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User talk:Bianca~enwikiversity

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Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:30, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:04, 19 April 2015 (UTC)

title: User talk:Bianca~enwikiversity


text:
User talk:Denisemariea

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Hi!
Very interesting edits to the sandbox. Are you planning to incorporate these into course materials? They look like they would be good and useful course materials. I have a special partiality to biology :) --AFriedman 02:29, 12 November 2009 (UTC)

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

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User talk:Iframe

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User talk:Noqueesha Quick

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User talk:LaKara Conrad

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User talk:Francis Mitchells

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User talk:DYLIN HAMBURGERTONSON

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User talk:Nilka Nunez

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User talk:Dee Sayhepaid

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User talk:Qwanell Culley

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User talk:Calliou Urman

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User talk:Leeroy Nelson

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User talk:Klaus Quinton

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User talk:Brian Diefenbaker

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User talk:Donte Ximon

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User talk:Trond Erdal

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text:
Comparative Teaching of Old Greek and Latin/Lesson 01 Part 2

Comparative Teaching of Old Greek and Latin Lesson 01 Part 2

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

'''LESSON 01  PART 2. Spirits, accents, sounds and letters.'''

'''1.2. 	Texts. Analyse and translate the texts:''' (Each text should be separated in periods, each period in sentences and each sentence should be  analysed grammatically  and syntacticly and later be translated.)

OLD GREEK

1.  Αἱ δεύτεραι φροντίδες σοφώτεραί εἰσι.

2.  Βίαιος διδάσκαλος ὁ πόλεμός ἐστι.

3.  Γυναιξὶ κόσμον ἡ σιγὴ φέρει.

4.  Δανείζει Θεῷ ὁ ἐλεῶν πτωχόν.

5.  Μακάριοι οἱ πτωχοὶ τῷ πνεύματί εἰσι.

LATIN

6.  Una salus victis est, nullam spera’re  salu’tem.

7.  Verba volant, scripta manent.

8.  Grae’cia capta ferrum victo’rem cepit.

9.  Erra’re huma’num est.

10. Dum spiro spero.

Vocabulary - comments:

(Substantives will be given and  should  be learned with  their genitive, adjectives  and pronouns with the three genders, adverbs with the three degrees and  verbs with  their initial  tenses - in Latin  the present, the perfect, the supine and the present  infinitive.)

OLD GREEK:

φροντίδες: the cares, thoughts, ἡ φροντίς, -ίδος, δεύτεραι: the second, δεύτερος, δευτέρα, δεύτερον.

σοφώτεραι: more wise, σοφώτερος, σοφωτέρα σοφώτερον.

εἰσί: auxiliary verb, they are, initial tenses: εἰμί, ἦν, ἔσομαι, ἐγενόμην, γέγονα, ἐγεγόνειν, present indicative: εἰμί, εἶ, ἐστί,   ἐσμέν, ἐστέ, εἰσί,   imperfect indicative: ἦν, ἦσθα, ἦν, ἦμεν, ἦτε, ἦσαν, future indicative: ἔσομαι, ἔσει, ἔσεται  και ἔσται, ἐσόμεθα, ἔσεσθε, ἔσονται.

βίαιος: violent, adjectival determination, βίαιος, βιαία, βίαιον, διδάσκαλος: teacher, predicative.

πόλεμος: the war, subject of the verb ἐστί.

γυναιξί: to the women,  indirect object, singular number: ἡ γυνή, τῆς γυναικός, τῇ γυναικί, τὴν γυναῖκα, ὦ γύναι.

κόσμον: the ornament, jewel, ὁ κόσμος, -ου, direct object.

σιγή: the silence, feminine of the 1st declension, subject of the verb φέρει.

