Cleaning Dirty HTML with tidy

A web browser is an application that comes bundled with every consumer operating system, including both desktop and mobile platforms. A modern web browser is complex software that has access to system-level features, includes various plugins and requires the availability of an Internet connection. Like any multifaceted software products, web browsers are prone to numerous vulnerabilities. Exploitation of these vulnerabilities can result in destructive consequences ranging from identity theft to network infrastructure damage. BeEF, the Browser Exploitation Framework, allows taking advantage of these vulnerabilities to launch a diverse range of readily available attacks from within the browser context. Existing defensive approaches aimed at hardening network perimeters and detecting common threats based on traffic analysis have not been found successful in the context of BeEF detection. This paper presents a proof-of-concept approach to BeEF detection in its own operating environment – the web browser – based on global context monitoring, abstract syntax tree fingerprinting and real-time network traffic analysis.

SUMOjEdit is a programmer’s text editor for the SUO-KIF language and SUMO http://www.ontologyportal.org theory. Modern procedural programming is done in a text editor with tool support. Development of ontologies and taxonomies has often been done in graphical editors, leading many developers to employ only logics of very limited expressiveness that can be manipulated visually. Developers in the theorem proving community typically work in text editors but often without the same degree of tool support that most programmers rely on. Beginners working with SUMO make some very predictable errors in syntax, logical formulation, and use of the library of theories. Many of these errors can be flagged during editing, resulting in reduced time to become a productive developer. An editor designed for working with SUMO has the potential to aid beginners and experienced SUMO developers.

We present a way to run Objective Caml programs on a standard, unmodified web browser, with a compatible data representation and execution model, including concurrency. To achieve this, we designed a bytecode interpreter in JavaScript, as well as an implementation of the runtime library. Since the web browser does not provide the same interaction mechanisms as a typical Objective Caml environment, we provide an add-on to the standard library, enabling interaction with the web page. As a result, one can now build the client side of a web application with the standard Objective Caml compiler and run it on any modern web browser.

The purpose of this article is to explore digital literacy levels and better understand the main differences in ICT competences among business students from Slovenia (n = 229) and Poland (n = 258). Our research was divided into three steps: a literature review, quantitative research based on an online survey for young business students and a statistical analysis in SPSS. In exploring ICT literacy, we identified the types of IT tools used, the frequency of their use, and the main differences in ICT literacy between Polish and Slovenian business students. We also investigated the relationships between time spent online, one’s study year and the level of competencies in the area of using basic tools (text editors, spreadsheets, presentation tools) and more advanced computer applications used for business purposes like database management systems and graphics editors. Our analysis shows that business students mainly use their mobile devices for education and communication. The developed normalized index of usage skills (NIUS) indicates that the students involved had the highest level of knowledge and skills in the area of using word processors, business presentation tools and mail services. The lowest index value was measured for database management systems, photo editors and spreadsheet applications. In our opinion, growing up with ICT is not enough to develop the digital skills necessary for the digital economy in the field of business and, therefore, the ICT curricula (even basic level courses) offered by business schools should be revised in order to better prepare future business graduates for the needs of a digital society.

Summary Wellbore visualizations are often depicted by use of 2D perspective views. This approach is limited and potentially misleading. Of particular interest to rod-pumping and progressing-cavity pumps is the amount of side loading placed on the rod string throughout the wellbore. By illustrating the trajectory of a wellbore in 2D, some nuanced geometries can be easily lost. For example, a “corkscrew” wellbore, or any other complex wellbore geometry, can be very difficult to depict through simple perspective views. A corkscrew is best visualized at a specific camera angle where the shape is apparent. This best viewing angle is generally not at the simple 90° angle where typical 2D perspective views are generated. Distributed wellbore-visualization tools can be applied to both the design and analysis of pump installations. Interactive and shared views help to identify points in the well where problems may occur, or have occurred. Strategic placement of downhole equipment such as pump depth relative to perforations and historical fluid levels can be performed in a more intuitive way, taking into account a more accurate understanding of the geometry in a given well. The use of standards-based modern Web technologies enables the rapid deployment of such a tool to both desktop and mobile devices. The 3D graphics acceleration was previously only available in the Web browser through plugins and other third-party software installations. The 3D graphics can now be rendered natively in most modern Web browsers without the need for any additional software installation. Examples of such native visualizations can be found in Fig. 1.

Several solutions to describing service choreography have emerged, mainly focused on encoding capabilities of services especially for those deployed on the Web. These solutions are either derived from traditional Web service standards such as WSDL or inspired by the theory of process calculus. Little attention has however been paid to finding a lightweight solution which can enable peers to obtain, publish and share service choreography in an open environment or peer-to-peer network. This paper proposes a framework for choreographing semantically enhanced Web Services encoded in a extended lightweight coordinative language which is derived from process calculus and is dedicated to running in modern Web browsers. A proof-of-concept prototype has been implemented and demoed as a decentralised service choreography-management platform based on this framework. There is no need for users to install any third-party application, and service choreography execution is achieved via client-side Web browsers. Also, the preliminary experiments indicate the efficiency and scalability of our proof-of-concept implementation of this framework.

