text:
Digital Libraries/Reference services

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

Module name
Reference Services

Scope
This module presents an overview of human-mediated assistance for information seeking and question answering, and addresses issues in integrating these types of services into DLs.

Learning objectives:
By the end of this module, the student will be able to:
 * a. Articulate the pros and cons of varieties of services for meeting different types of user needs.
 * b. Articulate the differences between human-mediated reference and automated information retrieval (IR) and question answering (QA) services.
 * c. Identify the appropriate forms of service that may be integrated into DLs in different contexts and different user communities.

5S characteristics of the module:

 * a. Spaces: Reference is provided in an information space, physical or online.
 * b. Scenarios: Reference is an info seeking technique employed by users in specific situations / contexts / anomalous states of knowledge.
 * c. Societies: Reference is provided by a community of answerers (usually librarians and/or subject experts) and used by communities of users.

Level of effort required:

 * a. Prior to class: Approximately an hour, for a homework assignment (see Exercises, below).
 * b. In class: 1 1/2 hours. Each of the following sections may take approximately 1/2 hour.
 * i. Human intermediated reference
 * ii. Automated reference
 * iii. Use of DL resources

Relationships with other modules:

 * a. 6-a: Info needs, relevance: Module 6-a is a prerequisite to 7-b.
 * b. 6-b: Online info seeking behavior and search strategy: Module 6-b is a prerequisite to 7-b.
 * c. 7-a: Indexing and searching: Modules 7-a and 7-b should be taught around the same time in the semester.

Prerequisite knowledge required:

 * a. General understanding of library reference services.
 * i. In LS programs: Completion of the introductory, general library reference course.
 * ii. In CS programs: Familiarity with and prior use of a library reference service.

Introductory remedial instruction:

 * a. Introduction to library reference (This section may be skipped in ILS programs where most students have already taken the introductory Reference course.)
 * i. Depth of service provided: citations or links to resources, and/or an answer to the question.
 * ii. Steps in the reference interview (from Bopp, 2001):
 * 1. Opening the interview:
 * a. Librarian should have a welcoming manner and seem approachable.
 * b. Librarian should have opening questions to prompt the user.
 * c. Librarian's response to the user's question should be encouraging.
 * 2. Negotiating a question:
 * a. Librarian should use open-ended questions to elicit information from the user about the information need.
 * b. Active listening is important to elicit information from the user.
 * c. Asking why the user needs the information may be useful, but is controversial.
 * 3. The search process:
 * a. In what types of sources, or specific sources will information be found?
 * b. Opportunity for the librarian to instruct the user in the use of library resources.
 * 4. Communicating information to the user:
 * a. How much work the user will have to do to make sense of the information depends on how complicated the question is.
 * b. At an appropriate level, given the user's age, language, previous knowledge of the topic, etc.
 * c. Differences in providing information in person (desk reference) vs. at a distance (digital reference)
 * 5. Closing the interview:
 * a. Ask if the question has been answered completely and to the user's satisfaction.
 * b. Encourage the user to return if she has more questions.
 * iii. The role of the librarian in assisting the user to locate information and information sources.
 * 1. Instruction in the use of the library / navigating within the physical space and the cataloging system.
 * 2. Bibliographic instruction: instruction in the use of specific sources.
 * 3. Information literacy instruction: instruction in the evaluation and use of information.
 * 4. Reference expert systems & QA systems presently do not provide instruction.

Body of knowledge:

 * a. Major themes / tensions in reference service for DLs:
 * i. Human intermediation vs. automation
 * ii. For human intermediation: synchronicity of the interaction, and media in which the interaction is conducted
 * iii. For automation: reference expert systems vs. question-answering (QA) systems

 * b. Human-intermediated digital reference
 * i. Asynchronous reference
 * 1. Current forms: email, web
 * 2. Time-delayed
 * a. Duration of the delay may be set by the service's policy (e.g., 2 business days)
 * b. Delay allows the librarian to conduct research & hopefully craft a response.
 * ii. Synchronous reference
 * 1. Current forms: commercial chat application (similar to CRM software), instant messenger (IM) applications
 * 2. Conducted in real-time
 * a. Closer in speed to a face-to-face conversation
 * b. Immediacy may be preferable for users; more similar to search engine use.
 * iii. Expensive to maintain & not easily scalable:
 * 1. Human staff is expensive.
 * 2. Answering questions takes time.

