text:
Transwiki:Developing a library websites

Developing a LIBRARY WEBSITE: A DISSCUSION

contents 1 INTRODUCTION 2 WEBSITE: its Definitation 3 LIBRARY WEBSITE: NEED AND PURPOSE 4. USERS OF LIBRARY WEBSITE 5. LIBRARY WEBSITE: PROBLEM IN DEVELOPING 6. PRINCIPLES FOR DESIGNING A LIBRARY WEBSITE 7.STEPS IN THE CREATION OF LIBRARY WEBSITE

Introduction
Internet is bringing sweeping changes in most of our daily activities. It is offering access to news, banking services, business opportunities, mails, educational facilities and technology online at our desktops, laptops, and mobile phones. This has changed the overall ways and means, mode and methods of information dissemination. Here the only mantra is how fast the information can be sent to the end users. Like other fields, in the field of library and information science too it has made a great impact. It has changed the overall concept of libraries, role of librarians and has shown the library professionals how the information can be disseminated to their clientele at minimum cost, effort and time. With the fast growth and easy accessibility to internet, libraries either now or in the near future have to develop their own homepages to meet the wide information requirements of their clientele. --- 2 WEBSITE: its Definition

A web page is an electronic document, written in computer language called HTML, which can be viewed in the computer screen by using the Internet. A website, Web site or WWW site (often shortened to just site) is a collection of Web pages - that is, HTML/XHTML documents accessible generally via HTTP on the Internet; all publicly accessible websites in existence comprise the World Wide Web. The pages of a website will be accessed from a common root URL, the homepage, and usually reside on the same physical server. The homepage may be the only or the first page of a website, or may act as a guide to various carefully planned sections of a large professionally designed site.

The technical definition of a website is that it is a distinct location on the Internet, identified by an IP address that returns a response code of 200 and a webpage in response to an HTTP request for the root page. The website consists of all interrelated webpages residing at the IP address. The URLs of the pages organize them into a hierarchy, although the hyperlinks between them control how the reader perceives the overall structure and how the traffic flows between the different parts of the site.

Homepage or Home may refer to: the start page or main web page of a website, the website of a group or individual, the page that is displayed when you enter only a domain name as URL (e.g. http://domain.tld), the URL or local file that is automatically loaded when a web browser starts. To take the visitors to other pages, the home page carries hyperlinks, so that one can jump between them by clicking on a link.

Websites are written in, or dynamically converted to, HTML (Hyper Text Markup Language) and are accessed using a software package called a web browser. Web pages can be viewed on computers or various portable devices (PDAs, cell phones, etc.) that have Internet-capable functionality and an available Internet connection.

Static websites can be created using text editors like Notepad, or WYSIWYG editors like Microsoft FrontPage and Macromedia Dreamweaver. Active Server Pages (ASP), Java Server Pages (JSP) and/or a host of other dynamic web-scripting languages can also be used to generate web pages. Static content may also be dynamically generated periodically or if certain conditions for regeneration occur, (cached) to avoid the performance loss of initiating the dynamic engine on a per-user or per-connection basis.

Dynamic HTML also provides for user interactivity and real-time element updating within web pages (ie - pages don't have to be loaded or reloaded to effect any changes), mainly using the DOM and JavaScript - support for which is built-in to most modern browsers.

A website also requires software known as an HTTP Server. Two very common examples include Apache, the most commonly used web server software used on the Internet (according to Netcraft statistics), and Microsoft's Internet Information Server (IIS). Often websites may include content that is pulled from one or more databases or using XML-based technologies such as RSS.

3 LIBRARY WEBSITE: NEED AND PURPOSE

The Library's website is built within the context of its hosting institution. It reflects the mission, objectives, and resources of the public library. “A library website is a virtual library service that should be no different than a fixed library facility, a clean well-lighted place filled with services and information for library users.” (Anderson: www.wiredlibrarian.com/htmlw/htmlfront.htm). The public library website "statement of purpose" should align with overall public library mission or philosophy. Many websites have their mission statements on an "about this site" or "background" page. The purpose of the public library's website mirrors a few of the Libraries' goals in the Strategic Plan (ie - learning, teaching, and scholarship). It emphasizes access and communication. Explore the statements below. These kinds of purpose statements can be found on many sites. One can use these to formulate his/her own statement of purpose.

3.1 Easy to understand: The visual or graphical information system of library website is more popular as compared to text based information system.

3.2 Shifting of the environment: Today’s generation heavily uses online shopping, banking and news reading, amongst other activities. They also prefer to transfer those experiences to other actions in their lives. This increases their expectation about the functionality of a library website and how one interacts with it. The new generation user may only be happy when they will be able to read from the computer screen.

3.3 Multiple function of same information: In the case of library websites which utilise hypertext, it is possible to structure and organize the same digital information in a variety of ways which serve multiple functions.

3.4 Information explosion: A library website is expected to be able to handle the problem of information explosion in some way. It will be able to handle and manage large amounts of digital content by simply providing links - without actually procuring the document.

3.5 Information retrieval: By using a library website, one will be able to retrieve specific information - for example, a particular image, photo, a definition and so on. Supplementary access to the library's resources, such as the online catalog and databases, its collections, services, and staff may also be available.

3.6 Distance learning: Provide a "library without walls" that can be accessed 24/7, anytime, anywhere, for example - from home, office or other places which are convenient to the user.

3.7 To procure online publication: More and more information is going to be published over internet. A library website needs to be able to procure the online publication, such as electronic book, electronic journal and to provide links to important sources of information.

3.8 Facilitate the public library's mission of learning and teaching: improve information literacy, promote life-long learning, reading and literacy.

3.9 Communications channel: Through the library website, the user can have access to reference assistance at any time and from anywhere.

3.10 Online help: Encourages positive, productive experiences - both in and out of the library - for children and young adults. Supports the sharing of student work and curriculum needs of teachers and research scholars.

3.11 Wide range of services: Provide access to community information with a wide range of other services, such as downloading of catalog records, reading and so forth.

3.12 Psychological need: Library users are changing and technology continues to evolve. Education is adapting to these changes and libraries need to anticipate the effect of these changes -

4. USERS OF LIBRARY WEBSITE The primary audiences of the public library website are the general public - for example, children, students, teachers, researchers, faculty and staff of the public library. These people expect the website to help them facilitate their learning, teaching, and scholarships. The following tiers of users can be enumerated and ranked as the website's primary audiences with the understanding that services and collections created for lesser tiered audiences should not detract from the functionality and usability of services and collections of higher tiered audiences. Below is a list of possible audiences for public library websites.

I). Students, teachers, scholars, administrators and board members of local schools. II). Parents and local community members. III). Students, T=teachers, A=administrators and board members from other areas. IV). People from outside the community or locality. V). Staff of the particular library. VI). People who arrive at library website site through a search for an unrelated topic. VII). Users from all over the world, in other words - everybody else. For more resources one can consult Richland County Public Library (http://www.richland.lib.sc/spanish/index.htm).

5. LIBRARY WEBSITE: PROBLEMS IN DEVELOPMENT

In the Internet era, for a library to be recognized and its services to be made available globally, the creation of library website is indispensable. However, the huge costs involved in developing the necessary infrastructure such as owning and maintaining the web servers, high bandwidth internet connection, the required software, and the necessary technical knowledge has made it difficult for many libraries - especially in developing countries like India - to take steps in this direction. However, lack of funds or certain infrastructure should not be constraints for owning and designing a library website. With even minimal knowledge of HTML, librarians can develop homepages utilizing the services of web space providers like Geocities, Tripod, Xoom etc. The main problems in developing a library website are:

I) Lack of technically qualified manpower/librarian. II) Lack of motivation of library staff. III) Traditional view of the librarian. IV) Lack of leadership role of the librarian. V) Lack of common platform. VI) Lack of funding.

-- 6. PRINCIPLES FOR DESIGNING A LIBRARY WEBSITE: The following Guiding Principles are suggested for the development of any library's website in order to provide excellent service to all users. These guidelines should be reviewed annually as capabilities are enhanced.

SELF DESCRIBING: The public library website should have enough information for completing a specific task. It should direct where to start, and move within the site's information architecture - in particular with relatiion to interpreting various categories and their labels.

