Prototype Packages for Managing and Animating Longitudinal Network Data: dynamicnetwork and rSoNIA

Work with longitudinal network survey data and the dynamic network outputs of the statnet ERGMs has demonstrated the need for consistent frameworks and data structures for expressing, storing, and manipulating information about networks that change in time. Motivated by our requirements for exchanging data among researchers and various analysis and visualization processes, we have created an R package dynamicnetwork that builds upon previous work in the network, statnet and sna packages and provides a limited functional implementation. This paper discusses design issues and considerations, describes classes and forms of dynamic data, and works through several examples to demonstrate the utility of the package. The functionality of the rSoNIA package that uses dynamicnetwork to exchange data with the Social Network Image Animator (SoNIA) software to create animated movies of changing networks from within R is also demonstrated.

Categorizing Non-Functional Requirements Using a Hierarchy in UML.

Non-functional requirements (NFRs) are a subset of requirements, the means by which software system developers and clients communicate about the functionality of the system to be built. This paper has three main parts: first, an overview of how non-functional requirements relate to software engineering is given, along with a survey of NFRs in the software engineering literature. Second, a collection of 161 NFRs is diagrammed using the Unified Modelling Language, forming a tool with which developers may more easily identify and write additional NFRs. Third, a lesson plan is presented, a learning module intended for an undergraduate software engineering curriculum. The results of presenting this learning module to a class in Spring, 2003 is presented

Alien Registration- Moody, James J. (Kingman, Penobscot County)

https://digitalmaine.com/alien_docs/15667/thumbnail.jp

Stress Levels of School Administrators and Teachers in November and January

Teaching today’s young people is not only arduous work, but can be dangerously stressful. Anxiety due to school reform efforts, minimal administrative support, poor working circumstances, lack of involvement in school decision making, the encumbrance of paperwork, and lack of resources have all been identified as factors that can cause stress among educators (Hammond & Onikama, 1997). The No Child Left Behind Act (NCLB) and its subsequential mandated standardized assessments, family responsibilities, continuing education, low salaries, and poor working conditions can also create stress