Notes that as we move towards an information‐based society, information technologies will play a key role in establishing and maintaining economic competitiveness and that while the systems development life cycle approach has brought some order to the software development process, information engineering brings additional structure to the process. Points out that re‐engineering techniques are used to align every area of the enterprise: people, strategy, technology and business processes. Describes software re‐engineering activities and processes with a special emphasis on developing and maintaining quality systems.
This paper uses a quantitative approach to determine the relationship, if any, among the use of information technology in a freshman economics lecture environment. Over a two-semester period, students in four sections of economics courses were used as treatment and control groups. These classes consisted of two sections each of microeconomics and macroeconomics. The content for each course was delivered using several examples of technology (treatment) and conventional methods (control). At the end of each class session, students were asked to complete a survey to measure their perceptions of the lecture. The survey measured their perceptions of retention, ability to understand the material, testing confidence and other components, which would increase/decrease the understanding of the material. After analyzing the survey data, there were clear relationships among the use of technology and understanding the lecture material. The results suggested that certain attributes of technology (color, character composition, graphing) provided a positive experience for the student. However, some components of technology methods showed little effect on the learning process. Specifically, students did not perceive the use of multimedia as having a significant effect on the retention or understanding process.
This study examines the possible disconnect between student concerns about privacy when using the Internet and their behavior. The literature indicates that Internet users are concerned about privacy but their web-browsing habits consistently put their privacy at risk. Browsing habits were examined using five factors: (1) privacy concerns, (2) self-efficacy, (3) risk assessment, (4) threat assessment, and (5) privacy involvement. These factors were analyzed for their relationship to privacy behavior. A survey questionnaire was developed and administered to a sample drawn from university students.
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