Work Notes

Information Seeking Research

brian — 2010-08-27

Some of the assorted theories, models, and researchers used to illustrate the characters information seeking behaviors are the following [for the record, some of these are borrowed from outside LIS]: * Selection of dubious information sources : Elfreda Chatman studied the working poor, women, prisoners and retirees. * People prefer informal sources for spur of the moment info needs : Kirsty Williamson, older adults * Information sharing within groups (ostracism/exclusion) : Eric Jones, et. al. * User's perspective : Carol Kuhlthau * Beliefs : Donald Case on J.D. Johnson's model * Personal construct theory : George Kelly * Preference for attitudinally consistent info amongst those with strongly held beliefs : Laura Brannon, Michael Tagler and Alice Eagly * Competency theory : Justin Kruger and David Dunning * Overconfidence as indicator of incompetence : Melissa Gross * Invitational attitude (as in "new shit") [vs. indicative attitude] : Kelly's personal construct theory * Positive attitude : Kuhlthau; and, Eva Jonas, Verena Graupmann and Dieter Frey (dissonance reduction) * Openness to experience : Jannica Heinström [[Mark Lindner about this article|https://scholarworks.iupui.edu/bitstream/handle/1805/2099/new%20shit.pdf?sequence=1]]

ffmpeg Notes

brian — 2010-08-24

http://rob.opendot.cl/index.php/useful-stuff/ffmpeg-x264-encoding-guide/ streaming server hinting: http://lists.mplayerhq.hu/pipermail/ffmpeg-user/2006-December/005942.html ffmpeg -pass 1 -passlogfile bh.VOB -threads 0 -keyint_min 0 -g 250 -skip_threshold 0 -qmin 1 -qmax 51 -i bh.VOB -vcodec libx264 -b 614400 -s 320x240 -aspect 4:3 -an -y bh.mp4 ffmpeg -i bh.VOB -pass 2 -passlogfile bh.VOB -threads 0 -keyint_min 0 -g 250 -skip_threshold 0 -qmin 1 -qmax 51-vcodec libx264 -b 614400 -s 320x240 -aspect 4:3 -acodec libfaac -y bh.mp4 (from Mark Pilgrim)

Web site to steal from

brian — 2010-08-21

''Saturday 2/28/2009'' [[Take a look at this website|http://www.bohemiancoding.com/]] This site has some good ideas and a cool look in regard to Web Design. [[Some ideas for a Omeka site|http://www.learner.org/resources/series13.html]] [[Interface dot com|http://www.interfaceglobal.com/]] [[Boston University|http://www.bu.edu/]] Simple clean design http://JoshuaBradley.co.uk/ http://divitodesign.com/css/960-css-framework-learn-basics/ Basic typeography and such

StyleSheet

brian — 2010-08-18

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Science Story

brian — 2010-08-18

>a clear scientific story (e.g. this is the problem, this how we approached it, this is what we found and why it is important

Regular Expressions Card

brian — 2010-08-13

[img[/files/zopestore/documents/regular_expressions_cheat_sheet.png]]

Common Rest Design Pattern

brian — 2010-08-13

!! Resource-Method-Representation [img[/filestore/uploads/webservices/rmr.jpg]] !!! Why <<< If we think about URLs as being only nouns, no verbs, then we end up with a URL for every important thing in our site. Those URLs can then be bookmarked and linked easily. We can change code behind the scenes without changing the URLs as the URLs refer to objects that don't change rather than functions that do. The model is inherently object-oriented, with every object (at least those of meaning to the outside world) having a URI and every object responding to the standard HTTP verbs, GET, PUT, POST, DELETE. This is object-orientation at the level of the web, not at the level of a server-side language. That's a very different thing to what JSP does, where internally the server-side code may be object-oriented, but the URIs refer to verbs, so look more procedural or perhaps functional. <<< The above is from [[Rob Styles from Talis|http://dynamicorange.com/2008/10/03/pages-screens-mvc-and-not-getting-it/]] You need to read the whole article! http://architects.dzone.com/news/common-rest-design-pattern [[Paul Sadauskas on RESTful services|http://www.theamazingrando.com/blog/?p=107]] //(very good)//

Resource-Method-Representation

brian — 2010-08-12

[img[/filestore/uploads/webservices/rest-web-application-arch.png]] The above is about trust and who can call the methods on those resources. [[This is another article from that same fellow|http://www.peej.co.uk/articles/rmr-architecture.html]]

Swiss Document Site

brian — 2010-08-11

http://www.switch.ch/collection/spec/ http://www.cs.colorado.edu/~kena/classes/7818/f06/lectures/19/index.html

Fedora APIs

brian — 2010-08-11

!!!Fedora Repository Service Interfaces !!!Management Service (API-M) Ingest - XML-encoded object submission Create - interactive object creation via API requests Maintain - interactive object modification via API requests Validate -- application of integrity rules to objects Identify - generate unique object identifiers Security - authentication and access control Preserve - automatic content versioning and audit trail Export - XML-encoded object formats !!!Access Service (API-A and API-A-LITE) Search - search repository for objects Object Reflection - what disseminations can the object provide? Object Dissemination - request a view of the object's content !!!OAI-PMH Provider Service OAI-DC records

LMS

brian — 2010-08-11

[[What a LMS should provide|http://wiki.sakaiproject.org/display/PED/Sakai+Learning+Capabilities+v+1.0]]

