Now showing items 1-20 of 90

    • Face-to-Face with Social Media: One Archivist's Approach to Engagement

      Vickery, Zachary (New York Archives Conference, 2022-06-17)
      Inspired by the findings in Julianna Maiorano’s thesis “Engagement Levels on Social Media: A Case Study of Sojourner Truth Library’s Instagram”, the College Archivist Librarian at SUNY Oswego followed recommendations to increase engagement with distinct communities (internal campus members and external researchers) through the official social media accounts of Penfield Library. Julianna’s primary findings showed posts that including faces in photographs on social media indeed increase engagement, and that libraries should increase featuring faces in social media posts to increase engagement with patrons. Posts on Twitter and Instagram created by the College Archivist Librarian during 2021 were tracked, statistics were pulled from the respective platforms, and means were established to measure two groups (face/no face, human/no human) against the total post average. Poster information includes engagement strategies, data from the social media platforms, and low-to-no cost recommendations for increasing the social media presence of an archive.
    • Multi-Level Message Sequence Charts to Validate the Collaborative Automotive Cyber-Physical Systems

      Daun, Marian; Tenbergen, Bastian; Brings, Jennifer; Obe, Patricia Aluko (Athena International Publishing B.V., 2021-01-31)
      Autonomous driving and e-mobility are swiftly becoming not only the work of science fiction or popular science, but a reality. A key focus of manufacturers and suppliers in the automotive domain is of course to specify systems that implement this reality. Often, scenarios at type-level are used throughout the development process to specify system behavior and interaction within the car, as scenario models are comparatively easy to understand and can easily be subjected to manual validation. However, autonomous driving and e-mobility require interaction not just of systems within the same car, but collaboration between multiple cars as well as between cars and miscellaneous road infrastructure (e.g., smart road signs). The car becomes a Cyber-Physical System that dynamically forms collaborating networks at runtime with other Cyber-Physical System to create functionality that goes beyond the scope of the individual vehicle (e.g., resolve a traffic jam). Consequently, a plethora of possible compositions of such a network exist and must be specified and validated completely to assure their adequate and safe execution at runtime. Doing this at type-level with scenario models becomes prohibitively tedious, error prone, and likely results in unrealistic development cost. To combat this issue, we investigate the use of multi-level Message Sequence Charts to allow for specifying interaction scenarios between collaborative Cyber-Physical System in a network of collaborating automotive Cyber-Physical System. To assist the developer in systematically defining multi-level Message Sequence Charts, we propose two processes. The resulting diagrams use a mixture of type and instance-level abstractions within one conceptual diagram. This allows reducing the required effort to manually validate the adequacy of scenarios to a manageable amount because information within the scenarios can be validated in batches. At the same time, instance-level defects become more obvious. Evaluation results from a controlled experiment show that multi-level Message Sequence Charts contribute to effectiveness and efficiency of manual validation for collaborative automotive Cyber-Physical System.
    • Context modeling for cyber‐physical systems

      Daun, Marian; Tenbergen, Bastian (Wiley, 2022-04-08)
      When developing cyber-physical systems (CPS), the context is of vital importance. CPS interact with the world not only through sensing the environment and acting upon it (like embedded systems) but also by communicating with other CPS (like systems in the Internet of Things [IoT]). This means that the context interactions CPS must deal with are much greater than regular embedded or IoT systems: On the one hand, external systems and human users constrain the specific interaction among them. On the other hand, properties of these external systems, human users, and laws, regulations, or standards constrain the way the CPS must be developed. In this paper, we propose a comprehensive, ontologically grounded context modeling framework to systematically explore the problem space in which a CPS under development will operate. This allows for the systematic elicitation of requirements for the CPS, early validation and verification of its properties, and safety assessment of its context interactions at runtime.
    • A systematic literature review of requirements engineering education

