bluuebunny/crossref_metadata_2025 huggingface dataset:
Network Data Characteristics
Authors: Wang Yu
Published: May 2011

Data represents the natural phenomena of our real world. Data is constructed by rows and columns; usually rows represent the observations and columns represent the variables. Observations, also called subjects, records, or data points, represent a phenomenon in the real world and variables, as also known as data elements or data fields, represent the characteristics of observations in data. Variables take different values for different observations, which can make observations independent of each other. Figure 4.1 illustrates a section of TCP/IP traffic data, in which the rows are individual network traffics, and the columns, separated by a space, are characteristics of the traffics. In this example, the first column is a session index of each connection and the second column is the date when the connection occurred. In this chapter, we will discuss some fundamental key features of variables and network data. We will present detailed discussions on variable characteristics and distributions in Sections Random Variables and Variables Distributions, and describe network data modules in Section Network Data Modules. The material covered in this chapter will help readers who do not have a solid background in this area gain an understanding of the basic concepts of variables and data. Additional information can be found from Introduction to the Practice of Statistics by Moore and McCabe (1998).
Classification Based on Unsupervised Learning
Authors: Wang Yu
Published: May 2011

The requirement for having a labeled response variable in training data from the supervised learning technique may not be satisfied in some situations: particularly, in dynamic, short-term, and ad-hoc wireless network access environments. Being able to conduct classification without a labeled response variable is an essential challenge to modern network security and intrusion detection. In this chapter we will discuss some unsupervised learning techniques including probability, similarity, and multidimensional models that can be applied in network security. These methods also provide a different angle to analyze network traffic data. For comprehensive knowledge on unsupervised learning techniques please refer to the machine learning references listed in the previous chapter; for their applications in network security see Carmines, Edward & McIver (1981), Lane & Brodley (1997), Herrero, Corchado, Gastaldo, Leoncini, Picasso & Zunino (2007), and Dhanalakshmi & Babu (2008). Unlike in supervised learning, where for each vector 1 2 ( , , , ) n X x x x = ? we have a corresponding observed response, Y, in unsupervised learning we only have X, and Y is not available either because we could not observe it or its frequency is too low to be fit ted with a supervised learning approach. Unsupervised learning has great meanings in practice because in many circumstances, available network traffic data may not include any anomalous events or known anomalous events (e.g., traffics collected from a newly constructed network system). While high-speed mobile wireless and ad-hoc network systems have become popular, the importance and need to develop new unsupervised learning methods that allow the modeling of network traffic data to use anomaly-free training data have significantly increased.
CAD Data Exhange and CAD Standards
Authors: Xu Xun
Published: May 2011

Today, more companies than ever before are involved in manufacturing various parts of their end products using different subcontractors, many of whom are often geographically diverse. The rise of such global efforts has created the need for sharing information among vendors involved in multi-disciplinary projects. Transfer of data is necessary so that, for example, one organization can be developing a CAD model, while another performs analysis work on the same model; at the same time a third organization is responsible for manufacturing the product. Data transfer fills the need to satisfy each of these functions in a specific way. Accurate transmission is of paramount importance. Thus, a mechanism for good data transfer is needed. The CAD interoperability issue - using one CAD system in-house, yet needing to deliver designs to, or receive designs from, another system, poses a challenge to industries such as automotive, aerospace, shipbuilding, heavy equipment, and high-tech original equipment manufacturers and their suppliers. It is worth studying the issue and determining how engineering model data is delivered today to manufacturers and suppliers, how CAD conversion, geometric translation, and/or feature-based CAD interoperability are handled, at what expense, and under whose authority. This chapter explores the various ways to make this vital transfer possible. The attention will be directed towards data exchange and standards for 3-D CAD systems. Since CAD data formats have a lot to do with CAD kernels that govern the data structure and therefore the data formats, some popular CAD kernels are discussed. The data interoperability section covers different types of data translations and conversions. The use of neutral or standardized data exchange protocols is one of the natural methods for data exchange and sharing. This topic is covered at the end of this chapter.
CNC Machine Tools
Authors: Xu Xun
Published: May 2011

