The Santa Stair Climb returns to One Canada Square.

Our first two Search Central Live events in Asia this year have been wrapped up and we finished looking back at what we've learned and what we can do better.

One important subject associated with personal authentication capabilities is the analysis of handwritten signatures. Among the many known techniques, algorithms based on linguistic formalisms are also possible. However, such techniques require a number of algorithms for intelligent image analysis to be applied, allowing the development of new solutions in the field of personal authentication and building modern security systems based on the advanced recognition of such patterns. The article presents the approach based on the usage of syntactic methods for the static analysis of handwritten signatures. The graph linguistic formalisms applied, such as the IE graph and ETPL(k) grammar, are characterised by considerable descriptive strength and a polynomial membership problem of the syntactic analysis. For the purposes of representing the analysed handwritten signatures, new hierarchical (two-layer) HIE graph structures based on IE graphs have been defined. The two-layer graph description makes it possible to take into consideration both local and global features of the signature. The usage of attributed graphs enables the storage of additional semantic information describing the properties of individual signature strokes. The verification and recognition of a signature consists in analysing the affiliation of its graph description to the language describing the specimen database. Initial assessments display a precision of the method at a average level of under 75%.

Des frappes de Tsahal ont fait plus de 50 morts au Liban et à Gaza, tirs de roquettes sur Israël

Gaza : au moins trois morts après une frappe israélienne sur le camp de réfugiés de Nouseirat

Au moins 22 personnes tuées dans des frappes au Liban et à Gaza, et le cessez-le-feu au point mort

Trump va nommer les "faucons" Rubio et Waltz à la tête de la politique étrangère (rapports)

« La bisexualité d’Alain Delon était impossible à révéler » : une nouvelle biographie par Bernard Violet  Le Parisien

1. Fnac et Darty frappent fort et dégainent 7 offres dignes du Black Friday  Clubic
2. Amazon: le 'Black Friday' débutera le jeudi 21 novembre  Boursorama
3. C’est officiel : on connaît enfin les dates du Black Friday et la Black Friday Week Amazon  Capital.fr
4. Déjà disponible, ce top 7 des offres du Black Friday Fnac est absolument inratable  Ouest-France
5. Tout savoir sur la Black Friday Week Amazon 2024  La Provence

(Belga) Un Américain, qui avait été immortalisé les pieds sur une table dans le bureau de la cheffe démocrate Nancy Pelosi lors de l'assaut sur le Capitole, a été reconnu coupable lundi de plusieurs délits.

Après une courte délibération, les jurés ont déclaré Richard Barnett, 62 ans, coupable, entre autres, d'entrave à une procédure officielle, vol et intrusion dans un bâtiment officiel avec une arme dangereuse (un bâton de marche capable d'envoyer des décharges électriques). Le 6 janvier 2021, il avait envahi, comme des centaines de partisans de l'ex-président républicain Donald Trump, le siège du Congrès au moment où les élus certifiaient la victoire du démocrate Joe Biden à la présidentielle. Il avait été photographié par l'AFP dans le bureau de la cheffe de la chambre des représentants, Nancy Pelosi, les pieds sur un meuble. Le cliché avait fait le tour du monde et permis à la police de l'interpeller rapidement. Selon le dossier d'accusation, ce partisan de la mouvance complotiste Qanon avait laissé un message insultant à la démocrate et volé une enveloppe qu'elle avait signée. Pendant son procès, il s'était montré défiant, assurant avoir été "poussé à l'intérieur" du Capitole par la foule. Sa peine sera prononcée en mai. En attendant, il reste assigné à résidence avec un bracelet électronique. En deux ans d'enquête, plus de 950 participants à cette attaque ont été arrêtés, et près de 200 condamnés à des peines de prison. (Belga)

Inquiet par le coronavirus ? Vous pouvez appeler le numï¿œro vert 0 800 130 000. C'est Emmanuel Macron lui-mï¿œme qui en a fait la promotion dans un tweet en avril 2020, en plein confinement. Ce 0 800 fait partie de la longue liste...

File transfer is always handled by a separate service, sometimes it is a third-party service in videoconferencing. When sending files during a video session, file data flow and video stream are independent of each other. Encryption is a mature method to ensure file security. However, it still has the chance to leave footprints on the intermediate forwarding machines. These footprints can indicate that a file once passed through, some protocol-related logs give clues to the hackers' later investigation. This work proposes a file-sending scheme through the video stream using blockchain and steganography. Blockchain is used as a file slicing and linkage mechanism. Steganography is applied to embed file pieces into video frames that are continuously generated during the session. The scheme merges files into the video stream with no file transfer protocol use and no extra bandwidth consumed by the file to provide trackless file transmission during the video communication.