Despite the promise of Web of Things, the synergies between edge computing and the Web have remained largely unexplored. In this demonstration we present Spaceify, an edge computing platform for Web of Things. Spaceify features a web-based application programming model that grants web pages, originating from the Internet, controlled access to local resources. Local resources (Things) are represented by driver applications running on the edge node. The controlled access to local resources is implemented using spacelets, small edge applications that web pages can execute on the edge node on-demand. The spacelets can be selectively granted rights to call the APIs of the edge applications representing the local resources. Any mobile device connected to the local network with a modern web browser can utilize the resources in the space without the need of installing specific mobile applications, which makes Spaceify ideal for public spaces. In this demo, we demonstrate the Spaceify programming model with two use cases we have implemented that enable web pages originating from the Internet to interact with smart lights and big-screens in the space. Audience is invited to interact with the smart lights and the big-screen using the web browsers of their own mobile devices.

Web browser history detection using CSS visited styles has long been dismissed as an issue of marginal impact. However, due to recent changes in Web usage patterns, coupled with browser performance improvements, the long-standing issue has now become a significant threat to the privacy of Internet users. In this paper we analyze the impact of CSS-based history detection and demonstrate the feasibility of conducting practical attacks with minimal resources. We analyze Web browser behavior and detectability of content loaded via standard protocols and with various HTTP response codes. We develop an algorithm for efficient examination of large link sets and evaluate its performance in modern browsers. Compared to existing methods our approach is up to 6 times faster, and is able to detect up to 30,000 visited links per second. We present a novel Web application capable of effectively detecting clients' browsing histories and discuss real-world results obtained from 271,576 Internet users. Our results indicate that at least 76% of Internet users are vulnerable to history detection, including over 94% of Google Chrome users; for a test of most popular Internet websites we were able to detect, on average, 62.6 (median 22) visited locations per client. We also demonstrate the potential to profile users based on social news stories they visited, and to detect private data such as zipcodes or search queries typed into online forms.

Peer tutoring is a unique and efficient method of teaching that has been widely investigated. Related works in the literature ranges from cross-age peer tutoring, peer tutoring for the disabled, reciprocal peer tutoring, to peer tutoring for children. One unique method that has been scarcely documented, however, is peer tutoring with the aid of the Internet. In this paper, therefore, a web framework is proposed for online peer tutoring application in a smart campus. The peer tutoring web application identifies two key target users: the tutor and the tutee. The tutors will help in teaching other students; they are responsible for accepting requests from tutees and in turn holding tutoring sessions for the tutees. They also have the responsibility of uploading important documents to the platform which are accessible to tutees. On the other hand, the tutees search for the tutors with prowess in their course of need and make a request for a tutoring session. They also have access to the materials uploaded by the tutors. The peer tutoring web application is designed in such a way that the web browser communicates with the web server by making Hyper Text Transfer Protocol (HTTP) request to the server. The proposed framework consists of the client-side and the server-side which are connected by the web browser. In essence, web-based peer tutoring application will go a long way in improving students’ academic performance in a more efficient manner.

A web framework for information aggregation and management of multilingual hate speech

Due to the digitalisation of communication-related productive sectors (journalism, advertising, audiovisual creation, corporate and strategic communications, etc.), having up-to-date technological skills is crucial for joining and remaining in the labour market. In this study, the technological skills demanded from Journalism graduates in Spain by potential employers are analysed using a sample (n=433) of job postings aimed at such graduates on the specialist online platforms LinkedIn and Infojobs. The results show that the labour market available to Journalism graduates is broadly shared with graduates in other disciplines (especially Advertising and Public Relations, and Marketing). Only about 8% of the job postings analysed came from media outlets. Almost 70% were addressed to graduates in Journalism or other graduates in the field of communication and marketing, and only about 20% demanded functions connected with the production of journalistic information. Regarding the technological skills sought, about 60% of the job postings demanded knowledge of at least one specific technological tool, mainly for the tasks of graphic design, layout and image editing; data processing; web content design and management; text editing and presentations; web analytics; and social media. The results suggest that the variety of technological tools used in Journalism university programme teaching will need to be increased in order to facilitate graduate employability.

This paper explores Universal Cross-Site Scripting (UXSS) vulnerabilities in modern web browsers, focusing on empirical efforts to uncover such flaws in the Brave browser. Despite extensive testing, no new UXSS vulnerabilities were discovered, highlighting the security robustness of contemporary browser implementations. This study revisits the evolution of UXSS vulnerabilities, analyzing their prevalence across different browsers over time and presenting a comparative analysis of past attack methodologies. Additionally, the paper discusses the latest security enhancements, evaluates mitigation techniques, and suggests future research directions to ensure continued improvements in browser security.

Structures of an integrated document workstation

In this paper we propose a new environment for allowing students of a first programming undergraduate course to test their Java code. This environment allows the student to learn the basics of the Java language without necessarily knowing the object-oriented features of the language itself, and the teacher to propose new tests by making use of a graphical test editor. Moreover, the client-server architecture of the Web-based version of the environment is designed so that the student does not even need a Java virtual machine on its computing device, but only a Web browser. This latter feature makes our environment a useful tool for ubiquitous testing of Java programming skills.

WWW has developed rapidly, and it is becoming easy to make personal web sites. In general, we create and edit web pages by using a HTML authoring software or writing HTML source codes in a text editor. Then, we need to upload them to a web server. When we make and build our own web pages by the existing tools, it takes a lot of time and effort to complete the necessary tasks. In this paper, we propose a home page authoring support system in which we directly edit and make web pages on a web browser. Current experimental results demonstrate that our system can effectively support novices to create their web pages. Also, we show two real-world applications that effectively utilize our system.