In October of 1976 I observed that a certain algorithm – parallel reduction – was associated with monoids: collections of elements with an associative operation. That observation led me to believe that it is possible to associate every useful algorithm with a mathematical theory and that such association allows for both widest possible use and meaningful taxonomy. As mathematicians learned to lift theorems into their most general settings, so I wanted to lift algorithms and data structures. One seldom needs to know the exact type of data on which an algorithm works since most algorithms work on many similar types. In order to write an algorithm one needs only to know the properties of operations on data. I call a collection of types with similar properties on which an algorithm makes sense the underlying concept of the algorithm. Also, in order to pick an efficient algorithm one needs to know the complexity of these operations. In other words, complexity is an essential part of the interface to a concept.
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Application server platforms are the most important category of application platform software for most enterprises. An application server platform is infrastructure software for building Web and composite applications and, increasingly, applications based on service-oriented architecture (SOA) design principles. An application server platform integrates an application server, which manages user requests, data access, and business logic, with portal servers and integration/business process management (BPM) servers — and often additional features, as well.
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If you’ve been watching the technical news or attended MIX ‘07, then you’ve probably been hearing about Silverlight (f.k.a. WPF/E). The idea behind Silverlight is simple — provide a cross-browser, cross-platform technology for 2D vector graphics, animations and DRM high-definition media. Currently, Microsoft is targeting the Mac using either Firefox or Safari and Windows using IE6/IE7 or Firefox.
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YouTube, Podcasting, Blogs, Wikis and RSS are buzz words currently associated with the term Web 2.0 and represent a shifting pedagogical paradigm for the use of a new set of tools within education. The implication here is a possible shift from the basic archetypical vehicles used for (e)learning today (lecture notes, printed material, PowerPoint, websites, animation) towards a ubiquitous user-centric, user-content generated and user- guided experience. It is not sufficient to use online learning and teaching technologies simply for the delivery of content to students. A new “Learning Ecology” is present where these Web 2.0 technologies can be explored for collaborative and (co)creative purposes as well as for the critical assessment, evaluation and personalization of information.
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Today you can buy dozens and dozens of books about learning objects (LO). The subject seems to be mature enough to be used widely in learning and teaching practice. But after the initial hype less than ten years ago, things have not gone as smoothly as expected. Why? Predictions were promising: LO repositories will create a market for learning content, this will reduce costs for instructional design, shorten the development time for e-learning courses, different instructors will be able to use the same materials.
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As we all know, online (or virtual) communities are groups of people that primarily or initially interact with each other over the Internet. People who are active in the same social spaces on a regular basis will probably start to recognize other visitors after a while [Wolf, 2006]. With some of them, they will interact by sharing or exchanging information or thoughts. Communication plays an important role in everybody’s life, professionally as well as personally. Lately, the demand for efficient communication ‘tools’ has steadily increased. Most newly developed technologies have resulted from this trend. The main drivers involved are users’ mobility and their continuous need for ubiquitous communication: mobile applications make it possible to communicate whenever and wherever people want [Jaokar & Fish, 2006; Lacohée, Wakeford & Pearson, 2003].
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Web 2.0 – user-generated content, rich user interfaces and co-operative, dynamic services – has also brought with it a new and extremely virulent breed of ‘Malware 2.0’. A key motivation for this study is the link between Web 2.0 and the increase in ‘drive-by’ malware infections requiring no intervention or awareness on the part of the user. To give some idea of the threat posed, a Scansafe report analysing malware trends reports that risks from compromised websites increased 407% in the year to May 2008.
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Within 15 years the Web has grown from a group work tool for scientists at CERN into a global information space with more than a billion users. Currently, it is both returning to its roots as a read/write tool and also entering a new, more social and participatory phase. These trends have led to a feeling that the Web is entering a ‘second phase’—a new, ‘improved’ Web version 2.0. But how justified is this perception?
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