φέρει: it brings, initial tenses:  φέρω, ἔφερον, οἴσω, ἤνεγκα και ἤνεγκον, ἐνήνοχα, ἐνηνόχειν,  of the same root:  φόρος, φορά, φερέγγυος = reliable, αμφορέας, φερνή (dowry), φώρ (thief), φαρέτρα, δίφρος,  οἰστέον, ποδηνεκής, φωριαμός, φέρετρο = coffin, φοράδα = mare, διένεξη = conflict, φέρσιμο, fero,   structures: φέρω  τι,   circumlocutions:  ἄγω  καὶ φέρω (to seize), βαρέως φέρω, ψῆφον φέρω,  πλέον  φέρομαι (to have the advantage), εὖ φέρομαι (to be happy), φέρε +  imperative (come, go on).

δανείζει: he lends, verb of the sentence, Θεῷ: to God, dative, object, ὁ ἐλεῶν: who has a pity, present active participle, subject of the verb  δανείζει,   πτωχόν: the poor man, object of the participle.

ἐλεῶ τινά: to have a pity,  initial tenses: ἐλεέω, -ῶ, ἠλέουν, ἐλεήσω, ἠλέησα, ἠλέηκα, ἠλεήκειν, of the same root:  ελεήμων, ανελέητος, ελεημοσύνη, ἀνελεημόνως,   structures:  ἐλεῶ τινα.

μακάριοι: happy,  μακάριος, -ία, -ιον,  ὁ, ἡ μάκαρ, τοῦ, τῆς μάκαρος, predicative.

οἱ πτωχοὶ: the poor men, subject of the verb εἰσί.

τῷ πνεύματι: at the spirit, dative of relation, τὸ πνεῦμα, τοῦ πνεύματος.

LATIN:

una: one, unus, una, unum, genitive uni'us, dative uni, absolute numeral one, one, one, adjectival determination.

salus: salvation, salus, -u'tis,  feminine noun of the 3rd  declension,  subject of the verb est.

victis: to the defeated, victus, -a, -um,  perfect participle of  vinco,   initial tenses: vinco,  vici, victum, vi’ncere (defeat, win ), of the same root:   vinci’bilis, victor (victor, winner), victo’ria (victory), victrix (victoress), victus.

est: is, exists,  the auxiliary verb to be,   initial tenses: sum, fui, esse,  present indicative: sum, es, est, sumus, estis, sunt,  imperfect indicative:  eram, eras, erat,  era’mus, era’tis, erant,  future indicative:  ero, eris, erit, e’rimus, e’ritis, erunt. nullam: no one, nullus, -a, -um, no one, no one, no one, indefinite pronoun, adjectival determination.

spera’re: to hope, that they hope,  present infinitive, initial tenses:  spero, -a’vi, -a’tum, -a’re,  I hope,  of the same root: spes (the  hope), despe’ro (I despair), despera’ntia (the despair), despera’tus, despera’nter  (desperately).

salu’tem: salvation, accusative of singular, object of the infinitive sperare.

verba: the words, verbum, -i, word, verb, subject of the verb volant.

volant: they fly,  initial tenses:  volo, -a’vi, -a’tum, -a’re,  I fly,  of the same root:  vola’tilis (volatile)), vola’ticus, vola’tus, -us, m, (flight).

scripta: the written,   scriptum, -i, initial tenses:  scribo,  scripsi, scriptum,  scri’bere,  I write,  of the same root: scriba (clerk), scri’ptio, scriptor, scriptum, scriptu’ra (the writing), scriptus, -us (the secretariat), subject of the verb manent.

manent:  they remain, initial tenses: ma’neo, mansi,  mansum, mane’re,  I remain, of the same root:   ma’nsio (residence),  ma’nsito (I remain), mansus, perma’neo,  perma’nsio, rema’neo, rema’nsio, μένω, μονή,  μοναχός, αναμένω, παραμένω.