Knowledge Networks

brian — 2010-08-06

from http://www.cisl.ucar.edu/info/FORMS/KNP1-6.html !!!Knowledge Networking (Abstract) The Knowledge Networking (KN) initiative focuses on the integration of knowledge from different sources and domains across space and time. Modern computing and communications systems provide the infrastructure to send bits anywhere, anytime in mass quantities-radical connectivity. But connectivity alone cannot assure 1 useful communication across disciplines, languages, cultures; 2 appropriate processing and integration of knowledge from different sources, domains, and non-text media; 3 efficacious activity and arrangements for teams, organizations, classrooms, or communities, working together over distance and time; or 4 deepening understanding of the ethical, legal, and social implications of new developments in connectivity. In short, *we have connectivity, but not interactivity and integration* . KN research aims to move beyond connectivity to achieve new levels of interactivity, increasing the semantic bandwidth, knowledge bandwidth, activity bandwidth, and cultural bandwidth among people, organizations, and communities. !!!Knowledge Networking To "know" about something is a much stronger claim than to learn about it or to gather information on it. "Knowledge" implies consensual verification, as well as the ability to predict and shape outcomes. Advances in computing and communications now hold the promise of fundamentally accelerating the creation and distribution of information. However, the construction of knowledge requires more than collecting and transmitting large amounts of data. *Building knowledge requires the scientific community coming to grips with new forms of gathering data, new tools to manipulate and store information new ways of transforming that information, and new ways of working together over distance and time*. The challenge for NSF is to facilitate the evolution from today's emphasis on information and distributed data to emerging systems for knowledge and distributed intelligence. The payoff for the scientific community is that interdisciplinary communities that can be joined in sharing data, accumulating information and building knowledge together will treat complex problems, traditionally addressed within disciplinary boundaries. This shift from simple information access to knowledge networking holds great promise for to transforming society and science. NSF represents large science, engineering, and education communities that understand and can contribute to building these knowledge networks. Technological advances, spurred by the NSF, now enable scientific practitioners, who may be widely dispersed, to become a science network, sharing and integrating data, analyzing information and synthesizing knowledge. NSF wants to expand and scale up these activities in the sciences and engineering, enabling society to apply similar strategies throughout its information infrastructures. The NSF Knowledge Networking initiative creates a program of closely interconnected activities to facilitate advances enabled by simultaneous revolutions in technology, content, and epistemology. The intellectual insights and the new process of science enabled by knowledge networking are central to NSF's mission. !!!Challenges One challenge is to support activities that will create new ways of collecting, transforming, representing, sharing, and using information. The support must be applied effectively across a wide range of activities to enable the solution of the Knowledge Networking challenge and to provide to scientists, engineers, and society useful and easily implemented solutions to complex problems. A complementary challenge is to comprehend the human dimensions associated with knowledge networking communities. Multidisciplinary knowledge networking efforts will fail unless we understand and provide for the learning environments that enable skill sets, conceptual models, and values to be rapidly shared across disparate fields. !!!Goals Designing tools for gathering and analyzing data. New types of tools are required to collect, share, and manipulate increasingly complex data sets and structures. Utilizing these tools involves innovations in computing, advances in telecommunications, and the development of more sophisticated algorithms and hardware/software systems. Building the next generation of representations. Data, information and knowledge require increasingly complex representations. New kinds of media are required to enable the communications of new types of messages and meanings. For example, transforming symbolic information into sensory form (e.g., visualization) necessitates translating scientific and mathematical notations into tangible modalities. Extending the human infrastructure that underlies knowledge networking. Generating new ideas increasingly involves participants in knowledge networks communicating with one another in real time and obtaining data from disaggregated sources. Expanding the knowledge networking community to new participants requires: Mastering a common language and a generally accepted set of theories and conceptual models (to provide a framework for communication) Inculcating communally defined processes of collecting and analyzing data (to enable sharing and validating information) Developing proficiency in design, reasoning, and argumentation (to facilitate the evolution of ideas) Accepting a common set of values that include respect for others' perspectives and for intellectual property (to encourage wide participation) Strategies In keeping with NSF's strategic plan, the knowledge networking initiative proposes three research strategies. Maximizing cross-disciplinary research to make use of different needs and demands of distinct research communities; Addressing the common problems shared by different research communities; Leveraging existing research activities and building upon them, rather than starting from scratch. NSF also envisions several strategies to launch and manage knowledge networking: Creating ongoing working groups to integrate disciplinary issues; Integrate community input through workshops; Promote interdisciplinary research; Involve all of the Directorates at NSF. NSF as a Catalyst NSF can serve as a catalyst for creating knowledge networks. Part of this role involves supporting the development of enabling technologies (infrastructure), such as new algorithms and software systems; data structures; metadata; standards for interoperability, communications links, and computational platforms. These enhancements extend from innovative processes that bring researchers together in distributed collaboratories, to tools for analyzing and interpreting data in new ways, to sophisticated learning environments that help participants discover and integrate new knowledge. The other portion of this catalytic role involves conceptualizing knowledge networking as collective action among scientific communities ranging across many fields and disciplines. By sharing disparate data and diverse perspectives, a community develops a common, evolving understanding of a complex topic. As the community's conception of the issues expands and deepens, its membership grows to include participants with new perspectives and backgrounds. Given its long experience with how this process of acculturation and distributed intelligence occurs in the scientific enterprise, NSF is positioned to aid in the development of the technological infrastructures, collaborative activities, and human communities needed for knowledge networking across in society as a whole. The Knowledge Networking Initiative Integrates Layers of Achievement The Knowledge Networking Initiative aims to create the underlying science and the tools, infrastructure, and distributed intellectual processes to achieve the layered aims shown in Figure 1. The overarching goal is improving our understanding of and ability to manage larger and more complex natural, social, and material phenomena. Knowledge networking can enhance the operations of many human enterprises, with science and education the most obviously relevant to NSF's mission. The crucial added benefits that knowledge networking brings to the scientific enterprise are the abilities to: Couple models, knowledge, data, instruments, and intellectual activity across space, time, and disciplinary boundaries, Work with new types of content and knowledge bases of radically increased scope and scale, Enhance the overall cognitive ecology of science and engineering. Achieving these aims of coupling, scope, and intellectual community depends critically upon new levels of functionality in information infrastructures. We need a better understanding of how to push or pull relevant information wherever, whenever and to whomever it is useful; how to create true semantic interoperability in heterogeneous knowledge environments; and how to make knowledge maximally accessible with new modalities of interaction such as real-time multimedia, visualization, and simulation. Achieving such new functionality and making them widespread and universally accessible also requires re-conceptualizing the human processes involved in creating and disseminating knowledge. The groups involved include data gathering enterprises such as field research teams, observatories, and cyclotron facilities; information transmission functions such as messaging, publishing, and library systems; and integrating/stabilizing infrastructures such as standards and user groups. Each type of human interaction in the overall scientific process must alter if knowledge networking is to reach its full potential. Figure 2 and Figure 3 capture more of the dimensions of Knowledge Networks, and communicate their dynamic nature. Examples of Social Objectives and Relevance Outcomes that could be enabled by the Knowledge Nets Initiative. The following examples are potential outcomes of Knowledge Networks. They illustrate the use of science and technologies to meet larger societal goals. These examples involve science and the use of scientific information that are possible only with the use of Knowledge Networks. In addition the examples require advancements in one or more of the subsystems (such as social use of the new knowledge, science modeling, datamelding, and real-time networks) from each of the top three layers of the Framework discussed above. Coping with Natural Disasters In 1995, twelve forest fire fighters died tragically when they were trapped on the side of a mountain in Colorado, unaware that sudden changes in meteorological conditions had caused a change in the path of the fire. Although some data were available indicating a shift in the fire, this information could not be delivered to the scene of the fire in a timely and clearly understood manner. The enterprise, infrastructure and tools which constitute the framework of the Knowledge Nets (KN) initiative will enable an integrated framework which does not exist today for dealing with natural disasters, ultimately leading to minimizing loss. Specifically, the KN initiative could support the development of coupled fire and atmospheric models. These models require as input detailed knowledge of topography, ground cover and synoptic weather conditions. These data exist in various data bases spread over the country and are expressed in different formats. The result from a simulation must be overlaid with the detailed knowledge of the location of human and physical resources. In cases where fire is near more populated areas, as in the Oakland, California fires, additional information about the demographics and civil infrastructure must be incorporated. Even if this synthesis of rapidly changing information could be assembled today, delivery to strategic locations in an understandable form would still be necessary to ensure benefit. The infrastructure and tools components on the KN initiative are "glue" that will enable the effective management of natural disaster situations. Aviation Safety: Delivery of current information to the cockpit and proper pilot training are essential elements in improving air safety and reducing operating costs. Significant progress has been made in pilot training and alerting pilots to potential life threatening situations. Examples of improved safety and reduced operating costs that could result from the research supported by KN are: 1) At many airports in the US, information on low-level wind shear coupled with Doppler radar allows air traffic controllers to alert pilots to unusual meteorological conditions. Improvements to the current capabilities could save additional lives and money for the airline industry. The current information that is assembled by air traffic controllers is of limited predictive value and must be reduced to a few numbers to allow the pilot to comprehend the information in the cockpit during takeoffs and landings. Synthesizing the results of models of the atmosphere and air traffic into the cockpit and control towers would allow the pilot and controller to better prepare for approaches or takeoffs through in-flight simulation of conditions. In addition to offering improved safety, this information will save significant fuel costs because planes would not have to be routed to different approaches at the last minute due to changed conditions on the ground. 2) The FAA is considering the feasibility of free flight by commercial airlines. This concept would allow aircraft to take the most direct route between cities rather than following established routes that pass predetermined checkpoints. Essential for free-flight are current information on weather conditions, location of other aircraft and conditions at airports along the route. Gathering this information and synthesizing and delivering it in a useful form is beyond our current capability. The airline industry estimates the annual savings, which may be recognized by implementing free flight, is tens of millions of dollars. 3) In-flight icing conditions are difficult to detect and even more difficult to predict. Several recent airline disasters have been attributed to icing. Improvements in the detection, prediction and delivery systems available to the airline industry are necessary to overcome this silent threat. The enterprise, infrastructure and tools that will be developed as part of the KN initiative will accelerate the ongoing research into in-flight icing. Monitoring and Restoring Landscape Change: the Florida Everglades Large scale human impacts on landscapes have complex biological, social and economic consequences. The dramatic impact human activities have had on ecosystem function in the Everglades has elicited an enormous amount of research, land and water management and conservation activities. The health and recovery of the Everglades and adjoining areas is now being considered by stakeholders in many sectors: several federal agencies (DOI is dispersing $200 million for restoration), scores of state agencies and local jurisdictions, hundreds of research activities, academic centers from public and private universities, the sugar industry, two tribal nations, along with conservation and public grass-roots organizations. The dynamics of the interactions between all of these parties creates knowledge chaos conditions which leads to duplication of effort, gridlock, turf conflicts, organizational and political uncertainty, needless competition and distrust between stakeholders. Information inputs for rational Everglades planning and recovery come from highly-distributed and diverse sources such as from long-term biological surveys, hydrochemical monitoring, watershed flow models, land use change analyses, remote sensing, economic analyses and human demographic studies, among inputs from other research, sociological and economic areas. The accumulation, representation and communication of such rich and heterogeneous of data sets that span: decades of time, numerous research disciplines and diverse stakeholders in multiple sectors of the economy, creates enormous challenges and equally enormous potential payoffs for effective knowledge networking. Research and infrastructure development on data integration, data mining, geo-spatial visualization, human interactions, network communications, data sharing, the coordination of long term monitoring, all within the context of a well-defined, nationally important, environmental effort would have immediate value to society and represents an immediate payoff test-bed for new knowledge networking approaches. Examples of How Knowledge Networking can Facilitate Research and Education NetCDF: A Tool That Facilities Collaboration Though a typewritten table of numbers once sufficed to characterize most quantitative studies, scientific efforts now often yield quantities of data that can be structured, interpreted, and utilized for further study only by computer. Thus, methods for inter-computer data exchange represent critical infrastructure for scientific collaboration. Though there are common means for transferring human-readable material and for selecting and retrieving information from data-base management systems, there is little agreement on methods to convey some of the most common data structures, such as vectors and multidimensional arrays, used in certain disciplines. To help address this problem, Unidata developed the Network Common Data Form (NetCDF). The method is not for end-user; rather, it is a programmer's tool kit for storing and retrieving data in files that are portable (i.e. transferable between dissimilar computers) and self describing (i.e. that contain enough information to obviate the need for ancillary documents on dimensionally, variable names, units of measure, etc.). The NetCDF development represents, on a very limited scale, a harbinger of impact KN will have on science, viz. the creation of enabling technologies that will result in the generation of fundamental new knowledge. The NetCDF's existence and free availability appears to have had a positive effect on collaboration as well as on the development of scientific software. Hundreds of commercial and non-commercial organizations all around the world and representing a wide variety of disciplines have adopted NetCDF for scientific analysis or visualization. !!!Tools for Capturing, Validating, and Sharing Mathematical Knowledge Mathematicians are attempting to build computer systems that effectively represent mathematical knowledge, and that enable the construction of databases of mathematical results and mechanically checked proofs in forms that are readable and usable by people. Users of such systems could shift among different but clear and unambiguous representational syntaxes that capture the same underlying mathematical knowledge in forms that are tailored for use in different contexts. Users of such systems could know that every mathematical result represented has a proof that has been checked by computer and is available for inspection. Mathematicians who have discovered new results may wish to add them to the collection, helping to publicize these results, certify their validity, and increase the overall capability. Such tools may also help to systematize mathematical knowledge and to integrate theoretical knowledge with computation. Such systems could be a clear example of the power of Knowledge Networking for dealing with organized knowledge rather than isolated facts, and the broad utility of mathematical knowledge makes it a compelling candidate. Wide availability of such capability and knowledge through integration with the Internet could lead to new generations of researchers, teachers, and students using such tools routinely in any context where mathematics is used. Research Opportunities in Knowledge Networking: Knowledge Networking presents a number of research challenges and opportunities. These can be organized under a set of topics or threads, which we have termed *Interactivity, Representation, Cognition, Agents, Corpora*. !!!Interactivity Interactivity research studies the creation and maintenance of dynamic, content-rich relationships among people, instruments & tools, data, and artificial agents, using multiple modalities. Technologies that enable such interactivity encompass input/output devices, communication networks, and their interface characteristics, adapted with the aim of making the best match to what is known about the needs and requirements of individual people, groups, teams, and organizations for effective interaction. The critical multidisciplinary aspects of Interactivity research result from the need to uncover common foundations for understanding widely differing types of participants (e.g. people or agents with particular skills; specialized instruments) coupled through unique domain-specific activities (e.g. doing geoscience or doing disaster relief) integrating problem- and domain-specific information (e.g., specialized datasets or knowledge bases), via a variety of media and channels (text, video, etc.), under a range of specific constraints (e.g. quality-of-service; sensory limitation such as no vision or hearing, etc.). Another multidisciplinary driver is the need to understand how to apply the fruits of Interactivity research effectively in many different domains. New interdisciplinary Knowledge Networking research under the Interactivity thread includes: * Access and "universal access" * Body language and facial expression capture/generation * Dialogue and discourse structures and constraints * Ecological & virtual-environmental interactions * Image processing and gesture recognition * Intermodal mappings for people with disabilities * Haptics, smell, taste and balance technologies * Multimodal interactivity * Network and communications infrastructures for interactivity * Remote access/control and teleoperation * Signal processing and understanding * Speech recognition and natural language understanding * Real-time and time-modified interactivity * Valuation and incentives for interactivity !!!Representation Research on representation studies the processes through which participants (people, groups, agents, etc.) model and encode knowledge about entities, processes, or phenomena in particular representational media, and, conversely, reconstruct meanings and semantics for representations in their contexts of use. The critical multidisciplinary aspects of Representation research result from the need to uncover common foundations for understanding how widely differing types of participants (e.g. people or agents with particular domain- or culture-specific viewpoints; specialized data-gathering instruments), represent problem- and domain-specific entities or processes (e.g., protein molecules; organizational workflows), of differing representational level (e.g., sensory; cognitive), scale and complexity, for use in unique domain-specific activities (e.g. doing bioscience or doing collaborative design) via a variety of representational media and modalities (text, software, graphical data, simulations, in visual, audio, haptic modalities, etc.), under a range of specific constraints (e.g. size limitations, specificity constraints). Another multidisciplinary driver is the need to understand how to apply the fruits of Representation research effectively in many different domains. New interdisciplinary Knowledge Networking research under the Representation thread includes: Representation of new entities or attributes, such as: *Complex data types * Complex systems and their structure * Domain- and discipline-specific objects, actions, and processes * Gestures and facial expressions * Human sensory information: touch, smell, taste, and balance * Illumination and rendering * Know-how and commonsense knowledge * Large-scale systems and phenomena * Mathematics and logic * Ontologies * Open physical, computational and biological systems * Organizational processes and workflows * Real world objects, processes and environments * Scientific principles, methods, and theories * Uncertainty * Complex operations on representations, such as: * Automatic generation of representations * Domain-independent abstraction (e.g., of texts and images) * Compression * Integration, fusion and interoperability; * Interpretation of representations in context * Multimedia indexing, abstraction * Translation of representations *New representational techniques and media such as: * Distributed representations * Distributed interpretations * Non-digital representational media such as culture, the physical world, molecules and Biological objects (e.g., DNA) * Multiperspective representations * Simulations and computer models * Tools for joint or collaborative knowledge construction and representation * New uses for representations * Cognition * Cognition research investigates interlinked processes of perception, reasoning, memory, learning, and action by participants in physical and socio-cultural situations. * The critical multidisciplinary aspects of Cognition research result from the need to uncover common foundations for integrated understanding of all phases of cognition, as carried out by a wide variety of cognitive entities (e.g., people, artificial agents, groups, organizations), cognizing (perceiving, reasoning/learning about, acting with) domain-specific phenomena of differing character, scale and complexity (e.g. perception of surface textures; organizational memory), in a wide variety of physical and social contexts (e.g. a laboratory, a crisis management scenario) under a range of specific constraints (e.g. complexity, realizability, or real-time constraints). * Another multidisciplinary driver is the need to understand how to apply the fruits of Cognition research effectively in many different domains. * New interdisciplinary Knowledge Networking research under the Representation thread includes: * New cognizing entities: * Cognition by individuals, groups, teams and organizations * Empirical studies of Knowledge networks as arenas for scientific experimentation, data gathering, analysis * Human comprehension in networked environments * Organizational and community memory systems * New objects of cognition such as: * Behavior and event processing of non-rigid objects * Complex, distributed, and open systems Groups, teams, organizations, institutions Specific domain entities Tasks of high complexity New cognitive issues and methods: Distributed cognition Dynamic adaptation Error processing and propagation; Exploiting parallel architectures for computation; Focus of attention High-level reasoning; Knowledge-based information processing; Learning effects of human exposure to virtual and real environments. Non-conceptual cognition; Perceptual, motor, and sensory-motor models; Perception-based problem solving Realizability of cognitive models Situated cognition Symbolic and geometric processing; Transfer of learning; skill training and acquisition Cognitive aspects of trust and believability !!!Agents Agents research studies the active and sometimes physically embodied algorithms, software, communications, and tools that can assist people in Knowledge Networking activities. Examples of agents include knowledge agents that seek and manipulate specific data or information collections ("Knowbots") from interconnected commuter networks, and cooperative physical agents such as robots, intelligent devices, special instruments, and other non-human natural agents or environments. The critical multidisciplinary aspects of Agents research result from the need to uncover common foundations for understanding how to support and augment a variety of people, teams, groups, and organizations, each with particular domain- or culture-specific needs, in performing unique domain-specific activities (e.g. doing bioscience, doing collaborative design, or emergency management), using a varied array of resources (scientific data sets, distributed simulations, specialized instruments), under a range of specific constraints (e.g. time, methodological, or performance quality constraints). Another multidisciplinary driver is the need to understand how to apply the fruits of Agents research effectively in many different domains. New interdisciplinary Knowledge Networking research under the Agents thread includes: Autonomy Building (and dismantling) information-rich virtual communities and organizations Domain-specific contextual knowledge and commonsense knowledge for agents Coordination of activities and knowledge in heterogeneous systems and environments Degrees and types of augmentation and support for participants such as people, teams, or organizations. Designs and criteria for sensory-motor systems Distributed control Domain-specific contextual knowledge and commonsense knowledge for agents Dynamic adaptation and evolution of agents Engineering methodologies Interoperability of agents Incentive structures Knowledge at new scales: large collections of tiny, heterogeneous distributed agents; distributed knowledge networks for control of MEMS Load and complexity management Mathematical algorithms, machine architectures, and networking technologies for knowledge agents in information spaces Multi-agent systems Modularity, parallelism and complexity Pathologies and immune systems in large-scale human-computing aggregates, e.g. malicious agents, viruses, junk, "knowledge storms" Possible or optimal domain, range and scope of the agents' functionality Principles of decomposition and organization of tasks and resources (division of labor) Robustness, fault-tolerance, and reliability Specific domain-dependent agents for assisting in information analysis, decision making, and remote control of instruments and access to information resources Trust, confidence, and believability User, team, and organizational requirements and their evolution. !!!Corpora Investigations of corpora (plural of "corpus") research the entire lifecycle (creation, structuring, storage, maintenance, use and disposal) of general and community-specific collections of data, information, and knowledge, ranging across ad hoc data collections, complex scientific databases, large and distributed digital libraries and even such unconventional entities as digital forms of artifacts in museums. Research in Corpora is a critical enabler of Knowledge Networking: people's ability to access, retrieve and comprehend information from complex databases and sources depends on how that information is created, structured, stored, presented, and managed. New interdisciplinary Knowledge Networking research under the Corpora thread has two objectives: To accelerate cross-disciplinary database research, and to develop new kinds of cross-disciplinary data-sharing mechanisms, infrastructures, and relationships that can facilitate new interdisciplinary experimental research. Relevant research topics include: * Active and real-time databases and data sources * Classification and taxonomizing processes * Collection and indexing of retrospective and real-time data sources * Community, organizational, and social filtering of information and knowledge * Data and knowledge mining * Dealing with evolution of structure, function, content, and user requirements * Digital libraries and repositories across disciplines and application domains * Disciplinary databases; multi-lingual, cross-cultural, societal collections * Dissemination and distribution * Domain-specific taxonomies and ontologies * Dynamic synthesis of new structure, views, and metadata * Economics and valuation of information and content * Evolution of structure, function and content * Experimental evaluation * High-confidence and reliability * Intellectual property rights and ownership * Intelligent transaction processing * Meta-data research * Multi-modal information management * Object and multimedia environments * Organizations as active knowledgebases * Public access policies * Reliability, security, quality of data and data services * Searching, filtering, fusion, indexing and retrieval tools * Security and authorization * Structure, functionality and organization of corpora * Technologies of intellectual property, e.g., "terms and conditions" * Vertically and horizontally linked data sources

