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Figure 3 Triadic elicitation of a construct distinguishing elements When the user clicks on "Done" WebGrid generates the form shown in Figure 4 which uses popup menus to allow all the elements to be distinguished in terms of the construct. It also allows the pole names to be changed or the original elements to be re-rated, if appropriate. WebGrid is designed to be non-modal, and allow users to easily edit previous entries at every stage.
Figure 4 WebGrid form for rating elements on a construct Figure 5 shows the popup menus being used as rating scales to position the elements along the construct. Figure 5 Using popup menus to enter ratings When all the elements have been rated the user can either click on "Done" to enter the data, or on "Show Sorted" to see the entered data positioned along a scale as shown in Figure 6. This is useful to check whether the order of the elements along the construct makes sense to the user.
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Proceedings of WebNet 96— WebNet
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FULL PAPERS BRIAN BEVIRT Designing
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THIERRY LEVOIR & REMI BASTIDE SADS:
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MASAYASU AOTANI Distance education
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IAIN LANGDON Education for Changing
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PANELS M J MCALISTER, P COMER & MIS
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Designing Hypertext Navigation Tool
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Organize the Contents of Your Site
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multiple hierarchy charts have to b
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Developing Structured WWW-Sites wit
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Links refer to Templates. From the
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typing tool, which on the one hand
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and implement commercial Web-sites.
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constraints. It is important to rem
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A three-rowed "desktop" was used as
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All assignments were tracked, and s
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Figure 5: Student Information Toolb
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positive values to the course: 1. F
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2. Problem Areas We have identified
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in our system is quite large, and p
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map information for display into th
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- whether these new applications co
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4.3. The Production Phase The produ
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Requests 2500000 2000000 1500000 10
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information systems. Since late 199
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QuestWriter, which will be availabl
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Figure 1: Typical Study Approaches
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Figure 2: Feedback Loop for Questio
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educational Web page design. We hav
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Identifying and Meeting Needs of In
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Two new forms-driven templates, one
Page 63 and 64:
What We Learned About Coaching Web
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Introduction The WWW as a Primary S
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Processing the Order Once users hav
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documentation, report a problem to
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VRML and the Web: A Basis for Multi
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Plate 2: Three users represented by
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Figure 2: Interfae components to ex
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Avatar Distribution Figure 3: Avata
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Introduction Tracking WWW Users: Ex
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etween subsequent requests, and an
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server not to cache that object. Ho
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[Benford et al. 1996] Benford, S.D.
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Published on the Web from the WebNe
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current state of knowledge represen
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Figure 1: Textook and Glossary wind
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Part of this work is supported by a
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Database 2. Review of Related Work
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Display Password Screen Check User
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Recently, Java has changed the way
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To meet our requirements, we have o
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Using the WebSM the creation of a q
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store its result in a variable, usi
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Table of Contents Executive Summary
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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
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3) Server Performance The Web commu
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Chapter Three: Andromedia’s Aria
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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
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The Reporter user interface provide
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Aria.reporter takes advantage of th
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Introduction Automating Hypermedia
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Figure 3: 2: Add Course Graphic Cre
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Longevity of the HTML Course Creato
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Methodological Issues in Studying a
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4. Complexity of User Interaction:
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automatically, in a reliable and pe
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web users (i.e., scrolling list of
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the NSF EXPRES project. In [Galeghe
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Astronomy and Space Science Relevan
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surface of Pluto - assembled throug
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The Web as Process Tool and Product
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collaboratively produced report abo
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In the AIT course, key satisfaction
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Explorations: the Cornell Theory Ce
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version of Netscape 2.0 (Netscape w
Page 161 and 162:
from video tape) and compromised on
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Designing a Course on the WEB : the
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charge of a training institute, we
Page 167 and 168:
Another way of supporting "point to
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References [Derycke and D’Halluin
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like SGMLS or SP [Clark 95]. The WW
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MRTSpace is based on MRT, a Minimal
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2.3 Geometric and visual ‘continu
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IP Multicast messages do not work o
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came into common use. A number of e
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probably to human culture as a whol
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3D Visualization of WWW Semantic Co
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2.1 Extracting and Organizing WWW S
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mantic space comes from exploring r
Page 189 and 190:
Introduction Interactive Justice Th
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presented by both public prosecutor
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A different communication mode allo
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Convergence to the Information High
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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
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Crane, D. (1972). Invisible College
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discourse does not mean that it is
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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
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Managing Interdisciplinary Project
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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
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On receiving the information that a
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4.1.4 SPS-SCS delivery system This
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Aster Servers - How to make Aster m
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Another approach we have tested as
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information available on the web. W
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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
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Views of the Solar System - http://
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Gatherers and Brokers. The Gatherer
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(Uniform Resource Locators) are pre
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References Figure 6: Document Displ
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The RealAudio (http://www.realaudio
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For educators, this combination of
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The practical components of this pr
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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
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applications manage chat sessions,
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6. Evaluation Figure 4: Example
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Introduction Windows to the Univers
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Figure 1: The main navigation panel
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Our Planet Interior & Surface Atmos
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I. Introduction What is a browser?
