Context-Based Classification for Link Data

The system providing the automated monitoring of changes in web resources was designed and developed. The entire process is divided into five parts. Each subsequent stage included some parts of the previous one. The practical value of this system resides in the ability to detect, in the shortest possible time, the changes in web-resource. In case, if unwanted changes were detected, the user will be able to perform the correction without the need for constant monitoring of content by developers. This facilitates the process of restoring the satisfactory state of web site after unauthorized changes were made. It also allows to track the competitors’ web pages in order to timely improve their own products.

The article highlights the technology of implementing a constructive model of training bachelors in cybersecurity in an educational and digital environment. It is determined that the technology of implementation of the constructive model is based on methodical (methods, recommendations for the implementation of bachelors in cybersecurity in the educational and digital environment, taking into account didactic and psychological aspects), software Based on the analysis of psychological and pedagogical literature, it is determined that the implementation of a constructive model requires the development of educational programs of syllabuses and educational content in electronic form.It has been proved that work in the educational and digital environment can It is noted that due to such integration, the training of bachelors in cybersecurity in a defined environment can be carried out on an individual trajectory of study. The digital environment uses resources such as a web page, a tutorial, and a link to a file. In each of these resources it is necessary to embed educational video fragments which are placed on a video portal; make references to full-text electronic versions of textbooks contained in the electronic library; make references to scientific materials contained in the institutional repository and scientometric databases to which the university has access; provide links to open online courses and other web resources that will be an additional source of learning materials. It is noted that to create resources for the preparation of bachelors in cybersecurity in an educational and digital environment for laboratory and independent work, screencasts with examples of problem solving are used, which are posted on the video portal; links to guidelines from the electronic library; teamwork services that can be provided by electronic educational systems of the educational institution or external resources. One of the most important components of tasks for laboratory and independent work of bachelors in cybersecurity is access to software packages for tasks. The system of educational and digital environment also provides for group work. The type of group work is determined at the course level for all activities. Each activity also supports group work modes, but if a forced mode is selected at the course level, it cannot be changed within the activity.

The Wisconsin AgrAbility Project, with grant funding from Rehabilitative Service Administration, Office of Education and Rehabilitative Services (USDOE), proposed a project to develop an agricultural assistive technology (AT) reutilization resource. Initially targeted for Wisconsin farmers with disabilities, the goal of the project was to develop an easy-to-use online farmer-to-farmer web resource. The web resource was designed to provide a site where farmers could post serviceable, but no longer used AT equipment, which would then be offered/shared/sold to other Wisconsin farmers with disabilities. If the web resource was properly developed and marketed, hopefully the end result would be a reduction in unused AT equipment. This paper will discuss the development and show example web pages from an early prototype of the AT reuse web resource.

Exploiting the category structure of Wikipedia for entity ranking

What is and is not part of a web resource does not have a simple answer. Exploration of web resource boundaries have shown that people's assessments of resource bounds rely on understanding relationships between content fragments on the same web page and between content fragments on different web pages. This study explores whether such perceptions change based on whether the archive is for personal use or is institutional in nature. This survey explores user expectations when accessing archived web resources. Participants in the study were asked to assume they are making use of an archive provided by an institution tasked with preserving online resources, such as a digital archive that is part of the Library of Congress. Groups of pair web pages presented to the participants. Each group has a primary web page that is the resource being saved by the institutional archive. Each group has several subsequent parts or pages, which we will ask about. Consistent with our previous study on personal archiving, the primary-page content in the study comes from multi-page stories, multi-image collections, product pages with reviews and ratings on separate pages, and short single page writings. Participants were asked to assume the institutional archive wants to preserve the primary page and then answer what else they would expect to be saved along with the primary page. The results show that there are similar expectations for preserving continuations of the main content in personal and institutional archiving scenarios, institutional archives are more likely to be expected to preserve the context of the main content, such as additional linked content, advertisements, and author information.

