text:
Digital Libraries/Indexing and searching

Module name
Indexing and Searching

Scope
This module covers the general principles of information retrieval (IR) models, indexing methods, and the working of search engines applicable to digital libraries.

Learning objectives:
By the end of this module, the student will be able to:
 * a. Understand the basic working of Search engines, and identify and explain the Indexing and Retrieval stages.
 * b. Understand how a crawler crawls sites, and collects documents for indexing.
 * c. Learn about indexing methods and use Lucene to index a given dataset.
 * d. Learn about the vector space and other information retrieval models and discuss and compare which models to deploy for specific datasets.

5S characteristics of the module:

 * a. Space: The concept of space for this module is physical space and virtual web space. The web pages, indexes and posting lists are stored in a physical space on servers, and the crawler crawls the virtual web space to find new content. Many IR models use spaces, e.g., vector or probability.
 * b. Stream: The web crawler finds URL's in a webpage, which can be considered a stream of data, which it follows to find more streams recursively.
 * c. Structure: The web crawler, inverted index and postings list all make use of particular data structures.

Level of effort required:

 * a. Class time: 3 hours (1.5 + 1.5)
 * b. Student time outside class: 6 hours
 * i. Reading before each class starts (2+2)=4 hours
 * ii. Homework assignment: 2 hours

Relationships with other modules:

 * a. 3-c Harvesting: Harvesting applications in digital libraries crawl a set of archives/ document collections to find information specific to a particular topic. This is similar to search engines, discussed in this module; they use a crawler to collect information on the web/document collection.
 * b. 6-b: Online info seeking behavior and search strategy: The 6-b module takes a user oriented view of the IR system and search strategies, while the Indexing and Searching module takes a more systems oriented view of the IR system, its structure and its functions.
 * c. 6-a: Info needs, relevance: The Indexing and Searching module addresses the user's information needs by collecting and presenting hopefully relevant data based on the user's query (needs).

Prerequisite knowledge required:

 * a. None

Introductory remedial instruction:

 * a. None

Topic 1: Search Engines

 * a. History of search engines in digital libraries
 * The need for Search Engines (SE)
 * Motivated and contextualized by reference to SE's that crawl the web

 * b. The need for search engines in digital libraries
 * Are libraries aware of the incredible volume of academic content that is available on the web?
 * It is estimated that about one billion individual documents are in the "visible" and nearly 550 billion documents on 200,000 web sites in the "deep" web, which cannot be crawled with standard methodology due to its dynamically generated content.
 * For the research and teaching community the "invisible" web is of specific interest as it includes a major proportion of (high) quality content in free or licensed databases.

 * c. Shortcomings of commercial search engines for digital libraries.
 * Commercial search engines cannot search the "invisible" part of the digital library.
 * A search engine's primary business is to obtain revenue through advertising; therefore the contents of the digital library could be used to boost sales of certain products, which is profitable for the search engines.
 * There is no guarantee of the long-term sustainability of an index; everything is left to the discretion of the search engine.
 * Search engines aim at content that can be automatically indexed. It cannot consider manual conversion of data formats, which doesn't work well with digital libraries.

 * d. The way search engines work in digital libraries is illustrated in the following figure. The first step in the figure, Web crawling, is explained in the following paragraphs. Each of the other steps is explained in detail in Topic 2, 3 and 4.

 * e. Web Crawling:
 * A web crawler (also known as a web spider) is a program or automated script, which browses the World Wide Web or a specific part of the web or private database in a methodical and automated manner.
 * Web crawlers are mainly used to create a copy of all the visited pages for later processing by a search engine that will index the downloaded pages to provide fast searches.
 * A crawler generally starts with a list of URLs to visit, called the seeds. As the crawler visits these URLs, it identifies all the hyperlinks in the page and adds them to the list of URLs to visit, called the crawl frontier. URLs from the frontier are recursively visited according to a set of policies.

 * f. Features a web crawler should provide include:
 * Distributed: The crawler should have the ability to execute in a distributed fashion across multiple machines.
 * Scalable: The crawler architecture should permit scaling up the crawl rate by adding extra machines and bandwidth.
 * Performance and efficiency: The crawl system should make efficient use of various system resources including processor, storage, and network bandwidth.
 * Quality: Given that a significant fraction of all web pages are of poor utility for serving user query needs, the crawler should be biased toward fetching "useful" pages first.
 * Freshness: In many applications, the crawler should operate in continuous mode: It should obtain fresh copies of previously fetched pages. A search engine crawler, for instance, can thus ensure that the search engine's index contains a fairly current representation of each indexed web page. For such continuous crawling, a crawler should be able to crawl a page with a frequency that approximates the rate of change of that page.
 * Extensible: Crawlers should be designed to be extensible in many ways - to cope with new data formats, new fetch protocols, and so on. This demands that the crawler architecture be modular.

Topic 2: Document Analysis

 * 1. Document Analysis consists of some of the following processes
 * a. Tokenization
 * Given a character sequence and a defined document unit, tokenization is the task of chopping it up into pieces, called tokens.
 * For example "We shall rejoice" is broken down into 3 tokens 'We', 'shall' and 'rejoice'.
 * Tokenization is language and domain specific. For example, "San Francisco" could be tokenized into 2 tokens 'San' and 'Francisco', which should have been a single token 'San Francisco'.
 * The process of tokenization should not chop up words just by detecting white spaces. Words or phrases that could pose a problem could be phone numbers (800-444-5555), proper nouns, punctuation characters, apostrophes, etc.

 * b. Stop Words
 * Some extremely common words which appear to be of little value in helping select documents matching a user's need often are excluded from the vocabulary entirely. Such words are called 'stop words'.
 * Examples include a, an, and, are, be, it, by, has, from, for, were, will.
 * This helps in dropping some tokens, and thus helps in reducing the size of the posting list (described in Topic 3. Indexing)
 * Some search engines do not use stop word filtering or just limit the size of stop word lists (stop lists). This is because stop lists could be unfair to certain queries, e.g., 'To be or not to be'

 * c. Stemming
 * Documents tend to use different forms of the same word, e.g., differ, differed, differentiate, different.
 * These could result in separate tokens, even though they stem from the same word 'differ'.
 * When a user queries for 'different' he might be interested in getting results that have other forms of the word 'different'.
 * Stemming reduces the size of posting lists and has been shown to improve document rankings. It enhances recall, but may reduce precision.
 * More linguistically accurate processing, lemmatization, typically has similar effect, but usually is more expensive.

 * d. Normalization
 * Normalization is the process of canonicalizing tokens so that matches occur despite superficial differences in the character sequences of the tokens.
 * The above mentioned processing should be done in such a way that consistent text handling occurs for queries as well as documents. This is especially important if documents can be queries.

Topic 3: Indexing

 * 1. An index is used to quickly find terms in a document collection. As a Digital Library grows, an efficient method to do a full-text search is required. An inverted index is typically used to achieve this objective.
 * 2. Text is preprocessed and all unique terms are identified. For each term, a list of document IDs containing the term also is stored. This list is referred to as a posting list.
 * 3. Indexing requires additional overhead of I/O and space for the index to be stored on a secondary storage.
 * 4. Indexing dramatically reduces the amount of I/O to satisfy an ad hoc query. Upon receiving a query, the index is consulted for each querying term, the corresponding posting list is referenced, and documents are ranked based on estimated query relevance.

 * 5. The indexing phase can be divided into the following sub-phases
 * a. Building an Inverted Index
 * i An inverted index consists of two components as shown in Figure 3
 * 1. Term list: A list of unique terms
 * 2. Posting List (for each term): List of document IDs containing that term.

 * b. Compressing an inverted index
 * i. Large indexes and posting lists can pose I/O bandwidth and storage problems.
 * ii. Compression can help significantly, e.g., see the 'Fixed Length Index Compression' algorithm.

 * c. Variable Length Index Compression
 * i. Differences between consecutive entries in a posting list are used to compress the index.
 * ii. Frequency distribution and offsets are used for compression.
 * iii. See: 'Gamma Codes' and 'Varying Compression Based on Posting List size'

 * d. Index Pruning
 * i. A 'lossy' approach in which certain posting list entries could be removed or pruned without significantly degrading performance.

 * e. Reordering documents prior to indexing
 * i. Index compression efficiency can be improved by algorithms that reorder documents before inverted index compression.
 * ii. Two types of algorithms can be used: Top-Down and Bottom-Up.

Topic 4: Searching

 * 1. Information retrieval includes searching for information within documents. It typically uses an index, and retrieval strategies to achieve this objective.
 * 2. A Digital Library can employ different retrieval strategies depending upon the type of documents stored in it.
 * 3. For a given retrieval strategy, many different utilities can be employed to improve the results of the retrieval strategy. Retrieval utilities should be viewed as Plug-n-Play utilities which can be coupled with any retrieval strategy.

 * 4. Retrieval Strategies:

 * a. Vector Space Model:
 * i. It is based on the idea that a meaning of a document is conveyed by the words used in it. If one can represent the words in a document or a query by a vector, it is possible to compare documents with queries to determine how similar their content is.
 * ii. The model involves constructing a vector that represents the terms in the document and another vector that represents the terms in the query.
 * iii. The angle between the two vectors is computed by using the inner product of the two vectors. This angle is also referred to as a Similarity Coefficient (SC).
 * iv. Some of the terminologies used in the Vector Space Model are:
 * t = number of distinct terms in the document collection
 * tfij = number of occurrences of term tj in the document Di. This is referred to as term frequency.
 * dfj = number of documents that contain tj. This is the document frequency
 * idfj = log(d/dfj) where d is the total number of documents. This is the inverse document frequency.
 * Dij = tfij * idfj :weighting factor for a term j in a document i
 * Similarity coefficient, SC (Q, Di) = Sigma(j=1 to t) (w_qj x d_ij), where (wq1, wq2, …, wqt) is a query vector and (di1,di2, …, dit) is a document vector.

 * b. Probabilistic Retrieval
 * i. A probability based on the likelihood that a term will appear in a relevant document is computed for each term in the collection.
 * ii. For terms that match between a query and a document, the similarity measure is computed as the combination of the probabilities of each of the matching terms. Sometimes other probabilities are considered, too.

 * c. Neural Networks
 * i. A sequence of 'neurons' or nodes in a network, that fire when activated by a query triggering links to documents.
 * ii. The strength of each link in the network is transmitted to the document and collected to form a similarity coefficient between the query and the document.
 * iii. Networks are trained by adjusting the weights on links in response to predetermined relevant and non-relevant documents.