The introduction of CNC machines has radically changed the manufacturing industry. Curves are as easy to cut as straight lines, complex 3-D structures are relatively easy to produce, and the number of machining steps that required human action has dramatically reduced. With the increased automation of manufacturing processes with CNC machining, considerable improvements in consistency and quality can be achieved. CNC automation reduced the frequency of errors and provided CNC operators with time to perform additional tasks. CNC automation also allows for more flexibility in the way parts are held in the manufacturing process and the time required to change the machine to produce different components. In a production environment, a series of CNC machines may be combined into one station, commonly called a “cell”, to progressively machine a part requiring several operations. CNC controller is the “brain” of a CNC machine, whereas the physical configuration of the machine tool is the “skeleton”. A thorough understanding of the physical configuration of a machine tool is always a priority for a CNC programmer as well as the CNC machine tool manufacturers. This chapter starts with a historical perspective of CNC machine tools. Two typical types of CNC machine tools (i.e. vertical and horizontal machining centres) are first discussed. Tooling systems for a CNC machine tool are integral part of a CNC system and are therefore elaborated. Also discussed are the four principal elements of a CNC machine tool. They are machine base, machine spindle, spindle drive, and slide drive. What letter should be assigned to a linear or rotary axis and what if a machine tool has two sets of linear axes? These questions are answered later in the chapter. In order for readers to better comprehend the axis and motion designations, a number of machine tool schematics are given.
Program CNCs
Authors: Xu Xun
Published: May 2011

A CNC machine can be programmed in different ways to machine a workpiece. In addition to creating the cutting program, many other factors also need to be considered or programmed. These include workholding devices, cutting tools, machining conditions as well as the machining strategy. The first generation CNCs were programmed manually and punched tapes were used as a medium for transferring the machine control data (MCD), that is, G-codes into a controller. Tapes were later replaced by RS232 cables, floppy disks, and finally standard computer network cables. Today’s CNC machines are controlled directly from files created by CAD/CAM or CAM software packages, so that a part or assembly can go directly from design to manufacturing without the need of producing a drafted paper drawing of the component. This means that for the first time, bringing design and manufacturing under the same automation regime becomes a reachable target. Error detection features give CNC machines the ability to alert the operator in different ways including giving a ring to the operation’s mobile phone if it detects that a tool has broken. While the machine is awaiting replacement on the tool, it would run other parts that are already loaded up to that tool and wait for the operator. The focus of this chapter is on a detailed account of the basics of CNC programming, and the emphasis is on G-code and Automatic Programming Tool (APT). G-code is still the dominant manual programming language for CNC machine tools. It is also the main form of control commands many CAD/CAM (or CAM) systems output. APT was developed soon after G-codes and CNC machine tools were developed to alleviate the drudgery work of straight G-code programming. Modern CAD/CAM systems these days are now becoming the main-stream tools for CNC programming.
Academic Knowledge and Urban Development
Authors: Perry Beth
Published: May 2011

The terrain of knowledge-based urban development currently is confused by a plethora of competing, implicit and unarticulated assumptions that have resulted from differing interpretations of knowledge and the urban, and the relationship between them. This chapter offers a conceptualization of the role of academic knowledge and, by extension, the university in processes of urban development through the lenses of theory, policy, and practice. A distinction between knowledge-based urban development as process-, product- or acquisition-driven is developed. It then assesses the relative balance of these roles in policy and practice through a case study of Manchester, North West England, and, in so doing, distinguishes between the rhetoric and the realities of attempts to do knowledge-based urban development.
Knowledge economy in transition
Authors: Wong Caroline
Published: May 2011

This chapter presents Singapore as a case study for the management of change as Singapore transits from a knowledge-based economy to the creative economy. Analysis of the knowledge-based economy suggests that competitive advantage is increasingly derived from investment in intangibles, particularly information and knowledge-based competencies. The film industry is chosen as a microcosm level of analysis to examine the state of the creative economy as the latest phase in Singapore’s economic development as technology and information are increasingly used to navigate and mediate its people, resources and capital. The objective of this research is to examine the types of competencies that enable firms in the industry to stay competitive in the contemporary knowledge-based economy in the light of technological development in the industry. In so doing, it seeks to shed light on what matters for the industry and the role that government has in shaping the creative economy.
Queensland's Smart State initiative
Authors: Yigitcanlar Tan , Velibeyoglu Koray
Published: May 2011

