Understanding consumer behaviors is a key element to the developing of effective government legislation and marketing techniques. To date, there have been many research efforts to identify the concerns of consumers in terms of their private information, especially within the online environment. Further, there are numerous reports that detail the various methods consumers use to protect their personal information. However, between these two subsets of the privacy literature, there exists a dichotomy within the findings. That is, while many consumers feel strongly about protecting privacy, many do not expend the resources to proactively do so. A recent study was conducted to examine this dichotomy and isolate the factors which have created disparities between consumer stated beliefs and actual behavior. One such factor that was identified to potentially influence decisions is that consumers may discount events over various time horizons in a non-rational way by utilizing a non-exponential discount function. Studies have suggested that a hyperbolic discounting function may capture this behavior. The purpose of this study was then to empirically investigate if hyperbolic discounting behaviors exist among consumers when they consider the tradeoffs between the benefits of immediate protection measures and the long term costs of losing control of personal information. A secondary objective was to investigate whether discounting behavior in privacy related decisions are related to behavior in non-privacy framed choices. The findings of this study were therefore two-fold. First, the notion that privacy related tradeoff decisions follow a hyperbolic pattern could not be rejected. Secondly, no discounting relationships between privacy framed and non-privacy tradeoffs could be identified from the data collected for this dissertation.

This research study investigated the relationship between learning style and academic achievement on multiple online learning platforms. The study was based upon data gathered from students enrolled in online courses at two community colleges in northeastern Pennsylvania. The study utilized the theoretical model of David Kolb's learning style theory, the Kolb Learning Style Instrument (LS13), and a researcher-developed survey. Students volunteering to participate in the study completed the survey and LSI. The learning styles, as identified by David Kolb include: accommodator, assimilator, converge, and diverge. These learning styles were compared to the students' academic performance in the courses. The students' academic achievement was measured by their final course grade. The learning styles and academic achievement of the students were statistically analyzed and correlated to the online learning style platform the colleges utilized. The online learning platforms in this study are the two most widely utilized (Blackboard (Bb) and WebCT). Descriptive statistics and inferential statistical methods were utilized to test the hypotheses related to this research study. The ANOV A and t-test were two of the methods used to test the interval data. The results of the study suggest there were no statistically significant differences related to achievement based upon learning styles on the Bb platform and the WebCT platform. In addition, there were no statistically significant differences in achievement between the Bb platform and the WebCT platform. There were also, no statistically significant differences in achievement between the learning styles on the Bb platform or on the WebCT platform. The research study also developed a learning style student profile for the Bb platform and the WebCT platform based upon the results of the statistical analysis and random sample population statistics. Data collected from the researcher-developed survey provided information related to age, gender, prior online course experience, prior computer experience, type of course enrolled in, major course of study, family income level, employment status, and the influence of use of multimedia on academic performance. Males and females were represented in all learning style categories with the exception of the diverger learning style category. There were no male divergers on either the Bb platform or the WebCT platform. Although these variables identified were not the major thrust of this research study, they provided insight into future research studies to be undertaken. This study expected to find differences based upon course platform and/or learning style, however due to some limitations of the study, no significant differences were found. That is not to say differences are not there, just they were not uncovered by this particular piece of research. The results of the study may not be generalized to the entire learning community nationwide based upon the investigation being conducted only on two community colleges in the northeastern section of Pennsylvania and using only two online learning platforms. Additional studies are recommended to further test the hypotheses using different additional online learning platforms, larger sample sizes, and extend findings with other university populations.