 * d. Genetic Algorithms
 * i. An optimal query to find relevant documents can be generated by evolution.
 * ii. An initial query is used with either random or estimated term weights. New queries are generated by modifying the weights in queries from the prior generation.
 * iii. A new query survives by being close to known relevant documents, while queries with less 'fitness' are removed from subsequent generations.

 * e. Boolean Algorithm
 * i. A classical retrieval model, which is mostly adapted and used commercially.
 * ii. It is based on Boolean logic and classical set theory. Documents and query are represented as sets of terms.  Retrieval is based on whether the documents contain the query terms or not.
 * iii. In mathematical point of view, the algorithm is straightforward, but there are problems to be solved in practical point of view, e.g., stemming, choice of terms, etc.

 * f. Extended Boolean Algorithm
 * i. In conventional Boolean retrieval, relevance ranking to the query could not be estimated because the documents either satisfied or not satisfied the Boolean request.
 * ii. To incorporate relevance ranking, Extended Boolean was proposed.
 * iii. The idea is to assign term weights (ranges from 0 to 1) to the terms both in the query and the documents and incorporate those weights in the relevance ranking.
 * iv. The similarity coefficient (SC) is calculated using the Euclidean distance from the origin to the term weights and normalized.

 * g. Fuzzy Set Retrieval
 * i. A document is mapped to a fuzzy set (a set that contains not only the elements but a number associated with each element that indicates the strength of membership).
 * ii. Boolean queries are mapped into fuzzy set intersection, union and complement operations that result in a strength of membership associated with each document that is estimated to be relevant to the query. This strength is used as a Similarity Coefficient.

 * 5. Performance Metrics
 * a. Precision: the ratio of the number of relevant documents retrieved to the total number of documents retrieved. Precision provides one indication of the quality of the answer set, reflecting ability to avoid noise.

 * b. Recall: the ratio of the number of relevant documents retrieved to the

total number of documents in the collection that are believed to be relevant. This indication of quality reflects how comprehensive is the query.

Required reading for students

 * i. Search Engine Technology and Digital Libraries, "Libraries need to discover the academic content", Norbert Lossau, D-Lib Magazine, June 2004, Volume 10 Number 6 http://www.dlib.org/dlib/june04/lossau/06lossau.html
 * ii. Grossman, D. A. and Frieder, O. (2004). Chapter 2: Retrieval Strategies. In Information Retrieval: Algorithms and Heuristics, Second Edition, Springer. pg 9-20
 * iii. Grossman, D. A. and Frieder, O. (2004). Chapter 5: Efficiency, Inverted Index. In Information Retrieval: Algorithms and Heuristics, Second Edition, Springer. pg 182-195

Recommended reading for students

 * i. Manning C. D. et al. (2008). Chapter 2. The term vocabulary and posting list. In Introduction to Information Retrieval. Cambridge University Press. Online version retrieved in Sep. 14, 2009 from http://nlp.stanford.edu/IR-book/pdf/02voc.pdf
 * ii. Grossman, D. A. and Frieder, O. (2004). Chapter 1. Introduction. In Information Retrieval: Algorithms and Heuristics, Second Edition, Springer. pg 3-5.
 * iii. Manning, Christopher, Prabhakar Raghavan, and Hinrich Schütze. Chapter 4 In Introduction to Information Retrieval. Cambridge, England: Cambridge University Press, 2008. http://nlp.stanford.edu/IR-book/pdf/chapter04-construction.pdf
 * iv. Manning C. D. et al. (2008). Chapter 4.Index Construction. In Introduction to Information Retrieval. Cambridge University Press. Online version retrieved in Sep. 14, 2009 from http://nlp.stanford.edu/IR-book/pdf/04const.pdf

Reading for instructors

 * i. Lawrence, S. et al. (1999). Indexing and Retrieval of Scientific Literature. Proceedings of the eighth international conference on Information and knowledge management, Kansas City, Missouri, United States, Pages: 139 - 146. http://portal.acm.org/citation.cfm?id=319970&coll=GUIDE&dl=GUIDE&CFID=20419353&CFTOKEN=20765028&ret=1#Fulltext
 * ii. Summann, F. (2004). Search Engine Technology and Digital Libraries, "Moving from Theory to Practice". D-Lib Magazine, September 2004, Volume 10 Number 9. Article at http://www.dlib.org/dlib/september04/lossau/09lossau.html
 * iii. DeRidder, J. (2008) Googlizing a Digital Library, The Code4Lib Journal, Issue 2. http://journal.code4lib.org/articles/43
 * iv. Pant, G., Tsioutsiouliklis, K., Johnson, J., and Giles, C. L. 2004. Panorama: extending digital libraries with topical crawlers. In Proceedings of the 4th ACM/IEEE-CS Joint Conference on Digital Libraries (Tuscon, AZ, USA, June 07 - 11, 2004). JCDL '04. ACM, New York, NY, 142-150. DOI= http://doi.acm.org/10.1145/996350.996384

IR-related resources from Wikipedia

 * Annotation
 * Bayesian Network
 * Binary Classification
 * Digital Library
 * Content-based Image Retrieval
 * Edit distance
 * Federated Search
 * Hubs and Authorities
 * Human-computer Information Retrieval
 * Hypertext
 * Image Retrieval
 * Information
 * Information Filtering
 * Information Retrieval
 * Language Model
 * Latent Semantic Analysis
 * Latent Semantic Indexing
 * Machine Learning
 * Metadata
 * Metasearch
 * N-gram
 * Naive Bayes
 * Okapi BM25
 * Open Archives Initiative
 * Precision (Information Retrieval)
 * Query Expansion
 * Relevance Feedback
 * Skip List
 * Standard Boolean Model
 * Stemming
 * Term Discrimination
 * Tf-idf
 * Vector Space Model
 * Web Crawler
 * Zipf's Law

Exercise A: Web Sphinx

 * 1. Download the crawler application Web Sphinx from http://www.cs.cmu.edu/~rcm/websphinx/#download. Download the websphinx.jar file and save it to your computer in a directory. Use the command prompt, navigate to the directory where the jar file has been downloaded, and type "java -jar websphinx.jar". Note: You should have the latest version of the Java Runtime Environment (JRE) downloaded and installed on your computer.
 * 2. Once the application has been started, read the user manual at http://www.cs.cmu.edu/~rcm/websphinx/#examples to get acquainted with the tool.
 * 3. Use Depth-first/Breadth-first crawling, limit number of hops, crawl the sub-tree and observe changes in the visualization. Observe how certain groups are formed and certain pages try to stick together as they are under the same sub-root. Observe the outline as to how the pages are arranged in the server.
 * 4. Certain URL's you can try this tool on are
 * a. http://www.cs.vt.edu
 * b. http://www.dlib.vt.edu/

Exercise B: Building a simple index

 * 1. Create a simple inverted index with a posting list of the following documents
 * a. D1: John sells oriental pots for a dollar.
 * b. D2: Oriental pots are made of clay.

 * 2. Step1: Tokenization. Separate each word in documents D1 and D2.
 * 3. Step 2: Remove stop words.
 * 4. Stop words are removed by comparing the tokens against a list of predefined stop words. In this case, three stop words - for, a and are - are removed from the table above.  The result is shown below.

5. Step 3: Stemming. Stem the tokens to their roots. In this case, 'sells' became 'sell' and 'pots' became 'pot'.

6. Step 4: Remove duplicate terms, keep the document IDs of the removed. Now a simple inverted index with a posting list has been created.

Exercise C: Evaluation

 * 1. There are a total of 1000 documents in a document collection. For a given search query, the total number of relevant documents for the query are 400. The query is executed on the IR system, and it retrieves 600 documents. Out of the 600 documents, only 300 are relevant to the query. What is the precision and recall of the IR system?

 * 2. Explanation:
 * a. Total number of documents in the collection = 1000
 * b. Relevant documents = 400
 * c. Retrieved documents = 600
 * d. Relevant documents retrieved = 300
 * e. Precision = Relevant Retrieved / Retrieved = 300/600 = 50%
 * f. Recall = Relevant Retrieved / Relevant = 300/400 = 75%

Additional useful links

 * a. Web Sphinx : http://www.cs.cmu.edu/~rcm/websphinx/

Contributors

 * a. Initial author:
 * i. Aniket Arondekar
 * b. Guidance:
 * i. Dr. Edward A. Fox
 * ii. Seungwon Yang
 * c. Evaluation:
 * i. UNC-CH project team


text:
Digital Libraries/Web Publishing

Module name
Web Publishing

Scope
This module covers the general principles of Web publishing and the various paradigms that can be used for storing and retrieving content within digital libraries. This module introduces various techniques to publish information in digital libraries and compares and contrasts them. It also discusses how the various paradigms can be used in varied scenarios for different applications.

Note': This module includes an exercise of creating a wiki (Web-based publishing system) to help coordinate and conduct the course activities. The instructor uses the wiki to upload class documents and the students use the wiki to upload their assignments. Our recommendation is to teach this module in the beginning phases of the entire course as the tools used and developed during this class will be useful all throughout the course.

Learning objectives:
By the end of this module, the student will be able to:
 * a. Identify the fundamental concepts, theoretical models and the process of generation and maintenance of online publication in digital libraries.
 * b. Determine the criticalities of choosing the correct paradigm for Web publishing over others depending upon the purpose of the digital archive.
 * c. Successfully create and manage a small scale personal or collaborative online environment for publishing or sharing content over the Web.

5S characteristics of the module:

 * a. Stream: Web publishing generates a stream of digital data that enters the Web based digital archive. The data that is displayed over the Web also accounts for another stream of data outputted by the Web.
 * b. Structure: The relevance of structures pertaining to Web publishing deals with the different Web based architectures that can be used to publish information online. The composition of documents, for example XML formats, HTML format, Channel Definition Format (definition of a website's content and structure), PDF, etc depending upon their formats is a structure.
 * c. Spaces: The space required for storing data over the Web and the Web servers involved in publishing it would be pertaining to the space domain. The medium used for displaying information over the Web such as a monitor or a PDA screen can be classified as a space.
 * d. Scenario: Scenarios include the steps involved in the process of Web publishing such as Submission, Acquisition, Quality Control, Production and Delivery.
 * e. Society: The collaboration involving content published over the internet that could involve multiple users to modify/moderate it to achieve eventual consistency could be discussed related to society.

