Educate Yourself About Glaucomas

Glaucoma is a disease that affects the optic nerve, which transmits images to the brain and is the second leading cause of blindness. The eye produces a watery fluid called aqueous humour. This fluid regulates the pressure in your eyes. If the fluid cannot drain properly or the drainage channels are blocked, the pressure within your eye will become too much. In some cases, poor blood flow can also cause damage to the optic nerve, resulting in glaucoma.

It is important to know that there are no symptoms in the early stages of Glaucoma but it can be detected during a routine eye test. It is often referred to as the “sneak thief of sight” for this exact reason. Your optic nerve can be up to 40% damaged before you even notice any loss of vision. Early detection is vital. Any damage caused is irreversible, however, if caught early enough, the condition can be managed and any further damage can be prevented.

Major risk factors include being over the age of 45, diabetes, nearsightedness, farsightedness, history of injury to the eye and family history of glaucoma.

Types of Glaucoma

Primary open – angle glaucoma

This is by far the most common form of Glaucoma. Moreover, its frequency increases greatly with age. The drainage canals become clogged over time causing internal pressure within the eye. The resulting loss of vision starts peripherally, which most people do not notice until the loss encroaches on their central visual area.

Angle – closure glaucoma

In contrast to open – angle glaucoma, angle closure glaucoma symptoms are very noticeable and damage occurs rapidly. This is a relatively uncommon type of glaucoma, which causes pain, blurring of vision, headaches, nausea and sudden sight loss. People have also reported to seeing halos around lights. This condition tends to occur over 24 – 48 hours due to a very rapid rise in eye pressure. If treated early enough, angle – closure glaucoma can be reversed and prevent long term damage.

Normal – Tension Glaucoma

Also known as low – tension or normal – pressure glaucoma, the optic nerve is damaged even though the pressure in the eye is not very high. In contrast to open – angle glaucoma, not much is known about this form of the disease. For some reason, the optic nerve is susceptible to damage from normal eye pressure.

Because this form of glaucoma is not well understood, there are different tests done by optometrists to diagnose the disease, whether it is by using an ophthalmoscope or doing a visual field test. Normal tension glaucoma is usually treated by reducing the eye pressure as low as possible using medications, laser treatment or conventional surgery. 20% of glaucoma patients suffer from this form of the disease.

If you are over the age of 45, it is crucial that you visit an eye clinic once a year to make sure your eyes are still healthy. There is a reason why Glaucoma is also known as the “sneak thief of sight”, your optic nerve could be damaged at the moment and you wouldn’t know about it. Rather play it safe and remember, if found early enough, glaucoma is treatable.

E-Learning Using Semantic Web and End-User Programming Techniques


Although there are web modelling tools available it still needs considerable effort to adapt these tools for educational use. Research is needed into creation of Semantic Web models for educators to use in order to create learning objects and models. This educational modelling research should focus on the creation of a web based knowledge management system, and migration of simple models that are normally created in spreadsheets to a shared learning environment.

With the development of technologies under the broad terms of Semantic Web and Web 2.0 there are opportunities to establish a highly interactive web based learning environment. The constructionist approach to understanding problems is to learn about them by modelling them. This approach can be used in combination with research into enabling end-user programming techniques in order to provide an environment for non programmers to model their problems. Visualisation and interaction provide rapid feedback that gives a powerful representation of the environment to be modelled.

Many people would like to make greater use of computer technology but are hampered by the need to learn programming languages if they are to fully interact with software. Instead they are limited to the use of certain features that are provided for them. A further constraint is the cost of software, and it is important to develop free software and encourage a community of end-user developers, and modellers.

The aim should be to create a software development environment that enables people to customise their own software solution. This is an alternative to provision of software as a finished article that can’t be changed. The e-learning software can be customised without requiring programming expertise.


A Semantic Web modelling infrastructure could be created to be the basis of future research in learning systems. In order to achieve these aims it is important to examine applications that assist in model building and critically review them. The system we could be used to promote engineering to a skeptical public who see the profession as poorly paid and dirty, ‘House of Lords Select Committee on Science and Technology report science and society’ [1], and remote from the public [2]. The aim of this research is to try to bring together the areas of E-Learning, End-User Programming and the Semantic Web.

Since Engelbart’s Augment [3] there have been attempts to create systems to aid learning. Papert [4] and Smith [5] built on the Augment research to develop a method of Human Computer Interaction (HCI) that can be applied to e-learning. These systems were defined prior to the Semantic Web. It is important now to re-examine and apply this research using Semantic Web/Web 2.0 tools and techniques. Some examples are available [6], more information about the history of end-user programming is available [7].

