Increasing numbers of faculty are making assignments involving rich digital media, and the use of audio, video, and digital images is becoming de rigueur in student projects. Although we see demand for the use of digital media coming from all across the university, support for media editing and production was too often supported only at the departmental level, if at all. GroundWorks, the Media Conversion Lab at The University of Michigan , was created to meet this demand, and does so by providing a self-serve media and computing lab staffed by experienced professional staff and knowledgeable student consultants. The expense and complexity of supporting media production justifies a more centralized approach, and this lab was developed as a resource available to the entire university community. The lab is open twenty-four hours a day, seven days a week, and makes available video editing workstations, a "Virtual Room" (a soundproof audio recording booth with adjustable acoustics), document and slide scanners, and even a large-format printer. The most-used aspects of the lab are the Conversion Racks. These racks hold a multitude of audio and video decks, supporting nearly every format of video (including international formats) and audio. A touch screen interface is used to connect any two devices in the racks, allowing a faculty member to easily convert an old VHS tape to DVD, or allowing a music student to copy the miniDisc recording of a recital to an audio CD, for example. This paper will provide an overview of the technology, staffing, and support of the lab.
{"title":"A campus-wide solution to supporting rich media capture, conversion, & production: the media conversion lab at the University of Michigan","authors":"R. W. Pettigrew","doi":"10.1145/1294046.1294114","DOIUrl":"https://doi.org/10.1145/1294046.1294114","url":null,"abstract":"Increasing numbers of faculty are making assignments involving rich digital media, and the use of audio, video, and digital images is becoming de rigueur in student projects. Although we see demand for the use of digital media coming from all across the university, support for media editing and production was too often supported only at the departmental level, if at all. GroundWorks, the Media Conversion Lab at The University of Michigan , was created to meet this demand, and does so by providing a self-serve media and computing lab staffed by experienced professional staff and knowledgeable student consultants. The expense and complexity of supporting media production justifies a more centralized approach, and this lab was developed as a resource available to the entire university community. The lab is open twenty-four hours a day, seven days a week, and makes available video editing workstations, a \"Virtual Room\" (a soundproof audio recording booth with adjustable acoustics), document and slide scanners, and even a large-format printer. The most-used aspects of the lab are the Conversion Racks. These racks hold a multitude of audio and video decks, supporting nearly every format of video (including international formats) and audio. A touch screen interface is used to connect any two devices in the racks, allowing a faculty member to easily convert an old VHS tape to DVD, or allowing a music student to copy the miniDisc recording of a recital to an audio CD, for example. This paper will provide an overview of the technology, staffing, and support of the lab.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114136877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Michael H. Cooper, S. Lipinski, C. Cook, Cathy Orndorff
West Virginia University recognizes the vital role that information resources play in the mission critical operations of education, research, service, and administration. The challenge is trying to balance the academic tradition of open information exchange and collaboration with administrative requirements for efficient, proactive, and cost-effective security measures. To create such an environment, WVU charged the Information Security Program with the goal of driving the cultural changes required to integrate security standards and practices into daily operations. One of the key components of this effort is the Information Security, Services, and Systems Promoting Awareness, Communication, and Education (iS3PACE) information security collaborative. Several key operating units contribute to the collaborative to ensure the delivery of consistent, coordinated information security directives, guidelines, and practices. iS3PACE started with building awareness by engaging administrators, staff, and students through various print and formal media. Contests, on-campus symposiums, poster displays, distributing security tips, and an award-winning calendar served to raise security awareness. Formal training began with the delivery of ISO standard Information Security training to students, staff, and faculty. The ultimate goal of iS3PACE is to offer every incoming freshman and all employees orientation and refresher information security training. Instilling information security awareness and establishing everyday security practices is not magical. It is the result of making information security an everyday practice&and that is an "enchanting outcome".
