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  • An Overview of the next phase of Virtualization

    Article thumbnail: An Overview of the next phase of Virtualization
    Type:
    Article
    Descripción/Resumen:
    Hypervisor-based hardware virtualization- also known as the first phase of virtualization uses Virtual Machines (VM) to provide better hardware resource utilization and application isolation. A VM provides some level of portability, but still requires a full operating system (OS) with all the binaries and libraries required to run the service it hosts. Therefore, moving an application from a development to a production environment for instance is no different than moving them between two Physical Machines (PM). Container-based virtualization-sometimes known as the next phase of virtualization addresses some of these limitations by providing virtualization at the OS level. Docker is an open source engine launched in 2013 by a company called Docker, Inc. Docker is used to manage the lifecycle of containers. Using containers, it is no longer necessary to dedicate an entire VM to an application in order to provide isolation, thus saving OS license costs. In this project we plan to formulate a generic model that can be used to fine tune a container-based setup for maximum performance benefit.
    Creador/Autor:
    Chengcheng Li and Nitin Mathur
    Peticionario:
    Jess Kropczynski
    Fecha modificada:
    05/15/2020
    Fecha modificada:
    05/15/2020
    Fecha de creacion:
    2019-04-11
    Licencia:
    All rights reserved

  • Fluid fill assurance vision system

    Student Work thumbnail: Fluid fill assurance vision system
    Type:
    Student Work
    Descripción/Resumen:
    Senior design capstone report
    Creador/Autor:
    Nguyen, Viet
    Peticionario:
    CEAS Library Staff
    Fecha modificada:
    05/15/2020
    Fecha modificada:
    11/16/2020
    Licencia:
    Attribution-NonCommercial-NoDerivs 4.0 International

  • Transition to Remote Learning During the COVID-19 Pandemic: Lessons from Political Science Courses and Recommendations for Best Practices

