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Document Management System Design Architecture for Interdepartmental Organization
Date September 2009 Page/of 1/487 Document Management System design architecture for interdepartmental organization H. Safari Asl 1063405 Y.F. Tang 1107860 Master Thesis Honeywell B.V & Department: Information Architecture Faculty: Electrical Engineering, Mathematics and Computer Science, Delft University of Technology Date: September 2009 Date September 2009 Page/of 2/487 Document Management System design architecture for interdepartmental organization Authors: H. Safari Asl, BSc, Student nr: 1063405, Email: [email protected] Y.F. Tang, BSc, Student nr: 1107860, Email: [email protected] MSc presentation: 16 December 2009 Graduation committee Prof.dr.ir. J. L.G. Dietz(Chair) Electrical Engineering, Mathematics and Computer Science Department 2: Software Technology Web Information Systems Dr.ir. Jan van den Berg(Member) Technology, Policy and Management Infrastructures, Systems and Services Section Information & Communication Ir. Bernard Sodoyer(Supervisor) Electrical Engineering, Mathematics and Computer Science Department 2: Software Technology Web Information Systems Date September 2009 Page/of 3/487 Table of Contents List of tables .......................................................................................................................................... 4 List of figures ......................................................................................................................................... 5 List of appendix ..................................................................................................................................... -
Uila Supported Apps
Uila Supported Applications and Protocols updated Oct 2020 Application/Protocol Name Full Description 01net.com 01net website, a French high-tech news site. 050 plus is a Japanese embedded smartphone application dedicated to 050 plus audio-conferencing. 0zz0.com 0zz0 is an online solution to store, send and share files 10050.net China Railcom group web portal. This protocol plug-in classifies the http traffic to the host 10086.cn. It also 10086.cn classifies the ssl traffic to the Common Name 10086.cn. 104.com Web site dedicated to job research. 1111.com.tw Website dedicated to job research in Taiwan. 114la.com Chinese web portal operated by YLMF Computer Technology Co. Chinese cloud storing system of the 115 website. It is operated by YLMF 115.com Computer Technology Co. 118114.cn Chinese booking and reservation portal. 11st.co.kr Korean shopping website 11st. It is operated by SK Planet Co. 1337x.org Bittorrent tracker search engine 139mail 139mail is a chinese webmail powered by China Mobile. 15min.lt Lithuanian news portal Chinese web portal 163. It is operated by NetEase, a company which 163.com pioneered the development of Internet in China. 17173.com Website distributing Chinese games. 17u.com Chinese online travel booking website. 20 minutes is a free, daily newspaper available in France, Spain and 20minutes Switzerland. This plugin classifies websites. 24h.com.vn Vietnamese news portal 24ora.com Aruban news portal 24sata.hr Croatian news portal 24SevenOffice 24SevenOffice is a web-based Enterprise resource planning (ERP) systems. 24ur.com Slovenian news portal 2ch.net Japanese adult videos web site 2Shared 2shared is an online space for sharing and storage. -
Getting Started with Libreoffice 3.4 Copyright
Getting Started with LibreOffice 3.4 Copyright This document is Copyright © 2010–2012 by its contributors as listed below. You may distribute it and/or modify it under the terms of either the GNU General Public License (http://www.gnu.org/licenses/gpl.html), version 3 or later, or the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0/), version 3.0 or later. Contributors Jean Hollis Weber Jeremy Cartwright Ron Faile Jr. Martin Fox Dan Lewis David Michel Andrew Pitonyak Hazel Russman Peter Schofield John A Smith Laurent Balland-Poirier Cover art: Drew Jensen Christoph Noack Klaus-Jürgen Weghorn Jean Hollis Weber Acknowledgements This book is adapted and updated from Getting Started with OpenOffice.org 3.3. The contributors to that book are listed on page 13. Feedback Please direct any comments or suggestions about this document to: [email protected] Publication date and software version Published 10 September 2012. Based on LibreOffice 3.5.6. Documentation for LibreOffice is available at http://www.libreoffice.org/get-help/documentation Contents Copyright..................................................................................................................................... 