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This work summarizes how catalysts informatics plays a role in catalyst design.

Catalysis research is on the verge of experiencing a paradigm shift regarding how catalysts are designed and characterized due to the rise of catalyst informatics. The details of catalyst informatics are reviewed where the following three key concepts are proposed: catalyst data, catalyst data to catalyst design via data science, and catalyst platform. Additionally, progress and opportunities within catalyst informatics are explored and introduced. If the field of catalyst informatics grows in the appropriate manner, the methods and approaches taken for catalyst design would be fundamentally altered, leading towards great advancement within catalysis research.

The publication and reuse of intellectual resources using the Web technologies provide no support for us to clip out any portion of Web pages, to combine them together for their local reuse, nor to publish the newly composed object as a new Web page for its reuse by other people. This paper shows how the meme-media architecture is applied to the Web to provide such support for us. This makes the Web work as a shared repository not only for publishing intellectual resources, but also for their collaborative reediting. We will propose a general framework for clipping arbitrary Web contents as live objects, for defining IO ports on such a clip, and for the recombination and linkage of such clips based on both the original and some user-defined relationships among them. In our previous works, we proposed two separate frameworks for these three purposes; one works for the first two, and the other for the last. Here we will propose a unified framework for these three purposes, as well as its detailed internal mechanisms. Then we show how it can be easily applied to various legacy Web applications to develop innovative services.

Game-Based Learning is a modern field of technology-enhanced learning covering several sub-fields such as game-based training. Learning, in general, and training, in particular, may be enormously more effective, if the process adapts to the particular needs of the human learner or trainee. The crux is that an e-learning system, in general, or a game deployed for learning resp. training, in particular, for being able to adapt needs to learn about the needs and desires of the human addressee. Essentially, adaptive systems are learning systems. Consequently, the design of any adaptive training systems requires an anticipation, first, of when and how to learn about the human trainee and, second, of when and how to adapt to the human trainee’s particular needs and desires hypothesized. When game-based learning and/or training goals and tasks are ambitious, related systems are easily becoming complex. Storyboarding is the methodology of the systematic reliable design of involved game-based training applications. The work reported has been developed for and is deployed by a governmental agency in charge of training executive staff in disaster management.