Grae’cia: Greece, Grae’cia, -ae, Graecus, -i, word of Greek origin, probably from the "Γραῖος" who was resident of the first Greek colony in Italy  "Γραία", subject of the participle capta.

capta: after it was received, passive perfect participle,  captus, -a, -um,  initial tenses: ca’pio,  cepi,  captum, ca’pere, I receive, I take, of the same root:  cape’sso, capsa (the box), ca’psula  (small box), ca’ptio (the capture),  capta’tio (arrest), capti’vus (captive), capto (I arest).

ferrum: the iron, the arms, ferrum, -i, n, the iron, object of the participle capta.

victo’rem: the victor, victor, -o'ris, the victor, victo’ria, -ae,  the victory,  from the verb vinco, object of the verb cepit.

cepit: it received, active perfect of the verb   capio,  I receive.

erra’re: to be mistaken, present infinitive of the verb erro,  initial tenses:   erro,  -a’vi, -a’tum, -a’re, to make a mistake, of the same root:  error (fault), erra’tio, errabu’ndus, erra’tor, erro, -o’nis, m (fallacy).

huma’num: human, huma’nus, -a, -um, human, homo, -inis, m, the man, predicative.

dum: as long as, provided that,  time conjunction.

spiro: I breathe, initial tenses:   spiro, -a’vi, -a’tum, -a’re.

To continue look at: ../Lesson 01 Part 3/ To see the Introduction look at: ../Introduction/


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User talk:Hinashafique

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User talk:Abrothers 0603

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Copyright problem with Image:Cvschool.jpg
Regards. Adambro 12:31, 16 October 2009 (UTC)
 * File:Cape verde.gif
 * File:Cape Verde.gif
 * File:Cape Verde flag.gif
 * File:Sao-filipe-market.jpg
 * File:Cvmarket.jpg
 * File:Cvgover.jpg
 * File:Cvmil.jpg
 * File:Cvmili.jpg

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User talk:FM~enwikiversity

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Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:36, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:08, 19 April 2015 (UTC)

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User talk:Suparat

My name is Suparat Rattanawong. People call me Funk. I'm 20 years old. I'm study in TIM major. My student ID is 5080703. I am really bad in mathematics. I like to travel also in Thailand and travel abroad. The most favorite trip is my last recently trip in Hong Kong. Because, I went there with my mom together with my boyfriend's family. It was really good to go somewhere like Hong Kong with mom, because i can spend and its does not effect my wallet. And i am really good girlfriend! Believe me.

Twitter and Facebook
Question 1. Facebook and twitter both use to connect people. People can share their mind on the webpage and allow other to see when they are friends. Question 2. Facebook worried because some people who doesnt like many applications and they just want to share their thought choose to use twitter because easier to use.

OPERATING SYSTEM TO BE INSTALLED IN NETBOOK Mac OS X,Linux,Windows NT(Vista/XP/7,BSD

title: User talk:Suparat


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Digital Libraries/Web archiving

 * Older versions of the draft developed by UNC/VT Project Team (2009-10-07 PDF)

Module name
Web archiving

Scope
This module covers the general ideas, approaches, problems and needs of web archiving to build a static and long term collection consisting of web pages.

Learning objectives:
By the end of this module, the student will be able to:
 * a. Explain the basic concepts and methods related to Web Archiving.
 * b. Understand and explain simple archiving strategies using some Web Archiving approaches and overcoming some difficulties existing in current web archiving.
 * c. Understand the necessity (for example, everyday losses of some web pages, etc.) and problems (for example, cultural, economic, and legal) of Web Archiving.

5S characteristics of the module:

 * a. Stream: Web archiving collect data and ingest into Digital Library
 * b. Structure: The archiving process should follow certain structures according to where the gathering process happens and the organization and storage of archived data should also involve some structures.
 * c. Space: The physical storage for keeping this archived data. Also, the varied distributed locations to ensure no single physical event destroys all copies.
 * d. Scenario: Process of collecting and saving web content
 * e. Society: Individuals, groups and organizations involved in setting policy and in carrying out archiving policies

Level of effort required:

 * a. In class: 2 hours
 * b. Outside of class: 4 hours for readings

Relationships with other modules:

 * a. 8-a: Preservation. The Web archiving module follows the preservation module. Students should know how web archiving supports the preservation of digital objects.
 * b. 2-c (8-d): File formats, transformation, migration
 * c. 9-e: Intellectual property
 * d. 9-f: Cost/economic issues

Prerequisite knowledge required:

 * a. No prerequisite class is required
 * b. Prior basic knowledge of how computer systems (hardware and software) and internet infrastructure work
 * c. Understanding the fundamental ideas of digital preservation

Introductory remedial instruction:

 * a. None

Definition and Problems

 * 1. Why archive the Web?
 * The Web is growing quickly, adding more than 7 million pages daily. At the same time, it is continuously disappearing. If we do not act to preserve today’s Web, key parts of it will disappear.