Many college German programs are revising their curricula to respond to the intellectual and professional necessities of the new millennium and to decreasing enrollments in German programs. We see an increase in interdisciplinary and cultural orientations in the German curriculum, and less work on language acquisition via literary texts only.1 Accompanying embrace of other disciplines in content-based, task-oriented, and communicative instruction is the effort to include technology in the German Studies classroom. Technology has found a solid place in foreign language instruction. Film and other media initiated development, and the digital revolution has further inspired foreign language teaching and research on how to use computer technology in the classroom. It has accelerated exchange of information among teachers and students. Many syllabi and handouts are available on web pages and via e-mail. LISTSERVs facilitate discussion of topics such as homework, web sites, cultural issues, and educational software. In short, as Winnifred Adolph and Leona LeBlanc put it, this technology race is ... for real (30). Moreover, the student body -whose computer expertise frequently surpasses that of their teachers-may lack specific expectations about what they will be taught, but they increasingly expect computer technology and the Internet to be used effectively to enhance their language learning. The Standards for Foreign Language Learning mandate goals for cross-cultural, proficiency-oriented instruction for high schools that promise to stimulate the trends noted above in university language departments.2 As Dorothy James observed, Either we look seriously at the curriculum 'bubbling up' from the lower levels in the system, and consider how to work with it, or we continue blithely to set roadblocks in its way and in the way of the students who bubble up with it (12). In Learning Foreign and Second Languages, Heidi Byrnes also stressed the need to continue revising curricula: Although one would expect the bustling language learning activity at the precollegiate level to have worked its way into the college curriculum, such has generally not been the case, at least not in mainstream curricula.... This is not to say that changes have not taken place. They have, but they

The use of new methodologies in teaching and learning mathematics is very important, as it allows the creation of new possibilities for learning mathematical objects, favoring a more active student's interaction with knowledge. Web resources can be used as a teaching methodology to support mathematics learning for engineering students. With the main objective of evaluating the contribution of using a Web resource in approaching the thematic domain of Mathematical Analysis, more specifically, in calculating areas through the definite integral, a case study was implemented. In this study, through a web page, the aim was to assess the level of development of technological competencies, specific and transversal mathematical competencies, knowledge, and skills. It took place in a normal academic environment, with students from the 1.st year of the Degree in Electrical and Computer Engineering at the Institute of Engineering of Coimbra. The analysis to which the data was subjected, collected through various information collection techniques and instruments, allowed us to conclude that the resources used to support the implemented didactic approach had positive repercussions in terms of technological and mathematical development related to the topics mentioned.

Due to the rapid growth of the number of digital images on the Web, there is an increasing demand for an effective and efficient method for organizing and retrieving the available images. This article describes iFind, a system for clustering and searching WWW images. By using a vision-based page segmentation algorithm, a Web page is partitioned into blocks, and the textual and link information of an image can be accurately extracted from the block containing that image. The textual information is used for image indexing. By extracting the page-to-block, block-to-image, block-to-page relationships through link structure and page layout analysis, we construct an image graph. Our method is less sensitive to noisy links than previous methods like PageRank, HITS, and PicASHOW, and hence the image graph can better reflect the semantic relationship between images. Using the notion of Markov Chain, we can compute the limiting probability distributions of the images, ImageRanks, which characterize the importance of the images. The ImageRanks are combined with the relevance scores to produce the final ranking for image search. With the graph models, we can also use techniques from spectral graph theory for image clustering and embedding, or 2-D visualization. Some experimental results on 11.6 million images downloaded from the Web are provided in the article.

With the huge volume of web pages that exist today, search engines play an important role in finding the required information. It orders search results by performing link analysis. However, existing link analysis techniques have not considered the semantic similarity among the linked documents for rank calculation. Since links from semantically similar documents are more important than the links from other dissimilar documents, this work introduces a new method for ranking web pages based on the semantic similarity among the web pages and the link structure. Wu and Palmer 1994 measure of wordnet is used to find the semantic relationship between the terms in different documents. Cosine similarity measure is used to find the similarity among the documents. Proposed technique is compared with existing ranking algorithms using the measures precision, recall and F-measure. From the results, it is observed that the proposed method brings more relevant documents to the beginning of the list of search results than the existing methods.