{"title":"Is3pace: casting the information security spell for cultural change","authors":"Michael H. Cooper, S. Lipinski, C. Cook, Cathy Orndorff","doi":"10.1145/1294046.1294057","DOIUrl":"https://doi.org/10.1145/1294046.1294057","url":null,"abstract":"West Virginia University recognizes the vital role that information resources play in the mission critical operations of education, research, service, and administration. The challenge is trying to balance the academic tradition of open information exchange and collaboration with administrative requirements for efficient, proactive, and cost-effective security measures. To create such an environment, WVU charged the Information Security Program with the goal of driving the cultural changes required to integrate security standards and practices into daily operations. One of the key components of this effort is the Information Security, Services, and Systems Promoting Awareness, Communication, and Education (iS3PACE) information security collaborative. Several key operating units contribute to the collaborative to ensure the delivery of consistent, coordinated information security directives, guidelines, and practices. iS3PACE started with building awareness by engaging administrators, staff, and students through various print and formal media. Contests, on-campus symposiums, poster displays, distributing security tips, and an award-winning calendar served to raise security awareness. Formal training began with the delivery of ISO standard Information Security training to students, staff, and faculty. The ultimate goal of iS3PACE is to offer every incoming freshman and all employees orientation and refresher information security training. Instilling information security awareness and establishing everyday security practices is not magical. It is the result of making information security an everyday practice&and that is an \"enchanting outcome\".","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114286763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Growing interest in visualization and stereography has prompted the Center for Instruction, Research, and Technology at Indiana State University (ISU) to expand visualization resources available to faculty and students. Beginning in the spring of 2006, ISU built four new active learning spaces equipped to handle various faculty members. visualization needs. The "Science Room" is a 20-seat, multi-disciplinary visualization classroom, equipped with stereoscopic projectors, an 11-foot, 16:9 format polarized screen, viewing glasses, and a powerful workstation. Faculty throughout all colleges with stereoscopic instructional material may schedule the room for entire semesters or on a per-class/as-needed basis. Normal Hall, room 121, was remodeled to become a multidisciplinary visualization laboratory. Researchers now have access to both active and passive stereoscopic systems. One of the systems in Normal Hall is capable of displaying HR (high definition/high resolution) objects on a 14-foot large format screen. Included in the laboratory is a three-dimensional laser scanner capable of creating digital representations of objects in their natural environments. This scanner has recently been used by faculty to create digital three dimensional representations of clay pots recovered from an archeological dig. In addition, a powerful rendering cluster combining supercomputing and visualization technologies is in place to simultaneously process 3-D graphics, imaging, and video data in real time. The rendering cluster enables faculty to tackle the most demanding visual computing challenges. Visualization applications are available for many disciplines including science, art, business, and engineering. This presentation and paper will focus on the process of building these new learning spaces and marketing them to faculty on the ISU campus.
{"title":"Envisioning new learning spaces: creating a center for visualization at Indiana State University","authors":"Kenneth Janz, Micheal Moore","doi":"10.1145/1294046.1294090","DOIUrl":"https://doi.org/10.1145/1294046.1294090","url":null,"abstract":"Growing interest in visualization and stereography has prompted the Center for Instruction, Research, and Technology at Indiana State University (ISU) to expand visualization resources available to faculty and students. Beginning in the spring of 2006, ISU built four new active learning spaces equipped to handle various faculty members. visualization needs. The \"Science Room\" is a 20-seat, multi-disciplinary visualization classroom, equipped with stereoscopic projectors, an 11-foot, 16:9 format polarized screen, viewing glasses, and a powerful workstation. Faculty throughout all colleges with stereoscopic instructional material may schedule the room for entire semesters or on a per-class/as-needed basis. Normal Hall, room 121, was remodeled to become a multidisciplinary visualization laboratory. Researchers now have access to both active and passive stereoscopic systems. One of the systems in Normal Hall is capable of displaying HR (high definition/high resolution) objects on a 14-foot large format screen. Included in the laboratory is a three-dimensional laser scanner capable of creating digital representations of objects in their natural environments. This scanner has recently been used by faculty to create digital three dimensional representations of clay pots recovered from an archeological dig. In addition, a powerful rendering cluster combining supercomputing and visualization technologies is in place to simultaneously process 3-D graphics, imaging, and video data in real time. The rendering cluster enables faculty to tackle the most demanding visual computing challenges. Visualization applications are available for many disciplines including science, art, business, and engineering. This presentation and paper will focus on the process of building these new learning spaces and marketing them to faculty on the ISU campus.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"130 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121423627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
How do you compare two student employees who have different tardiness and attendance issues? It's not easy. Some student employees have issues with tardiness, some have issues with attendance, and some have issues with both tardiness and attendance. In an effort to make sure that disciplining employees for such issues is equitable, we developed a point system. Points are assigned to various tardiness and attendance issues, and in a semester, student employees are allowed to accrue no more than 12 points. We developed this point system in conjunction with our student employees to ensure their "buy in" with the assignment of points for various tardiness/attendance issues. It has worked well for us, and to continually improve this point system it has evolved and will likely continue to evolve.