CORRECTLY USE CAMPUS AND LIBRARY INDENTITY STANDARDS: Correct usage of names, logos and seals must be followed.

INFORMED BY ACADEMIC PROGRAMS AND RESEARCH AGENDAS: Wherever appropriate, the Library website design should be informed by the academic programs and research agendas of the campus. PROVIDE TARGETED AND TIMELY RESPONSE: User interfaces should be designed to get users started in the direction most likely to result in success for their current need. The system should provide a response time that is acceptable to the user.

BASED ON USER-CENTERED DESIGN: Design will be focused on how the user will use the system. This includes user testing and usability studies at the appropriate stages of the design process.

FACILITATE COMMENT AND FEEDBACK: Users should be able to easily report problems they encounter with interfaces and search engines, databases and applications. Feedback forms should be readily available. PROVIDE ACCESS ON and OFF-CAMPUS: Off-campus access should be as easy as on-campus access for authorized users.

CONCISE: Library web pages should be in a brief and concise format.

CONTINUOUSLY EVALUTED AND UPDATED: To keep the website looking fresh and up-to-date it constantly needs to be reviewed as new capabilities are added.

INTEGRATE VARIOUS INFORMATION SOURCES: Wherever appropriate, library web pages should provide, to each level of user, a single interface that transparently integrates separate resources (for example, the local catalog, the union catalog, the CDL directory, and perhaps information on / access to Library services).

MAINTAIN USER TASK CONTEXT: The user interface should keep users informed about where they are in the session and, as much as possible, help them keep their place in the web-based user interfaces.

MAINTAIN SETTING VISIBILITY: Make objects, actions, and options visible. The user should not have to remember information from one part of the dialogue to another.

LIMIT THE NUMBER OF PLACES USER HAS TO GO TO SEARCH: Make access to the multitude of electronic resources easy and simple for the user to find. ABILITY TO SEARCH THE ENTIRE LIBRARY WEBSITE: (http://www.google.com/services).

PROVIDE SUPPORT FOR MULTIPLE BROWSERS: Access needs to allow for a number of different browsers and versions.

HAVE ABILITY TO CHECK LINKS TO KEEP BROKEN LINKS TO A MINIMUM: Reduce the number of broken links by having them checked automatically periodically.

JARGON-FREE: The interface should speak the users' language, with words, phrases and concepts familiar to the user, rather than using jargon, acronyms, and system-oriented terms. The names of library services and systems or their explanatory labels should reflect what they do.

ORGANIZED, SIMPLE, AND CLEAN AND SHOW CONSISTENT IDENTIFICATION, NAVIGATION, TERMINOLOGY AND CONTENT: To assist users in assessing the information interface should provide useful, consistent navigational tools (eg - navigation bars) that represent the most-used navigational features. Standard language and terminology should be used throughout the website to refer to the same activity or item.

BROWSING OPTION: A hierarchical, supplemental, or contextual browsing approach should be provided to user (http:// 42explore.com).

INDEXING: Provide indexing of the entire website (http://www.boxesandarrow.com/archives/what_is a_control_vocabulary.php) (http://www.boxesandarrow.com/archives/Creating_a_ Controlled _Vocabulary .php)

PROVIDE TIPS FOR IMPROVING SEARCH RESULTS: Assist users to refine their searches. PROVIDE CLEAR INSTRUCTIONS ON USE: Help screens should be easy to find and search, be focused on the user's task, list concrete steps to be carried out and be brief.

REFER USER TO HUMAN ASSISTANCE: The site should be able to refer a user, who needs more help, to a person.

COMPLY WITH ALL CAMPUS AND UCOP POLICIES: The library website should comply with all policies and guidelines. Copyright standards should be adhered to.

COMPLY WITH ALL STATE AND FEDERAL REGULATIONS: The website should comply with the American Disabilities Act (ADA) and Section 508 requirements that information technology is accessible to people with disabilities.

COMPLY WITH THE WEB content ACCESSIBILITY GUIDELINES: The website should comply with the web content accessibility guideline as outlined by the W3C http://www.w3.org/TR/1999/WAI-WEBCONTENT-19990505/full-checklist.html.

DATA SECURITY AND INTEGRITY: All those intending to place information on the server should first seek approval from the authority.

--- STEPS IN THE CREATION OF LIBRARY WEBSITE: The creation of homepage/ website and its subsequent hosting involves certain major steps such as signing with the webspace provider, creating contents, uploading the site by using FTP (File Transfer Protocol) and so on. Each one of these has to be dealt with carefully to make the website live and interesting.

PLANNING: Why spend the time and effort to create a website that isn't used? All planning must start by exploring the users' information needs. Quality web resources begin with a user investigation that incorporates a wide range of tools to discover the information needs of the target audience. While the website entry page may be designed for a number of audiences, you'll want to focus selections to particular audiences. For example, the section for children should be written at a low reading level and contain developmentally-appropriate materials. A section designed for the elderly might contain larger font sizes to accommodate the visual needs of seniors.

SIGNING WITH THE FREE WEBSPACE PROVIDERS: A whole industry has been created around placing the website. Good placement can mean major increases in visitor traffic, leading to increased site visibility and users. A good number of service providers available on the Internet offer free webspace for developing homepages. The amount of space provided by them varies from company to company. Most of these services are ad-based - in other words, they are sponsored and will therefore have sponsor advertisements on the site. The advertisement may be a banner or a pop-up. It is needless to say that the service providers earn revenue from these advertisements. Therefore, while seeking free service, it becomes mandatory to accept certain conditions posed by the service providers. These ads really will not be distractions and make no much difference as these appear on top of the page or at a corner. There are some services which provide webspace without advertising being featured. However, this should not be the sole criterion for selecting service providers. Main consideration should be the speed, i.e., how fast the service provider's site gets loaded on to the browser and how fast will be the subsequent retrieval. The following table gives a comparative statement of some of the major service providers. Table-1 Website	Free Space Per account (in MB)	Advertisement www.1freespace.com	50	YES www.50megs.com	50	YES www.freeservers.com	20	YES www.geocities.com	15	YES www.netcolony.com	35	YES Free.prohosting.com	50	NO www.tripod.com	11	YES www.webjump.com	25	YES A detailed comparative study of various service providers can be had from the website http://www.freewebspace.net, which eases the selection process. On signing the agreement with the service provider, one can get user name and a password of one's choice. This user name later becomes the web address of a site on the internet. It is also known as URL (Uniform/Universal Resource Locator). An URL may look like: http://www.geocities.com/library/index.htm. CONTENTS ANALYSIS FOR THE WEBSITE: After signing with the service provider, one has to create contents for library's homepage. However, people who are familiar with HTML can even keep the homepage ready before signing. There are certain tools, which can be had from the service providers if one is not acquainted with HTML. According to Eric Anderson, web developers should keep three simple ideas in mind: (1) keep it current, (2) develop as much local content as possible, and (3) make it interactive for your users. The library website should reflect the mission and the needs of users. The content of the website is not very much different from the content of traditional, physical libraries, and therefore it contains tools to access bibliographic information, access to digital library services and collections, instructions for pedagogy, and last but not least, access to people who can help with all these processes -- librarians. The website is not designed to be comprehensive list of resources. Instead, it is designed to highlight the most significant resources and provide starting points for learning and research. The content of the website is very much like the content of traditional library pathfinders. It should be noted the things articulated in this dissertation were not conceived of arbitrarily. Analysis of existing strategic planning documents, extensive focus group interviews, surveys, usability tests, and many discussions with as many people as possible have all played a significant part in the creation of this document's content and so all these are should be consider before determine the content of a public library website. To start with, one can include the following information: 1. Brief introduction about library 2. Working hours 3. Details about Collection 4. List of Current journals 5. Journal Holdings list (Back volumes) 6. Monthly additions 7. Staff 8. Services 9. Databases available etc. 10. Links to other sites (with a disclaimer)

IMPLEMENTATION To create a homepage with above-mentioned contents, one needs to have an HTML editor. These editors are popularly called as WYSIWYG editors. These editors basically hide HTML codes and make creation of HTML pages a simple process just like word processing documents. Netscape composer or Front Page Express can also be used to create a HTML page. These come along with Netscape and Internet Explorer respectively. The HTML pages can also be created using MS-WORD. People who are familiar with HTML are recommended to use text editors such Norton Editor, EDIT or NOTEPAD and then insert the HTML commands to get the desired output. Whenever possible, the data transferred from the Web server to the browser will be in the form of XHTML documents. By adhering to the XHTML standards the Libraries will reap all the benefits of XML, namely, separation of presentation from content, compatibility with future Web standards, and the ability to reformat content for different purposes and reading devices (http://www.useit.comalertbox/20031222.html)(http://www.webstyleguide.com/site/index.html). In the implementation phase the librarian or website designer can use a builder to create a web site from scratch for getting all necessary help. There are several types of website builders i.e. Online Website Builders, Offline Website Builder Programs etc. Programs like Dreamweaver or FrontPage of offline category are very popular among designers. But they are costly and require a learning curve.

