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International Journal of Computational Intelligence and Information Security, May 2012 Vol. 3, No.

5 ISSN: 1837-7823

Analysis of Data Visualization & Study on Knowledge Discovery Secure Online Examination
Abstract - Secure On-line examinations enable to reduce the grading cost, on-line cheating, as well as on-line one, makes the reliability of such examinations low. In online environments, students and teachers use Internet on a regular basis in order to follow/receive lectures, ask/answer questions and send/receive assessments. However, secure online (or in general distance learning) universities rely on an examination process in which students hold a face to face exam in a physical place determined by the university under supervised conditions. Such conditions ensure the correctness of the exam, a difficult task to achieve in a virtual exam model. Face to face exams allow checking student’s identity and ensuring exam authoring using traditional means (checking an identity card and ensuring no one helps the student during the exam). We are now proceeding to build an on-line examination system where all exams related information is in digital format. Our analysis proposes knowledge discovery approach to detect the cheating in online exam and more a signcryption based scheme that has to be executed in order to validate the authorization authentication. Keywords – Secure Online Exam, Knowledge Mining, Cheating, signcryption.

In academic environments testing systems are being widely adopted as a combination with other assessment means providing tutors in order to assess learners knowledge. Among these multiple choice tests are extremely popular they can be automatically corrected. Even many examiners doubt about the real effectiveness of structured tests in assessing learner’s knowledge and they wonder whether learners are more conditioned by the question type than by its actual difficulty. In order to teach learners how to improve their performances on structured tests in the past several experiments have been carried out to track learners behavior were informed of the experiment and had to speak during the test to explain what they were thinking while an operator was storing their words using a tape recorder. This technique might be quite invasive since it requires learners to modify their behavior in order to record the information to analyze, which might vanish the experiment goal since it adds considerable noise in the tracked data. Possibility of collecting data about learners behavior during tests would let tutors exploit many currently available data exploration and knowledge discovery strategies to elicit important insights on the testing activities that can be used to teach learners how to improve their performances, it would be desirable to devise noninvasive data collection strategies that do not influence learners behavior during tests so as to convey more faithful feedback on the testing activities. Data mining is reminiscent of approaches used in statistical analysis over the last 20 years, government corporate and industrial communities are faced with an ever increasing number of databases, need not only to be managed but also explored. First requires secure access to distributed heterogeneous multimedia databases with rich metadata and having to meet timing constraints and requires exploratory tools supporting the identification of domain and mission critical elements such as patterns in data access. The visual data exploration process can be seen a hypothesis generation process: The visualizations of the data allow the user to gain insight into the data and come up with new hypotheses. The verification of the hypotheses can also be done via visual data exploration but it may also be accomplished by automatic techniques from statistics or machine learning. In addition to the direct involvement of the user, the main advantages of visual data exploration over automatic data mining techniques from statistics or machine learning are: • Visual data exploration can easily deal with highly inhomogeneous and noisy data • Visual data exploration is intuitive and requires no understanding of complex mathematical or statistical algorithms or parameters. Visual data exploration usually allows a faster data exploration and often provides better results, especially in cases where automatic algorithms fail. In addition, visual data exploration techniques provide a much higher degree of confidence in the findings of the exploration. This fact leads to a high demand for visual exploration techniques and makes them indispensable in conjunction with automatic exploration techniques. A solution enabling the recording of learners’ habits during online tests without informing them of the underlying experiment and, consequently, without asking them to modify their behavior, which potentially yields 42

International Journal of Computational Intelligence and Information Security, May 2012 Vol. 3, No. 5 ISSN: 1837-7823

more realistic results. Regarding the exploration of the collected data, several KDD techniques could be used. Classical data mining algorithms aim to automatically recognize patterns in the data in order to convey knowledge [6], [7]. However, classical data mining algorithms become inappropriate in several situations such as in multidimensional data and data not uniformly distributed. One way to overcome these problems is to use proper visual representations of data in order to stimulate user involvement in the mining process. In particular, information visualization can potentially enhance the human capability to detect structures, patterns, and relationships between data elements while exploring data. Information visualization is defined as the use of interactive visual representation of abstract data to amplify cognition [8]. In the past, information visualization has been successfully used in an e-learning application to measure the participation of the learners to online activities [9].