Level of effort required:

 * a. In-class time: 1 1/2 hours.
 * b. Out-of-class time:
 * i. Preparation / Reading: 2-3 hours
 * ii. Assignment: 2 hours

Relationships with other modules:

 * a. 3-b: Digitization
 * Digitization encompasses the procedure for digitizing information and the various technical standards that are involved in different types of digital data sets such as images, text, etc. Web publishing includes the publication of digitized books or articles online. Therefore, 3-b Digitization module can be taught before the Web publishing module.
 * b. 3-d Document and e-publishing / presentation markup
 * Document and e-publishing is very similar to Web publishing as it covers the process of creating documents and publishing them. Document and e-publishing would also include tagging within documents. However, Web publishing also deals with the various paradigms (Wiki, RSS) used to publish content and the differences amongst them.
 * c. 6-c Sharing, networking, interchange.
 * Sharing, networking and interchange deals with the human perspective of collaborating together on a common / virtual space to interact with other users and share information. Web publishing focuses on the aspect of publishing data online, which may involve collaboration with other users depending upon the publishing paradigm used. The materials published on a wiki or a blog are shared by visitors, who often have similar interests. Blogs and wikis could be networked with others that provide similar or complementary content.  Web publishing is more information centric whereas this module on sharing, networking and interchange is more user-focused and revolves around collaborative interaction.

Prerequisite knowledge required:

 * a. None

Introductory remedial instruction:

 * a. None

Basic Concepts and Definitions

 * 1. What is Web publishing?
 * a. Digital content vs. Web content
 * b. Web publishing - "Web publishing is an activity of collecting Web pages, images, videos and other digital assets and hosting them on a particular domain on the World Wide Web"
 * c. A Web service that automates information services that are conducted over the Internet, using standardized technologies and formats/protocols that simplify the exchange and integration of large amounts of data over the Internet.
 * d. Traditional publishing vs. Web publishing - The traditional approach of publishing is an expensive and time consuming procedure. It categorizes different roles for specific persons or organizations and is not an iterating process. However, Web publishing is a flatter and more collaborative approach towards publishing content where each contributor plays multiple roles in the publishing procedure rather than a specific pre-assigned process as shown in the figure below [3].
 * e. Especially Wiki, RSS and Blogs will be the focus of this section. Wikis allow users to collaboratively create, edit, link and organize content over the Web. RSS (Really Simple Syndication or Rich Site Summary) makes it possible for people to keep up with dynamic Web content in an automated manner that can be piped into special programs or filtered displays. Blogs are either personal diaries or Websites providing news or commentary arranged in a reverse chronological order.

 * 2. Social Infrastructure of publication
 * a. Understand the roles of people involved with the publication and the social infrastructure that is involved in the process of Web publishing.
 * b. Those involved with publishing can be categorized using the following list:
 * i. Authors - The one who owns the content and creates it originally is named as the author of the content.
 * ii. Publishers - Publishers are brokers between authors who wish to disseminate their thoughts, ideas and knowledge and the readers / consumers of the content published.
 * iii. Third Party Institutions - Institutions include schools, professional organizations, research labs and companies that have affiliation with the author or the publishers.
 * iv. Consumers - Interested parties such as learners and readers can be classified as consumers of the published material.
 * c. Each entity can be involved in multiple operations in the entire process. For example, a publisher also can be a consumer of the published material.

 * 3. Intellectual Property Rights
 * a. Copyright Laws bestow ownership to the author of the published work.
 * b. Authors possess the powers to modify, update and manage the published content.
 * c. The information owned by the author cannot be printed, reproduced, or otherwise communicated, either directly or with the aid of a medium, without the authors consent. (US Copyright Laws)
 * d. The copyright laws also can be transferred to other people or third party organizations.
 * e. In an instance where a third party or a consumer uses the work published by an author to derive a hypothesis or to state a fact, a mandatory reference has to be made to the author's work in order to acknowledge credit to the author for his work.

 * 4.	Access to material
 * a. Open access (OA)
 * i. Open access is free, immediate, permanent, full-text, online access, for any user, Web-wide, to digital scientific or scholarly material.
 * ii. Open access means that any user, anywhere may link, read, download, store or data mine the digital content of that article.
 * b. Open source offers practical accessibility to a product's source including its knowledge and goods. In this context, it implies free access to all the resources categorized as open source.
 * c. Material is often accessible though license agreements. Licenses specify permission to access the material. It is granted by the licensor to the licensee as an element of agreement between them.
 * d. Some material is only accessible to a community or a group demonstrating a sense of privacy for the material. The Web's security systems can protect such limited accessing.

Benefits of Web publishing

 * 1. Makes it easier to conduct work across organizations regardless of the types of operating systems, hardware/software, and databases that are being used. Web browsers make this possible since they form an interface between the system and the online repository.
 * 2. Easy to update, modify and restore information.
 * 3. Enabling remote access to resources.
 * 4. Enabling concurrent access of resources by multiple users.
 * 5. Collaboration with multiple users to maintain/manage correct information.
 * 6. Preservation of online material is easier due to the digital nature of data. Creating back-up copies of published data for circulation or storage is comparatively easier, faster and precise than traditionally published hard copies of the material.
 * 7. As compared to traditional publishing, Web publishing saves on of cost and effort.

Generate, Publish and Maintain Web Content

 * 1.	Issues before publishing
 * a. Selection of material - The topic and the content that may undergo the publishing process.
 * b. Enhancing content value before publishing - The structure and flow of information can be modified for a more logical understanding of concepts.
 * c. Copyright for the protection of resources.
 * d. Copyright check for not infringing/overlapping others' information.
 * e. Authentication for preservation and restricted access for updating / maintenance.

 * 2. Publishing Procedure
 * A general model of publishing can be categorized into the following steps.
 * 2.1 Submission
 * a. Collection of material from the author.
 * b. Submission of final content for publishing.
 * c. For instance, if one wishes to publish an e-book for a particular topic, the initial course of action would be to gather all the material written or collected by the person. Creating a final version of the content one would like to publish as an author will be the following step.

 * 2.2 Acquisition
 * a. Content passes through a reception process on receiving from a source. This may include activities such as management / segregation of content (creating folders or directories to hold them) and registering the item within the publication records. In the example, the digital data should be separated depending upon their relevance into different chapters.
 * b. Acknowledging the submission and notification to author.

 * 2.3 Quality Control
 * a. Correctness and authenticity of data. In our example scenario, the data to be published should be verified with previously certified papers or journals. If a contradicting fact is proved then it should be backed by appropriate results, evaluation and proof.
 * b. Check formatting and grammatical mistakes. Some journals have specific pre-determined format. (e.g., IEEE & ACM Journals) If the article or journal being published has a particular format, then that should be used for the matter being published.
 * c. Link check (ensure the validity of all outward Web links, if applicable) In most Web articles or books, links to various other published content are present that provide more information about a specific topic. The working of those links should be checked.
 * d. Peer review in case of official journals. Certain journals require an official team to review the content before publishing. The team could comprise of professional personnel pertinent to that field of study and they need to approve the authenticity of the data being published.

 * 2.4 Production
 * a. Ready for publication. In this phase, the data has undergone a series of changes and is now ready for being published.
 * b. Depending upon the technology being used such as RSS or Wiki or Blogs, the author needs to decide the layout of how the data will be displayed online. In the example, the author could make a tabbed interface for all the chapters of the book or have hyperlinks to all the chapters in the index.

 * 2.5 Delivery
 * a. Online release for public use. One the data has been published over the Web, the author makes an official release of the content and makes it accessible to other Web users.
 * b. Periodic maintenance. Once published, the content can be updated with new findings or with the latest updates pertaining to that field of study.
 * c. Announcement for advertisement and awareness. This task involves publicizing the published data to spread awareness. In the example, hosting a press release or having advertisements about the book online on other Web pages would help convey the message.

Web 2.0

 * 1. Web 2.0 is a term describing the trend in the use of World Wide Web technology and Web design that aim to enhance creativity, information sharing, and, most notably, collaboration among users.
 * 2. These concepts have led to the development and evolution of Web-based communities and hosted services such as social networking sites, wikis and blogs

Web Publishing Paradigms

 * 1. RSS
 * a. RSS (i.e. Really Simple Syndication) is a Web based format used to frequently publish Web content such as news headlines, event updates, podcasts.
 * b. It generates a RSS document called a "feed" or "Web feed" that encompasses a summary / full text of the content being updated by the associated Web site.
 * c. This RSS content can be viewed using a "RSS Reader"
 * d. The process involves the following steps,
 * i. The user subscribes to a feed by entering the feed's link into the reader. The user can also click on the RSS icon on the Web page and subscribe to the feed.
 * ii. The new feeds automatically populate in the users RSS Reader and notify the user of any new content.
 * iii. The user can then view or download any updates.
 * e. RSS Readers are of two types
 * i. Web-based - All the feeds come to a Web reader which the user access online by visiting the Web reader's home page and logging into it.
 * ii. Program-based - In this case the user can directly run the RSS reader program to download the feeds onto one's computer.

 * f Web Publishing Tool for RSS - Google Reader
 * i. Several Web-based tools exist for RSS. Google Reader is one of the more popular ones. Many program-based tools also exist online which can be downloaded for free from News Gator (www.newsgator.com).
 * ii. Google Reader constantly checks your favorite Web sites for new content and updates their status immediately.
 * iii. It simplifies your reading experience by showing all your favorite Websites in one convenient place. It is analogous to your personalized mail box for the entire internet.
 * iv. Google Reader also allows you to collaborate with your friends by recommending feeds to them and helps you better manage your content.

 * 2. Wiki
 * a. Wiki is software that allows users to collaboratively create, edit, link and organize content online.
 * b. The term comes from Hawaii (wiki means 'quick' in Hawaiian) and refers to the "fast" speed of publishing.
 * c. Popular systems like Wikipedia, Wikibooks or Wikiversity are built atop wiki technology.
 * d. This online content is generally for reference purposes but wikis are also used by educational groups to collaborate on work.
 * e. Wikis are also commonly used in business to provide an affordable and effective intranet and for knowledge management.
 * f. Wiki makes it possible for all Web users to edit any Webpage or create new pages using any normal browser. (e.g., Mozilla Firefox, Internet Explorer, Safari, etc.)
 * g. Wiki promotes meaningful associations between Web pages by easily linking them together.
 * h. Wiki also provides a common collaborative environment where information is built and modified by several users and comes to an eventual consistency.

 * i. Web Publishing Tools for Wiki
 * i. There are many wiki tools, including MediaWiki
 * ii. PBwiki allows registered users to create wikis for free for educational and business purposes.
 * iii. They offer several features to search your content and add tags to it for better content management. The sidebar navigation view also makes it ease to browse through all your Web pages.
 * iv. It allows you to invite others by providing them a unique Web URL (link).
 * v. PBwiki has a comments section on every wiki where users can leave their views about your content and suggest changes to enhance it.