A). Technical Standards: Standards keep the Internet functioning efficiently. There are standards related to hardware, software, graphics, email, and almost everything related to the Internet. For information one can scan the following references (Adkisson:http://www.boxesandarrows.com/archives/examining the role of de_facto_standards on the Web.php); (http://www.wigglebits.com/standards.html) (http://www.webstandards.org/). B). How to pick a memorable website name and file name: When possible, the file names should be very short, and should represent the library and are of memorable value. File names should be less than 8 characters plus a file extension. The file extension can be .htm or .html. It doesn't matter. However it is better to maintain consistency. File names should be all lowercase letters. If you want to separate words use a dash - or underscore _. Your home page should be called index.html or index.htm. C). Folders/Directories: Create a folder for your website. Keep all files in this folder. Create subdirectories or additional folders for major areas of your website. The core page for each of these sections should be named index.html. D). Use HTML and CSS to build web pages: HTML is the language used to build websites. You can do amazing things with so little of it. Cascading Style Sheets (CSS) can create and control the style of the page (colors, sizes, spacing) but also the layout (the position of text, navigation, graphics). E). How much screen should your website use: Some websites that don't use up all of the available space. Building liquid designs fixes this problem of by making the layout fit the screen. F). What background colors work best? The rule of thumb is to build a website with dark text on light colored background or white background. Some argue that the background should not be completely white, but just slightly darker. Often, the best choice for a background has proved to be a single color. G). How to and build good navigation: All web pages should point back to the home page and any other important "first level" pages. It is better to put links where people expect to see them. Build a horizontal menu bar with 7 or 8 options maximum. Put it at the top of the screen. Create a left hand side menu to list options at deeper levels. If you have more than three levels, you might consider hiding some of the options from the level above. Listing only local options related to the page people are on. Always keep the main menu visible. Avoid drop down menus.	Top-down and bottom-up are the two main approaches to building information architectures. In many cases these two approaches are interwoven and occur simultaneously. For more information on navigation one can consult the following references

http://connection.smsd.orgveterans/introduction.htm http://eduscapes.com/arch/arch3d1.html#1#1 http://eduscapes.com/arch/tltc.pdf http://library.lhs.usd497.org/bookreviews.htm http://library.lhs.usd497.org/teacherpicks.htm http://www.eduscapes.com/arch/navigation.html) http://www.eduscapes.com/arch/sitenav.html) http://www.inspiration.com/freetrial/index.cfm http://www.skokie.lib.il.us/s_programs/ http://www.webstyleguide.com/interface/navigate.html) http://www.worthingtonmemory.org

H) Browsing: The library website must provide browse using a hierarchical, supplemental, or contexual approach. I) How to make the text easier to read: The type of fonts that work best on websites are sans serif. These are simplified type letters created to be very readable at small sizes and on most screens. To make the text attractive to read the librarian should use different sizes and colors for headings, subheadings and paragraphs proves and give plenty of space in between. People should be given provision for increase font size for easier reading. Nearly all browsers have an option to increase text size but only if the web page is designed to allow it. J). Why serve information in bite sized chunks? Breaking up the information in smaller paragraphs can greatly cut the time people need to scan the content so rather than using endless paragraphs of information, librarian may consider chunking information into small pieces, Separate paragraphs with spaces and use indentation to show levels of importance. Or, use tables to organize major areas. K). Sound: There are many ways to incorporate sound into a page. But the librarian should be sure the sounds attract rather than distract from the content. L). What graphics to use: The librarian should accept the fact that words is the core reason people visit their website. Graphics should be used only when they are essential to communicate something that is not possible to with words alone. Avoid using graphics that have no relation to the surrounding text. M). GIF Animation: The librarian should choose animations that contribute to the theme. For example, he/she might use a rotating globe on the geography page. (http://www.frsd.k12.nj.us/barleylibrary/lib/5fingrtst.htm) N). What should stand out on each page: The librarian should create a list of important features to go on every page. He/She should decide which the most important element is. If the librarian want visitors to look at the special announcement, then it is better to place them in the home page itself. O). How to use links on your website? People learned early on that links were the blue, underlined phrases you can click on. Visited links were purple. All other text was black. So if possible follow the same line, again the Links should always stand out and be easily distinguished from regular text. P). Why put load speed above anything else: The library website designer can cut load times to a minimum by Taking out any graphic that doesn't add to the user experience, By removing font tags and by using CSS instead to style your text etc. Q).How to make websites popular with search engines: Most people use search engines to find the information they want on the web. If the website can get top rankings for keywords that match the content then there is a guaranteed to see a spike in visitor numbers. One way to achive this is to follow the guidelines of W3C. 2.9.5. VERIFICATION OF THE WEBSITE: After creating the pages, one has to verify the contents and design before finally putting these on the net. This can be done by loading the page(s) on the browser locally. It is necessary to check the results both on Netscape and Internet Explorer and on some other browser as pages may look differently on different browsers and even on different versions of the same browser.

SUBMISSION OF SITE TO SEARCH ENGINES: To make the site known to all, it is necessary to submit the site to search engines. This will increase the hits to the site. The submission can be done either automatically or manually. To get best results, it is suggested that submission be done manually to each one of the search engines. Automatic submission can be done by using the services of following sites: http://uswebsites.com/submit http://www.netcreations.com/postmaster http://addme.com Manual submission can be done individually by going to the respective sites of the search engines. The search engines index sites under various categories such as education, business, sports etc. To submit a site one has to click on the option 'Submit your site or Add URL', which in turn asks for URL, category, description and keywords. The category could be 'Education' and then 'Libraries' and all these information need to be typed manually. Some search engines do accept URL without asking for categories. Depending upon the keywords and description given, search engines themselves will put the submitted site under the appropriate category. Important search engines available on the net are: http://www.google.com http://www.yahoo.com http://www.altavista.com http://www.lycos.com http://www.infoseek.com http://www.khoj.com http://www.indianindex.com http://www.hotbot.com Each search engine has its own rules for accepting the sites for indexing. All search engines may not accept sites of all categories. Therefore, one has to do some homework for knowing the policy and specificity. Search engines will take some time to index the submitted site. Hence, it may please be noted that results will not be immediate. For further reading and help on HTML, webpage design, graphics etc, a list of internet resources has been given in APPENDIX-II

MANAGEMENT: Management involves a wide range of functions related to website development and can be group into policies, promotion, and staff development. A).Policies: Policies are essential for a smooth running of public library website. Rather than building all new policies one can use existing collection development policy. The web resources that librarian choose for inclusion in the library website should meet the guidelines established in the collection development policy. The policies should include collection development policy, Acceptable Use Policy, Licensing Policy, Content Disclaimer etc. B).Promotion: The librarian will need a plan for website promotion.Like any good promotion, he/she will need a strategy to establish client base, then keep them coming back. The librarian might start with posters, bookmarks, demonstrations, and public service announcements to advertise the library website resources. Next, general people should make aware that new things are being posted all the time. Posting student projects, user comments, and other local materials are a good way to generate interest. C). Staff Involvement: Everyone on the library staff should be familiar with the content and use of the website. Although not everyone will be developing and posting pages themselves, everyone should be encouraged to play a role in the success of the materials. From content development to checking links, there is many ways staff members can help. A truly interactive website may require a number of ongoing responsibilities such as checking email, monitoring discussion groups, or checking online registrations or scheduling. In order for staff to play an active role, the librarian may need to set up training sessions. He/she can do the same with student workers.

