Abstract: A two-model personalized language learning system and method that facilitates the learning of a new language (or a language not native to the learner) in a customizable way that is deeply personalized to the learner. Embodiments of the system and method define a learner model including personalized information about the learner and define a language model that describes language information specific to the language. A combination of the learner model and the language model are used to help the learner learn the language. Specifically, the learner and language models are used to create content for flashcards that are displayed to the learner. Responses from the learner are used to update both the learner and language models. Embodiments of the system and method also allow the learner to play skill-based games that teach and reinforce a particular language skill that the learner desires to master.

Abstract: Access to resource(s) intended to be shared with specific groups of individuals is controlled using concise tests of shared knowledge instead of (or in addition) to accounts and access control lists. Users can readily learn the concept and choose questions that will control the access by the desired group with little effort. Such questions can be relatively secure to guesses by those not intended to have access, particularly if the number of allowed guesses is relatively limited. Users can generally predict the security of their questions, but sometimes underestimate the ability of attackers to use Web searching or enumeration to discover answers. In such cases, the system can automatically discover weak questions and then suggest alternatives. By lowering the threshold to access control, shared knowledge tests can enable more types of information to acquire collaborative value on the Internet and on other types of networks.

Abstract: Access to resource(s) intended to be shared with specific groups of individuals is controlled using concise tests of shared knowledge instead of (or in addition) to accounts and access control lists. Users can readily learn the concept and choose questions that will control the access by the desired group with little effort. Such questions can be relatively secure to guesses by those not intended to have access, particularly if the number of allowed guesses is relatively limited. Users can generally predict the security of their questions, but sometimes underestimate the ability of attackers to use Web searching or enumeration to discover answers. In such cases, the system can automatically discover weak questions and then suggest alternatives. By lowering the threshold to access control, shared knowledge tests can enable more types of information to acquire collaborative value on the Internet and on other types of networks.

Abstract: According to some embodiments, a radio frequency identification (RFID) tag communicates additional information using a series of selective responses. For example, one or more sensors may be coupled to an RFID tag. The RFID tag responds to multiple RFID polls using a vector of selective responses to encode sensor state. A selective response may include a response with an identification code, a non-response, and a response with a different identification code.