Research and Design of a Routing Protocol in Large-Scale Wireless Sensor Networks

无线传感器网络，作为全球未来十大技术之一，集成了传感器技术、嵌入式计算技术、分布式信息处理和自组织网技术，可实时感知、采集、处理、传输网络分布区域内的各种信息数据，在军事国防、生物医疗、环境监测、抢险救灾、防恐反恐、危险区域远程控制等领域具有十分广阔的应用前景。 本文研究分析了无线传感器网络的已有路由协议，并针对大规模的无线传感器网络设计了一种树状路由协议，它根据节点地址信息来形成路由，从而简化了复杂繁冗的路由表查找和维护，节省了不必要的开销，提高了路由效率，实现了快速有效的数据传输。 为支持此路由协议本文提出了一种自适应动态地址分配算——ADAR（AdaptiveDynamicAddre...As one of the ten high technologies in the future, wireless sensor network, which is the integration of micro-sensors, embedded computing, modern network and Ad Hoc technologies, can apperceive, collect, process and transmit various information data within the region. It can be used in military defense, biomedical, environmental monitoring, disaster relief, counter-terrorism, remote control of haz...学位：工学硕士院系专业：信息科学与技术学院通信工程系_通信与信息系统学号：2332007115216

Conducting Congruent, Ethical Qualitative Research on Internet-Mediated Research Environments

Research practices in Internet-mediated environments are influenced by the dynamic interplay of online, onground and technical research spheres. This chapter illuminates the different ways in which studies can be located within these spheres and explores the resulting implications for researcher-participant relationships. Issues of participant recruitment, data collection, data use and ownership, trust and voice are discussed. The authors suggest that to conduct ethical qualitative research online, the researcher is required to develop and demonstrate awareness of the specific Internet-mediated research contexts, knowledge of technologies used and of research practices congruent with the situatedness of the study.</jats:p

Conducting Congruent, Ethical Qualitative Research on Internet-Mediated Research Environments

Research practices in Internet-mediated environments are influenced by the dynamic interplay of online, onground and technical research spheres. This chapter illuminates the different ways in which studies can be located within these spheres and explores the resulting implications for researcher-participant relationships. Issues of participant recruitment, data collection, data use and ownership, trust and voice are discussed. The authors suggest that to conduct ethical qualitative research online, the researcher is required to develop and demonstrate awareness of the specific Internet-mediated research contexts, knowledge of technologies used and of research practices congruent with the situatedness of the study. </jats:p

Is it Ethical to Evaluate Web-based Learning Tools using Students

In the Spring semester of 2000 we conducted a controlled and situated study evaluating web-based learning tools. While conducting this study, ethical issues concerning the relationships among research participants (students) and experimenters (instructors and graduate students), research process (informed consent, minimization of harm, competence and confidentiality) and unevaluated tool deployment within university class settings arose. In this short discussion paper we will describe several of these situations and some of the ethical questions that arose from them. Background Web-based learning tools are experiencing widespread adoption across North America at university and college campuses. Learning tool advocates suggest that the tools will improve the quality of education for students, satisfy diverse learning skills, support instructors unfamiliar with web technologies, and ensure consistency across departments and universities. However, the potential disadvantages of applying these tools are significant. Some educators are concerned that these tools are being deployed without regard for students ’ and instructors ’ well being. Meanwhile, institutions are adopting these technologies without fully understanding their impact on the institution, administrators, instructors, and students. To answer some of these questions, our research group conducted a controlled study of these tools in

Abstract Evaluating the Usability of Web-based Learning Tools

Web-based learning tools provide integrated environments of various technologies to support diverse educators ’ and learners ’ needs via the Internet. This paper reports the results from a study to experimentally compare two commercially available learning tools in a university course. We discuss the findings from this study in relation to basic usability issues that must be attended to when designing user interfaces for webbased learning tools. Findings regarding navigation, customization, student management and content creation as well as students &apos; rating of tool features such as the &apos;online quiz &apos; and &apos;assignment &apos; are discussed in detail. We also report on students ’ perceptions of whether the tools impacted positively or negatively their learning in the course and their recommendations to universities who may be considering campus-wide adoption of web-based learning tools. The article closes with recommendations for universities, educators and tool-developers for the development and use of web-based learning tools that take into account the importance of usability issues in the choice of web-based learning tools and recognition of the situatedness of students and educators within real life contexts. Keywords: Web based learning tool; empirical evaluation; distributed learning tool, human computer interaction. 1