitality employees with accessible, flexible, affordable, and appropriate educational opportunities for reaching personal and professional goals. The results also show that developments in satellite communications offer new possibilities for streamlining and improving the instructional delivery system. Recommendations are made for professionals who intend to implement similar instructional delivery systems to meet the demand for real-time training programs that can be delivered worldwide to a geographically dispersed workforce.

Knowledge discovery in databases, or data mining, is the process of finding interesting patterns in large datasets. Patterns describing the data in a dataset, sometimes in the form of rules, can be mined using a variety of techniques, but the results are not always very interesting to the analyst. Interestingness can be defined in many different ways, including usefulness, action ability, statistical significance, uniqueness, correctness, expectedness, surprisingness, etc. The interestingness of a particular rule can be evaluated objectively (using only properties of the rules themselves) or subjectively (using an analyst's knowledge of the subject area). There are numerous techniques for defining and evaluating the interestingness of a rule. However, most of these previously published techniques only assume a single criterion for interestingness. If multiple interestingness criteria are used in these traditional systems, they are strung together in a serial fashion. The single-criterion systems are obviously limited in the amount of information they can convey about the interestingness of a rule. The serial systems are hampered by certain biases and time constraints inherent in their design. The objective of this dissertation is to outline and implement a Parallel, Multi-Criteria Knowledge Discovery System (PMCKDS) which can assess the interestingness of each rule in a ruleset using multiple definitions of interestingness. This objective is achieved by measuring each rule according to multiple measures of interestingness in parallel, then by using exploratory, unsupervised learning techniques to determine a summary interestingness score for each rule. The result is that a richer, more descriptive definition of interestingness is applied to each rule, which can improve the overall quality of rules generated from a mining exercise.

This inquiry involved a study of procedures, tactics, and techniques for design, development, and implementation of a model electronic classroom that fosters instructional enrichment in the educational environment. The term "electronic classroom" refers to rooms equipped with computers for use by students and faculty. In contrast, the traditional classroom is a learning environment with chairs, tables, blackboards, and chalk, but without computers. The primary reason for this study is to address problems that arise when designing electronic classrooms. The model will provide solutions to problems that arise because of the rapid increase in the number of new electronic classrooms in schools, the conversion of old classrooms into e-classrooms, poor planning, and limited funding to support multiple disciplines and learning styles. The goal of this inquiry was to develop a model for electronic classrooms in higher education to facilitate student and teacher satisfaction, thus resulting in significant increases in student retention, engagement, and interactivity. This model is based on findings in the literature and a case study of advanced electronic classrooms ongoing at Pace University, New York. Key factors that contributed to effective electronic classroom utilization in university settings are the focus. This investigation includes the results from implementations of an advanced electronic classroom and a traditional classroom. The electronic classroom, situated in the Pace University Library, supported 28 student workstations and a teacher workstation. The primary subjects included 26 students in the experimental group and 20 students in the control group. Participants were asked to complete a satisfaction survey. Some students and faculty were interviewed. The experimental setting utilized interactive student response pads and a teacher controlled Robotel® System. In addition, the setting included recessed furniture that accommodated the computer equipment. As anticipated, students who received instruction in the electronic classroom for a 14-week semester showed either an increase or sustained level of satisfaction. Also, as predicted, students in another section of the same course set in a traditional classroom did not show any significant increase in satisfaction according to the surveys. The same instructor taught both class sections during a given semester utilizing the same syllabus.

To increase the level of computer awareness in southwestern Montana by planning, producing, and reporting a Computer Fair constituted the goal of this project. Interest in both computer usage and computer purchase increases in local business, but availability and usage of computers in area schools continues to be inadequate with only some hope of positive change in the near future. This problem motivated the planning and producing of this Computer Fair. This Computer Fair, "High Tech in the Treasure state," increased exposure to the availability, application, and use of current computerization within southwestern Montana, its primary goal. Thirty-five staffed exhibits and 30 static exhibits provided opportunities for information and interaction for 1500 visitors. With this increased exposure, the public, essentially students of all ages, became the beneficiaries of technological enrichment to the extent that 98% of attendees expressed satisfaction with their attendance at the Fair, and more than 30% expressed interest in new or additional computer purchases. At least 40% of adult attendees learned 3-5 uses of computers with which they had been unfamiliar, and 75% of children attendees learned 3 or more uses of computers with which they had been unfamiliar. In addition, preparation of a "how-to" guidebook for the presentation of future computer expositions will contribute to the advancement of both the body of educational knowledge and the proliferation of appropriate computer technology with ensuing repetition of the Fair. As a result of the success of "High Tech in the Treasure state," the essential recommendation suggests the replication of this Computer Fair as a viable, worthwhile, educational activity to increase public awareness of technological change.

