Mike Dixon

Homogeneous wireless sensor networks (WSNs) are organized using identical sensor nodes, but the nature of WSNs operations results in an imbalanced workload on gateway sensor nodes which may lead to a hot-spot or routing hole problem. The routing hole problem can be considered as a natural result of the tree-based routing schemes that are widely used in WSNs, where all nodes construct a multi-hop routing tree to a centralized root, e.g., a gateway or base station. For example, sensor nodes on the routing path and closer to the base station deplete their own energy faster than other nodes, or sensor nodes with the best link state to the base station are overloaded with traffic from the rest of the network and experience a faster energy depletion rate than their peers. Routing protocols for WSNs are reliability-oriented and their use of reliability metric to avoid unreliable links makes the routing scheme worse. However, none of these reliability oriented routing protocols explicitly uses load balancing in their routing schemes. Since improving network lifetime is a fundamental challenge of WSNs, we present, in this chapter, a novel, energy-wise, load balancing routing (LBR) algorithm that addresses load balancing in an energy efficient manner by maintaining a reliable set of parent nodes. This allows sensor nodes to quickly find a new parent upon parent loss due to the existing of node failure or energy hole. The proposed routing algorithm is tested using simulations and the results demonstrate that it outperforms the MultiHopLQI reliability based routing algorithm.

Information and communications technology (ICT) has been changing rapidly over a long period and this rate of change is likely to continue or increase (Benamati & Lederer, 2001a; Lee & Xia, 2005). This rapid rate of change has produced many opportunities for organizations, but has also brought with it many challenges (Benamati & Lederer, 2001b). Among these challenges is the struggle for organizations to obtain personnel with the appropriate information technology (IT) knowledge and skills in order to meet their ICT needs (Byrd & Turner, 2001; Doke, 1999; Standbridge & Autrey, 2001). This is mirrored by the continual requirement for IT professionals to keep up to date with the skills required by organizations (Benamati et al., 2001a; Klobas & McGill, 1993; Moore, 2000). Previous research has investigated the importance employers place on various skills and perceived deficiencies in these skills (e.g., Doke, 1999; Leitheiser, 1992; Nelson, 1991; Prabhakar, Litecky, & Arnett, 2005). While the call for improved communication and social skills has been consistent, the technical skills in demand have varied dramatically over time (Prabhakar et al., 2005; Van Slyke, Kittner, & Cheney, 1998). Less has been written about students’ perceptions of the importance of various ICT skills, though this was addressed in a study that compared Australian and American students’ perceptions of ICT job skills (von Hellens, Van Slyke, & Kittner, 2000). This article provides an overview of a project that investigated the channels of information that ICT students use to keep up to date with employers’ needs.

Information and communications technology (ICT) has increasingly influenced higher education. Computer-based packages and other learning objects provide a useful supplement to students studying conventionally by illustrating aspects of the curriculum. Other packages are directed at aspects of course administration such as automated assessment (for example, see Randolph et al. (2002)). Initially such software and materials played only a supplementary role in course offerings, but this has changed rapidly. For example, Coleman et al. (1998) describe a successful early attempt to replace all lecturing with computer-aided learning. Remote delivery of courses also became a viable option because of the advent of the WWW. For example, Petre and Price (1997) report on their experiences conducting electronic tutorials for computing courses. Online education of various sorts is now routinely available to vast numbers of students (Alexander, 2001; Chen & Dwyer, 2003; Peffers & Bloom, 1999). Various terms have been used to label or describe forms of education supported by information technology. These include e-learning (e.g., Alexander, 2001; Campbell, 2004), Web-based learning (e.g. Huerta, Ryan & Igbaria, 2003; Khosrow-Pour, 2002), online learning (e.g., Simon, Brooks & Wilkes, 2003), distributed learning and technology- mediated learning (e.g., Alavi & Leidner, 2001); with e-learning probably the most commonly used term used to describe education and training that networks such as the Internet support. E-learning has become of increasing importance for various reasons. These include the rise of the information and global economy and the emergence of a consumer culture. Students demand a flexible structure so that they can study, work and participate in family life at the same time (Campbell, 2004). This flexibility is reflected in alternative delivery methods that include online learning and Internet use. We have also become more sensitive to cultural and gender differences, and to the learning needs of the challenged. These needs may be addressed by e-learning (Campbell, 2004).