MAINTENANCE: The librarian will need a mechanism in place to handle the ongoing needs of library website including new content, revisions and link rot. There’s nothing more frustrating for users than link rot. This occurs when URLs become outdated or change. The librarian can explore each of the following ways to deal with link rot and other similar problem.

EVALUATION OF THE LIBRARY WEBSITE

The library WebPages should be modified and expanded, rename and gives a prominent place on the home page based upon its evaluation by the user. A particular department within the public library must assign the jobs of continuous evaluation of the Public Library website with a whole lot of help from user community, faculty, staff, and Libraries employees of the public library. For example, user community, faculty, and staff will be regularly enlisted for the purpose of focus group interviews and usability studies. According to E.A.Dupis for the evaluation of the library homepage “call it what they’ll understand and put it where they’ll find it” (Cox, Suellen and Housewright, Elizabeth: 2001, Pp.3)

Libraries must have good understanding of its audience before it can be re-created,.

CONCLUSION

Users don't notice when a website works well for them because they're too busy taking in the information they came for. They do notice, however, when the pages take too long to load, the text is hard to read, that top right image is blinking all the time and they have no idea where to go next. In the above description an effort has only been made to describe how a basic library homepage can be created at minimum cost without investing on webservers and related softwares. This may not be an exhaustive article where- in one may find every thing on web page development under one roof. Future development of homepage can be done by using other programming languages and software such as JAVA, PERL, WWWISIS, ISEARCH etc.

title: Transwiki:Developing a library websites


text:
Transwiki talk:Developing a library websites

Developing a library websites authors and history
= From Wikipedia:Talk:Developing a library websites =
 * 2005-12-21 06:33:25 User:202.3.79.5 (→Introduction)
 * 2005-11-23 03:32:37 User:Pearle m (Changing  to )
 * 2005-11-22 15:55:39 User:RHaworth
 * 2005-11-22 10:58:03 User:Badan barman

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/


text:
Cookbook:Thai Rice Balls in Coconut Milk (Bua Loi)

| Cuisine of Thailand | Dessert

Ingredients

 * 3 cups (700 g) glutinous rice flour
 * 1½ teaspoons pandan essence
 * 4 cups (950 ml) coconut cream
 * 2 cups (480 g) white granulated sugar
 * 1 teaspoon (5 ml) salt
 * 3 eggs (optional)

Procedure

 * 1) Mix the rice flour with enough water to make a stiff paste, adding the pandan essence to the water before mixing with the rice flour. Knead well, then form the dough into pea-sized balls.
 * 2) Bring a large pot of water to a boil. Add the rice balls, and remove them when they float to the surface. Drain.
 * 3) Bring half the coconut cream to a boil, stirring constantly to prevent it from separating, then add the flour balls.
 * 4) When the mixture returns to a boil, remove from heat and stir in the remaining coconut cream.
 * 5) If serving this dish with eggs, in a separate saucepan bring water to a boil and reduce heat, then crack eggs one at a time into the water. When eggs are done, remove from water and set aside.
 * 6) Serve as dessert in small bowls, adding one egg per bowl. Thais often add sweet corn kernels to the final product.


text:
Cookbook talk:Thai Rice Balls in Coconut Milk (Bua Loi)

Bua Loi authors and history
= From Wikipedia:Talk:Bua Loi =
 * 2006-01-10 12:36:32 User:Uncle G m (moved 3.2 Bua Loi to Bua Loi)
 * 2005-12-02 09:49:37 User:Princess58
 * 2005-12-02 09:40:10 User:Princess58
 * 2005-12-02 07:25:29 User:Brim
 * 2005-12-02 06:59:18 User:Princess58

Picture
A picture of what it's suppose to look like would be nice. JonathanHopeThisIsUnique (discuss • contribs) 20:36, 24 July 2014 (UTC)


text:
HyperText Markup Language/Tag List/code

Use
With the  element you can define, as the name says, code. This could be any code, PHP, C++, HTML anything. Anywhere you have some code in a line of text you should use a  element to indicate it, e.g.

The  element must contain exactly one   element.

Using the element consistently allows you to specify a special layout in CSS for code.

If you are writing an article that uses code you will probably want to use the related elements:
 * var : a variable in computer code;
 * kbd : text the reader should type at the keyboard;
 * samp : sample output from a program or script.

Example
Multi-line blocks of code should be wrapped in a  element to preserve formatting.

Standard attributes

 * class
 * dir
 * id
 * lang
 * style
 * title
 * xml:lang

More info
Tag phrase elements on W3Schools

title: HyperText Markup Language/Tag List/code


text:
Talk:HyperText Markup Language/Tag List

Intro
This is an attempt to create a HTML Tag reference to offer an alternative to the W3Schools one, preferable a better one of course :D. I have checked it on the W3Schools site, and you are allowed to link to any of their pages, as long as you don't embed it in an iframe or something (which we don't). I have also created the Standard Attributes List, as to provide information about those. Here's how a tag page is built up:

Use
Here some information about what this tag can be used for

Example
An example of the tag in use, preferably with as many attributes as possible

A required attribute
...

More info
A link to a page with more info, then the name of the site the info came from (i.e. W3Schools).

nl: HTML:_ Tag name -tag

The Dutch Wikibooks is also busy on a tag list, that's what the link at the bottom points to. They haven't finished it yet, but at least when it is, the link will point there. Vincentt 13:28, 10 January 2006 (UTC)

Merger
This module has once been the book "HTML Tag List", intended to be a reference. It has been merged on 4 June 2006 with the present book, originally called "HTML Programming", now called "HyperText Markup Language", which is intended and currently structured and written as a user guide. This merger of two completely different kinds of works is going to create problems; the two kinds of materials use different organizing principles. --Dan Polansky (talk) 12:06, 14 September 2008 (UTC)
 * I think it's fine to have reference material as an appendix to the user guide but unfortunately the appendix is hopelessly incomplete, mainly links to the main text: if something is not included in the user guide, proper definition is mostly missing also in the tag list which goes completely against the idea of a tag list. --Sivullinen (discuss • contribs) 23:03, 20 July 2018 (UTC)

title: Talk:HyperText Markup Language/Tag List


text:
Woodturning/Safety

The process of woodturning is not without its dangers. Some are fairly obvious, some less so. Some may result in short term minor injuries, some may be much more serious, and others may cause long-term health problems that may not be apparent for many years.

The purpose of this chapter is to highlight these dangers and make recommendations to minimize or remove the risk. Ultimately, safety is the individual's responsibility and will depend largely on both their knowledge and attitude. If in doubt seek proper training or advice.

 * As with any rotating machinery, the operator must take care not to let their clothing, hair or jewelry get caught by the machine or wood.
 * Work pieces must be securely attached to the lathe before turning it on.
 * Make sure that the workpiece can be fully rotated without hitting the lathe bed, toolrest, banjo or other objects around the lathe.
 * Workpieces must be of sound material that will not break while being shaped. Wearing a face mask is recommended.
 * Tools must be supported by the toolrest before contacting the wood.
 * Beware of turning wood which is not perfectly round. Irregular edges turn to a nearly invisible blur when spinning. Examples include work not yet roughed down to a round, or natural edge. Some chucks may pose a similar hazard.
 * Wood dust of any type can cause problems with the respiratory system, skin or eyes. Some woods are toxic and present even worse hazards. Dust extraction and dust masks or respirators are recommended.
 * Many finishes use solvents that are dangerous, either through skin contact or inhalation of fumes.
 * Many finishes cure by polymerisation which is an exothermic chemical reaction. Rags used for applying these finishes should be disposed of so they cannot spontaneously combust and cause a fire.

title: Woodturning/Safety


text:
General Anatomy/Regulation of Blood Pressure

Blood Pressure is the pressure that blood exerts on the wall of the blood vessels. The pressure originates in the contraction of the heart, in turn, forcing blood out of the heart and into the blood vessels. The concept is more mechanical than biochemical.