 * 2. What is to be collected?
 * The average Web page contains 15 links to other pages or objects and five sourced objects, such as sounds and images. If a Web page is the answer to a user’s query, a set of linked Web pages is the answer to a user’s query; a set of linked Web pages sufficient to provide an answer must be preserved. From this perspective the Web is like a reference library; that is it is the totality of the reference materials in which a user might search for an answer. The object to be preserved might include everything on the Web on a given subject at a given point in time.

 * 3. Acquisition methods
 * The term “acquisition” designates the various technical means used to used to get the content into the archive. These methods can be roughly classified into three categories.
 * a. Client-side archiving
 * This option involves an archiving crawler or website copier, derived and adapted from search engin technology, providing a powerful tool for capture, in the hands of clients.
 * b. Transaction archiving
 * Transaction archiving, consists in capturing and archiving "all materially distinct responses produced by a website, regardless of their content type and how they are produced."
 * c. Server-side archiving
 * i. The last type of acquisition method for Web archives is to directly copy files from the server, without using the HTTP interface at all
 * ii. Different pieces of information are obtained directly from servers. Generating a working version of the archived content and not only a back-up of files is the challenge of this method.

 * 4. Organization and storage
 * After making a copy of a Web is a nontrivial task, we need to think about how to organize and store the archived data. Three strategies have been adopted so far for structuring Web archives.
 * a. Local Files System Served Archives
 * The first strategy is to create a local copy of the site's files and navigate through this copy in a similar way as on the Web.
 * b. Web-Served Archives
 * The second one is to run a Web server and serve content in this environment to user's browsers.
 * c. Non-Served Archives
 * The third option is to re-organize documents according to different (non-Web) logic naming, addressing and rendering.

 * 5. Quality and completeness
 * a. Quality relates to an ideal scale of perfection in a specific area.
 * b. Completeness can be measured horizontally by the number of relevant entry points found within the designated perimeter and vertically by the numer of relevant linked nodes found from this entry point.

 * 6. Scope
 * a. Site-Centric Archiving
 * This type of archive, focused on a specific site, is mostly done by and for the creator of the site.
 * b. Topic-Centric Archoving
 * Topic Web archiving is becoming more and more populat, often driven by direct research needs. While working on a specific field nad its reflection on the Web, many scholars have confronted the ephemeral nature of Web publication, where the lifespan of Web sites is inappropriate for scientific verification as well as for long-lasting referral.
 * c. Domain-Centric Archiving
 * Archive building also can be done based on location of content. This characterizes a third type of WA. “Domain” is used here in the network sense of the word or, by extension, in the national sense of the term, which is a combination criterion for targeting sites of a specific country.

Methods and Approaches

 * Approaches to Web archiving can be compared along several axes. Their scope, method, and level of quality can be different.
 * Julien, M. (2005). Web Archiving Methods and Approaches: A Comparative Study. Library Trends, Vol. 54, No. 1, Summer 2005 http://muse.jhu.edu/journals/library_trends/v054/54.1masanas.pdf

 * 1. Scope: Web archiving today is either site-, topic-, or domain-centric.
 * a. Site-centric: Site Archiving is mostly done by corporate bodies, institutions, or even individuals for limited archiving purposes. It does not entail collection building.
 * b. Topic-centric: See I.f.a.2 above.
 * c. Domain-centric: This Web archiving is not driven by content but by content location. “Domain” is used here in the network sense of the word or, by extension, in the national sense of the term.