SECTION II 2.1. Survey on Secure Online Examination:
A measureable physical or behavioral characteristic of hanuman being is biometrics, recognizing identity or authenticating claims of identity. Biometrics is an automatic method for identifying a person on the basis of some biological or behavioral characteristics of the person. Many biological or behavioral characteristics such as fingerprints and voice patterns are distinctive to each person. Biometrics is more reliable and more capable in distinguishing between a specific individual and an imposter than any technique based on an identification document or password. In general, there are three levels of computer security schemes. Level 1 relies on something a person carries, such as ID card with a photograph. Level 2 relies on something a person knows such as a password or a code number (e.g. PIN). Level 3, the highest level, relies on something that is a part of a person’s biological makeup or behavior, such as a fingerprint, a facial image, or a signature. There are a number of simple, widely available mans of personal identification, including Photo ID cards and Secret passwords or Personal Identification Number (PIN). While these simple means of identification work most of the time, they may be compromised easily. For example, ID cards may be lost, stolen, or copied. Similarly, passwords or personal identification numbers (PINs) may be forgotten or guessed by others. However, biometric systems provide automatic personal identification on the basis of a physical or behavioral feature that is distinctive to each individual. The concept of biometrics perhaps has its origin with the human use of facial features to identify other people. It can be said to have its link to the traditional method of human identification. Modern biometrics, however, started in the 1880s when Alphonse Bertillon, chief of the criminal identification division of the police department in Paris, France, developed a method of identification based on a number of bodily measurements. One of the most well-known biometric characteristics is the fingerprint. British scientist Sir Francis Galton proposed the use of fingerprints for identification purposes in the late 19th century.

Figure 1 shows the Biometric system.


International Journal of Computational Intelligence and Information Security, May 2012 Vol. 3, No. 5 ISSN: 1837-7823

In the Previous online exams we use the biometric concept i.e figure 1 is biometric method to register in to online exam. Before entering into the exam hall student need to enter the credentials such as finger print Hall ticket number is unique and name, these credentials are verified in the evaluation process. 2.2. Application Secure Online Exam using Fingerprint biometric Identification: A fingerprint is the pattern of ridges and furrows on the surface of fingertip, no two persons have exactly the same arrangement of patterns and the patterns of any one individual remain unchanged throughout life. Fingerprints are so distinct that even the prints of identical twins are different. Biometric sensor takes a digital picture of fingerprint, scan detects the ridges and valleys of a fingerprint and converts them into ones and zeros.

Figure 2 represents how to convert biometric to machine code Complex algorithms analyze this raw biometric scan to identify characteristics of the fingerprint, known as “minutiae”. Minutiae are stored in a fingerprint template (a data file usually smaller than the initial scans). Up to 200 minutiae are stored in a template, but only a subset of these (10 to 20 minutiae) has to match for identification or verification in most systems. For smart card systems, approximately 40 minutiae are stored, because of space restrictions. A microscope the fingerprint has unique characteristics known as minutiae points. Common minutiae points are the intersections of bifurcations and ending points of fingerprint ridges. With the advent of Automated Fingerprint Identification Systems (AFIS), a fingerprint can be compared against every fingerprint in the entire database. No two fingerprints have been found to have the same individual characteristics in the same unit relationship [20]. A fingerprint device is typically a self-contained sensor that supports two key functions: a sensor for capturing a fingerprint the ability to communicate the digital image to the host processor via an interface such as USB or serial. 2.3 Data Visualization: Data visualization provides an overview of complex and large data sets shows a summary of the data and helps humans in the identification of possible patterns and structures in the data. The goal of data visualization is to simplify the representation of given data set minimizing the loss of information. Visualization methods can be either geometric or symbolic data are represented by lines surfaces or volumes and are usually obtained from a physical model or as a result of a simulation or a generic computation. Symbolic represents nonnumeric data using pixels icons arrays or graphs. Generic classification of data visualization such as 2D/3D displays are line graphs and is surfaces, histograms, kernel plots, box-and-whiskers plots, scatter plots, contour plots, and pie charts [6], [13]. The scatter plot matrix, the permutation matrix, and its closely related survey plot are all examples of geometrically transformed visualization methods [18]. One of the most commonly used icon-based visualization method is star icons [13]. However, an other well-known method falling into this category is Chernoff faces [18], [19]. An example of the pixel-based display method is recursive pattern visualization, which is based on a recursive arrangement of pixels.