Things to Read

brian — 2010-08-05

[[The new type of learner and why the university must change|http://www.edge.org/3rd_culture/tapscott09/tapscott09_index.html]] The International Journal of Digital Curation From Duke about a metadata editor http://library.duke.edu/blogs/digital-collections/2008/10/10/a-metadata-tool-that-scales/#more-111 http://www.extensiblecatalog.org/files/XCSchemaProperties20090107.pdf http://halfanhour.blogspot.com/2010/03/three-models-of-knowledge-production.html

Libraries as infrastructure

brian — 2010-08-05

"Becomes visible upon breakdown" the only time you (want) to see a library is when it doesn't work >If all libraries are good for is contracting for goods, then why not hand this off to the people who order the office supplies or the lab supplies? Surely they have to select among various suppliers -- isn't that the same?

LIbrary Users

brian — 2010-08-05

What users want from a library: >This brings me back to my original point about librarians and libraries. My most pressing need is to gain access to more of the academic literature with fewer hurdles. Access from my computer. Anywhere. With fewer clicks through proxy servers and specialized journal links. >I guess I don't really have any use for librarians per se. Except in so far as they get me closer to these unfettered access goals. From another user: >I see libraries going in three different directions. >One really important function (just now at least) is managing the byzantine world of publishers and subscriptions. Making sure we actually have access to what we want, hopefully without breaking the budget of the University. >Another role is basically IT infrastructure and support. I would like to see this become more explicitly a function of the library and less it's own department. 95+% of IT is about making sure people have access to the information resources they need... and I think the libraries would probably do a better job of it since it is baked into "what they do" (unlike many IT departments). It is also notable that libraries already deal with "user generated" data, not just access to externally published stuff. >Finally, I see librarians becoming more like consultants (such as stats consultants).

GeoCoding Links

brian — 2010-08-05

http://geocoder.us/ http://wiki.openstreetmap.org/wiki/Main_Page

Perl Script

brian — 2010-06-24

{{{ #!/iiidb/software/tpp/perl/bin/perl -w use Net::LDAP; use Net::LDAPS; use strict; use CGI qw(unescape); # #----------------------------------------------------------------------- # This perl script is provided as an example for libraries that want to # employ Innovative's "plugin" model for External Patron Verification. # # The example script queries multiple LDAP servers depending on the type # of user, e.g. staff/faculty vs. student; campus1 vs. campus2; etc. # # This script is not intended to be "standalone" but is instead called by # the Innovative checkLDAP script. # # Innovative provides this example script as a courtesy to libraries that # have multiple LDAP servers. The library is responsible for customizing # this script with local values, enhanced functionality, etc. #----------------------------------------------------------------------- # my $debug = "yes"; open (DEBUG, ">>/tmp/checkLDAP_dlevy.log") if ($debug eq "yes"); # # LDAP connection information is stored in arrays of size 2. # The script assumes that the first location (0) in the array # contains the connection information for the student LDAP server, # i.e. the input extpatserver = student, if extpatserver = staff the # script uses the connection information from the second location (1) # in the following arrays. # If there is no value in extpatserver, the script queryies the student # LDAP server. # These arrays should be initialized here with the real values. # To customize this script for you system, configure the following # arrays: # # m_sLDAPServer : contains the host domain name of the LDAP servers. # # m_nPort : specifies the port used to connect to the LDAP server. # # m_bUseLDAPS : set to 1 if you use a secure connection i.e. port 636, # set to 0 if you use a non-secure connection. # m_sBindBase : contains a string that defines which database to use # on the LDAP server on the first bind command; # if empty use anonymous bind. # # m_sBindPassword : contains the password of the administrator account # you use to bind. Set the password unencrypted, # i.e. use the string you received from the LDAP # adminstartor as it is. # m_sBindUser : set the login of the administartor account, or an empty string # # m_bUseOneBind: set to 1 if you use user's credentials to bind. # # m_sSearchAttribute : contains the primary search attribute to be used # (university ID, for example) when searching for # a given patron on the LDAP server. # # m_sSearchBase : contains the search DN used to retrieve user records. # # m_sIDAttribute : contains the attribute in the data returned by the LDAP # server which is used as the patron search key on the # Millennium server. # my @m_sLDAPServer = ("",""); my @m_nPort = ("",""); my @m_bUseLDAPS = (0,0); my @m_sBindBase = ("",""); my @m_sBindPassword = ("",""); my @m_sBindUser = ("",""); my @m_bUseOneBind = (0,0); my @m_sSearchAttribute = ("",""); my @m_sSearchBase = ("",""); my @m_sIDAttribute = ("",""); my $m_bUseLDAPPassword = 1; my $m_bTryMillenniumAfterBadVerify = 0; my @m_nTimeOut = (3,3); my $m_sLDAPVersion = 3; # # Input variables are stored in teh following variables # my $m_sUserName = ""; my $m_sUserId = ""; my $m_sPassword = ""; my $m_sServer= ""; my $m_hLDAP; my $m_whichServer = 0; #Identifies which server to query by index, either 0 or 1 my $m_hSearchMessage; my $m_bVerbose = 0; #my $m_bVerbose = 1; my $m_nTimeOut = 3; my $m_sOriginalUserId; my $m_sResult = "Failed"; my $m_sLogMessage = ""; my $m_sIIIDB = ""; #------------------------------------------------------------ # log a message for each verification to $IIIDB/errlog/ldap.log # append if is used to wrap log so it doesn't grow to big #------------------------------------------------------------ sub logger { my $sMessage = shift; my $sOutName = $m_sIIIDB . "/errlog/ldap.log"; if( ( -e "$sOutName" ) && ( -s "$sOutName" ) > 100000 ) { rename( "$sOutName", "$sOutName.old" ); system( "touch $sOutName" ); } open( OUT, ">>$sOutName" ) || die( "Cannot appendf $sOutName\n" ); my ($nSec,$nMin,$nHr,$nDay,$nMonth,$nYear,$sRest) = localtime(); my $sDenseTime = sprintf "%4.4d%2.2d%2.2d%2.2d%2.2d%2.2d", $nYear + 1900, $nMonth + 1, $nDay, $nHr, $nMin, $nSec; print OUT "$sDenseTime:$m_sOriginalUserId:$m_sUserId" . ":$m_sLogMessage:$sMessage\n"; if( $m_bVerbose ) { print "$sDenseTime:$m_sOriginalUserId:$m_sUserId" . ":$m_sLogMessage:$sMessage\n"; } close( OUT ); } #---------------------------------------------------------------- # # Innovative checkLDAP script # The Innovative Perl script sends the following name/value pairs # via STDIN to this plugin script: # # extpatid= is the patron ID number. # # extpatpw= is the patron password. # # extpatserver= indicates the patron's choice of # "student" or "staff" # #---------------------------------------------------------------- sub parseInput { while( <> ) { chomp; for( split /\&/ ) { if( /^extpatname=(.*)/ ) { $m_sUserName = unescape($1); } elsif( /^extpatid=(.*)/ ) { $m_sUserId = unescape($1); } elsif( /^extpatpw=(.*)/ ) { $m_sPassword = unescape($1); } elsif( /^extpatserver=(.*)/ ) { $m_sServer= unescape($1); } } } } #--------------------------------------------------------------- # # Open a connection to the LDAP server. # #--------------------------------------------------------------- sub doConnect { my @aLDAPArgs; push( @aLDAPArgs, $m_sLDAPServer[$m_whichServer] ); push( @aLDAPArgs, port => $m_nPort[$m_whichServer] ); if( $m_bUseLDAPS[$m_whichServer] ) { $m_hLDAP = new Net::LDAPS( @aLDAPArgs ) || systemError( "Cannot create session, args=@aLDAPArgs" ); } else { $m_hLDAP = Net::LDAP->new( @aLDAPArgs ) || systemError( "Cannot create session, args=@aLDAPArgs" ); } if( ! defined( $m_hLDAP ) ) { systemError( "Bad return from LDAP->new with args=@aLDAPArgs" ); } if( $m_bVerbose ) { print "LDAP connection established args=@aLDAPArgs\n"; } return 1; } #------------------------------------------------------------ sub doBind { #expects the following parameters my $sBindBase = shift; my $sBindUser = shift; my $sBindPassword = shift; my $sMessage = shift; my $bReturnOnVerifyError = shift; my @aBindArgs; my $mesg; if( $sBindBase ne "" ) { push( @aBindArgs, dn => $sBindBase ) ; } if( $sBindPassword ne "" ) { push( @aBindArgs, password => $sBindPassword ); } if( $m_sLDAPVersion ne "" ) { push( @aBindArgs, version => $m_sLDAPVersion ); } $mesg = $m_hLDAP->bind( @aBindArgs ) || systemError("Failed to bind args=dn $sBindBase version $m_sLDAPVersion"); if( $m_bVerbose ) { print "Bindargs = @aBindArgs\n"; } if( $mesg->code() ) { if( $bReturnOnVerifyError ) { return( 0 ); } else { verifyError( "$sMessage:bind failed:mesg=" . "(". $mesg->code() . "),args=dn $sBindBase version $m_sLDAPVersion" ); exit( 0 ); } } if( $m_bVerbose ) { print "Bind succeeded\n"; } return( 1 ); } #------------------------------------------------------------ # performs a search, if the count is not 1 and there exists # a fallback search method try that. #------------------------------------------------------------ sub doSearch { my @aSearchArgs; push( @aSearchArgs, base => $m_sSearchBase[$m_whichServer] ); my $sFilter = "$m_sSearchAttribute[$m_whichServer]=$m_sUserId"; push( @aSearchArgs, filter => "$sFilter" ); alarm $m_nTimeOut; $m_hSearchMessage = $m_hLDAP->search( @aSearchArgs ) || systemError ("Failed on search args=@aSearchArgs"); alarm 0; if( $m_hSearchMessage->code() ) { verifyError( "search failed mesg=" . "(". $m_hSearchMessage->code() . "),args=@aSearchArgs" ); return 0; } if( $m_bVerbose ) { printf( "Search done: args=@aSearchArgs\n" ); } my @aList = $m_hSearchMessage->all_entries; my $nCount = $#aList + 1; if( $m_bVerbose ) { print "Search found $nCount matching patrons\n"; } return $nCount; } #------------------------------------------------------------ sub checkPassword { my $hEntry = shift; if( $m_bUseLDAPPassword == 0 ) { return 1; } my $sVerifyUserName = $m_sUserId; if( ! doBind( $hEntry->dn(), $sVerifyUserName, $m_sPassword, "Bad password", $m_bTryMillenniumAfterBadVerify ) ) { return( 0 ); } $m_sLogMessage .= "good password "; if( $m_bVerbose ) { print "Password check succeeded\n"; } return( 1 ); } #------------------------------------------------------------ # verification has failed log and exit with string Error #------------------------------------------------------------ sub verifyError { my $sMessage = shift; $m_sUserId = "Error"; # this is the string we will return to the webpac if( defined $m_hLDAP ) { $m_hLDAP->unbind; } logger( $sMessage ); print "extvererr=$sMessage\n"; } #------------------------------------------------------------ # log an error message to the syserr file #------------------------------------------------------------ sub logError { my $sMessage = shift; my $sSyserr = $m_sIIIDB . "/errlog/syserr"; if( open( SYSERR, ">>$sSyserr" ) ) { print SYSERR "$sMessage\n"; close( SYSERR ); } } #------------------------------------------------------------ # log an error message to the syserr file and exit with Error #------------------------------------------------------------ sub systemError { my $sMessage = shift; $m_sUserId = "Error"; # this is the string we will return to the webpac if( defined $m_hLDAP ) { $m_hLDAP->unbind; } logger( "$sMessage ($!)" ); logError( "$sMessage ($!)" ); print "extsyserr=$sMessage\n"; exit 1; } #--------------------------------------------------------------- sub cleanUpAndExit { $m_hLDAP->unbind; # take down session exit 0; } #--------------------------------------------------------------- sub notFound { my $sMessage = shift; if( ! defined( $sMessage ) ) { $sMessage = "no message"; } print "extvererr=$sMessage\n"; cleanUpAndExit(); } #------------------------------------------------------------ # catches alarm, we set alarm so we don't wait forever for the ldap server #------------------------------------------------------------ sub catchAlarm { logError( "Timeout occurred" ); } #------------------------------------------------------------ # # main() starts here # # it is CRITICAL that nothing read stdin that will be done by # parseInput after the globals are loaded and a user script # has been ruled out # #------------------------------------------------------------ $SIG{ALRM} = \&catchAlarm; parseInput(); print DEBUG "The userID entered is: $m_sUserId\n" if ($debug eq "yes"); $m_sOriginalUserId = $m_sUserId; if( $m_sPassword eq "" ) { verifyError( "password not specified" ); exit( 0 ); } if( $m_sUserId eq "" ) { verifyError( "got empty lookup field" ); exit( 0 ); } if( $m_sServer eq "staff" ) { $m_whichServer = 1; } else { $m_whichServer = 0; } if( ! doConnect() ) { exit 0; } if( $m_bUseOneBind[$m_whichServer] ) { my $sTempUserName = $m_sUserId; } if( ! doBind($m_sBindBase[$m_whichServer], $m_sBindUser[$m_whichServer], $m_sBindPassword[$m_whichServer] ,"",$m_bUseOneBind[$m_whichServer] )) { notFound( "no bind" ); } my $nMatchCount = doSearch(); if( $nMatchCount == 0 ) { $m_sLogMessage .= "not on LDAP, "; notFound( "not found" ); } elsif( $nMatchCount == 1 ) { $m_sLogMessage .= "on LDAP "; my @aList = $m_hSearchMessage->all_entries; my $hEntry = pop @aList; if( $m_bVerbose ) { print "Entry dn= " . $hEntry->dn() . "\n"; $hEntry->dump; } if( ! $m_bUseOneBind[$m_whichServer] && ! checkPassword( $hEntry ) ) { $m_sLogMessage .= "failed password on LDAP, "; notFound( "failed password" ); } else { my @sID = $hEntry->get_value( $m_sIDAttribute[$m_whichServer] ); my $sID; if( ! @sID ) { verifyError("Could not find attribute $m_sIDAttribute[$m_whichServer]"); notFound( "no attribute" ); } $sID = $sID[0]; if( ! defined( $sID ) || $sID eq "" ) { verifyError("Could not get attribute $m_sIDAttribute[$m_whichServer]"); notFound( "no attribute" ); } $m_sUserId = $sID; } } else { $m_sLogMessage .= "many on LDAP "; verifyError( "$m_sUserId had $nMatchCount matches on LDAP server" ); } logger( "OK" ); print "extid=$m_sUserId\n"; cleanUpAndExit(); 1; }}}