2 Note for Mac users...................................................................................................................... 8 Preface.................................................................................................................................. 9 Who is this book for?................................................................................................................ -
Background Information History, Licensing, and File Formats Copyright This Document Is Copyright © 2008 by Its Contributors As Listed in the Section Titled Authors
Getting Started Guide Appendix B Background Information History, licensing, and file formats Copyright This document is Copyright © 2008 by its contributors as listed in the section titled Authors. You may distribute it and/or modify it under the terms of either the GNU General Public License, version 3 or later, or the Creative Commons Attribution License, version 3.0 or later. All trademarks within this guide belong to their legitimate owners. Authors Jean Hollis Weber Feedback Please direct any comments or suggestions about this document to: [email protected] Acknowledgments This Appendix includes material written by Richard Barnes and others for Chapter 1 of Getting Started with OpenOffice.org 2.x. Publication date and software version Published 13 October 2008. Based on OpenOffice.org 3.0. You can download an editable version of this document from http://oooauthors.org/en/authors/userguide3/published/ Contents Introduction...........................................................................................4 A short history of OpenOffice.org..........................................................4 The OpenOffice.org community.............................................................4 How is OpenOffice.org licensed?...........................................................5 What is “open source”?..........................................................................5 What is OpenDocument?........................................................................6 File formats OOo can open.....................................................................6 -
A Meaningful Mapping Approach for the Complex Design
Volume 23 Number 2 Sibilla M (2017) A Editor-in-Chief: meaningful mapping Edwin Dado approach for the complex Khaldoun Zreik design, International Journal of Design Sciences Editors: and Technology, 23:2 41- Daniel Estevez 78 Mithra Zahedi ISSN 1630 - 7267 ISSN 1630 - 7267 © europia Productions, 2017 15, avenue de Ségur, 75007 Paris, France. Tel (Fr) 014551 26 07 -(Int.) +33 14551 26 07 Fax (Fr) 01 45 51 26 32- (Int.) +33 1 45 51 26 32 E-mail: [email protected] http://www.europia.org/ijdst International Journal of Design Sciences and Technology Volume 23 Number 2 ISSN 1630 - 7267 International Journal of Design Sciences and Technology Editor-in-Chief: Edwin Dado, NLDA, Netherlands Khaldoun Zreik, University of Paris 8, France Editors: Daniel Estevez, Toulouse University, France Mithra Zahedi, University of Montreal, Canada Editorial Board: ACHTEN, Henri (Czech Technical University, Prague, Czech Republic) AMOR, Robert (University of Auckland, New Zealand) AOUAD, Ghassan (Gulf University for Science and Technology, Kuwait) BAX, Thijs (Eindhoven University of Technology, Netherlands) BECUE, Vincent (Université de Mons, Belgium) BEHESHTI, Reza (Design Research Foundation, Netherlands) BONNARDEL, Nathalie (Université d’Aix Marseille, France) BOUDON, Philippe (EAPLV, France) BRANGIER, Eric (Université de Lorraine, France) CARRARA, Gianfranco (Università di Roma La Sapienza, Italy) EDER, W. Ernst (Royal Military College, Canada) ESTEVEZ, Daniel (Toulouse University, France) FARINHA, Fátima (University of Algarve, Portugal) FINDELI, Alain (Université -
Utilizing Mind-Maps for Information Retrieval and User Modelling
