SRI International

About: SRI International is a nonprofit organization based out in Menlo Park, California, United States. It is known for research contribution in the topics: Ionosphere & Laser. The organization has 7222 authors who have published 13102 publications receiving 660724 citations. The organization is also known as: Stanford Research Institute & SRI.

A security enforcement kernel for OpenFlow networks

Abstract: Software-defined networks facilitate rapid and open innovation at the network control layer by providing a programmable network infrastructure for computing flow policies on demand. However, the dynamism of programmable networks also introduces new security challenges that demand innovative solutions. A critical challenge is efficient detection and reconciliation of potentially conflicting flow rules imposed by dynamic OpenFlow (OF) applications. To that end, we introduce FortNOX, a software extension that provides role-based authorization and security constraint enforcement for the NOX OpenFlow controller. FortNOX enables NOX to check flow rule contradictions in real time, and implements a novel analysis algorithm that is robust even in cases where an adversarial OF application attempts to strategically insert flow rules that would otherwise circumvent flow rules imposed by OF security applications. We demonstrate the utility of FortNOX through a prototype implementation and use it to examine performance and efficiency aspects of the proposed framework.

Unlocking the learning value of wireless mobile devices

Abstract: S.R.I. International Abstract Many researchers see the potential of wireless mobile learning devices to achieve large-scale impact on learning because of portability, low cost, and communications features. This enthusiasm is shared but the lessons drawn from three well-documented uses of connected handheld devices in education lead towards challenges ahead. First, 'wireless, mobile learning' is an imprecise description of what it takes to connect learners and their devices together in a productive manner. Research needs to arrive at a more precise understanding of the attributes of wireless networking that meet acclaimed pedagogical requirements and desires. Second, 'pedagogical applications' are often led down the wrong road by complex views of technology and simplistic views of social practices. Further research is needed that tells the story of rich pedagogical practice arising out of simple wireless and mobile technologies. Third, 'large scale' impact depends on the extent to which a common platform, that meets the requirements of pedagogically rich applications, becomes available. At the moment 'wireless mobile technologies for education' are incredibly diverse and incompatible; to achieve scale, a strong vision will be needed to lead to standardisation, overcoming the tendency to marketplace fragmentation.

Methods and devices for positioning a surgical instrument at a surgical site

Abstract: For positioning a surgical instrument at a surgical site, an elongate tubular structure is coupled to the distal portion of a robotic arm. This structure is adapted to be inserted in the body cavity of a patient and is adapted to receive the surgical instrument and serve as a guide for the surgical instrument into the patient's body. The robotic arm may have a parallelogram center of motion linkage and actuators for driving various degrees of freedom of movement of the arm and the surgical instrument. The robotic arm may be remotely controlled by an operator manipulating an input device.

Designing for Virtual Communities in the Service of Learning

Abstract: Part I. Coming To Terms With Community: 1. Introduction: designing for virtual communities in the service of learning Sasha Barab, Rob Kling and James Gray 2. Models of community learning and online learning in communities Margaret Riel and Linda Polin Part II. Designing for Web-supported Community: 3. Designing system dualities: building online community Sasha Barab, James MaKinster and Rebecca Scheckler 4. Characterizing collective behavior online: the social organization of hangouts, clubs, associations, teams and communities Rob Kling and Christina Courtright 5. Online teacher communities: technology snake-oil or powerful catalysts for professional development? Mark Schlager and Judi Fucso 6. Community of practice a metaphor for online design? Thomas Schwen Part III. Characterizing Community/Member Participation: 7. Autonomy, interaction and knowledge-building as bases for learning at the math forum Ann Renninger 8. An exploration of community in a knowledge forum classroom: an activity system analysis Jim Hewitt 9. Co-evolution of technological design and pedagogy in an online learning community Amy Bruckman 10. From ambitious vision to partially satisfying reality: an evolving socio-technical design supporting community and collaborative learning in teaching education Sharon Derry, Julia Lee, Jong-Baeg Kim and Jennifer Seymour Part IV. Researching Online Community: 11. Using social network analysis to study online learning communities Emmanuel Koku and Barry Wellman 12. Computer-mediated discourse analysis: an approach to researching online communities Susan Herring 13. Shared 'we' and shared 'they' indicators of group identity in online teacher professional development Kirk Sluder and Sasha Barab 14. Sociocultural analysis of online professional development: a case study of personal, interpersonal, and community aspects James Gray and Deborah Tatar.

Practical Planning: Extending the Classical AI Planning Paradigm

Abstract: 1 Reasoning about Actions and Planning 2 Basic Assumptions and Limitations 3 SIPE and Its Representations 4 Hierarchical Planning as Differing Abstraction Levels 5 Constraints 6. The Truth Criterion 7 Deductive Causal Theories 8 Plan Critics 9 Resources: Reusable, Consumable, Temporal 10 Search 11 Replanning During Execution 12 Planning and Reactivity 13 Achieving Heuristic Adequacy 14 Comparison with Other Systems