During the last two decades knowledge based development has become an important mechanism for knowledge economies. In a knowledge economy information and communication technology is extensively seen as a potentially beneficial set of instruments, which may improve the welfare and competitiveness of nations and cities. At present both public and private actors aim to exploit the expected benefits of information and communication technology developments. These technologies offer unprecedented promise for social and economic development on all global, national, regional, urban, and local levels. Therefore this chapter seeks to investigate the potential of information and communication technology policy at both regional and urban levels, and in particular to shed light on various factors that influence urban information technology policies in the public domain. The chapter sets out to explain the knowledge based urban development processes and challenges and opportunities in information acceptance and use in urban policy making in Queensland, Australia. This chapter draws on providing a clear understanding on policy frameworks and relevant technology applications of the Queensland ‘Smart State’ experience.
Transitioning from a Traditional Classroom to the Online Environment
Authors: Wilmes Barbara , Huffman Stephanie , Rickman Wendy
Published: May 2011

This chapter will focus on how faculty can effectively determine their technological needs as they move from the traditional classroom to an online teaching environment through strategic planning. SIMPLE is a technology planning model, which can be used by faculty and administrators to stair-step themselves through this transition period. SIMPLE is an acronym representing six areas which should be addressed when developing and implementing technology strategies – 1) student/instructor assessment, 2) inventory, 3) measurement, 4) planning, 5) leadership, and 6) evaluation. These six components represent common threads throughout the literature on the subject of technology planning, which were utilized to develop the SIMPLE model, and can be easily utilized to guide faculty.
Information Economy and Geospatial Information
Authors: Abresch John , Reehling Peter J. , Hanson Ardis
Published: May 2011

The recent socioeconomic trends, convergence of telecommunication technologies and the emergence of information as an integral component of the contemporary economy, have had significant effects on individuals and on wider social groups in the population. The current information node infrastructure of the telecommunications industry, which has facilitated that convergence of the telecommunications technology, is comprised of a variety of links. These links include data clearinghouses, data providers, and data warehouses, which themselves combine to form complex information networks as well as individual links, or single participants. All of these links affect how information flows across the network. Libraries, as participants in the information network infrastructure, are well suited to affect the nature of data processes in the current information economy.
Geographic Information and Library Education
Authors: Abresch John , Hanson Ardis , Rheeling Peter J.
Published: May 2011

“I invite all of you to become geographers, if not by vocation then by avocation. GIS is about thinking geographically. Beyond being an essential component of GIS, geography also opens new avenues of examining and analyzing the world around us. More importantly, it provides us with totally new appreciation of everyday life and the environment in which we live it” (DeMers, 1997, p. 199). This quote sets the tenor for this chapter, in which we examine the educational requirements for librarians in the provision of GIS services. Implementing GIS services in academic libraries and facilitating associated digital geospatial data collections can be a daunting task for the librarian assigned these duties. The technical knowledge and computer skill-sets alone involved in understanding how GIS software operates are accompanied with a high learning curve. The research literature emphasizes collaboration with academic departments with the expertise in using GIS software. This chapter will cover the types of services that GIS users need for a prototypical GIS literacy project and basic geographic literacy for librarians. It will examine competencies in academic librarianship and geographic information literacy and offer a sample curriculum that meets the needs of geolibraries, librarians, and their patrons. A brief discussion of preservice and in-service issues, such as mentoring and communities of practice, follows. The conclusion discusses implications for library science in the preparation of new librarians and the professional development of practicing librarians.
Diagrams of learning flow patterns' solutions as visual representations of refinable IMS Learning Design templates
Authors: Hernández-Leo Davinia , Villasclaras-Fernández Eloy D. , Asensio-Pérez Juan I. , Dimitriadis Yannis
Published: May 2011

This chapter introduces the use of diagrammatic representations of learning flow patterns as a means of visualizing refinable IMS Learning Design (IMS LD) templates. It argues that the incorporation of pattern-based IMS LD templates in authoring tools, which graphically guide users to create their own learning designs, offers a solution to the problem of IMS LD constructs not being familiar to educators because of its technical nature and text-based notation. Furthermore, this solution facilitates the reuse of good practices formulated as patterns, permitting a design process that promotes potentially effective results. This issue is especially important in collaborative learning designs, in which elicitations of desired social interactions are planned beforehand. Based on these ideas, the chapter also presents Collage, an IMS LD editor which provides templates based on Collaborative Learning Flow Patterns (CLFPs), and includes an example drawn from a real scenario that show the feasibility and usefulness of the approach.
The Context
Authors: Caladine Richard
Published: May 2011

