David Cordes

Power-aware routing protocols in ad hoc wireless networks

An ad hoc wireless network has no fixed networking infrastructure. It consists of multiple, possibly mobile, nodes that maintain network connectivity through wireless communications. Such a network has practical applications in areas where it may not be economically practical or physically possible to provide a conventional networking infrastructure. The nodes in an ad hoc wireless network are typically powered by batteries with a limited energy supply. One of the most important and challenging issues in ad hoc wireless networks is how to conserve energy, maximizing the lifetime of its nodes and thus of the network itself. Since routing is an essential function in these networks, developing power-aware routing protocols for ad hoc wireless networks has been an intensive research area in recent years. As a result, many power-aware routing protocols have been proposed from a variety of perspectives. This article surveys the current state of power-aware routing protocols in ad hoc wireless networks.

Value-Oriented Requirements Prioritization in a Small Development Organization

Requirements Engineering, especially requirements prioritization and selection, plays a critical role in overall project development. In small companies, this often difficult process can affect not...Requirements engineering, especially requirements prioritization and selection, plays a critical role in overall project development. In small companies, this often difficult process can affect not only project success but also overall company survivability. A value-oriented prioritization (VOP) framework can help this process by clarifying and quantifying the selection and prioritization issues. A case study of a small development company shows a successful VOP deployment that improved communications and saved time by focusing requirements decisions for new product releases on core company values

Automated flow graph-based testing of object-oriented software modules

Abstract Classes represent the fundamental building blocks in object-oriented software development. Several techniques have been proposed for testing classes. However, most of these techniques are heavily specification based, in the sense that they demand the existence of formal specifications for the module. In addition, most existing techniques generate test cases at random rather than systematically. We present some test case generation techniques that are based entirely on class implementation, involve systematic generation of test cases, and are fully automated. Our techniques are based on an adaptation of existing white-box, flow graph-based techniques for unit testing conventional procedures and functions. We also provide a general conceptual framework to support the modeling of classes using flow graphs. Our framework clarifies the fundamental definitions and concepts associated with this method for modeling classes.

A conceptual foundation for component-based software deployment

Abstract We use the term component-based software deployment (CBSD) to refer to the process of deploying a software application in a component-based format. In this paper, we propose a formal conceptual framework for CBSD. This framework allows us to articulate various strategies for deploying component-based software. In addition, the framework permits us to express conditions under which various forms of CBSD are both successful (the deployed application works) and safe (no existing applications are damaged).

The literate-programming paradigm

Literate programming, a technique for coding software systems that promotes readability and comprehension, is examined in detail. The current literate-programming paradigm is reviewed by looking at two sample literate programs. A critique of literate programming as it is currently used is presented, and methods for enhancing the process are explored. A number of new facilities are proposed, and restrictions on current literate-programming practices are suggested.<<ETX>>

CARE: an automobile crash data analysis tool

The Critical Analysis Reporting Environment provides an efficient tool for transportation safer engineers and policymakers to use in analyzing the categorical crash data typically obtained from police reports. CAPE has proven successful in the traffic safety community for two reasons: its simplicity and its efficiency. It is currently being used in several states.

Agenda driven mobility modelling

Mobility modelling is an essential component of wireless and mobile networking research. Our proposed Agenda Driven Mobility Model takes into consideration a persons social activities in the form of agenda (when, where and what) for motion generation. The model provides a framework for translating social agendas into a mobile world. Using the data from National Household Travel Survey (NHTS) of the US Department of Transportation, our simulation results suggest that social roles and agenda activities tend to cause geographic concentrations and significantly impact network performance. The model is in a position of better reflecting real world scenarios.

Curriculum integration in the freshman year at the University of Alabama-foundation coalition program

The University of Alabama presented its first set of freshman year courses as part of the NSF sponsored Foundation Coalition during the 1994-1995 academic year. The three major thrust areas of this coalition are: curriculum integration; technology enabled education; and human interface issues. The focus of the paper is on the integration aspects of the freshman year engineering, mathematics, and sciences curriculum. Most freshman level mathematics, chemistry, and physics courses are taught in isolation from each other. Consequently, there is relatively little interaction on the education level between engineering professors and their colleagues in the math and science departments. As a result, most engineering programs lose many students during the freshman year. Our solution to this problem is an integrated set of courses for all engineering majors in chemistry, engineering, mathematics and physics, which must be taken together. The authors were the instructors for the initial offering of the courses mentioned above. The paper focuses on several specific examples of curriculum integration that have been attempted, along with observations about the success of the program. The Foundation Coalition consists of the following: Arizona State University, Maricopa Community College District, Rose Hulman Institute of Technology, Texas A&M University, Texas A&M University Kingsville, Texas Womens University, The University of Alabama.

Teaming in technical courses

As a result of the University of Alabama participating in the Foundation Coalition, the 1994-1995 academic year saw a completely new curriculum being prototyped for a class of 36 volunteer students within the college. The curriculum in question provides an integrated 13-hour sequence of calculus, physics, chemistry and engineering design for the students. One of the central themes to this sequence is the concept of teams and teaming. Students work in teams of four students throughout this course sequence. These teams operate as a unit for all classes, mathematics recitations, physics and chemistry laboratories, and all engineering design projects. A number of strategies for how to proceed were identified. Concern was placed on ensuring that students gain both the ability to function effectively within a team environment and also demonstrate their own individual ability to perform the task in question. This paper examines the processes by which teaming is performed within the integrated freshman year of the Foundation Coalition. It looks at successes that have been realized and also point out techniques that should not be repeated. The authors summarize their opinions about the strengths and weaknesses of the process, as well as identifying the principal lessons learned for both future semesters of this curriculum and other individuals interested in incorporating teaming into their own courses. In addition, the authors comment on the similarities and differences between freshmen students and upper-level engineering students with respect to teams and teaming.

The Foundation Coalition freshman year: lessons learned

Three years ago, mathematics, science, and engineering faculty at the University of Alabama (UA) designed a new set of freshmen courses which integrate science and engineering topics, promote active learning, and incorporate computer tools. The new courses have now gone through two cycles (1994-95 and 1995-96 academic years). The original goals of the new courses are presented followed by discussions of some of the advantages and disadvantages of the approaches.