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(1) [Baggett, Ehrenfeucht, & Guzdia
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Node display. In addition to enforc
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On-demand Multi-lingual Font Servic
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One of the advantages by using Java
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The directory can be an alias defin
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Real Audiences—Worldwide: A Case
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outstandingly successful authors re
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usually jumps over the keyboard --
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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
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These simple parameters significant
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[Weider 96] Weider, C. , Fullton, J
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experiments, listen to sound, run l
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The administration and management s
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Educational packages: the current i
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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
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The major features are: Figure 1 Me
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Figure 3 FrameMaker requirements do
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5 Conclusions This article has pres
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On-the-Fly Web Pages Minus the HTML
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Scannell, Ted (1996). Steve Jobs In
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originator. Thus, the collaborative
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preferences, circumstances and task
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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
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Halasz, 1988 Halasz, F. (1988). Ref
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One of the CNES' goals is to make s
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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
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From a Set of Technical Documents t
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“The machine that would perform t
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In the case of the link with commen
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[Glushko 89] Glushko, R. (1989). De
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• SWOOP [Hunter et al. 95] provid
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also planned for implementing this
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storage structures already establis
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Every S-collection (instance) has a
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do not map S-collections onto a glo
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The operator JOIN is applied to a c
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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
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Instructional Materials The first c
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Reminder Robot For the Q&A section
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[Wusage 1994] Cold Spring Harbor La
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succeed, is also social in origin,
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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
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input and clickable map as the ways
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Designing Digital Libraries for Pos
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Layer HOSS allows an open set of st
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contradictory to produce a well-def
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[Chartier 1994] Chartier, R. (1994)
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much of the value on the Net “wil
Page 413 and 414: did nothing but slow down processin
Page 415 and 416: Bundling has been studied extensive
Page 417 and 418: The software industry relies on dif
Page 419 and 420: that is not accepted by society exi
Page 421 and 422: [Richardson & Radner 1996] Richards
Page 423 and 424: European Economic Area agreement. S
Page 425 and 426: Figure 2: Components of the learnin
Page 427 and 428: 5. Concluding Remarks Figure 4: The
Page 429 and 430: A Distance Education How-To Manual:
Page 431 and 432: usually required. This can take pla
Page 433 and 434: 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
Page 441 and 442: The MARBLE 1 Project: A Collaborati
Page 443 and 444: 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
Page 463: annotation form shown in Figure 2 t
Page 467 and 468: Figure 7 Main status screen of WebG
Page 469 and 470: As a final element, the realtor has
Page 471 and 472: WebGrid provides many additional fa
Page 473 and 474: 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
Page 483 and 484: Internet, that quality may be seen
Page 485 and 486: The most frequently discussed probl
Page 487 and 488: 3.2 Developer viewpoint A MicroWeb
Page 489 and 490: We anticipate that the complete Mic
Page 491 and 492: Database for employment information
Page 493 and 494: Figure 1 System Structure Figure 2
Page 495 and 496: Figure 5(b) Results of Searching
Page 497 and 498: ClassNet is a CGI-Script running un
Page 499 and 500: Current Uses Dr. Doug Yarger at Iow
Page 501 and 502: Introduction Modelling Alter Egos i
Page 503 and 504: Let us further suppose that the cyb
Page 505 and 506: • NEC to indicate that the action
Page 507 and 508: for example impossible to define an
Page 509 and 510: [vdRiet 95] R.P. van de Riet, A. Ju
Page 511 and 512: or "anchors." The anchors are stori
Page 513 and 514: Figure 1: Excerpt from SMART WWWeb
Page 515 and 516:
there is less dissolved oxygen in t
Page 517 and 518:
CS20 will provide students with new
Page 519 and 520:
EPIC : Building a Structured Learni
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expects. The EPIC exercises are emb
Page 523 and 524:
interactive courses around Scotland
Page 525 and 526:
This paper begins by briefly survey
Page 527 and 528:
must supply such information, the s
Page 529 and 530:
Building the collection The lowest
Page 531 and 532:
size is bounded by the size of a st
Page 533 and 534:
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
Page 541 and 542:
POSTER / DEMONSTRATION
Page 543 and 544:
integration of presentations create
Page 545 and 546:
Science Technology Entry Program: I
Page 547 and 548:
ID Comm: Building a Virtual Communi
Page 549 and 550:
Preservice Teacher Education and th
Page 551 and 552:
Un Meurtre a Cinet (Un homicidio en
Page 553 and 554:
The Human Brain: A Frames-based Ima
Page 555 and 556:
Collaborative Learning/Teaching on
Page 557 and 558:
SHORT PAPERS
Page 559 and 560:
system look for email from the mail
Page 561 and 562:
Converting a Large Introductory Cou
Page 563 and 564:
Bringing Instructional Design Princ
Page 565 and 566:
Watermarking for the HyperWave Hype
Page 567 and 568:
Impact of the Introduction of Web-B
Page 569 and 570:
Owen, J.M. (1993). Program Evaluati
Page 571 and 572:
(d) Low cost to students (e) Easier
Page 573 and 574:
Introduction Robots And The Web: An
Page 575 and 576:
Figure 2. BargainBot Search Results
Page 577 and 578:
Conclusions and Future Work Figure
Page 579 and 580:
Introduction Active Messaging in Ja
Page 581 and 582:
Acknowledgments The authors would l
Page 583 and 584:
The effective development of web-ba
Page 585 and 586:
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
Page 593 and 594:
The College of Human Ecology, which
Page 595 and 596:
The screen dumps below show a large
Page 597 and 598:
can also open and close levels of t
Page 599 and 600:
Venice and Vienna, iconographic col
Page 601 and 602:
Introduction: Cyberschool - Singapo
Page 603 and 604:
1. Overview US Information Superhig
Page 605 and 606:
Collaborative Design: A Cognitive A
Page 607 and 608:
A Web Based Decision Support System
Page 609 and 610:
addition to participating in teache
Page 611 and 612:
communication between students, bet
Page 613 and 614:
• Exploring Libraries introduces
Page 615 and 616:
Design for Web-Based Learning Phili
Page 617 and 618:
The effin factor concerns the appea
Page 619 and 620:
Introduction The Web is not a Distr
Page 621 and 622:
WEB-EDD: Electronic Document Delive
Page 623 and 624:
Walker, G. L. & Thoma, G. R. (1995)
Page 625 and 626:
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
Page 631 and 632:
named-thing2(thing-type (parameters
Page 633 and 634:
Integrating the use of the Web into
Page 635 and 636:
linking within the web page is also
Page 637 and 638:
Providing Medical Education Resourc
Page 639 and 640:
logons by PPP/home access, Informat
Page 641 and 642:
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
Page 649 and 650:
Implementing Engineering Education
Page 651 and 652:
Reorganised by the Web: Bringing th
Page 653 and 654:
content providers--collaborative te
Page 655 and 656:
Table 1: Sample items from the BEM
Page 657 and 658:
Health Care Information on the Web:
Page 659 and 660:
Abstract Shame and War Revisited Ad
Page 661 and 662:
left to do? Style sheets don't let
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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
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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
Page 678 and 679:
Figure 2: Webview The Webview is us
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Figure 3: Intradocument View showin
Page 682 and 683:
Using a WWW Server to Access and Ma
Page 684 and 685:
W3Client Figure 1 : The Co-Learn WW
Page 686 and 687:
Avoiding Vendor Lock-in: An Open Ap
Page 688 and 689:
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
Page 696 and 697:
COMMUNITY WEB PROJECTS TO SUPPORT H
Page 698 and 699:
Overview: Automatically Generated W
Page 700 and 701:
Introduction Computer Aided Informa
Page 702 and 703:
[Bloomfield 1994] Bloomfield, H. (1
Page 704 and 705:
A Generic Learning Platform: From t
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etween Moscow and Western Europe, S
Page 708 and 709:
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
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DeRose, Steven and Durand, David, M
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{1} http://www.gfz-potsdam.de/drz/g
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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
Page 733 and 734:
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
Page 767 and 768:
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
Page 775 and 776:
The development of a new journal ne
Page 777 and 778:
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
Page 793 and 794:
collaborative programs. At the same
Page 795 and 796:
and continued challenges of the pas
Page 797 and 798:
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
Page 805 and 806:
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
Page 815 and 816:
Interactive Teaching Material for t
Page 817 and 818:
The applet is organised around two
Page 819 and 820:
esult, the new search queries not o
Page 821 and 822:
Introduction Distant Education Mate
Page 823 and 824:
Information. The Internet resources
Page 825 and 826:
1 Introduction The Virtual Universi
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on-line, an audio and/or video conn
Page 829 and 830:
Finally, if you are preparing lesso
Page 831 and 832:
The user accessing the database (at
Page 833 and 834:
Figure 2: The HTML page of Esther,
Page 835 and 836:
PANEL
Page 837 and 838:
TUTORIALS
Page 839 and 840:
Table of Contents 1 INTRODUCTION 1
Page 841 and 842:
specifications like the Initial Gra
Page 843 and 844:
Low end digital cameras do not at a
Page 845 and 846:
To display images correctly the gam
Page 847 and 848:
• PCD: Photo Compact Disc. Kodak.
Page 849 and 850:
3.1 Database Types There are differ
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There are a lot of (hierarchical) k
Page 853 and 854:
the user. The drawback of dynamic c
Page 855 and 856:
types. These are used to restrict t
Page 857 and 858:
-18-
Page 859 and 860:
If you would like to modify the app
Page 861 and 862:
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
Page 867 and 868:
17. Proceedings of the 3rd Internat
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50. Poynton CA. Frequently Asked Qu
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