Today there is a range of technologies available to those who design learning events, from the old and simple to the new and complex. Key attempts have been made to develop theoretical frameworks of learning technologies and are reported in the literature of the fields of higher education, human resource development, and instructional design. These three fields are not discrete and some overlap occurs. For example, commentators in the field of instructional design state that their designs are intended for learning in many contexts including schools, higher education, organizations, and government (Gagné, Briggs, & Wager, 1995; Reigeluth, 1983). In many cases the theoretical frameworks are intended to guide the selection of learning technologies but often the conceptualizations have not kept pace with the changes in existing technologies and with the advent of new technologies. A review of the literature of these fields will help to evaluate the suitability of conceptualizations of learning technologies to their selection in the process of designing learning events.
Web Design Tools for Educators
Authors: Chen Irene , Thielemann Jane
Published: May 2011

The teacher knows principles of Web page design and uses a variety of tools and techniques to design and troubleshoot Web pages for a diverse audience.
Web Communications and Interaction for Teaching and Learning
Authors: Chen Irene , Thielemann Jane
Published: May 2011

The teacher knows how to use Web pages to communicate and interact effectively with others.
ICT Developments
Authors: Ford Nigel
Published: May 2011

This chapter is the second of two chapters that explore developments in information and communications technology (ICT). This chapter discusses ICT tools and standards developed to support learning design and teaching. Such developments greatly affect the learning media and modes available for deployment by learning designers. These may enable existing learning designs to be delivered in different ways. However, they may also enable the development of new learning designs. The chapter begins by reviewing developments relating to computer-assisted learning (CAL), with particular emphasis on intelligent and adaptive tutoring systems that incorporate aspects of artificial intelligence and the use of reasoning mechanisms and knowledge representations to support learning. It goes on to discuss learning environments and management systems, and the move to interoperability, sharing, and reuse, which closely interrelates with resource discovery as discussed in the previous chapter.
Going Forward
Authors: Ford Nigel
Published: May 2011

This chapter analyses some of the key themes and issues that emerge from the review of research and development presented in the previous chapters. It goes on to examine issues relating to research methodologies, exploring the question of how educational informatics might effectively be progressed. A parallel is drawn between broad dimensions of difference relating to perspectives and approaches observed in this review, and dimensions of difference observed in relation to cognitive styles. These differences have implications for the nature and level of what is considered acceptable evidence on which to progress. They may also underlie conflicts sometimes experienced between proponents of different approaches to research constituting, in their extreme form, the phenomenon of paradigm.wars. The model of learning developed throughout the previous chapters is further extended to include key aspects of these differences, and to take into account the need for dialectic exploration of the nature and causes of disagreements and differences.
Determinants of Online Teaching Success
Authors: Gudea Sorin Walter
Published: May 2011

In this chapter, teachers share their thoughts regarding the determinants for success in online teaching that makes some online teachers successful. A brief review of the relevant published literature is followed by a discussion of the determinants of online teaching success, substantiated by copious citations from the interviews conducted for this book. Several issues identified by our teachers are very important for ensuring that online teaching is successful. Emotional involvement, teacher effectiveness, student quality, and technology reliability are only some of the issues affecting online teaching success. Teachers care deeply about their profession and find that the relatively static design of the online courses leaves little room for experimentation and quick adjustments. Online, they are more effective in helping students improve their writing. In the classroom, they are more effective in helping them reflect on the world.
Teaching Tradeoffs
Authors: Gudea Sorin Walter
Published: May 2011

This chapter explores possible tradeoffs teachers identify in relation to online teaching. Instructors, in the process of teaching, have to constantly interact with their students, with their peers, with academic departments, with school administrators, course developers, and many others. The environment in which they function—the form of teaching—poses specific challenges they need to recognize and manage in order to maintain their effectiveness as teachers. The subjects who were interviewed for this book share their perceptions and experiences regarding the potential and actual tradeoffs to online teaching. They try to compensate, for example, for the lack of visual communication cues factual in the online environment, by modifying the design of the presentation slides they use in class and by changing the format of the course to adapt the materials to the different modality. They also note behavioral changes and gains in communication, with some teachers reporting changing to a completely different online persona. The tradeoffs lead to adjustments that may affect the instructors’ communication style, teaching style, and even their entire teaching philosophy. Ultimately, these affect their career choices.
Conclusions and Recommendations
Authors: Gudea Sorin Walter
Published: May 2011

