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HENRYETTE ROTH & TIMOTHY CLARK Electronic publishing and the Web JAIME SANCHEZ & OMAR ALONSO A Web-based tool for evaluating user-computer interaction ROBERT SAPP Providing real time instruction on the WWW: Lessons taught and learned PAUL G. SHOTSBERGER & CHRISTOPHER G. SPELL Professional Development On The World Wide Web: Training Secondary Mathematics Teachers JULEAN A. SIMON & DAVID C. WOLHART Discursive networking: context generalization in a networked environment DAVE SNOWDON, LENNART FAHLEN, & MARTEN STENIOUS WWW3D: A 3D Multi-User Web Browser ELIZABETH SOMMERS Convergent computer research at the undergraduate level: The World Wide Web as interdisciplinary teaching and learning tool NANCY BUTLER SONGER Kids interacting with kids world-wide through Web-based visualization technologies: The Kids as Global Scientists project ANDY STONE Project Pilot - The Application of Telematics in Co-operative Education EUGENE S. TAKLE & MICHAEL R. TABER Use of the Web as a tool for interactive learning RUMI TATSUTA, KIMIKO GUNJI, MARY ELLEN MICHAEL The Development of Multimedia Courseware of Japanese Culture via Internet BONNIE THURBER & VITO DIPINTO Middle school students as physical scientists: The practical and the virtual A.A. TSINAKOS & K.G. MARGARITIS Mentor: Internet search advisor and information retrieval system YURY TSYBENKO Feedback and adaptive interaction for WWW-based course MAX A.TURNER & JAMES H. CAIRNS Silicon soils: Teaching soil science via the Internet JEAN VERMEL The ETT Virtual Classroom: A Different Flavor ANTONIO VOLPENTESTA, VINCENZO PISCULLI, ANTONIO GRECO, & NICOLA FREGA "A Cantina i Bifarelli": A Java based environment for real-time multiplayer games. ANA VON KLOPP Interactive Teaching Material for the World Wide Web: A Syntax Tutor Written in Java DAVID J. WANG & GEORGE CIERVO Providing Enterprise Wide and Localized Searching at a Large, Decentralized Institution DAVID WATSON & KATHY WATSON Distant Education Materials via the Web - An Australian View MATHIAS WILL The virtual university: Making it happen FAWN WHITTAKER Timely tricks for Web language teaching ITZIK YARHY, OFER MARGONINSKI, DAVID RASHTY & NAVA BEN TZVI The Bible and Talmudic literature on the Web JIA ZHUOSHENG & WEI HUOQING The platform of corporate development and management: CAT software on the Web
PANELS M J MCALISTER, P COMER & MISS K HADLEY The Internet & The WWW: Friend or Foe? TUTORIALS ANDREAS BITTORF How to set up and maintain an image database on the WWW efficiently
Page 1 and 2: Proceedings of WebNet 96— WebNet
Page 3 and 4: FULL PAPERS BRIAN BEVIRT Designing
Page 5 and 6: THIERRY LEVOIR & REMI BASTIDE SADS:
Page 7 and 8: MASAYASU AOTANI Distance education
Page 9: IAIN LANGDON Education for Changing
Page 13 and 14: Designing Hypertext Navigation Tool
Page 15 and 16: Organize the Contents of Your Site
Page 17 and 18: multiple hierarchy charts have to b
Page 19 and 20: Developing Structured WWW-Sites wit
Page 21 and 22: Links refer to Templates. From the
Page 23 and 24: typing tool, which on the one hand
Page 25 and 26: and implement commercial Web-sites.
