Improving the museum's service by data mining and location-aware approach

We propose an augmented Web space and its query language to support geographical querying and sequential plan creation utilizing a digital city that is a city-based information space on the Internet. The augmented Web space involves a new approach to integrate the World Wide Web (WWW) and a geographic information system (GIS). The augmented Web space consists of home pages (HP), hyperlinks, and generic links that represent geographical relations between HPs. The generic links are created dynamically using geographical evaluation functions included in a user's search query each time one is issued. A query also includes a path expression showing how to navigate the HPs, hyperlinks, and generic links. Since the path expression is an extended regular expression, we can describe an arbitrary sequence of users' search actions for navigating the augmented Web space. We have applied the proposed augmented Web space to Digital City Kyoto, a city information service system that is accessed through a 3D walk-through implementation and a map-based interface. Each time a user's query is issued through the 3D and 2D interfaces, Digital City Kyoto creates an augmented Web space, and navigates the Web information space based on the path expression in the query.

Attribute Based Encryption (ABE) allows fine-grained access control along with data confidentiality. Anonymous Attribute Based Encryption (AABE) supports hiding the access control policies within ciphertext so that the receiver's information remains unknown to public. Keyword-based query search over encrypted storage has become a challenging research problem when (i) the search query should not reveal the user identity and (ii) the search procedure should be able to verify whether the access policy associated with cipher document matches with the user's access rights. In this paper, we present an anonymous attribute based searchable encryption (A <sup xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">2</sup> BSE) scheme that allows user to retrieve only a subset of documents, containing the keyword(s) that satisfies the user's search query and for which the user is having sufficient access rights. In A BSE scheme, the search operation does not reveal user's identity. The A <sup xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">2</sup> BSE scheme is secure under the selective ciphertext-policy with chosen plaintext attack and under the selective ciphertext-policy with chosen keyword attack. The A <sup xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">2</sup> BSE scheme is efficient in comparison to existing AABE schemes.

Due to the increasing information on the Web it becomes very difficult for a single search engine to provide comprehensive Web coverage, thus increasing the difficulty for an average user to search information on the web. We have proposed an idea for smart Meta search engine which will have a more comprehensive coverage of the web by targeting different search engines for different search categories. The user's search query will be modified using a knowledge base and appropriate search engine will be selected. The results returned from these search engines will be merged and ranked. These results will be classified into various categories using a classification algorithm and then the result will be displayed sorted into categories. It will be beneficial to the user who has an obscure idea about the information he/she wanted to search.

Using Data Mining and Computational Approaches to Study Intermediate Filament Structure and Function.

Data mining techniques have been concentrated for malware detection in the recent decade. The battle between security analyzers and malware scholars is everlasting as innovation grows. The proposed methodologies are not adequate while evolutionary and complex nature of malware is changing quickly and therefore turn out to be harder to recognize. This paper presents a systematic and detailed survey of the malware detection mechanisms using data mining techniques. In addition, it classifies the malware detection approaches in two main categories including signature-based methods and behavior-based detection. The main contributions of this paper are: (1) providing a summary of the current challenges related to the malware detection approaches in data mining, (2) presenting a systematic and categorized overview of the current approaches to machine learning mechanisms, (3) exploring the structure of the significant methods in the malware detection approach and (4) discussing the important factors of classification malware approaches in the data mining. The detection approaches have been compared with each other according to their importance factors. The advantages and disadvantages of them were discussed in terms of data mining models, their evaluation method and their proficiency. This survey helps researchers to have a general comprehension of the malware detection field and for specialists to do consequent examinations.

