Intellectual Property Protection in Multimedia Grids

2011 ◽  
pp. 381-398
Author(s):  
Irene Kafeza ◽  
Eleanna Kafeza
Keyword(s):  
Problem Solving ◽  
Point Of View ◽  
Legal Issues ◽  
Grid Environment ◽  
Distributed Application ◽  
Application Systems ◽  
Secure Access ◽  
Security Problem ◽  
Geographically Distributed ◽  
Dominant Paradigm

The Grid environment is rapidly emerging as the dominant paradigm for wide-area-distributed application systems. The multimedia applications demand intense problem-solving capabilities, and Grid-computing makes it possible to share computing resources on an unprecedented scale among geographically distributed participants. In a Grid environment, virtual organisations are formulated and managed from a computing resource point of view. The Grid provider allows for the dynamic discovery of computing resources, the immediate allocation and provision of the resources, and the management and provision of secure access. Although the security problem in Grid environment is being addressed from the technological point of view, there is no work to identify the legal issues that are arising in Grid multimedia transactions.

Problem solving methods and knowledge systems: A personal journey to perceptual images as knowledge

2009 ◽  
Vol 23 (4) ◽  
pp. 331-338
Author(s):  
B. Chandrasekaran
Keyword(s):  
Problem Solving ◽  
Cognitive Architecture ◽  
Mental Image ◽  
Spatial Relations ◽  
Point Of View ◽  
Design Strategies ◽  
Symbolic Form ◽  
Knowledge Based ◽  
High Level ◽  
Use Of Knowledge

AbstractI was among those who proposed problem solving methods (PSMs) in the late 1970s and early 1980s as a knowledge-level description of strategies useful in building knowledge-based systems. This paper summarizes the evolution of my ideas in the last two decades. I start with a review of the original ideas. From an artificial intelligence (AI) point of view, it is not PSMs as such, which are essentially high-level design strategies for computation, that are interesting, but PSMs associated with tasks that have a relation to AI and cognition. They are also interesting with respect to cognitive architecture proposals such as Soar and ACT-R: PSMs are observed regularities in the use of knowledge that an exclusive focus on the architecture level might miss, the latter providing no vocabulary to talk about these regularities. PSMs in the original conception are closely connected to a specific view of knowledge: symbolic expressions represented in a repository and retrieved as needed. I join critics of this view, and maintain with them that most often knowledge is not retrieved from a base as much as constructed as needed. This criticism, however, raises the question of what is in memory that is not knowledge as traditionally conceived in AI, but can support theconstructionof knowledge in predicate–symbolic form. My recent proposal about cognition and multimodality offers a possible answer. In this view, much of memory consists of perceptual and kinesthetic images, which can be recalled during deliberation and from which internal perception can generate linguistic–symbolic knowledge. For example, from a mental image of a configuration of objects, numerous sentences can be constructed describing spatial relations between the objects. My work on diagrammatic reasoning is an implemented example of how this might work. These internal perceptions on imagistic representations are a new kind of PSM.

System compatible products for the automation and integration of production

2020 ◽  
pp. 76-81
Author(s):  
A.P. Popov ◽  
◽  
A.N. Zapolskaya ◽  
T.A. Popova ◽  
◽  
...  
Keyword(s):  
Research And Development ◽  
Capital Investment ◽  
Point Of View ◽  
Automated System ◽  
Development Work ◽  
Strategic Issues ◽  
Application Systems ◽  
Conducting Research ◽  
Production Automation ◽  
Automation Tools

The paper deals with strategic issues of creating promising products and conducting research and development work from the point of view of an enterprise planning to produce integrated production automation tools.One of the main goals of the manufacturer of integrated automation tools is to enter the international market. The most important condition for achieving this goal is the presence of its own integrated and regular architecture of the relevant application systems, which provides the possibility of integrating newly created products and the results of research and development work as part of a planned automated system. Thus, we are talking about creating a wide family of products that are compatible at the conceptual, architectural, and hardware-software levels.The proposed approach will allow for significant savings in capital investment in the development of new products and systems due to the comparative ease of integration of previously developed products.

