International Web Based Innovative Scenarios for Socio-technical Communities of Academic and Professionals in Business Administration = ; <= /span>
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Guest Editor: Isa Jahnke, Dortmund University of Techn= ology, Germany = &nb= sp;
This study focuses on “International Web Based I= nnovative Scenarios for Socio-technical Communities of Academic and Professionals in Business Administration,” as Guest Editor: Isa Jahnke, (Dortmund University of Technology, Germany) describes in a call for paper (Isa Jahnk= e, Call for papers, Deadline for paper submission: 18 July, 2008, Notification to authors: 12 September, 2008, Dea= dline for camera ready papers: 31 October, 2008, for the International Journal of= Web Based Communities (IJWBC), Special Issue on: "Web 2.0 Goes Acade= mia: Innovative Scenarios for Socio-technical Communities," Guest Editor: I= sa Jahnke, Dortmund University of Technology, Germany, Dr Isa Jahnke, Assistant Professor for Institutional Research, Dortmund University of Technology, Ce= nter for Research on Higher Education and Faculty Development, 44221 Dortmund, G= ermany, Email: isa.jahnke@tu-dortmund.= de, Web site: htt= p://www.hdz.uni-dortmund.de/index.php?id=3D276, with a copy to: IEL Editorial Office, E-mail: ijwbc@inderscience.com). In this call for papers Isa Jahnke raises the following issues, and more:
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“Web 2.0 is – as O’Reilly (2005) said – a “second generation of Internet-based services”. The common idea is to enable people to collaborate and share information online= in new ways, such as in wikis, communication tools, social networking applications, and social tagging. Figure 1 confronts the two concepts and l= ists examples from Web 2.0 usage in academia (Isa Jahnke, Dortmund University of Technology, Germany, Call for papers, 2008). It provides additional examples fo= r Web 1.0, Web 2.0, and the Examples: (mainly 1992-2000), (shift since 2001), Web= 2.0 goes Academia, respectively, followed by: Encyclopedia Britannica Online, e= tc., wikipedia.com Wikis for lectures; pepysdiary.com, followed by: Personal websites Blogging (e.g., IBM developerWorks Blogs), Personal Netvibes.com, = and (based on RSS-Feeds) and Blogs, Publishing, Participation (e.g., discussion boards), Jabref (Open source based on LaTex, BibTex) in combination with Bibsonomy Directories (taxonomy), Social tagging, social bookmarking (e.g., del.icio.usvi), Content management systems Wikis, OpenUniversity http://www.netvibes.com/openlear= n, Telephone Instant messaging (e.g., ICQ), VoIP (e.g., Skype), Instant Messag= ing, Microblogging with Twitter GPS non internet-based. New location-based servi= ces (mobile devices, e.g., Dodgeball), “tell us where you are and we loca= te researchers of your network so you can meet up” is easier said than done. Newsgroups, Social netw= orking (e.g., facebook / xing.comv) / online communities Facebook for searching and finding researchers and practitioners, e.g. e-Science-Community, are threatening IT controls. The = IT administrators are concerned about wild “-> Download of informatio= n: one-to-many -> Communication & collaboration about information (many2many), and -> Creating innovative ways for research and teaching,&= #8221; raises the risk of virus infections and out of control security issues.
Appendix X
Appendix X shows an example of a typical infection fro= m just surfing the web.
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Appendix X
A Typical Security Issue: Malware Infecting a User While Sur= fing a Social Network on the WWW and its Remedial Actions
This user has been surfing the World Wide Web (WWW) so= cial network searching Google for some sites, as he clicked on the search hyperl= ink he saw an avalanche of adware coming down.= It started with “downloader.MisleadApp Trojan.Peacomm.D A0003061.EXE” Cleaned by deletion by Symantec Anti Virus. The virus kept coming back, every = time the Anti Virus software deleted it. &= nbsp; That was only after the user went into the c:\Windows\System32 direc= tory and deleted all the Braviax.exe virus files, including the Grand Father, Fa= ther, Son, and Grand Son viruses. T= he user realized that Braviax.exe is reborn by some other Trojan horse, that deleted part of Symantec Antivirus: “Symantec Antivirus Corporate= Error While loading savrt32.dll,” for the current user, replace the screen background by a screen with a message that “This computer has been infected and you need to install an anti-virus cleaner,” from an affiliate of the virus generator. After logging in as a different user, uninstalling and reinstalling = Symantec Anti Virus, and rerunning it multiple times, the newly installed Symantec A= nti Virus deleted several viruses like the following:” C:\System Volume I= nformation\_restore{129201FA-B0AC-49B3-96B2-DEB8B91E727B}\RP10\A0003061.EXE= .” Then, another virus emerged “= ;Trojan.Gpcoder.e,” leading to the following error message: “C:\Documents and Settings\B\Local Settings\Temp\.ttF.tmp.vbs.” This message implies that the viru= s is trying to run some Visual BASIC (Beginning All-purpose Symbolic Interactive Code) Script (.VBS) file name extension, for User B.
