SAMI: Service-Based Arbitrated Multi-Tier Infrastructure for Mobile Cloud Computing

Mobile Cloud Computing (MCC) is the state-ofthe- art mobile computing technology aims to alleviate resource poverty of mobile devices. Recently, several approaches and techniques have been proposed to augment mobile devices by leveraging cloud computing. However, long-WAN latency and trust are still two major issues in MCC that hinder its vision. In this paper, we analyze MCC and discuss its issues. We leverage Service Oriented Architecture (SOA) to propose an arbitrated multi-tier infrastructure model named SAMI for MCC. Our architecture consists of three major layers, namely SOA, arbitrator, and infrastructure. The main strength of this architecture is in its multi-tier infrastructure layer which leverages infrastructures from three main sources of Clouds, Mobile Network Operators (MNOs), and MNOs' authorized dealers. On top of the infrastructure layer, an arbitrator layer is designed to classify Services and allocate them the suitable resources based on several metrics such as resource requirement, latency and security. Utilizing SAMI facilitate development and deployment of service-based platform-neutral mobile applications.Comment: 6 full pages, accepted for publication in IEEE MobiCC'12 conference, MobiCC 2012:IEEE Workshop on Mobile Cloud Computing, Beijing, Chin

Online learning and fun with databases

In this paper, we explore how online learning can support face-to-face teaching in fundamental database theory and the contributions it can make towards motivating and enhancing the student learning experience. We show how we have used WebCT for a third level database module and present student feedback to our approach. While online participation is high overall, motivation for self-learning is increased by the use of self-assessment exercises and summative assessment was also considered to be more fun online than using paper based equivalents. Evidence exists to link greater online participation of course materials to improved performance. We complement our feedback by presenting and discussing a number of software tools which help students practice important methods in database systems, including SQL. After evaluating these against known methods for improving student motivation, we suggest ideas for further development of more game-like learning tools

Panel on future challenges in modeling methodology

This panel paper presents the views of six researchers and practitioners of simulation modeling. Collectively we attempt to address a range of key future challenges to modeling methodology. It is hoped that the views of this paper, and the presentations made by the panelists at the 2004 Winter Simulation Conference will raise awareness and stimulate further discussion on the future of modeling methodology in areas such as modeling problems in business applications, human factors and geographically dispersed networks; rapid model development and maintenance; legacy modeling approaches; markup languages; virtual interactive process design and simulation; standards; and Grid computing

Using Sociocultural Theory to Guide Teacher Use and Integration of Instructional Technology in Two Professional Development Schools

This article demonstrates how sociocultural theories can be used to support strategic structuring of professional development activities for preservice and practicing teachers on technology use and integration. Examples are drawn from the authors\u27 experiences with teachers in two professional development schools that participated in a four-year Preparing Tomorrow\u27s Teachers in Technology (PT3) project. After a review of sociocultural theory and their context, the authors describe three activity systems in these schools: one for practicing teachers, one for preservice teachers, and a joint preservice/practicing teacher system. Important supports for use and integration of technology built into each of these activity systems included varied activities aimed at both beginning and advanced technology users, multiple levels of assisted performance, and a collaborative culture that offered numerous opportunities for shared work. Lessons learned and implications for teacher educators involved in similar partnerships are outlined