There are two mechanisms that take place in the heart, Diastole and Systole. Diastole is the relaxation of the chambers of the heart whereas Systole is the contraction of the heart chambers. This is regulated through measuring your blood pressure of which the normal blood pressure should be around 120/80 to be accounted for at a safe level. The figure 120 is measured through Systole and the 80 accounts for Diastole. The Systolic Pressure will show the pressure that your heart emits when blood is forced out of the heart, whereas Diastolic Pressure is the pressure that your heart shows when it's relaxing. This is the main mechanism by which blood pressure operates.


text:
General Anatomy/Sensory System

''' It is the part of nervous system concerned with the receiving of stimulus and sending those signals to the central nervous system (brain and spinal cord) for interpretation and action.

Components
Sensory system consists of two main parts, peripheral & central.

Peripheral portion of the sensory system consists of: Central portion of the sensory system consists of:
 * receptors: the part which senses the stimuli it can the peripheral terminals of the primary Aferants spatially in pain sensation. The activation of these receptors will discharge the primary Aferant neurons.
 * Primary Afferant neurons: They are peripheral Neurons that transmit the signals of stimuli in the form of action potential to the central portions of sensory system.
 * nuclei & ganglions of the spinal cord & sensory nuclei & ganglions of cerebral nerves.They amplitude the signals to the upper portions or altered sensations.
 * Secondary Aferants. They are neurons in the central nerves system that transmit Aferant signals to the upper regions in the brain.
 * The sensory regions of the brain. They process incoming signals and make sensations ultimately.

Function

 * 1) Reception of impulses from environment as well as from within the body
 * 2) Conversion of impulses in the form of action potential
 * 3) Transmission of action potential through nerves to the central nervous system

title: General Anatomy/Sensory System


text:
User:Rodasmith/monobook.css

/* don't use any logo, move the boxes onto that area instead */ /*
 * 1) p-logo { display: none }
 * 2) column-one { padding-top: 0; }

/* suppress the person icon by your username */ /* li#pt-userpage { background: none }

title: User:Rodasmith/monobook.css


text:
User:Boly38

Please see my french wikipedia user's page or my french wikibook user's page :o)

fr:Utilisateur:Boly38

title: User:Boly38


text:
Georgia Water/Statewide Plan/Tasks

Note: The draft Table of Contents for the Statewide Water Plan was written by the Georgia Water Resources Council and submitted to Governor Sonny Perdue on January 6, 2004. The tasks needed to complete this outline are listed below with a brief status summary for each task.

STATE COMPONENTS OF STATE WATER PLAN

Mission & Vision

 * The following vision statement (taken from report of the Georgia Joint Comprehensive Water Plan Study Committee) was accepted by the Georgia Water Council at June 7, 2005, meeting.
 * “Georgia manages water resources in a sustainable manner to support the state’s economy, to protect public health and natural systems, and to enhance the quality of life for all citizens.” (Status = done)

Goals & Objectives

 * The statement of goals and objectives was accepted by the Georgia Water Council at June 7, 2005, meeting. (Status = done)

Introduction

 * legislative charge to develop a State Water Plan ...(Status = done)
 * See: Georgia Water/Laws/Comprehensive Statewide Water Management Planning Act
 * description of need for a State Water Plan, leading to the legislation (Status = draft)
 * See: "Why Georgia Needs a Comprehensive Water Plan" presentation by Jim Kundell at the June 7, 2005, meeting of the Georgia Water Council
 * brief general description of water conditions and problems (details left for regional plans) (Status = draft)
 * See: "Why Georgia Needs a Comprehensive Water Plan"

Planning Process

 * This section of the Plan would describe the planning process.
 * See: "Planning Process" presentation by Carol Couch to Georgia Water Council on June 7, 2005.
 * Organizational structure (defined by Legislature) (Status = done)
 * lead agency
 * interagency coordination responsibilities (Status)
 * roles of department Boards
 * role of the Water Resources Council
 * role of the Legislature in approving/adopting the Plan
 * Description of the major tasks required to complete the Plan. (Status)
 * Schedule for completion of each of the major components of the Plan. (Status)
 * Schedule for revision and updating of the plan.
 * Description of a required public involvement process associated with development of the components of the Plan. (Status)
 * Description of the planning regions. (Status = draft)
 * Description of how existing and in-progress regional plans will be integrated into the state plan. (Status)

General Guiding Principles

 * Status-- No specific tasks to implement these general principles have been identified by the Georgia Water Council.

The Council believes the following principles (from the work of the JCWPSC) should guide the development of the State Water Plan:
 * 1) Effective water resources management protects health and the safety and welfare of Georgia’s citizens;
 * 2) Water resources are managed in a sustainable manner so that current and future generations have access to adequate supplies of quality water that supports both human and natural systems;
 * 3) All citizens have a stewardship responsibility to conserve and protect the water resources of Georgia;
 * 4) Water management efforts recognize that economic prosperity and environmental quality are interdependent;
 * 5) Water quality and quantity and surface and ground water are interrelated and require integrated planning as well as reasonable and efficient use;
 * 6) A comprehensive and accessible database must be developed to provide sound scientific and economic information upon which effective water management decisions can be based;
 * 7) Water resources management encourages local/regional innovation, implementation, adaptability, and responsibility for watershed and river basin management;
 * 8) Sound water resources management involves meaningful participation, coordination, and cooperation among interested and affected stakeholders and citizens, as well as all levels of governmental and other entities managing or utilizing water
 * 9) Periodic revisions of the comprehensive statewide water management plan may be required to accommodate new scientific and policy insights as well as changing social, economic, cultural, and environmental factors.

Current Statutory, Regulatory, and Water Management Policy Framework

 * The Law Department would be enlisted to provide a description of Georgia’s current water quality and water quantity management statutory framework. A description of Georgia’s water quantity management statutory framework – produced by the Law Department - has already been completed for other purposes, and may require editing for inclusion in a State Water Plan. Additionally advice and guidance should be sought from the governor’s legal counsel.  As the State agency with principal water management regulatory responsibilities, EPD would be assigned the task of describing the current regulatory requirements related to the statutory framework completed by the Law Department. Before completing this section, EPD would seek input from other State government entities having water management responsibilities under Georgia law.

Guidance on Water Public Policy Issues

 * Status-- No task has been initiated.
 * (Statewide Water Resources Management Plan for Georgia:Comments#Sub-state Guidance on Policy Issues)

Planning Standards

 * Status-- No task has been initiated.
 * (Statewide Water Resources Management Plan for Georgia)

Executive Summary of Sub-State Components of State Water Plan

 * This section of the “State Components” of the Plan would provide an executive summary of each of the sub-state components of the State Plan. Such a summary will not be possible for many of the sub-state components until some time after completion of the “State Components”; however as the State Plan must be a ‘living’ document, these substate executive summaries can/should be added whenever the sub-state plans have been completed.
 * This summary might also generally address itself to an appropriate subset – or all - of the 42 issues the JWSC identified during the conduct of its work. Status-- A subset of the 42 issues has been identified.  Technical Advisory Committees are being set up to address some of these issues.
 * (Statewide Water Resources Management Plan for Georgia)

Water Quantity Management

 * State Overview
 * Highlights
 * Planning Area Boundary Issues
 * Water Quantity Management Summary by Planning Area
 * Water Quantity Management to Meet Present and Anticipated In-Stream Needs
 * Water Quantity Management to Meet Present and Anticipated Off-Stream Needs
 * Description of Items Requiring Further Attention and Research

Mandates list

 * Water Quality Management to Meet State Water Policy Objectives Not Mandated by Statute and/or Rules

title: Georgia Water/Statewide Plan/Tasks


text: Geometry/Coordinate Systems

title: Geometry/Coordinate Systems


text:
Radiation Oncology/Bone/PNET

 * Also please see CNS PNET

title: Radiation Oncology/Bone/PNET


text:
User talk:Boly38

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You can sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * Check out our help page if you need additional help.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Templates can save your time
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, or ask me personally on my talk page.