SECTION III 3. Problem Definition: Ensure student identity and authoring in a virtual or distance exam has been pointed out
as a hard problem in the survey as a difficult solution. Then, e-learning institutions still need face to face exams. However, face to face exams represent an important effort for e-learning institutions. Typically, e-learning universities do not have enough physical facilities for all students so they have to rent buildings in order to allow students to hold their exams. Furthermore, exam management becomes more complex since such external examination centers must be provided with all management mechanism to ensure that students will be able to 44

International Journal of Computational Intelligence and Information Security, May 2012 Vol. 3, No. 5 ISSN: 1837-7823

perform their exam in a desired location and later on, all exam answers will be properly collected and sent to the teachers that have to correct them. For all those reasons, improving exam management systems has clear advantages for distance learning institutions. In order to simplify exam management it is desirable that all exam stages can be performed electronically, so exams are turned into e-exams. Notice that we use the term e-exams to refer to exams (in fact, all exam stages) that can be performed by electronic means. However, we do not assume that e-exams are distance or virtual exams, since such property implies different security concerns. In this paper, we assume that students hold the exam in a supervised environment, but electronically, that means the student uses a computer to take the exam. Intrinsically, exam management needs to achieve a good security level, since the correctness of this process ensures somehow the quality of the university. For that reason, the design an electronic management system for exams should take a special care of security. Drawbacks faced in the previous work, the weakness of this system was that the manger was assumed to be absolutely honest moreover a restricted room was required for the exam to prevent cheating thus our solution scheme did share the advantages of online education With the influence of the solution discussed in the literature "Monitoring Online Tests through Data Visualization", I will propose a data visualization model to detect the cheating in online exams. The events identified during the session where test took place will be visualized to detect the scope of cheating. More in this work I would like to propose a signcryption based scheme that has to be executed in order to validate the authorization authentication.

3.1. Data Visualization using mining Techniques to conduct secure online Exams:
The quality of the data in the data warehouse is constantly monitored by data analysts. Due to the heterogeneity and non-standard policies enforced on data quality at the different source databases, the warehouse data is usually cleaned or standardized via data scrubbing. The model derivation stage focuses on choosing learning samples, testing samples and learning algorithms. Due to the large volume of available data, data mining maybe done on subsets of the data from the data warehouse. An appropriate data sample is selected from the data in the warehouse and is checked for descriptiveness. This process may have to iterate a few times before a suitable sample set can be selected. The selected sample dataset forms the training data for the data-mining algorithm. The datamining process is viewed in our framework as the derivation of an appropriate knowledge model of the patterns in the data that are interesting to the user. The algorithm for model derivation, together with the guidance provided by the user, will generally produce several models of the information contained in the data. T he data-mining algorithms use guidance from the analyst to decide various.