Register MSconfig Path To Local Machine Subkeys, Log A= uto-Boot Grandfather, Father, Son & Grant Son Scheme Of Virus Zombie Attacking T= he ISP With Illegal Pornography Video Ads Inundating The Video Screen Until It Overload The Client Computer And Crashes It
See “Screen Shot 1- Trojan horse Symantec Auto-P= rotect Quarantine Actions on Risk of System Volume Information Restore Directory.&= #8221; It describes trying to delete= the son virus on the path of “c:\windows\system32\Braviax.exe” did = not work since it was executed ASAP, forcing Windows to prohibit its deletion.<= span style=3D'mso-spacerun:yes'> After reading several posts like t= he following:”malware, by tjlee96 - 3/6/08 12:50 PM, in reply to: delself.bat & braviax.exe by amtech7, I had the same issue and I just f= ixed it. Go to start run type in MSconfig go to start up you will see a box in 2 places called braviax. Uncheck them. Then go to start run type in regedit t= his will take you into registry. In the startup area in MSconfig It will give u= the path to the 2 entries hkey local user and local machine follow the path giv= en and delete the 2 Subkeys that says braviax in it. This will fix the issue. = Hope this helps.” The user h= ad to create a series of new users, ahead of the virus, log in to the latest user before the virus managed to infect it, run MSConfig.sys, go into the startup files and uncheck the “Bravariax.exe” auto-boot file, reboot the machine, search for all the decedents of this Grandfather, Father, Son sche= me of viruses, and delete them manually in each users directories such as: = 220;C:\Documents and Settings\B\Local Settings\Temp\.ttF.tmp.vbs, C:\Documents and Settings\= A\Local Settings\Temp\.ttF.tmp.vbs, C:\Documents and Settings\C\Local Settings\Temp\.ttF.tmp.vbs… and C:\Documents and Settings\Z\Local Settings\Temp\.ttF.tmp.vbs.” <= /span>
As the viruses kept generating Viagra and “illeg= al Porno Videos” icons on the computers’ desktop, the users tried to del= ete, but the viruses kept recreating them another virus emerged “ Zlob.pro= nAdvertiser.ba.” Google identified it as a “S= pyware.IEMonster.b.” that steals passwords, logs them to it server, and then sends them to its affiliates. The user had to disconnect the internet, log in using “Safe Mode,” run the RegE= dit, get into the registry, search all the Grand Fathers, Fathers, Sons and Gran= dsons of the virus in the registry deleting them, and rebooting. As the user was doing that, the viruses that were still active, kept displayin= g an image of Microsoft’s “blue screen of death,” confusing the user to believe that his Windows XP machine was hanging up. After spending several days fooling around with these activities, the user had finally taken the master hard-dr= ive mounted it as a slave on another identically configured machine, and comple= ted the cleanup of this hard drive. Then, the user mounted it back on to the machine and it ran without = the virus. By now the connectivit= y to the internet was damaged, and that took some more time. The ISP (Internet Service Provider= ) disconnected the computer from the network claiming that other ISPs complained that this computer, acts as a Zombie attacking their clients with malware advertising= campaigns and inundating their video screens with so many ads, that it virtually hang= ing up their machines. The user h= as to assure the ISP that new working version of Symantec Anti Virus software has been successfully installed and eradicated the virus, before the renewal of= the internet connection.
IT Team Too Fearful Of Security Problems, And Job Secu=
rity
lock-Down The Computers And The Servers That Revert Back To The Original
“Ghosted” System To Protect Their Turf With The “China Gr=
eat Fire
Wall” Syndrome To Prevent “Illegal Pornographic Sites,”
The typical IT team is too fearful of such security problems, and their own job security. This is even to the extent that they tend to “Lock-down”= the computers and the servers, even at the exorbitant expense to the extent of preventing users from doing their job, which defeats the original purpose of the computers in the 1st place.= So what are IT administrators doing? They install systems that revert b= ack to the original “ghosted” system, upon rebooting the machine, all = the recent activities are gone and the machine is restored to its original state. What is the problem wi= th this policy? The problem is t= hat instructors cannot simulate the real world. In the real world of accounting, t= he transactions update the master files to produce the financial reports over = an entire year, quarter, month, etc. It is nearly impossible to simulate an entire month of activities du= ring a period of an hour or two.
Another example of IT defense to protect their turf an= d job security is the “China Great Fire Wall” syndrome; prohibit URL indirection, to prevent students from going to “illegal pornographic sites.” In the process,= this policy prevents them also from going to legal sites. To circumvent such restrictions, students and faculty have to go through Google or other search engine, loca= te the indirected URL, and surf it within Google, bypassing the “China G= reat Fire Wall.” For such re= ason some students and faculty members, simply bring their own laptop bypassing = the academic network restriction, which is counterproductive for those who cannot afford= it.
Another example of IT defense, an attempt to lessen th=
e stress
and to cope with incompetence is to install a VPC (Virtual PC). This way the incompetent IT, can t=
ell
the professor, “do not come to us to install all these software on the
network, we gave you administrative rights in the VPC, go and install it
yourself and do not bother us.”
The problems with this approach are that the VPC has a very limited
performance compared to the PC on which it runs; it is limited to 1 gig of =
RAM
(Random Access Memory) running out of resources very quickly. Frequently, an instructor that tea=
ches
computer auditing has to run multiple applications concurrently. The instructor has to run accounti=
ng
software, such as Microsoft Office Accounting, Microsoft Excel 2007, since =
the
accounting software outputs its reports to the spreadsheet software. The instructor has to run SQL (Str=
uctured
Query language) Server software, and Microsoft Access (a database software)
since the accounting software needs to read and write to these databases.
Likewise, the instructor needs to run Microsoft PowerP= oint to show the lecture slides, as the instructor switches back and forth to demonstrate the slides. On to= p of this, the instructor that teaches how to audit the software in real time ha= s to run an surveillance auditing, or “spying” software that records= AV records and logs any key strokes and screen shots of the user of the accoun= ting software for the computer auditor. This way such computer auditor can use these computer logs “AV spying records,” in a court of law convicting the white color “= cooking the books” crooks, with self explanatory evidence that are clear even= to lay jury. Such evidence will include the logs plus the audio files of the “cooking the books” crooks as they conspire with their collaborators to steal, con and deceive, which contain the audio tracks on individual. Such records are like DNA, t= he audio sound waves are unique to each person, and one cannot deny ones voice= and claim that it is somebody else’s, with immunity, as they can do for computer records, without full and unique authentication. The problem is that the VPC cannot accommodate even a fraction of such applications running concurrently. Thus, the instructor cannot teach = well, what he needs to demonstrate, behooving the instructor to downgrade the teaching quality of bring his own computer to the class.
In addition, such accounting software typically is a multi-user network application that uses the WWW internet and an intranet.<= span style=3D'mso-spacerun:yes'> When you lock it inside the VPC, t= he instructor cannot use some of these features, and the other features are so slow, that it is also virtually impossible to teach, learn and apply to the real world.
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“Web 2.0 and Social Software focus on new or exi= sting software systems which are influenced by human communication and collaborat= ion, or, to put it another way, Web 2.0 is heavily reliant on social interaction, and so social web-based applications generate and require a human-centered design approach. The number of users of Web 2.0 applications in private settings (e.g., leisure) is very h= igh. However, in organizations and institutions, Web 2.0 concepts or such combin= ed applications are still at an early stage. The same is true for universities. There are some Web 2.0 tools in universities, in particular Wikis and Blogs, but the usage of these tools for supporting teaching, learning or research = is not yet fully developed. How can Web 2.0 support community-based learning or research processes in academia?” Our answer to this question is by reducing the hassle level to a point that it is no longer so tedious, and at the same time compensating the instructors for the extra effort involved in additional preparation and learning time.&= nbsp; At the same time providing practical research as to which social networking is the best, to flatten the learning curve. Tell me which social network shoul= d I use in the classroom? There are just too many choices and too little information about which way is the best?&nb= sp; = &nb= sp;
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“The aim is to collect proposals for academic pr= actice with Web 2.0, to specify research questions dealing with Web 2.0 in academi= a or to discuss new research methods and their challenges in this topic (e.g., e-ethnography). The special issue wants to share practical experience or research results about using Web 2.0 in teaching and research, for example, e-learning goes Web 2.0, scientific communities go Web 2.0 or research publications go Web 2.0. Therefore, we strongly encourage researchers and practitioners who have ideas or experience of using Web 2.0 applications in academia to submit a paper.” &n= bsp; Our contention is that we need to find out which social networking s= ites are the most effective integrators of research in learning and especially in Search Engine Optimization (SEO). Which social networking site has the highest statistically significa= nt impact on the overall traffic and therefore on the overall SEO? &= nbsp; &nbs= p;
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The current study researches questions that include, b= ut are not limited to: &nbs= p; &= nbsp;
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What Web 2.0 applications exist in universities, in re= search or in learning?