Web-based instruction (WBI) is a hypermedia-based instructional program that utilizes the attributes and resources of the World Wide Web to create a meaningful learning environment where learning is fostered and supported. A WBI learning environment should include many resources, support collaboration, implement Web-based activities as part of the learning framework, and support both novices and experts. WBI design requires careful consideration of the Web's potential in relation to instructional design principles. In this article, A WBI program is discussed in terms of various components and features that can be conducive to learning environments. Components are integral parts of a WBI system. Features are characteristics of a WBI program contributed by those components. Components, individually and jointly, can contribute to one or more features. For example, E-mail (component) in a WBI program can provide asynchronous communication (feature) to students and the instructor. Likewise E-mail, listservs, newsgroups, conferencing tools, etc. (components) can jointly contribute to the creation of a virtual community (feature) on the Web. Careful examination of issues important to learners and an understanding of capabilities of WBI components and features can facilitate the design of meaningful learning environments and relevant learning opportunities. Advances in information technology, coupled with the changes in society, are creating new paradigms for education. Participants in this new educational paradigm require rich learning environments supported by well-designed learning resources. The Web, as a medium of learning and instruction, has the potential to support the creation of well-designed learning resources, such as Web-based instruction (WBI).

This paper reviews our R&D studies on meme media technologies and their application to Web resources. Meme media technologies make the Web work as a meme pool, where people can publish their intellectual resources as Web pages, access some Web pages to extract some of their portions as meme media objects through drag-and-drop operations, visually combine these meme media objects together with other meme media objects to compose new intellectual resources, and publish these resources again as Web pages. Such a visual composition through direct manipulation can define not only the layout of components, but also interoperations among these components.KeywordsAnchor NodePath ExpressionIntellectual ResourceSlot ConnectionLive CopyThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Protein folding: Web alert

Behavioral studies in humans indicate that peripheral vision can do object recognition to some extent. Moreover, recent studies have shown that some information from brain regions retinotopic to visual periphery is somehow fed back to regions retinotopic to the fovea and disrupting this feedback impairs object recognition in human. However, it is unclear to what extent the information in visual periphery contributes to human object categorization. Here, we designed two series of rapid object categorization tasks to first investigate the performance of human peripheral vision in categorizing natural object images at different eccentricities and abstraction levels (superordinate, basic, and subordinate). Then, using a delayed foveal noise mask, we studied how modulating the foveal representation impacts peripheral object categorization at any of the abstraction levels. We found that peripheral vision can quickly and accurately accomplish superordinate categorization, while its performance in finer categorization levels dramatically drops as the object presents further in the periphery. Also, we found that a 300-ms delayed foveal noise mask can significantly disturb categorization performance in basic and subordinate levels, while it has no effect on the superordinate level. Our results suggest that human peripheral vision can easily process objects at high abstraction levels, and the information is fed back to foveal vision to prime foveal cortex for finer categorizations when a saccade is made toward the target object.

<p><em>Education is one area that has a strong influence on internet technology, especially in teaching and learning activities. Technological development is inseparable from the utilization of Human Resources (HR) in supporting learning and being a solution in a lack of learning media on Indonesian historical heritage material in the SDS Cerdas Bangsa Namorambe Case study, especially in class IV SD students. Therefore the authors conducted research on interactive multimedia learning media. This learning media was made due to the lack of learning media so that the lack of design in learning made students less interested in the teaching and learning process so that it was made using web based learning methods. Web Based Learning (WBL) is a technology-based learning system that is used as the utilization of web technology in learning by delivering access to material through web pages. In developing the system used system analysis use case diagrams and activity diagrams with the type of research using the Research and Development (R & D) method.</em></p><p align="left"> </p><p align="left"><strong><em>Keywords:</em></strong><em>Learning Media, Interactive Multimedia, Web Based Learning.</em></p>

A spectral filtering based method for top-down spatiotemporal saliency detection is proposed. The proposed method enables to favor the salient features of the target object needed to pop out. Here a feature vector representing the salient features of the target object is learned online within the first image in which it is detected or initialized manually. The proper scale of the Gaussian kernel for spectral filtering is selected automatically according to the size ratio of the whole image to the target object. Guided by the top-down information, a top-down, target-related saliency map can be built in subsequent images. This enables to focus on the most relevant salient region and can be extended to complicated computer vision tasks. Experiment results demonstrate the effectiveness of the proposed method.