III LDAP

brian — 2010-06-24

Screens that need edit: http://csdirect.iii.com/manual/i_search_patron_verifica_ext.html Product Overviw: http://csdirect.iii.com/documentation/ldap.shtml

What we should be working on

brian — 2010-06-23

* Digital Libraries Development * Tools and Techniques for Managing Digital Repositories * Digital Resource Management Strategies * Evaluation of Digital Libraries * Content Development: Tools and Techniques * Cultural Issues of Online Services * Technology Issues in Online Services * Standards and Specifications for Digital Objects * Metadata Standards, Interoperability and Crosswalks * Case Studies of Digital Libraries and Institutional Repositories * Multilingual Digital Libraries * Digital Preservation Strategies * Web Retrieval Tools and Strategies * User Interface and Patron Interactions Tools * Open Source Software Tools for Digital Library Development * Open Access Initiatives, Open Access Repositories * Open Access for Scholarly Contents * Information Management Using Web 2.0/3.0 Technologies * Social Networking Tools for Information Services * Knowledge Organization Techniques * Knowledge Representation Models * Emergent Techniques for Search Algorithms and Context Sensitive Indexing * Semantic Web Technologies for Knowledge Representation and Management * Ontologies and Approaches to Building Ontologies

Z3950 connections

brian — 2010-05-26

[[Documentation|http://www.etsupp.com/z3950/]] For ProQuest Classic: * Host Name proquest-z3950.umi.com * Port 210 * Database PQ_current * User ID/Password any valid ProQuest ID and password For Historical Newspapers: * Host Name hnz39.umi.com * Port 210 * Database PQHNP * User ID/Password any valid ProQuest ID and password Note: Our Z39.50 server does not support IP authentication at this time 0J7F3BKGMJ

Premis RDF

brian — 2010-05-26

http://annotation.lanl.gov/premis/

Micro Curation Video

brian — 2010-05-24

http://www.cdlib.org/cdlinfo/2010/05/21/webinar-of-merritt-repository-development/

Course Management Systems

brian — 2010-05-10

[[from|http://www.jonmott.com/blog/2010/01/the-cms-and-the-pln/]] !!!CMS Strengths * Simple, consistent, and structured Integration with student information systems (SISs) so student rosters are automagically populated in courses * Private and secure (i.e., FERPA compliant) * Tight tool integration (e.g., quiz scores populated in gradebooks) * Supports sophisticated content structuring (e.g., sequencing, branching, and adaptive release) !!!CMS Weaknesses * As it is widely implemented, the CMS is time-bound (i.e., courses go away at the end of the semester) * Teacher, rather than student, centric * Courses are walled off from each other and from the wider Web, thereby negating the potential of the network effect * Limited opportunities for students to "own" and manage their learning experiences within and across courses * Rigid, non-modular tools * Interoperability challenges and difficulties (significant progress is being made on this front, but the ability to easily move data in and out of the CMS and to plug in alternative tools to replace or enhance native tools remains to be seen) !!!PLN Strengths *Almost limitless variety and functionality of tools * Customizable and adaptable * No artificial time boundaries -- remains "on" before, during, and after matriculation * Open to interaction and connection with persons without regard to their official registration in programs or courses * Easily sharable with others both inside and outside of courses, programs, and institutions * Student-centric (i.e., each student selects and uses the tools that make sense for their particular needs and circumstances) * Compilable via simple technologies like RSS !!!PLN Weaknesses * Complex and difficult to create for inexperienced students and faculty members * Potential security and data exposure problems -- FERPA issues abound * Limited institutional control over data * Absent or unenforceable SLAs -- no ability to predict or resolve Web application performance issues, outages, or even disappearance

What's wrong with BlackBoard

brian — 2010-05-10

>Blackboard remains first and foremost a semester-based, content-delivery oriented, course management system. The software is not (at least noticeably) evolving to become a student-centered learning management system. And while the addition of wikis and blogs inside the Blackboard system is as welcome improvement, there is still little or no integration between student learning tools "inside the moat" and outside of it "in the cloud."

Integrative Lerning

brian — 2010-05-10

[img[http://upload.wikimedia.org/wikipedia/en/0/08/Integrative_learning_concept_map.gif]]

Distance Education Notes

brian — 2010-05-10

[[Review of the literature|http://www.irrodl.org/index.php/irrodl/article/view/741/1433]] [[Distributed Learning Environment|http://wiki.cetis.ac.uk/images/6/6c/Distributed_Learning.pdf]] "Online education exists because of the ability to financialize products, cutting costs on expensive face to face course content, and to de-skill or re-skill the profession of their old teaching epistemologies... " -- Quote from Chronicle !!!Macro level: Distance education systems and theories. # Access, equity, and ethics: The democratization of access to distance education afforded by new media and by finding ways to deliver high-quality education to those who have limited resources and poor infrastructure; issues that refer to the (sustainable) provision of distance education in developing areas. What is the impact of distance education (e.g., via mobile learning) on narrowing the digital divide and what is the role of ICT (information and communication technologies) and/or OER (open educational resources) in terms of access to education? # Globalization of education and cross-cultural aspects: Aspects that refer to the global external environment and drivers, the development of the global distance education market, teaching and learning in mediated global environments, and the implications for professional development. # Distance teaching systems and institutions: Distance education delivery systems, the role of institutional partnerships in developing transnational programmes, and the impact of ICT on the convergence of conventional education and distance education institutions (hybrid or mixed-mode). # Theories and models: Theoretical frameworks for and foundations of distance education, e.g., the theoretical basis of instructional models, knowledge construction, interaction between learners, or the impact of social constructivism learning theories on distance education practice. # Research methods in distance education and knowledge transfer: Methodological considerations, the impact of distance education research and writing on practice, and the role of professional associations in improving practice. Literature reviews and works on the history of distance education are also subsumed within this area. !!!Meso level: Management, organization, and technology. # Management and organization: Strategies, administration, and organizational infrastructures and frameworks for the development, implementation, and sustainable delivery of distance education programmes. What is required for successful leadership in distance education? Distance education and policies relating to continuing education, lifelong learning, and the impact of online learning on institutional policies, as well as legal issues (copyright and intellectual property). # Costs and benefits: Aspects that refer to financial management, costing, pricing, and business models in distance education. Efficiency: What is the return on investment or impact of distance education programmes? What is the impact of ICT on the costing models and the scalability of distance education delivery? How can cost effective but meaningful learner support be provided? # Educational technology: New trends in educational technology for distance education (e.g., Web 2.0 applications or mobile learning) and the benefits and challenges of using OERs, media selection (e.g., synchronous vs. asynchronous media), technical infrastructure and equipment for online learning environments, and their opportunities for teaching and learning. # Innovation and change: Issues that refer to educational innovation with new media and measures to support and facilitate change in institutions (e.g., incentive systems for faculty, aspects referring to staff workloads, promotion, and tenure). # Professional development and faculty support: Professional development and faculty support services as a prerequisite for innovation and change. What are the competencies of online teachers and how can they be developed? # Learner support services: The infrastructure for and organisation of learner support systems (from information and counselling for prospective students about library services and technical support to career services and alumni networks). # Quality assurance: Issues that refer to accreditation and quality standards in distance education. The impact of quality assurance and high quality learner support on enrolments and drop-out/retention, as well as reputation and acceptance of distance education as a valid form of educational provision. !!!Micro level: Teaching and learning in distance education. # Instructional design: Issues that refer to the stages of the instructional design process for curriculum and course development. Special emphasis is placed on pedagogical approaches for tutoring online (scaffolding), the design of (culturally appropriate) study material, opportunities provided by new developments in educational technology for teaching and learning (e.g. Web 2.0 applications and mobile devices), as well as assessment practices in distance education. # Interaction and communication in learning communities: Closely related to instructional design considerations is course design that fosters (online) articulation, interaction, reflection, and collaboration throughout the learning and teaching process. Special areas include the development of online communities, gender differences, and cross-cultural aspects in online communication. #. Learner characteristics: The aims and goals of adult learners, the socio-economic background of distance education students, their different learning styles, critical thinking dispositions, and special needs. How do students learn online (learner behavior patterns, learning styles) and what competencies are needed for distance learning (e.g., digital literacy)?

Common Cartridge

brian — 2010-05-10

[img[/filestore/uploads/learning/commoncartridge.jpg]]

Formating - Adding CSS Class

brian — 2010-05-04

* {{{@@CssProperty:value;CssProperty:value;...@@}}}
''N.B.:'' CSS color definitions should use lowercase letters to prevent the inadvertent creation of WikiWords. * {{{{{customCssClass{...}}}}}} /% DEBUG: buggy %/ * raw HTML can be inserted by enclosing the respective code in HTML tags: {{{ ... }}}

RDF at USCD

brian — 2010-05-04

The following are some examples of what the user interface for our system displays: (download and zoom in on the files for closer viewing, if you like)

RDF triples
JSON view of data
JSON manifestation of data for processessing by client-side JavaScript
RDF XML file
RDF graph

RDF Journal Article

brian — 2010-05-04

@prefix rdf: . @prefix dcterms: . @prefix bibo: . @prefix xsd: . @prefix foaf: . <_:article1> rdf:type bibo:AcademicArticle; dcterms:title "AN UNUSUAL NEW NEOSAUROPOD DINOSAUR FROM THE LOWER CRETACEOUS HASTINGS BEDS GROUP OF EAST SUSSEX, ENGLAND"@en; dcterms:creator <_:author1>, <_:author2>; dcterms:abstract """Xenoposeidon proneneukos gen. et sp. nov. is a neosauropod represented by BMNH R2095, a well-preserved partial mid-to-posterior dorsal vertebra from the Berriasian-Valanginian Hastings Beds Group of Ecclesbourne Glen, East Sussex, England. It was briefly described by Lydekker in 1893, but it has subsequently been overlooked. This specimen's concave cotyle, large lateral pneumatic fossae, complex system of bony laminae and camerate internal structure show that it represents a neosauropod dinosaur. However, it differs from all other sauropods in the form of its neural arch, which is taller than the centrum, covers the entire dorsal surface of the centrum, has its posterior margin continuous with that of the cotyle, and slopes forward at 35 degrees relative to the vertical. Also unique is a broad, flat area of featureless bone on the lateral face of the arch; the accessory infraparapophyseal and postzygapophyseal laminae which meet in a V; and the asymmetric neural canal, small and round posteriorly but large and teardrop-shaped anteriorly, bounded by arched supporting laminae. The specimen cannot be referred to any known sauropod genus, and clearly represents a new genus and possibly a new `family'. Other sauropod remains from the Hastings Beds Group represent basal Titanosauriformes, Titanosauria and Diplodocidae; X. proneneukos may bring to four the number of sauropod `families' represented in this unit. Sauropods may in general have been much less morphologically conservative than is usually assumed. Since neurocentral fusion is complete in R2095, it is probably from a mature or nearly mature animal. Nevertheless, size comparisons of R2095 with corresponding vertebrae in the Brachiosaurus brancai holotype HMN SII and Diplodocus carnegii holotype CM 84 suggest a rather small sauropod: perhaps 15 m long and 7600 kg in mass if built like a brachiosaurid, or 20 m and 2800 kg if built like a diplodocid."""@en; dcterms:subject , , ; dcterms:isPartOf <_:journal1>; bibo:volume "50"^^xsd:integer; bibo:issue "6"^^xsd:integer; bibo:numPages "18"^^xsd:integer; bibo:pages "1547-1564"; bibo:pageStart "1547"^^xsd:integer; bibo:pageEnd "1564"^^xsd:integer; dcterms:issued "2007-11"^^xsd:date; dcterms:language ; bibo:authorList ( <_:author1> <_:author2> ); bibo:doi "10.1111/j.1475-4983.2007.00728.x". <_:journal1> rdf:type bibo:Journal; dcterms:title "Palaeontology"; bibo:issn "0031-0239"; foaf:homepage >; dcterms:publisher <_:publisher1>. <_:publisher1> rdf:type foaf:Organization; foaf:name "Blackwell Publishing"; foaf:homepage ; dcterms:isPartOf <_:publisher2>. <_:publisher2> rdf:type foaf:Organization; foaf:name "Wiley-Blackwell"; foaf:homepage ; dcterms:isPartOf <_:publisher3>. <_:publisher3> rdf:type foaf:Organization; foaf:name "John Wiley & Sons, Inc."; foaf:name "Wiley"; foaf:homepage . <_:author1> rdf:type foaf:Person; foaf:name "Michael Taylor"; foaf:givenName "Michael"; foaf:familyName "Taylor"; foaf:homepage ; foaf:depiction ; foaf:topic_interest , ; foaf:made <_:article1>. <_:author2> rdf:type foaf:Person; foaf:name "Darren Naish"; foaf:givenName "Darren"; foaf:familyName "Naish"; foaf:homepage ; foaf:depiction ; foaf:topic_interest , ; foaf:made <_:article1>.