The inclusion of culture as an element in a foreign language program is pivotal to the achievement of the proficiency levels defined by American Council on the Teaching of Foreign Languages (ACTFL). Language and culture are inseparable; integrating culture into the foreign language curriculum can lead to greater cross-cultural understanding. Many foreign language programs, however, still have not adequately incorporated components that promote communication and cultural awareness in an authentic social setting. Deficient resources available to language instructors and learners constitute an effective barrier impeding the inclusion of cultural content. The advent of the Web has opened lip a new world for language instructors seeking to broaden the exposure of their students to foreign cultures; however, the chaotic nature of the Web, the sheer enormity of available data, and the corresponding lack of organization of data have presented another effective barrier. Moreover, many educational Web sites are not based on established pedagogical theories; hence, they have failed to promote learning. Portals have the potential to solve the intrinsic data-overload problem created by the Web, while retaining all other good features of Web technology. They provide the user with an effective and efficient way of accessing needed information. This study investigated appropriate methods for the development of a pedagogically sound culture learning and improvement portal (CLIP) that could be utilized to enhance the curriculum in foreign language classes by improving students' cultural awareness. The study employed a developmental approach, which entailed four phases: criteria establishment, criteria validation, product development, and product evaluation. A review of similar products and a literature search were conducted to produce a list of criteria for a process model. The resulting criteria were presented to a panel of experts for assessment and validation. A Likert-type scale was used to rate the criteria and a modified Delphi Process was applied to develop group consensus among experts on the panel. A prototype was developed to solidify ideas and procedures proposed in the process model. Finally, a summative committee was assembled for the purpose of product evaluation. The Committee unanimously agreed that the process model met the criteria established for it.

This study addressed the following research question: For teachers who had not had a computer in use in the classroom during the previous school year, to what extent were their self-identified computer training needs changed by a computer being in use in the classroom for at least nine weeks? Three null hypotheses were tested. The null hypotheses were (1) that the needs of classroom teachers as indicated by ranked mean responses on the computer needs assessment instruments would change after a computer was in use in the classroom for at least nine weeks, (2) that the responses of teachers on each item of the needs assessment scale would become more focused after a computer was in use in the classroom for at least nine weeks, and (3) that the level of concern of teachers would change on the Stages of Concern scale after a computer was in use in the classroom for at least nine weeks. The data required for the study were derived from two questionnaires. When returned, the two questionnaires were matched by respective respondents providing 102 sets of paired data from which the findings of this study were based. Both questionnaires contained two parts. The first part was the Stages of Concern Questionnaire (SOCQ). The second part was a needs assessment instrument for computer training. The responses on the SOCQ were evaluated by using a program written in Pascal computer language to generate individual and group profiles and by applying the analysis of variance statistical test to the admissible Stages of Concern data. The responses on the needs assessment instruments were evaluated using Spearman's Rank Order Coefficient, Chi-square analysis, and the Wilcoxon signed rank test. The findings of the study were presented in tabular form. The three null hypothesis were tested at a .05 level of significance. The first null hypothesis was rejected. The second null hypothesis was not rejected. The third null hypothesis was rejected for Stage 0, Stage 1, and Stage 4 but was not rejected for Stage 2, Stage 3, Stage 5, and Stage 6 of the SOCQ. The third null hypothesis was not rejected when generalized to the two sets of SOCQ data. Included with the recommendations was a list of related questions for further study.

Student attrition and low graduation rates are critical problems in computer science education. Disappointing graduation rates and declining student interest have caught the attention of business leaders, researchers and universities. With weak graduation rates and little interest in scientific computing, many are concerned about the nation's ability to meet current demands and to remain competitive, both in product development and technological advances. This dissertation targeted student attrition in the first year of college by studying the impact of learning communities on freshmen computer science students. Several factors including class size, technology in the classroom, and active learning environments were infused into groups in the study to determine the impact on student grades and persistence.

