The series "Advances in Intelligent Systems and Computing" contains publications on theory, applications, and design methods of Intelligent Systems and Intelligent Computing. Virtually all disciplines such as engineering, natural sciences, computer and information science, ICT, economics, business, e-commerce, environment, healthcare, life science are covered. The list of topics spans all the areas of modern intelligent systems and computing such as: computational intelligence, soft computing including neural networks, fuzzy systems, evolutionary computing and the fusion of these paradigms, social intelligence, ambient intelligence, computational neuroscience, artificial life, virtual worlds and society, cognitive science and systems, Perception and Vision, DNA and immune based systems, self-organizing and adaptive systems, e-Learning and teaching, human-centered and human-centric computing, recommender systems, intelligent control, robotics and mechatronics including human-machine teaming, knowledge-based paradigms, learning paradigms, machine ethics, intelligent data analysis, knowledge management, intelligent agents, intelligent decision making and support, intelligent network security, trust management, interactive entertainment, Web intelligence and multimedia.    The publications within "Advances in Intelligent Systems and Computing" are primarily proceedings of important conferences, symposia and congresses. They cover significant recent developments in the field, both of a foundational and applicable character. An important characteristic feature of the series is the short publication time and world-wide distribution. This permits a rapid and broad dissemination of research results.   Indexed by DBLP, EI Compendex, INSPEC, WTI Frankfurt eG, zbMATH, Japanese Science and Technology Agency (JST), SCImago.  All books published in the series are submitted for consideration in Web of Science.

Advances in Intelligent Systems and Computing

여성사 쓰기의 가능성과 현주소, 한국여성연구소 여성사연구실 지음, 청년사 1999

Object Behavior Analysis nalysis is the study and modeling of a given problem domain, within the context of stated goals and objectives. It focuses on what a system is supposed to do, rather than how it is supposed to do it (which we consider the design aspects). In addition , it must embody the rule of traceability (why), which justifies the existence of a given result by tying it back to the stated goals and objectives. The components of the problem domain can be described as anything that end users of the system, both humans and machines, view as part of the problem context. This may include technical issues, if the users view such issues as part of the problem. • • • • • • • • • • • • • • • • We want the analysis process to be carried out in a predictable and controllable manner. In taking an object-oriented approach to analysis , our goal on completion is that we have a clear understanding of the behaviors exhibited by the system , the objects that exhibit these behaviors, the relationships among the objects, and how the objects interact with one another (the system dynamics). This must all be specified in a clear and well-defined language of object and behavior names, chosen from the problem domain. In addition, any implementation code must be traceable back to the results of the analysis. This means that the vocabulary and structures apparent in the design and implementation must clearly reflect the vocabulary and structures that result from the analysis. Object-oriented analysis endeavors to model a situation in terms of a collection of interacting entities, each of which provides a well-defined set of behaviors and attributes. Most published approaches describe conceptually similar definitions , although they adopt alternate terminologies [2, 3, 10]. There is a high degree of agreement on the desired structure of the end result; we differ in how to get to the end result. Many approaches recommend first searching for the tangible objects , notably seeking the nouns in a requirements specification and any applicable verbs and adjectives. With nouns as the objects, the message interface is determined from the verbs, and the logical properties are derived from the adjectives. Although this basic approach may work for small systems, it is our experience that it simply will not scale up. First, it assumes that a complete, …

Object Behavior Analysis.

In modern societies, the role of reading is becoming increasingly crucial. Hence, any impairment to the reading ability can seriously limit a person's aspirations. The enormous importance of reading as an essential skill in modern life has encouraged many researchers to try and find more effective intervention approaches. Technology has been used extensively to assist and enhance literacy learning. This analytical review aims at presenting a comprehensive overview of the existing research on technology-based or technology-assisted reading interventions for elementary grades, between 2000 and 2017, along with analyzing various aspects of these studies. After extensive research, 42 articles have met the inclusion criteria, which have evaluated a total of 32 reading programs. The studies are classified into six categories of phonological awareness, phonics, vocabulary, comprehension, fluency, and multi-component. Each reading category begins with a brief introduction. Then, the content and instructional mechanisms of each program in the category is explained, alongside the outcome of its interventions. It is found that vocabulary interventions, as well as using mobile, tablet and other non-computer technologies are massively overlooked. Furthermore, a very limited number of programs focused on fluency, none of them addressed all its components. In addition, despite the required long-term practice for fostering fluency, the reviewed studies have an average intervention time shorter than other intervention categories. This paper provides researchers and solution developers with an extensive and informative review of the current state of the art in reading interventions. Additionally, it identifies the current knowledge gaps and defines future research directions to develop effective reading programs.

/pdf/technology-based-reading-intervention-programs-for-57xc7kq4a8.pdf

Technology-based reading intervention programs for elementary grades: An analytical review

A new algorithm for computing Boolean operations on polygons

Yuri Pavlov is an associate professor in the Institute of Information and Communication Technologies in Bulgarian Academy of Sciences, Bulgaria. He has received DUES from Paris VI France, MSc degree in Automation from Technical University of Sofia, and holds a PhDs from the Bulgarian Academy of Sciences. His research has been published in international journals Proceedings of Bulgarian Academy of Sciences, International online journal Bioautomation, European Journal of OR, E-learning III, and the knowledge society-Belgium, Proceedings in Manufacturing Systems, Romania. He has both research and practical expertise in innovative and creative decision-making, optimal control, and control design of complex systems. He is also a member of International Institute of Informatics and Systemics (IIIS). Yuri P. Pavlov (Bulgarian Academy of Sciences, Bulgaria) and Rumen D. Andreev (Bulgarian Academy of Sciences, Bulgaria)

Decision Control, Management, and Support in Adaptive and Complex Systems: Quantitative Models

Ultra-Compact Laser Diode Driver for the Control of Positioning Laser Units in Industrial Machinery

In this work, we present the HybridNET management and data acquisition system, which we created for the control and monitoring of large air-conditioning installations in industrial buildings and shopping malls. The system uses an 868 MHz internal network communication based on LORA and it is equipped with a GPRS gateway that connects to a control center on the Internet. It has been successfully tested in two Bulgarian shopping centers and up to this point it performs its functions very well.

HybridNET management and sensor data acquisition system

The dyslexic pupils have specific learning difficulties in acquiring of basic competences in reading and writing. Their education is successful, if it is personalized and individual. It can be achieved by development of personalized e-learning environments that support teaching dyslexic pupil to read. The paper presents a framework for producing of computer-based personalized environment. Its kernel is a conceptual model of reading, which realization in an e-learning environment supporting dyslexic pupils' education in read passes through all stages of preparation educational materials necessary in teaching to read.

An approach to development of personalized e-learning environment for dyslexic pupils' acquisition of reading competence

The paper describes a framework of adaptable e-learning environment for development of personalized e-learning facilities for dyslexic pupils. One of its basic components is reuse platform that is necessary for effective production and usage of e-learning resources. An ontology-based approach to design of this platform is represented by an open semantic model.

https://link.springer.com/content/pdf/10.1007%2F978-3-642-15431-7_29.pdf

Integration of ontology with development of personalized e-learning facilities for dyslexics

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