This chapter concludes the discussion of the online teaching experience by making a few suggestions and offering advice presumably valuable to school administrators, online teachers, online curriculum and course developers as well as to educational technology professionals. It discusses ways to influence teachers to teach online—a direct application of the theory presented in the previous chapter. The intent of the chapter is to help these constituencies adjust to and be able to exert a positive effect on online education and online teaching in particular.
The Case Method and Collaborative Learning
Authors: Brooke Stephanie L.
Published: May 2011

With increasing interest in online education, instructors must have a repertoire of tools available to promote the critical thinking skills of their students. This chapter will present the case method as one pedagogical approach for teaching online courses. Example cases are provided. Pedagogical approaches to working with new and seasoned online students are addressed. Further, the benefits of using the case method to promote learning in the virtual classroom are explained. The case studies presented for online classes present concrete situations that can be used to stimulate analysis, requiring students to project how they might respond to a set of circumstances. The case studies promote Socratic dialogue and higher order thinking skills. Further, the case method can be a good vehicle for stimulating students’ thoughts about step-by-step planning.
Help Me, Help You
Authors: Cogburn Derrick L. , Levinson Nanette S.
Published: May 2011

Reporting on a nine-year case study of collaborative learning in cross-national and cross-university virtual teams, this chapter calls for what it defines as a triple track approach to the opportunities and challenges of cross-cultural collaborative learning. Such an approach involves the concurrent focus on student, faculty, and administrative roles in developed and developing nations. The authors analyze alternative delivery modes, identify best practices, and highlight critical success factors including trust-building, cross-cultural communication, and collaborative learning champions. Finally, they examine trends such as increasing cross-sector collaboration outside of academe and suggest needed additional research.
Practical Strategies for Assessing the Quality of Collaborative Learner Engagement
Authors: LeBaron John , Bennett Carol
Published: May 2011

Teachers and designers of computer-networked settings increasingly acknowledge that active learner engagement poses unique challenges, especially for instructors weaned on traditional site-based teaching, and that such engagement is essential to the progressive construction of learner knowledge. “Learner engagement” can mean several things: engagement with material, engagement with instructors, and, perhaps most important, peer engagement. Many teachers of computer-networked courses, who are quite diligent about incorporating activities and procedures to promote human interactivity, are confronted with the challenge of assessing the efficacy of their efforts. How do they discern whether the strategies and tactics woven into their “e-settings” are achieving the desired ends? This chapter outlines issues of self-assessment, including ethical questions. It lays out recommendations for self-assessment in a manner that respects student trust and confidentiality, distinguishing the demands of practical self-assessment from scholarly course research. The institutional pressures from which such assessment emerges are also examined.
A Heideggerian View on E-Learning
Authors: Bronfman Sergio Vasquez
Published: May 2011

This chapter introduces some ideas of the German philosopher Martin Heidegger and how they can be applied to e-learning design. It argues that heideggerian thinking (in particular the interpretation done by Hubert Dreyfus) can inspire innovations in e-learning design and implementation by putting practice at the center of knowledge creation, which in the case of professional and corporate education are real work situations. It also points out the limits of distance learning imposed by the nature of human beings. Furthermore, the author hope that Heidegger ideas will not only inform researchers of a better design for e-learning projects, but also illuminate practitioners on how to design e-learning courses aimed at bridging the gap between “knowing” and “doing.”
Evaluation and Effective Learning
Authors: Nanclares Nuria Hernández
Published: May 2011

This chapter analyses evaluation as a strategic instrument to promote active and significant learning and how, in that strategy, the use of alternative assessment and technology-aided learning-and-teaching processes could be of great help. There is an important margin to allow the teachers to design the assessment in a strategic manner and modify the nature of the students’ learning activities. So, the central question is analysing whether the use of an electronic portfolio as an assessment tool in the subject “International Economic Relations,” has been used strategically. In other words, is the type of desired learning really being achieved? Is significant and deep learning being stimulated? If not, what kind of learning is being stimulated? How should the assessment be modified to achieve the desired results? To help answer all these questions, we have analysed whether the activities and products which make up the “International Economic Relations” portfolio fulfil the conditions that characterise a strategic evaluation.
E-QUAL
Authors: Marques Célio Gonçalo , Noivo João
Published: May 2011

This chapter presents a method to measure the quality of e-learning courses. An introduction is first presented on the problematics of quality in e-learning emphasizing the importance of considering the learners’ needs in all the development and implementation stages. Next several projects are mentioned, which are related to quality in e-learning, and some of the most important existing models are described. Finally, a new proposal is presented, the e-Qual model, which is structured into four areas: learning contents, learning contexts, processes, and results. With this chapter, the authors aim, not only to draw the attention to this complicated issue but above all to contribute to a higher credibility of e-learning proposing a new model that stands out for its simplicity and flexibility for analyzing different pedagogical models.
Educational Technologies and the Emergence of E-Learning 2.0
Authors: Siozos Panagiotis D. , Palaigeorgiou George E.
Published: May 2011

