IS 2010 is the latest in a series of model curricula for undergraduate degrees in Information Systems. It builds on the foundation formed by this earlier work, but it is a major revision of the curriculum and incorporates several significant new characteristics. IS 2010 is the third collaborative effort by ACM and AIS. Both organizations have worldwide membership, and, therefore, IS 2010 includes elements that make it more universally adaptable than its predecessors. IS 2010 is not directly linked to a degree structure in any specific environment but it provides guidance regarding the core content of the curriculum that should be present everywhere and suggestions regarding possible electives and career tracks based on those. ENDORSING ORGANIZATIONSAfter receiving the approvals from the sponsoring organizations, the committee is pursuing endorsements from other computing organizations. Once the endorsements have been finalized, this document will be updated. Volume 26Article 18 361 FOREWORDThe IS 2010 report is the latest output from model curriculum work for Information Systems (IS) that began in the early 1970s. Prior to this current effort, the most recent version of the IS undergraduate model curriculum is IS 2002, published in early 2003. IS 2002 was a relatively minor update of IS '97 [Davis et al., 1997]. Both IS 2002 and IS '97 were joint efforts by ACM, AIS, and DPMA/AITP (Data Processing Management Association/Association of Information Technology Professionals). IS '97 was preceded by DPMA '90 [Longenecker and ACM Curriculum Recommendations 1983 [ACM, 1983. IS 2002 has been widely accepted and it has also been the basis for accreditation of undergraduate programs of Information Systems. This report represents the combined effort of numerous individuals and reflects the interests of thousands of faculty and practitioners. It is grounded in the expected requirements of industry, represents the views of organizations employing the graduates, and is supported by other IS-related organizations.This report is one of the undergraduate curriculum volumes that have been produced for the core computing disciplines [see the CC2005 Overview Report;Shackelford, 2005]. In addition to IS 2010, curriculum recommendations exist for computer science [CS 2008], computer engineering [CE 2004], software engineering [SE 2004], and information technology [IT 2008] (see www.acm.org/education/curricula-recommendations). All of these reports are under the control of separate committees; updates are published as they are completed.All aspects of the global computing field continue to face rapid and frequent change. As a result, university-level Information Systems curricula need frequent updating to remain effective. Since most academic units have mechanisms to maintain currency of curricula, what is the role of professional society curriculum committees? If an IS academic unit were providing graduates solely to local business and government, the input on program contents could be derived from representatives of local organizat...

PurposeTo develop a testable model for girls' career choices in technology fields based on past research and hypotheses about the future of the information technology (IT) workforce.Design/methodology/approachReview and assimilation of literature from education, psychology, sociology, computer science, IT, and business in a model that identifies factors that can potentially influence a girl's choice towards or against IT careers. The factors are categorized into social factors (family, peers, and media), structural factors (computer use, teacher/counselor influence, same sex versus coeducational schools), and individual differences. The impact of culture on these various factors is also explored.FindingsThe model indicates that parents, particularly fathers, are the key influencers of girls' choice of IT careers. Teachers and counselors provide little or no career direction. Hypotheses propose that early access to computers may reduce intimidation with technology and that same‐sex education may serve to reduce career bias against IT.Research limitations/implicationsWhile the model is multidisciplinary, much of research from which it draws is five to eight years old. Patterns of career choices, availability of technology, increased independence of women and girls, offshore/nearshore outsourcings of IT jobs are just some of the factors that may be insufficiently addressed in this study.Practical implicationsA “Recommendations” section provides some practical steps to increase the involvement of girls in IT‐related careers and activities at an early age. The article identifies cultural research as a limitation and ways to address this.Originality/valueThe paper is an assimilation of literature from diverse fields and provides a testable model for research on gender and IT.

Eotaxin has been found to bind exclusively to a single chemokine receptor, CCR3. Using expression sequence tag screening of an activated monocyte library, a second chemokine has been identified; it was expressed and purified from a Drosophila cell culture system and appears to only activate CCR3. Eotaxin-2, MPIF-2, or CKbeta-6, is a human CC chemokine with low amino acid sequence identity to other chemokines. Eotaxin-2 promotes chemotaxis and Ca2+ mobilization in human eosinophils but not in neutrophils or monocytes. Cross-desensitization calcium mobilization experiments using purified eosinophils indicate that eotaxin and MCP-4, but not RANTES, MIP-1alpha, or MCP-3, can completely cross-desensitize the calcium response to eotaxin-2 on these cells, indicating that eotaxin-2 shares the same receptor used by eotaxin and MCP-4. Eotaxin-2 was the most potent eosinophil chemoattractant of all the chemokines tested. Eotaxin-2 also displaced 125I-eotaxin bound to the cloned CCR3 stably expressed in CHO cells (CHO-CCR3) and to freshly isolated human eosinophils with affinities similar to eotaxin and MCP-4. 125I-Eotaxin-2 binds with high affinity to eosinophils and both eotaxin and cold eotaxin-2 displace the ligand with equal affinity. Eotaxin and eotaxin-2 promote a Ca2+ transient in RBL-2H3 cells stably transfected with CCR3 (RBL-2H3-CCR3) and both ligands cross-desensitized the response of the other but not the response to LTD4. The data indicate that eotaxin-2 is a potent eosinophil chemotactic chemokine exerting its activity solely through the CCR3 receptor.

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Introduction IT professionals are beset by ongoing changes in technology and business practices. Some commentators have suggested that, in order to stay competitive, IT professionals should retool themselves to gain competency in specific in-demand technical skills. This article argues that thriving in such a dynamic environment requires competency in a broad range of skills, including not only technical skills, but non-technical skills as well. Our research shows that IT departments in non-IT companies report that while both technical and non-technical skills are important, the skills most critical to retain in-house and most sought in new mid-level employees are non-technical skills such as project management, business domain knowledge and relationship skills. These skills are critical because they enable IT departments to work effectively with other departments, internal users, and external customers and suppliers. Non-technical skills leverage technical skills to augment the organization's overall effectiveness in designing and delivering solutions to meet an organization's challenges and opportunities. These findings depart from previous articles emphasizing technical skills as a basis for valuing IT workers and other research recommending business-oriented skills only for those managing IT workers, not for IT professionals themselves. Our findings lead us to the realization that in today's environment of continuous and fast-paced change, a mix of skills is essential for IT professionals. We believe that the Law of Requisite Variety can help explain the need for greater breadth of knowledge and skills among IT professionals. From cybernetics, the Law of Requisite Variety states that adapting to change requires a varied enough solution set to match the complexity of an environment. In this case, IT workers need a broad enough range of knowledge and skills to meet the demands of their increasingly dynamic and complex profession. Based on our research, we offer a framework outlining six skill categories. We believe that all six skill categories are critically important for the career development of IT professionals.