Figure 3 represents the Process Flow of Knowledge The process of secure online exam is evaluated using flow of above figure 3 data mining steps with visaulization data. Selects the data from operational data transforms to warehouse, the usage of data is converts to relevent patterns then avalidate the training data. 3.1.1. Visualizing a set of association rules: The objective is to produce visual representations of a set of rules in a single view according to the model defined. Up to this point, we have been targeted on providing insight over a single rule by its visualization in order to make understood, trusted and usable the underlying knowledge. In real-life problems though, we usually deal with a set of association rules. 45

International Journal of Computational Intelligence and Information Security, May 2012 Vol. 3, No. 5 ISSN: 1837-7823

Additional requirements though are posed following that new perspective. The knowledge extractor in such cases seeks for inferences regarding either the whole set of rules, or a subset of it, that information should be available to be extracted either by our focused attention to the overall representation, or to a subset area. Those concepts led us to the construction of a compact view, where the concise representation of each rule was integrated. Each chart representation, considerable reduced to its basic characteristics, reveals the abstract form of the rule. With that guideline under consideration, our attempt was to have the representation of as many as possible rules in a single view, maintaining though the visualization principles that we already had. Two main issues evolve with such an attempt. On one hand, we should define the reduced representation of a rule and on the other hand, how the placement of those abstracts representations would be. Our intension is to produce a smart placement of concise rules’ representations that will enhance human’s perception abilities and mining effort.

3.2. Administration Framework for Secure Online Exam:
Online education has expanded rapidly, even so the off-line test is usually chosen as the evaluation method for both off-line education and online education. We present an approach and a system to tutors monitor several important aspects related to online tests, such as learner behavior and test quality. The approach includes the logging of important data related to learner interaction with the system during the execution of online tests and exploits data visualization to highlight information useful to let tutors review and improve the whole assessment process. We have focused on the discovery of behavioral patterns of learners and conceptual relationships among test items. Furthermore, we have led several experiments in order to assess the whole approach. In particular, by analyzing the data visualization, we have detected several previously unknown test strategies used by the learners. Online exams for mathematics or English contests in middle or high school and exams in online university courses with students at remote locations, this work addresses the problem of administering an online exam at a fixed time with the same questions for all examinees, just like an off-line exam, but without restricting the physical location of the examinees. The system enables many kinds of tests to be given online; it can provide teachers with better evaluation standards for students and may contribute to improving the quality of education. E-Testing systems are being widely adopted in academic environments, as well as in combination with other assessment means, providing tutors with powerful tools to submit different types of tests in order to assess learners’ knowledge. Among these, multiple-choice tests are extremely popular, since they can be automatically corrected. However, many learners do not welcome this type of test, because often, it does not let them properly express their capacity, due to the characteristics of multiple-choice questions of being “closed-ended.” Even many examiners doubt about the real effectiveness of structured tests in assessing learners’ knowledge, and they wonder whether learners are more conditioned by the question type than by its actual difficulty. Approach: In recent literature, one proposal for secure online exams was based on a secure exam protocol with central manager with super administrative privileges who controlled all the information for students, teachers, problem sheets, answer sheets, and grades. Drawback: The weakness of this system was that the manager was assumed to be absolutely honest. Moreover, a restricted room was required for the exam, to prevent cheating. Thus, the proposed exam scheme did not share the advantages of online education. Approach: Most modern online education uses Web-based commercial course management software such as Web CT, Blackboard, or software developed in-house. Drawback: house. This software is not used widely for online exams, due to security vulnerabilities, and the system must rely on students’ honesty or their having an honor code Approach: Many of previous Web-based approaches to online exams have highlighted easy accessibility and simplified exam management. Drawback: However, authentication through only a user name and password can be the weak point in the security of online exams. The very environment in which students can use a Web browser and the Internet enables them to search the Internet and to communicate with others for help during the exam. Approach: One proposal was to use a Webcam to prevent cheating by randomly transmitting pictures of students during online exams Drawback: However, several soundless pictures of a student do not show what that student is doing or why he or she is doing it, or even if cheating is taking place through Web searching, the use of saved data, or chatting. SECTION IV 46

International Journal of Computational Intelligence and Information Security, May 2012 Vol. 3, No. 5 ISSN: 1837-7823