Library Futures

brian — 2010-05-04

!!! Libraries as viewed from the Administration Building http://www.libraryjournal.com/article/CA6726948.html What are the most likely Outcomes? * Within five years, libraries will focus exclusively on electronic resources * Academic computing and libraries will merge. * Librarians who do not produce will be reassigned or fired. * The library will only house materials that are actively used. * Libraries will shrink, in both collection size and staffing, and funding will be redirected from libraries to more critical and productive areas of the university. Possibly non of these!

Learning Mangement Systems

brian — 2010-04-23

http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/EnvisioningthePostLMSEraTheOpe/199389

URLs for items in an application

brian — 2010-04-23

1. url for the item itself 2. url for the web page that displays the item 3 url for what the item is about

Conversation

brian — 2010-04-20

Cataloguers: We want something better than MARC. LoC: Okay, did you have anything specific in mind? Cataloguers: Not really, just.. you know, better. LoC: Okay, here you go Cataloguers: No, no, that's not good enough.

What Metadata do you need

brian — 2010-04-20

You need to get information into the "records" about stuff that 1. isrelevant to the container, and 2. relevant to its contents, and 3. relevant to its surroundings (the context and task of the reader)

Buckland and the Catalog

brian — 2010-04-20

The classic definition of the purpose of a library catalog is that of C. A. Cutter, who stated that the "objects" of a catalog were: To enable a person to find a book of which either * the author ) * the title ) is known * the subject ) * To show what the library has ** by a given author **on a given subject **in a given kind of literature [poetry, drama, fiction]. *To assist in the choice of a work **as to its edition (bibliographically) **as to its character (literary or topical) (Endnote 5).

Metadata Elsewhere

brian — 2010-04-16

The Maryland Specs look like they are doable but I have to wait and see. [[UMDM|http://www.lib.umd.edu/dcr/publications/taglibrary/umdm.html]] [[UMAM|http://www.lib.umd.edu/dcr/publications/taglibrary/umam.html]] [[UVA|http://www.lib.virginia.edu/digital/metadata/]] [[Getty|http://www.getty.edu/research/conducting_research/standards/intrometadata/crosswalks.html]]

Digital Reading

brian — 2010-04-14

[[from Black Plastic Glasses|http://www.blackplasticglasses.com/2010/03/23/digital-reading/#more-445]] Digital learning is not pedagogic reading, but rather pedagogic reading is only part of what digital learning can offer. Digital learning can provide continuous assessment, remediation, advanced learning tools, integrated reference and multimedia. For example, imagine a digital algebra textbook that opens with an adaptive assessment tool that determines how much prior knowledge and skills a student brings to the work. If the student is weak in certain areas, remediation can be delivered before the algebra work is started. If she is highly proficient, she could be delivered a sped up curriculum allowing her to get ahead and advance more quickly. In this way digital learning opens up huge and fundamental challenges to the entire learning establishment -- from the schools through the textbook publishers. Current systems of classroom management are mightily challenged by 2 or 3 sets of student paces -- imagine all 50 students in a classroom progressing at their own pace. And where our methods of teaching are challenged so too is the publishing world. No textbook publisher can drop its enormous investment in legacy print programs and invest the ungodly amounts it would take to build systems and platforms to deliver true digital learning. So the fate of pedagogic reading rests not so much on the success of devices or platforms that students will buy into, but more in the ability of the educational ecosphere to adapt the systems of teaching and textbooks to the potential that digital learning holds. This isn't to say there won't be successful endeavors taking linear textbook content and adapting them to digital -- there will be plenty of success for platforms and products such as the iPad and the eDGe. However, their level of success will be limited to the commercial viability of digital pedagogic reading -- not the true potential that digital learning holds.

What is librarianship

brian — 2010-04-11

[[Notes from Fytton Roland 1998|http://www.bodley.ox.ac.uk/icsu/rowlandppr.htm]] books are for the teaching library, journals for the research library !!! Library Roles The traditional roles of the librarian in the era of print can be defined as follows. * Collection development and acquisition: to select and purchase material - printed journals, abstracts and indexes, monographs, etc. * Cataloguing and classification: to organise and provide access to information - physically and via lists and catalogues. * Circulation: to reserve materials for and lend materials to users, and recover materials from them. * Reference work: to advise library users and to provide and facilitate quick and easy access to information. * Preservation, conservation and archiving: to archive, preserve and conserve information in perpetuit.

Build or Buy

brian — 2010-04-10

Decades of trial, error, and egghead analysis have yielded a consensus conclusion: Buy when you need to automate commodity business processes; build when you're dealing with the core processes that differentiate your company.

TK Finding Aid

brian — 2010-04-09

Layed out in tables (can we not do that?) *head *body **main *** header

How do I do the CAO Counts

brian — 2010-04-06

With cron I just update the xml file using xmlstarlet

Library Mission

brian — 2010-03-31

Collect and perserve or disseminate?

Data Structures

brian — 2010-03-31

"Becoming an expert in data structures is... not of much value if the thoughts you want to express are all muddled"

OAI Harvester

brian — 2010-03-25

from ben o'steen from oaipmhscraper import OAIPMHScraper oaipmh = OAIPMHScraper("dspace","http://library.wcsu.edu/dspace-oai/request", "oai:library.wcsu.edu:")

Vocabulary Links

brian — 2010-03-23

http://digital2.library.unt.edu/vocabularies/agent-qualifiers/

Semantic Web Topic

brian — 2010-03-19

This is good for every element but it is also good as an example of a topic map. http://semanticweb.org/wiki/Semantic_Web_Topic_Hierarchy Find out about "semantic web for research commnunities" SWRC ontology http://sindice.com/ http://semanticweb.org/wiki/Ontology

Stuff That I need to get back

brian — 2010-03-16

bibutils package

Dublin Core Description Set Statement

brian — 2010-03-08

!!!What are the possible elements of a statement? Statement ( ResourceURI ( ) PropertyURI ( dcterms:subject ) ValueClassURI ( ) VocabularyEncodingSchemeURI ( ) ValueString ( "Metadata" ) ValueString ( "Métadonnées" ) ) LiteralValueString ( "DCMI Home Page" Language ( en-GB ) SyntaxEncodingSchemeURI ( ) ValueRef - ValueID

Scholars Site from Harvard

brian — 2010-03-05

[[Uses Drupal (but could be done with Zope)|http://scholar.harvard.edu/bsimmons/home]] What we should be doing for the Provost

Industrial learning objects

brian — 2010-03-04

LMS have been used primarily to provide access to "courseware" (e.g. syllabi, lecture notes, supporting slides, reading lists and links). The reasons behind this are, on the one hand, the reluctance of teachers to experiment with organising and moderating Web-based learning processes and, on the other hand, the lack of capability of LMS to handle didactically more complex learning designs."

Dublin Core Description Sets

brian — 2010-03-04

[[Reference|http://dublincore.org/documents/dc-ds-xml/]] According to the "Description Set Model" of the DCMI Abstract Model [ABSTRACT-MODEL], a DC description set has the following structure: * a description set is made up of one or more descriptions * a description is made up of ** zero or one described resource URI and ** one or more statements * a statement is made up of ** exactly one property URI and ** exactly one value surrogate * a value surrogate is either a literal value surrogate or a non-literal value surrogate ** a literal value surrogate is made up of ** exactly one value string * a non-literal value surrogate is made up of ** zero or one value URIs ** zero or one vocabulary encoding scheme URIs ** zero or more value strings * a value string is either a plain value string or a typed value string ** a plain value string may be associated with a value string language ** a typed value string is associated with a syntax encoding scheme URI ** a non-literal value may be described by another description

Higher Edcuation

brian — 2010-03-04

!!!University Perspective * Visibility of degree programmes and research output of HE institutions * Curriculum design * Recruitment and retention of students * Efficiency of accreditation * Collaboration across departments and institutions through workflows * Integration of knowledge capital, cross-curricular initiatives * Transparency of data held by educational institutions !!! Other Issues * Course creation and delivery workflows * Group formation for learning and teaching activities * Critical thinking and argumentation support *Personal and group knowledge space construction * Assessment, certification and addressing of plagiarism !!!Collaborative activities * Team Building * Computer Mediated Discussion * Computer Mediated Experimentation * Role Play * Content Creation * Content Annotation * Simulation * Experiments !!!T&L activities involving the individual * Information Gathering * Information Handling * Information Publishing

Dspace Collections

brian — 2010-03-03

Content Types

brian — 2010-02-25

* Book * Book Item * Book Review * Conference Item * Conference Paper * Conference Poster * Journal Article * Journal Item * News Item * Patent * Report * Scholarly Text * Submitted Journal Article * Thesis or Dissertation * Working or Discussion Paper

Peer Institutions

brian — 2010-02-24

• Clarion University (PA) • Framingham State College (MA) • Indiana University at South Bend (IN) • Rutgers University at Camden (NJ) • Shippensburg University (PA) • SUNY-Fredonia (NY) • SUNY-Plattsburgh (NY) • Univeristy of Michigan at Flint (MI) • University of Wisconsin at River Falls (WI) • Worcester State College (MA)

Dublin Core with Qualifiers

brian — 2010-02-19

Dublin Core with Qualifiers

Element	Qualifier	Scope Note
contributor		A person, organization, or service responsible for the content of the resource. Catch-all for unspecified contributors
contributor	advisor	Use primarily for thesis advisor
contributor	author
contributor	editor
contributor	illustrator
contributor	other
coverage	spatial	Spatial characteristics of content
coverage	temporal	Temporal characteristics of content
creator		Do not use; for harvested metadata only
date		Use qualified form if possible
date	accessioned	Date DSpace takes possession of item
date	available	Date or date range item became available to the public
date	copyright	Date of copyright
date	created	Date of creation or manufacture of intellectual content if different from date.issued
date	issued	Date of publication or distribution.
date	submitted	Recommend for theses and dissertations
identifier		Catch-all for unambiguous identifiers not defined by qualified form; use identifier.other for a known identifier common to a local collection instead of unqualified form
identifier	citation	Bibliographic citation for works that have been published as a part of a larger work, e.g. journal articles, book chapters
identifier	govdoc	Government document number
identifier	isbn	International Standard Book Number
identifier	issn	International Standard Serial Number
identifier	sici	Serial Item and Contribution Identifier
identifier	ismn	International Standard Music Number
identifier	other	A known identifier type common to a local collection
identifier	uri	Uniform Resource Identifier
description		Catch-all for any description not defined by qualifiers
description	abstract	Abstract or summary
description	provenance	The history of custody of the item since its creation, including any changes successive custodians made to it
description	sponsorship	Information about sponsoring agencies, individuals, or contractual arrangements for the item
description	statementofresponsibility	To preserve statement of responsibility from MARC records
description	tableofcontents	A table of contents for this item
description	uri	Uniform Resource Identifier pointing to description of this item
format		Catch-all for any format information not defined by qualifiers
format	extent	Size or duration
format	medium	Physical medium
format	mimetype	Registered MIME type identifiers
language		Catch-all for non-ISO forms of the language of the item, accommodating harvested values
language	iso	Current ISO standard for language of intellectual content, including country codes (e.g., "en_US")
publisher		Entity responsible for publication, distribution, or imprint
relation		Catch-all for references to other related items
relation	isformatof	References additional physical form
relation	ispartof	References physically or logically containing item
relation	ispartofseries	Series name and number within that series, if available
relation	haspart	References physically or logically contained item
relation	isversionof	References earlier version
relation	hasversion	References later version
relation	isbasedon	References source.
relation	isreferencedby	Pointed to by referenced resource
relation	requires	Reference resource is required to support function, delivery, or coherence of item
relation	replaces	References preceeding item
relation	isreplacedby	References succeeding item
relation	uri	References Uniform Resource Identifier for related item
rights		Terms governing use and reproduction
rights	uri	References terms governing use and reproduction
source		Do not use; for harvested metadata only
source	uri	Do not use; for harvested metadata only
subject		Uncontrolled index term
subject	classification	Catch-all for value from local classification system; global classification systems will receive specific qualifier.
subject	ddc	Dewey Decimal Classification Number
subject	lcc	Library of Congress Classification Number
subject	lcsh	Library of Congress Subject Heading
subject	mesh	Medical Subject Headings
subject	other	Local controlled vocabulary
title		Title statement/title proper
title	alternative	Varying (or substitute) form of title proper appearing in item, e.g., abbreviation or translation
type		Nature or genre of content

Basic Energy Science

brian — 2010-02-18

http://www.sc.doe.gov/bes/BES.html http://www.eere.energy.gov/ http://ec.europa.eu/research/index.cfm?lg=en&pg=who&cat=a&tips=on Can you do anything with this?