Etkilesimli ogrenme ortamlari, cok yonlu ogretim ve etkilesim olanaklarina sahip, ogrencilerin ogrenmelerini yonlendirebildigi, zaman ve mekandan bagimsiz ortamlaridir. Etkilesimli ogretim ortamlarinin niteligini olumlu yonde etkileyen etmenler arasinda ogrencilerin algilama duzeylerine uygunlugu ve tasarimin ogrenci uzerinde olusturdugu algisal etki yer almaktadir. Bu nedenle etkilesimli ogretim ortamlarinin tasarlanmasinda kimi gorsel algi kuramlarinin ise kosulmasi onem tasimaktadir. Bu baglamda arastirmada, algilama surecinde tasarimin gelistirilmesine dogrudan etki edebilecek algi kuramlarindan Gestalt Gorsel Algi Kurami, Olasilikli Ogreti Kurami, Bilisimsel Algi Kurami, Noropsikolojik Algi Kurami, Yapilandirmaci Gorsel Algi Kurami ve Dogrudan Algi Kurami etkilesimli ortam tasarimina yansimalari baglaminda incelenmis ve bu yansimalara dayali bir etkilesimli ogretim ortami tasarlanmistir. Etkilesimli ogretim ortami, ortaokul ikinci sinif ogrencilerinin 'Isik ve Ses' unitesini ogrenmelerine yardimci olmasi amaciyla tasarlanmistir. Nitel arastirma yonteminin kullanildigi arastirmada etkilesimli ogretim ortamini kullanan ogrencilerin gorusleri alinmistir. Ogrenciler gorsel algi kuramlarina dayali olarak gelistirilen etkilesimli ogretim ortamini faydali ve guduleyici bulmuslardir.

Little attention has been given to the psychological and sociological value of play despite its many advantages to guiding the design of interactive multimedia learning environments for children and adults. This paper provides a brief overview of the history, research, and theory related to play. Research from education, psychology, and anthropology suggests that play is a powerful mediator for learning throughout a person's life. The time has come to couple the ever increasing processing capabilities of computers with the advantages of play. The design of hybrid interactive learning environments is suggested based on the constructivist concept of a microworld and supported with elements of both games and simulations.

There is a worldwide concern for young children’s online safety and a growing necessity for e-safety skills to be taught to children from a young age as part of formal schooling. The purpose of this study was to design and evaluate the effectiveness and motivational capacity of an interactive web-based learning environment for improving children’s e-safety skills. A quasi-experimental pre-test post-test control group design was used with an experimental group of 48 sixth-grade primary school students, who used the web-based learning environment over two 80-min lessons, and a control group of 25 students who did not. Findings revealed a statistically significant difference (t(47) = −14.06, p &lt; 0.01) in the experimental group students’ e-safety performance, when students’ pre-test scores (mean (Μ) = 41.13, SD = 10.47) were compared to their post-test scores (Μ = 56.69, SD = 9.38). The analysis of an attitudes questionnaire and of student interviews documented the experimental group students’ positive attitudes toward the learning environment. Findings provide evidence of the effectiveness and motivational capacity of the web-based learning environment, which can be used in either formal education or informal learning settings, for improving children’s e-safety skills.

In the field of Interactive Learning Environments (ILEs), most existing or in the making repositories are devoted to Learning Objects (LOs). These objects have static or dynamic contents and are designed to be used in an ILE. As far as we know, repositories where ILE designers can retrieve and re-use software components do not exist. Therefore, we elaborated and implemented a repository to store software components that could be used to build an ILE. This has led us to propose a specific metadata schema, named Learning Software Component Metadata (LSCM) to describe the software components. It is based on Learning Object Metadata (LOM) for the learning aspects and on Basic Interoperability Data Model (BIDM) for the software aspects. In this paper, we first classify software components in four categories, according to their roles in the ILE construction. Then, we describe the repository itself.

Extending the learning and teaching environment with computers, multimedia, control technology, … enhances the possibilities to incite multiple and varying knowledge representations for knowledge categories from learners. Especially the development of interactive learning environments (e.g. control technology) looks appealing since, in this way, we can help learners to develop actively a large and rich variety of knowledge representations. This can help learners to get access to complex knowledge categories. At the theoretical level, this enrichment can be founded by referring to developmental psychological theories and recent constructivistic, cognitive theories of knowledge acquisition. This article elaborates this theoretical base. But this elaboration also puts forward a set of conditions in the educational setting. The latter is especially true if we pursue a gradual integration of multiple knowledge representations towards more comprehensive schemes or structures. This introduces a section in this article on doubts about the optimistic expectations that active learning and constructing personal knowledge representations is a straightforward result of learning in interactive learning environments. Guidelines are therefore put forward which educators have to take into account, and also the quality of the environment offered is discussed in this context. This critical section is followed by the elaboration of two examples that illustrate better practice. We finish the article by elaborating the remarkable parallelism between the discussion about interactive learning environments and science education.

