Richard Furuta

Bio: Richard Furuta is an academic researcher from Texas A&M University. The author has contributed to research in topics: Hypertext & Digital library. The author has an hindex of 30, co-authored 200 publications receiving 3957 citations. Previous affiliations of Richard Furuta include Virginia Tech & University of North Carolina at Chapel Hill.

Digital libraries

Abstract: ing Education-support Object-oriented Accessibility Electronic publishing OCR Agents Ethnographic study OODB support Annotation Filtering Personalization Archive Geographic information system Preservation Billing, charging Hypermedia Privacy Browsing Hypertext Publisher library Catalog Image processing Repository Classification Indexing Scalability Clustering Information retrieval Searching Commercial service Intellectual property rights Security Content conversion Interactive Sociological study Copyright clearance Knowledge base Storage Courseware Knowbot Standard Database Library science Subscription Diagrams (e.g., CAD) Mediator Sustainability Digital video Multilingual Training support Discipline-level library Multimedia stream playback Usability Distributed processing Multimedia systems Virtual (integration) Document analysis Multimodal Visualization Document model National library World-Wide Web Economic study Navigation its characterization of digital libraries. Many important projects and perspectives have been omitted. Here we give some pointers to aid further exploration, and of course we encourage interested readers to attend the numerous conferences and workshops scheduled in this field, many sponsored by or in cooperation with ACM and its SIGs. One early journal special issue is introduced in [6]. It includes articles on copyright and intellectual property rights, a subscription model for handling funds transfer related to digital libraries, a description of the evolution of the WAIS search system in general and its interfaces in particular, an overview of the Right Pages system and its use of OCR and document analysis algorithms, and an early overview of the Envision system [7]. We note that to many, intellectual property rights issues and ways to obtain revenue streams to sustain digital libraries are the most important open problems. The largest digital library conference makes its proceedings available over the WWW [9]. These contain many insightful discussions, proposals of new research ideas, descriptions of base technologies, and explanations of how the broad concept of a digital library fits in with the needs of specific user communities and the information they require. Readers can find a variety of works on agents, architectures, catalogs, collaboration, compression, document analysis from OCR and page images, document structure, electronic journals, heterogeneous sources, knowledge-based approaches, library science, numerical data collections, object stores, and organizational usability. For more details on the origins of the Digital Library Initiative, and for a variety of perspectives on open research problems, we refer the reader to [5]. This work also has numerous pointers to people, projects, institutions, and other reference works in the area. For a perspective on the role the computer industry should have in this field, see [10]. This report outlines IBM’s perspective on key supporting technologies and on the unique challenges highlighted by the emergence of digital libraries. We expect considerable interest from the corporate sector as well as from government agencies in this important area of information technology. For lack of space, we have had to omit many publications on networking and storage technologies, sociological and ethnographic studies, library and information science, OCR and document analysis or conversion, and rights management. These and other works are needed to round out the discussion of digital libraries. However, we encourage you to read the rest of this issue as a good starting point for your future studies of this important field. We invite you to not only use but also help in the creation of a future World Digital Library System!

Petri-net-based hypertext: document structure with browsing semantics

Abstract: We present a formal definition of the Trellis model of hypertext and describe an authoring and browsing prototype called aTrellis that is based on the model. The Trellis model not only represents the relationships that tie individual pieces of information together into a document (i.e., the adjacencies), but specifies the browsing semantics to be associated with the hypertext as well (i.e., the manner in which the information is to be visited and presented). The model is based on Petri nets, and is a generalization of existing directed graph-based forms of hypertext. The Petri net basis permits more powerful specification of what is to be displayed when a hypertext is browsed and permits application of previously developed Petri net analysis techniques to verify properties of the hypertext. A number of useful hypertext constructs, easily described in the Trellis model, are presented. These include the synchronization of simultaneous traversals of separate paths through a hypertext, the incorporation of access controls into a hypertext (i.e., specifying nodes that can be proven to be accessible only to certain classes of browsers), and construction of multiple specialized (tailored) versions from a single hypertext.

