Semantic Query Optimisation with Ontology Simulation

Semantic Web is, without a doubt, gaining momentum in both industry and academia. The word "Semantic" refers to "meaning" - a semantic web is a web of meaning. In this fast changing and result oriented practical world, gone are the days where an individual had to struggle for finding information on the Internet where knowledge management was the major issue. The semantic web has a vision of linking, integrating and analysing data from various data sources and forming a new information stream, hence a web of databases connected with each other and machines interacting with other machines to yield results which are user oriented and accurate. With the emergence of Semantic Web framework the na\"ive approach of searching information on the syntactic web is clich\'e. This paper proposes an optimised semantic searching of keywords exemplified by simulation an ontology of Indian universities with a proposed algorithm which ramifies the effective semantic retrieval of information which is easy to access and time saving

A 'likely benefit' from aligning Web 2.0 technologies with an institutions learning and teaching agenda

This paper demonstrates a ‘likely benefit’, and a practical view of expected challenges, when incorporating Web 2.0 technologies in a contemporary higher education context. After first exploring which factors potentially influence a shift in thinking about learning and teaching in a Web 2.0 context this paper then addresses the important role, or the affordance, of an integrated Learning Management System (LMS) and the pedagogical applications of Web 2.0 technologies. It then uses a series of case study from the University of Southern Queensland, a large distance education provider in Australia, to support these propositions. Overall, this paper suggests that the goals and ideals of Web 2.0/ Pedagogy 2.0 can be achieved, or at least stimulated, within an institutional LMS environment, as long as the LMS environment is aligned with these ideals

Healthcare Data Analytics on the Cloud

Meaningful analysis of voluminous health information has always been a challenge in most healthcare organizations. Accurate and timely information required by the management to lead a healthcare organization through the challenges found in the industry can be obtained using business intelligence (BI) or business analytics tools. However, these require large capital investments to implement and support the large volumes of data that needs to be analyzed to identify trends. They also require enormous processing power which places pressure on the business resources in addition to the dynamic changes in the digital technology. This paper evaluates the various nuances of business analytics of healthcare hosted on the cloud computing environment. The paper explores BI being offered as Software as a Service (SaaS) solution towards offering meaningful use of information for improving functions in healthcare enterprise. It also attempts to identify the challenges that healthcare enterprises face when making use of a BI SaaS solution

National Security Pedagogy: The Role of Simulations

This article challenges the dominant pedagogical assumptions in the legal academy. It begins by briefly considering the state of the field of national security, noting the rapid expansion in employment and the breadth of related positions that have been created post-9/11. It considers, in the process, how the legal academy has, as an institutional matter, responded to the demand. Part III examines traditional legal pedagogy, grounding the discussion in studies initiated by the American Bar Association, the Carnegie Foundation, and others. It suggests that using the law-writ-large as a starting point for those interested in national security law is a mistake. Instead, it makes more sense to work backwards from the skills most essential in this area of the law. The article then proposes six pedagogical goals that serve to distinguish national security law: (1) understanding the law as applied, (2) dealing with factual chaos and uncertainty, (3) obtaining critical distance—including, inter alia, when not to give legal advice, (4) developing nontraditional written and oral communication skills, (5) exhibiting leadership, integrity, and good judgment in a high-stakes, highly-charged environment, and (6) creating continued opportunities for self-learning. Equally important to the exercise of each of these skills is the ability to integrate them in the course of performance. These goals, and the subsidiary points they cover, are neither conclusive nor exclusive. Many of them incorporate skills that all lawyers should have—such as the ability to handle pressure, knowing how to modulate the mode and content of communications depending upon the circumstances, and managing ego, personality, and subordination. To the extent that they are overlooked by mainstream legal education, however, and present in a unique manner in national security law, they underscore the importance of more careful consideration of the skills required in this particular field. Having proposed a pedagogical approach, the article turns in Part IV to the question of how effective traditional law school teaching is in helping to students reach these goals. Doctrinal and experiential courses both prove important. The problem is that in national security law, the way in which these have become manifest often falls short of accomplishing the six pedagogical aims. Gaps left in doctrinal course are not adequately covered by devices typically adopted in the experiential realm, even as clinics, externships, and moot court competitions are in many ways ill-suited to national security. The article thus proposes in Part V a new model for national security legal education, based on innovations currently underway at Georgetown Law. NSL Sim 2.0 adapts a doctrinal course to the special needs of national security. Course design is preceded by careful regulatory, statutory, and Constitutional analysis, paired with policy considerations. The course takes advantage of new and emerging technologies to immerse students in a multi-day, real-world exercise, which forces students to deal with an information-rich environment, rapidly changing facts, and abbreviated timelines. It points to a new model of legal education that advances students in the pedagogical goals identified above, while complementing, rather than supplanting, the critical intellectual discourse that underlies the value of higher legal education