 * 3. Blogs
 * a. The name 'blog' came from 'Web log' (Web + log -> We + blog -> blog).
 * b. It is a Web site which is used in a diverse and interactive way. Examples include a personal diary, corporate blogs, products and services promotion, showcase tutorials, political soap box, news outlet, or space to express your opinions.  Readers of a blog can respond to the posts by leaving comments.  Blogs can be connected to other blogs.  This type of asynchronous interaction allows communication between the blog author and the readers.
 * c. The blog posts are usually displayed in a reverse chronological order so that the most up-to-date posts can show up at the top. Although most blogs are primarily textual, multimedia such as video clips, music and images are also included as its content.   There are content-focused blogs such as MP3 blogs, photoblogs (images), vlogs (video clips), podcasting blogs, etc.  Blogs can be classified by genre such as travel blogs, project blogs, classical music blogs, education blogs, etc.
 * d. Blog Publishing Systems
 * i. WordPress
 * First release in March 2003, evolved from its precursor, b2/cafelog.
 * Popular blog publishing application & content management system, which incorporates PHP that talks with MySQL database
 * Templates and pre-defined themes allow easy customization of the blog
 * Support for tagging, clean permalink, and plug-ins to extend its capabilities
 * Content can be sent from mobile phones
 * WordPress MU (multi-user) supports running of several blogs in one installation
 * http://wordpress.org/
 * ii. Blogger
 * First launched in 1999
 * Provides easy creation and customization of blogs - drag-and-drop page elements, templates and custom color/fonts managements, etc.
 * Content such as images can be sent from mobile phones
 * Team blog feature supports a group of people to develop a single blog collaboratively
 * https://www.blogger.com/

 * e. Blog search engines: They search blogs in the Blogosphere, which is a social network of interconnected blogs.
 * i. Technorati
 * http://technorati.com/
 * It provides keyword, URL and tag search.
 * ii. BlogScope
 * http://www.blogscope.net/
 * Analysis and visualization tool, developed as part of a project at the University of Toronto. It tracks 37.93 million blogs with 905.74 million posts (as of September 2009).
 * Visualization of
 * iii. BlogPulse
 * http://www.blogpulse.com/
 * Browse interface organized based on Top Videos, Top Blogs, Top News Stories, Top Key People/Posts, Top Phrases, etc.
 * Statistics on Blogosphere (as of September 2009)
 * a. Total identified blogs: 107,076,044
 * b. New blogs in last 24 hours: 70,663
 * c. Blog posts indexed in last 24 hours: 825,338

 * f. Video clips
 * i. Blogs in Plain English
 * http://www.youtube.com/watch?v=NN2I1pWXjXI&feature=channel
 * ii. What is a blog
 * http://video.google.com/videoplay?docid=1162704503530698690&hl=en#
 * iii. Technorati - blog search engine
 * http://www.youtube.com/watch?v=oECM8PeQMwo
 * ill http://www.youtube.com/watch?v=orcOJ96xqLA

Recommended reading

 * i. Cunningham, W. and Leuf, B. (2002). What Is Wiki. Retrieved September 1, 2009, from http://www.wiki.org/wiki.cgi?WhatIsWiki
 * ii. Wiki. (n.d.). Retrieved September 1, 2009, from Wikipedia: http://en.wikipedia.org/wiki/Wiki
 * iii. Nottingham, M. RSS Tutorial for Content Publishers and Webmasters. (2005). Retrieved September 1, 2009, from mnot's Web log: http://www.mnot.net/rss/tutorial/
 * iv. Blog. (n.d.). Retrieved September 1, 2009, from Wikipedia: http://en.wikipedia.org/wiki/Blog
 * v. Geneva Henry. (2003). Online Publishing in the 21st century: Challenges and Opportunities. D-Lib Magazine, 9(10). http://www.dlib.org/dlib/october03/henry/10henry.html
 * vi. Tony Hammond, Timo Hannay and Ben Lund. (2004). The Role of RSS in Science Publishing: Syndication and Annotation on the Web. D-Lib Magazine, 10(12). http://www.dlib.org/dlib/december04/hammond/12hammond.html

Video clips for Exercises

 * i Wiki in Plain English by Lee LeFever at http://www.youtube.com/watch?v=-dnL00TdmLY
 * ii. RSS in Plain English by Lee LeFever at http://www.youtube.com/watch?v=0klgLsSxGsU
 * iii. Blogs in Plain English by Lee LeFever at http://www.youtube.com/watch?v=NN2I1pWXjXI&feature=channel

Concept map
Note: IHMC Cmap Tools is an open source client tool to create concept maps. CmapServer enables the users to collaborate and share concept maps anywhere on the internet. Both software can be downloaded freely for educational purposes from http://cmap.ihcm.us/download/index.php

Exercise 1

 * 1. Class activity would involve creating and maintaining a class wiki for future exercises and discussions.
 * 2. Each student should create an account at PBwiki. The class instructor should choose a name for the class and create a wiki for the class of that name. Example: If the class name is Digital Libraries, then a wiki of the name digitallibraries.pbwiki.com should be created.
 * 3. All the documents for the class and reading material should be uploaded on this wiki page by the instructor and the students should access this wiki to read notes and should leave comments for the same.
 * 4. This wiki should be used for further modules and in case of team projects, each team should create their own wiki and upload the description of the project, team member names and the progress report of the project.

Exercise 2

 * 1. Watch the video "Wiki in Plain English" and discuss in class about the following questions.
 * a. Go to http://www.youtube.com/watch?v=-dnL00TdmLY
 * b. How different is a wiki from normal Web pages?
 * c. Is a wiki convenient to use and share information with multiple users?
 * d. Can wiki be used as a trusted source of information?
 * e. Does all the information in a wiki reach a stage of eventual consistency?
 * f. How can we increase the quality of information in a wiki?

 * 2. Watch the video "RSS in Plain English" and discuss in class about the following questions.
 * a. Go to http://www.youtube.com/watch?v=0klgLsSxGsU
 * b. Is RSS a preferred technology by you to read your frequently viewed Websites?
 * c. Does RSS help organize information or scatter more into confusing feeds?
 * d. Does RSS make browsing on the internet faster?

 * 3. Watch the video "Blogs in Plain English" and discuss in class about the following questions.
 * a. Go to http://www.youtube.com/watch?v=NN2I1pWXjXI&feature=channel
 * b. Compare and contrast Wikis and blogs (and use of RSS feed along with blogs) in terms of quality of information posted and the spreading of information in the community

Glossary

 * a. Wiki - A collaborative Web site comprises the perpetual collective work of many authors.
 * b. RSS - RSS is the acronym used to describe the de facto standard for the syndication of Web content. RSS is an XML-based format and while it can be used in different ways for content distribution, its most widespread usage is in distributing news headlines on the Web.
 * c. Blog - Short for Web log, a blog is a Web page that serves as a publicly accessible personal journal for an individual.

Contributors

 * a. Developer:
 * i. Pratik Karia - Virginia Tech
 * b. Reviewers:
 * i. Seungwon Yang - Virginia Tech, Reviewer.
 * ii. Dr. Edward A. Fox - Virginia Tech, Reviewer.
 * iii. UNC-CH DL curriculum project team

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

title: Digital Libraries/Web Publishing


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User:Josephllynch

This is a slug to start a user page in my name. I hope to make more use of this in my writings on economics and the credit process.

title: User:Josephllynch


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User talk:Josephllynch

--Josephllynch 02:00, 26 September 2009 (UTC)

title: User talk:Josephllynch


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User talk:Michael Reschke/archives/2009

Hi Michael
I like your work. Thankyou. -- Jtneill - Talk - c 03:05, 12 September 2009 (UTC)

title: User talk:Michael Reschke/archives/2009


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User talk:Sebmol/Archive/2009-III

ArchiveBot
How do we get to work on User talk:Graeme E. Smith. --mikeu talk 00:10, 12 July 2009 (UTC)
 * I am also curious to try this out here: User talk:Jtneill/Sandbox/Autoarchive. -- Jtneill - Talk - c 03:38, 12 September 2009 (UTC)

title: User talk:Sebmol/Archive/2009-III


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User talk:Unitedautoliquidators

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 09:40, 26 September 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 09:40, 26 September 2009 (UTC)

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User talk:Ealvarez~enwikiversity

 Hello Ealvarez, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 09:40, 26 September 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 09:40, 26 September 2009 (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.

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Comparative Teaching of Old Greek and Latin/Lesson 01 Part 3

Comparative Teaching of Old Greek and Latin Lesson 01 Part 3

Translated from the Greek Wikipedia|Wikiversity: "Συγκριτική διδασκαλία των κλασικών γλωσσών / (Comparative Teaching of the Classical Languages)"

'''LESSON 01  PART 3. Spirits, accents, sounds and letters.'''

1.3.1.  Analyse and translate the dialogues:

'''Α. Old Greek'''

Teacher: Ἐγώ εἰμι ὁ διδάσκαλος.

Student:  Ἐγώ μαθητής εἰμι.

Teacher: Οὗτός ἐστιν ὁ παιδοτρίβης (gymnastics teacher).

Student:  Σὺ εἶ διδάσκαλος καὶ οὗτός ἐστι παιδοτρίβης.

Teacher: Ὑμεῖς μαθηταί ἐστε.

Student:  Ἡμεῖς μαθηταί ἐσμεν.

Teacher: Χαίρετε, ὦ μαθηταί! Student: Χαῖρε, ὦ διδάσκαλε!

Teacher: Οὗτος πάπυρός (notebook) ἐστιν.

Student: Παπύρους πολλοὺς  ἔχομεν.

Teacher: Αὕτη βύβλος (book) ἐστίν.

Student: Βύβλους ἔτι οὐκ ἔχομεν.

Teacher: Ἔρρωσθε (hello, health!), ὦ μαθηταί!

Student: Ἔρρωσο, ὦ παιδοτρῖβα!

Teacher: Αὕτη σφαῖρά (ball) ἐστι.

Student: Ὁρῶμεν τὴν σφαῖραν, ὦ παιδοτρῖβα.

Teacher: Ἴθι εἰς πίνακα (Go to the blackboard)!

Student: Εἶμι εἰς πίνακα (I' m going to the blackboard).

Teacher: Ἀρχώμεθα τῆς διδασκαλίας (Let's begin the teaching)!

Student: Δι’ ὀλίγου (In a few minutes) σχολή (interval) ἔσται, ὦ διδάσκαλε.

Teacher: Οὔ μοι δοκεῖ χρῆναι (I do not think that you must not) ἡμᾶς θορυβεῖν τούτου ἕνεκα.

Student: Παῖδες γάρ ἐσμεν, ὦ διδάσκαλε.

Teacher: Εἶεν, ἴτε! Ὑγιαίνετε!