Higher Educations and Students

brian — 2010-02-12

Well part of this relates to the key skills we expect our students to have/acquire. These include learning to learn (how to learn), teamwork (working in a group), self-management (managing time and tasks), communication (presentation, written), ICT (using computers/technology) and numeracy (working with numbers). These then feed in to intellectual skills (analysis, synthesis, evaluation, problem solving) and are assessed through essays, exams, MCQs, presentations, reports, projects, groupwork etc.

Maki Script

brian — 2010-02-11

{{{ BUFFERSIZE = 1024 * 512 # for file uploads def saveFile(self, name, targetFilename): """If "name" corresponds to an uploaded file, then open a file on the server specified by the fully-qualified filename "targetFilename" and write the file. Return 1 if file "name" existed and was saved successfully. Return 0 if no file existed for "name". An exception may be raised if file I/O fails. """ if(not self.get(name)): return 0 upfile = self.getFile(name) if(upfile): targetfile = open(targetFilename, "w") try: while(1): buffer = upfile.read(BUFFERSIZE) if(buffer): targetfile.write(buffer) else: break finally: targetfile.close() upfile.close() return 1 else: return 0 }}}

Zope Script

brian — 2010-02-11

{{{ if context.REQUEST.has_key ( 'username' ) and context.REQUEST.has_key ( 'password' ) and context.REQUEST.has_key ( 'email' ): if hasattr ( container.users, context.REQUEST.username ): return 'Sorry, someone else has registered with your username.' password = container.hash ( context.REQUEST.password ) container.users.manage_addProduct [ 'OFSP' ].manage_addFile ( context.REQUEST.username ) userObject = getattr ( container.users,context.REQUEST.username ) userObject.manage_addProperty ( 'password', password, 'string' ) userObject.manage_addProperty ( 'email', context.REQUEST.email, 'string' ) return 'Your account has been created.' return False }}}

Error Messages from Zope Products Zope-2.12

brian — 2010-02-09

http://svn.zope.org/Zope/tags/2.11.3/doc/ZOPE3.txt?rev=99667&view=auto {{{ /srv/Zope/Products/CookieCrumbler/CookieCrumbler.py:27: DeprecationWarning: HTMLFile is deprecated. import from App.special_dtml instead from Globals import HTMLFile /srv/Zope/Products/CookieCrumbler/CookieCrumbler.py:374: DeprecationWarning: InitializeClass is deprecated. import from App.class_init instead Globals.InitializeClass(CookieCrumbler) /srv/Zope/Products/Formulator/__init__.py:1: DeprecationWarning: DTMLFile is deprecated. import from App.special_dtml instead from Globals import DTMLFile /srv/Zope/Products/Formulator/Form.py:4: DeprecationWarning: Persistent is deprecated. import from Persistence instead from Globals import DTMLFile, Persistent /srv/Zope/Products/Formulator/FieldRegistry.py:3: DeprecationWarning: ImageFile is deprecated. import from App.ImageFile instead from Globals import ImageFile /srv/Zope/lib/python/Products.OAICore-2.3-py2.6.egg/Products/OAICore/core.py:7: DeprecationWarning: PersistentMapping is deprecated. import from Persistence instead from Globals import PersistentMapping /srv/Zope/Products/ParsedXML/DOM/Core.py:59: DeprecationWarning: The sre module is deprecated, please import re. import sre # Note that Python 1.5.2's re module chokes. Require sre. /srv/Zope/Products/ZWiki/__init__.py:12: DeprecationWarning: package_home is deprecated. import from App.Common instead from Globals import package_home, MessageDialog, ImageFile /srv/Zope/Products/ZWiki/__init__.py:12: DeprecationWarning: MessageDialog is deprecated. import from App.Dialogs instead from Globals import package_home, MessageDialog, ImageFile /srv/Zope/Products/ZWiki/OutlineSupport.py:54: DeprecationWarning: REPLACEABLE is deprecated. import from OFS.ObjectManager instead from Globals import InitializeClass, REPLACEABLE /srv/Zope/Products/ParsedXML/DOM/Core.py:59: DeprecationWarning: The sre module is deprecated, please import re. /opt/Zope2-2.12.3/src/OFS/Application.py:697: DeprecationWarning: __init__.py of Products.ExternalFile has a long deprecated 'methods' attribute. 'methods' support might be removed in Zope 2.11 or a later feature release. Please use the 'legacy' argument of registerClass instead if the methods are constructors. Or refactor the product using adapters. 2010-02-09 17:04:14 WARNING Init Class Products.ZopeXMLMethods.DTDValidateMethod.DTDValidateMethod has a security declaration for nonexistent method 'dtdValidationResultsString' 2010-02-09 17:04:14 WARNING Init Class Products.ZopeXMLMethods.DTDValidateMethod.DTDValidateMethod has a security declaration for nonexistent method 'dtdValidationResultsString' /srv/Zope/Products/ZopeXMLMethods/CacheManager.py:34: DeprecationWarning: HTML is deprecated. import from App.special_dtml instead from Globals import MessageDialog, HTML }}}

MyFormTemplate

brian — 2010-02-06

MyForm2

brian — 2010-02-03

<> can you store brackets in here <> <> {"firstname":"Brian","lastname":"Kennison","email":"kennisonb@wcsu.edu","phone":"(203) 835-8847","address":"473 Weekeepeemee Road","city":"Woodbury","state":"CT","zip":"06798","country":"USA","webpage":"http://kennison.name","notes":"Can this be the end!"}

MyForm

brian — 2010-02-03

I'm testing this out <> <>

brian — 2010-02-03

<> {{floatLeft{[[Contents By Creation Date]] }}} {{floatLeft{[[Contents By Title]]}}}

ImportedTiddlers

brian — 2010-02-01

On February 1, 2010 11:35:30 AM EST, brian imported 1 tiddler from [[http://kennison.name/notes|http://kennison.name/notes]]: <<< #[[Adding Value]] - added <<< ---- On August 18, 2009 4:36:16 PM EDT, brian imported 1 tiddler from [[http://kennison.name/notes/|http://kennison.name/notes/]]: <<< #[[Recursively chmod directories only]] - added <<<

Adding Value

brian — 2010-02-01

If you can help someone understand something thats good. Pointing out what they need to understand isn't always helpful. They can't handle what information is coming their way now. But I think this is a little like the "productivity paradox", you're too busy getting things done to learn how to do things better.

WCSU Colors

brian — 2010-01-29

http://www.colorcombos.com/ 00457a Dark Blue 5985a8 Light Blue a37c5f Brown f3f3f3 Grey 333333 Dark fdfdfd different grey

FoXML

brian — 2009-12-18

{{{ FOXML Reference Object Sandy Payette Fedora documentation FOXML showing how a digital object is encoded for persistent storage in a Fedora repository Cornell CIS demo:999 image/jpeg LZW 600 modifyDatastreamByReferenceDRAWING-ICONfedoraAdmin2005-01-20T22:46:07.428Zchanged the datastream label and added an alternate identifier./> }}}

RDF Example

brian — 2009-12-03

{{{ 2009-07-10T12:19:24-04:00 2009-07-10T12:19:24-04:00 application/pdf 13 1909-12-26 New-York tribune. - 1909-12-26 - 13 text/plain 6347 image/jp2 4190 text/xml image/jpeg }}}

Mets Record From Eprints

brian — 2009-12-01

{{{ E-LIS Interview on Open Access with Dr. Stevan Harnad Stephen Michael Kellat author Stevan Harnad author In light of the recent Conyers bill that would remove the NIH mandate on Open Access, LISTen (LISNews.org) talked to Dr. Harnad about Open Access so that librarians may learn more about it. EB. Printing, electronic publishing, broadcasting. BD. Information society. 2009-02-09 Other

For work being deposited by its own author: In self-archiving this collection of files and associated bibliographic metadata, I grant E-LIS the right to store them and to make them permanently available publicly for free on-line. I declare that this material is my own intellectual property and I understand that E-LIS does not assume any responsibility if there is any breach of copyright in distributing these files or metadata. (All authors are urged to prominently assert their copyright on the title page of their work.)

For work being deposited by someone other than its author: I hereby declare that the collection of files and associated bibliographic metadata that I am archiving at E-LIS) is in the public domain. If this is not the case, I accept full responsibility for any breach of copyright that distributing these files or metadata may entail.

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}}}

eScidDoc

brian — 2009-11-21

Cyber infrastructure [img[/filestore/uploads/repositories/escidoc.png]] !!!Architecture * The Basic Layer implements a set of resource handlers. * Each resource handler is responsible for handling of a specific type of a resource. Each resource handler service implements the four basic operations create, retrieve, update, and delete (CRUD). Additionally, filter methods and task-oriented methods (e.g., for changing the status of an object within a content repository) are provided. * The most important resources are Items, Containers, and Contexts. Items are basic objects that represent content entities within the repository, e.g. articles, images, or videos. Containers are aggregation objects that allow for arbitrary grouping of items and other containers. Whereas the general layout of Item and Container resources remains the same, they can be further specialized by content types. Content types impose constraints on objects (e.g. allowed metadata schemas, required metadata, allowed file types and mime types for the binary content and specify a set of content type specific properties). Contexts represent units of administration for a set of Items and Containers. They are associated with an institutional body responsible for the management of the content. [[API's and Schemas|https://escidoc.org/JSPWiki/en/ObjectManager#section-ObjectManager-Item]] [[Metadata Schemas|http://metadata.mpdl.mpg.de/escidoc/metadata/schemas/0.1/]]

Dubline Core as Linked Data

brian — 2009-11-16

Andy Powell has posted a [[piece|http://efoundations.typepad.com/efoundations/2009/10/a-couple-of-useful-dublin-core-rdf-usage-patterns.html#comments]] about how simple dublin core has progressed. It not as simple as it was but it is still not all that hard. The question is how to you produce it, using a stripped down model inside and then generating a full blown mode for exchange. You just have to make sure you have all the information there from the start.

ColorPalette

brian — 2009-11-16

Background: #fff Foreground: #000 PrimaryPale: #8cf PrimaryLight: #18f PrimaryMid: #04b PrimaryDark: #014 SecondaryPale: #ffc SecondaryLight: #fe8 SecondaryMid: #db4 SecondaryDark: #841 TertiaryPale: #eee TertiaryLight: #ccc TertiaryMid: #999 TertiaryDark: #666 Error: #f88

Micro Curation

brian — 2009-11-10

[[Presentation at Stanford by the CDL people|/filestore/uploads/repositories/pasig-2009-pods.pdf

OKI Interface Definitions

brian — 2009-11-01

[img[filestore/uploads/webservices/repository_OSID_interfaceDiagram.png]]

Repository Exchange

brian — 2009-11-01

[img[filestore/uploads/webservices/repositories_exchange.png]] from Madison Digital Image Database

Australian Mets Records

brian — 2009-11-01

[img[filestore/uploads/datamodels/pearce-annex1fig.png]]

Data Modeling Notation Summary

brian — 2009-11-01

[img[filestore/uploads/datamodels/dm101NotationSummary.gif]]

EAD DAO

brian — 2009-10-29

Link to a collection:

ViewTemplate

brian — 2009-09-24

, (created )