Toward Virtual Community Knowledge Evolution

Abstract: This paper puts forth a vision and an architecture for a community knowledge evolution system. We propose augmenting a multimedia document repository (digital library) with innovative knowledge evolution support, including computer-mediated communications, community process support, decision support, advanced hypermedia features, and conceptual knowledge structures. These tools, and the techniques developed around them, would enable members of a virtual community to learn from, contribute to, and collectively build upon the community's knowledge and improve many member tasks. The resulting Collaborative Knowledge Evolution Support System (CKESS) would provide an enhanced digital library infrastructure serving as an ever-evolving repository of the community's knowledge, which members would actively use in everyday tasks and regularly update.

Hypertext paths and the World-Wide Web: experiences with Walden's Paths

Abstract: Walden’s Paths applies the concept of hypertextual paths to the World-Wide Web. Walden’s Paths is being developed for use in the K–12 school environment. The heterogeneity of the Web coupled with the desirability of supporting the teacher-student relationship make this an interesting and challenging project. We describe the Walden’s Paths implementation, discuss the elements that affected its design and architecture, and report on our experiences with the system in use.

Document Formatting Systems: Survey, Concepts, and Issues

Abstract: Figure 3. Document description for RUNOFF to produce the document of Figure 2. Command lines begin with a period (.). The other hnes are text lines. Since there was no significant blank character m RUNOFF (unpaddable space character), " .nojust" is invoked before the itemized listing to prevent extra spaces from being inserted into the lines. Filling of lines continues. ".adjust" restores justification. " . indent" resets the left margin, " .undent" decreases the ". indent" for the one line following. The underlined word in the next to last paragraph would have to be produced by the editor (TYPSET) before runmng RUNOFF since RUNOFF did not have facilities for underlining. crete document was viewed on a line printer with uppercase and lowercase letters. Again, as with RUNOFF, many commands manipulate concrete page-oriented physical objects: groups of lines (filling, justification, defining length) and pages (breakup, numbering, defining height, multiple columnation, specifying headers and footers). Others, however, address more logical, content-oriented, objects: words (producing alphabetical listing of words used), phrases (underlining, centering, capitalizing, horizontal spacing between sentences), and paragraphs (indenting, placing blank lines between paragraphs, eliminating widows). Unlike the treatment of characters in RUNOFF, FORMAT's operations may apply to individual characters (specifying case, overprinting). Horizontal spacing commands (tabbing) as well as vertical spacing commands are also provided. Figure 4 presents the document of Figure 2 specified for processing by FORMAT. Three types of commands are present. The character-level commands are reserved characters that appear in the text but have special meanings. Phrase-level commands are single letters that may be grouped together. A group of phrase-level commands is preceded by the escape character ")" and terminated by a blank. Some phrase-level commands specify a particular action (e.g., terminating the current line), and others act as toggles (i.e., the first use starts an action, the next terminates it). The third type of command, the paragraph-level command, does not cause immediate formatting actions but establishes values for the general attributes of the document, for example, the left margin position, the page length, or the meaning associated with special characters. Computing Surveys, Vol. 14, No. 3, September 1982 Document Formatting Systems • 425 )v INDENTATION OF COLUMNS ON LEFT AND RIGHT IS ( 0 , 0 ) , ( B . 