      Daun, Marian; Grubb, Alicia M.; Stenkova, Viktoria; Tenbergen, Bastian (Springer Science and Business Media LLC, 2022-05-19)
      Requirements engineering (RE) has established itself as a core software engineering discipline. It is well acknowledged that good RE leads to higher quality software and considerably reduces the risk of failure or budget-overspending of software development projects. It is of vital importance to train future software engineers in RE and educate future requirements engineers to adequately manage requirements in various projects. To this date, there exists no central concept of what RE education shall comprise. To lay a foundation, we report on a systematic literature review of the feld and provide a systematic map describing the current state of RE education. Doing so allows us to describe how the educational landscape has changed over the last decade. Results show that only a few established author collaborations exist and that RE education research is predominantly published in venues other than the top RE research venues (i.e., in venues other than the RE conference and journal). Key trends in RE instruction of the past decade include involvement of real or realistic stakeholders, teaching predominantly elicitation as an RE activity, and increasing student factors such as motivation or communication skills. Finally, we discuss open opportunities in RE education, such as training for security requirements and supply chain risk management, as well as developing a pedagogical foundation grounded in evidence of efective instructional approaches.
    • Art as Advocacy: Protecting the US-Mexico Border Environment in Amanda Keller Konya’s “Specimens”

      Whittingham, Georgina (Ubiquity Press, 2021-08-03)
      Amanda Keller-Konya's multilayered photographic image construction in "Specimens" from North America's Most Polluted River" helps the viewer perceive the magnitude of the damage sustained by US-Mexico's border area residents in California's Imperial Valley and the effort necessary to clean the area's New River. The river originates in Mexicali city, capital of Baja California, northwestern Mexico, crosses the border, flows north through California's Imperial Valley, and empties into the Salton Sea, the state's largest and most contaminated lake. A sustainable environment is crucial to the health of the valley's residents and farms that supply most of the nation's winter produce. Recovery of the area's ecosystem requires solving the impact of agricultural runoff and toxic dust as less water flows into the Salton Sea, a body of water vital for the wellbeing of Southern Californians, the fish, and the migratory birds that depend on it for survival.
    • Singquandles, psyquandles, and singular knots: A survey

      Ceniceros, Jose; Churchill, Indu R.; Elhamdadi, Mohamed; Hajij, Mustafa (World Scientific Pub Co Pte Ltd, 2022-02-24)
      In this short survey, we review recent results dealing with algebraic structures (quandles, psyquandles, and singquandles) related to singular knot theory. We first explore the singquandles counting invariant and then consider several recent enhancements to this invariant. These enhancements include a singquandle cocycle invariant and several polynomial invariants of singular knots obtained from the singquandle structure. We then explore psyquandles which can be thought of as generalizations of oriented singquandles, and review recent developments regarding invariants of singular knots obtained from psyquandles.
    • Polynomial invariants of singular knots and links

      Ceniceros, Jose; Churchill, Indu R.; Elhamdadi, Mohamed (World Scientific Pub Co Pte Lt, 2021-02-25)
      We generalize the notion of the quandle polynomial to the case of singquandles. We show that the singquandle polynomial is an invariant of finite singquandles. We also construct a singular link invariant from the singquandle polynomial and show that this new singular link invariant generalizes the singquandle counting invariant. In particular, using the new polynomial invariant, we can distinguish singular links with the same singquandle counting invariant.
    • Singquandle shadows and singular knot invariants

      Ceniceros, Jose; Churchill, Indu R.; Elhamdadi, Mohamed (Canadian Mathematical Society, 2021-09-24)
      We introduce shadow structures for singular knot theory. Precisely, we define two invari- ants of singular knots and links. First, we introduce a notion of action of a singquandle on a set to define a shadow counting invariant of singular links which generalize the classical shadow colorings of knots by quandles. We then define a shadow polynomial invariant for shadow structures. Lastly, we enhance the shadow counting invariant by combining both the shadow counting invariant and the shadow polynomial invariant. Explicit examples of computations are given.
    • Accessibility as a Foundation for Civic Engagement Infrastructure