The same applications that exist outside universities = exist inside universities, in both research and learning, the trouble is that they are hardly used compared to the more traditional areas of research and learning. The main reason for= this is that it is new and unfamiliar compared to the more traditional research = and learning tools. Likewise, the incentives to depart from the more traditional areas of research and learni= ng are insufficient motivators and the learning curve is too steep. &= nbsp; &nbs= p;
Do Web 2.0 applications in academia make a difference = to existing Internet applications like email, content management systems or newsgroups? &n= bsp; = ; =
Yes they make a big difference. For example, if they instructors a=
nd
students get used to the social network email addresses, and content manage=
ment
systems or newsgroups, what will happen to the universities email addresses,
and content management systems or newsgroups. If the academic community uses ema=
il of
free social network addresses, my-=
email@facebook.com,
what will happen to the traffic of the university, it will go down. What will happen to the ads revenu=
es of
the university, they will go down also!&nb=
sp;
What will happen to the budgets, job security and the salary of the
administrators? They will go down!! Likewise, why should the university=
spend
$1,000,000 a year on an LMS (Learning Management System) portal, such as
Blackboard.com, if students and faculty use free LMS software, like Models?=
If professors post classroom video=
s on
the web and sell them to the students on the WWW, what will happen to the
control that admistrators can exercise over the faculty and the students?
Do you have success stories or success criteria of Web= 2.0 usage in academic fields?
The success stories of introducing Web 2.0 concepts in teaching or research settings, include but are not limited to the examples = of Rushinek and Rushinek CPE workshops, at the AAA (American Accounting Association) annual conventions, as well as in local and remote courses for practitioners, credit and none credit students, as well as success in publishing such research, teaching and service.
For example, https://ejournals.library.miami.edu/index.php/it/article/viewArtic=
le/4/2
discusses the subject of “Assessment Automation Software of Accounting
Programs*, AACSB, SARBOX, HIPPA, BASEL II Compliance & CPA, CMA, CIA, C=
ISA
Computer Prep: an Internet Publishing Video DVD Recording,
Web-casting/Streaming.”
The portion
that deals with “Internet Publishing Video DVD
Recording, Web-casting/Streaming,” deals with introducing Web 2.0 concepts=
in
teaching or research settings, to some of the most conservative audiences s=
uch
as accounting professors who are also CPAs, CMAs, CIAs, etc. These professions are notoriously =
slow
in adopting new technologies and taking on any un-nessacery professional
risk. The key is to demonstra=
te to
them how such issues are relevant to their professional success. For this reason, Rushinek and Rush=
inek
demonstrate how web 2.0 can help such professional improve their work
performance as practitioners and teachers.=
As practicing auditors they can use real time AV “Assessment Automat=
ion
Software Of Accounting Programs for
AACSB, SARBOX, HIPPA, BASEL II compliance” using “Video =
DVD Recording,
Web-Casting/Streaming” to deter, spy and convict crooks that are R=
20;cooking
the books,” much faster and more effectively. Likewise, as teachers they can use=
“assessment
automation software” for “CPA,
CMA, CIA, CISA” certification computer preparation producing a=
nd publishing
“video DVD recording,
web-casting/streaming” to help students pass the certification exams.=
They can even sell such AV clips or
media contents increasing their income as well as their professional statur=
e. In the same time, they can help st=
udents
who want to review classroom materials to improve their retention and
understanding, as well as slackers who did not show up to class and want to
cram the material before the exams.
The obvious risk is that the instructors will encourage slackers to =
skip
class, knowing that they can review the class by viewing the streaming vide=
os
or the DVDs. On the other han=
d, if
such slackers are disruptive in the classroom, as some of them are since th=
ey
are not interested in learning, or if the number of PC Lab computers or sea=
ts
are limited, then we may all be better off that some such students skip cla=
ss.
This artic=
le
deals with “Assessment of accounting programs by the AACSB, or region=
al
organization of Accounting Programs lends themselves to computer automation=
”
It shows how “Compliance with the AACSB, SARBOX, HIPPA, BASEL II as w=
ell
as CPA, CMA, CIA, CISA Computer Preps target Internet Publishing Video DVD/=
CD
Recording, and Web-casting or multi-media Streaming tools to be more effect=
ive,
efficient and provide a more enjoyable experience.” It looks especially at “What=
is
assessment? And what AACSB and regional accrediting agencies expect?? Much =
like
any assessment activity, the AACSB involves: De=
veloping
an assessment plan, Building and using measurement standards, Motivating
participants (faculty and students) to be involved and contribute, Performa=
nce
Evaluation Feedback, Deficiency Remediation Action and Revision of the
assessment plan.”
Moreover=
, it
discusses “interactive assessment automation software experiences
includes examples of both successful and unsuccessful outcomes of measureme=
nt
and evaluation of the current state of the art...applying standards to the
Assessment core business, Use of assessment data to improve the accreditati=
on
rating while applying computer…Development of online internet assessm=
ent
and integrating AICPA Educational Competency Assessment helps constructing =
an
Evaluation of mission statements and standards of performance.”
It l=
ists
the “Intended Audience” for these applications to include: R=
20;Colleges and departments preparing for accreditation or
reaffirmation. Faculty and administrators, and professionals with an intere=
st
in assessment & compliance, Individuals interested in evaluation and
measurement of training & learning outcomes and providing continuous
improvement, and CPE (Continuing Professional Education),” and that i=
t is
accredited for CPE credits to CPAs, as provided by the “International
Meeting of the American Accounting Association 2006 Annual Meeting.” =
Finally this study researches many aspect of an assessment
process, such as assessment design, implementation, data collection, data
interpretation, data use, etc. This
study will contribute to the CPA community auditing work, especially in
auditing academic accounting and EMBA programs. It provides some advanced in data
collection, data analysis, for research, teaching, and practice purposes.