Student: Καὶ σύ γε!

'''Β. Latin:'''

Praeceptor: Ego sum praece’ptor (I'm the teacher).

Discipulus:  Disci’pulus sum ego (I'm the student).

Praeceptor: Tu es magi’ster? (Are you the teacher?)

Discipulus:  Non, ille est do’minus (No, that is the teacher).

Praeceptor: Vos disc’ipuli estis? (Are you students?).

Discipulus:  Ita, nos disci’puli sumus. (Yes, we are students).

Praeceptor: Salve’te! (Hello, good morning!).

Discipulus:  Salve tu quoque! (Good morning!).

Praeceptor: Hic est libe’llus (This is a notebook).

Discipulus:  Libe’llus est ille (That is a notebook).

Praeceptor: Haec est creta (This is a chalk).

Discipulus:  Ille est li’ber (That is a book.

Praeceptor: Lege, scribe, disci’pula (Read, write, school girl)!

Discipulα:   Lego, scribo, do’mine (I'm reading, I'm writing, master).

Praeceptor: Ego sum do’minus. Quis sum ego? (I'm the master. Who am I?)

Discipulus:  Do’minus es tu.

Praeceptor: Haec est ta’bula. Quid est hoc? (This is a blackboard. What is this?)

Discipulus:  Ta’bula est illa (That is a blackboard).

Praeceptor: Bene, i in sedi’le tuum (Well! Go to your bench)!

Discipulus:  Gra’tias ago tibi (I thank you)!

Praeceptor: Lege lectio’nem, puer (Read the lesson, my child)!

Discipulus:  Non tempus est  (Ther's no time), magister, hinc seceda’mus (let's go out fron here)!

Praeceptor: Tintina’bulum expecta’te (Wait for the bell)!

Discipuli: Tintina’bulum, tintina’bulum, magister!

Praeceptor: Ite (Go), pu’eri (children)! Vale’te (Good bye)!

Discipuli:  Vale tu quoque (Good bye,as well,  master!

1.3.2.  Justify the spirits and the accents in the words of the following sentences:

1. Ῥώμη (force, here City Rome) μετὰ φρονήσεως ὠφέλησεν, ἄνευ δὲ ταύτης ἔβλαψεν.

2. Ἀλλ’ ἄγετε πειθώμεθα πάντες!

3. Τούτῳ ὄνομα ἦν Πλάτων.

4. Κῦρος ἐθήρευεν ἀπὸ ἵππου, ὁπότε γυμνάσαι βούλοιτο ἑαυτόν τε καὶ τοὺς ἵππους.

5. Ἠναγκάσθη Ξενοφῶν ἀναστῆναι (to get up) καὶ εἰπεῖν τάδε.

1.3.3.  Justify the accentuation in the words of the Latin sentences:

1. Disco’rdia (discord, dispute) semper nocet (it harms) po’pulis (the populations).

2. Sae’pe (often) magi’stri (teachers) pu’eros (children) pigros (idle)  casti’gant (they punish).

3. Pa’ter (the father) do’num (present) fi’lio (to son) dat (gives).

4. Ami’ci (the friends) ami’cos (the friends)  a’mant (they love).

5. Grae’ci et Roma’ni anti’qui (old) po’puli sunt (they are).

1.3.4. Justify the spirits and the accents in the words of the following expressions:

1.  Τί γάρ;  οὐ μεθ’ ὑμῶν διαλέγεσθαι δύναμαι;

2.  Σίγα, ὦ παῖ, καί μοι τὸν ἄρτον κόμιζε!

3.  Σύγγνωθι, ὦ Σώκρατες! Ἀμέλει! (Excuse me, Socrates! Do not care of!)

4.  Ἄγε δή, ἴωμεν! (Let’s go!).

5.  Ὄμνυμι, τοίνυν, νὴ  τὸν Δία! (by God!).

6.  Ἀγαθὸς ἦν τὴν φυήν (φυή = body or spirit formation).

7.  Δεῦρο παῖδες, οὐκέτι σχολή! (no interval!)

8.  Ἴσθι ἀνόητος ὤν! (Know that you are a fool!)

9.  Cur ergo librum non ca’pitis? (Why then don't you take the book?)

10.  Bene! Ea’mus i’gitur! (Well, let’s go!)

11.  Quam iucu’nda vita est!  (How pleasant a life is !)

12.  Pa’ule, ami’ce mi!   (Paul, my friend!)

13.  Mecum veni! (Come with me!)

14.  Mirum librum emi, a’spice eum! (I bought a marvellous book, look at it!)

15.  Magni’ne emi’sti? (Did you buy it expensively?)

16.  Non ita (Not of course).

1.3.5.  Justify the spirits and the accents  in the words of the following expressions:

1.  Οὐδὲν καινὸν ὑπὸ τὸν ἥλιον  (There is nothing new under the sun).

2.  Λυδία λίθος  (A stone with which we try something, usually the gold).

3.  Πρῶτος ἐν  ἴσοις  (First between equals).

4.  Ἐνώπιος  ἐνωπίῳ  (Person to person).

5.  Αἰδὼς  Ἀργεῖοι! (Shame anymore!)

6.  Ἀθήνησι Πανεπιστήμιον  (University of Athens).

7.  Γαίαν ἔχοι ἐλαφράν! (May be light the earth that covers him!)

8.  Γαία πυρὶ μειχθήτω! (Let all world be destroyed!)

9.  Σιγὴ ἰχθύος  (Avoiding the speech, silence)

10.  Σκιᾶς ὄναρ ἄνθρωπος  (Man is insignificant, impotent).

(The accents in the Latin words will enter in the first thirty five courses to facilitate students.)

1.  Ab ovo  (From the egg, that is to say from the beginning).

2.  Ab urbe co’ndita  (From the foundation of Rome).

3.  Capta’tio benevole’ntiae (The attracting the favour of the audience).

4.  De facto (In the practice).

5.  Homo ho’mini lupus  (Man is wolf to the man).

6.  Hono’ris causa  (Because of honor).

(We have no problem with the accentuation of the monosyllabic and dissyllabic words. The problem is focused on words of three or more than three syllables:  co'ndita, ho'mini, capta'tio, benevole'ntiae: They are stressed on the antepenultimate because the penultimate  is short.   hono'ris: It is stressed on the penultimate because it is long.)

1.3.6.  Write the following expressions with the right accents and  spirits and justify the changes:

1.  Αβρόχοις ποσί  (With dry legs).

2.  Γνωστός και μη εξαιρετέος  (Person that should not  be excluded).

3.  Εν τη ῥύμῃ του λόγου  (In the flow of the conversation).

4.  Μάννα εξ ουρανου  (Unexpectable help).

5.  Φαλακρω κτένας δανείζεις   (You lent a comb in bald headed person. You try in vain).

6.  Λαμβάνει σάρκα και οστα  (It becomes real).

7.  Δωρον αδωρον  (Unuseful, unnecessary).

8.  Εάλω η Πόλις  (Istambul was conquered).

9.  Προς επίρρωσιν  (For aid, for strengthening).

10.  Συλλήβδην  (All together).

1.3.7.  Justify the accentuation in the words of the Latin expressions:

1.  Te’rminus ante quem  (Chronological limit before which something became).

2.  Terra inco’gnita  (Unknown ground,  earth).

3.  Philoso’phiae doctor  (Doctor of philosophy).

4.  Perso’na non grata  (Person undesirable).

5.  O’mnia vincit amor  (Love overcomes all).

6.  Lice’ntia poe’tica  (Poetic freedom in  writing).

7.  In memo’riam  (To memory).

8.  Homo sa’piens  (Wise person).

9.  Filio’que  (And from the son ).

10.  Ex consuetu’dine  (From habit).

1.4.  Information about the Classic Culture.

1.  "γυναιξὶ κόσμον ἡ σιγὴ φέρει":  (Silence brings ornament to women):

The general faith about the value of the reasonable silence was declared by the saying " κρεῖττον τὸ σιγᾶν τοῦ λαλεῖν " i.e. it is better  keep silence than speak. This Sophocles’ opinion shows, beyond the big importance of the reasonable silence, from some aspect, and the situation of the woman in Ancient Athenian society of the Classic Period, which period, it will be supposed, was not very proud  of the equality of women to men, even if existed examples as  Lysistrate,  Aspasia and other women of the Athenian society, that declared the opposite. While in the Minoic Society eg the woman enjoyed every freedom, as participation in public life, in athletic events and feasts, in Classic Athens she was usually excluded from the public life and  was limited in  women’s quarters, that is to say in the apartments of women, because of which  it  was also given   the name  “gynaeconites”   to the place of the church, which women stayed in. The main room of the house, where ancient Athenians  received the visitors, was  named «andron» (men’s room), where, as it says and the name, it remained the man, who officially received the visitors.

 2.   “σκιᾶς ὄναρ ἄνθρωπος”: (Man is a dream of a shadow)

Contrary to Protagoras’ saying " πάντων χρημάτων μέτρον ἄνθρωπος " (man is the measure of all things)  this saying of the great lyric poet of the 5th century B.C.  Pindaros shows the aspects of the people of that period  about the insignificance of the human beings  compared to Gods. Pindaros says that all human things  are inferior to divine and  that the person must know it  and not  reach the  “hybris”  (arrogance),  i.e.  not  proceed  to energies that exceed the human limits and cause the disgrace of Gods, that always have  as result the “nemesis”,  the inevitable punishment, as it happened with Prometheus,  Oedipus,  Creon,  Leto, Patroclus etc.

3.  Graecia capta ferrum victo’rem cepit: (Greece was defeated with the force of arms by Romans but defeated them with its culture)

The great Roman poet Horace in a letter makes the ascertainment that Greece, even if it was conquered with the force of arms by Romans, substantially conquered them with its culture, that is to say the letters and the arts. Obviously Horace, as the other great Roman writers, recognized the enormous offer of Ancient Greeks in the growth of Latin Literature and Culture. Livius Andronicus in the beginning of the 3rd century B.C. translated for first time Homeric  texts and the great poets  as  Virgil, Horace,  Ovid or the dramatists as Plautus, Terence and Seneca, were brought up with  the texts of the Ancient Greeks and imitated them.