In this chapter, we attempt a comprehensive presentation of how new technologies are brought into the realm of education and we explore the potential and implications of e-learning. We also present the latest technological developments that may transform the look, feel and nature of e-learning. Our major objective is to create fruitful reflection on how to achieve creative learning synergies between information technology and the humanities.
Social Modeller
Authors: Linardis Panagiotis
Published: May 2011

Computer applications and especially artificial intelligence (AI) in archaeology is a scientific field that emerged in the late 1970s. This fact came in response to several simultaneous needs, opportunities and interests that result from the systematic development of methodologies relative to excavating, recording and restoration of findings, and also the increasing amount of information gathered in excavation areas. One of the first uses of artificial intelligence on a practical level was the coupling of expert archaeological knowledge with computerbased applications such as expert systems (ES), in order to simulate archaeologist’s reasoning for a specific problem. Nowadays, the evolvement of the Internet provides a novel platform convenient for the development of new intelligent software and for offering valuable services in archaeology (Gardin, 1988; Huggett & Ross, 2004; Huggett & Ryan, 1994; & Wilcock, 1985, 1990).
Digital Library Protection Using Patent of Retrieval Process
Authors: Sasaki Hideyasu , Kiyoki Yasushi
Published: May 2011

In this chapter, we present a formulation for protecting digital library as intellectual property, especially image digital library. The entire content of digital library assembled by database designers is to be differentiated from its individual contents. The digital library community demands an innovative approach for protecting digital library associated with content-based retrieval that dynamically generates indexes to its contents. The entire content with dynamically assigned indexes goes beyond the scope of the conventional copyright protection of the database with statically assigned indexes. The proposed formulation uses the patent of content-based retrieval process, and protects its object digital library in the specified domain without any excessively exclusive protection in general domains. That formulation determines whether the problem retrieval process identifies a classification of the entire content stored in its object digital library as a single and unique collection, or its equivalents within the scope of its specified domain. The similar collection realized in other digital libraries evidences unauthorized use of the problem retrieval process, or its equivalents, as far as it is patented. The patent of content-based retrieval process works as a catalyst of digital library protection, and restricts any other assembling of equivalent digital libraries in the scope of its specified domain. We provide mathematical foundation and reasoning of the proposed formulation, and confirm its feasibility and accountability in several case studies.
Multimedia Encryption Technology for Content Protection
Authors: Lian Shiguo
Published: May 2011

The principal concern of this chapter is to provide those in the multimedia or content protection community with an overview of multimedia content encryption technology. Multimedia (image, audio, or video) content encryption technologies are reviewed, from the background, brief history, performance requirement, to research progress. Additionally, the general encryption algorithms are classified, and their performances are analyzed and compared. Furthermore, some special encryption algorithms are introduced. Finally, some open issues and potential research topics are presented, followed by some conclusions. The author hopes that the chapter will not only inform researchers of the progress of multimedia content encryption, but also guide the design of practical applications in the industry field.
Online Personal Data Licensing
Authors: Joung Yuh-Jzer , Cha Shi-Cho
Published: May 2011

We propose a new technical and legal approach, called online personal data licensing (OPDL), for responding to concerns about the privacy of personal data. Unlike traditional privacy-enhancing technologies that typically aim to hide personal data, OPDL enables individuals to concretize their consent to allow others to use their personal data as licenses. Service providers must obtain licenses before legally collecting, processing, or using a person’s data. By allowing individuals to issue their own licenses and to determine the content of the licenses, OPDL brings the control of personal data back to their owner, and ensures that the use of the data is strictly under the owner’s consent. In contrast, most Web-based service providers today use passive consent, which usually results in situations in which users have inadvertently given the providers the authorization to use their personal data. Besides, users generally do not have information on who still owns a copy of their data, and how their data have been, or will be, used.
Symbolic Computation for DS-CDMA Code Acquisition Using First Order Logic
Authors: Ando Ruo , Takefuji Yoshiyasu
Published: May 2011