0 ) PARAGRAPH INDENT IS 0 PRINT POSITIONS SEPARATION LINES BETWEEN PARAGRAPHS ARE 1 TABS ARE SET AT RELATIVE COLUMN POSITIONS 5 NONTRIVIAL BLANK IS REPRESENTED BY SFECIAL CHARACTER 44 (# ) GO )Me CALL FOR PAPERS )MCLLP CTHE AIM OF THIS CONFERENCE IS TO SURVEY THE STATE OF THE ART OF COMPUTER AIDS FOR DOCUMENT PREPARATION. )P CPAPERS ARE SOLICITED ON )LLH2W1 ##)T ¢PICTURE EDITING )HLLH2W1 ##)T ¢TEXT PROCESSING )HLLH2W2 ##)T ¢ALGORITHMS AND SOFTWARE FOR DOCUMENT PREPARATION AND OTHER RELATED TOPICS. )HP ¢DETAILED ABSTRACTS SHOULD NOT EXCEED FIVE PAGES; THEY )U MUST )U BE SENT BEFOR E ¢OCTOBER 31, 1980 TO THE CPROGRAM ¢CHAIRMAN. ¢SELECTED AUTHORS WILL BE NOTIFIE D BY ¢NOVEMBER 30. )P CDURATION OF ONE PRESENTATION WILL BE OF EITHER 25 OR 45 M INUTES. Figure 4. Document description for FORMAT to produce the document of Figure 2. The lines following the ")V" until the line containing GO are paragraph-level commands, defining global attributes which hold until they are reset. Each symbol within the text following the escape symbol ")"and preceding the next blank is a phrase-level command which has a more limited scope of action. Some, such as ")P", the begin paragraph command, and ")L", the terminate current line command, have an immediate effect. Others, such as ")M", center phrase, and ")¢ ", capitalize phrase, serve as toggles. The first appearance turns the action on, the next turns the action back off. Character-level commands, represented by special symbols (¢, capitalize next character, and #, significant blank, in this document) affect the next character only. Notice that ¢ is both a phrase-level and a character-level command. Input is expected to come from cards. Characters are converted to lower case unless a "capitalize" command is in effect. The end of a line has no special significance within the input. No macro facility is provided and it is not possible to modify the actions of par t icular commands . I t is possible to redefine the reserved charac te rs t ha t invoke various characterlevel commands . Arguments , when present , are literals. No expressions or var iables are allowed. T h e t r e a t m e n t of the documen t descript ion as one long string of charac ters makes direct correct ion of the descript ion extraordinarily difficult. For example, ending a word in column 80 of a card requires leaving column 1 of the next card blank. Therefore , one mus t use the associated editor to effect any changes. Fur ther , the documen t description is difficult to read as it reflects so little of the s t ructure of the document . Some rud imen ta ry features are provided to help handle some of the more rout ine writing tasks, in part icular , the paragraphleve l c o m m a n d D I C T I O N A R Y which produces an a lphabet ized list of the words used in the document . In this paper, features of this kind are collectively known as writer's workbench features. (The t e rm "wri ter ' s workbench" was inspired by E. Ivie ' s " P r o g r a m m e r ' s Workbench" [IvIE77, REID80a, CHER81].) Clearly this is an ear ly system, inflexible and low level in na ture b y today ' s s tandards; for example, to produce t en b lank lines, one m u s t en te r " ) L L L L L L L L L L L " . T h e style of input has been designed to use the entire punched card, no t for readabi l i ty

Usability Engineering

Abstract: From the Publisher: Written by the author of the best-selling HyperText & HyperMedia, this book provides an excellent guide to the methods of usability engineering. Special features: emphasizes cost-effective methods that will help developers improve their user interfaces immediately, shows you how to avoid the four most frequently listed reasons for delay in software projects, provides step-by-step information about which methods to use at various stages during the development life cycle, and offers information on the unique issues relating to informational usability. You do not need to have previous knowledge of usability to implement the methods provided, yet all of the latest research is covered.

Pattern Recognition and Machine Learning

Abstract: Probability Distributions.- Linear Models for Regression.- Linear Models for Classification.- Neural Networks.- Kernel Methods.- Sparse Kernel Machines.- Graphical Models.- Mixture Models and EM.- Approximate Inference.- Sampling Methods.- Continuous Latent Variables.- Sequential Data.- Combining Models.