4.1. Usage of Secure Tests using Proposed Analysis: We have devised a new symbolic data visualization strategy
which is used within a KDD process to graphically highlight behavioral patterns and other activities in online tests. In this context data mining refers to a particular step of this process such as data preparation, data selection, data cleaning and interpretation of results are essential to ensure that useful knowledge is extracted from data. Our proposed work secure online examination is implemented using java for administrative framework and data visualization mining for evaluation process. Type of exam, number of questions student registration, evaluation process maintained in the administration. Evaluation is implemented such modules are described below. 4.1.1. Knowledge visualization discovery: The database community has devoted particular efforts to the extraction of knowledge from data. One of the main approaches for knowledge extraction is Data Mining, which applies automatic algorithms to recognize patterns in huge data collections. Alternatively, visual data mining presents data in a visual form to stimulate user interaction in the pattern detection process. A combination of visual and automatic data mining draws together human cognitive skills and computer efficiency, which permits faster and more efficient knowledge discovery. 4.1.2. Visual data mining: Visual data mining can be seen as a hypothesis generating process: the user generates a hypothesis about relationships and patterns in the data. Visual data mining has several advantages over the automatic data mining methods. It leads to a faster result with a higher degree of human confidence in the findings, because it is intuitive and it requires less understanding of complex mathematical and computational background than automatic data mining. 4.1.3. Merging automatic and visual data mining: The efficient extraction of hidden information requires skilled application of complex algorithms and visualization tools, which must be applied in an intelligent and thoughtful manner based on intermediate results and background knowledge. The whole knowledge discovery process is therefore difficult to automate, as it requires high-level intelligence. By merging automatic and visual mining the flexibility, creativity, and knowledge of a person are combined with the storage capacity and computational power of the computer. A combination of both automatic and visual mining in one system permits a faster and more effective knowledge discovery process. 4.1.4. Learner activity during online tests: To discover knowledge related to learner activities during on line tests, which can be used by tutors to produce new test strategies. In particular, we have devised a new symbolic data visualization strategy, which is used within a knowledge discovery process to graphically highlight behavioral patterns and other previously unknown aspects related to learners’ activity in on line tests. 4.1.5. Data collection: One way of collecting data with a less invasive method is to track eyes’ movements. However, this would require the use of expensive tools, which becomes even worse if large scale simultaneous experiments need to be conducted, like it happens in the e-learning field. Nevertheless, it has been shown that similar results can also be inferred by tracking mouse movements. In particular, an important experiment has revealed that there is a significant correlation between eyes’ and mouse’s movements. This means that tracking the trajectory drawn by the mouse pointer could be useful for deriving the probable trajectory of user’s eyes. 4.1.6. Data visualization: To enhance this evaluation activity by means of data visualization strategies to combine automatically inferred knowledge with that detected by the tutor through observations on graphically represented data. To this end, data collected during test execution are processed in order to derive a visual representation of the learner’s activities. 4.1.7. System implementation: The system is composed of a Logging Framework and a Log Analyzer application. 4.1.8. Logging frame work : The Logging Framework is to gather all of the learner actions while browsing Web pages of the test and to store raw information in a set of log files in XML format. The framework is composed of a client-side and a server side module. The former module is responsible for “being aware” of the behavior of the learner while s/he is browsing the test’s pages and for sending information related to the captured events to the server-side module. The latter receives the data from the client and creates and stores log files to the disk. 4.1.9. Log analyzer: The data analysis and test visualization operations are performed by a Web-based stand-alone application, optionally hosted on the same server of the Logging Framework, which takes in input the XML log files. The Log Analyzer Application is composed of two modules: the Query Engine and the Chart Generator. The Query Engine module performs queries on the log files in order to obtain the desired data as an instance of the data model. Since the log files are in XML format, the queries necessary to perform the above operation have been expressed in the XQuery language, and have been performed on the log files. 47

International Journal of Computational Intelligence and Information Security, May 2012 Vol. 3, No. 5 ISSN: 1837-7823

4.2 Comparative Study: Knowledge mining evaluates and visualizes the data using signcryption process. Compare to other online exams our work prevents and detects the cheating process in the following two phase. Once the student enters in the examination hall desktop is monitor with the online browser he need to enter the credentials there is no chance to minimize the browser or want to search any information. In examination each and every question by default the time is schedule, system evaluates each question based on the duration that student has written for every question and compares with other student, if any one of student takes more time than other student detects the cheating process and Reports result in the website.