Mechanisms of Web 2.0 [8] applications include Google web spreadsheets [9]. These applications are increasing in popularity, and can provide modelling capability over the Web, the use of Web 2.0 for public policy is examined in [10]. The advantages of open source collaboration are that as well as allowing researchers to co-operate and work together where they share an interest; it also allows the untapped potential to be developed of those who do not have an official research position. This includes students, people employed outside the academic environment, retired people and amateurs who have useful expertise. Astronomy, for example, has harnessed skills of this very diverse range of people to make new discoveries. The expertise provided by anyone involved can be applied to feedback on usefulness, or ease of use of software, as well as actual involvement in software development. This means feedback would be sought from users of software even if they were not software experts. Researchers would benefit the community by providing education tools online and for libraries. This is different from other open source communities in that the intention is to make the software easier to use and develop, and so involve those who have not previously been capable of participating in software development.

An E-Learning and Modelling tool could bring together experts in science, engineering, systems modelling, computing, web development, and Human Computer Interaction. In any location there are likely to be several researchers examining a different part of a related overall subject, such as web based systems. This means there is a need to co-ordinate researchers, in computing and engineering in a project to link together work on information management and visualisation for modelling and decision support.

Many people who are experts in their domain want to create software models. Scaffidi et al [11] show that most people who develop software are end users not professional programmers. End-user programming is particularly important in this research to make it possible for people who do not have a programming background to create their own educational tools. Semantic Web tools and techniques can be used to create a web based end-user programming environment, these aims are also explained in [12]. People can then use this to create their own software. This software could allow interactive visual modelling of information. This corresponds to the type of work normally undertaken using spreadsheets for modelling, and web editors for knowledge management.

Semantic/Web 2.0 Web Tools

The need is for an alternative way of representing these models, which does not require the user to write code. The tool created must make it practical to interact with and change educational models and to share information with others. Such a project can involve use of editing tools such as wikis [13][14][15], blogs, and semantic web editors [16][17][18] to allow discussion and explanation of the models.

There is an urgent need for Semantic Web tools to illustrate the benefits this technology can provide for education, ‘EASE: The European Association Semantic Web Education’ [19] explains this need. Some Semantic Web tools are available, explained by EASE and in the Jena User Conference [20] or being developed at present, but they are still difficult for people to make use of as they require a good deal of development expertise. REASE (the repository of EASE for learning units) [21] provides a way to find and create learning materials for industrial applications of Semantic Web technologies.

The key problem is enabling a Semantic Web infrastructure that will be the basis for future research in learning systems. To achieve this, a modelling environment needs to be created in order to allow people to customise their own models. This environment can be created using an open standard language such as XML (eXtensible Markup Language). As the high level translation this infrastructure would depend on tools developed in order to assist the user, provide an interface and manage the user interface. This is why tools should be used such as Protégé [13], Amaya [16][17][18]. Until recently XML has been used to represent information, and programming languages used for actual code. Semantic languages such as XML can be applied to software development as well as information representation, as they provide a higher level declarative view of the problem. Semantic Web techniques should be used because they can facilitate computer based communication. Berners-Lee defined the Semantic Web as ‘a web of data that can be processed directly or indirectly by machines’ [22]. Flexibility is essential when different people are not all using the same systems. To achieve this flexibility ontology languages such as the open standard OWL (Web Ontology Language) [23] can be used. OWL can be searched using SPARQL [24] because it is based on RDF (Resource Description Framework)/XML, and can be searched and accessed using XQuery [25] and XForms [26].

End-User Programming

An end-user programming project could involve co-operation with the Institute for End User Computing (IEUC) [27]. Other End-User Programming Consortiums are End-Users Shaping Effective Software (EUSES) [28] and Network of Excellence on End User Development (EUD.Net) [29]. An end-user programming environment can make use of ‘Program Transformation’. Program Transformation allows for writing in one representation or language, and translating to another. This is particularly useful for language independent programming, or for high level end-user programming that can then be translated to a language more easily understood by computer systems. This research is influenced by the theory of constructionism explained in [30] and the use of Logo for teaching [31] and [32]. This research could be particularly focused on the web environment, as this is cheap to support and allows for distributed modelling, and learning [30].