      Rank, Allison; Mushtare, Rebecca (Missouri State University, 2021-11-30)
      Individuals and organizations in both higher education and civic engagement have become increasingly aware of their obligation to foster a sense of belonging among students and to support historically underrepresented populations within their work. As part of this effort, the authors argue that the civic engagement infrastructure (CEI)—a term they use to capture the full range of organizations and associated resources directed toward improving civic engagement within higher education which stems from actors both on and off campus—must pay more attention to digital accessibility. The authors document this need by establishing the degree to which higher education institutions rely on off-campus organizations and resources in civic engagement programming, as well as campus’s legal and ethical obligations to provide accessible digital content to students. To assess the current status of digital accessibility within the CEI, the authors performed accessibility audits on the websites of 11 organizations that contribute in various ways to voter mobilization efforts on college campuses. The findings revealed accessibility barriers embedded in the content and in the page templates used for these sites. The authors close with a discussion of the responsibility that content creators, content sharers, and decision makers have in meeting accessibility standards and how on- and off-campus actors fit into these roles. They also offer guidance on how to move forward with this work.
    • Students Achievement and Interest in Elementary Structural Design: The Fixed Vs Floating Facilitator Approaches of Problem Based Learning

      Omeje, Hyginus Osita; Ogwo, B. A. (Informa UK Limited, 2021-10-25)
      The purpose of this study was to investigate the effect of fixed vs floating facilitator approaches of Problem-Based Learning (PBL) on students’ achievement and interest in Elementary Structural Design (ESD). The design was quasi-experimental with a pretest-posttest nonequivalent 2 × 2 factorial design. The participants (78) were randomized to treatment conditions. The researchers conducted a repeated-measures analysis of variance and univariate analysis of variance to compare changes across the treatment groups. Results show that using the fixed facilitator model of PBL approaches is more effective in improving students’ achievement, while both models increase students’ interest in elementary structural design (ESD). Also, the study revealed that there was no influence attributable to gender on students’ achievement and interest in ESD. Hence, the fixed facilitator instructional model was advocated for technical teachers to foster students’ achievement and interest in ESD in Nigeria.
    • Procedural and Distributive Justice in Sexual Harassment Arbitrations: Evolution of Decisions in the Union Context

      Abraham, Steven E.; Voos, Paula B. (Emerald Publishing Limited, 2021-03-29)
      We examine the evolution of labor arbitration decisions between 1988 and 2018 in which a union-represented employee was alleged to have committed sexual harassment. We find that management punished sexual harassment more stringently over time and that arbitrators became more sensitive to whether or not good procedure was followed by management over time. Distributive justice was also a major concern for arbitrators. The results suggest that it is essential for management to exercise procedural justice in disciplining employees, but that it is just as important for management to consider distributive justice when it comes to imposing discipline for inappropriate behavior.
    • The reception of Malthus’s Essay on Population in the United States

      Andrews, David (Edward Elgar Publishing, 2020)
      The American Declaration of Independence reflects the same Enlightenment ideals that led William Godwin and the Marquis de Condorcet to argue for the possibility of the perfectibility of humanity through institutional reform, so Malthus’s Essay on Population also serves as a rebuke to Americans who, believing that European poverty was due to European institutions, sought to build a new society that would provide freedom, equality and general prosperity. But there were competing visions. Nationalist supporters of government promotion of manufacturing argued that Malthusian misery and vice were not inevitable because, in the absence of oppressive European institutions, productivity increases as population increases. Southern defenders of slavery, on the other hand, viewed Malthus as a symbol of the horrific so-called ‘free labour system’, under which wage workers, who could be exploited and discarded, were worse off than slaves because of the slave owners’ interest in the well-being of their property
    • Cutting and Adapting Text for the Virtual Performing Landscape

      Malone, Toby; Huber, Aili (New and Noteworthy: The LMDA Newsletter, 2020-12-21)
      Cutting is almost inevitable in the process of performing classical texts, for time management; company logistics; sense; structure; or adaptation. Over the last year of the COVID-19 pandemic, the process of cutting has changed markedly as performances have moved into the virtual realm.
    • Responsive Redesign and its Effects on Perceived Usefulness

      Fischer, Kimberly; Schofield, Damian (AIRCC Publishing Corporation, 2021-02-26)
      This paper describes the introduction of a new website at TCGplayer, who provide an online store for Magic the Gathering collectible cards. This paper describes an experiment that was undertaken to test a new, responsive design, against the current, non-responsive design. It was predicted that redesigning the shopping cart for a mobile device screen, will result in a higher Perceived Usability (PU), and higher satisfaction, as indexed using the Technology Acceptance Model (TAM).
    • Great Lake Review Spring 2017

