IS 2000 Progress Report on Undergraduate IS Curriculum Development

Undergraduate IS Curricula have been under development since the early 1970\u27s and have resulted in a series of curriculum reports. Initially the DPMA (now AITP) and the ACM organizations produced separate models. Beginning in the early 1990\u27s faculty associated with AITP, ACM and AIS have worked jointly to research and publish reports and curricula for undergraduate programs of Information Systems (Longenecker, et al 1994; Couger et al 1995) culminating in IS’97 (Davis, et al 1997). Survey results of IS faculty regarding the required depth of knowledge for the IS Body of Knowledge, as well as the necessity for achieving specific entry level skills will be presented and discussed. Results of the analysis of Learning Unit composition will be presented and discussed. Revision of the learning units will be identified. Approaches for funding and involvement of IS faculty and Industry professionals will be conducted. Participation will be solicited. Also, a schedule for the update process will be made available

Application of Electron Spin Resonance Techniques to Model Starch Systems

Starch model systems were examined by electron spin resonance (ESR) techniques with either 16-DOXYL-stearic acid or TEMPO spin probes in water or hexane. Room temperature starchwater- 16-DOXYL-stearic acid spectra showed strong adsorption occurred between the starch and probe. Starch-water-TEMPO spectra at room temperature did not show strong adsorption between starch and probe, but did show some slowed motion of the probe as a result of different local environments experienced by the probe within the starch granule. Starch-water-probe spectra from systems heated from 45-95° C showed no major differences from unheated samples. Also, no major spectral differences existed for each starch system combination studied: wheat starch, hexane extracted wheat starch, waxy cornstarch, or high amylose cornstarch. Spectra from unheated wheat starchhexane- probe systems did not show that starchprobe interactions occurred

Bistability and macroscopic quantum coherence in a BEC of ^7Li

We consider a Bose-Einstein condensate (BEC) of $^7Li$ in a situation where the density undergoes a symmetry breaking in real space. This occurs for a suitable number of condensed atoms in a double well potential, obtained by adding a standing wave light field to the trap potential. Evidence of bistability results from the solution of the Gross-Pitaevskii equation. By second quantization, we show that the classical bistable situation is in fact a Schr\"odinger cat (SC) and evaluate the tunneling rate between the two SC states. The oscillation between the two states is called MQC (macroscopic quantum coherence); we study the effects of losses on MQC.Comment: 8 pages, 11 figures. e-mail: [email protected]

Extracting quantum dynamics from genetic learning algorithms through principal control analysis

Genetic learning algorithms are widely used to control ultrafast optical pulse shapes for photo-induced quantum control of atoms and molecules. An unresolved issue is how to use the solutions found by these algorithms to learn about the system's quantum dynamics. We propose a simple method based on covariance analysis of the control space, which can reveal the degrees of freedom in the effective control Hamiltonian. We have applied this technique to stimulated Raman scattering in liquid methanol. A simple model of two-mode stimulated Raman scattering is consistent with the results.Comment: 4 pages, 5 figures. Presented at coherent control Ringberg conference 200

Topology of Neutral Hydrogen Within the Small Magellanic Cloud

In this paper, genus statistics have been applied to an HI column density map of the Small Magellanic Cloud in order to study its topology. To learn how topology changes with the scale of the system, we provide the study of topology for column density maps at varying resolution. To evaluate the statistical error of the genus we randomly reassign the phases of the Fourier modes while keeping the amplitudes. We find, that at the smallest scales studied ($40 {pc}\leq\lambda\leq 80 {pc}$) the genus shift is in all regions negative, implying a clump topology. At the larger scales ($110 {pc}\leq\lambda\leq 250 {pc}$) the topology shift is detected to be negative in 4 cases and positive (``swiss cheese'' topology) in 2 cases. In 4 regions there is no statistically significant topology shift at large scales

IS 2002 Model Curriculum and Guidelines for Undergraduate Degree Programs in Information Systems

This article contains the official text of the IS 2002 Model Curriculum for Undergraduate Degree Programs in Information Systems as approved by The Association for Computing Machinery, The Association for Information Systems, and The Association of Information Technology Professionals. It is presented in its original form

A Summary of the Collaborative IS Curriculum Specification of the Joint DPMA, ACM, AIS Task Force