Human Computer Interaction

Use of the Semantic Web is to be a means for open standard representation of learning material, transformation into different representations as required, and for provision of a high level interface as a tool for model creation, and translation to educational objects. To achieve this is necessary to create a translator that converts the diagrammatic representation of a problem into e-learning objects. Translations could be performed into any programming or meta-programming language or open standard information representation language, the visualisation of the model created could be displayed on the web. A two way translation is needed between human and computer, and between different software environments. This definition used by Simons and Parmee [33] explains the aim “a kind of action that occurs as two or more objects have an effect on each other. The idea of a two-way effect is essential to the concept of interaction, as opposed to a one way causal effect”.

This communication strategy improves opportunities for end-user programming, sharing of information, and education of both users and computer software. The analogy of educating computer software to do what the user intends is called programming by demonstration in ‘Watch What I Do: Programming by Demonstration’ [34]. The user has the role of an educator of the software which acts as an apprentice to learn what is required. Learners are thus able to instruct the software and so program solutions, using an adaptive modelling tool. The education is then a two way process of the user learning from computer based software, and the software learning to do what the user requires. In order to enable understanding of the models and e-learning objects it is essential to visualise them and allow interaction. The visualisation can be depicted in various ways. Two examples are: as a tree (that can be colour coded to represent different types of information) and as an interactive SVG (Scalable Vector Graphics) diagram of a component to be modelled. SVG is an XML based syntax so can be searched and modelled as such. Examples show a tree based representation of engineering components [35], and how a tree based representation is converted into an interactive diagrammatic representation [36]. Transformations are performed between a taxonomy representation of information into many different visualisations and software representations. This process converts an abstract representation of a problem to a concrete model created with the aid of two way communication between the user and the modelling tool.

Highly interactive web pages that act like programs to provide a user interface can be used to provide an interactive User Driven Programming environment. These interactive web pages can be based on visual programming languages such as Alice [37]. Interactive web programs can also be created using scripting languages and XML combinations such as AJAX (Asynchronous JavaScript And XML), which is an overall name for techniques to create highly interactive web pages. Ajax techniques for creation of interactive web models will assist computer literate end-users in programming tasks on the web [38].

Collaborative Modelling

Huhns [39] and Paternò [40] both explain that alternatives to current software development approach are required. The need is to translate from a model-based visual representation understood by users to software. Johnson [41] explains that successful interaction requires mapping between levels of abstractions and that translation between these abstraction levels required by users and computers is difficult. He explains that this problem often means systems are created that make the user cope with the problems of mis-translation. The representation of rules and information can be illustrated diagrammatically. It is possible to describe algorithms through concrete examples rather than abstractly. Models must be designed and visualised so that they convey to users a representation of a problem that assists with their vision of it. This subject is explored in [42] and is the basis of our visualisation techniques that enable users to create and understand models, which are translated into software representations.

Advantages of this research are : –

– Creation of an open standard online e-learning environment that is usable by non-programmers.

– Enabling of creation of e-learning objects by non programmers.

– Enabling widespread dissemination and sharing of models over the web.

– Provision of an educational resource for students, scientists, engineers, software developers, arts, and business.

– Increased user involvement in e-learning development to allow savings in cost and time taken for this development, and enable greater creation and use of educational tools.

– Availability of e-learning models and interactive visualisation of educational objects much more widely using browser based software.

– Enabling many more people to program.

– Opening up opportunities to people currently outside formal education.

This research can bridge the gap between computer literate people and e-learning software creation. This can give a practical illustration of the benefits end-user programming and Semantic Web techniques could provide for e-learning.


[1] Select Committee on Science and Technology Third Report Chapter 2: Public Attitudes and Values – Attitudes to engineering 2.39 –

[2] Canavan B, Magill J, Love D, A Study of the Factors Affecting Perception of Science, Engineering and Technology (SET) in Young People (2002), International Conference on Engineering Education, August 18-21, 2002, Manchester, U.K.

[3] Augment –

[4] Seymour Papert – Logo –

[5] Smith, D. C., 1977. A Computer Program to Model and Stimulate Creative Thought. Basel: Birkhauser.

[6] Examples Page –

[7] History of End User Programming –

[8] Mayo, E., Steinberg, T., The Power of Information, 2007 Cabinet Office – An independent review.

[9] Google, 2007. Create and share your work online

[10] JISC (Joint Information Systems Committee) Technology and Standards Watch. 2007. What is Web 2.0? Ideas, technologies and implications for education.

[11] Scaffidi, C., Shaw, M., Myers, B. (2005). Estimating the Numbers of End Users and End User Programmers, IEEE Symposium on Visual Languages and Human-Centric Computing, (VL/HCC’05): 207-214 Dallas, Texas.