 * 2. Method: Projects also can noticeably differ with respect to the methodological approach they take for discovery, acquisition, and description of content.
 * a. Automatic: Automation of these tasks enables a tremendous lowering of the cost per site archived. A crawler can “discover” and download millions of sites through link detection and following.
 * b. Manual: Unfortunately, automation reaches some limits, and manual handling must be done in certain cases. Discovery, for instance, can be done manually or automatically. When done manually, it can be a specific activity or a by-product of other activities.

 * 3. Quality: The quality of a Web archive can be defined by:
 * a. Being able to render the original form of the site, particularly regarding navigation and interaction with the user.
 * b. The completeness of material (linked files) archived within a designated perimeter.
 * Graphically, completeness can be measured:
 * i. Horizontally: by the number of relevant entry points (site home pages) found within the designated perimeter.
 * ii. Vertically: by the number of relevant linked nodes (links can direct the user either to another site or to elements of the same site) found from this entry point.
 * • Archiving is called “extensive” when horizontal completeness is

preferred to vertical completeness. Conversely, archiving is called “intensive” when vertical completeness is preferred to horizontal completeness.

Difficulties and limitations

 * Lyman, P. School of Information Management and Systems University of California, Berkeley (2002). Archiving the World Wide Web. Building a National Strategy for Preservation: Issues in Digital Media Archiving. Council on Library and Information Resources Washington, D.C. and Library of Congress, Page 38-51. http://www.clir.org/PUBS/reports/pub106/pub106.pdf#page=42

 * 1. Cultural problem
 * a. In the past, important parts of our cultural heritage have been lost because they were not archived. The hard questions are how much to save, what to save, and how to save it

 * 2. Technical problem
 * Every new technology takes a few generations to become stable, so we do not think to preserve the hardware and software necessary to read old documents. A Web archive must solve the technical problems facing all digital documents as well as its own unique problems.
 * a. Information must be continuously collected, since it is so ephemeral.
 * b. Information on the Web is not discrete; it is linked. Consequently, the boundaries of the object to be preserved are ambiguous.

 * 3. Economic problem:
 * a. The economic problem is acute for all archives. Since their mission is to preserve primary documents for centuries, the return on investment is very slow to emerge, and it may be intangible hence hard to measure.
 * b. Web archives will require a large initial investment for technology, research and development, and training— and must be built to a fairly large scale if used continuously to save the entire Web.

 * 4. Legal problem:
 * a. The Web is popularly regarded as a public domain resource, yet it is copyrighted; thus, archivists have no legal right to copy the Web. Recently it is not preservation that poses an economic threat; it is access to archives that might damage new markets. Finding a balance between preservation and access is the most urgent problem to be solved.

 * 5. Access problem: Access is a political as well as a legal problem.
 * a. Interested parties:
 * For librarians and archivists, the key issue is to ensure that historically important parts of the documentary record are preserved for future generations.
 * For owners of intellectual property rights, the problem is how to develop new digital information products and to create sustainable markets without losing control of their investments in an Internet that has been optimized for access.
 * The constitutional interest is twofold: the innovation policy derived from Article I, Section 8 of the U.S. Constitution (“progress in the useful arts and sciences”), and the First Amendment.
 * The citizen’s interest is in access to high-quality, authentic documents, through markets, libraries, and archives.
 * Schools and libraries have an interest in educating the next generation of creators of information and knowledge by providing them with access to the documentary record; this means access based on the need to learn rather than on the ability to pay.
 * b. When building a Web Archive the problems translate into three questions:
 * a. What should be collected?
 * b. How do we preserve its authenticity?
 * c. How do we build the technology needed to access and preserve it?

Selection for Web Archives

 * 1. Selection phase
 * a. The selection phase consists of three sub-phases
 * i. Preparation
 * ii. Discovery
 * iii. Filtering
 * b. Selection policy determines the type, extent, and quality of the resulting collection. (Simply applying policy for printed materials is not enough.)

