A web-based tool for assessing the condition of benthic diatom assemblages in streams and rivers of the conterminous United States

Education over the Internet is going to be so big it is going to make e-mail usage look like a rounding error. John Chambers, Cisco Systems, New York Times, November 17, 1990 Web-based courses (Mesher, 1999) are defined as those where the entire course is taken on the Internet. In some courses, there may be an initial meeting for orientation. Proctored exams may also be given, either from the source of the Web-based course or off-site at a testing facility. The Internet-based course becomes a virtual classroom with a syllabus, course materials, chat space, discussion list, and e-mail services (Resmer, 1999). Navarro (2000) provides a further definition: a fully interactive, multimedia approach. Current figures indicate that 12% of Internet users in the United States use the Internet to take an online course for credit toward a degree of some kind (Horrigan, 2006). That number is indicative of the rapid proliferation of online courses over the past several years. The Web-enhanced course is a blend with the components of the traditional class while making some course materials available on a Web site, such as course syllabi, assignments, data files, and test reviews. Additional elements of a Web-enhanced course can include online testing, a course listserver, instructor-student e-mail, collaborative activities using RSS feeds and related technologies, and other activities on the Internet. One of the biggest concerns about Web-based courses is that users will become socially isolated. The Pew Internet and America Life Project found that online communities provide a vibrant social community (Horrigan, Rainie, & Fox, 2001). Clearly, students are not concerned or feel that other benefits outweigh the potential drawbacks. According to government research (Waits and Lewis, 2003), during the 2000-2001 academic year alone, an estimated 118,100 different credit courses were offered via distance education (with the bulk of that using Internet-based methods) by 2- and 4-year institutions in the United States. Over 3 million students were registered in these courses. Navarro (2000) suggests that faculty members are far more likely to start by incorporating Internet components into a traditional course rather than directly offering Web-based courses. These Web-enhanced courses might be considered the transition phase to the new paradigm of Internet-based courses. Rich learning environments are being created, with a shift from single tools to the use of multiple online tools, both to enhance traditional courses and to better facilitate online courses (Teles, 2002).

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Mo1318 PREVALENCE OF SELF-REPORTED FOOD INTOLERANCES AMONG WEB-BASED SURVEY RESPONDENTS IN THE UNITED STATES

Gastroenterology ◽

10.1016/s0016-5085(20)32796-7 ◽

2020 ◽

Vol 158 (6) ◽

pp. S-847

Author(s):

Mattie White ◽

Claire Jansson-Knodell ◽

Carolyn J. Lockett ◽

Huiping Xu ◽

Andrea S. Shin

Keyword(s):

United States ◽

The United States ◽

Web Based

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Modeling Variant User Interfaces for Web-Based Software Product Lines

Integrated Approaches in Information Technology and Web Engineering ◽

10.4018/978-1-60566-418-7.ch015 ◽

2009 ◽

pp. 212-242

Author(s):

Suet Chun Lee

Keyword(s):

United States ◽

User Interface ◽

User Interfaces ◽

Unified Modeling Language ◽

Software Product Line ◽

Product Line ◽

Modeling Language ◽

Web Based ◽

Software Product ◽

Uml Extension

Software product line (SPL) is a software engineering paradigm for software development. A software product within a product line often has specific functionalities that are not common to all other products within the product line. Those specific functionalities are termed “variant features” in a product line. SPL paradigm involves the modeling of variant features. However, little work in SPL investigates and addresses the modeling of variant features specific to user interface (UI). Unified Modeling Language (UML) is the de facto modeling language for object-oriented software systems. It is known that UML needs better support in modeling UIs. Thus, much research developed UML extensions to improve UML support in modeling UIs. Yet little of this work is related to developing such extensions for modeling UIs for SPLs in which variant features specific to UI modeling must be addressed. This research develops a UML extension -Web User Interface Modeling Language (WUIML) to address these problems. WUIML defines elements for modeling variant features specific to user interfaces for Web-based SPLs. The model elements in WUIML extend from the metaclass and BasicActivity of the UML2.0 metamodel. WUIML integrates the modeling of variant features specific to user interfaces to UML. For example, in a Web-based patient registration software product line, member products targeting British users may use British date format in the user interface, while member products targeting United States users may use United States date format in the user interface. Thus, this is a variant feature for this product line. WUIML defines a model element, XOR, to represent such exclusive or conditions in a product line user interface model. WUIML would reduce SPL engineers’ efforts needed in UI development. To validate the WUIML research outcome, a case study was conducted. The results of this empirical study indicate that modeling UIs for Web-based SPLs using WUIML is more effective and efficient than using standard UML.

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Paleodepth determination from Antarctic benthic diatom assemblages

Marine Micropaleontology ◽

10.1016/s0377-8398(96)00036-9 ◽

1997 ◽

Vol 29 (3-4) ◽

pp. 301-318 ◽

Cited By ~ 14

Author(s):

Jason M. Whitehead ◽

Andrew McMinn

Keyword(s):

Benthic Diatom ◽

Diatom Assemblages

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