Code division multiple access (CDMA) is widely used because of its effectiveness to send multiple signal and confidentiality of career signal. We present a formulation of state-space problem of which solution is directed by redundant reasoning control method for semiheuristic and lightweight DS-CDMA code acquisition. The reasoning of the state-space problem provides us with the way to find a K bit synchronized sequence among K dephased sequences with less calculation cost, compared with serial search and matched filter. In this process, redundancy-restriction method, called weighting strategy, enhances the searching ability of FOL (first order logic) reasoning for the faster and lightweight code acquisition. The combination of weighting strategy and correlator enables us to achieve the peak-detection within K/3 times of calculating inner products and its measurement. Our system is evaluated by the reduced cost of proving state-space problem using weighting strategy and its robustness of using the proposal code acquisition framework. Experiment shows that the proposal method is robust if K/N sequences are grouped with N ranging from 3 to 5.
Device Driver-Based Computer in Broadband Age
Authors: Takefuji Yoshiyasu , Shoji Koichiro , Nozaki Takashi
Published: May 2011

In this chapter, we present a device-driver-based computer that realizes the reduction of mode (domain or vertical) switching overheads between user and kernel mode with innovative attributes, including shared keyboards and mice, access-controlled files, and timed files. Experimented results show that old personal computers can revive again with the proposed Driverware technology. The proposed Driverware can improve the CPU resource utilization by three times.
Inspiring the Learning
Authors: Schifter Catherine
Published: May 2011

The third grade classroom is beginning to look like a typical elementary school classroom. Desks can be arranged in many ways – in groupings to allow collaborative learning or individually to promote individual achievement, or a combination of both to serve the needs of learners. Third graders are much more mature than early grade students. They know their letters. They read more complex materials with plots that are more in depth and interesting. They can read poetry and begin to understand symbolism, irony, metaphors, and similes. They can discuss ideas and present their own ideas as arguments.
Beyond Computers
Authors: Schifter Catherine
Published: May 2011

How do you differentiate eighth grade from other grades? Whether the eighth grade is the last grade in an elementary school or the last grade in a middle school, these are the oldest students in the school. When they graduate from eighth grade many are on their way to high school. By eighth grade the students are thirteen or fourteen years of age, well into the angst years of teenage.
The Social Side of Security
Authors: Taylor Richard G.
Published: May 2011

The introduction of new technologies to accumulate large amounts of data has resulted in the need for new methods to secure organizational information. Current information security strategies tend to focus on a technology-based approach to securing information. However, this technology-based approach can leave an organization vulnerable to information security threats. Organizations must realize that information security is not necessarily a technology issue, but rather a social issue. Humans operate, maintain, and use information systems. Their actions, whether intentional or accidental, are the real threat to organizations. Information security strategies must be developed to address the social issue.
ICT-Enabled Communication in the New Zealand Family Court
Authors: Fielden Kay
Published: May 2011

The New Zealand Family Court is an ideal public sector application for social informatics. In a study investigating ICT-assisted communications that was conducted with multiple court stakeholders, paradoxical results emerged. This research is positioned within a five-fold layered theoretical framework encompassing: private/public space; sense of self; emotional energies; digital citizenship; and Sawyer’s (2005) five common observations about research in the field of social informatics. This richly textured theoretical framework provides grounding for results within and across disciplines revealing deeply engrained behaviours, emotional states, customs, workplace cultures, and the problems associated with solving private problems in public spaces.
Web Information Retrieval
Authors: Cabanac Guillaume , Chevalier Max , Chrisment Claude , Julien Christine , Soulé-Dupuy Chantal , Tchienehom Pascaline Laure
Published: May 2011

Nowadays, the Web has become the most queried information source. To solve their information needs, individuals can use different types of tools or services like a search engine, for instance. Due to the high amount of information and the diversity of human factors, searching for information requires patience, perseverance, and sometimes luck. To help individuals during this task, search assistants feature adaptive techniques aiming at personalizing retrieved information. Moreover, thanks to the “new Web” (the Web 2.0), personal search assistants are evolving, using social techniques (social networks, sharing-based methods). Let us enter into the Social Web, where everyone collaborates with others in providing their experience, their expertise. This chapter introduces search assistants and underlines their evolution toward Social Information Search Assistants.
Sociotechnical System Design for Learning
Authors: Erlandson Benjamin E.
Published: May 2011