4.  ab urbe co’ndita: (from the foundation of Rome)

Ancient Greeks used the chronological system based on the Olympic Games, that is to say they began dating the historical events since 776 B.C. when the first Olympic Games had taken place. Romans dated the events beginning from the foundation of Rome, that is to say since 753 B.C. the year  when, according to the tradition,  Romulus and  Remus  founded Rome. The months of year, for Ancient Greeks, were the following: Hecatombaion (Εκατομβαιών) (15-7/15-8),  Metageitnion (Μεταγειτνιών) (15-8/15-9), Boedromion  (Βοηδρομιών) (15-9/15-10),  Pyanepsion (Πυανεψιών) (15-10/15-11),  Maimakterion (Μαιμακτηριών) (15-11/15-12), Poseideon (Ποσειδεών) (15-12/15-1), Gamelion  (Γαμηλιών) (15-1/15-2), Anthesterion  (Ανθεστηριών) (15-2/15-3), Elafebolion (Ελαφηβολιών) (15-3/15-4), Mounychion  (Μουνυχιών) (15-4/15-5), Thargelion (Θαργηλιών) (15-5/15-6) and Skirophorion  (Σκιροφοριών) (15-6/15-7). For Romans the months of year, beginning with March, were the following: Ma'rtius, Apri'lis, Ma'ius, Ju'nius, Quinti'lis (in the period of August it was renamed Julius), Sexti'lis (in the period of August was renamed Augu'stus), Septe'mber, Octo'ber, Nove'mber, Dece'mber, Janua'rius, Februa'rius.

To continue look at: ../Lesson 02 Part 1/ To see the Introduction look at: ../Introduction/


text:
Swedish Language/Regular Verbs

Examples
Det regnar i stan. It is raining in the town. Jag slängde mina gamla byxor. I threw away my old trousers. Hon har flytt från sitt hemland. She has fled from her homeland. Vi hade tittat på flera hus innan vi bestämde oss för detta. We had looked at several houses before we decided on this one. De ska cykla till bion. They will bike to the cinema. Om tre år slutar jag skolan. In three years, I'll be done with school. Ni ska ha gjort läxan tills på torsdag! Have your homework done by Thursday! I morgon vid den här tiden har jag åkt buss i två timmar. Tomorrow at this time, I'll have taken the bus in two hours. Han skulle ha väntat på bussen i tre minuter till. He should have waited for the bus for three more minutes.

title: Swedish Language/Regular Verbs


text:
User:Nanaprempeh9/Role of computer in medicine

What is the role of computer in medicine


text:
User:Jtneill/Autopoiesis

I am interested in possible connections between autopoiesis and connectivism, e.g., is connectivism an autopoiesis of learning? ,

What is autopoiesis?
The first step is to understand the terms. Let's start with autopoiesis. The term refers to the dynamic self-organisation of self-contained biological systems, however its use has become more broad. The origin of the term is discussed by its creator, Maturana (see history of the term). Here are some further descriptions: Poiesis is a Greek term that means production. Autopoiesis means autoproduction. This word appeared for the first time in the international literature in 1974, in an article published by Varela, Maturana, and Uribe, in which living beings are seen as systems that produce themselves in a ceaseless way. Thus, it can be said that an autopoietic system is at the same time the producer and the product.

In Maturana’s viewpoint, the term "autopoiesis" expresses what he called "the center of the constitutive dynamics of living systems". To live this dynamics in an autonomous way, living systems need to obtain resources from the environment in which they live. In other words, they are simultaneously autonomic and dependent systems. So, this condition is clearly a paradox. This self-contradictory condition cannot be adequately understood by linear thinking, according to which everything must be reduced to the binary model yes/no, or/or. When dealing with living beings, things, and events, linear thinking begins by dividing them. The next step is the analysis of the separate parts. No attempts are made to look for the dynamic relationships that exists between them.

This autonomy-dependency paradox, which is a characteristic feature of living beings, is better understood when one uses a way of thinking that encompasses systems thinking (which examines the dynamic relationships between the parts) and linear thinking. This model has been proposed by French author Edgar Morin, who called it "complex thinking".

Maturana and Varela proposed an instructive metaphor that is worthwhile to recall here. In their viewpoint, living systems are self-producing machines. No other kind of machine is able to do this: their production always consists in something that is different from themselves. Since autopoietic systems are simultaneously producers and products, it could also be said that they are circular systems, that is, they work in terms of productive circularity. Maturana maintains that as long as we are not able to understand the systemic character of living cells, we will not be able to adequately understand living organisms. I reaffirm that this understanding can only be adequately provided by complex thinking. However, we live in a culture that is deeply formatted by linear thinking.

An autopoietic system is a system organized (defined as a unity) as a network of processes of production (transformation and destruction) of components that produces the components. At this time, the components have the following characters: (i) through their interactions and transformations continuously they regenerate and realize the network of processes (relations) that produced them; and (ii) they constitute it (the system) as a concrete unity in the space in which they (the components) exist by specifying the topological domain of its realization as such a network.

Chilean biologists, H.R. Maturana and F.J. Varela (e.g., 1980,1992), whose search of life's definition, have successfully given a clue to the understanding of the most vexing question of life. Autopoiesis, a systematic principle does not reduce life to super-nature like soul and vigor, nor does it aim to explain life physiologically, seeing it as physiological processes, reproductions and movements as something physically grounded as is widely taken for granted in current sciences. Autopoiesis, therefore, is totally new way of seeing life and environment.

Autopoiesis is a compound word: auto meaning oneself and by itself, and poiesis, production, creation, and formation. Hence, the word “autopoiesis” literally is "self-production, and self-creation" ... The theory enables us to see further into life and environment, together with earth-system.

Autopoiesis: A theory of what life is, developed by the Chilean scientists Humberto Maturana and Francisco Varela. A living organism is understood as a circular, autocatalytic-like process which has its own survival as its main goal. The phenomenon of self-organization is sometimes seen as an autopoeitic phenomenon. This theory with its emphasis on the closure of the living organism has been an appropriate remedy for the overemphasis on openness in open systems theory.

Autopoiesis ... the idea that biological as well as cognitive systems can be understood as ongoing self-creating processes that define their own identity by conserving their structure while exchanging energy and information with the environment, with which they share a structural coupling

Autopoiesis ... the process whereby an organization produces itself. An autopoietic organization is an autonomous and self-maintaining unity which contains component-producing processes. The components, through their interaction, generate recursively the same network of processes which produced them. An autopoietic system is operationally closed and structurally state determined with no apparent inputs and outputs. A cell, an organism, and perhaps a corporation are examples of autopoietic systems. See allopoiesis.

Literally, self-production. The property of systems whose components (1) participate recursively in the same network of productions that produced them, and (2) realize the network of productions as a unity in the space in which the components exist (after Varela) (see recursion). Autopoiesis is a process whereby a system produces its own organization and maintains and constitutes itself in a space. E.g., a biological cell, a living organism and to some extend a corporation and a society as a whole.

Autopoiesis is based on the way living systems address and engage with the domains in which they operate. This biologically based theory, introduced here, (originated by Maturana and Varela) defines life as the ability to self-produce, rather than as (conventionally) the ability to reproduce. Like complexity theory it is a systems perspective, and is applicable to brains and societies as well as to biology and artificial life. In its original form it was applied to cognition, and replaces an external objective view of this subject with an internal relativistic understanding, in terms of an embedded observer.

If we are to understand a newer and still evolving world; if we are to educate people to live in that world; if we are to legislate for that world; if we are to abandon categories and institutions that belong to a vanished world, as it is well-nigh desparate that we should; then knowledge must be rewritten. Autopoiesis belongs to the new library.

Autopoiesis checklist
The question of whether or not something is autopoietic can only be addressed once you have a means for evaluating autopoiesis. Varela, Maturana and Uribe (1974) laid out a six-step procedure for judging whether a composite unity is autopoietic. The Autopoiesis Checklist, adapted from that 1974 paper, is a quick guide to evaluating whether or not an entity is autopoietic. Six criteria are given to determine if a system is autopoietic:
 * 1) Does the system have identifiable boundaries ?
 * 2) Does it have constituent elements or components ?
 * 3) Is it mechanistic (subject to cause and effect) ?
 * 4) Are the boundaries self-produced ?
 * 5) Are the components of the boundaries self-produced ?
 * 6) Are the rest of the components self-produced ?

Under these criteria, not only are biological organisms autopoietic, but so is cognition, society and many institutions within it.

The concept of autopoiesis has long surpassed the realm of biology. It has been used in areas so diverse as sociology, psychotherapy, management, anthropology, organizational culture, and many others. This circumstance transformed it in a very important and useful instrument for the investigation of reality. Years ago, Chilean scientists Humberto Maturana and Francisco Varela proposed the following question: to what extent human social phenomenology could be seen as a biological phenomenology?

Other system types
Autopoietic systems are self-sustaining wholes, however where these are fairly loosely defined with vague, open boundaries (e.g. most human systems) the terms sympoietic is sometimes used. These terms can can contrasted with heteropoietic which refers to externally sustained or planned systems (e.g. a person looking after an aquarium) and allopoietic which is an unsustainable, throughput-based, system (e.g. a production line which depletes the environment).

Enactive cognitive science
Enactivism or enactive cognitive science has emerged (loosely) from autopoiesis and seems to have several theoretical similiarities with connectivism. However, these two tables seek to distinguish autopoiesis from cognitivism and connectionism (is this the same as connectivism?): http://www.enolagaia.com/ECSTables.html. See also enactivism. For more, see The Emodied Mind and Autopoiesis and Cognition.

title: User:Jtneill/Autopoiesis


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User talk:Jarupan5080240

Hi, my name is Jarupan Smanthap. My nickname is Tung (it can be pronounced as Toong).

I'm studying in year 3. I was born in Thailand. I went to study at S.Korea because my dad was an military attache.

I study Computer Essential because I want to learn more about Microsoft operating system, i have a few knowledge about it.

I'm using Apple (I'm not an expert at it, but i just like the design and the software). However, windows is still amazed me haha

My hobbies are playing an airsoft gun, surfing the Internet, feeding shrimps, and reading car magazines.

You are a very interesting teacher. You got style. Hope to know you better. Thank you.

Operating System
What is the most widely used of operating system? It is Microsoft Windows. No ... it is not. I'll guess again. It's Mac OS X. No, also wrong. The word 'Operating System' has a really wild definition. Operating system does not only operates only computer, but also embedded system applications as well. So the most wildly used of operating system is 'ITRON'. It is a Japanese real-time kernel for small-scale embedded systems. ITRON also runs on mobiles, digital camera, and lots of electronic devices.

What operating system should be installed on notebook? Actually, it is hard to specific the OS on laptop because each person do things on laptop differently. If you are likely working on networking, go for Windows 2003. This OS reduces chances of getting viruses. For common uses, Windows XP is the best for either PC or laptop. It supports all softwares and games, especially, it's faster than Windows Vista. However, Linux is another option that we shouldn't ignore. It's pretty much reliable OS of all and very little chance to get viruses on Linux. All in all, I'll choose Windows XP as my OS.

title: User talk:Jarupan5080240


text:
User:Gosox5555

Welcome to my user page. If you want to see more about me, I would recommend that you read my user page on Wikipedia.