    Dataset thumbnail: Transition to Remote Learning During the COVID-19 Pandemic: Lessons from Political Science Courses and Recommendations for Best Practices
    Type:
    Dataset
    Descripción/Resumen:
    Dataset Summary: This dataset studies the main challenges that students in these institutions faced during the transition from face-to-face (f2f) to remote mode of instruction and the resources that they used to minimize these adversities. In order learn about their experiences during this transition, I surveyed at the end of the Spring Semester students enrolled in two Political Science (POL) classes. The results showed that majority of students struggled with stress caused by moving away from campus and self-quarantine leading to deteriorating mental and physical health. Concerns about student health along with distraction at home were identified as top adversities for student well-being. Survey results also showed that educational resources can have varying impact on student learning in introductory and upper-level courses. For example, lecture notes, power point presentations and online videos can be better resources for remote instruction in an introductory class, while class meetings via video conferencing platforms can be the preferred resource of instruction in upper-level courses. Below is the questionnaire used for this study: Survey Questionnaire: Transition to Remote Instruction During COVID-19 Crisis: Qualtrics Link for POL1080:  https://artsciuc.co1.qualtrics.com/jfe/form/SV_bd7cF1OF6eNeYBv Qualtrics Link for POL2074:  https://artsciuc.co1.qualtrics.com/jfe/form/SV_3xegnXy4LFSC2t7 1. As you know, the University of Cincinnati has transitioned from face-to-face to remote instruction for Spring Semester since March 14, 2020 due to COVID-19. Once it was decided to switch to remote instruction, how did you expect that this decision would impact your performance in this class? I thought it would improve my performance I thought it would impair my performance I did not think that it would impact my performance I don’t know 2. Based on your experience with remote instruction, how do you think the new form of instruction impacted your performance in this class? I did better in this class after we switched to remote teaching I did worse in this class after we switched to remote teaching The switch to remote teaching had no impact on my performance I don’t know. 3. Do you agree or disagree with the following statement: “I felt that the instructor in this class provided timely instructions and information about the switch from face-to-face to remote form of content delivery in the class”? Completely agree Partially agree Partially disagree Completely disagree Not sure/ don’t know. 4. Do you agree or disagree with the following statement: “I felt that the instructor in this class cared about my performance in the class once we switched from face-to-face to remote form of content delivery in the class”? Completely agree Partially agree Partially disagree Completely disagree Not sure/ don’t know. 5. Which of the following course resources (if available) helped you ease the transition from face-to-face to remote instruction (check all that apply)? Online instructional videos created or made available by the instructor Instructor-led class meetings via a web-conferencing platform (e.g. Webex, Zoom, MS Teams, Skype) Meetings with the instructor via a web-conferencing platform (e.g. Webex, Zoom, MS teams, Skype) during their office hours Instructor’s lecture notes and presentation materials (e.g. Power Point Slides) Online quizzes or interactive questions administered via web platforms (e.g. Canvas, Blackboard, Echo 360 or others). Online forums made available for this course Assigned course readings Book publisher’s online resources (websites, book ancillaries, etc.) Supplemental assistance from teaching assistants (e.g. office hours, online sessions, etc.) Supplemental peer-led review sessions (e.g. Learning Assistant Sessions, Supplemental Instruction Sessions, etc.) Group activities with peers enrolled in the class (e.g. study sessions via conference platforms) Others (please list) _________. 6. Which one of the following course resources was most helpful to you in the transition from face-to-face to online mode of content delivery (select only one)? Online instructional videos created or made available by the instructor Instructor-led class meetings via a web-conferencing platform (e.g. Webex, Zoom, MS Teams, Skype) Meetings with the instructor via a web-conferencing platform (e.g. Webex, Zoom, MS teams, Skype) during their office hours Instructor’s lecture notes and presentation materials (e.g. Power Point Slides) Online quizzes or interactive questions administered via web platforms (e.g. Canvas, Blackboard, Echo 360 or others). Online/ web discussion forums made available for this course Assigned course readings Textbook publisher’s online resources (websites, book ancillaries, etc.) Supplemental assistance from teaching assistants (e.g. office hours, online sessions, etc.) Supplemental peer-led review sessions (e.g. Learning Assistant Sessions, Supplemental Instruction Sessions, etc.) Group activities with peers enrolled in the class (e.g. study sessions via web-conferencing platforms) Others (please list) _________. 7. Which of the following, do you think, impacted negatively your performance in this class during the transition from face-to-face to remote instruction (please select all relevant options)? I had to move away from campus in the middle of the semester My physical or mental health deteriorated after we switched to remote instruction I missed face-to-face interaction with the instructor, the TAs and the undergrad assistant (SI) I did not have stable and reliable Internet connection at home I had a lot of distraction at home I lost my job/ income due to the COVID-19 epidemic I had to take an additional job to support myself and/ or my family Self-quarantine and/ or social distancing caused me a lot of stress The news about the COVID-19 epidemic and concerns about my health and the health of my loved ones caused me a lot of stress Other (please list) ___________. 8. Which of the following, do you think, impacted negatively your performance in this class during the transition from face-to-face to remote instruction (please select only one options)? I had to move away from campus in the middle of the semester My physical or mental health deteriorated after we switched to remote instruction I missed face-to-face interaction with the instructor, the TAs and the undergrad assistant (SI) I did not have stable and reliable Internet connection at home I had a lot of distraction at home I lost my job/ income due to the COVID-19 epidemic I had to take an additional job to support myself and/ or my family Self-quarantine and/ or social distancing caused me a lot of stress The news about the COVID-19 epidemic and concerns about my health and the health of my loved ones caused me a lot of stress Other (please list): 9. Based on your experience with this course’s transition from face-to-face to remote instruction for Spring Semester 2020, what aspects of this transition had greatest values for you? Open ended question: 10. Based on your experience with this course’s transition from face-to-face to remote instruction for Spring Semester 2020, what changes would you recommend to ease this transition in the future? Open ended question: 11. What is your gender? Male Female Other/ prefer not to disclose 12. What is your major? Political Science International Affairs Interdisciplinary/ Cyber Strategy and Policy Interdisciplinary/ Law and Society Another major (please specify) 13. What is your class level? First year (freshman) Second year (sophomore) Third year (junior) Fourth year (senior) 14. What is your race or ethnicity? White Black or African American Asian American Indian or Alaska Native Native Hawaiian or Pacific Islander International student Other 15. What do you think your grade will be for this course? A or A- B+, B or B- C+, C or C- D+, D or D- F Nor sure/ don't know
    Creador/Autor:
    Ivanov, Ivan
    Peticionario:
    Ivan Ivanov
    Fecha modificada:
    05/14/2020
    Fecha modificada:
    05/14/2020
    Fecha de creacion:
    2020-05-13
    Licencia:
    All rights reserved