Preprint, to be published at UMAP 2014. Downloaded from http://docear.org Utilizing Mind-Maps for Information Retrieval and User Modelling Joeran Beel1,2, Stefan Langer1,2, Marcel Genzmehr1, Bela Gipp1,3 1 Docear, Magdeburg, Germany 2 Otto-von-Guericke University, Magdeburg, Germany 3 University of California, Berkeley, USA {beel | langer | genzmehr | gipp}@docear.org Abstract. Mind-maps have been widely neglected by the information retrieval (IR) community. However, there are an estimated two million active mind-map users, who create 5 million mind-maps every year, of which a total of 300,000 is publicly available. We believe this to be a rich source for information retriev- al applications, and present eight ideas on how mind-maps could be utilized by them. For instance, mind-maps could be utilized to generate user models for recommender systems or expert search, or to calculate relatedness of web-pages that are linked in mind-maps. We evaluated the feasibility of the eight ideas, based on estimates of the number of available mind-maps, an analysis of the content of mind-maps, and an evaluation of the users’ acceptance of the ideas. We concluded that user modelling is the most promising application with re- spect to mind-maps. A user modelling prototype – a recommender system for the users of our mind-mapping software Docear – was implemented, and evalu- ated. Depending on the applied user modelling approaches, the effectiveness, i.e. click-through rate on recommendations, varied between 0.28% and 6.24%. This indicates that mind-map based user modelling is promising, but not trivial, and that further research is required to increase effectiveness. -
Developing an Argument Learning Environment Using Agent-Based ITS (ALES)
Educational Data Mining 2009 Developing an Argument Learning Environment Using Agent-Based ITS (ALES) Sa¯a Abbas1 and Hajime Sawamura2 1 Graduate School of Science and Technology, Niigata University 8050, 2-cho, Ikarashi, Niigata, 950-2181 JAPAN [email protected] 2 Institute of Natural Science and Technology, Academic Assembly,Niigata University 8050, 2-cho, Ikarashi, Niigata, 950-2181 JAPAN [email protected] Abstract. This paper presents an agent-based educational environment to teach argument analysis (ALES). The idea is based on the Argumentation Interchange Format Ontology (AIF) using "Walton Theory". ALES uses di®erent mining techniques to manage a highly structured arguments repertoire. This repertoire was designed, developed and implemented by us. Our aim is to extend our previous framework proposed in [3] in order to i) provide a learning environment that guides student during argument learning, ii) aid in improving the student's argument skills, iii) re¯ne students' ability to debate and negotiate using critical thinking. The paper focuses on the environment development specifying the status of each of the constituent modules. 1 Introduction Argumentation theory is considered as an interdisciplinary research area. Its techniques and results have found a wide range of applications in both theoretical and practical branches of arti¯cial in- telligence and computer science [13, 12, 16]. Recently, AI in education is interested in developing instructional systems that help students hone their argumentation skills [5]. Argumentation is classi- ¯ed by most researchers as demonstrating a point of view (logic argumentation), trying to persuade or convince (rhetoric and dialectic argumentation), and giving reasons (justi¯cation argumentation) [12]. -
Multimedia Systems DCAP303
Multimedia Systems DCAP303 MULTIMEDIA SYSTEMS Copyright © 2013 Rajneesh Agrawal All rights reserved Produced & Printed by EXCEL BOOKS PRIVATE LIMITED A-45, Naraina, Phase-I, New Delhi-110028 for Lovely Professional University Phagwara CONTENTS Unit 1: Multimedia 1 Unit 2: Text 15 Unit 3: Sound 38 Unit 4: Image 60 Unit 5: Video 102 Unit 6: Hardware 130 Unit 7: Multimedia Software Tools 165 Unit 8: Fundamental of Animations 178 Unit 9: Working with Animation 197 Unit 10: 3D Modelling and Animation Tools 213 Unit 11: Compression 233 Unit 12: Image Format 247 Unit 13: Multimedia Tools for WWW 266 Unit 14: Designing for World Wide Web 279 SYLLABUS Multimedia Systems Objectives: To impart the skills needed to develop multimedia applications. Students will learn: z how to combine different media on a web application, z various audio and video formats, z multimedia software tools that helps in developing multimedia application. Sr. No. Topics 1. Multimedia: Meaning and its usage, Stages of a Multimedia Project & Multimedia Skills required in a team 2. Text: Fonts & Faces, Using Text in Multimedia, Font Editing & Design Tools, Hypermedia & Hypertext. 