Book Quiz

brian — 2009-09-22

LightBox Example

brian — 2009-09-10

!Documentation for TiddlyLightBoxPlugin ''Credits:'' This lightbox implementation is a derivative of Bob Denny's [[DC3.LightBox|http://solo.dc3.com/tw/index.html]] library optimized for a ~TiddlyWiki environment, with an emphasis on ease of use. It also uses some code and ideas from [[LightBox Gone Wild|http://particletree.com/features/lightbox-gone-wild/]] and [[Ibox|http://www.ibegin.com/ibox/]]. For a more feature rich and versatile option, you can't beat the ~DC3 library. ''Concept:'' I needed a light weight lightbox implementation for [[TiddlyThemes|http://tiddlythemes.googlepages.com/index.html]] but none of the existing options fit the bill. The ~DC3 library came closest, so I set out to rewrite it. I believe the result is a quite versatile ~TW plugin. Some of the bells and whistles have been removed though since I find them annoying (animations), and there are some features yet to be implemented, as you can read further on this document. Almost the entire library has been rewritten. ''Installation:'' Copy the TiddlyLightBoxPlugin tiddler to your TW, tag it with systemConfig, save and reload your TW file. You will also need to save [[this|indicator.gif]] 'loading' image to the same folder as your TW. Or you can choose one of many [[here|http://www.ajaxload.info/]]. That's it, you are ready to create some lightboxes! ''Usage:'' There are 3 macros provide to facilitate setting up macros. 1. ''{{{<>}}}'' The imagebox macro is designed to display images in the lightbox. The usage is very easy. Simply create a text or image link to an image using standard TW syntax, and follow it with {{{<>}}}. Eg: {{{[img[cactus-thumb.jpg]cactus.jpg]]}}} [img[cactus-thumb.jpg][cactus.jpg]]<> Let's try a text link: {{{[[click me|triad.jpg]]<>}}} [[click me|triad.jpg]]<> This macro also accepts some optional parameters in this order: 2. description text 3. width ( as a number, like 500) 4. height (as a number, like 300) Also, if width is passed as a word, like "bananas", then it is treated as a css class and the container for the image is given the class "bananas". Let's try one more, with a title and a custom size: {{{[img[cubicles-thumb.jpg][cubicles.jpg]]<>}}} [img[cubicles-thumb.jpg][cubicles.jpg]]<> ---- 2. ''{{{<>}}}'' The divbox macro lets you put the html content of any inline div into a lightbox, you just need the id of the div in question. The idea being to create a hidden div using "display:none" and then displaying it on the click of a link/button. You can create such a div in any tiddler by wrapping it in html tags, but using the MarkupPostBody tiddler might be the better option. The macro can create the button for you, or you can use an existing element to launch the lightbox. To create a button, pass the label for the button as the first parameter. To use an existing element, pass the first parameter as ' ' and place the macro immediately after the element. Eg: {{{<> or <>}}} The next parameter is the id of the div to display: {{{<>}}} These two parameters are a must for the divbox macro. There are also 3 more optional parameters, just like the imagebox macro: 3. description text 4. width ( as a number, like 500) OR className 5. height (as a number, like 300) As an example, lets display this hidden div which I have written inline: {{{<>}}} <> ---- 3.''{{{<>}}}'' This macro lets you put the wikified contents of any tiddler into a lightbox! So you can put your MainMenu and Sidebar into a lightbox for example, and have handy links to bring them up whenever you need them. (like in say the hovering menu provided by HoverMenuPlugin). It's also very useful for when you are working on something and want to refer to some reference material without having to loose your place in your work. The parameters for this macro are the same as for the divbox macro, except instead of the id for the div, you use the title of the tiddler. Let's give it a go: {{{<>}}} <> or {{{<>}}} <> ----- ''CSS Styling:'' The css rules for the lightbox and its contents are in the TiddlyLightBoxStyles folder. You can edit them to your liking, but I recommend not changing the rules for ~lightBoxOverlay and lightboxprogress. But don't worry, if you break anything, just delete the tiddler. It's a shadow tiddler! I'll post a diagram showing the structure of the lightbox later, to faciliate css styling. ---- ''Features comparison with ~DC3Lightbox:'' Missing: * IE transparency filters * ability to create own lightbox containers *call back functions on closing lightbox Added: *macros for TW usage *optimized for TW environment *ability to display Tiddlers in lightboxes *preloading of images, to avoid layout problems *removed need for manually creating styles tiddler and adding html markup. *fixed bug with regards to selects displaying over the lightbox! ---- ''To Do'' * fixed positioning of lightbox so it scrolls with the page! *possible light weight animation for images * optional preloading of images * resizing of images to fit the viewport when larger. * optional automatic lightboxing of all links to images. *grabbing description from image alt text. * improved support for inline html content.

Inline Slider Example

brian — 2009-09-10

orignal tiddler: [ ] fake link 1 [ ]fake link 2 [ ] fake link 3 * fake link 1 * fake link 2 * fake link 3

Python XMLSchema

brian — 2009-09-08

http://www.rexx.com/~dkuhlman/#generateds-py-generate-python-data-bindings-from-xml-schema

Eprints Notes

brian — 2009-09-01

http://epsilon.slu.se/eindex.html

Types of Metadata that we Need

brian — 2009-09-01

How do these thing go together? !!!Types of Metadata * Subject metadata (classification, keywords) * Geospatial metadata (postcode, map references, place names) * Person-related metadata (people, institutions, co-workers, projects) * Usage-related metadata (course reading lists, comments, annotations, library borrowing records) * File Format metadata (definitive for preservation) * Factual metadata (date, time, user, software system, etc) * Bibliographic metadata (including citation) * Multilingual/translated metadata (automatic metadata translation) * Integrating AMG into deposit workflows (web service orchestration) * Useage Data (how often, by whom, etc. was this resource used) [[Annotated Bibliography on Automated Metadata Generation|http://www.intrallect.com/wiki/index.php/AMG-UC_Annotated_Bibliography]] [[Natural Language Text Processing with Python|http://www.acm.org/crossroads/xrds13-4/natural_language.html]] * Technical and Structural about the Data object itself * Descriptive, Administrative, Contextual !!!Metadata Functions ```[[John's JISC CETIS blog|http://blogs.cetis.ac.uk/johnr/2009/08/31/comparing-metadata-requirements-part-2/]]``` * identify * find * select * use * cite * manage [img[http://blogs.cetis.ac.uk/johnr/files/2009/08/oermetadata1.jpg]]

AWK program to Report Video Use

brian — 2009-08-31

# video.awk
# 2009-08-27
# Takes dumped item data from III and formats it for the web
# Part of a pipeline that starts with the data sorted by using sort command

BEGIN { FS = "\t"
    OFS = "\t";
    indexes = "count,circs,uses"
    split(indexes, cd, ",")
    split(indexes, dvd, ",")
    split(indexes, video, ",")
    print startDtml() > "c_cds.html"
    print startTable() > "c_cds.html"
    print startDtml() > "c_dvds.html"
    print startTable() > "c_dvds.html"
    print startDtml() > "c_videos.html"
    print startTable() > "c_videos.html"

}

function startHtml(title) {
    s = "<html>\n<head>\n<title>" title "</title>\n"
    s = s  "<link rel=\"stylesheet\" type=\"text/css\" href=\"/bk.css\" />\n<link rel=\"stylesheet\" type=\"text/css\" href=\"style_sheet\" />"
    s = s "</head>\n<body>\n<img src=\"/images/2rf.gif\" align=\"middle\" hspace=\"10\" ><h1>" title "</h1>\n"
    return s
}

function endHtml() {
    s = "</body>\n</html>"
    return s
}

function startDtml(title) {
    s = "<dtml-var standard_html_header>\n<img src=\"/images/2rf.gif\" align=\"middle\" hspace=\"10\" ><h1>"title"</h1>"
    return s
}

function endDtml() {
    s = "<dtml-var standard_html_footer>"
    return s
}

function startTable() {
    s = "<table>\n"
    return s
}

function endTable() {
    s = "</table>\n"
    return s
}

function printRow(count, title) {
    s = "<tr><td>"count"</td><td>"title"</td></tr>"
    return s
}

function commas(n) {
    gsub(/,/,"",n)
    point = index(n,".") - 1
    if (point < 0) point = length(n)
    while (point > 3) {
        point -= 3
        n = substr(n,1,point)","substr(n,point + 1)
    }
    return n
}

function outputResults(type, counter) {
    totalcnt = counter["count"]
    tc = commas(totalcnt)
    circs = counter["circs"]
    noncirccount = counter["count"] - counter["uses"]
    noncircpercent = (noncirccount / totalcnt) * 100
    s = "<h1>Report for " type "</h1>\n"
    s = s "<h3>Total Item Count: " commas(totalcnt) " </h3>\n"
    s = s "<h3>Count of Non Circulating Items: " commas(noncirccount) "</h3>\n"
    s = s "<h3>Percent Non Circulating Items: " noncircpercent "</h3>\n"
    s = s "<h3>Total Circs: " commas(circs) "</h3>\n"
    return s
}

$3 ~ /whcd/ {
    cd["count"]++
    cd["circs"]+=$2
    if ($2 > 0)
        cd["uses"]++
    print printRow($2,$1) > "c_cds.html"
}

$3 ~ /whdvd/ {
    dvd["count"]++
    dvd["circs"]+=$2
    if ($2 > 0)
        dvd["uses"]++
    print printRow($2,$1) > "c_dvds.html"
}

$3 ~ /whv/ {
    video["count"]++
    video["circs"]+=$2
    if ($2 > 0)
        video["uses"]++
    print printRow($2,$1) > "c_videos.html"
}

END {
    print startDtml() > "c_summary.html"
    print outputResults("CDs", cd) > "c_summary.html"
    print "<a href=\"c_cds.html\">View CD Data</a>  (in decending order)\n\n" > "c_summary.html"
    print  outputResults("DVDs", dvd) > "c_summary.html"
    print "<a href=\"c_dvds.html\">View DVD Data</a>  (in decending order)\n\n" > "c_summary.html"
    print  outputResults("Videos", video) > "c_summary.html"
    print "<a href=\"c_videos.html\">View Video Tape Data</a>  (in decending order)\n\n" > "c_summary.html"
    print endDtml()  > "c_summary.html"
    print endTable() > "c_cds.html"
    print endDtml() > "c_cds.html"
    print endTable() > "c_dvds.html"
    print endDtml() > "c_dvds.html"
    print endTable() > "c_videos.html"
    print endDtml() > "c_videos.html"
}

Recursively chmod directories only

brian — 2009-08-18

{{{find . -type d -exec chmod 755 {} \;}}} This will recursively search your directory tree (starting at dir 'dot') and chmod 755 all directories only. Similarly, the following will chmod all files only (and ignore the directories): {{{find . -type f -exec chmod 644 {} \;}}}

