Browsers Beware: Avoiding Legal Entanglements on the Internet

When Chicago resident David Loundy ordered a compact disk on the Internet from a British Web site, he received an e-mail confirming his order. Loundy expected to pay the advertised price of £8.99, or about $14. When he was subsequently charged £12.99, Loundy was incensed. He argued that he had accepted the set price of £8.99 and insisted that he pay no more for the disk. But when Loundy filed suit in England under the Consumer Protection Act of 1987, he was told that the Act did not apply to him because, under English common law, the place of the offense is not where the ad originates, but where it is read

Principles of Physics I & II (VSU)

This Grants Collection for Principles of Physics I & II was created under a Round Six ALG Textbook Transformation Grant. Affordable Learning Georgia Grants Collections are intended to provide faculty with the frameworks to quickly implement or revise the same materials as a Textbook Transformation Grants team, along with the aims and lessons learned from project teams during the implementation process. Documents are in .pdf format, with a separate .docx (Word) version available for download. Each collection contains the following materials: Linked Syllabus Initial Proposal Final Reporthttps://oer.galileo.usg.edu/physics-collections/1006/thumbnail.jp

Sociotemporal Rhythms in E-mail

This study examines sociotemporal rhythms in the volume of e-mail. E-mail is available 24 hours a day, seven days a week, but we hypothesize that there are non-random patterns in the temporal flow of e-mail. We counted the total number of e-mail messages received per hour by any address at our college for more than eight months. Non-random patterns emerged in our data. The volume of e-mail per hour is above average during traditional working hours and below average during the early morning and evening hours. Also, there are significant differences in the mean number of messages per hour/per day

Sparse distributed memory prototype: Principles of operation

Sparse distributed memory is a generalized random access memory (RAM) for long binary words. Such words can be written into and read from the memory, and they can be used to address the memory. The main attribute of the memory is sensitivity to similarity, meaning that a word can be read back not only by giving the original right address but also by giving one close to it as measured by the Hamming distance between addresses. Large memories of this kind are expected to have wide use in speech and scene analysis, in signal detection and verification, and in adaptive control of automated equipment. The memory can be realized as a simple, massively parallel computer. Digital technology has reached a point where building large memories is becoming practical. The research is aimed at resolving major design issues that have to be faced in building the memories. The design of a prototype memory with 256-bit addresses and from 8K to 128K locations for 256-bit words is described. A key aspect of the design is extensive use of dynamic RAM and other standard components

The transportation provisions of the Americans with Disabilities Act : triumph of public interest or interest group politics?

Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 1992.Title as it appears in the June, 1992 MIT Graduate List: The transportation requirements of the Americans with Disabilities Act.Includes bibliographical references (leaves 100-101).by Michael Flaherty.M.C.P

Information Technology Usage In Accounting Firms: The Best Versus The Rest

The purpose of this paper is to analyze information technology expenditures in public accounting firms from a multi-year sample.  This study also focuses on identifying possible IT spending trends in public accounting firms and attempts to determine if additional spending on IT increased the profitability of these firms

The Effects of Transitioning an Undergraduate Mechanical Engineering Course from Shorter and More Frequent Class Periods to Longer and Fewer In-Class Sessions

Class frequency and duration are fundamental parameters within engineering education across nearly all pedagogical methods. Optimizing these factors enables programs to achieve a higher level of learning in the classroom while providing for more efficient time management. The objective of this paper is to document the perceived effect on students and instructors when transitioning from a traditional 40 lesson course with 55 minutes duration, to one comprised of 30 lessons at 75 minutes in length. This analysis limits research to a mechanical engineering curriculum at the United States Military Academy at West Point, NY. Major assessment performance under the new structure was compared with historical results to provide objective qualitative comparison. Anonymous student feedback was also collected at the midpoint and end of each course. Survey questions centered on perceived information absorption and synthesis, impact on problem solving opportunities, and the effect of variation in classroom contact time. Changes in course syllabi to accommodate the 75 minute structure generally resulted in no net gain or loss of new material to the original curriculum, though outliers did occur and are discussed in more detail. Class size averaged 18 students over four different courses, ranging from Helicopter Aeronautics to Vehicle Dynamics. Course size averaged 34 students with a total of 135 students enrolled across all courses. The change in course structure demonstrates potential opportunity for both greater depth and application of learning in the classroom as well as increased schedule flexibility. Conversely, the heightened implications of students missing class and the administrative feasibility of such a shift can be problematic. Instructor assessment of student learning and student feedback through end-of-course evaluations will be presented in this paper, as well as recommendations for future instructors wishing to apply similar changes