ABSTRACT
This paper presents ARCA, a software system that enables semantic search and exploration over a book catalog. The main purpose of this work is twofold: to propose a general paradigm for a semantic enrichment workflow and to evaluate a visual approach to information retrieval based on extracted information and existing knowledge graphs. ARCA has been designed and implemented following a user-centered design approach. Two different releases of the system have incrementally and iteratively developed and evaluated. The first release has evaluated the quality and usefulness of the extracted data. The second release, whose design was a refinement based on the previous evaluation results, was assessed by several users. Moreover, a comparative test with other information retrieval systems was conducted in order to study the potential added-value of the system. ARCA is employed in a real editorial scenario to visually search and explore the books of a publishing house.
ABSTRACT
Vulnerabilities represent one of the main weaknesses of IT systems and the availability of consolidated official data, like CVE (Common Vulnerabilities and Exposures), allows for using them to compute the paths an attacker is likely to follow. However, even if patches are available, business constraints or lack of resources create obstacles to their straightforward application. As a consequence, the security manager of a network needs to deal with a large number of vulnerabilities, making decisions on how to cope with them. This paper presents VULNUS (VULNerabilities visUal aSsessment), a visual analytics solution for dynamically inspecting the vulnerabilities spread on networks, allowing for a quick understanding of the network status and visually classifying nodes according to their vulnerabilities. Moreover, VULNUS computes the approximated optimal sequence of patches able to eliminate all the attack paths and allows for exploring sub-optimal patching strategies, simulating the effect of removing one or more vulnerabilities. VULNUS has been evaluated by domain experts using a lab-test experiment, investigating the effectiveness and efficiency of the proposed solution.
ABSTRACT
There exist various guidelines for facilitating the design, preparation, and deployment of accessible eLearning applications and contents. However, such guidelines prevalently address accessibility in a rather technical sense, without giving sufficient consideration to the cognitive aspects and issues related to the use of eLearning materials by learners with disabilities. In this paper we describe how a user-centered design process was applied to develop a method and set of guidelines for didactical experts to scaffold their creation of accessible eLearning content, based on a more sound approach to accessibility. The paper also discusses possible design solutions for tools supporting eLearning content authors in the adoption and application of the proposed approach.