CompILE is a sociotechnical “comprehensive interactive learning environment” system for personal knowledge management and visualization that represents the growing collective knowledge an individual gathers throughout his or her lifespan. A network of intelligent agents connects the user and his or her inhabited knowledge space to external information sources and a multitude of fellow users. Following a brief perspective on educational technology, concepts of human-computer interaction, and a description of CompILE, this chapter will introduce CompILE as a sociotechnical system supported by an enriched design process. From an educational perspective, CompILE can bridge the digital divide by creating community, embracing culture, and promoting a learning society.
Grid-Based Visualization and its Medical Applications
Authors: Qiu Yingjun , Zhao Youbing , Shi Jiaoying
Published: May 2011

Traditional visualization approaches cannot handle new challenges in the visualization field such as visualizing huge data sets, communicating between existing visualization systems and providing interactive visualization services, widely. In this chapter, the authors introduce an emerging research direction in the visualization field, grid-based visualization, which aims to resolves the above problems by utilizing grid computing technology. However, current grid computing technology is almost batch job-oriented and does not support interactive visualization applications natively. In this chapter, the authors implement a grid-based visualization system (GVis) which utilizes large-scale computing resources to achieve large dataset visualization in real time and provides end users with reliable interactive visualization services, widely. In GVis system, current grid computing technology is extended to support interactive visualization applications.
Supporting Spatial Cognition in Vascular Visualization
Authors: Ropinski Timo , Meyer-Spradow Jennis , Steinicke Frank , Hinrichs Klaus
Published: May 2011

In this chapter, we introduce visualization techniques which have been developed with the goal to improve diagnosis based on volumetric angiography datasets. In particular, we propose passive as well as active techniques to make analysis of 3D angiography datasets more efficient and effective. The passive visualization techniques emphasize the depth structure of a dataset and require no user interaction. The proposed passive visualization techniques comprise depth-based color coding techniques, different types of edge enhancement and the application of rendering techniques which have been inspired by illustrations in order to enhance depth perception of complex blood vessel systems. The active visualization techniques presented within this chapter support user interaction and include depth-based replacements of the mouse cursor as well as multiple views providing further insights. We will also present the results of a user study we have conducted in order to evaluate the techniques.
Research Methodology
Authors: Dwivedi Yogesk K.
Published: May 2011

The previous chapter formed a conceptual model aimed at examining broadband adoption, usage, and impact from the context of household consumers. This chapter aims to provide an overview of the research approaches utilised within information systems (IS) field, which leads to the selection of an appropriate research approach for guiding the validation of the conceptual model. To understand the research topic, to validate and understand the conceptual model, and to obtain the required data, a quantitative research was employed. The philosophical foundation utilised for guidance was positivism, resulting in a survey research approach being employed. The data collection technique used to collect the data was the questionnaire. Reasons for the selection of the philosophical underpinning, type of research approach, and data collection method are explained and justified within this chapter. This chapter is structured as follows. The next section provides an overview of the underlying epistemologies and then provides justifications for the preferred one. This is followed by an overview discussion on various issues related to the available research approaches in the IS field and a justification for the selection of a survey as the research approach. A detailed account of the various aspects of the survey approach is then offered. This is followed by a brief discussion on issues relating to data analyses. The final section offers a summary of the chapter.
Textures
Authors: Ko Chi Chung , Cheng Chang Dong
Published: May 2011

Although extensive use of basic attributes such as color and material will be able to make an object realistic to the human user, it will be time consuming to develop the code for objects that have complicated geometries or appearances. As an example, to create an object with many color patterns on, say, a curve surface, many zones or strips may need to be individually defined using the appropriate color or material properties. To save programming effort, Java 3D allows the use of what is known as texturing and image mapping, which will be the concern of this chapter. Specifically, there are four ways to apply colors to a visual object in Java 3D. The first one is to apply color by defining the color of each vertex in the associated geometry object introduced in Chapter III. Another two ways are to use the coloring attributes in an appearance object and use a material object explained in Chapter IV. Alternatively, as will be discussed in this chapter, we can also apply textures. Texturing is a simple method of giving a geometrical object a realistic appearance. While a desert landscape can be created by simply setting the coloring attribute to golden brown, the result will be dull and unrealistic. However, by using a file with a digital photo for a real desert and applying this on top of the desert geometry, a realistic desert can be constructed in the virtual 3D world (Seamless textures pack, 2006). With texturing, we have new means to add visual details without the need to have additional geometries. The image used for texturing is mapped on to the object at rendering time, and as for material and coloring attributes, the inclusion of texturing can be carried out through an appearance object (Meyer, 2006).