The problem investigated, in this study, was the difficulty in implementing COBIT's Systems Security, an Information Technology governance program, at South Louisiana Community College (SLCC). The goal of the researcher was to examine the managerial .aspects of introducing COBIT's fifth Delivery and Support process (DS5), successes, and the needs of a medium sized institution of higher education. The DS5 process pertains to ensuring network security. The researcher used COBIT's critical success factors, key goal indicators, key performance indicators, maturity models, audit guidelines, and diagnostic tools. In order for the researcher to develop an overall security plan that covered the building of awareness, established clear policies and standards, identified a cost-effective and sustainable implementation, and defined monitoring and enforcement processes, potential risk was balanced with the investment in resources. The plan was also made to align with the needs of all functional areas and the willingness of each functional area to tolerate the constraints the plan introduced. Prior research and theoretical literature has contributed much to the study of IT governance programs and much had been learned. The available literature surrounds six topics pertaining to IT governance including IT management, auditing, alignment, network security, IT governance, and COBIT. An exploratory case-study design was used by the researcher to answer the research questions. The general analytical strategy that was used by the researcher to answer the research questions was the development of a descriptive framework for organizing the case-study. Despite the myriad of literature on COBIT, there existed very little rigorous research. The researcher addressed this shortage and introduced the unexplored challenges of medium sized institutions of higher learning. The researcher also provided guidance to practitioners for implementing IT governance programs to medium sized institutions of higher education. The researcher presented conclusions from the data collected to answer the research questions. The COBIT DS5 CSFs matched the environment at SLCC with a few exceptions. The four main exceptions were listed. SLCC has accepted most of the CSFs with modifications. Seventeen positive and negative management issues surfaced during the study. The nine positive issues either enhanced the support of the CSF or facilitated enhancements to the original plan. Eight negative issues prompted change. The leadership at SLCC was willing to commit to the program, but many were not sure how they could help. Ten methods for demonstrating support were listed. SLCC used six strategies to ensure compliance. Twenty-three management needs emerged at SLCC. A list was provided that summarized these needs, quantified how often they surfaced, and explained each of them. Eight leadership needs with the potential to hinder the COBIT initiative were also listed. In addition, 16 changes during the COBIT DS5 initiative were documented. Several conclusions, practitioner implications, academic implications, and suggestions for future research were presented.

Recent U.S. laws dealing with filtering information from the Internet have been challenged in the courts. The Communications Decency Act (CDA), passed in 1996, and the Child Online Protection Act (COP A), passed in 1998, were declared unconstitutional. The current version of the law, the Children's Internet Protection Act (ClPA), enacted December 15,2000, mandated that Internet filtering software be installed on all public computers providing Internet access in schools and public libraries. Those entities not complying, will risk loss of funding from the Universal Service discount program known as the E-rate (Public Law 106-554, Appendix D, section 7b). On May 31, 2002, Chief Judge Edward R. Becker of the Third Circuit in Philadelphia, ruled on a suit brought by the ACLU on behalf of the American Library Association, that CIPA was unconstitutional for requiring libraries to comply with the law to receive E-rate funding. The goal of this study is to document K-12 public school policies within Massachusetts regarding implementation and enforcement of the Children's Internet Protection Act. The significance of the study is to understand the complex social, legal, and moral issues involved when making decisions regarding Internet filtering. The methodology for this study was to mail a questionnaire to each of the 331 school superintendents in Massachusetts. After obtaining the results, a comprehensive report was produced. Parents and others could use the completed thesis as a guide to compare school systems in Massachusetts and to choose one that reflects their beliefs about freedom of speech. School committee members from various school districts will have a basis to compare their filtering policies with those of other Massachusetts school districts. The mal report provides a comprehensive study and analysis of the common themes within various cities and towns. The dissertation shows overwhelming support by superintendents to "protect" children under their supervision. The great majority of schools have controls in place to deal with students attempting to access inappropriate material and escalating penalties for continuous violators.

The purpose of this study was to determine the technological skills and competencies needed by businesses so that business educators can meet the continuing demands of a challenging workplace. Since the office is changing so rapidly due to the integration of technology, there is a need to study periodically the skills and competencies needed by employees. The study was conducted in the South Central Kentucky Lake Cumberland Area Development District using five occupational groups: banks, hospitals/medical clinics or medical offices, insurance agencies, legal firms, and manufacturing firms. Businesses were surveyed in the following counties and town seats: Adair, Columbia; Casey, Liberty; Clinton, Albany; Cumberland, Burkesville; Green, Greensburg; McCreary, Whitley City; Pulaski, Somerset; Russell, Jamestown; Taylor, Campbellsville; and Wayne, Monticello. The Chamber of Commerce in each of the ten county seats was asked to recommend particular businesses to be surveyed. No more than five businesses from each group of business firms were surveyed in each county seat. The Chamber of Commerce list and the telephone book in each county seat were used to determine specific businesses and addresses. A cover letter and questionnaire containing 19 items were given to the five groups. Descriptive statistics were used to evaluate the data. The School of Business and Economics at Campbellsville University revised its Administrative Technology program based on the results of this study. Other universities, colleges, high schools, and vocational schools in the South Central Kentucky Lake Cumberland Area Development District will receive the results of this study. Each school will then have the opportunity to review its curricula and update as needed. Businesses will benefit by being made aware of what other businesses are requiring of entry-level employees. They may also receive better prepared employees if schools take advantage of the results of the study. Overall, the findings reinforced the need for business educators to teach the proper skills and competencies needed for entry-level employees to be prepared for the demands of today's offices.