Large Language Model (LLM) agents depend heavily on multiple external tools such as APIs, databases and computational services to perform complex tasks. However, these tool executions create latency and introduce costs, particularly when agents handle similar queries or workflows. Most current caching methods focus on LLM prompt–response pairs or execution plans and overlook redundancies at the tool level. To address this, we designed a multi-level caching architecture that captures redundancy at both the workflow and tool level. The proposed system integrates four key components: (1) hierarchical caching that operates at both the workflow and tool level to capture coarse and fine-grained redundancies; (2) dependency-aware invalidation using graph-based techniques to maintain consistency when write operations affect cached reads across execution contexts; (3) category-specific time-to-live (TTL) policies tailored to different data types, e.g., weather APIs, user location, database queries and filesystem and computational tasks; and (4) session isolation to ensure multi-tenant cache safety through automatic session scoping. We evaluated the system using synthetic data with 2.25 million queries across ten configurations in fifteen runs. In addition, we conducted four targeted evaluations—write intensity robustness from 4 to 30% writes, personalized memory effects under isolated vs. shared cache modes, workflow-level caching comparison and workload sensitivity across five access distributions—on an additional 2.565 million queries, bringing the total experimental scope to 4.815 million executed queries. The architecture achieved 76.5% caching efficiency, reducing query processing time by 13.3× and lowering estimated costs by 73.3% compared to a no-cache baseline. Multi-tenant testing with fifteen concurrent tenants confirmed robust session isolation and 74.1% efficiency under concurrent workloads. Our evaluation used controlled synthetic workloads following Zipfian distributions, which are commonly used in caching research. While absolute hit rates vary by deployment domain, the architectural principles of hierarchical caching, dependency tracking and session isolation remain broadly applicable.

In this paper, an application of a 1D deep convolutional neural network (DCNN) and 4x4 1D DCNN Multi-channel Model (DCNN-MCM) was developed to predict the probability of a channel being associated with a given transmitter for each emitter in a 4x4 multi-input multi-output (MIMO) system. Counterintuitively, compared to the traditional approach to emitter association (EA), this research argues for the identification of received RF signals based on channel features (CFs) such as the channel impulse response (CIR) and transfer function (TF). Based on the CFs there are unique properties per transmit and receive pair that can be used to identify the different transmitters. More specifically, CFs are often defined by a wide sense stationary (WSS) stochastic process which gives them unique properties such as, being statistically independent and reciprocal for emitter association. Given these CFs, the received RF signals can be used to measure the clutter and objects surrounding the emitters. Safely assuming the surrounding clutter and objects are unique to each emitter, the estimation and tracking of this clutter provides a way of identifying what emitter is transmitting the observed signal. This method successfully classifies and identifies the emitters at 97.22% and 88.89% accuracy for the DCNN and DCNN-MCM respectively. This method was further compared with the accuracy of previous methods to test the validity of the approach and future improvements.

Since 2013, a partnership of Electrical and Computer Engineering programs from nearly 20 Minority Serving Institutions (MSIs) have been collaborating to produce more and better-prepared graduates by leveraging connections between partner institutions and outside organizations from academia, government and industry. Key to the success of this collaboration has been the development of a virtual working community of practice through regular online and in-person meetings, resource and idea sharing, collaborative assessment and publication/dissemination of results, advocacy and mentoring for one another, and mutual trust. The lessons learned have led the partners to form a non-profit organization to provide the infrastructure to support joint activities and programs. This new organization has enabled the group to expand the collaboration scope to address the full learning and working experience of students and faculty and include other MSIs. Its vision is to be a collaboration of Minority Serving Institutions Working as One organized as a virtual super department with broadly based strengths in education, scholarship and service. In time, the organization will grow and the model being developed replicated and implemented for other disciplines. The driving hypotheses being explored by the organization are: (1) many activities historically undertaken by traditional departments can achieve either higher levels of success and/or success in new areas when developed and implemented by multi-institutional teams; (2) resources and support programs can be effectively shared across many institutions; (3) improvement science, specifically professional development addressing key topics such as teaching, advising, team science, communication, leadership and program management can build capabilities at all partner institutions and breakdown historical barriers to collaboration; (4) the combination of collective experiences and resources with diverse student populations can enable students to achieve greater success and to build personal networks; and (5) alliances built with outside entities can be established and nurtured on a level playing field with external entities by working collectively with other organization partners rather than as individual departments.