3. Sound: Multimedia System Sounds, Digital Audio, MIDI Audio, Audio File Formats, MIDI vs Digital Audio, Audio CD Playback. Audio Recording. Voice Recognition & Response. 4. Images: Still Images – Bitmaps, Vector Drawing, 3D Drawing & rendering, Natural Light & Colors, Computerized Colors, Color Palletes, Image File Formats, Macintosh & Windows Formats, Cross – Platform format. 5. Animation: Principle of Animations. Animation Techniques, Animation File Formats. 6. Video: How Video Works, Broadcast Video Standards: NTSC, PAL, SECAM, ATSC DTV, Analog Video, Digital Video, Digital Video Standards – ATSC, DVB, ISDB, Video recording & Shooting Videos, Video Editing, Optimizing Video files for CD-ROM, Digital display standards. -
Software Analysis
visEUalisation Analysis of the Open Source Software. Explaining the pros and cons of each one. visEUalisation HOW TO DEVELOP INNOVATIVE DIGITAL EDUCATIONAL VIDEOS 2018-1-PL01-KA204-050821 1 Content: Introduction..................................................................................................................................3 1. Video scribing software ......................................................................................................... 4 2. Digital image processing...................................................................................................... 23 3. Scalable Vector Graphics Editor .......................................................................................... 28 4. Visual Mapping. ................................................................................................................... 32 5. Configurable tools without the need of knowledge or graphic design skills. ..................... 35 6. Graphic organisers: Groupings of concepts, Descriptive tables, Timelines, Spiders, Venn diagrams. ...................................................................................................................................... 38 7. Creating Effects ................................................................................................................... 43 8. Post-Processing ................................................................................................................... 45 9. Music&Sounds Creator and Editor ..................................................................................... -
Concept Mapping Slide Show
5/28/2008 WHAT IS A CONCEPT MAP? Novak taught students as young as six years old to make Concept Mapping is a concept maps to represent their response to focus questions such as “What is technique for knowledge water?” and “What causes the Assessing learner understanding seasons?” assessment developed by JhJoseph D. NkNovak in the 1970’s Novak’s work was based on David Ausubel’s theories‐‐stressed the importance of prior knowledge in being able to learn new concepts. If I don’t hold my ice cream cone The ice cream will fall off straight… A WAY TO ORGANIZE A WAY TO MEASURE WHAT WE KNOW HOW MUCH KNOWLEDGE WE HAVE GAINED A WAY TO ACTIVELY A WAY TO IDENTIFY CONSTRUCT NEW CONCEPTS KNOWLEDGE 1 5/28/2008 Semantics networks words into relationships and gives them meaning BRAIN‐STORMING GET THE GIST? oMINDMAP HOW TO TEACH AN OLD WORD CLUSTERS DOG NEW TRICKS?…START WITH FOOD! ¾WORD WEBS •GRAPHIC ORGANIZER 9NETWORKING SCAFFOLDING IT’S ALL ABOUT THE NEXT MEAL, RIGHT FIDO?. EFFECTIVE TOOLS FOR LEARNING COLLABORATIVE 9CREATE A STUDY GUIDE CREATIVE NOTE TAKING AND SUMMARIZING SEQUENTIAL FIRST FIND OUT WHAT THE STUDENTS KNOW IN RELATIONSHIP TO A VISUAL TRAINING SUBJECT. STIMULATING THEN PLAN YOUR TEACHING STRATEGIES TO COVER THE UNKNOWN. PERSONAL COMMUNICATING NEW IDEAS ORGANIZING INFORMATION 9AS A KNOWLEDGE ASSESSMENT TOOL REFLECTIVE LEARNING (INSTEAD OF A TEST) A POST‐CONCEPT MAP WILL GIVE INFORMATION ABOUT WHAT HAS TEACHING VOCABULARLY BEEN LEARNED ASSESSING KNOWLEDGE 9PLANNING TOOL (WHERE DO WE GO FROM HERE?) IF THERE ARE GAPS IN LEARNING, RE‐INTEGRATE INFORMATION, TYING IT TO THE PREVIOUSLY LEARNED INFORMATION THE OBJECT IS TO GENERATE THE LARGEST How do you construct a concept map? POSSIBLE LIST Planning a concept map for your class IN THE BEGINNING… LIST ANY AND ALL TERMS AND CONCEPTS BRAINSTORMING STAGE ASSOCIATED WITH THE TOPIC OF INTEREST ORGANIZING STAGE LAYOUT STAGE WRITE THEM ON POST IT NOTES, ONE WORD OR LINKING STAGE PHRASE PER NOTE REVISING STAGE FINALIZING STAGE DON’T WORRY ABOUT REDUNCANCY, RELATIVE IMPORTANCE, OR RELATIONSHIPS AT THIS POINT. -