SECTION V 5. Experimental Analysis: Evaluation of our proposed is implemented web development technologies context of the eWorkbook system equipped with the new module for tracking the learner’s interactions has been used to administer an online test to learners. They have not been informed of the experiment just knew that the grade obtained on the tests concurred to determine the final grade of the course exam. The test containing a set of 25 items to be completed in a maximum of 20 minutes was administered to 71 learners took it concurrently. The logger was enabled and an approximately 4-Mbyte sized XML log file was produced. These experiments try to answer the following two questions: . Is it better for learners to trust their first impression or to go back for evaluating the items again and, eventually, for changing the given answers? . Are the strongest or the weakest learners those who change ideas more frequently? In the experiments, right-to-wrong and wrong-to-right changes have been recorded, and their numbers have been correlated to the learners’ final mark on the test. Similar experiments have been carried out by correlating the time to complete the test with the final mark. As for response changing, we have obtained the average number of response changes, including wrong-to-right and right-to-wrong ones, and their correlation with the final score.

We have presented an approach and a system to let tutors monitor learners’ strategies during online tests. The approach exploits data visualization to draw the data characterizing the learner’s test strategy, in order to trigger the tutor’s attention and to let him/her discover previously unknown behavioral patterns of the learners and conceptual relationships among test items. In this way, the tutor is provided with a powerful tool that lets him/her review the whole assessment process and evaluate possible improvements.

We have extensively used the implemented system experimentally to evaluate online test strategies in the courses of our faculty, in order to assess the whole approach. This lets us discover several relevant patterns regarding the test quality, the characteristics of used strategies, and the impact on the final score. In the future, we would like to devise new visual representations and perform further experiments, possibly in combination with classical data mining algorithms. Moreover, since the approach lends itself to the application to other application fields such as e-commerce, in the future; we would like to evaluate its use in these contexts. Finally, we wish to explore more deeply the problem of cheating detection, which we just treat in broad terms here, since we believe that an approach based on logging and visualization can be promising and effective to this aim.
[1] J. Bath, “Answer-Changing Behaviour on Objective Examinations,” J. Educational Research, no. 61, pp. 105-107, 1967. [2] J.B. Best, “Item Difficulty and Answer Changing,” Teaching of Psychology, vol. 6, no. 4, pp. 228-240, 1979. [3] J. Johnston, “Exam Taking Speed and Grades,” Teaching of Psychology, no. 4, pp. 148-149, 1977. [4] C.A. Paul and J.S. Rosenkoetter, “The Relationship between the Time Taken to Complete an Examination and the Test Score Received,” Teaching of Psychology, no. 7, pp. 108-109, 1980.


International Journal of Computational Intelligence and Information Security, May 2012 Vol. 3, No. 5 ISSN: 1837-7823