      Bandru, Christina; Swartz, Kirstin; Capuano, Marissa; Staller, Kirsten; Specioso, Marissa; Short, Katie; Sokolowski, Evelyn; Darling, Gabrielle; Goleski, Emily; Birner, Ali; Jones, Clayton; Lombino, Abby; Napoli, Cameo; Zurbrick, Alexandra; Bates, Alysha; Kawola, Connor; Leo, Mark; Lockhart, Dimitri; Richer, Kendall; Brown, Nick; Fanti, Gionna; Hughes, Alicia; Leparik, Francesca; Mashore, Keshawn; Pasquarelli, Sarah; Paulo, Kassadee; Gaiero, Maggie; Kiel, Lilly; Lipson, Kayle; Simpson, Imani; Ziegler, Rebecca; Donnelly, Laura; Buhner, Mercita; Vargas, Kridzely; McBride, Arden; McIntosh, Carrie; Ramirez, William; Benincasa, Danielle; Baliclic, Fergie; Renner, Alisha; Heagle, Frank; Smith, Brandon; Borland, Alex; Ross Thompson, John; Sigurdson, Joe; Castro, Wilson; de la Concha, Victoria; Berkowitz, Jacob; Brennan, Julia; Vollmer, Jay; Twiss, Brandon; Altland, Morgan; Rundle, Emily; Lee, Melissa; Willoughby, Nicole; Franceschi, Alex; MacIsaac, Brenna; Johnson, Breanna; Waldron, Sam; Crittenden, Loni; Yalch, Liberty; Goodfellow, Jack; Fitzpatrick, Sequoya; Wagner, Emily; Nieder, Elsa (2017-05)
    • Great Lake Review Fall 2016

      Bandru, Christina; Donnelly, Laura, Faculty Advisor; Afolayan, Dorcas; Bandru, Joey; Bates, Alysha; Birner, Ali; Calobrisi, Michael; Capuano, Marissa; Castro, Wilson; Charap, Sarita; Connelly, Abigail; Costello, Sara; Crane, Emilee; Crofoot, Ryann; Darling, Gabrielle; de los Santos, Nelson; Debolt, Megan; DeSacia, Alex; Feely, Allison; Gilroy, Sam; Goleski, Emily; Gronich, Dori; Gurdon, Hanna; Hagberg, Dana Rae; Hlat, Max; Hughes, Alicia; Jayne, Victoria; Kesselring, Scott; Licata, Camillo; Lipson, Kayla; Lockhart, Dimitri; Lyndaker, Jarred; Manganaro, Melissa; Maphia, Sean M.; McIntyre, Mary; Miksad, Marissa; Napoli, Cameo; Nieder, Elsa; Paquette, Zachary; Pasquarelli, Sarah; Paulo, Kassadee; Richer, Kendall; Rusaw, Lacey; Sanford, Lauren; Short, Katie; Sigurdson, Joe; Smith, Carlene; Sokolowski, Evelyn; Specioso, Marissa; Spriggs, Dariah; Staller, Kirsten (2016-12)
    • Great Lake Review Spring 2016

      Daley, Julian; Donnelly, Laura, Faculty Advisor; Minnick, Danielle; Bandru, Christina; Moss, Jennifer; Capuano, Marissa; Son, Kevin; Crofoot, Ryann; Hebblethwaite, Jessica; Gottlieb, Melissa; Sanford, Lauren; Lockhart, Dimitri; Napoli, Cameo; Moses, Lindsey; Paulo, Kassadee; Towne, Kaela; Smith, Carlene; Staller, Kirsten; Stamberg, Sarah; White, Shannon; Babcock, Justina; Bullock, Rachel; Rae Hagberg, Dana; Clarke, Emily; Jayne, Victoria; Bauschke, Thomas; Karback, Lindsay; Lyndaker, Jarred; Darling, Gabrielle; Bellamy-Walker, Tatyana; Golish, Aaron; de la Concha, Victoria; Henderson, Collin; Coyle, Shelby; Allen, Abigail; Naylor, Jordyn; Woodcock, Ashlie; Cooper, Lucki; Morris, Kaili; Familia, Sally; Tan, Jason (2016-05)
    • Great Lake Review Fall 2015