The information technology industry is subject to rapid change. There have been concerns expressed in the literature about the ability of information technology professionals to keep up to date with developments, and it is likely that it is even more difficult for students to do so. New graduates require marketable skills in order to gain good employment, but the skills most in demand change regularly. This paper reports on a project that investigated the channels of information that undergraduate and postgraduate telecommunications management and electronic commerce students use to keep up to date with employers’ needs. The role of instructors in this process is also discussed.

Certification has become a popular adjunct to traditional means of acquiring information technology (IT) skills, and employers increasingly specify a preference for those holding certifications. This chapter reports on a study designed to investigate student perception of both the benefits and risks of certification and its importance in obtaining employment. Certification was perceived as an important factor in achieving employment and students undertaking it anticipate that it will lead to substantial financial benefits. Yet higher salaries are not seen as the most important benefit of certification. The potential benefits that students believe are most important relate to 'real-world' experience. The respondents were aware of the possible risks of certification but did not appear to be overly concerned about them.

Certification has become a popular adjunct to traditional means of acquiring information technology (IT) skills, and employers increasingly specify a preference for those holding certifications. This chapter reports on a study designed to investigate student perception of both the benefits and risks of certification and its importance in obtaining employment. Certification was perceived as an important factor in achieving employment and students undertaking it anticipate that it will lead to substantial financial benefits. Yet, higher salaries are not seen as the most important benefit of certification. The potential benefits that students believe are most important relate to 'real-world' experience. The respondents were aware of the possible risks of certification but did not appear to be overly concerned about them.

"Information and communications technology (ICT) has increasingly influenced higher education. Computer-based packages and other learning objects provide a useful supplement to students studying conventionally by illustrating aspects of the curriculum. Other packages are directed at aspects of course administration such as automated assessment (for example, see Randolph et al. (2002)). Intially such software and materials played only a supplementary role in course offerings, but this has changed rapidly. For example, Coleman et al. (1998) describe a successful early attempt to replace all lecturing with computer-aided learning ..."

Information and communication technology (ICT) has been changing. rapidly over a long period, and this rate of change is likely to continue or increase (Benamati & Lederer, 2001a; Fordham, 2001). This rapid rate of change has produced many opportunities for organizations buy has also brought with it many challenges (Benamati & Lederer, 2001b; Lederer & Mendelow, 1990). Among these challenges is the struggle for organizations to obtain personnel with the appropriate knowledge and skills in order to meet their ICT needs (Byrd & Turner, 2001; Doke, 1999). This is mirrored by the continual requirement for information technology (IT) professionals to keep tp-to-date with the skills required by organizations (Benamati & Lederer, 2001a; Klobas & McGill, 1993). Previous research has investigated the importance employers place on various skills and perceived deficiencies in these skills (e.g., Doke, 1999; Leitheiser, 1992; Nelson, 1991). While the call for improved communication and social skills has been consistent, the technocal skills in demand have varies dramatically over time (Van Slyke, Kittner, & Cheney, 1998). Less has been written about students’ perceptions of the importance of various ICT skills, though this was addressed in a study that compared Australian and American students’ perceptions of ICT job skills (von Hellens, Van Slyke, & Kittner, 2000). This chapter provides an overview of a project that investigated the channels of information that ICT students use to keep up-to-date with employers’ needs.

The information technology industry is subject to rapid change. There have been concerns expressed in the literature about the ability of information technology professionals to keep up to date with developments, and it is likely that it is even more difficult for students to do so. New graduates require marketable skills in order to gain good employment, but the skills most in demand change regularly. This chapter reports on a project that investigated the channels of information that undergraduate and postgraduate telecommunications management and electronic commerce students use to keep up to date with employers’ needs. The role of instructors in this process is also discussed.

Online delivery of courses has become a viable option because of the Internet. This paper describes how we deliver and manage part of a postgraduate degree in telecommunications. We aim to foster learner-centered education while providing sufficient teacher centered activities to counter some of the known concerns with entirely learner-centered education. We use the Internet as the communication infrastructure to deliver teaching material globally and Lotus LearningSpace to provide the learning environment.