Immigrant students face a multitude of problems, among which are poor social adaptation and school integration. On the other hand, although digital narrations are widely used in education, they are rarely used for aiding students or for the resolution of complex problems. This study exploits the potential of digital narrations towards this end, by examining how the development and presentation of an autobiographical digital narration can assist immigrant students in overcoming their adaptation difficulties. For that matter, a female student presenting substantial problems was selected as the study’s subject. Data was collected from all the participating parties (subject, teacher, classmates) using a variety of tools, before, during, and after the intervention. It was found that through the digital narration she was able to externalize her thoughts and feelings and this, in turn, helped her in achieving a smoother integration in the school environment. In addition, the attitudes and perceptions of the other students for their foreign classmate were positively influenced. The intervention was short in duration and it did not require special settings. Hence, it can be easily applied and educators can consider using similar interventions. On the other hand, further research is recommended to establish the generalizability of the study’s findings.

Aim/Purpose: The main aim of this study was modeling a collaborative process for knowledge visualization, via the creation of infographics. Background: As an effective method for visualizing complex information, creating infographics requires learners to generate and cultivate a deep knowledge of content and enables them to concisely visualize and share this knowledge. This study investigates creating infographics as a knowledge visualization process for collaborative learning situations by integrating the infographic design model into the team-based and technology-mediated Bridge21 learning model. Methodology: This study was carried out using an educational design perspective by conducting three main cycles comprised of three micro cycles: analysis and exploration; design and construction; evaluation and reflection. The process and the scaffolding were developed and enhanced from cycle to cycle based on both qualitative and quantitative methods by using the infographic design rubric and researcher observations acquired during implementation. Respectively, twenty-three, twenty-four, and twenty-four secondary school students participated in the infographic creation process cycles. Contribution: This research proposes an extensive step-by-step process model for creating infographics as a method of visualization for learning. It is particularly relevant for working with complex information, in that it enables collaborative knowledge construction and sharing of condensed knowledge. Findings: Creating infographics can be an effective method for collaborative learning situations by enabling knowledge construction, visualization and sharing. The Bridge21 activity model constituted the spine of the infographic creation process. The content generation, draft generation, and visual and digital design generation components of the infographic design model matched with the investigate, plan and create phases of the Bridge21 activity model respectively. Improvements on infographic design results from cycle to cycle suggest that the revisions on the process model succeeded in their aims. The rise in each category was found to be significant, but the advance in visual design generation was particularly large. Recommendations for Practitioners: The effectiveness of the creation process and the quality of the results can be boosted by using relevant activities based on learner prior knowledge and skills. While infographic creation can lead to a focus on visual elements, the importance of wording must be emphasized. Being a multidimensional process, groups need guidance to ensure effective collaboration. Recommendation for Researchers: The proposed collaborative infographic creation process could be structured and evaluated for online learning environments, which will improve interaction and achievement by enhancing collaborative knowledge creation. Impact on Society: In order to be knowledge constructors, innovative designers, creative communicators and global collaborators, learners need to be surrounded by adequate learning environments. The infographic creation process offers them a multidimensional learning situation. They must understand the problem, find an effective way to collect information, investigate their data, develop creative and innovative perspectives for visual design and be comfortable for using digital creation tools. Future Research: The infographic creation process could be investigated in terms of required learner prior knowledge and skills, and could be enhanced by developing pre-practices and scaffolding.

Aim/Purpose: This study seeks to understand the various ways information systems (IS) students experience introductory programming to inform IS educators on effective pedagogical approaches to teaching programming. Background: Many students who choose to major in information systems (IS), enter university with little or no experience of learning programming. Few studies have dealt with students’ learning to program in the business faculty, who do not necessarily have the computer science goal of programming. It has been shown that undergraduate IS students struggle with programming. Methodology: The qualitative approach was used in this study to determine students’ notions of learning to program and to determine their cognitive processes while learning to program in higher education. A cohort of 47 students, who were majoring in Information Systems within the Bachelor of Commerce degree programme were part of the study. Reflective journals were used to allow students to record their experiences and to study in-depth their insights and experiences of learning to program during the course. Using phenomenographic methods, categories of description that uniquely characterises the various ways IS students experience learning to program were determined. Contribution: This paper provides educators with empirical evidence on IS students’ experiences of learning to program, which play a crucial role in informing IS educators on how they can lend support and modify their pedagogical approach to teach programming to students who do not necessarily need to have the computer science goal of programming. This study contributes additional evidence that suggests more categories of description for IS students within a business degree. It provides valuable pedagogical insights for IS educators, thus contributing to the body of knowledge Findings: The findings of this study reveal six ways in which IS students’ experience the phenomenon, learning to program. These ways, referred to categories of description, formed an outcome space. Recommendations for Practitioners: Use the experiences of students identified in this study to determine approach to teaching and tasks or assessments assigned Recommendation for Researchers: Using phenomenographic methods researchers in IS or IT may determine pedagogical content knowledge in teaching specific aspects of IT or IS. Impact on Society: More business students would be able to program and improve their logical thinking and coding skills. Future Research: Implement the recommendations for practice and evaluate the students’ performance.