[12] Stutt, A., Motta, E., 2004. Semantic Learning Webs. Journal of Interactive Media in Education, 2004 (10). Special Issue on the Educational Semantic Web. ISSN:1365-893X –

[13] Protégé Community Wiki – User Driven Progamming –

[14] Vanguard Software Modelling Wiki –

[15] Visual Knowledge [] – Semantic Wiki.

[16] Quint, V., Vatton, I., 2004. Techniques for Authoring Complex XML Documents, DocEng 2004 – ACM Symposium on Document Engineering Milwaukee October 28-30 –

[17] Quint, V., Vatton, I., 2005. Towards Active Web Clients, DocEng 2005 – ACM Symposium on Document Engineering Bristol United Kingdom 2-4 November –

[18] Amaya, 2007. Welcome to Amaya – W3C’s Editor/Browser

[19] Diederich, J, Nejdl, W, Tolksdorf R, 2006, EASE: The European Association for SemanticWeb Education, SWET2006 Beijing, China.

[20] Jena User Conference, 2006, Bristol, UK [] – Proceedings (2006).

[21] REASE the repository of EASE for learning units [].

[22] Berners-Lee, T, 1999, Weaving the Web, Harper San Francisco, ISBN 0062515861.

[23] Bechhofer, S., Carrol, J., 2004. Parsing owl dl: trees or triples?. Proceedings of the 13th international conference on World Wide Web, NY, USA, pp 266-275.

[24] SPARQL – Simple Protocol and RDF Query Language

[25] World Wide Web Consortium (W3C), 2006. XQuery 1.0: An XML Query Language

[26] Bruchez, E, 2006. XForms: an Alternative to Ajax?. XTech 2006: Building Web 2.0 16-19 May 2006, Amsterdam, The Netherlands.

[27] Institute for End User Computing

[28] Network of Excellence on End User Development EUD.Net

[29] End-Users Shaping Effective Software (EUSES)

[30] Resnick, M., 1996. Distributed Constructionism. In: Proceedings of the International Conference on the Learning Sciences Association for the Advancement of Computing in Education, Northwestern University –

[31] Papert, S., 1999. What is Logo? And Who Needs it? An essay. LCSI’s book, Logo Philosophy and Implementation.

[32] MIT Logo Foundation, 2006. What is Logo?

[33] Simons, C. L. Parmee, I. C., 2006, A manifesto for cooperative human / machine interaction, object-oriented conceptual software design, Advanced Computation in Design and Decision Making group Technical Report TR091006 –

[34] Cypher, A, 1993, Watch What I Do Programming by Demonstration, MIT Press, ISBN:0262032139.

[35] Hale P, – Spar – Tree based representation.

[36] Hale P, – Interactive Examples.

[37] Alice [] Alice v2.0 – Learn to Program Interactive 3D Graphics.

[38] Cagle K, AJAX on the Enterprise, AJAXWorld conference, October 4, 2006 –

[39] Huhns M, 2001, Interaction-Oriented Software Development, Journal of Software Engineering and Knowledge Engineering.

[40] Paternò F, 2005, Model-based tools for pervasive usability, Interacting with Computers Vol 17(3), pp 291-315.

[41] Johnson, P., 2004. Interactions, Collaborations and breakdowns. ACM International Conference Proceeding Series; Proceedings of the 3rd annual conference on Task models and diagrams

[42] Crapo A W, Waisel L B, Wallace W A, Willemain T R, 2002, Visualization and Modelling for Intelligent Systems, Intelligent Systems: Technology and Applications, Vol I Implementation Techniques pp 53-85.

Women Conquer Online Casinos

According to a recent survey of online casino players which announced its results this week, there are a growing number of women who are becoming keen fans of online casino games.The survey suggests that middle-aged housewives will soon account for a sizable chunk of total online casino fans. The key finding is that that 57% of clients registered at various online casinos are female. 61% of the female clientele are married, 68% are housewives, and 54% are aged between 35 and 54.The casino management highlighted several reasons for the survey findings. First, most housewives are eager to find new amusement for the time when they are alone at home, and online casinos have managed to fill this niche. The second factor that has contributed to the popularity of online gambling is easy access to the Internet. The third women’s likeness for online games – while most of them would hate going to smoky and crowded land-based casinos, they enjoy the fun of playing an interesting game from the comfort of their homes.The trend is interesting, but far from surprising, online casino experts claim. Over the last few years, the demographic shift in the UK has been so acute that some sites are now reporting that 70% of their players are females who usually prefer to play Roulette and Poker. According to a survey conducted in 2004, £270 million is staked by women every year. Given the rapid development of this booming industry, the figures may as well have doubled in 2007.Another group which is becoming increasingly attracted to online gambling is young adults. With their natural likeness for web-based activities and willingness to try new things, young adults are some of the keenest fans of online casino games. It is now obvious that the traditional image of men as the typical casino players was overturned as casinos went online.

