428956
On a generalization of signed total dominating functions of graphs
206571042
An Upper Bound for the Independent Domination Number
Let G be a simple graph of order n and minimum degree ?. The independent domination number i(G) is defined to be the minimum cardinality among all maximal independent sets of vertices of G. In this paper, we show that i(G)?n+2??2n?. Thus a conjecture of Favaron is settled in the affirmative.
45781537
Lower bounds on the signed k-subdomination number of graphs
21127516
On independent domination number of regular graphs
Abstract Let G be a simple graph. The independent domination number i ( G ) is the minimum cardinality among all maximal independent sets of G . Haviland (1995) conjectured that any connected regular graph G of order n and degree δ ⩽ n /2 satisfies i ( G ) ⩽ ⌈2 n /3 δ ⌉ δ /2. In this paper, we will settle the conjecture of Haviland in the negative by constructing counterexamples. Therefore a larger upper bound is expected. We will also show that a connected cubic graph G of order n ⩾ 8 satisfies i ( G ) ⩽ 2 n /5, providing a new upper bound for cubic graphs.
45564911
The bondage and connectivity of a graph
Let G =(V,E) be a simple graph. A subset S of V is a dominating set of G if for any vertex v ∈ V - S, there exists some vertex u ∈ S such that uv ∈ E(G). The domination number, denoted by γ(G), is the cardinality of a minimum dominating set of G. The bondage number, denoted by b(G), is the cardinality of a smallest set of edges whose removal from G results in a graph with domination number greater than γ(G). Dunbar et al. (Bondage, insensitivity and reinforcement, in: T.W. Haynes, S.T. Hedetniemi, P.J. Slater (Eds.), Domination in Graphs--Advanced Topics, Marcel Dekker, New York, 1998, pp. 471-489) conjectured that if G has vertex connectivity k(G) ≥ 1, then b(G) ≤ Δ(G) + k(G) - 1. In this paper, we provide a counterexample to this conjecture.
6235535
Articulation of Learners Requirements for Personalised Instructional Design in e-Learning Services
As e-Learning environments evolve, learners have become increasingly demanding on personalised learning which allows them to build their own knowledge pathway. This significant change in learning requirements imposes a new learning paradigm which ensures one-to-one learning with flexible mode of content configuration, and adaptive delivery and assessment. Although in the past years, Learning Management Systems (LMS) providers have upgraded system functionality to support instructional design for e-learning package, incorporating individual learners’ personal learning requirements in content design still remains challenging. To involve learners in the content design requires identification of their personal learning requirements. This paper presents a method for articulating individual learners’ learning requirements (e.g., learning styles, and prior knowledge), and representing them in a set of computable parameters in Learner’s Profile. These parameters will then be mapped onto instructional design strategies which determine a selection of suitable learning content and sequencing of content with adequate instruction in a learning package.
206587707
A Design for Generating Personalised Feedback in Knowledge Construction
As the learning paradigm shifts to a more personalised learning process, users need dynamic feedback from their knowledge path. Learning Management Systems (LMS) offer customised feedback dependent on questions and the answers given. However these LMSs are not designed to generate personalised feedback for an individual learner, tutor and instructional designer. This paper presents an approach for generating constructive feedback for all stakeholders during a personalised learning process. 
 
The dynamic personalised feedback model generates feedback based on the learning objectives for the Learning Object. Feedback can be generated at Learning Object level and the Information Object level for both the individual learner and the group. The group feedback is meant for the tutors and instructional designer to improve the learning process.
45352472
e-Learning Services Provision and Management
With the rapid development of information technology, learners demand effective personalised learning support, which imposes a new learning paradigm in learning content management. Standards as well as best practice in industry and research community have taken place to address the paradigm shift. With respect to this trend, it is recognised that finding learning content which meet personal learning requirements remains challenging. This paper describes a model of e-learning services provision which integrates the best practice in e-learning and Web services technology so that learning content management is capable of supporting applications of learning services.
15670300
Recognizing dart-free perfect graphs
A graph G is called a Berge graph if neither G nor its complement contains a chordless cycle whose length is odd and at least five; what we call a dart is the graph with vertices u,v,w,x,y and edges uv,vw,uy,vy,wy,xy; a graph is called dart-free if it has no induced subgraph isomorphic to the dart. We present a polynomial-time algorithm to recognize dart-free Berge graphs; this algorithm uses as a subroutine the polynomial-time algorithm for recognizing claw-free Berge graphs designed previously by Chvatal and Sbihi [J. Combin. Theory Ser. B, 44 (1988), pp. 154--176].
34683247
Two classes of perfect graphs
Abstract We present two classes of perfect graphs. The first class is defined through a construction used by Gallai in his investigation of comparability graphs; the second class contains those Berge graphs defined through a forbidden graph on five vertices.