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What changes are observable or essential when introduc= ing Web 2.0 concepts in teaching or research settings?
The single most important family of changes are observ= able or essential when introducing Web 2.0 concepts in teaching or research settings, they are all related to financial and none financial incentives t= hat reward instructors in teaching, research and most importantly service! The teaching, research and most importantly service are the three most important dimensions of faculty performance evaluation. For e= xample, for accounting professors, teaching CPE courses, sometimes for free, to the= CPA communities, including other professor can be considered community service,= for which they should receive credit during the performance evaluation, with co= mmensurate salary raises, and promotions.
The same applies to research and teaching, the univers= ity should reward such professors for introducing Web 2.0 concepts in teaching = or research, provide them with extra graduate assistance, extra facilities, su= ch as better and more powerful PCs (Personal Computers), that are virtually essential to handle classroom AV (Audio Video) processing, including automa= ted voice to text transcription, video captions, and subtitling. In addition, such instructors may = have to spend extra resources on training, learning, AV equipment and skills, as well as extra travel to conferences that are not exclusively and directly related to the immediate domains, such as AV to accounting. For research in the areas of Busin= ess Intelligence and OLAP (On Line Analytical Processing) and AI (Artificial Intelligence), much like AV processing, the researchers may need very power= ful PCs, with lots of RAM, terra bites of storage, and an extremely high up and down bandwidth to process billions of records in real time.
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How can we introduce Web 2.0 applications in the acade= mic world?
The way we introduce Web 2.0 applications in the acade= mic world is through academic professional organizations, for each and every di= scipline. For example, for Accounting professors, the AAA (American Accounting Association) providing CPE (Contin= uing Professional Education) credits to accounting professors, who are also CPAs= and have to take a set number of CPEs to maintain their certificate. We can teach them how and why they= we introduce Web 2.0 applications in the academic world? And share with them our experiences.
What is the negative side of Web 2.0 in Academia with respect to plagiarism and "Wikipedia-only" references in student theses? = &nb= sp; =
The negative side of Web 2.0 in Academia with respect = to plagiarism and "Wikipedia-only" references in student theses is j= ust that. Students will resort to plagiarism and "Wikipedia-only" references in student theses. That will also turn the instructor= into a “plagiarism and Wikipedia-only" cop, which is beyond the scope= of a normal instructor, for which the instructor is not getting paid, and is extremely time consuming and extremely unpleasant, and confrontative.
The good news is that there are ways to deal with such problems effectively and efficiently by having students present their work = in class in front of their peers. Our experience was that other students that have spotted classmates that have p= lagiarized their work approached the instructor complaining about it and blaming these students for “getting away with it in other classes.” Some students approached the instr= uctor, outside the class and complained that these students have copied their work, turned it in for credit, and ended up with a better grade, since they had m= ore time to study for the test. T= he students reported that they cannot let other students get away with it, sin= ce they end up with a lower grade, lower class rank, and worse recruiting prospects due to a lower GPA (Grade Point Average). That enables the instructor to act= as an objective arbitrator, and make it part of the class, resolving it as soon as possible, with minimal distraction, and minimal = “plagiarism and Wikipedia-only" cop role.
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!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!= !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
References
Isa Jahnke, Call for papers, Deadline for paper submission: 18 July, 2008, Notification to authors: 12 September, 2008, Deadline for camera ready papers: 31 October, = 2008, for the International Journal of Web Based Communities (IJWBC), Speci= al Issue on: "Web 2.0 Goes Academia: Innovative Scenarios for Socio-techn= ical Communities," Guest Editor: Isa Jahnke, Dortmund University of Technol= ogy, Germany, Dr Isa Jahnke, Assistant Professor for Institutional Research, Dor= tmund University of Technology, Center for Research on Higher Education and Facul= ty Development, 44221 Dortmund, Germany, Email: isa.jahnke@tu-dortmund.de, Web site: http://= www.hdz.uni-dortmund.de/index.php?id=3D276, with a copy to: IEL Editorial Office, E-mail: ijwbc@inderscience.com &= nbsp; &nbs= p;
Rushinek and Sara Rushinek “Physical locking/anti-theft
devices (LD) case study: a product evaluation and selection system (PE=
SS)
for microcomputer users, vendors and consultants need assessment.” (A=
CM
SIGSMALL/PC Notes archive, Volume 12, Issue 3 (August 1986), Pages: 15 - 33,
ISSN: 0893-2875, Publisher ACM New York, NY, USA) authors Avi (http://doi.acm.o=
rg/10.1145/382172.383021
)
A Rushinek, S Rushinek
“What makes users unhappy: share-point team services=
web
server security”
-- Ubiquity, 2005 - Portal.acm.org =
...
Design Case Study: A Needs Assessment for Microcomputer ... <=
b>Avi
Rushinek's (arush@miami.edu) research interests ... Sara Rushinek's
research interests include business ... http://www.acm.org/ubiquity/views/v6i2_rushinek.html?searchterm=3D=
volume
Avi & Sara Ru=
shinek,
A Rushinek, S Rushinek “<=
span
class=3Dw1>What
Makes a Publisher Important?” -
Ubiquity, 2003 - portal.acm.org Similar pages User's
Avi & Sara Ru=
shinek,
IT Journal, Vol 1, No 1 (2007) I
Audience - ejournals.library.miami.edu...