 * 2. Selection Policy
 * A general quiding policy is required for regular collection building. The benefits of having such a policy are the same as for printed material (Biblarz et al. 2001).
 * i. It reduces personal bias.
 * ii. It permits planning, identifies gaps in development, and ensures continuity and consistency in selection and revision.
 * iii. It helps in determining priorities and clarifying the purpose and scope.
 * a. Target coverage
 * The policy has to describe the context, the target audience, the type of access, and the expected use of the collection.
 * b. Limitations
 * Web archiving encounters many technical difficulties such as the hidden web, streaming content, highly interactive content, etc.

 * 3. Issues and concepts
 * a. Manual vs Automatic Selection
 * The selectivity and the determinism of automatic tools that place at the levels of discovery and capture of material.
 * b. Location, Time and Content
 * Web references handle locations first, then objects. The relation between the object and its content depends on the publisher (technical ability and permanent use of resources).  The temporal dimension has to become a core component of archiving processes because content update or removal can occur at anytime.
 * c. Hubs and Targets
 * i. Hubs contain referral information on other resources (targets).
 * ii. Targets provide content to be archived.
 * A hub can also be a target for a selection policy because it may contain content. Hubs are of interest for Web archiving because they can attest to relations like valuation, endorsement, etc., and are means for finding targets.
 * d. Entry point and scope
 * i. Entry Point (EP), also called 'seed', is defined as the first node from where a path to other documents will be found in a crawling process. Most EPs are usually hubs to themselves, but not always.
 * ii. Scope can be defined as the extent of the desired collection, delimited by a set of criteria. When a new path is found from an EP, it is evaluated to check whether or not it fits in a scope.
 * iii. Criteria can be topological, thematic, based on genre, time, etc.

 * 4. Selection process
 * a. Preparation
 * The objective of the preparation phase is to define the target, the capture policy, and implementation tools. This phase is important for the success of the whole process and should not be underestimated because of time and resources required for successful performance.
 * b. Discovery
 * The objective of the discovery phase is to determine the list of entry points used for the capture, as well as the frequency and scope of this capture.
 * i. Endogenous discovery (automatic collection) is made from the exploration of EP's and crawled page's linking environment, while exogenous discovery (manual collection) results from the exploitation of hubs, search engines, and non-Web sources.
 * ii. Heterogeneous discovery entirely depends on the type, quality and usability of the sources used.
 * Filtering
 * The objective of the filtering phase is to reduce the space opened by the discovery phase to the limits defined by the selection policy. Filtering can be done either manually or automatically. Manual filtering is necessary when criteria used for the selection cannot be directly interpreted by automatic tools. Evaluation criteria which can be used alone or in combination, for manual selection, are quality, subject, genre, and publisher.

Copying Websites

 * 1. The parsers
 * a. The HTML Core Parser
 * The goal of the HTML parser is to scan the page to collect links, analyze them and pass them back to the crawler. It is one of the two core components in a Web copying tool.
 * i. The simplified core automation: A linear scan of the HTML page data bytes -> starting from the beginning -> detecting starting tags (<) and recognizing the various HTML elements by their names
 * ii. Two classes of items to recognize inside HTML tags
 * a. Tag names (such as ‘img’ or ‘a’)
 * b. Tag properties (such as ‘href’ or ‘src’)
 * c. Tags can be split into two groups: tags that allows to embed resources (such as images), and tags that allow to navigate to other resources (such as hyperlinks).
 * b. The Script Parser
 * When Web pages are copied, specific scripting zones must be considered inside HTML pages, such as JavaScript. These scripting zones require specific parsing.
 * c. The Java Classes Parser
 * Binary formats such as Java classes rely on complex structures that cannot be modified easily. A reasonable strategy to handle Java classes is similar to the JavaScript heuristic, able to handle simple cases, not requiring a perfect binary Java Parser.

 * 2. Fetching Document
 * a. One of the engine elements in the copying tool architecture is the robot responsible for gathering data from online websites (HTML pages, images, style sheets, etc.). While the parser is scanning pages, the crawler downloads data using multiple connections, dispatching ready files to the parser.