This dissertation presents automatic, foolproof, in-system programming algorithms to update computer programs, such as: Disk Operating System (DOS), Basic Input Output System (BIOS), and other related applications. This method is applied to reconfigure the programmable functions stored in the flash memory of the Simon Personal Communicator. The rapid advance in the computer programming technology of data processing and communications functions demand the frequent revision of computer programs such as DOS, BIOS, and other related applications. The Simon Personal Communicator, referred to as "Simon," is a high-function system that constantly needs revisions of its computer programs. Many techniques have been developed to update these computer programs into hardware memory chips, such as Flash Electrically Erasable Programmable Read Only Memory (flash EEPROM memory). However, these techniques require accurate, painstaking steps to erase specific portions of the memory and to substitute the new programs in the Simon Personal Communicator. The difficulty of upgrading computer programs in the Simon Personal Communicator makes it an unsuitable task for the typical user. Therefore, the Field Programming Method (U. S. Patent) has been developed for the Simon Personal Communicator with a more efficient, accurate, and convenient procedure to update its flash memory. These newly revised techniques use the in-system programming technique to develop a complete, accurate, one-step method to update computer programs that are stored in the Simon. The method includes uniquely designed hardware, specifically tailored algorithms, and a sequencing control program. To implement in-system programming, an optionally attached connector (U.S. Patent) is used to initialize Simon and to start the process of updating the programs. In addition, a reprogramming card (PCMCIA - trademark of Personal Computer Memory Card International Association) contains pre stored, new programs that can be loaded into the flash memories of the Simon Personal Communicator. In addition, Simon's BIOS flash memory erase/program algorithms as well as Simon application flash memory block erase/program algorithms have been developed and tested. Both the Simon development laboratory and the Simon manufacturer have used these algorithms. With the concept of in-system programming, no external power supply, in-circuit emulation machine (ICE) nor serial link is required to update Simon's computer programs. This Field Programming Method enables the Simon Personal Communicator to be easily and accurately upgraded in a portable fashion. This efficient and revolutionary technique can be applied to other similar portable computer or communication devices-reducing support costs and increasing productivity. Benefits of 100% reliability, accuracy, and serviceability guarantee the Field Programming Method and its concept of in-system programming will be notable in the future.

Small and medium sized enterprises (SMEs) are so important that the Republic of China (ROC) Taiwanese government spent enormous resources to aid SMEs' information system (IS) computerization. While implementing there IS, SMEs have to outsource some or all of their IS development because of organizational limitations. Only a few of accepted outsourced projects have met time and cost constraints. Finding a comprehensive outsourcing strategy for SMEs is critical to the ROC. The goal of this dissertation was to build a good methodology by using a software development cycle model. SMEs in the ROC can use the methodology for developing ISs or gathering criteria for personnel to use when making the decision to outsource all or part of its software development. The success of outsourcing requires careful planning and supervision. The outsourcing plan is so important that a lot of studies have focused on this issue. The traditional outsourcing theories did not form a coordinated and integrated framework [or managing outsourcing. It is necessary to explore the problem with a different approach. The software engineering is an appropriate alternative for solving SMEs' outsourcing problems. The research was to expand the software development cycle model for SMEs' outsourcing. The historical research was employed by this research. Ten case studies were performed to identify the factors that could have been attributed to the successes and failures of SMEs' software development. The research verified the hypothesis that the software development cycle model is the best method for SMEs' software development. The software development cycle model can be used to determine when to outsource and what to outsource. The research concluded with a list of guidelines and formats that should enable an SME to implement a successful IS by using effective outsourcing. The flowcharts for the SME software development process provide rules to decide at what phase of software development should be outsourced. A variety of control forms can be used for IS planning. By examining these criteria, the outsourcing study form scan be used to decide what phase of software development should be outsourced. The projects benefits analysis form and the requirements analysis evaluation form can be used to determine the proper requirements at a specific instance. The steps of validation and verification for each phase educate SMEs to conduct the tests at each phase of software development this procedure will result in more successful software development by SMEs.

In this study the problem of combining workflow automation technologies and object-oriented (00) methodologies has been analyzed. The problem has been studied from the perspective of information technology professionals working in large business enterprises. In order to secure information about the topic, a survey instrument was sent to representatives of these large business enterprises. In this survey the researcher asked questions related to the size of the companies involved, the attitudes of the information technology professionals and associated managers toward workflow and 00, and the amount of financial commitment by the enterprises to promote and integrate workflow and 00 within the respective companies. Once the information was gathered from the surveys, a statistical analysis was conducted to establish whether the hypotheses as stated within this study were accepted or rejected. After the analysis was completed, the results were documented as shown in this document. Two groups were considered during the study. Group I consisted of information technology professionals who use workflow automation technologies and object-oriented methodologies together. Group 2 consisted of information technology professionals who use workflow automation technologies without the benefit of object-oriented methodologies. The researcher concluded that, regarding the perceptions of group I and group 2, there was no statistically significant difference between the perceptions of the two groups when considering object-oriented methodologies and workflow automation technologies for items related to budget, training, and software maintenance. Likewise, there was no statistically significant difference between the two groups related to perceived benefits, operational results and problem resolution. Conversely, the researcher concluded that the size of the information technology staff, the number of manufacturing process jobs and the number of administrative process jobs had no effect on the perceptions of the two groups regarding object-oriented methodologies and workflow automation technologies. Recommendations found within this study include standardizing object management techniques and reusability approaches, developing a workflow automation process prototype and exploring the combination of artificial intelligence techniques and workflow automation technologies.