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!= !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
Isa Jahnke, Call for papers, Deadline for paper submission: 18 July, 2008, Notification to authors: 12 September, 2008, Deadline for camera ready papers: 31 October, = 2008, for the International Journal of Web Based Communities (IJWBC), Speci= al Issue on: "Web 2.0 Goes Academia: Innovative Scenarios for Socio-techn= ical Communities," Guest Editor: Isa Jahnke, Dortmund University of Technol= ogy, Germany, Dr Isa Jahnke, Assistant Professor for Institutional Research, Dor= tmund University of Technology, Center for Research on Higher Education and Facul= ty Development, 44221 Dortmund, Germany, Email: isa.jahnke@tu-dortmund.de, Web site: http://= www.hdz.uni-dortmund.de/index.php?id=3D276, with a copy to: IEL Editorial Office, E-mail: ijwbc@inderscience.com &= nbsp; &nbs= p;
These examples are based on a 2-day workshop on Web2.0= in academia which was held in October 2007 by “Information and Technology Management” of the University of Bochum . The contributors were Angela Carell , Thomas Herrmann, Isa Jahnke , Kai-Uwe Loser , Michael Prilla , Car= sten Ritterskamp , Isabel Schaller , Rainer Skrotzki and Marc Turnwald. &= nbsp; &= nbsp;
ii Pepysdiary.com site “is a presentation of the diaries of Samuel Pepys, the renowned 17th century diarist who lived in Lon= don , England . A new entry written by Pepys will be published each day over the course of several years; 1 January 1660 was published on 1 January 2003 = 221; (Retrieved September 9 th,, 2007 , from http://www.pepysdiary.com/). People discuss Pepys’ life and his diary entries by posting own annotations = . &= nbsp; &nbs= p;
iii Retrieved September 9 th,, 2007 , from http://www.ibm.com/developerworks/blogs/&nb= sp; = &nb= sp;
iv Netvibes is founded in 2005 and different to tradit= ional Web portals. Netvibes “lets individuals assemble all in one place the= ir favorite websites, blogs, email accounts, social networks, search engines, instant messengers, photos, videos, podcasts, widgets, and everything else = they enjoy on the Web”. Retrieved December 17 th,, 2007 , from http://www.netvibes.com/ &= nbsp; &nbs= p;
v “BibSonomy is a system for sharing bookmarks a= nd lists of literature. When discovering a bookmark or a publication on the we= b, you can store it on our server. You can add tags to your entry to retrieve = it more easily.” Retrieved December 17 th,, 2007 , from http://www.bibsonomy.org/ = &nb= sp;
vi Del.icio.us is a social bookmarking site. By using = tags, people can organize their own bookmarks and see what other people with simi= lar tags have. This supports the idea to find information from the Internet eas= ier. “Tags are one-word descriptors that you can assign to your bookmarks = on del.icio.us to help you organize and remember them. Tags are a little bit l= ike keywords, but they're chosen by you, and they do not form a hierarchy. You = can assign as many tags to a bookmark as you like and rename or delete the tags later. So, tagging can be a lot easier and more flexible than fitting your information into preconceived categories or folders.” Retrieved Septe= mber 9 th,, 2007 , from http://del.icio.us/help/tags = ; &n= bsp;
vii Dodgeball site helps to find friends when people a= re at different places: “Tell us where you are and we’ll send message= s to all your friends letting them know, so you can meet up. (…) we’= ll locate friends of friends within 10 blocks (…) find venue locations a= nd broadcast messages to all your friends.” Retrieved September 9 th,, 2= 007 , from http://www.dodgeball.com/ = ; &n= bsp; &= nbsp;
viii “Facebook is a social utility that connects= you with the people around you.” Retrieved September 9 th,, 2007 , from http://www.facebook.com/ Similar to Facebook (especially in USA ), Xing.com= is popular in Europe . = &nb= sp;
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Dear Editor of the [please type in journal title or acronym]: [the example used is the IJEB]&nb= sp; = &nb= sp;
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Enclosed is a paper, entitled "Mobile Agents for Network Management." Please accept it as a candidate for publication in the [journal title]. Below are our responses to your submission requirement= s. &= nbsp;
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1. Title and the central theme of the article. &= nbsp; &nbs= p;
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Paper title: "Mobile Agents for Network Management." This study reviews the concepts of mobile agents and distributed network management system. It proposes a mobile agent-based implementation framework and creates a prototype system to demonstrate the superior performance of a mobile agent-based network over the conventional client-server architecture in a large network environment. &= nbsp;
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The necessity of having an effective computer network = is rapidly growing alongside the implementation of information technology. Fin= ding an appropriate network management system has become increasingly important today's distributed environment. However, the conventional centralized arch= itecture, which routinely requests the status information of local units by the centr= al server, is not sufficient to manage the growing requests. Recently, a new framework that uses mobile agent technology to assist the distributed management has emerged. The mobile agent reduces network traffic, distribut= es management tasks, and improves operational performance. Given today's bandw= idth demand over the Internet, it is important for the [journal title/acronym] readers to understand this technology and its benefits. This study gives a real-life example of how to use mobile agents for distributed network management. It is the first in the literature that reports the analysis of network performance based on an operational prototype of mobile agent-based distributed network. We strongly believe the contribution of this study warrants its publication in the [journal title/acronym]. &= nbsp;
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Prof. Dr. William Gates &n= bsp;
Chair Professor of Information Technology &= nbsp; &nbs= p;
321 Johnson Hall = &nb= sp; =
Premier University Lancaster, NY 00012-6666, USA &= nbsp; &nbs= p;
phone: &nb= sp; = &nb= sp;
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Expertise: published a related paper ("TCP/IP and= OSI: Four Strategies for Interconnection") in CACM, 38(3), pp. 188-198. &= nbsp; &nbs= p;
Relationship: I met Dr. Gate only once at a conference= in 1999. I do not know him personally. &n= bsp; = ;
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Director of Network Research Center =
College of Business Australian University &= nbsp; &nbs= p;
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Relationship: None. I have never met Dr. Adams. &= nbsp; &nbs= p;
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Assoc Prof. Dr. Chia-Ho Chen &nb= sp;
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Keelung, Taiwan 100&nb= sp; =
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e-mail: chchen@ou.edu.tw &= nbsp;
Expertise: published a related paper ("Network Management for E-Commerce") in IJ Electronic Business, 1(4), pp. 18-28= . &= nbsp; &nbs= p;
Relationship: Former professor, dissertation chairman.= &= nbsp;
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Partner, ABC Consulting &n= bsp; = ;
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Hong Kong &= nbsp; &nbs= p;
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Expertise: Mr. Young provides consulting services extensively to his clients regarding network management practices. &nb= sp; =
Relationship: I have worked with Mr. Young in several consulting projects in the past three years. &n= bsp; = ;
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Sincerely, = &nb= sp; =
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TitleAuthorsAbstractPagesThe way of the termite: a
theoretically grounded approach to the design of e-learning environments
DOI: 10.1504/IJWBC.2006.008611Jon DronThis paper prese= nts an argument for a design paradigm for e-learning environments that cater for t= he needs of diverse learners using social navigation and signposts. The argume= nt begins with transactional distance theory, which predicts an...3 - 16Suppor= ting open-ended discourse with transparent groupware &= nbsp;
DOI: 10.1504/IJWBC.2006.008611 Miikka Miettinen, Jaakko Kurhila, Petri Nokelainen, Henry TirriWeb-based learning communities need t= ools that provide specific support to their progressive and open-ended efforts. = The paper starts with an overview of some fundamental principles and phenomena underlying the activities of learning commun...17 - 30UnaWare: supporting t= acit design knowledge exchange = &nb= sp;
DOI: 10.1504/IJWBC.2006.008611Ann Heylighen, Mathias C= asaer, Herman NeuckermansDYNAMO (Dynamic Architectural Memory Online) is an interactive platform to share ideas, knowledge and insights in the form of concrete building projects among designers in different contexts and at different levels of expertise. Interaction...31 - 44Collaborative management education: an online community in Europe?&n= bsp; = ;