  • Agricultural sprayer tire assist

    Student Work thumbnail: Agricultural sprayer tire assist
    Type:
    Student Work
    Descripción/Resumen:
    Senior design capstone report
    Creador/Autor:
    Niese, Adam
    Peticionario:
    CEAS Library Staff
    Fecha modificada:
    05/11/2020
    Fecha modificada:
    05/11/2020
    Licencia:
    Attribution-NonCommercial-NoDerivs 4.0 International

  • Vehicular mobility device lift

    Student Work thumbnail: Vehicular mobility device lift
    Type:
    Student Work
    Descripción/Resumen:
    Senior design capstone report
    Creador/Autor:
    Roth, Thomas and Waas, Zachary
    Peticionario:
    CEAS Library Staff
    Fecha modificada:
    05/11/2020
    Fecha modificada:
    05/13/2020
    Licencia:
    Attribution-NonCommercial-NoDerivs 4.0 International

  • 2020 UC MET battlebot team 15 lb. bot

    Student Work thumbnail: 2020 UC MET battlebot team 15 lb. bot
    Type:
    Student Work
    Descripción/Resumen:
    Senior design capstone report
    Creador/Autor:
    Long, Isabella; Itapson, Mathew, and Schroeder, Fred
    Peticionario:
    CEAS Library Staff
    Fecha modificada:
    05/08/2020
    Fecha modificada:
    05/08/2020
    Licencia:
    Attribution-NonCommercial-NoDerivs 4.0 International

  • 2020 MET basic utility vehicle irrigation system

    Student Work thumbnail: 2020 MET basic utility vehicle irrigation system
    Type:
    Student Work
    Descripción/Resumen:
    Senior design capstone report
    Creador/Autor:
    Xu, Yuanjing
    Peticionario:
    CEAS Library Staff
    Fecha modificada:
    05/07/2020
    Fecha modificada:
    05/07/2020
    Licencia:
    Attribution-NonCommercial-NoDerivs 4.0 International

  • 2020 UC MET 15 lb. battlebot team "Mamba"

    Student Work thumbnail: 2020 UC MET 15 lb. battlebot team "Mamba"
    Type:
    Student Work
    Descripción/Resumen:
    Senior design capstone report
    Creador/Autor:
    Wittmann, Daniel; D'Angelo, Nicholas, and Ruthsatz, Evan
    Peticionario:
    CEAS Library Staff
    Fecha modificada:
    05/07/2020
    Fecha modificada:
    05/07/2020
    Licencia:
    Attribution-NonCommercial-NoDerivs 4.0 International

  • RDAP "Ask Me Anything" Townhall webinar “Thriving as a Data Information Professional”

    Document thumbnail: RDAP "Ask Me Anything" Townhall webinar “Thriving as a Data Information Professional”
    Type:
    Document
    Descripción/Resumen:
    The first webinar for the 2019-2020 RDAP year occurred on Oct 30th from 3:30 to 4:30 EST was “Ask me Anything” town hall meeting “Thriving as a Data Information Professional”. A panel of experienced data informational professional shared experiences and expertise answered questions about daily work as a data information professional. Panelists were: Wendy Mann - Geroge Mason (director of digital scholarship center) Lynda Kellam - UNC Greensbro, now at Cornell Megan Sapp Nelson - Purdue (data information literacy) Jon Wheeler - New Mexico (data curation librarian) Christie Ann Wiley - U of IL (research data services librarian) Notes were taken by Wanda Marsolek No recording is available
    Creador/Autor:
    Koshoffer, Amy; Sapp Nelson, Megan ; Mann, Wendy ; Marsolek, Wanda ; Wiley, Christie Ann; Kellam, Lynda , and Wheeler, Jon
    Peticionario:
    Amy Koshoffer
    Fecha modificada:
    05/07/2020
    Fecha modificada:
    05/07/2020
    Fecha de creacion:
    2019-10-03
    Licencia:
    Attribution-NonCommercial-NoDerivs 4.0 International

  • MET BUV frame/chassis

    Student Work thumbnail: MET BUV frame/chassis
    Type:
    Student Work
    Descripción/Resumen:
    Senior design capstone report
    Creador/Autor:
    Campbell, Samuel
    Peticionario:
    CEAS Library Staff
    Fecha modificada:
    05/06/2020
    Fecha modificada:
    05/06/2020
    Licencia:
    Attribution-NonCommercial-NoDerivs 4.0 International