This study investigated the appropriate methods for incorporating collaborative activities supported by wireless local area networks in the middle school classroom environment. The project addressed the problem that although current educational practice indicates the value of incorporating collaborative learning in the middle school classroom, the physical setting, lack of training, and a narrow scope of vision tend to block that incorporation in many schools. The goal of this project was to develop and evaluate a process model that can be utilized to facilitate the collaborative learning process through the incorporation of wireless LAN's in a middle school environment. Criteria that are necessary for a successful product were established and matrices based on the established criteria were developed. An eight-member Formative Committee was assembled to establish a criteria set for the process model. The committee consists of seven educators from the Emanuel County School System, plus one representative from the system-wide technological support staff. The Formative Committee examined current practices and methodologies associated with collaborative learning in the classroom. This committee also investigated methods in which collaborative activities can be enhanced through the utilization of wireless networks. An Expert Committee was responsible for validating the criteria established by the Formative Committee. This four member Expert Panel was selected from teacher educators in local colleges and universities based on teaching experience, expertise in collaborative learning, expertise incorporating computers in the classroom, and expertise developing educational support materials. The validation was accomplished utilizing surveys and formative feedback based on criteria recommended by the Formative Committee. Current collaborative activities were examined and guidelines were developed that meet the requirements of the validated criteria. A pilot study was conducted in order to aid in the developmental process. An eighth grade music appreciation course was utilized in the pilot study. This class utilized computers connected via a wireless network and the process model that was developed based on the established criteria, to support the collaborative activities. A Development Committee examined the results from the pilot study. This committee was composed of three members from the Formative Committee and three members from the Expert Panel. Data gathered from the Development Committee and the pilot study was incorporated into the process model. After recommendations from the Development Committee were examined and integrated into the product, a Summative Committee was developed in order to evaluate the process model. This committee presented recommendations for future modifications as well as future areas of research.

Like many of the innovative technologies of the twentieth century, the Internet and its associated applications have been hailed as potentially significant contributors to improving an educational system that has evolved little during the past century and a half. The phenomenal growth of the World Wide Web (WWW) has spurred interest in using it to deliver educational services. In the United States, educational institutions have committed large resources to the use of a Web-based Information System (WIS) to facilitate learning and teaching. However, these commitments are justified primarily on the basis of the non-instructional benefits of the distance model (i.e., increased access, reduction of social bias, efficient utilization of scarce resources such as domain expertise and money, etc.). Little experimental evidence exists to support the premise that instruction using a WIS is comparable to that achieved through traditional methods. This dissertation compared the effectiveness of Web-based andragogy to traditional methods by observing the performance of students learning using both environments. Control and test groups were selected randomly from a population of students enrolled in a computer literacy course. The control group participated in a course delivered traditionally (e.g., through lecture) while the test group participated in a course whose content was delivered using a WIS. The two versions of the course were alike in every respect (e.g., course content, assignments, expected learning outcomes, instructor, methods of assessment, grading criteria, etc.) except for the delivery method used. An examination, consisting of a comprehensive set of questions covering the course's subject material, was used in a pre-test post-test experimental design to determine the increase in learning each student achieved during the course. An empirical measure of student performance was calculated by taking the difference between each student's pretest and post-test examination scores. In addition, students completed separate pre-test and post-test questionnaires, which identified demographic, environmental, and course design characteristics. Correlation and regression analysis techniques were used to discover the nature and strength of relationships between these characteristics and student performance.