DOI: 10.1504/IJWBC.2006.008611Petra Luck, Bill NortonT= his paper explains the relevance of recent research projects to the work of the |European Enhancement of Early Years Management Skills| project. The resear= ch explores and compares students| perspectives and experiences of face-to-face and ...45 - 58Web-based interaction of unqualified primary teachers as off-campus students = &nb= sp; =
DOI: 10.1504/IJWBC.2006.008611Veijo Meisalo, Jari Lavo= nen, Kalle JuutiThis paper analyses demands on Web-Based Study Communities (WBCs= ) by off-campus students. It reports a teaching experiment where two groups of unqualified primary school teachers were given a course in teaching science= . It is described as a...58 - 69Harnessing ICT to develop community and identity= : a model for academic departments &= nbsp; &nbs= p; &= nbsp;
DOI: 10.1504/IJWBC.2006.008611Clara M. Chu, Jose Rodol= fo Hernandez-CarrionUniversities have been early adopters of Information and Communication Technologies (ICT). However, does availability imply use? How= is ICT being used by academic departments? This article addresses these questi= ons, and discusses the use of...70 - 80Critical facilities for active participat= ion in learning networks = ; &n= bsp;
DOI: 10.1504/IJWBC.2006.008611Hans G.K. Hummel, Colin Tattersall, Daniel Burgos, Francis Brouns, Hub Kurvers, Rob KoperThis artic= le investigates conditions for increasing active participation in online communities. As a case study, we use three generations of facilities design= ed to promote learning in the area of Educational Modeling Languages. Following a...81 - 99Creativity techniques meet the web &= nbsp; &nbs= p;
DOI: 10.1504/IJWBC.2006.008611Wolfgang Woerndl, Daniela Eicker, Patrick Gruban. We pr= esent an approach to adopt creativity techniques such as Brainwriting for web-bas= ed usage. Our solution facilitates the combination of individual activities, e= .g., associating ideas with images, into customized creativity projects. We ...1= 00 - 111Enhancing a web-based community: the case of SIG-GLUE = &nb= sp;
DOI: 10.1504/IJWBC.2006.008611Ioannis Antonellis, Christos Bouras, Vaggelis Kapoulas, Vassilis PoulopoulosThe expansion of the web has reached outrageo= us proportions with the number of web communities existing and the number of t= hose being created daily increasing dramatically. To parallel this phenomenon is= the trend nowadays of mobile phone s...112 = ; &n= bsp; = ;
Appendix X
++++++++++++++++++++++++++++++++++++++++++++++++++++++= ++++++++++++
downloader.MisleadApp Trojan.Peacomm.D A0003061.EXE Cl= eaned by deletion
C:\System Volume Information\_restore{129201FA-B0AC-49B3-96B2-DEB8B91E727B}\RP10\A0003061.EX= E
C:\System Volume Information\_restore{129201FA-B0AC-49= B3-96B2-DEB8B91E727B}\RP10\snapshot\Repository\FS
Trojan.Gpcoder.e
C:\Documents and Settings\B\Local Settings\Temp\.ttF.t= mp.vbs
Symantec Antivirus Corporate Error While loading savrt= 32.dll
Pest Patrol for Windows(98/ME/2000/XP) Download 10.5 M= B
ZZ4TY-ECRXC-XIGRL-RMCL4 Pest Patrol CA
c:\windows\system32\Braviax.exe
malware
by tjlee96 - 3/6/08 12:50 PM
In reply to: delself.bat & braviax.exe by amtech7 =
I had the same issue and I just fixed it. go to start = run type in MSconfig go to start up you will see a box in 2 places called bravi= ax. uncheck them. Then go to start run type in regedit this will take you into = registry. In the startup area in MSconfig It will give u the path to the 2 entries hk= ey local user and local machine follow the path given and delete the 2 Subkeys that says braviax in it. This will fix the issue. Hope this helps
Zlob.pronAdvertiser.ba
Spyware.IEMonster.b.&= nbsp; steals passwords
HASP4.EXE DEVISE DRIVER
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International
Journal of Web Based Communities (IJWBC) |
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Special Issue on:
"Web 2.0 Goes Academia: Innovative Scenarios for Socio-technical
Communities" |
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Guest Editor: Isa Jahnke, Dortmund University of Technology, Germany |
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Web 2.0 is – as O’Reilly (20=
05)
said – a “second generation of Internet-based services”.
The common idea is to enable people to collaborate and share information
online in new ways, such as in wikis, communication tools, social network=
ing
applications, and social tagging. Figure 1 confronts the two concepts and
lists examples from Web 2.0 usage in academia. |
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Web 2.0 |
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(mainly 1992-2000)=
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(shift since 2001)=
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Web 2.0 goes Acade=
mia |
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Encyclopedia
Britannica Online, etc. |
wikipedia.com |
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Personal websites<= o:p> |
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Publishing |
Participation (e.g=
.,
discussion boards) |
Jab=
ref
(Open source based on LaTex, BibTex) in combination with Bibsonomyv |
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Directories (taxon=
omy) |
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Content management
systems |
Wikis |
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Telephone |
Instant messaging
(e.g., ICQ), VoIP (e.g., Skype) |
Instant Messaging,
Microblogging with Twitter |
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GPS non internet-b=
ased |
New
location-based services (mobile devices, e.g., Dodgeballvii) |
“tell us
where you are and we locate researchers of your network so you can meet u=
p” |
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Newsgroups |
Soc=
ial
networking (e.g., facebook / xing.comviii) / online communities |
Facebook for searc=
hing
and finding researchers and practitioners, e.g. e-Science-Community |
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-> Download of
information: one-to-many |
-> Communication
& collaboration about information (many2many) |
-> Creating
innovative ways for research and teaching |
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Web 2.0 and Social Software focus on new=
or
existing software systems which are influenced by human communication and
collaboration, or, to put it another way, Web 2.0 is heavily reliant on
social interaction, and so social web-based applications generate and req=
uire
a human-centered design approach. |
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The number of users of Web 2.0 applicati=
ons
in private settings (e.g., leisure) is very high. However, in organizatio=
ns
and institutions, Web 2.0 concepts or such combined applications are stil=
l at
an early stage. The same is true for universities. There are some Web 2.0
tools in universities, in particular Wikis and Blogs, but the usage of th=
ese
tools for supporting teaching, learning or research is not yet fully
developed. How can Web 2.0 support community-based learning or research
processes in academia? |
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The aim is to collect proposals for acad=
emic
practice with Web 2.0, to specify research questions dealing with Web 2.0=
in
academia or to discuss new research methods and their challenges in this
topic (e.g., e-ethnography). The special issue wants to share practical
experience or research results about using Web 2.0 in teaching and resear=
ch,
for example, e-learning goes Web 2.0, scientific communities go Web 2.0 or
research publications go Web 2.0. Therefore, we strongly encourage
researchers and practitioners who have ideas or experience of using Web 2=
.0
applications in academia to submit a paper. |
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Research questions the special issue will
focus include, but are not limited to: |
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What
Web 2.0 applications exist in universities, in research or in learning? |
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Do
Web 2.0 applications in academia make a difference to existing Internet
applications like email, content management systems or newsgroups? |
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Do
you have success stories or success criteria of Web 2.0 usage in academic
fields? |
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What
changes are observable or essential when introducing Web 2.0 concepts in
teaching or research settings? |
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How
can we introduce Web 2.0 applications in the academic world? |
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What
is the negative side of Web 2.0 in Academia with respect to plagiarism and
"Wikipedia-only" references in student theses? |
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Submitted papers should not have been
previously published nor be currently under consideration for publication
elsewhere |
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Deadline for paper submission: |
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Notification to authors: 12 September, 2008 |