Good luck! -- LV (Dark Mark) 19:33, 10 January 2006 (UTC)
 * Thanks Lord Voldemort for this welcome ! :) --Boly38 12:15, 16 January 2006 (UTC)

 * To send me a message, please use my french talk's page (even if you speak english on it) :) --Boly38 12:15, 16 January 2006 (UTC)

Note : Join us on Wikijunior ! ;)

title: User talk:Boly38


text:
Blender 3D: Noob to Pro/HDRi

Introduction
You may have heard various people talk about HDR images. (WETA, Lucas, even Tim Sweeny). HDR images are part of a technology called HDRi which stands for "High Dynamic Range (image)". So... what on earth does that mean?

Here's a link to Wikipedia's article on the HDR format which I personally give all my credit to Paul Debevec for putting it to use for computer graphics purposes. Anyway, before you start trying to understand the usefulness of HDRi, please read the wikipedia link.

Also, visit Paul Debevec's website if you've got some more time to spare.

To sum up the excitement of HDR CG, think of it like the hype of the next-generation videogames that are about to come out, except set the stage for 1996 instead of 2006. Paul Debevec pioneered paralax mapping, HDR lighting, image-based modeling, his latest work includes some even more amazing technologies, and for the record he's my hero too.

To use HDRi images for 3D rendering, you need something called a light probe...

Definitions
HDRI stands for High Dynamic Range Imaging, and is basically an image format that contains from the deepest shadow up to the brightest highlight information. While an 'ordinary' digital image contains only 8 bits of information per color (red, green, blue) which gives you 256 gradations per color, the HDR image format stores the 3 colors with floating point accuracy. Thus the 'depth' from dark to light per color is virtually unlimited. Using HDR images in a 3D environment will result in very realistic and convincing shadows, highlights and reflections. This is very important for realistic emulation of chrome for example.
 * HDRI:

A Light Probe is a HDR image containing 360 by 360 degrees (solid angle 4π steradians) image information. In other words : it's a 360 degree spherical panorama image, not only looking around the horizon, but also up and down. Thus a Light Probe image contains all visible information as can be seen from a specific point, wherever you turn your head.
 * Light Probe:

Usage
Given that a Light Probe image is an 'all around' image with a high dynamic range, it's the perfect solution for your 'world' background, especially for a 3D animation.

Quick Tutorial (for experienced blendies)
First of all, you'll need an HDR image. There is a whole range at http://debevec.org/Probes/ that you can download for free. (There are even more at http://blenderartists.org/forum/showthread.php?t=24038 ). I will use the St. Peter's Basilica probe, but any other HDR image will do just fine.

To apply the HDRI environment to your scene:

 * Go to the shading settings (press F5) and click the World button.
 * Enable "Real" to force the horizon to stay still, as opposed to follow the camera
 * If you're rendering with Blender Internal (ver. 2.49), go to "Ambient Occlusion" tab and activate "Ambient Occlusion", then activate "Sky Texture". Skip this step if you're using external renderers.
 * In the "Texture and Input" tab, click "Add New" and "Angmap".
 * Then go to the "Map To" tab and deactivate "Blend" and activate "Hori".
 * Now go to the Texture settings (press F6) and change the "Texture Type" to "Image".
 * Click the "Load Image" button and locate your HDR image.
 * If you're using YafRay or other external renderers, you need to turn on Global Illumination and to set the quality to something other than "none".

Build a simple scene
To see the advantage of using a 360 by 360 world image, the simplest example to demonstrate this is a scene with a mirrored sphere.
 * 1) Add a sphere and a cube to your scene and place them in a bit of an interesting position. (note that I added a second lamp to light up the shadow part of the cube)
 * 2) Perhaps give the cube a different color than the default grey.
 * 1) Give the sphere a mirrored material : go to the Shading -> Material panel (F5) and find the Mirror Trans buttons.
 * 2) Check that Ray Mirror button is pressed. If it is not, check it.
 * 3) Set the RayMir value to a value of 0.5 or higher. Your preview should show the reflection of the checkboard environment.

Render with HDR (Blender Internal v2.49)

 * 1) Download a HDR image (see Paul Debevec's website)
 * 2) Go to the shading settings (press F5) and click the World button.
 * 1) Go to "Ambient Occlusion" tab and activate "Ambient Occlusion", then make sure "Raytrace" is chosen as gather method, and activate "Sky Texture"
 * 2) Adjust quality settings:
 * 3) Increasing number of samples reduces noise, but increases render times
 * 4) Adaptive QMC is faster, but generates more noise than Constant QMC
 * 5) In the "Texture and Input" tab, click "Add New" and "Angmap"
 * 6) Then go to the "Map To" tab and deactivate "Blend" and activate "Hori".
 * 7) Now go to the Texture settings (press F6) and change the "Texture Type" to "Image".
 * 8) Click the "Load Image" button and locate your HDR image.

Render with HDR (Blender Internal v2.69)

 * 1) Download a HDR image (see Paul Debevec's website)
 * 2) Go to Properties tab and click the World button.In the World Section check the "Real Sky" Button
 * 3) (optional)Go to "Ambient Occlusion" section and activate "Ambient Occlusion", then make sure "Raytrace" is chosen as gather method in Gather section"
 * 4) (optional)Adjust quality settings:
 * 5) Increasing number of samples reduces noise, but increases render times
 * 6) Adaptive QMC is faster, but generates more noise than Constant QMC
 * 7) In the Properties tab click Texture button->then click on 'show world texture'->then select type as 'image or movie'->then in mapping section select coordinates as 'Angmap'->then in in influence section uncheck the 'blend' button and check the 'horizon' button.
 * 8) In the Image section click on open button and locate your HDR image and Load it.

Render with YafRay
(optional step, as it was not needed for my setup :)
 * 1) Download a HDR image (see Paul Debevec's website).
 * 2) Go to the shading settings (press F5) and click the World button.
 * 3) In the "Texture and Input" tab, click "Add New" and "Angmap". Note that the Angmap button is the important thing to tell Blender that this file is a Light Probe file !
 * 4) Then go to the "Map To" tab and deactivate "Blend" and activate "Hori".
 * 5) Now go to the Texture settings (press F6) and change the "Texture Type" to "Image".
 * 6) Click the "Load Image" button and locate your HDR image.
 * 5. Press F10 and change the "Blender Internal" to "YafRay". You need to turn on Global Illumination and to set the quality to something other than "none". Note that the YafRay renderer does not come standard with the Blender installation. You need to download and install this separately.

Your result should look like this: (Rendering: left with Blender, right with YafRay) Click for larger version Note that the reflecting ball reflects the whole interior from every angle, even though we added just a single image to the World settings !

title: Blender 3D: Noob to Pro/HDRi


text:
User talk:192.91.147.35

Welcome to Wikibooks, collection of open-content textbooks! You don't have to log in to read or edit articles on Wikibooks, but creating an account is quick, free and non-intrusive, requires no personal information, and gives you many benefits, including:
 * The use of a username of your choice
 * The ability to view all your contributions via a "My contributions" link
 * Your own user page
 * Your own talk page which, if you choose, also allows users to send you messages without knowing your e-mail address
 * The use of your own personal watchlist to which you can add articles that interest you
 * The ability to rename pages
 * The ability to upload images
 * The ability to customize the appearance and behavior of the website
 * The eligibility to become an administrator
 * The right to be heard in votes and elections
 * Your IP address will no longer be visible to other users.

We hope that you choose to become a Wikibooks and create an account. We hope you enjoy your time here on Wikibooks as a Wikibookian! -- LV (Dark Mark) 19:47, 10 January 2006 (UTC)

title: User talk:192.91.147.35


text:
User:Derek Andrews~enwikibooks

I am a woodturner based in Nova Scotia, Canada. I started the wikibook Woodturning in January 2006.

Some of my other web publications are:

 * SeafoamWoodturning.com, my main website
 * The Toolrest, a blog for woodturners
 * The Chipshop, a blog for my customers
 * Sunrise Trail Visitors Guide, for tourists to my area.

title: User:Derek Andrews~enwikibooks


text:
Budget Watch Collecting/Quicky lube

Disclaimer: While this method is reasonably likely to get a mechanical watch running again, it is also likely to cause greatly increased wear if the watch is run much afterwards. I recommend this in limited circumstances only. One is to sort watches--If you can get a watch running with this, a standard clean/lube/regulate will very likely put the watch in good condition. The other situation is when a watch would be interesting, but even in good running condition would not be worth the cost of a servicing.