Page 27 and 28: constraints. It is important to rem
Page 29 and 30: A three-rowed "desktop" was used as
Page 31 and 32: All assignments were tracked, and s
Page 33 and 34: Figure 5: Student Information Toolb
Page 35 and 36: positive values to the course: 1. F
Page 37 and 38: 2. Problem Areas We have identified
Page 39 and 40: in our system is quite large, and p
Page 41 and 42: map information for display into th
Page 43 and 44: - whether these new applications co
Page 45 and 46: 4.3. The Production Phase The produ
Page 47 and 48: Requests 2500000 2000000 1500000 10
Page 49 and 50: information systems. Since late 199
Page 51 and 52: QuestWriter, which will be availabl
Page 53 and 54: Figure 1: Typical Study Approaches
Page 55 and 56: Figure 2: Feedback Loop for Questio
Page 57 and 58: educational Web page design. We hav
Page 59 and 60: Identifying and Meeting Needs of In
Page 61 and 62:
Two new forms-driven templates, one
Page 63 and 64:
What We Learned About Coaching Web
Page 65 and 66:
Introduction The WWW as a Primary S
Page 67 and 68:
Processing the Order Once users hav
Page 69 and 70:
documentation, report a problem to
Page 71 and 72:
VRML and the Web: A Basis for Multi
Page 73 and 74:
Plate 2: Three users represented by
Page 75 and 76:
Figure 2: Interfae components to ex
Page 77 and 78:
Avatar Distribution Figure 3: Avata
Page 79 and 80:
Introduction Tracking WWW Users: Ex
Page 81 and 82:
etween subsequent requests, and an
Page 83 and 84:
server not to cache that object. Ho
Page 85 and 86:
[Benford et al. 1996] Benford, S.D.
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Published on the Web from the WebNe
Page 89 and 90:
current state of knowledge represen
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Figure 1: Textook and Glossary wind
Page 93 and 94:
Part of this work is supported by a
Page 95 and 96:
Database 2. Review of Related Work
Page 97 and 98:
Display Password Screen Check User
Page 99 and 100:
Recently, Java has changed the way
Page 101 and 102:
To meet our requirements, we have o
Page 103 and 104:
Using the WebSM the creation of a q
Page 105 and 106:
store its result in a variable, usi
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Table of Contents Executive Summary
Page 109 and 110:
Chapter One: The Web Marketplace Gr
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4) Advertising Subsidy growing dram
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effectiveness of the ad with any on
Page 115 and 116:
3) Server Performance The Web commu
Page 117 and 118:
Chapter Three: Andromedia’s Aria
Page 119 and 120:
3) Distributed Design Although Obje
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Aria.monitor is comprehensive with
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The Aria.recorder is also capable o
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is being used to create real-time r
Page 127 and 128:
The Reporter user interface provide
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Aria.reporter takes advantage of th
Page 131 and 132:
Introduction Automating Hypermedia
Page 133 and 134:
Figure 3: 2: Add Course Graphic Cre
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Longevity of the HTML Course Creato
Page 137 and 138:
Methodological Issues in Studying a
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4. Complexity of User Interaction:
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automatically, in a reliable and pe
Page 143 and 144:
web users (i.e., scrolling list of
Page 145 and 146:
the NSF EXPRES project. In [Galeghe
Page 147 and 148:
Astronomy and Space Science Relevan
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surface of Pluto - assembled throug
Page 151 and 152:
The Web as Process Tool and Product
Page 153 and 154:
collaboratively produced report abo
Page 155 and 156:
In the AIT course, key satisfaction
Page 157 and 158:
Explorations: the Cornell Theory Ce
Page 159 and 160:
version of Netscape 2.0 (Netscape w
Page 161 and 162:
from video tape) and compromised on
Page 163 and 164:
Designing a Course on the WEB : the
Page 165 and 166:
charge of a training institute, we
Page 167 and 168:
Another way of supporting "point to
Page 169 and 170:
References [Derycke and D’Halluin
Page 171 and 172:
like SGMLS or SP [Clark 95]. The WW
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MRTSpace is based on MRT, a Minimal
Page 175 and 176:
2.3 Geometric and visual ‘continu
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IP Multicast messages do not work o
Page 179 and 180:
came into common use. A number of e
Page 181 and 182:
probably to human culture as a whol
Page 183 and 184:
3D Visualization of WWW Semantic Co
Page 185 and 186:
2.1 Extracting and Organizing WWW S
Page 187 and 188:
mantic space comes from exploring r
Page 189 and 190:
Introduction Interactive Justice Th
Page 191 and 192:
presented by both public prosecutor
Page 193 and 194:
A different communication mode allo
Page 195 and 196:
Convergence to the Information High
Page 197 and 198:
over 9 million at the beginning of
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unreliable electronic components co
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in an integrated model which has th
Page 203 and 204:
Crane, D. (1972). Invisible College
Page 205 and 206:
discourse does not mean that it is
Page 207 and 208:
Figure 2 Communities within the lay
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The major services classified are:-
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Spears, R. and Lea, M. (1994). Pana
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presents relevant items to the user
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ProFusion's main process creates mu
Page 217 and 218:
Managing Interdisciplinary Project