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Deadline for camera ready papers: 31 October, 2008 |
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Dr
Isa Jahnke |
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Assistant
Professor for Institutional Research |
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Dortmund
University of Technology |
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Center
for Research on Higher Education and Faculty Development |
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44221
Dortmund |
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Germany |
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Web
site: http://www.hdz.uni-dortmund.de/index.php?id=3D276=
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with
a copy to: |
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IEL Editorial Office |
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Please include in your submission the ti=
tle
of the Special Issue, the title of the Journal and the name of the Guest
Editor |
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i=
ii
Retrieved September 9 th,, 2007 , from
http://www.ibm.com/developerworks/blogs/ |
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<=
span
style=3D'mso-bookmark:"RANGE\!A89"'>v
“BibSonomy is a system for sharing bookmarks and lists of literatur=
e.
When discovering a bookmark or a publication on the web, you can store it=
on
our server. You can add tags to your entry to retrieve it more easily.=
221;
Retrieved December 17 th,, 2007 , from http://www.bibsonomy.org/ |
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vi
Del.icio.us is a social bookmarking site. By using tags, people can organ=
ize
their own bookmarks and see what other people with similar tags have. This
supports the idea to find information from the Internet easier. “Ta=
gs
are one-word descriptors that you can assign to your bookmarks on del.ici=
o.us
to help you organize and remember them. Tags are a little bit like keywor=
ds,
but they're chosen by you, and they do not form a hierarchy. You can assi=
gn
as many tags to a bookmark as you like and rename or delete the tags late=
r.
So, tagging can be a lot easier and more flexible than fitting your
information into preconceived categories or folders.” Retrieved
September 9 th,, 2007 , from http://del.icio.us/help/tags |
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<=
span
style=3D'mso-bookmark:"RANGE\!A93"'>vii
Dodgeball site helps to find friends when people are at different places:
“Tell us where you are and we’ll send messages to all your
friends letting them know, so you can meet up. (…) we’ll loca=
te
friends of friends within 10 blocks (…) find venue locations and
broadcast messages to all your friends.” Retrieved September 9 th,,
2007 , from http://www.dodgeball.com/ |
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FULL
SUBMISSIONS GUIDELINES |
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1. Author Guidelines (PDF Version)<= o:p> |
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6. Author Agreement (PDF Version) |
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Read also General Information: Sc=
ope
and Conditions of Acceptance |
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1.
Author Guidelines (PDF Version) Typescript preparation<=
u> |
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The original typescript should be submitted
electronically in A4 size format, with a word count of 5000-7000 (excludi=
ng
figures), following the submission requirements described on the Journal's
website. |
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A final paper which would exceed 7000 word=
s or
occupy more than 20 pages of the Journal may be returned for abridgement.=
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The text of the paper should include title=
, abstract,
text, references and notes, tables, figure captions, figures, but not the
names of authors, their biographical notes or any acknowledgements. Please
make sure that authors' names are not included in the document/file
properties. |
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All paper=
s must
be written in UK English. If English is not your first language, please ask an
English-speaking colleague to proofread your paper. |
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The preferred electronic document format i=
s MS
Word. Templates for both A4 size (double column) journals (see list=
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or 240 mm x 165 mm size (single column) journals, are available to downlo=
ad,
should you wish to use one. Templates in both sizes for users of LaTex are
also available to download. (If you use LaTex, you must please save yo=
ur
LaTex file as a PDF file, to ensure that those reviewing your manuscr=
ipt
will be able to view it). All templates for download can be found h=
ere.
Although the templates will allow you to estimate the total number of
pages if typed in single line spacing, it is not essential that you
use one, since all papers, if accepted, will be correctly formatted for
publication by Inderscience Publishers. |
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View samp=
le
copies of articles published in: |
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International
context |
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It should not be assumed that the reader is
familiar with specific national institutions or corporations. Authors are
encouraged to approach their chosen topic with an international perspecti=
ve. |
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Countries and groupings of countries shoul=
d be
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ica'
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Special attention should be paid to
identifying units of currency by nationality. |
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Acronyms should be translated in full into
English. (See also 'Translated works' below.) |
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Title,
abstract, keywords, addresses, biographical notes |
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Please
assist us by following these guidelines: |
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Title : as short as possible |
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Abstract: approximately 100 words, maximum=
150 |
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Address : position, department, name of
institution, full postal address and email address for each author |
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Biographical notes : approximately 100 wor=
ds
per author, maximum 150. |
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References
and notes |
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Inderscience journals use the Harvard (name
and date) short reference system for citations in the text with a detailed
alphabetical list at the end of the paper. For example 'Hamel (2000) sugg=
ests
...' or 'Nonaka and Takeuchi (1995) found that ...' or 'A study of econom=
ic
change (Nelson and Winter, 1982) has shown that ...' |
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Footnotes should be avoided, but any short,
succinct notes making a specific point, may be placed in number order
following the alphabetical list of references. |
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References should be made only to works th=
at
are published, accepted for publication (not merely 'submitted'), or
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Full reference should include all authors'
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For
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All illustrations, whether diagrams or
photographs, are referred to as Figures. They should be black and white, =
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rather than interspersed in text. |
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Please prepare all figures, especially line
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Translated
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Difficulty often arises in translating
acronyms, so it is best to spell out an acronym in English (for example, =
IIRP
- French personal income tax). |
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Similarly, labels and suffixes need careful
attention where the letters refer to words which have been translated. |
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The names of mathematical functions may ch=
ange
in translation - check against an English or American mathematical refere=
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text. |
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Units
of measurement |
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Inderscience journals follow the
Système International for units of measurement. |
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Imperial units will be converted, except w=
here
conversion would affect the meaning of a statement, or imply a greater or
lesser degree of accuracy. |
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2.