The {organization name deleted} planned a full-day workshop for its members in March 2020 to test ideas developed within the organization to more fully and productively engage joint PWI-MSI teams in the US education and research enterprise. {organization name deleted} is a novel collaboration among nearly 20 MSIs, most of whom participated in an NSF funded multi-year, engineering education project. This new organization was built on the idea that this collaboration can be leveraged and moved to the next level to provide higher capacity building at each of the consortium members. The hypothesis is that there are windows of opportunity open through establishment of research and educational collaborations between its HSI members with PWI research-intensive institutions. This is especially true since its member institutions serve a unique population of minority students. {organization name deleted} is developing the infrastructure and programs to facilitate collaborations between faculty, students and staff in its member departments, based on lessons learned from the previous educational program and, more generally, on the Science of Team Science. It is also addressing how best to build a different type of team structure with PWIs, industry, and other external constituencies. For each type of partner, a process is being defined and tools are being addressed. The purpose of the planned workshop activities was to test the collaboration process and tools by actively engaging partner faculty with PWI department heads and other faculty. The COVID-19 pandemic disrupted the original plan to hold an in-person workshop. There was no choice but to transition to an environment where interactions, engagement, and networking could still be achieved, albeit virtually. Discussion topics were developed for 10 online, mini-workshops, to be held over several months, with contents and aims similar to the original project. The notable exceptions related to the switch to online education experienced by all partners when their campuses closed in the spring. The overall {organization name deleted} vision is to be a collaboration of Minority Serving Institutions Working as One to Advance the ECE Enterprise. It is organized as a virtual super department with broadly based strengths in education, scholarship and service. Collectively, it can function as the equal of any ECE program, accomplish more and have a greater impact on its students, faculty and staff through access to resources and opportunities not available individually. It is essential that both its partners and representatives of PWIs work together to realize its grand vision of research and educational collaboration of teams from its partners working as equals with faculty, staff and students from PWIs. This workshop series is a major step in testing out ideas developed within the organization to more fully and productively engage joint PWI-MSI teams in the US education and research enterprise; graduate more and better prepared minority engineers; increase efficiency and productivity at MSIs; and develop a sustainable and effective infrastructure to support minority students, faculty and staff at all universities. In time, the group will grow and the model being developed can be replicated and implemented for other disciplines.