Page 219 and 220:
influencing the study. To ensure th
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ANALYSIS The introduction of new co
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to be combined; this integration ac
Page 225 and 226:
On receiving the information that a
Page 227 and 228:
4.1.4 SPS-SCS delivery system This
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Aster Servers - How to make Aster m
Page 231 and 232:
Another approach we have tested as
Page 233 and 234:
information available on the web. W
Page 235 and 236:
Project Based Learning - Global Vil
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http://www.ncsa.uiuc.edu/SDG/Softwa
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Web. It is tailored to the needs of
Page 241 and 242:
Views of the Solar System - http://
Page 243 and 244:
Gatherers and Brokers. The Gatherer
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(Uniform Resource Locators) are pre
Page 247 and 248:
References Figure 6: Document Displ
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The RealAudio (http://www.realaudio
Page 251 and 252:
For educators, this combination of
Page 253 and 254:
The practical components of this pr
Page 255 and 256:
typologize communication and media
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egistration pattern (in the reverse
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the Internet, in terms of informati
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Fig. 10: 3-dimensional pattern matr
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structure of the courses adheres to
Page 265 and 266:
applications manage chat sessions,
Page 267 and 268:
6. Evaluation Figure 4: Example
Page 269 and 270:
Introduction Windows to the Univers
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Figure 1: The main navigation panel
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Our Planet Interior & Surface Atmos
Page 275 and 276:
I. Introduction What is a browser?
Page 277 and 278:
(1) [Baggett, Ehrenfeucht, & Guzdia
Page 279 and 280:
Node display. In addition to enforc
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On-demand Multi-lingual Font Servic
Page 283 and 284:
One of the advantages by using Java
Page 285 and 286:
The directory can be an alias defin
Page 287 and 288:
Real Audiences—Worldwide: A Case
Page 289 and 290:
outstandingly successful authors re
Page 291 and 292:
usually jumps over the keyboard --
Page 293 and 294:
Introduction Web Conceptual Space R
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conceptual knowledge processing, kn
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and the 'Top' view for all applicat
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An Information Broker for Adaptive
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the worst case, we can make a rough
Page 303 and 304:
These simple parameters significant
Page 305 and 306:
[Weider 96] Weider, C. , Fullton, J
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experiments, listen to sound, run l
Page 309 and 310:
The administration and management s
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Educational packages: the current i
Page 313 and 314:
Embedded Interactive Concept Maps i
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eading and understanding informal c
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Every Smart Ideas document has a de
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and used an index into the HTML doc
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Introduction Building Internet-Base
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comments from others or newly assig
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Figure 3: Author profile Conclusion
Page 327 and 328:
The major features are: Figure 1 Me
Page 329 and 330:
Figure 3 FrameMaker requirements do
Page 331 and 332:
5 Conclusions This article has pres
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On-the-Fly Web Pages Minus the HTML
Page 335 and 336:
Scannell, Ted (1996). Steve Jobs In
Page 337 and 338:
originator. Thus, the collaborative
Page 339 and 340:
preferences, circumstances and task
Page 341 and 342:
development concerns the previously
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Abstract: Aspects of Large World Wi
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Structuring data The unstructured a
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say on a LAN with a hypermedia serv
Page 349 and 350:
Halasz, 1988 Halasz, F. (1988). Ref
Page 351 and 352:
One of the CNES' goals is to make s
Page 353 and 354:
Archived Files Start Time 1 End Tim
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HELP-EXCHANGE: An Arbitrated System
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Since the Help-Exchange system is e
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system avoids spamming since the qu
Page 361 and 362:
From a Set of Technical Documents t
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“The machine that would perform t
Page 365 and 366:
In the case of the link with commen
Page 367 and 368:
[Glushko 89] Glushko, R. (1989). De
Page 369 and 370:
• SWOOP [Hunter et al. 95] provid
Page 371 and 372:
also planned for implementing this
Page 373 and 374:
storage structures already establis
Page 375 and 376:
Every S-collection (instance) has a
Page 377 and 378:
do not map S-collections onto a glo
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The operator JOIN is applied to a c
Page 381 and 382:
Internet India Suzanne McMahon Univ
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published in Bombay, includes shopp
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INDIA-E@INDNET.BGSU.EDU Economic Fo
Page 387 and 388:
Instructional Materials The first c
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Reminder Robot For the Q&A section
Page 391 and 392:
[Wusage 1994] Cold Spring Harbor La
Page 393 and 394:
succeed, is also social in origin,
Page 395 and 396:
Other ships may also appear on the
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An Intelligent Tutoring System on t
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Figure 1. Viewer Control Mechanism
Page 401 and 402:
input and clickable map as the ways
Page 403 and 404:
Designing Digital Libraries for Pos
Page 405 and 406:
Layer HOSS allows an open set of st
Page 407 and 408:
contradictory to produce a well-def
Page 409 and 410:
[Chartier 1994] Chartier, R. (1994)
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much of the value on the Net “wil
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did nothing but slow down processin
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Bundling has been studied extensive
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The software industry relies on dif
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that is not accepted by society exi
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[Richardson & Radner 1996] Richards
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European Economic Area agreement. S
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Figure 2: Components of the learnin
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5. Concluding Remarks Figure 4: The
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A Distance Education How-To Manual:
Page 431 and 432:
usually required. This can take pla
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piece, or of the whole piece. A CD
Page 435 and 436:
Indexes, Keys: these tables define
Page 437 and 438:
following, we discuss basic types o
Page 439 and 440:
long: in the music database, the co
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The MARBLE 1 Project: A Collaborati
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available, as described above, help
Page 445 and 446:
Feedback and Analysis Fig 2: Extrac
Page 447 and 448:
Open Net and the Australian On-Line
Page 449 and 450:
speeds, download times, changing br
Page 451 and 452:
our audience, fall into one of the
Page 453 and 454:
server change. When we had our own
Page 455 and 456:
Structuring and classification of d
Page 457 and 458:
would not have the rights to change
Page 459 and 460:
5 Current Electronic Publications W
Page 461 and 462:
WebGrid: Knowledge Elicitation and
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annotation form shown in Figure 2 t
Page 465 and 466:
Figure 4 WebGrid form for rating el
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Figure 7 Main status screen of WebG
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As a final element, the realtor has
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WebGrid provides many additional fa
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Media, Multimedia and Meaningful La
Page 475 and 476:
One question which arises in a disc
Page 477 and 478:
about the medium. In studies in whi
Page 479 and 480:
Schwerin advocates mediation as “
Page 481 and 482:
The wider implications of this perc
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Internet, that quality may be seen
Page 485 and 486:
The most frequently discussed probl
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3.2 Developer viewpoint A MicroWeb
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We anticipate that the complete Mic
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Database for employment information
Page 493 and 494:
Figure 1 System Structure Figure 2
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Figure 5(b) Results of Searching
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ClassNet is a CGI-Script running un
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Current Uses Dr. Doug Yarger at Iow
Page 501 and 502:
Introduction Modelling Alter Egos i
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Let us further suppose that the cyb
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• NEC to indicate that the action
Page 507 and 508:
for example impossible to define an
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[vdRiet 95] R.P. van de Riet, A. Ju
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or "anchors." The anchors are stori
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Figure 1: Excerpt from SMART WWWeb
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there is less dissolved oxygen in t
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CS20 will provide students with new
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EPIC : Building a Structured Learni
Page 521 and 522:
expects. The EPIC exercises are emb
Page 523 and 524:
interactive courses around Scotland
Page 525 and 526:
This paper begins by briefly survey
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must supply such information, the s
Page 529 and 530:
Building the collection The lowest
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size is bounded by the size of a st
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the choice should be. It may be tha
Page 535 and 536:
Introduction Supporting Provision a
Page 537 and 538:
A visual resource base comprises a
Page 539 and 540:
• Web browser: It performs the se
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POSTER / DEMONSTRATION
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integration of presentations create
Page 545 and 546:
Science Technology Entry Program: I
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ID Comm: Building a Virtual Communi
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Preservice Teacher Education and th