Author Entitlement and Postprint Permission Authors of accepted papers wi=
ll
receive a PDF file of their published paper. Hardcopies of journal issues=
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be purchased at a special price for authors from info@inderscience.com The
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accepted paper submitted for final publication by Inderscience) on the
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which the Author is affiliated. In all cases, full acknowledgement in the
form of a full citation must be given to the Journal as the original sour=
ce
of publication, together with a link to the Journal web page and/or DOI.<=
/span> |
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<=
span
style=3D'mso-bookmark:"RANGE\!A194"'>3.
Copyright Notice Copyright for articles published in these journals is
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journals, as widely as possible. |
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4. Privacy Statement The names and email addresses entered in this journal site =
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5. Sample Cover Letter/Email This is required for all Email submissions.
Online submissions will need to include the names of 4 experts as detailed
below. Any further information in support of online submissions can be
entered as a note for the editor or uploaded as a supplementary file. January 1, 2004 |
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Dear
Editor of the [please type in journal title or acronym]: [the
example used is the IJEB] |
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Enclosed
is a paper, entitled "Mobile Agents for Network Management.&q=
uot;
Please accept it as a candidate for publication in the [journal title]=
.
Below are our responses to your submission requirements. |
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|
1.
Title and the central theme of the article. |
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|
Paper
title: "Mobile Agents for Network Management." This study
reviews the concepts of mobile agents and distributed network management
system. It proposes a mobile agent-based implementation framework and cre=
ates
a prototype system to demonstrate the superior performance of a mobile
agent-based network over the conventional client-server architecture in a
large network environment. |
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2.
Which subject/theme of the Journal the material fits |
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New enabling technologies (if no matching
subject/theme, enter 'Subject highly related to [subject of journal]
but not listed by [please type in journal title or acronym]) |
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3.
Why the material is important in its field and why the material should be
published in [please type in journal title or acronym]? |
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The
necessity of having an effective computer network is rapidly growing
alongside the implementation of information technology. Finding an
appropriate network management system has become increasingly important
today's distributed environment. However, the conventional centralized
architecture, which routinely requests the status information of local un=
its
by the central server, is not sufficient to manage the growing requests.
Recently, a new framework that uses mobile agent technology to assist the
distributed management has emerged. The mobile agent reduces network traf=
fic,
distributes management tasks, and improves operational performance. Given
today's bandwidth demand over the Internet, it is important for the [j=
ournal
title/acronym] readers to understand this technology and its benefits.
This study gives a real-life example of how to use mobile agents for
distributed network management. It is the first in the literature that
reports the analysis of network performance based on an operational proto=
type
of mobile agent-based distributed network. We strongly believe the
contribution of this study warrants its publication in the [journal
title/acronym]. |
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4.
Names, addresses, and email addresses of four experts in the subject of y=
our
paper who are personally unknown to you*, are not members of the editorial
board of the journal, are not from your* institution and at least two of =
whom
must be from a different country from you*. |
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(*"you"
refers to all authors of the paper) N.B. For The Botulinum Journal onl=
y,
instead of the criteria above, the criteria for these experts is that they
should not have any conflict of interest with authors and institutions. |
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|
Prof. Dr. William Gates |
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|
Chair Professor of Information Technology<= o:p> |
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|
321 Johnson Hall |
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|
Premier University Lancaster, NY 00012-666=
6,
USA |
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|
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|
-10663 |
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|
- fax: +1-888-888-8886 e-mail:
wgates@lancaster.edu |
|||
|
Expertise: published a related paper
("TCP/IP and OSI: Four Strategies for Interconnection") in CACM,
38(3), pp. 188-198. |
|||
|
Relationship: I met Dr. Gate only once at a
conference in 1999. I do not know him personally. |
|||
|
Assoc Prof. Dr. John Adams |
|||
|
Director of Network Research Center |
|||
|
College of Business Australian University<= o:p> |
|||
|
123, Harbor Drive Sydney, |
|||
|
Australia 56789 |
|||
|
|||
|
-17723 |
|||
|
- fax: +61-8-8888-8886 |
|||
|
e-mail: jadams@au.edu.au |
|||
|
Expertise: published a related paper
("Creating Mobile Agents") in IEEE TOSE, 18(8), pp. 88-98. |
|||
|
Relationship: None. I have never met Dr. A=
dams. |
|||
|
Assoc Prof. Dr. Chia-Ho Chen |
|||
|
Chair of MIS Department |
|||
|
College of Management |
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|
Open University |
|||
|
888, Putong Road |
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|
Keelung, Taiwan 100 |
|||
|
phone: |
|||
|
|||
|
- fax: +886-2-8888-8886 |
|||
|
e-mail: chchen@ou.edu.tw |
|||
|
Expertise: published a related paper
("Network Management for E-Commerce") in IJ Electronic Business,
1(4), pp. 18-28. |
|||
|
Relationship: Former professor, dissertati=
on
chairman. |
|||
|
Mr. Frank Young |
|||
|
Partner, ABC Consulting |
|||
|
888, Seashore Highway |
|||
|
Won Kok, Kowloon |
|||
|
Hong Kong |
|||
|
phone: |
|||
|
|||
|
- fax: +852-8888-8886 |
|||
|
e-mail: fyoung@abcc.com |
|||
|
Expertise: Mr. Young provides consulting
services extensively to his clients regarding network management practice=
s. |
|||
|
Relationship: I have worked with Mr. Young=
in
several consulting projects in the past three years. |
|||
|
Finally,
this paper is our original unpublished work and it has not been submitted=
to
any other journal for reviews. |
|||
|
Sincerely, |
|||
|
Johnny
Smith |
|||
|
Inderscience
Enterprises Ltd, trading as Inderscience Publishers, of World Trade Cente=
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DOI:
10.1504/IJWBC.2006.008611Ioannis Antonellis, Christos Bouras, Vaggelis
Kapoulas, Vassilis PoulopoulosThe expansion of the web has reached outrag=
eous
proportions with the number of web communities existing and the number of
those being created daily increasing dramatically. To parallel this
phenomenon is the trend nowadays of mobile phone s...112 |