Over the last 7 years, a collaboration of 13 HBCU Electrical and Computer Engineering (ECE) programs has been working together to implement Experiment Centric Pedagogy (ECP) to improve their student learning experience. The lessons learned and best practices of that effort have encouraged the 13 partners to expand the scope of their collaboration to address the full learning and working experience of students, faculty and staff and to expand the group to include other minority serving institutions (MSIs) with ECE and similar programs. Recently, the group has expanded to include 2 additional HBCUs and 2 Hispanic Serving Institutions (HSIs) and received funding for a Mega REU/RET site. The augmented group has been developing new technical research collaborations and exploring how to realize the most effective working infrastructure for the evolving consortium. By identifying the primary barriers to future success, it has become clear that a new support organization is necessary if MSI collaborations (like ECP) are to work together as one. With the assistance of the Electrical and Computer Engineering Department Heads Association (ECEDHA), the group has created a new organization, the Inclusive Engineering Consortium (IEC), consisting of a core group of collaborators and a second, much larger group of affiliated members from other universities, industry and professional societies. The first face-to-face meeting of the IEC was held in July 2019 in coordination with the Intel (IEC’s first founding partner) HBCU Consortium Meeting in Hillsboro, Oregon. Participants included representative from IEC institutions and industrial partners. This paper will provide a summary of the outcomes from the workshop’s sessions: Broad Appeal Programs; Investment in Leaders/Future Leaders; Strategic Connections; Infrastructure; and Building IEC. The overall IEC vision is organized as a virtual super department with broadly based strengths in education, scholarship and service. Collectively, IEC can function as the equal of any ECE program, accomplish more and have a greater impact on its students, faculty and staff through access to resources and opportunities not available individually. This workshop began IEC’s efforts to more fully engage MSIs in the US education and research enterprise; graduate more and better prepared minority engineers; increase efficiency and productivity at MSIs; and develop a sustainable and effective infrastructure to support minority students, faculty and staff at all universities. Prior to the workshop, participants met online to review work-to-date, workshop plans and pre-workshop participant tasks including conducting a personal SWOT and preparing background/interest slides. Each of the sessions produced a list of immediate short-term goals for IEC with proposed strategies, necessary resources, a core group to work to achieve the goals, timeline, etc. identified. A similar list of long-term goals was also produced. After the workshop, participants have organized into working groups to begin building infrastructure (e.g. newsletter, website), identify additional barriers to student and faculty success, to begin new research and education collaborations and met regularly online to share accomplishments and ideas. Participants have also completed a series of surveys on their workshop-related experiences.

The School has four engineering programs that are currently preparing for reaccreditation. Three of the four programs are to be reviewed under the engineering accreditation commission (EAC) and one program under the applied and natural science accreditation commission (ANSAC). All four programs were successfully accredited in the 2013 ABET accreditation visit. Near the mid-term of the current accreditation period, the School made a strategic decision to begin collaborative efforts across programs in preparation for the fall 2019 visit. Although accreditation is program specific, it was reasoned that a school-wide multi-coordinated effort could leverage resources, facilitate documentation, standardize templates and assessment software, address similar challenges and shortcomings in a coordinated and holistic manner, and facilitate the sharing of ideas and best practices. The momentum of the effort has been remarkable. The outcome of the school-wide collaboration for accreditation, is that each program is now better prepared for the documentation of the final self-study report and the fall 2019 ABET visit. This paper will document a multi-pronged approach used to support this strategic direction of coordination at the school and program level. The paper discusses the planning and coordination process, document standardizations, the draft self-study report process and the mock site visits, along with accrued benefits and recommendations. The paper will be useful for other engineering schools preparing for future accreditation visits, as best practices and lessons learned from the multi-program coordinated approach will be presented. [234 words]

He teaches courses in both analog and digital electronic circuit design and instrumentation, with a focus on wireless communication.He has more than 15 years experience in the development and delivery of synchronous and asynchronous web-based course supplements for electrical engineering courses.Dr. Astatke played a leading role in the development and implementation of

In today's global and highly competitive world, human capital has been so important that finding, developing, and retaining highly qualified workers, that can function in high demand and high growth sectors such as Science Technology Engineering and Mathematics (STEM) is very critical. The higher education sector of Africa has been decimated by the lack of funding and shortage of qualified instructors [1]. The shortage is magnified in STEM areas that require advanced training for the instructors and expensive equipment to conduct the hands-on laboratories. The lack of dependable laboratory equipment, especially in engineering education, has led higher education institutions in developing nations to focus more on the theoretical aspect of STEM education as compared to the practical applications. A possible solution to the problem is to develop collaborations with higher education institutions in the developed nations to provide targeted training on new pedagogy and state of the art mobile laboratory technology that will allow universities in Africa to teach STEM subjects with hands-on activities at a fraction of the cost of the regular equipment.This paper will discuss the results of an on-going three year collaboration between the Electrical and Computer Engineering (ECE) departments of Morgan State University (MSU) and two universities in Ethiopia, Addis Ababa Institute of Technology (AAiT) and the Hawassa University Institute of Technology (iOTech-HU). The collaboration was based on the implementation of the Mobile Studio IOBoard TM (MS-IOBoard), which is a small, inexpensive hardware platform for use in a home, classroom or remote environment. When coupled with the Mobile Studio Desktop TM software, the system duplicates a large amount of the hardware valued at thousands of dollars. The project's major goal was to enable hands-on exploration of ECE principles, devices, and systems that have historically been restricted to expensive laboratory facilities that are not readily available in most engineering schools in developing countries. The results of the collaborations have so far been very promising. The students enrolled in the ECE programs at AAiT and iOTECH-HU have been able to use the new mobile instrumentation and pedagogy to work on new laboratory experiments and advanced projects. If successful, this approach can serve as a model of efficient and cost-effective collaboration between engineering schools in the USA and Africa that can be used to improve ECE education in developing countries.