      Daley, Julian; Donnelly, Laura, Faculty Advisor; Minnick, Danielle; Bandru, Christina; Jaquez, Michael; Capuano, Marissa; Son, Kevin; Crofoot, Ryann; Cappiello, Molly; Gottlieb, Melissa; Fernandez, Gabriella; Brennan, Julia; D’Rozario, Julia; Swartz, Kirstin; Ebbrecht, Linne; Lee, Robb; Towne, Kaela; Baez, Tiffany; Familia, Sally; O’Grady, Morgan; Pena, Nathalie; Miksad, Marissa; Golembiewski, Andrew; Pitzrick, Kimberly; Tanner, Rebekah; Bauschke, Thomas; Truesdale, Megan; Capella, Nicholas; Golish, Aaron; Yalch, Liberty; Kesselring, Scott; Woodruff, Jennifer; Velazquez, Susan; Jester, Steven; Ziegler, Rebecca; Dedrick, Jordan; Swisher, Anna; Gray, Stephanie; Fitzpatrick, Sequoya; Gaiero, Maggie; Ariel, Shannon (2015-12)
    • Great Lake Review Spring 2015

      Gormley, Ethan; Donnelly, Laura, Faculty Advisor; Junco, Yadira; Gornic, Anthony; Gottlieb, Melissa; Alexander, Kaitlin; Collins, Liz; Adamo, Cathrine; Altaro, Nicholas; Macblane, Lauren; Minnick, Danielle; Editors, Fiction; D’Rozario, Julia; Greenfield, Ryan; Izzo, Kaylyn; Klingbeil, Emily; Kowal, Andrew; Donadio, Gabriella; Moses, Lindsey; Son, Kevin; Tucci, Sara; Daley, Julian; Ariel, Shannon; Bandru, Christina; Blocker-Marshall, Jacqueline; Cappiello, Molly; France, Shannon; Scriber, Christina; Swartz, Kirstin; Corcoran, Alexis; Donofrio, Zachary; Smith, Morgann; Burke, Kristen; Faller, Maggie; Gronich, Dori; Owens, David; English, Vaal; Dedrick, Jordan; Altland, Morgan; Durham, Aundrea; Tymon, Brendan; Henderson, Collin; Baran, Stacey; Brown, Nick; Kearns, Torrin; Bullock, Rachel; Morris, Kaili; Wachter, Kaitlyn; Hambel, Jessie; Allen, Abigail; Cooper, Lucki; Fessler, Sarah; Czarnecky, Christine; Razik, Mareena; St. Louis, Kiana; Crofoot, Ryann (2015-05)
    • Great Lake Review Fall 2014

      Gormley, Ethan; Donnelly, Laura, Faculty Advisor; Junco, Yadira; Gottlieb, Melissa; Halligan, Bailey; Collins, Liz; Adamo, Cathrine; Altaro, Nicholas; Macblane, Lauren; Mills, Kristy; Moses, Lindsey; Scretching, Tamara; Minnick, Danielle; Klingbeil, Emily; Swartz, Kirstin; Tebaldi, Matthew; Towne, Kaela; Tymon, Brendan; Daley, Julian; Bandru, Christina; Blocker-Marshall, Jacqueline; Crofoot, Ryann; Gornic, Anthony; Donnelly, Laura; Owens, David; Hoover, Kristy; Burke, Kristen; Joy, Hannah; Gomez, Christopher; McEvoy, Alfred; Smith, Morann; Clark, Mollie; Velazquez, Susan; Golish, Aaron; Dedrick, Jordan; Bauersachs, Katelyn; Carroll, Cassidy; Gary, Imani; Cornfield, MK; Parsnow, Luke; Kowal, Andrew; Caucci, Stephanie; Bianchi, Jordan; Lyman, Seamus; Anthony, Angela; Zink, Ariana; LaBadi, Dylan; Son, Kevin; Razik, Mareena; Ebbrecht, Linne; Britzzalaro, John; Murphy, Kaitlyn E.; Hardiman, Kathleen; Allen, Abigail; Fessler, Sarah; Rowback, Rebecca; Moss, Jennifer; Panzetta, Anthony (2014-12-03)
      Great Lake Review is SUNY Oswego's student-edited literary and art magazine. Great Lake Review is published, in general, every semester, and contains primarily student art, poetry, fiction, and other literary works.