Analytic program derivation in type theory

1998 ◽  
Author(s):  
Petri Mäenpää
Keyword(s):  
Mathematical Method ◽  
Problem Solving ◽  
Type Theory ◽  
Mathematical Problem ◽  
Geometric Analysis ◽  
Algebraic Method ◽  
Point Of View ◽  
Program Derivation ◽  
Mathematical Problems ◽  
The Given

This work proposes a new method of deriving programs from their specifications in constructive type theory: the method of analysis-synthesis. It is new as a mathematical method only in the area of programming methodology, as it is modelled upon the most successful and widespread method in the history of exact sciences. The method of analysis-synthesis, also known as the method of analysis, was devised by Ancient Greek mathematicians for solving geometric construction problems with ruler and compass. Its most important subsequent elaboration is Descartes’s algebraic method of analysis, which pervades all exact sciences today. The present work expands this method further into one that aims at systematizing program derivation in a heuristically useful way, analogously to the way Descartes’s method systematized the solution of geometric and arithmetical problems. To illustrate the method, we derive the Boyer-Moore algorithm for finding an element that has a majority of occurrences in a given list. It turns out that solving programming problems need not be too different from solving mathematical problems in general. This point of view has been emphasized in particular by Martin-Löf (1982) and Dijkstra (1986). The idea of a logic of problem solving originates in Kolmogorov (1932). We aim to refine the analogy between programming and mathematical problem solving by investigating the mathematical method of analysis in the context of programming. The central idea of the analytic method, in modern terms, is to analyze the functional dependencies between the constituents of a geometric configuration. The aim is to determine how the sought constituents depend on the given ones. A Greek analysis starts by drawing a diagram with the sought constructions drawn on the given ones, in the relation required by the problem specification. Then the sought constituents of the configuration are determined in terms of the given ones. Analysis was the Greeks’ method of discovering solutions to problems. Their method of justification was synthesis, which cast analysis into standard deductive form. First it constructed the sought objects from the given ones, and then demonstrated that they relate as required to the given ones. In his Geometry, Descartes developed Greek geometric analysis-synthesis into the modern algebraic method of analysis.

Information Rich Systems and User's Goals and Information Needs

2006 ◽  
pp. 338-343
Author(s):  
Michael J. Albers
Keyword(s):  
Problem Solving ◽  
Task Analysis ◽  
Information Needs ◽  
Complete Sequence ◽  
Point Of View ◽  
Clear Understanding ◽  
Complex Problems ◽  
Linear Sequence ◽  
Sequence Of Events ◽  
High Level

Currently, most of the Web is designed from the viewpoint of helping people who know what they want but need help accomplishing it. User goals may range from buying a new computer to making vacation plans. Yet, these are simple tasks that can be accomplished with a linear sequence of events. With information-rich sites, the linear sequence breaks down, and a straightforward process to provide users with information in a useful format does not exist. Users come to information-rich sites with complex problems they want to solve. Reaching a solution requires meeting goals and subgoals by finding the proper information. Complex problems are often ill-structured; realistically, the complete sequence can’t even be defined because of users’ tendencies to jump around within the data and to abandon the sequence at varying points (Klein, 1999). To reach the answer, people need the information properly positioned within the situation context (Albers, 2003; Mirel, 2003a). System support for such problems requires users to be given properly integrated information that will assist in problem solving and decision making. Complex problems normally involve high-level reasoning and open-ended problem solving. Consequently, designer expectations of stable requirements and the ability to perform an exhaustive task analysis fall short of reality (Rouse & Valusek, 1993). While conventional task analysis works for well-defined domains, it fails for the ill-structured domains of information-rich sites (Albers, 2004). Instead of exhaustive task analysis, the designer must shift to an analysis focused on providing a clear understanding of the situation from the user’s point of view and the user’s goals and information needs.

One point of view: Stop the Bandwagon I Want Off

1981 ◽  
Vol 28 (8) ◽  
pp. 2
Author(s):  
Jeremy Kilpatrick
Keyword(s):  
Problem Solving ◽  
Mathematics Curriculum ◽  
Point Of View ◽  
School Mathematics

The 1980s, so we are told, are to be the decade of “problem solving.” Ready or not, we are apparently destined to have problem solving as the “focus” of school mathematics for the next ten years or so. Toward this goal, the NCTM's An Agenda for Action recommends the organization of the mathematics curriculum around problem solving. How can one argue with such a sensible agenda?

One Point of View: The Fundamental Problem of Arithmetic

1987 ◽  
Vol 35 (2) ◽  
pp. 2
Author(s):  
Robert Madell
Keyword(s):  
Problem Solving ◽  
Fundamental Problem ◽  
Point Of View

I haven't taught mathematics in quite some time, but I find it easy to recall some of my thinking about what I was tryi ng to do. First for me was alway problem solving. I liked to help children as they learned to “do mathematics.” To me it was obvious that such learning is important, above the detail implied by the question, problem solving about what? The processes that I was interested in can be exercised in a wide variety of domains—even in some that aren't usually thought of as mathematics.