This paper presents our experiences and results in developing and delivering new laboratory experiments for the sophomore level Electric Circuits Lab, and Introduction to Digital Logic design courses completely online. The paper will clearly outline how we utilized a new pedagogy to re-write our laboratory experiments so that they can be completed by face-to-face and/or online students using new portable laboratory instrumentation devices, such as the Mobile Studio (TM) board. We also present detailed descriptions on how we used the Adobe Connect (TM) software to allow the students to demonstrate their design and laboratory experiment circuits to the course instructor from a remote location.We have successfully developed and delivered over 10 laboratory experiments completely online for the two sophomore level courses during the Spring 2011 semester. The laboratory experiments have been updated in the Fall 2011 semester with the addition of new Agilent X-Series Oscilloscopes with integrated Function Generators. The new oscilloscopes have optional LAN connection modules that allow students to control every feature of the oscilloscopes remotely using a web browser on their personal computer (PC) through a virtual front panel that looks and operates the same way as the real front panel of the scopes with the same associated keys and knobs. This implies that students who are conducting ECE laboratory experiments online will have access to the same type of equipment that is used by the students enrolled in the face-to-face (F2F) laboratory courses.The results have shown that the students were able to conduct most of the design and laboratory experiments required in the online lab courses without the need to be on campus. This new approach represents a major paradigm shift in the way higher education institutions should think when delivering Electrical Engineering education.

The Mobile Studio I/O Board is a small, inexpensive hardware platform for use in a home, classroom or remote environment. When coupled with the Mobile Studio Desktop software, the system duplicates a large amount of the hardware often used to teach Electrical Engineering, Computer Engineering, Control Systems, Physics courses and K-12 technology-oriented courses. The Mobile Studio Project is now being utilized to enhance STEM (Science, Technology, Engineering and Mathematics) education around the world. The project's goal is to enable hands-on exploration of STEM education principles, devices, and systems that have historically been restricted to expensive laboratory facilities. Similar hardware/software platforms are now readily available from a variety of sources, most notably including National Instruments' myDAQ (R) and Digilent's (R) EE board. Although the capabilities and costs of these and other systems differ, they all make possible a new approach to education that has the potential to fundamentally change the kind of learning experiences provided for students in STEM disciplines. While previous papers have documented the steady expansion of the number and kind of institutions adopting mobile studio pedagogy and the many positive outcomes of use, many schools are reluctant to switch to this new method due to real and perceived barriers to implementation. The purpose of this paper is to address the barriers, both institutional and instructional, that delay or hinder full implementation and how these barriers have been successfully addressed at sites using the approach.