{"title":"Developing an equitable tardiness/attendance system","authors":"Lorenzo Trimble","doi":"10.1145/1294046.1294126","DOIUrl":"https://doi.org/10.1145/1294046.1294126","url":null,"abstract":"How do you compare two student employees who have different tardiness and attendance issues? It's not easy. Some student employees have issues with tardiness, some have issues with attendance, and some have issues with both tardiness and attendance. In an effort to make sure that disciplining employees for such issues is equitable, we developed a point system. Points are assigned to various tardiness and attendance issues, and in a semester, student employees are allowed to accrue no more than 12 points. We developed this point system in conjunction with our student employees to ensure their \"buy in\" with the assignment of points for various tardiness/attendance issues. It has worked well for us, and to continually improve this point system it has evolved and will likely continue to evolve.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122111163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Social engineering has been around for a long time, even at the college level. From the days when someone stood around a dormitory door waiting for someone else to open it, pretending to have forgotten his or her key, to today where virtually every college student has at least one online entity. Instant Messaging programs and Social Networking websites such as MySpace, Facebook, Ruckus, Friendster, LinkedIn, SecondLife, and even YouTube, encourage students to create online versions of themselves in an effort to share information and meet new people. While in theory this process may sound harmless, students are not only unwittingly allowing themselves to be targets of identity thieves, but they are also posing major security threats to university and college networks. In a recent class demonstration, it was shown how a simple homemade application can be launched unknowingly through Internet Explorer (IE) using Web2.0 to disable IE, even with security settings at a high level. If a simple homemade application can disable IE without the knowledge of the user, imagine what is being distributed through MySpace bulletins and comments. I intend to conduct interviews with security experts and surveys of college students, to show students they unknowingly open themselves, and their campus networks, to malicious attacks. With the proper security solutions in place at the network layer, along with much needed user education, the dangers posed by social engineering can be minimized.
社会工程已经存在很长时间了，甚至在大学阶段也是如此。从以前有人站在宿舍门口等别人开门，假装忘记带钥匙，到现在几乎每个大学生都至少有一个网上实体。即时通讯程序和社交网站，如MySpace、Facebook、Ruckus、Friendster、LinkedIn、SecondLife，甚至YouTube，都鼓励学生创建自己的在线版本，以努力分享信息和结识新朋友。虽然从理论上讲，这个过程听起来无害，但学生们不仅在不知不觉中让自己成为身份窃贼的目标，而且还对大学和学院的网络构成了重大的安全威胁。在最近的一次课堂演示中，演示了如何使用Web2.0禁用IE，在不知情的情况下通过Internet Explorer (IE)启动一个简单的自制应用程序，即使安全设置很高。如果一个简单的自制应用程序可以在用户不知情的情况下禁用IE，想象一下通过MySpace公告和评论传播的是什么。我打算对安全专家进行采访，并对大学生进行调查，让学生们知道，他们在不知不觉中让自己和校园网络受到恶意攻击。通过在网络层提供适当的安全解决方案，以及急需的用户教育，可以将社会工程带来的危险降至最低。
{"title":"Who's really in your top 8: network security in the age of social networking","authors":"R. Gibson","doi":"10.1145/1294046.1294077","DOIUrl":"https://doi.org/10.1145/1294046.1294077","url":null,"abstract":"Social engineering has been around for a long time, even at the college level. From the days when someone stood around a dormitory door waiting for someone else to open it, pretending to have forgotten his or her key, to today where virtually every college student has at least one online entity. Instant Messaging programs and Social Networking websites such as MySpace, Facebook, Ruckus, Friendster, LinkedIn, SecondLife, and even YouTube, encourage students to create online versions of themselves in an effort to share information and meet new people. While in theory this process may sound harmless, students are not only unwittingly allowing themselves to be targets of identity thieves, but they are also posing major security threats to university and college networks. In a recent class demonstration, it was shown how a simple homemade application can be launched unknowingly through Internet Explorer (IE) using Web2.0 to disable IE, even with security settings at a high level. If a simple homemade application can disable IE without the knowledge of the user, imagine what is being distributed through MySpace bulletins and comments. I intend to conduct interviews with security experts and surveys of college students, to show students they unknowingly open themselves, and their campus networks, to malicious attacks. With the proper security solutions in place at the network layer, along with much needed user education, the dangers posed by social engineering can be minimized.