 * 3. Handling Updates
 * a. Purposes of making regular copies of preserved websites.
 * i. To get up-to-date versions
 * ii. To regularly store a copy that would allow retrieving the site on a specific moment
 * b. Repeating exactly the same operations is very inefficient, especially with big websites containing large media files. One solution is to momic browsers by handling a cache used by the crawler to check the freshness of already downloaded data.
 * i. Use the remote document date to ensure that the resource is always up-to-date.
 * ii. Use an opaque string aimed to identify specific resource content.

Mining Web Collections

 * 1. Materials for Web Archives
 * a. Web pages
 * The first and most important materials for Web archives obviously are the actual Web pages.
 * Two main features about Web pages are
 * i. Hypertext
 * ii. Semi-structured nature
 * b. Metadata
 * Metadata – chiefly defined as data about data – also play a pivotal role on the Web and consequently also in Web archives. These background data conveying a wealth of information in addition to the obvious content of the Web objects can be gleaned from the Web or they are produced through the application of mining techniques.
 * There are two main metadata types of interest with regard to Web mining:
 * i. Metadata about the object
 * ii. Technical metadata in context, obtained with the transmission of the object via the Internet
 * c. Usage Data
 * The primary source of usage data is server logs. Every time a user sends a request to a Web server, the Web server protocols record that, together with some additional data about the request and where it came from.
 * d. Infrastructure Data
 * When data is routed through the Internet it is passed from one local network – also referred to as an autonomous system – to the neighboring unit until it reaches the destination. This data that reflects the Internet infrastructure is the routing tables.

 * 2. User cases
 * a. Analyzing Web Content and Web Technology
 * One important concept in this kind of research is Data Warehouse (DWH).
 * b. Exploring Web Communities
 * One research topic is identifying Web communities, with two famous techniques, HITS (hyperlink-induced topic search) and Page rank.
 * c. Screening Web Users
 * This kind of research tries to answer questions like what parts of a website a user visited in a single session, and where she spent most time.
 * d. Researching Networks
 * Current research on the Internet includes self-organization and fractal growth, graph theory, as well as game-theoretic analyses (Czumaj et al. 2002). e) Planning Network Infrastructure Monitoring and analyzing global network traffic to ultimately make networks more robust and efficient

Required Readings

 * i. Lyman, P. School of Information Management and Systems University of California, Berkeley (2002). Archiving the World Wide Web. Building a National Strategy for Preservation: Issues in Digital Media Archiving. Council on Library and Information Resources Washington, D.C. and Library of Congress, Page 38-51. http://www.clir.org/PUBS/reports/pub106/pub106.pdf#page=42
 * ii. Masanes, J. (2005). Web Archiving Methods and Approaches: A Comparative Study. Library Trends, Vol. 54, No. 1, Summer 2005 http://muse.jhu.edu/journals/library_trends/v054/54.1masanas.pdf
 * iii. Masanes, J. (2006). Web archiving: issues and methods. In J. Masanes (Ed.), Web archiving., Berlin Heidelberg New York: Springer, page 1-46 http://www.springer.com/computer/database+management+%26+information+retrieval/book/978-3-540-23338-1