Legal Issues of EC–Cyprus Trade Relations

2003 ◽  
Vol 52 (2) ◽  
pp. 489-498 ◽  
Author(s):  
Panos Koutrakos
Keyword(s):  
Point Of View ◽  
Legal Issues ◽  
European Court Of Justice ◽  
The Political ◽  
The European Union ◽  
Association Agreement ◽  
Trade Relations ◽  
The Third ◽  
Court Of Justice ◽  
European Court

Whilst the political aspects of Cyprus's membership to the European Union have become the main focus of academic analysis over the years, its trade relations with the Member States have raised issues just as interesting from a legal point of view. This has been illustrated quite recently by the Anastasiou II judgment delivered by the European Court of Justice in 2000. The article aims at highlighting some of these issues. It is structured in three parts: the first part outlines the provisions of the EC–Cyprus Association Agreement governing trade between the parties; the second part analyses the Court's first ruling on imports of certain produce from the northern part of Cyprus;1 the third part examines the recent judgment of the Court on imports of produce which, whilst originating in the northern part of Cyprus, are being accompanied by phytosanitary certificates issued by the Turkish authorities.

scholarly journals Forms of applıcatıon of algorıthms ın school mathematıcs teachıng

2021 ◽  
Vol 2021 (2 (135)) ◽  
pp. 7-12
Author(s):  
Kamala Yunis
Keyword(s):  
Problem Solving ◽  
Computer Technology ◽  
Mathematics Teaching ◽  
Numerical Data ◽  
Point Of View ◽  
The Third ◽  
Theoretical Structure ◽  
Definition Of ◽  
Integrated Mathematics

As for the qualitative definition of the theoretical structure of the concept of algorithm, obtained by building a system of its study on the basis of component analysis in the article, it should be completed by studying the types of algorithmic processes. Three common types of such processes (linear, branching and recursive) play a slightly different role here. The first two types are somewhat simple, as we tried to show in Example 1, it would be natural to use them in the study of the components of the algorithm. Recursive processes can be applied to the play of already separated concepts. There are plenty of examples in various sections of Algebra, such as the "sequences" section, in particular. Finding the approximate value of an expression using the Heron formula can be a good example of recursive processes. The purpose of the research is to develop a methodological system that identifies opportunities to improve the quality of integrated mathematics teaching in V-IX grades and connect it with computer technology as well as identifies ways to apply it in the learning process. Textbooks often show the performance of a particular action on a few specific examples. We come across different situations here. Sometimes the rule is stated after the solution of the work, and sometimes the work is considered after the expression of the rule. The third case is possible, there is no definition of the rule in the textbook, but specific examples of the application of the formed algorithm are considered. This is quite common in school textbooks, especially when considering complex algorithms. In such cases, it is accepted to call the solutions of the studies as examples. The sample solution must meet certain requirements. Let's separate some of them from the point of view of the formed algorithm: the most characteristic cases of the considered type of problem should be considered; numerical data should be selected in such a way that the necessary calculations can be performed orally in order to draw students' attention to the sequence of elementary operations that make up the steps of the formed algorithm. If the problem-solving example meets these requirements, then the type of problem assigned to it can be considered as an algorithm for solving the problem. If, depending on the initial data, there are several fundamentally different cases of problem solving, it is necessary to consider examples of problem solving for each such case.

A New Approach for Assessing Learners in an Online Problem Based Learning Environment

2020 ◽  
pp. 307-324
Author(s):  
Houda Tadjer ◽  
Yacine Lafifi ◽  
Hassina Seridi-Bouchelaghem
Keyword(s):  
Problem Solving ◽  
Computer Science ◽  
Small Groups ◽  
Learning Process ◽  
Problem Based Learning ◽  
Point Of View ◽  
New Method ◽  
Science Department ◽  
New Approach ◽  
Problem Solving Process

Problem-based learning (PBL) is an approach that improves students' skills in problem solving. The application of PBL as an approach of teaching in a class requires students' presence; such constraint cannot be fulfilled by all students. Therefore, it is important to avoid this problem by implementing an online PBL environment where students are grouped remotely and work together to solve a problem proposed by the teacher. This will guide the learning process of the learners and can evaluate their solution. In reality, we can find members who do not really contribute to solve a problem. From this point of view, the teacher's evaluation will not be adequate to estimate the contribution of the learner in the solution of a given problem. Therefore, it is important to think of another way for assessing learners' solution. So, the challenge is to implement an online PBL environment and to propose a new method for assessing students. In this paper, the authors present their system called Problearn. The developed system allows students to solve problems remotely in small groups. Furthermore, the system evaluates each student based on his behavioral profiles during the problem-solving process. To do so, the system must keep track of different actions carried out by the students. This system has been tested by students of a computer science department where they achieved very good results.

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