教学模式 = Models of Teaching

Abstract: Dedication Preface Foreword PART I: FRAME OF REFERENCE We begin with the idea of giving students the tools that increase their capacity for learning. The primary role of education is to increase student capacity for personal growth, social growth, and academic learning. Models of Teaching is an avenue to liberate student learning capacity and, by doing so, to help teachers take charge of their lives as teachers. CHAPTER 1: BEGINNING THE INQUIRY Creating Communities of Expert Learners On the whole, students are in schools and classes within those schools. Both need to be developed into learning communities and provided with the models of learning that enable them to become expert learners. We study how to build those learning communities. CHAPTER 2: WHERE MODELS OF TEACHING COME FROM Multiple Ways of Constructing Knowledge The history of teacher researchers comes to us in the form of models of teaching that enable us to construct vital environments for our students. Models have come from the ages and from teacher-researchers who have invented new ways of teaching. Some of these are submitted to research and development and how teachers can learn to use them. Those are the models that are included in this book. CHAPTER 3: STUDYING THE SLOWLY-GROWING KNOWLEDGE BASE IN EDUCATION A Basic Guide Through the Rhetorical Thickets We draw on descriptive studies, experimental studies, and experience to give us a fine beginning to what will eventually become a research-based profession. Here we examine what we have learned about how to design good instruction and effective curriculums. And, we learn how to avoid some destructive practices. CHAPTER 4: MODELS OF TEACHING AND TEACHING STYLES Three Sides of Teaching--Styles, Models, and Diversity We are people and our personalities greatly affect the environments that our students experience. And, as we use various models of teaching our selves -- our natural styles -- color how those models work in the thousands of classrooms in our society. Moreover, those models and our styles affect the achievement of the diverse students in our classes and schools. PART II: THE INFORMATION-PROCESSING FAMILYOF MODELS How can we and our students best acquire information, organize it, and explain it? For thousands of years philosophers, educators, psychologists, and artists have developed ways to gather and process information. Here are several live ones. CHAPTER 5: LEARNING TO THINK INDUCTIVELY Forming Concepts by Collecting and Organizing Information Human beings are born to build concepts. The vast intake of information is sifted and organized and the conceptual structures that guide our lives are developed. The inductive model builds on and enhances the inborn capacity of our students. CHAPTER 6: ATTAINING CONCEPTS Sharpening Basic Thinking Skills Students can develop concepts. They also can learn concepts developed by others. Concept attainment teaches students how to learn and use concepts and develop and test hypotheses. CHAPTER 7: THE PICTURE-WORD INDUCTIVE MODEL Developing Literacy across the Curriculum Built on the language experience approach, the picture-word inductive model enables beginning readers to develop sight vocabularies, learn to inquire into the structure of words and sentences, write sentences and paragraphs, and, thus, to be powerful language learners. In Chapter 19 the outstanding results from primary curriculums and curriculums for older struggling readers are displayed. CHAPTER 8: SCIENTIFIC INQUIRY AND INQUIRY TRAINING The Art of Making Inferences From the time of Aristotle, we have had educators who taught science-in-the-making rather than teaching a few facts and hoping for the best. We introduce you to a model of teaching that is science on the hoof, so to speak. This model has had effects, among other things, on improving the capacity of students to learn. We concentrate on the Biological Sciences Study Group, where for 40 years science teachers have shared information and generated new ideas. And, Inquiry training is a "best yet" model for teaching basic inquiry skills. CHAPTER 9: MEMORIZATION Getting the Facts Straight Memorization has had something of a bad name, mostly because of deadly drills. Contemporary research and innovative teachers have created methods that not only improve our efficiency in memorization, but also make the process delightful. CHAPTER 10: SYNECTICS The Arts of Enhancing Creative Thought Creative thought has often been thought of as the province of a special few, and something that the rest of us cannot aspire to. Not so. Synectics brings to all students the development of metaphoric thinking -- the foundation of creative thought. The model continues to improve. CHAPTER 11: LEARNING FROM PRESENTATIONS Advance Organizers Learning from