[5] L. McClain, “Behavior During Examinations: A Comparison of ‘A,’ ‘C,’ and ‘F’ Students,” Teaching of Psychology, vol. 10, no. 2, pp. 69-71, 1983. [6] D. Hand, H. Mannila, and P. Smyth, Principles of Data Mining, Adaptive Computation and Machine Learning Series, A Bradford Book, MIT Press, 2001. [7] N. Ye, “Introduction,” The Handbook of Data Mining. Lawrence Erlbaum Assoc., 2003. [8] C. Plaisant and B. Shneiderman, “Show Me! Guidelines for Producing Recorded Demonstrations,” Proc. IEEE Symp. Visual Languages and Human-Centric Computing (VLHCC ’05), pp. 171-178, 2005. [9] R. Mazza and V. Dimitrova, “Student Tracking and Personalization: Visualising Student Tracking Data to Support Instructors in Web-Based Distance Education,” Proc. 13th Int’l World Wide Web Conf. Alternate Track Papers and Posters, pp. 154-161, 2004. [10] R.S. Baker, A.T. Corbett, K.R. Koedinger, and A.Z. Wagner, “Off- Task Behavior in the Cognitive Tutor Classroom: When Students ‘Game the System’,” Proc. ACM SIGCHI Conf. Human Factors in Computing Systems (CHI ’04), pp. 383-390, 2004. [11] Asynchronous JavaScript Technology and XML (Ajax) with the Java Platform, J2EE/AJAX/, 2007. [12] G. Costagliola, F. Ferrucci, V. Fuccella, and F. Gioviale, “A Web Based Tool for Assessment and Self-Assessment,” Proc. Second Int’l Conf. Information Technology: Research and Education (ITRE 04), pp. 131-135, 2004. [13] U. Dem_sar, “Data Mining of Geospatial Data: Combining Visual and Automatic Methods,” PhD dissertation, Dept. of Urban Planning and Environment, School of Architecture and the Built Environment, Royal Inst. of Technology (KTH), 2006. [14] U. Fayyad and G. Grinstein, “Introduction,” Information Visualisation in Data Mining and Knowledge Discovery, Morgan Kaufmann, 2002. [15] D.A. Keim and M. Ward, “Visualization,” Intelligent Data Analysis, M. Berthold and D.J. Hand, eds., second ed. Springer, 2003 [18] P.E. Hoffman and G.G. Grinstein, “A Survey of Visualizations for High-Dimensional Data Mining,” Information Visualization in Data Mining and Knowledge Discovery, pp. 47-82, 2002. [19] M. Ankerst, “Visual Data Mining,” PhD dissertation, Ludwig Maximilians Universitat, Munchen, Germany, 2000. [20] Uday O. Ali Pabrai (2001). Biometrics for PC – User Authentication: A Primer, [20] A Secure E-Exam Management System [21] IEEE Transaction online Tests Through Data Visualization Gennaro Costagliola, Vittorio Fuccella, Massimiliano

Giordano, Giuseppe Polese

Dr.G.Manoj Someswar, B.Tech., M.S.(USA), M.C.A., Ph.D. is having 20+ years of relevant work experience in Academics, Teaching, Industry, Research and Software Development. At present, he is working as an Associate Professor, Dept. of IT, MVSR Engineering College, Nadergul, Hyderabad, A.P. and utilizing his teaching skills, knowledge, experience and talent to achieve the goals and objectives of the Engineering College in the fullest perspective. He has attended more than 100 national and international conferences, seminars and workshops. He has more than 10 publications to his credit both in national and international journals. He is also having to his credit more than 50 research articles and paper presentations which are accepted in national and international conference proceedings both in India and Abroad.

B. V. V. S. Prasad is a Research Scholar under the Guidance of Dr.G.Manoj Someswar and completed M.Tech in Computer Science Engineering. He is presently working as an Asst. Prof. in Malineni Lakshmaiah Women’s Engineering College, Pulladigunta, Guntur, India. He is having about 5years of teaching experience in different Engineering Colleges and an associate member of CSI and life member of ISTE. Undergone CIT 49

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program conducted by IIIT Hyderabad, published 3 international journals in the area of Data Mining.

K. NAGARJUNA RAO,, is an Asst. Professor in Sri Mittapalli College of Engineering. Having 5 years of Experience in different Engineering Colleges. He encouraged the students and Conducted ITTRENDZZ Workshop in St. Theressa Institute of Engineering & Technology Garividi (Cheepurupally), Vizanagaram District, AP, INDIA. He held the responsibilities like Time table In-charge, Boys Dean, Incharge, Discipline Committee Member. His area of interest is data mining.