At Wikiversity, I hope to learn more about various subjects, as well as edit and create articles on new subjects. Right now I'm not doing much here, just dropping in.

title: User:Gosox5555


text:
User:WikHead

Unified login:  is the unique login of this user for all public Wikimedia projects.

title: User:WikHead


text:
Human and animal testing

Testing can be used in both teaching and research. Humans can be used as research subjects when done ethically. Animals can be used for research and testing.

Discussion questions

 * How is testing useful when teaching material?
 * How can testing be utilized in research settings?

title: Human and animal testing


text:
User:Daniel*D

__NOINDEX__

title: User:Daniel*D


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User talk:Daniel*D

__NOINDEX__

title: User talk:Daniel*D


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User:Mrjpotter/Staying true to my paradigm?

'''Mr. Potter AVID Staying true to my paradigm?'''

Previous lessons/ background:
Students have discussed and completed activities that relate to how they view themselves and how they think others view them. They have reflected on this to determine how they can be successful based on the values they hold true to themselves. The theme of the month for the AVID course has been “excellence”. Although we have done many worksheet type activities and discussions of what their responses mean to them, there has been a disconnect to applying what they have done in the class to their actual thinking. I recently did an opener asking the class “what have you gotten out of AVID thus far?” and nearly all student’s responses were “organizational skills and how to take Cornell notes”. In their defense, the activities done on the excellence and paradigm themes were mostly simple “input” responses not asking more than 3 word answers; fill in the blank type format. Perhaps giving students a more “undiagnostic” opportunity to reflect more on their past experiences in light of societal and self views in a more visual, storyboard format will give them the insight of how stereotypes, self motivation, and how to be true to yourself effects their paradigm.

Objective:
Students will reflect and apply their ideas about how they view themselves and how others view them in a ComicLife storyboard.

Engage:
Quickwrite:
 * 1) What is your paradigm?
 * 2) How do you stay true to your background and your school success at the same time?

Explore:
Students create an individual comic life that portrays, in 3 parts: #How society has portrayed them throughout their lives #How they have viewed themselves throughout their lives #Which one they feel they hold more true to and why

Materials:
 * 1) Integrated camera in their computers
 * 2) Flash drive with digital pictures of their past
 * 3) Internet (Google Images)
 * 4) Jing
 * 5) ComicLife (need to buy program)

Procedures:
 * Decide on pictures of societal images and past pictures of your self that represent how others view you within the context of your culture, family, and friends.
 * Make a storyboard, (use 4 window comic frames minimum) describing scenarios and influences that you have had in your life from outside yourself (rely on your work you have done in this class about “paradigms”. You may want to use key words you remember from your AVID worksheets to search for Internet images). Be sure to include balloons and labels to describe the images you choose to represent this part of your life.
 * Next, make a connecting storyboard (4 window minimum) that reflects who you KNOW you are. Again, use images and ideas from previous AVID activities.
 * The last part of your storyboard should combine the previous 2 parts and explain which one you hold true to more and why. You want to also think about and pictorially represent how each part of your story effects your level of success and excellence.

How you will be graded (graded by students in class) out of 9 points:

Explain:
After printing out your comic, class does a gallery walk to view all students’ comics. As students go from comic to comic, they write down the similarities and differences that they notice. Students organize their findings in a graphic organizer:

Comic Gallery Walk Observations: [[Media:Graphic Organizer.pdf]]

Elaborate:
After viewing other student’s comics, reflect and write on how your paradigm is different then others. How do you plan on staying true to yourself, and succeeding at the same time?

Article Connections:
Dewey article
 * Dewey, J. (1906). The Child and the Curriculum. Chicago: The University Of Chicago Press.
 * According to Dewey, there are 3 major evils of "instruction". First, there is a lack of organic connection in lessons that don't relate to a student's life. Perhaps using the student as the topic of lessons can have a greater impact to the connections they make already. Especially by using their own pictures in a collection that documents their experiences from multiple views. Secondly, Dewey states that there is a lack of motivation for students because their Life is put into a lesson, and because they are not developmentally ready for understanding this formula, they lack the willingness to triumph over the logical formula. I feel an activity like this would lend, first, to showing what the child's developmental stage is. Do they put themselves in a storyboard from their perspective? From others? Can they use multi-modalities to represent their lives (pictures, labels, themes)?Second, because they are recalling and depicting themselves in a visual format, can this motivate students and at the same time make them more reflective learners? Lastly, Dewey states that it’s easier for the student to like and "front motivation" to the teacher's lessons, rather than be exposed to the disciplines and consequences given to students by the school. How can we give structure through a lesson to teach students, yet give enough freedom for them to apply themselves and their own rational and techniques so they don't only think about the consequences of not doing the "balanced" assignment.

Nasir, McLaughlin, Jones article
 * Nasir, N., McLaughlin, M., & Jones, A. (2009). What Does It Mean to Be African American? Constructions of Race and Academic Identity in an Urban Public High School. American Educational Research Journal, 46(1), 73–114.
 * According to these researchers, there are conflicting findings as to whether African American student's self identity leads to positive or negative outcomes. If students identify themselves through a cultural norm, but also by how they individually see themselves within their race. So this storyboard comic lesson can give insight and evidence for how they portray themselves. For example, if students rely more on family pictures, their heritage within their race, as compared to images portraying the "street savvy" stereotypical logos and wear that modern media places on African Americans, this can shed light to their levels of potential success. And I as a teacher can help students identify those cultural characteristics that are true to them and show them that they can be successful regardless of the identity connections they place on themselves, or that society places on them. According to Nasir et al(2009),school environment, a connection to pop-culture or historical value of what it means to be African American, had major influences on students (p. 80). 60% of my students are African American. I would like to display the students work around the room to create a welcoming environment that shows pride and respect for varieties of cultures.

Tettegah, S.Y., et al
 * Tettegah, S., Whang, E., Taylor, K., & Cash, T. (2008). Narratives, Virtual Environments and Identity Semiotics: an exploration of pre-service teachers’ cognitions . E-Learning, 5(1), 103-127.
 * According to these researcher's study, describing past events in storyboard fashion can reveal reflective processes for pre-service teachers. Perhaps this can also be used for students. Although I am having students create a story-borad about how they view themselves and how others view them, I think the narrative process would lend the same types of reactions from students. Being able to recreate an image(s) that holds true to the self can lend to self exploration; the student final products can also help the teacher see how the student thinks about themselves through different lens. If anything, a narrative of students can help debias a teacher who may not be familiar with the cultural context a student views themselves in; perhaps stereotypes and authentication of a student can be expressed.


text:
Joint Entrance Examination/AIEEE 2009/Q003

Original Question by 164.100.170.4

 * Here's the question...

Post a reply! []

What's Up?

 * Latest discussions on the forum

Organic-Chemistry-Help

Chemistry-Help

Category AIEEE 2009

Thread post

Additional notes

 * These comments, along with the notes on the left, were contributed by 164.100.170.4 05:27, 27 September 2009 (UTC)

 * reply[]


text:
User talk:Chanaporn512

Name: Chanaporn Surname: Soysonth Nickname: Pang Age: 19 Major: TIM Interest: Movie, cartoons, fashion, book Hobby: Travel Dream: get A for com. essen.

Spec of the XO-1 laptopLink title Processor & core system: AMD LX700 CPU (433 MHz) with integrated Graphics Processing Unit AMD CS5536 Companion chip for peripheral I/O 256 MByte DDR SDRAM system memory chip, running at 333MHz Embedded controller for system monitoring ISA Compatibility: Support for both the MMX and 3DNow! X86 instruction-set extensions

Memory 1 GiB of NAND Flash memory on motherboard 1 MiB of serial Flash memory provided separately for firmware Expandable through a single SD/MMC memory module socket.

Monitor 7.5in (19 cm) color/monochrome dual mode TFT LCD, 1200x900 (200dpi) Viewing area: 152.4 mm x 114.3 mm; 6 in x 4.5 in Sunlight readable Dedicated display controller (with separate 2MB SGRAM frame buffer) supports use of display when CPU is powered down Solid state (LED) backlight

Power Supply DC power input, from 11V to 18V, internally limited to 15W draw Integrated charger for Ni-MH/ LiFePO4 batteries High efficiency LED Backlight control circuit 6 mm power input connector (1.65 mm center pin)

NETBOOK OPERATNG SYSTEM BSD, DARWIN (Mac OS X), Linux, SunOS, Windows NT(Vista/XP/7)

title: User talk:Chanaporn512


text:
Joint Entrance Examination/AIEEE 2009/Q073 physiosorption

Test Text

Original Question by 164.100.170.4

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 * Latest discussions on the forum

General-And-Physical-Chemistry-Help

Chemistry-Help

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 * These comments, along with the notes on the left, were contributed by 164.100.170.4 05:32, 27 September 2009 (UTC)

 * reply[]


text:
Joint Entrance Examination/AIEEE 2009/Q001 equations

If the roots of the equation bx2+cx+a=0 be imaginary, then for all real values of x, the expression 3b2x2+6bcx+2c2  is
 * (1) less than –4ab
 * (2) greater than 4ab
 * (3) less than 4ab
 * (4) greater than –4ab


text:
Joint Entrance Examination/AIEEE 2009/Q014 calculus

Test Text

Original Question by 164.100.170.4

 * Here's the question...

Post a reply! []

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 * Latest discussions on the forum

Calculus-Help

Mathematics-Help

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 * These comments, along with the notes on the left, were contributed by 164.100.170.4 05:48, 27 September 2009 (UTC)

 * reply[]


text:
Notes on The Myth of Mental Illness, by Thomas Szasz

It is this wiki-authors understanding that Szasz himself is a psychiatrist.

views from 1974 may not all apply to todays realities.

from the revised edition, reprinted 2003

notes are approximations of the understandings and approximate summations by these wiki authors.

original copyright and publication 1974

psychiatry = pseudoscience pg. 1

psychiatry concerns itself with the study of personal conduct - p 8

Quotes:

"Indeed, we are well along the road of having purchased superiority and power over patients at the cost of scientifict self-sterilization and imminent professional self-destruction."

notes on the summary

 * p 267 - on

mental illness is a metaphor --

the body can only be sick - the mind is not the body - so the mind cannot be sick - .. .something like this - - the mind is intangible - - - and therefore cannot be sick..... hmm...

quote
quoted under FAIR USE if necessary and possible

"psychiatric diagnoses are stigmitizing labels... and applied to persons whose behavior annoys or offends others"

insanity plea "corrupts" the law

"psychiatric interventions... are crimes against humanity" - somewhat of an extreme view perhaps.... p268

From this writers memory
psychiatry is the MEDICALIZATION of /social, ethical and... moral/ problems. - - - - - - - what this writer has possibly extrapolated is that - it is strucural problems that we then percieve socially as mental illness - - - - we can see eachother and ourselves differently by changing structural and environmental variables - - - - - - that is just a theory, perhaps.... hmmm..........


text:
User talk:Mrjpotter

 Hello Mrjpotter, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
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 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:19, 27 September 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:19, 27 September 2009 (UTC)

title: User talk:Mrjpotter


text:
User:Pomporn fon

My name is Pomporn Tangsiriwanlop

You also can call me "Fon" My ID number is 5180537.