Typology of Free Web-Based Learning Technologies (2020)
Typology of Free Web-based Learning Technologies (2020) Matt Bower Jodie Torrington Macquarie University, Australia Macquarie University, Australia E: [email protected] E: [email protected] Tw: @mattgbower Tw: @jtorro1 [The original 2015 Typology of Web 2.0 Technologies is available from the Educause website at https://library.educause.edu/resources/2015/2/a-typology-of-web-20-learning-technologies ] Abstract The Typology of Free Web-based Learning Technologies (2020) provides educators with a list of 226 technologies arranged into 40 types and 15 clusters that can be used via a browser to promote more productive and interactive learning. The 2020 Typology constitutes an update to the previously published Typology of Web 2.0 Learning Technologies (Bower, 2015), which was also based on a systematic search and categorical analysis (see Bower, 2016, for methodology). This 2020 Typology of Free Web-based Learning Technologies returns to the original analysis to remove tools that are no longer available and add new tools and categories that have entered the online learning ecosystem. Based on these emerging tools, new categorical types and clusters have also been added. Brief descriptions, example tools and pedagogical uses were provided for each category, in order to support ease of conceptualization and application. The analysis makes it possible to gauge trends in online learning technologies over the last five years, for instance the unsustainability of many smaller tools, the marketisation of many others, the trend towards more integrated platforms of tools, and greater dominance by larger providers. The paper concludes by inferring future trends in the online learning technology landscape. -
Automatic Evaluation of Design Alternatives with Quantitative Argumentation Pietro Baroni∗ , Marco Romanoa, Francesca Tonib , Marco Aurisicchioc and Giorgio Bertanzad
Argument and Computation, 2015 Vol. 6, No. 1, 24–49, http://dx.doi.org/10.1080/19462166.2014.1001791 Automatic evaluation of design alternatives with quantitative argumentation Pietro Baroni∗ , Marco Romanoa, Francesca Tonib , Marco Aurisicchioc and Giorgio Bertanzad aDip. Ingegneria dell’Informazione, University of Brescia, Brescia, Italy; bDepartment of Computing, Imperial College London, UK; cDepartment of Mechanical Engineering, Imperial College London, London, UK; d Dip. Ingegneria Civile, Architettura, Territorio, Ambiente e Matematica, University of Brescia, Brescia, Italy (Received 15 May 2014; accepted 21 October 2014) This paper presents a novel argumentation framework to support Issue-Based Information Sys- tem style debates on design alternatives, by providing an automatic quantitative evaluation of the positions put forward. It also identifies several formal properties of the proposed quantita- tive argumentation framework and compares it with existing non-numerical abstract argumen- tation formalisms. Finally, the paper describes the integration of the proposed approach within the design Visual Understanding Environment software tool along with three case studies in engineering design. The case studies show the potential for a competitive advantage of the proposed approach with respect to state-of-the-art engineering design methods. Keywords: argumentation; debate; design rationale; Issue-Based Information System (IBIS); decision support Engineering design is often described as an information-processing activity based on problem-solving within the constraints of bounded rationality (Simon, 1996; Simon & Newell, 1971). It consists of decomposing an initial problem into a range of sub-problems, proposing and assessing partial solutions, and integrating them as to satisfy the overall problem. This pro- cess is collaborative and often involves communication between non-co-located engineers.