Online programs in Electrical Engineering disciplines have been mainly offered at the graduate school level to avoid the complexities associated with conducting courses that require a laboratory component. To our knowledge, there are only a handful of online Accreditation Board for Engineering and Technology (ABET) undergraduate programs offered nationwide that require students to conduct laboratory sessions onsite. For some students this arrangement may be inconvenient, or in some cases, impractical. Furthermore, there are many challenges associated with teaching electrical engineering online courses because of the interposition of heavy equation use and interactivity required.Over the past three years, we have been investigating the use of inexpensive, highly portable instrumentation to facilitate our lab requirements. As a result of this enabling technology, an online program targeted toward completing the second two years of an undergraduate electrical engineering degree is being piloted at our institution. Nearly 109 students have participated in this study. A two-plus-two approach avoids the need for an institution wide conversion of all required courses. Among other findings from a survey taken, the most salient issue facing faculty course builders was the extraordinary time commitment needed to complete course certification. On the other hand, this teaching option has great appeal to working professionals in that it affords a greater degree of flexibility by not having to meet and commute at scheduled times during the course of a week. The impact on the rate at which students matriculated has been encouraging. Students are able to complete more courses over the summer resulting in synchronizing larger cohorts of upper-class students. Special care must be taken, however, to assess a student's ability to work independently and to assess whether or not they have reasonable expectations of the degree of time management and persistence needed to satisfactorily complete their coursework online.In this paper, we detail the curriculum changes, how the formats of both laboratory and non-laboratory courses were modified, the process of recruiting and certifying faculty to teach these courses, and the evaluations of student perceptions while participating in these courses. As a result of this pilot study we can conclude that conducting a fully online undergraduate Electrical Engineering program appears to be viable and that these efforts may help to lead the way in establishing this discipline as a competitive online undergraduate program alternative.

The Mobile Studio I/O Board is a small, inexpensive hardware platform for use in a home, classroom or remote environment. When coupled with the Mobile Studio Desktop software, the system duplicates a large amount of the hardware often used to teach electrical engineering, computer engineering, control systems, physics courses and K-12 technology-oriented courses. The project's goal is to enable hands-on exploration of science, technology, engineering and mathematics (STEM) education principles, devices, and systems that have historically been restricted to expensive laboratory facilities. The Mobile Studio Project is now being utilized to enhance STEM education around the world. Mobile Studio instrumentation capabilities are similar to those available with traditional, stand alone instruments, but the experience of building a course or outreach activity can be quite different. Thus, a significant milestone for this new pedagogy is the expansion of its use beyond the original core partner institutions. The Mobile Studio learning platform began development at three schools, where it has been used to teach electrical engineering courses for both majors and non-majors. This activity has recently been expanded to additional schools with some notable early success that demonstrates how this approach can be transferred elsewhere, eventually improving programs at the original partner schools. Content development continues at several schools with new partners being added, including some in Africa. In addition to application in electrical engineering education and outreach, Mobile Studio materials are being developed by and for students in adolescent education and computer science at a small liberal arts college. Activities at all involved schools have added significantly to the value of Mobile Studio pedagogy.

This paper presents our experiences and results in developing and delivering two core Electrical and Computer Engineering (ECE) courses with laboratory components completely online using an internet based distance learning delivery system and the Mobile Studio technology and pedagogy. The challenge in offering ECE courses online is the fact they have a very intensive hands-on component, such as design and laboratory experiments, that require students to use expensive laboratory equipment to complete and demonstrate their projects. This implied that until now, institutions offering ECE laboratory courses had to have students attend the laboratory courses on their campuses. Our ECE department is in the process of redesigning and delivering all 200-level and 300-level electrical/electronic engineering core and laboratory courses utilizing unique and innovative distance learning technologies.We successfully developed and delivered two pilot courses, "Electric Circuits", and "Introduction to Electrical Laboratory" completely online during the summer of 2010. Both courses, and a third course called "Introduction to Digital Design" are currently being offered completely online to students enrolled in our regular ECE program. This paper will present a detailed explanation on how we used the Mobile Studio technology to redesign and offer ECE laboratory experiments that can be conducted by students without using regular laboratory space and equipment. We also present detailed description on how we used the Adobe Connect (TM) software to allow the students to demonstrate their design and laboratory experiment circuits to the course instructor from a remote location. The results have shown that the students were able to conduct most of the design and laboratory experiments required in the regular courses without the need to be on campus. All the students enrolled in the pilot summer courses successfully completed the two ECE courses and are currently enrolled in the follow-up courses.