Recommended readings

 * i. Bergmark, D., Lagoze, C., & Sbityakov, A. (2002). Focused crawls, tunneling, and digital libraries. Paper presented at the 6th European Conference on Research and Advanced Technology for Digital Libraries, Roma, Italy http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.17.3741
 * ii. Biblarz, D., Tarin, M.-J., Vickery, J., & Bakker, T. (2001). Guidelines for a collection development policy using the conspectus model. International Federation of Library Associations and Institutions, Section on Acquisition and Collection Development http://www.ifla.org/VII/s14/nd1/gcdp-e.pdf
 * iii. Crowston, K. & Williams, M., "The Effects of Linking on Genres of Web Documents,"hicss,pp.2006, Thirty-Second Annual Hawaii International Conference on System Sciences-Volume 2, 1999 http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.42.3030
 * iv. Masanes, J. (2002). Towards continuous Web archiving: First results and an agenda for the future. D-Lib Magazine, 8(12) http://www.dlib.org/dlib/december02/masanes/12masanes.html
 * v. Masanes, J. (2006). Selection for Web Archives. In J. Masanes (Ed.), Web archiving., Berlin Heidelberg New York: Springer, page 71-90 National Library of Australia. (2005). Online Australian publications: Selection guidelines for archiving and preservation by the National Library of Australia http://pandora.nla.gov.au/selectionguidelines.html
 * vi. Roche, X. (2006). Copying websites. In J. Masanes (Ed.), Web archiving. Berlin Heidelberg New York: Springer, page 93-112

Exercises / Learning activities

 * 1. Discussion activity (15 minutes): Why do we need to archive web pages and what should be collected?

 * 2. In class, break students into groups of 3~4. Have them discuss Web archiving regarding. (15 minutes):
 * a. Personal perspective
 * b. Commercial perspective
 * c. Academic perspective
 * d. Social impacts
 * e. Technological impacts

 * 3. Web Archiving faces five main problems (see the body of knowledge); each group should discuss these problems and give some suggestions (15 minutes).

 * 4. Return to a full-class discussion and ask the students how they answered the above questions. Each group prepares a Word document or PowerPoint slides (5 minutes) and presents it to the class (10 minutes).

Evaluation of learning outcomes

 * In their answers to the discussion questions, students demonstrate an understanding of:
 * a. Different Web Archiving perspectives
 * b. Different Web Archiving problems and limitations
 * c. Why Web Archiving is needed

Glossary
Entry Point (EP) - the first node from where path to other documents will be found in a crawling process. Extensive Archiving - when horizontal completeness is preferred to vertical completeness. Horizontal completeness - the number of relevant entry points (site home pages) found within the designated perimeter. Intensive Archiving - when vertical completeness is preferred to horizontal completeness. Vertical completeness - the number of relevant linked nodes found from this entry point.

Additional useful links

 * a. Internet Archive: www.archive.org
 * b. Dublin Core: www.dublincore.org
 * c. World Wide Web Consortium: www.w3c.org

Contributors

 * a. Development
 * Spencer Lee,
 * Tarek Kan’an,
 * Jian Jiao
 * b. Evaluation
 * Dr Edward A. Fox

title: Digital Libraries/Web archiving


text:
User talk:FajitaRay

Hello Former Student!

I'm writing to you because you took a class from me in the past few years at the Art Institute. As of Spring, 2010, I'll not be teaching further classes at AIS for the foreseeable future. (We're parting ways on good terms!) Until now, you've been able to reach my Wikiversity educational resources from my website, but I've decided to delete that link. You can still reach all of those materials here.

If you're interested in what I'm up to in the future (which will include an album in 2010 and a novel in 2011) you can friend my facebook page or drop me an email at info@stevenarntson.info and you'll receive a periodic update about performances, classes, and publications.

If you know any current or former students of mine who might be interested in any of this, please forward this information if you have a moment.

I hope all is well for you.
 * Best! Stevenarntson

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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 16:13, 25 September 2009 (UTC) Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 16:13, 25 September 2009 (UTC)

title: User talk:Dolores Haruhi


text:
User talk:Sam Gibber

 Hello Sam Gibber, 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.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * 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 16:13, 25 September 2009 (UTC) Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 16:13, 25 September 2009 (UTC)

title: User talk:Sam Gibber


text:
User talk:Queen Fairley

 Hello Queen Fairley, 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.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * 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 16:13, 25 September 2009 (UTC) Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 16:13, 25 September 2009 (UTC)

title: User talk:Queen Fairley


text:
User talk:Hoshiko Elias

 Hello Hoshiko Elias, 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.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * 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 16:13, 25 September 2009 (UTC) Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 16:13, 25 September 2009 (UTC)

title: User talk:Hoshiko Elias