Color Chart

brian — 2009-08-18

/%RGB hexadecimal 216-color "Web safe" palette %/ Source: Paul Petterson, revised by Eric Shulman {{menubox{ |bgcolor(#FFF):FFF |bgcolor(#CCC):CCC |bgcolor(#999):999 |bgcolor(#666):@@color(white):666@@ |bgcolor(#333):@@color(white):333@@ |bgcolor(#000):@@color(white):000@@ |bgcolor(#FC0):~FC0 |bgcolor(#F90):F90 |bgcolor(#F60):@@color(white):F60@@ |bgcolor(#F30):@@color(white):F30@@ |>|>|>|>|>| | |bgcolor(#9C0):9C0 |>|>|>| |bgcolor(#C90):C90 |bgcolor(#FC3):~FC3 |bgcolor(#FC6):~FC6 |bgcolor(#F96):F96 |bgcolor(#F63):@@color(white):F63@@ |bgcolor(#C30):@@color(white):C30@@ |>|>|>| |bgcolor(#C03):@@color(white):C03@@ | |bgcolor(#CF0):~CF0 |bgcolor(#CF3):~CF3 |bgcolor(#330):@@color(white):330@@ |bgcolor(#660):@@color(white):660@@ |bgcolor(#990):990 |bgcolor(#CC0):~CC0 |bgcolor(#FF0):~FF0 |bgcolor(#C93):C93 |bgcolor(#C63):@@color(white):C63@@ |bgcolor(#300):@@color(white):300@@ |bgcolor(#600):@@color(white):600@@ |bgcolor(#900):@@color(white):900@@ |bgcolor(#C00):@@color(white):C00@@ |bgcolor(#F00):@@color(white):F00@@ |bgcolor(#F36):@@color(white):F36@@ |bgcolor(#F03):@@color(white):F03@@ | |bgcolor(#9F0):9F0 |bgcolor(#CF6):~CF6 |bgcolor(#9C3):9C3 |bgcolor(#663):@@color(white):663@@ |bgcolor(#993):993 |bgcolor(#CC3):~CC3 |bgcolor(#FF3):~FF3 |bgcolor(#960):@@color(white):960@@ |bgcolor(#930):@@color(white):930@@ |bgcolor(#633):@@color(white):633@@ |bgcolor(#933):@@color(white):933@@ |bgcolor(#C33):@@color(white):C33@@ |bgcolor(#F33):@@color(white):F33@@ |bgcolor(#C36):@@color(white):C36@@ |bgcolor(#F69):@@color(white):F69@@ |bgcolor(#F06):@@color(white):F06@@ | |bgcolor(#6F0):6F0 |bgcolor(#9F6):9F6 |bgcolor(#6C3):6C3 |bgcolor(#690):690 |bgcolor(#996):996 |bgcolor(#CC6):~CC6 |bgcolor(#FF6):~FF6 |bgcolor(#963):@@color(white):963@@ |bgcolor(#630):@@color(white):630@@ |bgcolor(#966):@@color(white):966@@ |bgcolor(#C66):@@color(white):C66@@ |bgcolor(#F66):@@color(white):F66@@ |bgcolor(#903):@@color(white):903@@ |bgcolor(#C39):@@color(white):C39@@ |bgcolor(#F6C):@@color(white):~F6C@@ |bgcolor(#F09):@@color(white):F09@@ | |bgcolor(#3F0):3F0 |bgcolor(#6F3):6F3 |bgcolor(#390):390 |bgcolor(#6C0):6C0 |bgcolor(#9F3):9F3 |bgcolor(#CC9):~CC9 |bgcolor(#FF9):~FF9 |bgcolor(#C96):C96 |bgcolor(#C60):@@color(white):C60@@ |bgcolor(#C99):C99 |bgcolor(#F99):F99 |bgcolor(#F39):@@color(white):F39@@ |bgcolor(#C06):@@color(white):C06@@ |bgcolor(#906):@@color(white):906@@ |bgcolor(#F3C):@@color(white):~F3C@@ |bgcolor(#F0C):@@color(white):~F0C@@ | |bgcolor(#0C0):0C0 |bgcolor(#3C0):3C0 |bgcolor(#360):@@color(white):360@@ |bgcolor(#693):693 |bgcolor(#9C6):9C6 |bgcolor(#CF9):~CF9 |bgcolor(#FFC):FFC |bgcolor(#FC9):~FC9 |bgcolor(#F93):F93 |bgcolor(#FCC):FCC |bgcolor(#F9C):~F9C |bgcolor(#C69):@@color(white):C69@@ |bgcolor(#936):@@color(white):936@@ |bgcolor(#603):@@color(white):603@@ |bgcolor(#C09):@@color(white):C09@@ |bgcolor(#303):@@color(white):303@@ | |bgcolor(#3C3):3C3 |bgcolor(#6C6):6C6 |bgcolor(#0F0):0F0 |bgcolor(#3F3):3F3 |bgcolor(#6F6):6F6 |bgcolor(#9F9):9F9 |bgcolor(#CFC):CFC |>|>| |bgcolor(#C9C):~C9C |bgcolor(#969):@@color(white):969@@ |bgcolor(#939):@@color(white):939@@ |bgcolor(#909):@@color(white):909@@ |bgcolor(#636):@@color(white):636@@ |bgcolor(#606):@@color(white):606@@ | |bgcolor(#060):@@color(white):060@@ |bgcolor(#363):@@color(white):363@@ |bgcolor(#090):090 |bgcolor(#393):393 |bgcolor(#696):696 |bgcolor(#9C9):9C9 |>|>| |bgcolor(#FCF):FCF |bgcolor(#F9F):~F9F |bgcolor(#F6F):@@color(white):~F6F@@ |bgcolor(#F3F):@@color(white):~F3F@@ |bgcolor(#F0F):@@color(white):~F0F@@ |bgcolor(#C6C):@@color(white):~C6C@@ |bgcolor(#C3C):@@color(white):~C3C@@ | |bgcolor(#030):@@color(white):030@@ |bgcolor(#0C3):0C3 |bgcolor(#063):@@color(white):063@@ |bgcolor(#396):396 |bgcolor(#6C9):6C9 |bgcolor(#9FC):9FC |bgcolor(#CFF):CFF |bgcolor(#39F):39F |bgcolor(#9CF):9CF |bgcolor(#CCF):CCF |bgcolor(#C9F):~C9F |bgcolor(#96C):@@color(white):96C@@ |bgcolor(#639):@@color(white):639@@ |bgcolor(#306):@@color(white):306@@ |bgcolor(#90C):@@color(white):90C@@ |bgcolor(#C0C):@@color(white):~C0C@@ | |bgcolor(#0F3):0F3 |bgcolor(#3F6):3F6 |bgcolor(#093):093 |bgcolor(#0C6):0C6 |bgcolor(#3F9):3F9 |bgcolor(#9FF):9FF |bgcolor(#9CC):9CC |bgcolor(#06C):@@color(white):06C@@ |bgcolor(#69C):69C |bgcolor(#99F):99F |bgcolor(#99C):99C |bgcolor(#93F):@@color(white):93F@@ |bgcolor(#60C):@@color(white):60C@@ |bgcolor(#609):@@color(white):609@@ |bgcolor(#C3F):@@color(white):~C3F@@ |bgcolor(#C0F):@@color(white):~C0F@@ | |bgcolor(#0F6):0F6 |bgcolor(#6F9):6F9 |bgcolor(#3C6):3C6 |bgcolor(#096):096 |bgcolor(#6FF):6FF |bgcolor(#6CC):6CC |bgcolor(#699):699 |bgcolor(#036):@@color(white):036@@ |bgcolor(#369):@@color(white):369@@ |bgcolor(#66F):@@color(white):66F@@ |bgcolor(#66C):@@color(white):66C@@ |bgcolor(#669):@@color(white):669@@ |bgcolor(#309):@@color(white):309@@ |bgcolor(#93C):@@color(white):93C@@ |bgcolor(#C6F):@@color(white):~C6F@@ |bgcolor(#90F):@@color(white):90F@@ | |bgcolor(#0F9):0F9 |bgcolor(#6FC):6FC |bgcolor(#3C9):3C9 |bgcolor(#3FF):3FF |bgcolor(#3CC):3CC |bgcolor(#399):399 |bgcolor(#366):@@color(white):366@@ |bgcolor(#069):@@color(white):069@@ |bgcolor(#039):@@color(white):039@@ |bgcolor(#33F):@@color(white):33F@@ |bgcolor(#33C):@@color(white):33C@@ |bgcolor(#339):@@color(white):339@@ |bgcolor(#336):@@color(white):336@@ |bgcolor(#63C):@@color(white):63C@@ |bgcolor(#96F):@@color(white):96F@@ |bgcolor(#60F):@@color(white):60F@@ | |bgcolor(#0FC):0FC |bgcolor(#3FC):3FC |bgcolor(#0FF):0FF |bgcolor(#0CC):0CC |bgcolor(#099):099 |bgcolor(#066):@@color(white):066@@ |bgcolor(#033):@@color(white):033@@ |bgcolor(#39C):39C |bgcolor(#36C):@@color(white):36C@@ |bgcolor(#00F):@@color(white):00F@@ |bgcolor(#00C):@@color(white):00C@@ |bgcolor(#009):@@color(white):009@@ |bgcolor(#006):@@color(white):006@@ |bgcolor(#003):@@color(white):003@@ |bgcolor(#63F):@@color(white):63F@@ |bgcolor(#30F):@@color(white):30F@@ | |bgcolor(#0C9):0C9 |>|>|>| |bgcolor(#09C):09C |bgcolor(#3CF):3CF |bgcolor(#6CF):6CF |bgcolor(#69F):69F |bgcolor(#36F):@@color(white):36F@@ |bgcolor(#03C):@@color(white):03C@@ |>|>|>| |bgcolor(#30C):@@color(white):30C@@ | |>|>|>|>|>| |bgcolor(#0CF):0CF |bgcolor(#09F):09F |bgcolor(#06F):@@color(white):06F@@ |bgcolor(#03F):@@color(white):03F@@ |>|>|>|>|>| | }}}

MainMenu

brian — 2009-08-13

[[Home|/]] <><> [[Contents]]

PageTemplate

brian — 2009-07-11

Fedora

brian — 2009-07-09

[[Fedora Notes from Indiana|https://wiki.dlib.indiana.edu/confluence/display/INF/Fedora]]. [[List of front ends for Fedora|http://fedora-commons.org/confluence/display/DEV/Fedora+Tools]] [[Wisconsin Presentation|http://prezi.com/66109/]]

IP Address Change

brian — 2009-06-29

96.32.1.163 changed from 24.151,33,52

AccordionMenuPluginDemo

brian — 2009-06-05

*Menu1 **MenuItem1 **MenuItem2 * Menu2 ** Menu2Item1 ** Menu2Item2 <>

Web Templates

brian — 2009-06-04

* http://www.freewebsitetemplates.com/preview/media/ (modern but not too busy) * http://www.freewebsitetemplates.com/preview/architecture/ * http://www.freewebsitetemplates.com/preview/hardwarestore/ * http://www.freewebsitetemplates.com/preview/template28/ (interesting) * http://www.soros.org/initiatives (not great but a possibility) http://www.iriss.org.uk/ (steal this?)

Drop Menu Test

brian — 2009-05-31

* MyMenu ** [[Let's go to MIT|http://mit.edu]] ** [[Or maybe just to Harvard|http://www.harvard.edu]] <>

Tabbed Content

brian — 2009-05-21

Lorem ipsum dolor sit amet, consectetur adipiscing elit. Nunc dolor elit, sollicitudin vel, suscipit vitae, pretium quis, ante. Fusce dapibus. Maecenas non eros. Fusce venenatis est ac eros. Integer vitae metus. In luctus dolor sed tortor. Nam leo. Ut dapibus vehicula tellus. Aenean laoreet pretium urna. Maecenas suscipit, velit sit amet laoreet varius, ligula mi lacinia ligula, sit amet semper ipsum nulla id arcu. Nam vel nisi. Integer at neque eget mi ullamcorper aliquet. Mauris dignissim orci. Vestibulum ornare iaculis elit. Duis eu orci nec nisl pulvinar lobortis. Nunc diam mi, porta quis, accumsan sed, dapibus id, nibh. Cras vel metus. [[Let's Go to MIT|http://mit.edu]] [[Let's Go to Harvard|http://harvard.edu]] This is my third tab with more than one line [[CINAHL with Full Text|http://library.wcsu.edu/cgi-bin/go_db.py?db=Cinahl]] CINAHL is an acronym for Cumulated Index to Nursing and Allied Health Literature. CINAHL with Full Text is the world's most comprehensive source of current full text (up-to-the-minute content with no embargo*) for nursing & allied health journals, providing full text for more than 600 journals indexed in CINAHL. The database is designed to meet the information needs of nursing and allied health professionals. This premier database is recommended as a first choice for nursing research. CINAHL contains more than 1,000,000 item records dating back to 1982. It provides complete coverage of English-language nursing journals and publications from the National League for Nursing and the American Nurses' Association. CINAHL covers nursing, biomedicine, health sciences librarianship, alternative/complementary medicine, consumer health and 17 allied health disciplines. Examples of titles offered in CINAHL include: AANA Journal, Gastroenterology Nursing, Maternal and Child Health Journal, Paediatric Nursing, Parents, etc. CINAHL with Full Text also includes the Pre-CINAHL dataset. Pre-CINAHL is intended to provide current awareness of new journal articles, and is a collection of records that provide basic bibliographic information before they are indexed with CINAHL Headings. In addition, this database offers access to health care books, nursing dissertations, selected conference proceedings, standards of practice, educational software, audiovisuals and book chapters. Searchable cited references for more than 1,150 journals are also included. Full text material includes more than 70 journals plus legal cases, clinical innovations, critical paths, drug records, research instruments and clinical trials.

Edit Tiddler Script

brian — 2009-05-19

GoogleGadget

brian — 2009-05-15

config.macros.gadget = {}; config.macros.gadget .handler = function(place,macroName,params, wikifier, paramString) { var elem = createTiddlyElement(place,"iframe",null,"greeting",""); var p = paramString.parseParams(null, null, true); elem.src= "http://www.gmodules.com/ig/ifr?url=" + params[0] + "&" + getParam(p,"prefs",""); elem.height = getParam(p,"height","200"); elem.width= getParam(p,"width","300"); elem.style.border= getParam(p,"border","1"); place.appendChild(elem); };

BreadCrumbsPlugin

brian — 2009-05-15

/*** |''Name:''|BreadCrumbsPlugin| |''Version:''|2.2.1 (05-July-2007)| |''Author:''|AlanHecht| |''Adapted By:''|[[Jack]]| |''Type:''|Plugin| !Description This plugin creates an area at the top of the tiddler area that displays "breadcrumbs" of where you've been. This is especially useful for ~TWs using SinglePageMode by Eric Schulman. !Usage Just install the plugin and tag with systemConfig. Optionally position the following div in your PageTemplate to control the positioning of the breadcrumbs menu: {{{ }}} !Revision History * Original by AlanHecht * 2.0 Made 2.0.x compatible by [[Jack]] * Made 2.0.10 compatible (onstart paramifier) * Bugfix -> return false in onClickTiddlerLink() * 2.2 Made 2.2.x compatible !Code ***/ // // Use the following line to set the number of breadcrumbs to display before rotating them off the list. //{{{ version.extensions.breadCrumbs = {major: 2, minor: 2, revision: 1, date: new Date("Jul 5, 2007")}; var crumbsToShow = 7; var breadCrumbs = []; onClickTiddlerLink_orig_breadCrumbs = onClickTiddlerLink; onClickTiddlerLink = function(e){ onClickTiddlerLink_orig_breadCrumbs(e); breadcrumbsAdd(e); return false; } restart_orig_breadCrumbs = restart; function restart() { invokeParamifier(params,"onstart"); var defaultParams = store.getTiddlerText("DefaultTiddlers").parseParams("open",null,false); invokeParamifier(defaultParams,"onstart"); breadCrumbs = []; breadcrumbsRefresh(); window.scrollTo(0,0); return false; } function breadcrumbsAdd(e) { var uniqueCrumb = true; var crumbIndex = 0; if (!e) var e = window.event; var target = resolveTarget(e); var thisCrumb="[["+resolveTarget(e).getAttribute("tiddlyLink")+"]]"; var lastInactiveCrumb = breadCrumbs.length -(breadCrumbs.length < crumbsToShow ? breadCrumbs.length : crumbsToShow); for(t=lastInactiveCrumb; t ")); var crumbLine = ""; var crumbCount = breadCrumbs.length; var firstCrumb = crumbCount -(crumbCount < crumbsToShow ? crumbCount : crumbsToShow); for(t=firstCrumb; t

DefaultTiddlers

brian — 2009-05-15

Contents

contentFooter

brian — 2009-05-11

System Configuration

brian — 2009-05-11

NestedSlidersPlugin

brian — 2009-05-11

/*** ''NestedSlidersPlugin for TiddlyWiki version 1.2.x and 2.0'' ^^author: Eric Shulman source: http://www.TiddlyTools.com/#NestedSlidersPlugin license: [[Creative Commons Attribution-ShareAlike 2.5 License|http://creativecommons.org/licenses/by-sa/2.5/]]^^ Quickly make any tiddler content into an expandable 'slider' panel, without needing to create a separate tiddler to contain the slider content. Optional syntax allows ''default to open'', ''custom button label/tooltip'' and ''automatic blockquote formatting.'' You can also 'nest' these sliders as deep as you like (see complex nesting example below), so that expandable 'tree-like' hierarchical displays can be created. This is most useful when converting existing in-line text content to create in-line annotations, footnotes, context-sensitive help, or other subordinate information displays. For more details, please click on a section headline below: ++++!!!!![Configuration]> Debugging messages for 'lazy sliders' deferred rendering: <

Firstname:
FirstnameAgain:
Lastname:
Email:
Phone:
Address:
City:
State/Province:		ZIP/Postal Code:
Country:
Webpage:
_Notes