Opening the Engineering Gateway: Can Differentiated Instruction Help Prepare Our Non-Traditional Students? There are many students who are being prevented from contributing to our national needfor innovation. It seems that while most agree that more is needed to be done at the K-12 level, notenough is being done at the postsecondary level to improve the readiness of nontraditionalstudents. Research at our institution from 1994 through 2010 on freshmen engineering cohortsindicate that the initial math course placement correlates highly with the likelihood of beingretained in engineering. Only nine (9%) of the students in the graduating classes that started inbasic arithmetic required an average of 7.38 years to graduate. It seems wasteful to turn thesebright potential candidates away especially in light of a shortfall of adequate numbers to supply theengineering pipeline to remain globally competitive. With focused intervention strategies, many ofthese students can enjoy productive academic and professional experiences. One of the strategiesbeing pursued at our institution involves creating highly interactive lower divisionMath/Engineering course sequences where the faculty work synergistically between thedisciplines of mathematics, education, psychology language arts and engineering to insure that theindividualized needs of every student are met. Advances in learning on how to integrate anddevelop these curriculum enhancements, incorporating differentiated instruction and theDimensions of Learning pedagogy into the higher education learning engineering environmentappears to be highly successful. The Dimensions of Learning instructional framework 1,2 promotesteaching and learning through an array of lower to higher level thinking skills. The sequence of pre-freshman/first year math courses was redesigned to allow students toget to Calculus I in a shorter amount of time. First, the Foundations of Mathematics (FOM) onlinecourse is a preventative measure to ensure a significant portion of incoming freshmen place abovethe basic arithmetic level. The web-based online math program has had a total of 187 participantsduring the past six summers and the results indicate that only 24% of all students who completedthe online course placed in basic arithmetic, versus 43% of students who did not participate in anysummer mathematics review. These results are very encouraging. The FOM online math studentshad a successful placement rate that was more than twice as high as the students who did notparticipate in any summer enrichment program. Secondly, the two part pre-calculus sequencewas replaced with a two part engineering sequence that features engineering performance tasks inaddition to rigorously aligned pre-calculus content. The first part (ENGR101) is strategicallytaught with differentiated instruction using learning styles and readiness to give the student anopportunity to test directly into Calculus at the end of the first semester. For students that needextra time, the second part of this sequence (ENGR102) allows for that. A pilot course usingthese teaching strategies, offered during the Fall of 2009, resulted in 58% (N=31) of the studentstesting directly into Calculus by the end of the first semester. Furthermore, the overall pass rate forboth pre-calculus sequences was 84% (N=31). When inspecting the grade distribution, the impactof the FOM online summer preparation is significant in the differentiated pre-calculus section andis also significant in the traditionally taught (MATH113) pre-calculus sections. (see Fig 2.) 50.00% 40.00% Percentage 30.00% 20.00% 10.00% 0.00% Comp. Pre Basic Calculus 1 Pre-Cal Cal Math FOM All 11.23% 25.67% 39.04% 24.06% NO FOM ALL 6.78% 7.95% 42.05% 43.22% Math Course PlacementFigure 1. Comparison of FOM online math placement results during the summers of 2003-2009 70.00% 60.00% 50.00% Percentage 40.00% 30.00% 20.00% 10.00% 0.00% A B C D F ENGR101 fom 36.36% 18.18% 27.27% 18.18% 0.00% ENGR101 No fom 16.67% 25.00% 58.33% 0.00% 0.00% MATH113 FOM 16.67% 33.33% 50.00% 0.00% 16.67% MATH113 No FOM 21.95% 17.07% 12.20% 12.20% 36.59%Figure 2. Differentiated instruction engineering course (ENGR101) grade distribution after thefirst semester and the traditional pre-calculus math course (MATH113) grade distribution1 R.J. Marzano, D.J Pickering, D.E. Arredondo, G.J. Blackburn, R.S. Brandt, C.A. Moffett, , D.E. Paynter , Pollack,J.E., & Whisler, (1997). J.S. Dimensions of learning: Trainers manual (2nd ed.). Alexandria, VA: Association forSupervision and Curriculum Development.2 Pamela Leigh-Mack, Solomon Alao, Bert Davies, Erastus Njage, Yacob Astake and Craig Scott, “ImprovingRetention by Redesigning Freshmen Mathematics with the Dimensions of Learning Pedagogy, Assessment andTechnology Framework,” 2005 ASEE Annual Conference, Portland Oregon, June 12-15, 2005.