I study Computer Essentail in section 2

Best of the Best Homework due October 5, 2009, by 11:59 pm

Find the specs for the best PC computer and post it on your blog. The hardware in bold are the specs I'll pay most attention to.

Motherboard :MSI P45 DIMOND INTEL P45/ICH 10R DDR3-2000 CIRCUPIPE LIQUID FSB 1600/1333/800MHz

Processor  :INTEL Core2 Quad Q9550 2.83GHz / LGA775 Quad-Core / 1333 MHz / 12MB / 45nm

Memory     :Geil DDR3 4GB 1333MHz Kit (2GBx2) 7-7-7  GV34GB1333C7DC Case       :Zalman GS1000

Power supply:Tagan BZ900 800watt Floppy drive Hard drive :WD Caviar blue WD6400AAKS 640GB SATA-II 16MB NCQ (High performance)

CD/DVD     :PIONEER S16FXB DVD-RW 20X

Keyboard   :Logitech Cordless Desktop EX 111

Mouse      :Logitech Cordless Desktop EX 111 Video card :XFX GF GTX280 ZDF9 Normal

Monitor    :GVIEW FDH24-DVI LCD 24''

Sound card :High Definition X-Fi Xtream Audio Card 2/5.1/7.1 Channel

Modem      :dual PCI Express LAN 10/100/1000 Fast Ethernet by Realtek 8111C on board

title: User:Pomporn fon


text:
User talk:ChayaninP

 * The specs of best PC computer.
 * Twitter Faceoff
 * Operating system that should be installed on my netbook

Page move annoucement

 * To see what is in your userspace click here

Here are two wikitext scripts that you can use to keep track of subpages in your userspace.

creates a page called My subpages

creates a list of all subpages in your userspace.

Keep in mind that these two scripts here on this talk page, and on your user page User:. They won't work on most Wikiversity pages.--Guy vandegrift (discuss • contribs) 05:19, 14 February 2024 (UTC)

 * This message was originally posted on the user page (special:diff/2605505), I moved it to the user talk page.

MathXplore (discuss • contribs) 05:37, 14 February 2024 (UTC)

title: User talk:ChayaninP


text:
User talk:Fang fang

I am fang fang ke, ID: 5080234,i study in computer essensial section 1.

The specs of the best computer
Motherboard:Asus Rampage Extreme- motherboard-ATX-IX48-LGA775 Socket

processer:Inter Core 2 Duo 3 GHz Processor

Memory:Gskill DDR3 1333 6G(F3-10666CL9T-6GBNQ)

case:CSX Celtic

Power supply: Corsair TX750w

Floppy drive:ECS GF8200A (V 1.0) NVIDIV RAID

Hard drive: Seagate Barracuda7200.11SATA 3Gb/s 1-TB Hard Drive

CD/DVD:PIONEER BDR-202BK

Keyboard:Logitech G19

Mouse: logitech MX Air

Video card: XFX GTX295(GX-295-HHF)GeForce GTX 295

Monitor: Sharp LB-1085 Sound card: Sound Blaster X-Fi Elite Pro

Modem: Sierras Wireless Compass 597

homework number 2
1.http://twitter.com/fangfang1015

2. The same between Twitter and Facebook
 * they both are an online communication tool that allow people to share information, ideas, and even daily news or thought.
 * they both need one's email address to login
 * facebook and twitter both belong in "micro-blogging", and they have a limitation around 140 words for people's urterance. Moreover, they have friends' follow function, which means people there can easily find friend's update inforamtion and news, then to give a comment.
 * people can share information on these two spaces.
 * they both now are popular around the world.

3.Why do you think Facebook is worried about competition from Twitter? The advantages of twitter: twitter has a lot of functions as facebook do, however, i just register them both few weeks ago, i am still trying to find out more.
 * even though they both are popular online commication tools around the world, they still have some differences. Contrast to facebook,the usefulness of Twitter is not readily as obvious to some people as Facebook.Twitter encourages constant “linking out” to anywhere, and in that respect, twitter is more analogous to a pure search engine; another way to find people and content all over the Net.Twitter's founder had refused the facebook's acquisition because he knew that twitter has a big potention market in the future.
 * 1) One of the biggest advantage of Twitter is called "asynchronous asynchronous",which means in twitter, the interpersonal relationship is one-sided.Others may choose to follow your update, but you may not need to notice them, so that people are likely to do many activities in twitter. For example,a star can issue an announcement though twitter to all his/her fans, but they don't have to pay attention to everyone's response;just the one they know.
 * 2) Another importent function is stellar search technology; Through this kind of technology, even if users are not in a same network, the dialogues between users to users still can be tracked.
 * 3) many people like twitter because when they ask a question,they get an instantaneous response from people around the world through twitter.

title: User talk:Fang fang


text:
User:Aphiwat Sathiantanarat

Aphiwat Sathiantanarat was born on october 19th 1989. At the present, Aphiwat study at Mahidol University international college. I am in BBA major and Chinese language minor.

Frist assighment The best of the best

Monitor The 24-inch widescreen monitor market is a competitive one. BenQ's latest effort, the FP241W is up against a number of other well-known products, but its claims to be the world's first monitor with 1080p support and an HDMI port make it a compelling proposition.

Mouse Following Logitech's announcement of its glass-tracking Darkfield mouse sensor, Microsoft countered that only seven per cent of users are interested in mousing on glass. Microsoft also suggested that the remaining 93 per cent had already been satisfied by its own BlueTrack sensor, which, unlike Darkfield, is available in mice as cheap as £25. In terms of money, therefore, Logitech's Darkfield flagship product, the £80 Performance Mouse MX, looks overpriced. But the Performance Mouse MX has more going for it than its newfangled sensor. If you're willing to splash out, the Performance Mouse MX delivers not only category-leading technology but also a refined, if familiar, combination of design and features that make it very much worth its higher price.

Processor The big processor news going into 2009 is in the desktop realm. Intel’s new Core i7 platform (built on the “Nehalem” microarchitecture) implements features such as a new 32-nanometer manufacturing process; an integrated memory controller and graphics processor; and the Intel QuickPath Interconnect, which replaces the front-side bus of older Intel processors. Core i7 uses a larger processor that fits into a new socket (LGA1366), and it supports triple-channel memory for increased performance when you have three RAM sticks operating in concert.

video card BFG Technologies GeForce GTX 295 Video Card (1.75GB, PCI-Express 2.0 x16, Dual DVI - MPN: BFGEGTX2951792BE) Description: The BFG NVIDIA GeForce GTX 295 graphics card features two GTX 200 Series processors on one graphics card. This graphics card delivers graphics performance in the DirectX 10 games, including Far Cry 2, Mirrors Edge, and Call of Duty 5, World at War. Combine two BFG GeForce GTX 295 graphics cards to create a Quad NVIDIA SLI configuration and take your gaming performance to extreme levels. The BFG GeForce GTX 295 graphics card with NVIDIA CUDA technology not only provides gaming experience, it also delivers Graphics Plus. Experience NVIDIA PhysX gaming effects, stereoscopic 3D, and lightning fast video and image processing all accelerated by the graphics card.

Hard drive Intel X25-M Gen2 80GB 2.5" Solid State Drive (SATA - MPN: SSDSA2MH080G2R5) As low as $275.00 from Applied Computer Description: Intel High Performance Solid-State Drives are designed to deliver good performance. With no moving parts, Intel SSDs offer a quiet storage solution that responds quickly and uses less power, Compared to traditional hard disk drives, Intel S.... Read More Description: Intel High Performance Solid-State Drives are designed to deliver good performance. With no moving parts, Intel SSDs offer a quiet storage solution that responds quickly and uses less power, Compared to traditional hard disk drives, Intel SSDs are significantly more responsive, have lower power consumption and are completely quiet.

Memory Corsair XMS2 Xtreme Performance 4GB PC2-6400 DDR2 DIMM Dual

Modem Linksys CM100 Cable Modem

power supply Corsair TX CMPSU-750TX 750W Power Supply

Case The best-selling Antec Nine Hundred offers gamers an unbeatable enclosure, one that delivers a combination of cooling, performance and convenience that stands head and shoulders above the competition. Now, the Nine Hundred Two builds on this design with improved airflow and dominating style.

Keyboard Logitech Illuminated Keyboard

Mothter board-MSI P7N SLI Platinum Motherboard Description: MSI introduces the motherboard P7N SLI Platinum with the nForce 7 series chipset and 45nm support, to provide the best gaming experience. The MSI P7N SLI Platinum is based on the nForce 750i chipset, and offers users the ultimate performance, a brand circu-pipe cooling system, high quality POSCAP solid capacitors, integrated LEDPOST, onboard buttons for reset & power and CMOS.

'''Homework 2

Twitter Faceoff
'''

1) How is Facebook and Twitter the same? In my aspect, Facebook and Twitter are quite the same. Because it is used for communicate, socialize, and talk to friends or make a new friend(that you approve). you can see what is going on with you friends at the moment. Also, you can reply back your friends rightaway by giving a commend. 2) Why do you think Facebook is worried about competition from Twitter? In my view, i think that facebook have less privacy than Twitter does because facebook shows many features that is in opened position that others could commend or post in your page. However, Twitter is just informing the status. Thus, it is harmless. Moreover, A lot of famous people is using its to connect to their fans; for example square-face ex-PM.

Homework 3

What operating system should install on your netbook?

In my opinion, if i buy a new netbook, i would prefer to install Linux to be my operating system. As netbook is the computer that specific on getting on the internet and do some less complicated work than laptops do. Do not need to do photoshop, play game(outside of Web-based games), etc. Thus, there are no need to install big operating system like winsdow in order to save the space on the computer and one thing any purchaser of a netbook should know is that space is primary factor. Linux is suite for networking operating system because it works well with other Operating System. it’s secure. Also, it’s fast. Moreover,linux is costless than other OSes.

title: User:Aphiwat Sathiantanarat