With that in mind--Many watches can be resurrected by oiling the critical friction surfaces that are accessible without disassembly. If you can get an oiler to the escape wheel, a drop of oil on each of about 3 teeth will be the most likely to revive the watch. Be extremely careful--you will be working in the area of the most fragile parts of the watch. Additionally, oil to each of the visible pivot jewels can help.

title: Budget Watch Collecting/Quicky lube


text: Template:Wikibooks:Templates

title: Template:Wikibooks:Templates


text:
Blender 3D: Noob to Pro/Creating a Light Probe

The light probe is, in the simplest terms, a photograph of your environment. they work in very much the same way that reflection maps do, and are made the same way.

Equipment:
 * 1) A pure silver ball. Try a plastic Christmas tree ball ornament.
 * 2) A camera, preferably digital. If you have a high-end digital camera, you'll have less work ahead.
 * 3) A place you'd like to capture the lighting from. Try laying different things in your environment to get a good idea.
 * 4) Something to fire the shutter without touching the camera. For digital cameras, Paul Debevec recommends using a program that will take all the pictures for you.
 * 5) A tripod.

Set it up like so. Remember that the height of your camera and the height of the ball relative to each other controls the angle at which the horizon will be shot. In other words, shoot the ball at the same angle that you plan to shoot your 3D scene in. If your scene is animated... consider making a similar rig except attaching your reflective ball to a video camera as was done for Flight of the Navigator.

(note from a VFX pro who is using this technique for years: on a mirror ball everything is reflected except the area right behind the sphere opposite to the camera - where the tape is on the above picture)

The process:
 * 1) Set up your rig and take a series of images with varying exposure times.
 * 2) Taking 2 sets of pictures, each offset by 90 degrees, will enable you to get better coverage of the background and eliminate the reflection of the camera taking the picture.


text:
William Shakespeare's Works/Tragedies/Macbeth

Act One : Scene 1
In a short 16 lines, Shakespeare quickly and effectively sets the scene for this play. From the first the play is restless and unnatural.

The witches, emblems of darkness and deceit, are the only characters present. They discuss a battle which they know will be finished shortly, they also know they will meet Macbeth "upon the heath", i.e. they have insight into the future. Their unnatural powers are further underlined in the last line of the scene "Hover through the fog and filthy air"

The restlessness and unease of the play as a whole is evoked in the thunder and lightning and the mentions of "hurly burly" and "battle".

Act One: Scene 2
This scene opens with the King Duncan awaiting news of the battle we have just heard the witches discussing. A "bloody man" has just arrived to report. What is significant is that Duncan himself is not fighting the battle. This indicates that he is perhaps too old or too weak to fight himself.

Malcolm, Duncan's son, and next in line to the throne, comments that the bloody man has saved him from being captured - "fought gainst my captivity". This suggests that Malcolm is a poor fighter, not capable of looking after himself on the battlefield. The question of why this is, is left open, perhaps he is simply young and inexperienced.

Next the Seargeant answers Duncan's enquiries and describes the battle. "Macdonwald" is the internal rebel being fought, there is evidently unrest in the kingdom. "Macdonwald" is not a weak enemy he is strong and tough - "merciless Macdonwald--Worthy to be a rebel". Indeed it looked like Macdonwald would win the day until by dint of some very hard fighting by Macbeth, Duncan's side won. To further emphasize the problems troubling Duncan's kingdom Shakespeare introduces an external foe who landed just as Macdonwald had been beaten. Instead of being disheartened by this Duncan's two leading soldiers redoubled their efforts and beat the second enemy.

Next two noblemen Ross and Lennox arrive bringing further news of the battle. It turns out that the external enemy (Norway) was being assisted by another internal traitor - The Thane of Cawdor. However not only has Macbeth succeeded in defeating them, he has made them pay a large fine to Duncan.

Duncan is very grateful to Macbeth for his courage, valour and success. Macbeth (along with Banquo) has succeeded in saving Duncan's Kingdom for him, against stiff odds. In addition he has enriched Duncan with the fine. Duncan concludes by granting Macbeth the title of the traitor. Macbeth becomes The Thane of Cawdor

Most significant in this scene is the emphasis on Macbeth's loyalty. Traitors are portrayed as evil but powerful, and Macbeth's bravery and courage in facing them are emphasized. This emphasis becomes ironic later in the play when Macbeth becomes the rebel


text: User talk:66.150.206.1

title: User talk:66.150.206.1


text:
User talk:24.37.245.125

Please stop. If you continue to use Wikibooks for advertising, you will be temporarily blocked from editing.

title: User talk:24.37.245.125


text:
Jini and Network Computing/Eight fallacies of distributed computing

L. Peter Deutsch asserted:

Essentially everyone, when they first build a distributed application, makes the following eight assumptions. All prove to be false in the long run and all cause big trouble and painful learning experiences.
 * The network is reliable
 * Latency is zero
 * Bandwidth is infinite
 * The network is secure
 * Topology doesn't change
 * There is one administrator
 * Transport cost is zero
 * The network is homogeneous

This set of fallacies provide a wide range of responses and reactions, as one might imagine.


text:
Jini and Network Computing/JavaSpaces05

JavaSpace05 (http://www.jini.org/nonav/standards/porter/doc/specs/api/net/jini/space/package-summary.html) is a standard extension interface which JavaSpaces implementations may optionally support. It provides:

 Batch operations for write and take designed to reduce network round-trips. contents - a streaming read which has some properties of an iterator but is adapted for remote operation. registerForAvailabilitEvent - a notify variant which provides a broader set of events concerning the state transitions of an Entry.

In some cases, it's expected that contents and registerForAvailabilityEvent will be used together to bring a client up to speed with current state. This is achieved by having the client first register for events and then using contents to recover state which was created prior to registration for events.

Both the batch operations and contents support the use of multiple templates to allow logical OR matching semantics.

title: Jini and Network Computing/JavaSpaces05


text:
Jini and Network Computing/Subclassing the UnicastRemoteObject class

When using the JRMP mechanisms provided in the java.rmi package, the java.rmi.UnicastRemoteObject class can be subclassed to get some simple programming tasks done for you.

In Jini2.0 and later, the use of net.jini.export.Exporter implementations, requires that subclassing not be performed, and instead, explicit exporting and unexporting be done. There are several important points about this.

 Each place that a remote object leaves the VM might need to explicitly export, and manage the lifecycle of the remote object returned by the exporter. If there is local and remote use of the same object, you might need to keep two different references around, one for local use, and one that will be passed out of the VM for remote use unless #1 applies, in which case, you can just export as needed.

Set the section on Using Jini Exporters for more information.


text:
User:Vozz~enwikibooks

aaaaa

title: User:Vozz~enwikibooks


text:
Jini and Network Computing/Using Jini Exporters

The net.jini.export package provides a power feature in Jini 2.0 and later. The foundation of this package is the net.jini.export.Exporter interface. An instance of this interface provides the ability to export and unexport a single object used for remote access.

Typically, an instance of an Exporter will be obtained using the net.jini.config.Configuration implementation established at service startup. The section on Using Configuration Files has more information on how a Configuration instance is typically obtained.

There are many types of scenarios for using an Exporter. Your particular circumstances will largely govern whether a single exported object can be used by all external references, or if you need to have multiple exports of the same object. As noted above, each export will require a separate Exporter, and for any Remote object exported, you will need to maintain a strong reference to the Exporter, if unexporting will be done and the Remote object, if it will be reused by other remote clients at a later time.

Distributed Garbage Collection (DGC) provides the ability for you to export a remote reference to a local object, send the reference back to a remote client, and to then have the Remote object be unexported and reclaimed when the remote client finishes using the remote object, or otherwise can no longer maintain its reference to that object because of network partitioning or other failures that keep it from updating its lease.