Low visibility is a problem which hinders a pilot's ability to perform successful flight operations. This issue decreases a pilot's situational awareness (SA) and can lead to runway incursion (RI) and controlled flight into terrain (CFIT). The enhancement of SA can subsequently lead to the reduction of these incidents as well as increased safety during flight. This enhancement is achieved via Integrated Intelligent Flight Deck technologies (IIFD), which offer computer-generated three-dimensional imagery of the external environment regardless of the actual conditions. This system requires a mechanism that provides control for the IIFD display. The apparatus is typically a head tracking device, but current head tracking implementations that are considered for this process are too intricate, too expensive, or publicly inaccessible. In this paper, the use of a Commercial-Off-The-Shelf (COTS) optical tracker as a means of IIFD control is investigated. It involves the justification of optical tracking over other existing tracking types, as well as the selection of a commercially available tracker based on performance and affordability metrics. The results show that a COTS optical tracker that meets those metrics can be a cost-effective device that is suitable for IIFD use within a cockpit of a General Aviation (GA) aircraft. A pivotal part of the investigation is the impact of signal jitter and engine vibration jitter on the tracking device. This is necessary as the effects of both these disturbances can affect the accuracy necessary for adequate control of the IIFD display. The simulation of engine vibration jitter via a haptic interface is presented in order to generate and assess its physical impact on the cockpit environment. This paper also examines the use of an adaptive smoothing algorithm, designed to curb the erratic effect. The studies reveal that while the haptic device produces limited engine vibration simulation, an adaptive smoother can significantly reduce the impact of jitter on a tracking device affected by that interference.

Electronic Medical Records (EMR) provide increased productivity and convenience for patients, doctors, nurses, pharmacists, lab technicians and other medical professionals. The added accessibility to patient information introduces a multitude of security risks at various levels. The communication infrastructure may be breached by intruders from disparate countries. Loosely protected data entry terminals are susceptible to insider threats. This paper characterizes EMR systems as cyberphysical systems that must be protected by minimizing potential risks at each communications interface, data entry point, and data warehouse. A protection profile concept is discussed that provides management of risk based on known hacker modalities.

The research provides a computational approach for dynamic allocation of geometric coordinates within a 3DP2P network topology. Deployment of Internet and mobile applications within the network will be achieved with the utilization of a 3D-XML peer node descriptor (3DP2P-XML). The 3DP2P-XML file descriptor generates and deploys enterprise beans, web services, and mobile clients. Boundary conditions and statistical data determine the peer node distribution. The application will demonstrate the procedure for generating network coordinates. The coordinates correlate IP and URL addresses to a metric space. The technique uses a Riemann sum to estimate the number of nodes, volume, and surface boundaries of the 3D-P2P mesh network. The resulting algorithm creates a minimum 3D spanning tree with coordinate indexes. The multi-hop network is visualized as a 3D bouquet of computer nodes.

Signal Jitter is an impediment that continues to affect many technologies. Its presence in optical tracking devices is manifested in tracking data and affects the device's accuracy and latency. Previous studies have investigated several smoothing techniques to reduce jitter, while accounting for engine vibration as an external source. This paper will delve further into the research by exploring the characteristic behavior of the optical tracking data, so that a more intuitive selection of a smoother can be made. This process will not only justify the suitability of a smoothing technique for SVS, but also lead to increased tracking efficiency.