presentations has almost as bad a name as learning by memorization. Ausubel developed a system for creating lectures and other presentations that will increase learner activity and, subsequently, learning. PART III: THE SOCIAL FAMILY OF MODELS Working together might just enhance all of us. The social family expands what we can do together and generates the creation of democracy in our society in venues large and small. In addition, the creation of learning communities can enhance the learning of all students dramatically. CHAPTER 12: PARTNERS IN LEARNING From Dyads to Group Investigation Can two students who are paired in learning increase their learning? Can students organized into a democratic learning community apply scientific methods to their learning? You bet they can. Group Investigation can be used to redesign schools, increase personal, social, and academic learning among all students, and -- is very satisfying to teach. CHAPTER 13: THE STUDY OF VALUES Role Playing and Public Policy Education Values provide the center of our behavior, helping us get direction and understand other directions. Policy issues involve the understanding of values and the costs and benefits of selecting some solutions rather than others. In these models, values are central. Think for a moment about the issues that face our society right now -- research on cells, international peace, including our roles in Iraq and the rest of the Middle East, the battle against AIDS, poverty, and who controls the decisions about pregnancy and abortion. Not to mention just getting along together. PART IV: THE PERSONAL FAMILY OF MODELS The learner always does the learning. His or her personality is what interacts with the learning environment. How do we give the learner centrality when we are trying to get that same person to grow and respond to tasks we believe will enhance growth? CHAPTER 14: NONDIRECTIVE TEACHING The Learner at the Center How do we think about ourselves as learners? As people? How can we organize schooling so that the personalities and emotions of students are taken into account? Let us inquire into the person who is the center of the education process. CHAPTER 15: DEVELOPING POSITIVE SELF-CONCEPTS The Inner Person of Boys and Girls, Men and Women If you feel great about yourself, you are likely to become a better learner. But you begin where you are. Enhancing self concept is a likely avenue. The wonderful work by the SIMs group in Kansas (see Chapter 3) has demonstrated how much can be accomplished. PART V: THE BEHAVIORAL SYSTEMS FAMILY OF MODELS We are what we do. So how do we learn to practice more productive behaviors? Let's explore some of the possibilities. CHAPTER 16: LEARNING TO LEARN FROM MASTERY LEARNING Bit by bit, block by block, we climb our way up a ladder to mastery. CHAPTER 17: DIRECT INSTRUCTION Why beat around the bush when you can just deal with things directly? Let's go for it! However, finesse is required, and that is what this chapter is all about. CHAPTER 18: LEARNING FROM SIMULATIONS Training and Self-Training How much can we learn from quasi-realities? The answer is, a good deal. Simulations enable us to learn from virtual realities where we can experience environments and problems beyond our present environment. Presently, they range all the way to space travel, thanks to NASA and affiliated developers. PART VI: INDIVIDUAL DIFFERENCES, DIVERSITY, AND CURRICULUM The rich countryside of humanity makes up the population of our schools. The evidence suggests that diversity enhances the energy of schools and classrooms. However, some forms of teaching make it difficult for individual differences to flourish. We emphasize the curriculums and models of teaching that enable individual differences to thrive. CHAPTER 19: LEARNING STYLES AND MODELS OF TEACHING Making Discomfort Productive By definition, learning requires knowing, thinking, or doing things we couldn't do before the learning took place. Curriculums and teaching need to be shaped to take us where we haven't been. The trick is to develop an optimal mismatch in which we are pushed but the distance is manageable. CHAPTER 20: EQUITY Gender, Ethnicity, and Socioeconomic Background The task here is to enable differences to become an advantage. The best curriculums and models of teaching do just that. In other words, if differences are disadvantages, it is because of how we teach. CHAPTER 21: CREATING AND TESTING CURRICULUMS The Conditions of Learning Robert Gagne's framework for building curriculums is discussed and illustrated. This content is not simple, but it is powerful. CHAPTER 22: TWO WORDS ON THE FUTURE The Promise of Distance Learning and Using Models of Teaching to Ensure that No Child is Left Behind. Afterword APPENDIX PEER COACHING GUIDES Related Literature and References Index