Some types of applications utilize a single Remote object for all clients. Other types of applications will, in fact, export a single object reference for remote use, one per remote client. In the former case, DGC is not needed, and can create problems because of its attempts to manage leases. In the later case, either DGC, or some other type of lease based lifecycle management needs to occur.

Jini and Network Computing


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Jini and Network Computing/Using Configuration Files

The net.jini.config package provides the facility to utilize live objects for configuring not just Jini services, but any Java application that can have this package and the associated dependencies in its classpath. The primary implementation of the net.jini.config.Configuration interface is the net.jini.config.ConfigurationFile class.

The net.jini.config.ConfigurationProvider Service Provider Interface (SPI) provides the generic mechanism for allowing a service deployer to provide a configuration in whatever way is appropriate. In almost all cases, the correct way to get a configuration for a service is to use the expression: String args[] = ... Configuration config = ConfigurationProvider.getInstance(args); For many types of services, the args[] value is the set of command line arguments that the Java virtual machine would be started with.

Services utilizing the com.sun.jini.start package, will receive the args[] value in the required constructor which has the signature.

The ConfigurationProvider javadocs provides more information on how one can use the SPI to provide a completely different source for configuration data. Jini and Network Computing


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Sanskrit/Verbs

present tense, parasmaipada

the verb is formed by putting a personal affix on the verbal root, sometimes using an infix.

endings:

 * ti, tha, nti
 * si, thah, tha
 * ami, avah, amah

 * -ति, -थ, -न्ति
 * -सि, -थः, -थ
 * -अमि, -अवः, -अमः

infixes:

 * 1P: -अ-
 * 4P: -य-
 * 10P: -अय-

for verbs in the 1, 4, and 10 class, the vowel in the verbal root is strengthened to its gunah substitute, eg:

तृ (1P) (to cross over) -- to form the 1st person singular, we convert "ऋ" to "अर्", giving "तर्". we then add the infix for 1P verbs, "-अ-", to get "तर". then we add the 1st person singular ending, "ति" to get the conjugated verb, "तरति" ("he crosses over").

गम् (1P) (to go) -- to form the 3rd person singular, we convert "गम्" to "गच्छ्". we then add the infix for 1P verbs, "-अ-", to get "गच्छ". we then add the postfix "अमि" to get the conjugated form "गच्छामि".

चुर् (10P) (to steal) -- to form 1st person plural, we change "चुर्" to "चोर्", then add infix "-अय-" and termination "-न्ति" to form "चोरयन्ति" ("they steal").

title: Sanskrit/Verbs


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Talk:Chess/Tactics

"The Exchange In pretty much any game, a player will have the opportunity to take one of his opponents pieces in exchange for one of his own pieces. This should NOT be done for its own sake!"

Not be done for its own sake? I always trade pieces because I play a better game with less pieces on the board. This statement seems a little shallow :-P. Especially trading in the beginning to force the other player into a weak board position.
 * If it's forcing the other player into a weak position, then it's not for its own sake. Similarly, it's a valid tactic to reduce the number of pieces in play when facing a superior opponent (and thus reduce the scope of his advantage) but that's not for its own sake either. Really though, it's a poor habit that prevents you developing the skills needed to handle a more cluttered board. Irrevenant 10:05, 31 January 2006 (UTC)

--

"Forking with check Forks which also include the king are the most powerful. The opponent must then move his king to safety and the other piece in the fork has no chance of escape."

Move his king... or kill the position causing the fork... or block the piece from putting the king in check.

Section "Removing the defender"
I find this section quite vague and I do not understand it.

"By first capturing, threatening, or pinning a piece that guards another, you should be able to capture the other piece for free." How so? Do you have any arguments at your disposal for this assertion?

And then "capturing, threatening, or pinning". About what kind of situation are you talking ? Which situation is not meant by this?

--Utonsal (discuss • contribs) 19:59, 2 January 2023 (UTC)

title: Talk:Chess/Tactics


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User:Aberwulf~enwikibooks

See also my Wikipedia User Page.

title: User:Aberwulf~enwikibooks


text:
User talk:69.122.182.198

Sorry, but we cannot accept your contributions. Please read What is Wikibooks. --Derbeth talk 07:58, 11 January 2006 (UTC)

title: User talk:69.122.182.198


text:
User talk:64.178.129.201

Please stop adding nonsense to Wikibooks. It is considered vandalism. If you would like to experiment, use the sandbox. Thank you.

title: User talk:64.178.129.201


text:
Symptoms and Signs in Dermatology/Macules

Macules are small skin lesions (<10 mm) characterised by change in colour of skin without any palpable elevation of skin. To be "macular" means the area of abnormality is not palpable; it can't be felt. You might find macular erythema (an area of redness) or a "macular pigmented skin lesion", which could be a junctional nevus (often referred to as a "mole") or lentigo (a kind of freckle). Being macular implies the process does not thicken the skin or represent an increase or decrease of the keratinocytes in this area.


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Symptoms and Signs in Dermatology/Papules

Papules are small lesions characterized by elevation of skin.


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Symptoms and Signs in Dermatology/Plaques

Plaques are elevated skin lesions larger than papules (> 10 mm). There may or may not be a change in the colour of the skin. Palpable lesions deeper in or below the dermis are called /Nodules/.


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Talk:Consciousness Studies/Early Ideas

The piece on Homer is useful because it introduces the whole area of how minds or outlooks may have changed as well as how they were. We need an entry in the 20th century section on Jaynes' Bicameral Mind thesis ( http://julianjaynessociety.tripod.com/ ). On the subject of Homer, some quotes from Iliad showing how thoughts and actions of gods etc. were intertwined would be helpful (though I appreciate that locating apposite quotes will be time consuming). I put Aristotle up front because he is so central to medieval and modern science and philosophy, not because I believe he is "better", the order of the other philosophers is probably immaterial. RobinH 09:10, 11 January 2006 (UTC)

I think you need to consider how you motivate the history of consciousness per se as opposed to the history of subjectivity or personal identity or the relation of personal subjectivity to biological life or any number of related issues. If you go back to these sorts of concerns, then I think you need to perhaps do as Karen Armstrong doesin her (2006?) book The Great Transformation and show the origins of this look inward within religions around the world. If you want to limit your self to consciousness, perhaps it is better to focus on the Socratics--especially the Latin Stoics, like Seneca--who used 'conscientia' in this inward sense and had a big impact on Augustine.--Michelferrari 00:03, 8 June 2007 (UTC)---

 * Good points. The big problem here is that consciousness studies is so contentious. The biographical approach has been adopted to permit the historical section to contain divergent approaches yet still be useful to academic students, a sort of "lucky dip" of historical work. This is also why it has so many quotes - nothing should be reported without being supported! This section desperately needs articles on both Seneca and Augustine, particularly Augustine's view on time - any volunteers? RobinH 08:58, 8 June 2007 (UTC)

title: Talk:Consciousness Studies/Early Ideas


text: User talk:59.181.39.17

title: User talk:59.181.39.17


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User talk:Sharadgor

Plaques, Papules, Macules
Please note that I marked the pages for rename.

With kind Regards.

--Krischik T 09:25, 11 January 2006 (UTC)

 * Renamed. --Hagindaz 18:34, 16 April 2006 (UTC)

title: User talk:Sharadgor


text:
User talk:Aberwulf~enwikibooks

List of endangered languages, List of extinct languages
Please not that I have marked the chapters for rename.

Thank you!

--Krischik T 10:41, 11 January 2006 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Aberwulf. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Aberwulf~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 22:54, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 04:28, 19 April 2015 (UTC)

title: User talk:Aberwulf~enwikibooks


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French/Grammar/Tenses/Recent past

The Passé Récent is the tense which represents doing something.

e.g. I just returned.

However, in French you say that you come from doing something rather than having just done it, so that sentence would be: e.g. Je viens de revenir

If we break it down into its parts it looks like this:

(pronoun) (conjugated form of venir) de (infinitive verb)

Here are some more examples:

We have just finished = Nous venons de finir

She has just arrived = Elle vient d'arriver

They have just eaten = Ils viennent de manger

title: French/Grammar/Tenses/Recent past


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Template:Rename

This template adds the page to Category:Books to be moved. See also Template:Move.

title: Template:Rename