Page 551 and 552:
Un Meurtre a Cinet (Un homicidio en
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The Human Brain: A Frames-based Ima
Page 555 and 556:
Collaborative Learning/Teaching on
Page 557 and 558:
SHORT PAPERS
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system look for email from the mail
Page 561 and 562:
Converting a Large Introductory Cou
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Bringing Instructional Design Princ
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Watermarking for the HyperWave Hype
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Impact of the Introduction of Web-B
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Owen, J.M. (1993). Program Evaluati
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(d) Low cost to students (e) Easier
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Introduction Robots And The Web: An
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Figure 2. BargainBot Search Results
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Conclusions and Future Work Figure
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Introduction Active Messaging in Ja
Page 581 and 582:
Acknowledgments The authors would l
Page 583 and 584:
The effective development of web-ba
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telecollaboration. This work aims t
Page 587 and 588:
Introduction Internet for Teachers:
Page 589 and 590:
Creating Educational Webmasters: Cy
Page 591 and 592:
Acknowledgments I would like to tha
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The College of Human Ecology, which
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The screen dumps below show a large
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can also open and close levels of t
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Venice and Vienna, iconographic col
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Introduction: Cyberschool - Singapo
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1. Overview US Information Superhig
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Collaborative Design: A Cognitive A
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A Web Based Decision Support System
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addition to participating in teache
Page 611 and 612:
communication between students, bet
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• Exploring Libraries introduces
Page 615 and 616:
Design for Web-Based Learning Phili
Page 617 and 618:
The effin factor concerns the appea
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Introduction The Web is not a Distr
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WEB-EDD: Electronic Document Delive
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Walker, G. L. & Thoma, G. R. (1995)
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3. Evaluation of Link Annotation fo
Page 627 and 628:
Based on the needs addressed above,
Page 629 and 630:
The Presentational use of the inter
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named-thing2(thing-type (parameters
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Integrating the use of the Web into
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linking within the web page is also
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Providing Medical Education Resourc
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logons by PPP/home access, Informat
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indeed create considerable turbulen
Page 643 and 644:
Introduction Homeland: An Integrate
Page 645 and 646:
[Frega and Volpentesta 94] Frega N.
Page 647 and 648:
Summary: Our culture often thinks o
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Implementing Engineering Education
Page 651 and 652:
Reorganised by the Web: Bringing th
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content providers--collaborative te
Page 655 and 656:
Table 1: Sample items from the BEM
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Health Care Information on the Web:
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Abstract Shame and War Revisited Ad
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left to do? Style sheets don't let
Page 663 and 664:
In this case, the Los Alamos Nation
Page 665 and 666:
Differing Cultures: Bringing Minds
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Web of Thought: Ways to Make the Wo
Page 669 and 670:
On Teaching and Collaborative Devel
Page 671 and 672:
I.- History Distance Education on D
Page 673:
But there is much more to this pict
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in Treemaps. In contrast, the Docuv
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Figure 2: Webview The Webview is us
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Figure 3: Intradocument View showin
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Using a WWW Server to Access and Ma
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W3Client Figure 1 : The Co-Learn WW
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Avoiding Vendor Lock-in: An Open Ap
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Web Courses for Northern B.C.: Virt
Page 690 and 691:
Harvesting the Internet: Creating a
Page 692 and 693:
School Participation in the Co-Deve
Page 694 and 695:
a basic framework for adopting tech
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COMMUNITY WEB PROJECTS TO SUPPORT H
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Overview: Automatically Generated W
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Introduction Computer Aided Informa
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[Bloomfield 1994] Bloomfield, H. (1