Ghana Casinos

The list of Ghana’s casinos is quite short: not a surprise for a poor African country. Actually, by the standards of Africa, Ghana isn’t actually all that poor. It was the first African country to shake off colonialism in 1957, led by Kwame Nkrumah. The next 30 or so years were the usual struggle against the economic incompetence of the various rulers, including the almost traditional military coup. Things finally got sorted out in the 1990’s, and the economy is now growing again, giving the inhabitants roughly twice the income per head that is usual in Africa.Still, that level of income does not support a thriving gaming industry, so as we say, the list of Ghana’s casinos is still quite short.In fact, there are four in the entire country.List of Ghana’s Casinos:Accra: Golden Tulip Hotel & Royal CasinoLa Palm: Atlantic Casino and Royal Beach HotelKumasi: City Hotel & Ashanti CasinoTema: Merdian Hotel & Club VegasAll these casinos have both slot machines and gaming tables. For the latter two, the provincial ones, blackjack and roulette, while the ones in the capital, Accra, also have poker tables.While there are both gold mining and timber sales as industries in Ghana, most of the population and most of the economy is based on subsistence (or peasant) agriculture. This is one reason why the list of Ghana’s casinos is so short. Another is that while there is a tourist industry, it is aimed at African-Americans coming to see their roots, looking at the slave forts, and so on along the coast. This really isn’t a market that is known to gamble very much.In fact, for much of the area’s history there have really only been two exports: slaves (The Ashanti Kingdom was a prime source for the Arab slavers long before whites reached the area), and gold: indeed, the country still boasts one of the largest mines and gold companies in the world, again named after the ancient kingdom, Ashanti.Gambling and casinos have traditionally done very well in mining areas, but this is changing as the business becomes more capital intensive: no longer are there armies of well-paid miners tearing at a hillside. Now it is very few people and large numbers of very expensive machines. Machines, as you may have noted, do not gamble.So, there are the reasons why the list of Ghana’s casinos is so short. A poor country, based on agriculture, the tourist industry is not oriented to a market that is likely to gamble, and there are very few local workers who make enough to gamble.

Legality of Online Gambling in New Zealand

Gambling is a hugely popular past time in New Zealand. It’s estimated that over $2 billion each year is spent on the activity and over 40% of adults bet on a semi-regular basis. Interestingly gambling was not really commercialised in New Zealand until the 1990s, but since then the industry has grown to such an extent that it’s had to be heavily regulated, with caps being put on the number of casinos and betting venues allowed in the country.Online gambling has not escaped the regulatory powers that be in New Zealand, in fact, the government department of Internal Affairs brought out the Gambling Act of 2003 to deal with the growth in remote interactive gambling in the country. The law is pretty straight forward, it states that any remote interactive gambling in New Zealand (internet, TV, telephone etc) must be operated by the TAB (Totalizator Agency Board) or the New Zealand Lotteries Commission. These are both government-run operations that are used for community fund-raising and are not for profit.So players in New Zealand can gamble online through both these sources, but also the law states that it is not illegal for Kiwis to gamble at online casinos on foreign (overseas-based) sites. The reason for this is that New Zealand law cannot be enforced overseas and the government thought it would be impossible to enforce. However, it is illegal for overseas companies to advertise their product online and overseas sites can never run their operations from New Zealand.The main thing for New Zealand online gamblers to be aware of is the fact that although it’s legal for them to play on overseas-based casinos, not all of them are trustworthy… Proper checks should always be taken out by online players before investing their hard-earned cash into a foreign gambling site. The reason for this is that as the sites are based overseas there is very little protection that can be offered to New Zealand Online Slots players if something goes wrong.The recommend process for checking that a foreign-based site is legitimate is to look at the following areas; banking options, where the company is licensed, where the customer support is based, whether the company independently audited by a respected organisation (such as KPMG), how long have the company been in business for, what is their payment processing like and finally to do some research online to see if other Kiwis have played on the site and can recommend it.