Data mining and knowledge discovery aim at finding useful information from typically massive collections of data, and then extracting useful knowledge from the information. To date a large number of approaches have been proposed to find useful information and discover useful knowledge; for example, decision trees, Bayesian belief networks, evidence theory, rough set theory, fuzzy set theory, kNN (k-nearest-neighborhood) classifier, neural networks, and support vector machines. However, these approaches are based on a specific data type. In the real world, an intelligent system often encounters mixed data types, incomplete information (missing values), and imprecise information (fuzzy conditions). In the UCI (University of California – Irvine) Machine Learning Repository, it can be seen that there are many real world data sets with missing values and mixed data types. It is a challenge to enable machine learning or data mining approaches to deal with mixed data types (Ching, 1995; Coppock, 2003) because there are difficulties in finding a measure of similarity between objects with mixed data type attributes. The problem with mixed data types is a long-standing issue faced in data mining. The emerging techniques targeted at this issue can be classified into three classes as follows: (1) Symbolic data mining approaches plus different discretizers (e.g., Dougherty et al., 1995; Wu, 1996; Kurgan et al., 2004; Diday, 2004; Darmont et al., 2006; Wu et al., 2007) for transformation from continuous data to symbolic data; (2) Numerical data mining approaches plus transformation from symbolic data to numerical data (e.g.,, Kasabov, 2003; Darmont et al., 2006; Hadzic et al., 2007); (3) Hybrid of symbolic data mining approaches and numerical data mining approaches (e.g.,, Tung, 2002; Kasabov, 2003; Leng et al., 2005; Wu et al., 2006). Since hybrid approaches have the potential to exploit the advantages from both symbolic data mining and numerical data mining approaches, this chapter, after discassing the merits and shortcomings of current approaches, focuses on applying Self-Organizing Computing Network Model to construct a hybrid system to solve the problems of knowledge discovery from databases with a diversity of data types. Future trends for data mining on mixed type data are then discussed. Finally a conclusion is presented.

In this chapter a descriptive framework for designing interactive digital learning environments for young people is proposed. The proposed framework aims to analyse and compare interactive digital learning environments. This framework may be useful to guide the design of digital learning environments for young people and also to provide a structure for understanding the interface characteristics of such environments and how users interact with them. Young people's characteristics are briefly discussed in relation to the learning process. The approach to creating the framework is presented with the related literature. The framework is described and consists of three main components: learning, user interaction, and visual. Finally, conclusions on the design of interactive digital learning environments are drawn.

In this paper an agent-based approach to interactive learning environments (ILE) is proposed. It is argued that current interactive learning systems, especially the intelligent tutoring systems, do not satisfy the minimal requirements of an ILE. A specification is given of an agent-based approach to ILE in which situated agents are associated with different aspects of the teacher's behaviour. It is argued that the interaction between these teacher agents and the student agent results in a highly adaptive and interactive learning system that satisfies the requirements of an ILE.The most promising is perhaps that the behaviour of the teacher seems already fairly complex even with a very limited amount of simple behaviours of the agents.

The use of narrative within interactive learning environments (ILEs) is widespread. Reviewing recent research in the fields of ethnography, cognitive psychology, neurobiology, discourse analysis, and education, this paper proposes a rationale for the use of narrative in ILEs. Starting with a description of the origin of narrative in the brain, the paper shows how memories are grouped into relational networks, commonly called schemata. These in turn are used as structural devices to allow fast and efficient cognitive processing, memory chunking, etc. Time-sensitive memories and their expression through narrative are seen as being at the core of human identity and culture. The issues of coherence, context, and assessment of narratives are then examined within the context of ILEs, with a concluding discussion on the co-construction of meaning using narratives.

This study analyzed the user search queries of an experiment conducted on a full‐text botanical retrieval system. Search terms were extracted and categorized. Term frequencies in each category were calculated. Search terms were compared with target documents. The results reveal preferences for the kinds of information used in search queries, that search queries and document representations use very different format and vocabulary, and that the domain knowledge used in user search queries is lost when such queries are interpreted by the system.