Some Prototype Examples for Expert Systems v.2

This report consists of the nineteen term project reports for the graduate-level course EE695G ” Expert Systems and Knowledge Engineering”, which was offered for the fall semester of 1984 in the School of Electrical Engineering. The purpose of the term project is to provide each student an opportunity of designing and implementing a prototype expert system. The application area of each of these expert systems was selected by the student(s) working on the projects. This report is published for the purpose of documenting these results for future reference by the students of the above-mentioned course and, possibly, other workers in expert systems. The nineteen reports are grouped into seven parts based on their application domains. Part 1 - Manufacturing consists of six reports, and Part II - Robotics contains three. Two reports in each of Part III - Vision and Part IV - Management, and one in each of Part V - Structural Engineering and Part VI - Automatic Programming. The last part, Part VII - Others, consists of four reports with different applications

Some Prototype Examples for Expert Systems v.1

This report consists of the nineteen term project reports for the graduate-level course EE695G ” Expert Systems and Knowledge Engineering”, which was offered for the fall semester of 1984 in the School of Electrical Engineering. The purpose of the term project is to provide each student an opportunity of designing and implementing a prototype expert system. The application area of each of these expert systems was selected by the student(s) working on the projects. This report is published for the purpose of documenting these results for future reference by the students of the above-mentioned course and, possibly, other workers in expert systems. The nineteen reports are grouped into seven parts based on their application domains. Part 1 - Manufacturing consists of six reports, and Part II - Robotics contains three. Two reports in each of Part III - Vision and Part IV - Management, and one in each of Part V - Structural Engineering and Part VI - Automatic Programming. The last part, Part VII - Others, consists of four reports with different applications

The Expert Systems Course in AACSB Accredited Business Schools

This paper presents findings of an empirical investigation of the state of expert systems (ES) curriculum development in the 279 business schools accredited by the American Association of Collegiate Schools of Business (AACSB). One objective of this study was to determine the extent to which the introductory undergraduate ES course is being taught. A second objective was to obtain a profile of how ES is being taught. A questionnaire was developed to survey Information Systems (IS) faculty; the response rate was 41%. It was found that 48% of the schools offer an introductory undergraduate ES course. Additional highlights of the findIngs Include: 44% of the schools have an ES component as part of other business courses; one or more graduate level ES courses are offered at 45% of the business schools; at 46% of the universities an ES course is offered outside of the business school

CAES: A Model of an RBR-CBR Course Advisory Expert System

Academic student advising is a gargantuan task that places heavy demand on the time, emotions and mental resources of the academic advisor. It is also a mission critical and very delicate task that must be handled with impeccable expertise and precision else the future of the intended student beneficiary may be jeopardized due to poor advising. One integral aspect of student academic advising is course registration, where students make decisions on the choice of courses to take in specific semesters based on their current academic standing. In this paper, we give the description of the design, implementation and trial evaluation of the Course Advisory Expert System (CAES) which is a hybrid of a rule based reasoning (RBR) and case based reasoning (CBR). The RBR component was implemented using JESS. The result of the trial experiment revealed that the system has high performance/user satisfaction rating from the sample expert population conducted

Intelligence student advising system - an implementation using object-oriented C++

This paper present an approach for developing a consistent student course-advising system for undergraduate students using knowledge-based technology. A prototype system has been implemented in object-oriented technique using C++. The prototype system was designed for undergraduate Computing students. The prototype is able to give consultation and advice on some important aspect of student advising problems. Knowledgeable behaviour was produced where the ‘expert’ and ‘knowledge’ is stored separately from the inference engine. Object-oriented programming technique was found to enhance the development of the system

The Artificial Intelligence Course at the Faculty of Computer Science in the Polytechnic University of Madrid

This paper presents the experience of teaching an Artificial Intelligence course at the Faculty of Computer Science in the Polytechnic University of Madrid, Spain. The objective of this course is to introduce the students to this field, to prepare them to contribute to the evolution of the technology, and to qualify them to solve problems in the real world using Artificial Intelligence technology. The curriculum of the Artificial Intelligence course, which is integrated into the Artificial Intelligence Department's program, allows us to educate the students in this sense using the monographic teaching method

Surveying Turkish high school and university student attitudes and approaches to physics problem solving

Student attitudes and approaches to problem solving can impact how well they learn physics. Prior research in the US using a validated Attitude and Approaches to Problem Solving (AAPS) survey suggests that there are major differences between students in introductory physics and astronomy courses and physics experts in terms of their attitudes and approaches to physics problem solving. Here we discuss the validation, administration and analysis of data for the Turkish version of the AAPS survey for high school and university students in Turkey. After the validation and administration of the Turkish version of the survey, the analysis of the data was conducted by grouping the data by grade level, school type, and gender. While there are no statistically significant differences between the averages of various groups on the survey, overall, the university students in Turkey were more expert-like than vocational high school students. On an item by item basis, there are statistically differences between the averages of the groups on many items. For example, on average, the university students demonstrated less expert-like attitudes about the role of equations and formulas in problem solving, in solving difficult problems, and in knowing when the solution is not correct, whereas they displayed more expert-like attitudes and approaches on items related to meta-cognition in physics problem solving. A principal component analysis on the data yields item clusters into which the student responses on various survey items can be grouped. A comparison of the responses of the Turkish and American university students enrolled in algebra-based introductory physics courses shows that on more than half of the items, the responses of these two groups were statistically significantly different with the US students on average responding to the items in more expert-like manner.Comment: 16 pages, Keywords: Physics Education Research, Attitudes and approaches to problem solving, Turkish students, American students, factor analysis, principal component analysi

Project Quality of Offshore Virtual Teams Engaged in Software Requirements Analysis: An Exploratory Comparative Study

The off-shore software development companies in countries such as India use a global delivery model in which initial requirement analysis phase of software projects get executed at client locations to leverage frequent and deep interaction between user and developer teams. Subsequent phases such as design, coding and testing are completed at off-shore locations. Emerging trends indicate an increasing interest in off-shoring even requirements analysis phase using computer mediated communication. We conducted an exploratory research study involving students from Management Development Institute (MDI), India and Marquette University (MU), USA to determine quality of such off-shored requirements analysis projects. Our findings suggest that project quality of teams engaged in pure off-shore mode is comparable to that of teams engaged in collocated mode. However, the effect of controls such as user project monitoring on the quality of off-shored projects needs to be studied further

Fraud and the Evolution of Forensic Accounting Education

Forensic accounting, the use of accounting practices in court, developed as a field separate from traditional accounting or auditing throughout the 1900’s. As fraud changed the landscape of auditing practice, forensic accounting slowly began to take shape as the accountant’s answer to fraud. After a series of major frauds at the beginning of the 21st century, forensic accounting became one of the most demanded fields of accounting. The profession, though, was still relatively in its infancy: forensic accountants were predominantly untrained aside from firsthand experience. Since the early 2000’s, schools have begun rapidly implementing forensic accounting programs to meet the increasing demand for forensic accountants. As the demand continues to increase, however, education offerings will be needed