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131661541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Although the idea of multi-platform computers has been around for a long time, the recent convergence of both the Mac and Windows worlds to Intel hardware has brought this concept to the forefront. Throw in the latest in virtualization technologies, and it is now technically very possible to offer Mac OS X, Windows XP, Windows Vista, Linux, and more all on one single computer. Solutions to allow multi-boot configurations, virtualized operating systems, and API emulation all conceivably mean that a computer lab or classroom could be outfitted with only Macintosh computers, but still be able to provide a range of computing platforms. There are both costs and potential savings to this approach. Some of these come in the form of direct expenses on hardware and software while others are more in the form of administration, support, and training time. Ultimately, a multi-platform lab must meet the needs of the faculty and students who use it. Are the compromises or complexities of these systems detrimental to the actual teaching and computing needs? The University of New Hampshire has been exploring all of these issues as we look towards classrooms slated for new computers in the Summer 2007.
尽管多平台计算机的概念已经存在了很长时间，但最近Mac和Windows世界与英特尔硬件的融合将这一概念带到了最前沿。再加上最新的虚拟化技术，现在在技术上完全有可能在一台计算机上同时提供Mac OS X、Windows XP、Windows Vista、Linux等等。允许多引导配置、虚拟操作系统和API仿真的解决方案都意味着计算机实验室或教室可以只配备Macintosh计算机，但仍然能够提供一系列计算平台。这种方法既有成本，也有潜在的节省。其中一些以硬件和软件的直接费用的形式出现，而另一些则更多地以管理、支持和培训时间的形式出现。最终，一个多平台实验室必须满足使用它的教师和学生的需求。这些系统的妥协或复杂性是否对实际的教学和计算需求有害?新罕布什尔大学一直在探索所有这些问题，因为我们期待在2007年夏天为新电脑预定的教室。
{"title":"Multi-platform computer labs and classrooms: a magic bullet?","authors":"David J. Blezard","doi":"10.1145/1294046.1294051","DOIUrl":"https://doi.org/10.1145/1294046.1294051","url":null,"abstract":"Although the idea of multi-platform computers has been around for a long time, the recent convergence of both the Mac and Windows worlds to Intel hardware has brought this concept to the forefront. Throw in the latest in virtualization technologies, and it is now technically very possible to offer Mac OS X, Windows XP, Windows Vista, Linux, and more all on one single computer. Solutions to allow multi-boot configurations, virtualized operating systems, and API emulation all conceivably mean that a computer lab or classroom could be outfitted with only Macintosh computers, but still be able to provide a range of computing platforms. There are both costs and potential savings to this approach. Some of these come in the form of direct expenses on hardware and software while others are more in the form of administration, support, and training time. Ultimately, a multi-platform lab must meet the needs of the faculty and students who use it. Are the compromises or complexities of these systems detrimental to the actual teaching and computing needs? The University of New Hampshire has been exploring all of these issues as we look towards classrooms slated for new computers in the Summer 2007.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116980131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper describes the process Lab Services at the University of Tennessee, Knoxville used to create a shift substitution system, including the requirements needed and the technical reasons for changing certain policies.
{"title":"Believe in magic: creating a shift substitution system with no budget","authors":"Rachael Loum-Stanley, P. Wilkinson","doi":"10.1145/1294046.1294098","DOIUrl":"https://doi.org/10.1145/1294046.1294098","url":null,"abstract":"This paper describes the process Lab Services at the University of Tennessee, Knoxville used to create a shift substitution system, including the requirements needed and the technical reasons for changing certain policies.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125930743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：