Information Systems \u2795 (IS \u2795), a model curriculum for a bachelor\u27s degree in Information Systems (IS), is the resulting development of collaborative work of a Joint Task Force of the Data Processing Management Association (DPMA), the Association for Computing Machinery (ACM), and Academy for Information Systems (AIS). Representation on the task force includes both academic and industrial members. This paper summarizes the full report (Figure 1). A definition of the IS discipline and its relevance within the business and university community is discussed. Resources needed to support a viable program are identified, including faculty, and information technology. Courses are identified and the characteristics of graduates defined. A paradigm is provided which couples a definition of the IS discipline and its underlying principles to the of characteristics of the IS graduate. An updated IS body of knowledge is presented. It is based on previous efforts of DPMA and ACM (Longenecker and Feinstein 1991a,b,c; Ashenhurst 1972; Couger 1972; ACM 1983 and ACM 1990; DPMA 1981, 1986). The current body of knowledge contains the Computer Science and Engineering body of knowledge (Turner and Tucker 1991). A cognitive behavioral metric is presented for specifying and evaluating depth of knowledge. The specification includes a numeric depth indicator and appropriate language to describe presentation goals and resultant behavior expected of students completing study of specific aspects of the curriculum. A modular concept of learning units is defined and utilized in specifying proposed courses. Methods for mapping the learning units to alternate course plans are discussed. Elements from the body of knowledge are combined in a logical top-down manner to form Learning Units (LU). Each LU contains a goal statement, behavioral objectives and associated elements from the body of knowledge. Five curriculum areas with 20 sub-areas form clusters of these learning units. A complete set of 128 learning units form meta-presentation units which can be organized in different schemes to meet individual institutional missions. One possible organization of these units into ten courses is presented. This paper provides curriculum guidelines for implementing undergraduate programs in information systems. The full report, IS\u2795, provides the detail necessary for design and implementation of courses. Dissemination of the curriculum and plans for review and updating the curriculum are presented

Molecular genetics and pathophysiology of 17 beta-hydroxysteroid dehydrogenase 3 deficiency.

Autosomal recessive mutations in the 17 beta-hydroxysteroid dehydrogenase 3 gene impair the formation of testosterone in the fetal testis and give rise to genetic males with female external genitalia. Such individuals are usually raised as females, but virilize at the time of expected puberty as the result of increases in serum testosterone. Here we describe mutations in 12 additional subjects/families with this disorder. The 14 mutations characterized to date include 10 missense mutations, 3 splice junction abnormalities, and 1 small deletion that results in a frame shift. Three of these mutations have occurred in more than 1 family. Complementary DNAs incorporating 9 of the 10 missense mutations have been constructed and expressed in reporter cells; 8 of the 9 missense mutations cause almost complete loss of enzymatic activity. In 2 subjects with loss of function, missense mutations testosterone levels in testicular venous blood were very low. Considered together, these findings strongly suggest that the common mechanism for testosterone formation in postpubertal subjects with this disorder is the conversion of circulating androstenedione to testosterone by one or more of the unaffected 17 beta-hydroxysteroid dehydrogenase isoenzymes

An Electron Spin Resonance Study of Stearic Acid Interactions in Model Wheat Starch and Gluten Systems

Electron spin resonance (ESR) was used to examine interactions of 16- Doxyl stearic acid in wheat starch-water (starch:water \u271: 1), vital wheat gluten-water and glut en-starch-water model systems, Immobilization of the 16-Doxyl stearic acid, shown by broadIine ESR powder patterns , occurred in wheat starch model systems. In contrast to the starch systems, 16-Doxylstearic acid in gluten-water systems did not display broad line powder patterns. Broadened 3- line ESR spectra were recorded for the gluten-water-16- 0oxyl stearic acid, Th is result was probably due to s pin probe which was bound, and spin probe which was bound in different water microenvironment:s of the gluten proteins. Stearic acid interactions in the starch-water or gluten-water systems were not c hanged after heating from 45-95°C. Stearic acid interacted with both the starch a nd gluten components i n gluten-starch -water-16- Doxy l stearic acid systems . Stearic acid binding with starch in the gluten-starch-water-16-Doxyl stear i c acid was dependent upon the amount of gluten in the system. AS inc reased levels of gluten were incorporated in the system, decreased binding of stearic acid occurred . Mobility of the 16-Doxyl stearic acid was inc r eased after the gluten-starch-water-16-Do xyl stearic acid systems were heated f rom 45-95°C and coo l ed to room temperature. The stearic acid interactions in a gluten-starch-water-16-Doxyl stearic acid system were the same whether the ratio of glutenstarch: water-16-Doxyl stearic acid was I: I or 1:2