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A Generic Learning Platform: From t
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etween Moscow and Western Europe, S
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Creating A Presence On The World Wi
Page 710 and 711:
References [Hill 1993] Hill, Terry
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many of the students likewise had f
Page 714:
DeRose, Steven and Durand, David, M
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{1} http://www.gfz-potsdam.de/drz/g
Page 719 and 720:
significantly different. Analysis f
Page 721 and 722:
3. The Web Based Solution Most CBT
Page 723 and 724:
A Virtual Campus on the World Wide
Page 725 and 726:
A unified NBCC-wide (and hopefully
Page 727 and 728:
Start Your Search Engines! Authenti
Page 729 and 730:
Observations on Web-Based Course De
Page 731 and 732:
espond to at least four other discu
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examples of the many good discussio
Page 735 and 736:
instructor intervention (to prevent
Page 737 and 738:
Using the World Wide Web To Creativ
Page 739 and 740:
In summary, the goals of the PTK ar
Page 741 and 742:
like SGMLS or SP [Clark 95]. The WW
Page 743 and 744:
All relevant information and links
Page 745 and 746:
Introducation A Virtual Classroom i
Page 747 and 748:
Introduction Put Your Experience on
Page 749 and 750:
Domeshek, E.A. & Kolodner, J.L. 199
Page 751 and 752:
• provide IP address • provide
Page 753 and 754:
Incorporating World Wide Web techno
Page 755 and 756:
1 Introduction Non-Invasive Improve
Page 757 and 758:
The first author acknowledges CNPq
Page 759 and 760:
order to make the students feel tha
Page 761 and 762:
World Band: K-12 Music Education on
Page 763 and 764:
PITS (Populated Information Terrain
Page 765 and 766:
The big central landmark VRML Some
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SEEWeb - An Internet Solution Steve
Page 769 and 770:
Archive.edu: A Storehouse of Classr
Page 771 and 772:
[O’Haver 1995] O’Haver, M. (199
Page 773 and 774:
Module Three The third module explo
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The development of a new journal ne
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Implementation The tool is a Web-ba
Page 779 and 780:
Providing Real Time Instruction on
Page 781 and 782:
first was a single free text field
Page 783 and 784:
the project as contributors of stud
Page 785 and 786:
knowledge-acquisition have to be ac
Page 787 and 788:
instead of contributing a lengthy r
Page 789 and 790:
1. Introduction WWW3D: A 3D Multi-U
Page 791 and 792:
6. Summary In this paper we have de
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collaborative programs. At the same
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and continued challenges of the pas
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In order to cater for the this latt
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Some lectures have pre-lecture assi
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Some Issues. T. of Japanese Society
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MENTOR: Internet Search Advisor and
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acquisition to be followed.- Repres
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Web in order to supplement the main
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When installed at the user end, stu
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These and other lessons learned hav
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some other details about the enviro
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Interactive Teaching Material for t
Page 817 and 818:
The applet is organised around two
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esult, the new search queries not o
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Introduction Distant Education Mate
Page 823 and 824:
Information. The Internet resources
Page 825 and 826:
1 Introduction The Virtual Universi
Page 827 and 828:
on-line, an audio and/or video conn
Page 829 and 830:
Finally, if you are preparing lesso
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The user accessing the database (at
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Figure 2: The HTML page of Esther,
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PANEL
Page 837 and 838:
TUTORIALS
Page 839 and 840:
Table of Contents 1 INTRODUCTION 1
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specifications like the Initial Gra
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Low end digital cameras do not at a
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To display images correctly the gam
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• PCD: Photo Compact Disc. Kodak.
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3.1 Database Types There are differ
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There are a lot of (hierarchical) k
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the user. The drawback of dynamic c
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types. These are used to restrict t
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-18-
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If you would like to modify the app
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4.4 Database versus Information Ret
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HARVEST [29,30] is a more complicat
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• Access speed: 10% with 9,6 Kbit
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17. Proceedings of the 3rd Internat
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50. Poynton CA. Frequently Asked Qu
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