 * c. Automation
 * i. Reference expert systems
 * 1. Attempt to automate a librarian's decision-making process in identifying resources to fulfill an information need.
 * a. Does not provide answers, just resources.
 * 2. Work dropped off at the end of the 1980s, early 1990s, coincident with trends in AI research away from modeling human cognition as a whole and focusing instead on human thought processes in specific contexts.
 * ii. QA systems
 * 1. TREC conference, QA track
 * a. "The goal in the QA task is to retrieve small snippets of text that contain the actual answer to a question rather than the document lists traditionally returned by text retrieval systems. The assumption is that users would usually prefer to be given the answer rather than find the answer themselves in a document" (Voorhees, 1999, p. 77).
 * b. Five-year roadmap for QA research (Burger, et al., 2001)
 * i. Six key directions for QA research:
 * 1. Scope: open vs. narrow domain
 * 2. Context: disambiguation of
 * 3. Judgment: answers must be justified
 * 4. Multiple sources: information for an answer may be spread across multiple documents
 * 5. Fusion: an answer must be formulated from information from multiple documents
 * 6. Interpretation: disambiguating unclear questions
 * 2. Distinct from IR systems:
 * a. IR systems provide links to documents, not answers.
 * b. QA systems provide "snippets" from documents that hopefully contain answers.
 * iii. Expensive to build, but more easily scalable:
 * 1. Automation requires large up-front costs, but ongoing costs are less.
 * 2. Economy of scale: answering many questions may be no more expensive or problematic than answering few.

 * d.	Use of DL resources in responses / Collection development
 * i. Both human intermediaries and automated QA systems may mine the DL's collection for materials.
 * 1. May also mine other DLs, or any site online.
 * 2. Legal & copyright issues involved in using others' materials.
 * ii. Questions & responses are annotations to the materials in the DL.
 * 1. E.g., Object X in the DL is useful for answering questions on topic Y.
 * 2. Over time, materials in the DL will develop a "profile": usage data about what types of questions or what information needs a resource may be used to answer.
 * 3. Sub-collections may be built of the most popular materials, by "harvesting" the materials pointed to in responses.
 * a. For a similar idea in automated collection building: see Bergmark (2002).
 * iii. Responses are resources in their own right & may be added to the DL collection.
 * 1. Store answers "raw" or cleaned?
 * a. Privacy issues involved in making questions and responses searchable.
 * i. Note: There are very serious privacy issues involved here. See, e.g., news about AOL's 2006 release of 650,000 users' search histories
 * b. Methods for deidentifying questions and responses: see Nicholson & Arnott-Smith (2005).
 * 2. Collection development-related issues:
 * a. Collection is built based on gaps in users' knowledge, rather than based on the mission and goals of the DL.
 * b. Requirements for collection development policies.

Reading for Students

 * i. Bates, M. J. (2002). The Cascade of Interactions in the Digital Library Interface. Information Processing and Management, 38, 381-400.
 * ii. Borgman, C. L. (2003). Designing digital libraries for usability. In Bishop, A.P.; Van House, N.: & Buttenfield, B.P. (Eds.), Digital Library Use: Social Practice in Design and Evaluation (pp. 85-118). Cambridge, MA: The MIT Press.

Recommened Readings
1. Required readings:
 * i. Pomerantz, J. (2003). Integrating Digital Reference Service into the Digital Library Environment. In R. D. Lankes, S. Nicholson & A. Goodrum (Eds.), The Digital Reference Research Agenda (pp. 23-47). Chicago: Association of College and Research Libraries.
 * ii. Choi, Y. (2006). Reference services in digital collections and projects. Reference Services Review, 34(1), 129-147.

2. Reference in general
 * i. Reference and User Services Association (RUSA)'s Definitions of a Reference Transaction: http://www.ala.org/ala/mgrps/divs/rusa/resources/guidelines/definitionsreference.cfm
 * ii. RUSA's Guidelines for Information Services: http://www.ala.org/ala/rusa/rusaprotools/referenceguide/guidelinesinformation.htm
 * iii. Bopp, R. E. (2001). The Reference Interview. In R. E. Bopp & L. C. Smith (Eds.), Reference and Information Services: An Introduction (pp. 47-68). Englewood, CO: Libraries Unlimited, Inc.

3. Digital reference in general
 * i. Penka, J. T. (2003). The Technological Challenges of Digital Reference: An Overview. D-Lib Magazine, 9(2). http://www.dlib.org/dlib/february03/penka/02penka.html
 * ii. RUSA's Guidelines for Implementing and Maintaining Virtual Reference Services: http://www.ala.org/ala/mgrps/divs/rusa/resources/guidelines/virtrefguidelines.cfm

4. Digital reference in digital libraries
 * i. Pomerantz, J. (2003). Integrating Digital Reference Service into the Digital Library Environment. In R. D. Lankes, S. Nicholson & A. Goodrum (Eds.), The Digital Reference Research Agenda (pp. 23-47). Chicago: Association of College and Research Libraries.
 * ii. Choi, Y. (2006). Reference services in digital collections and projects. Reference Services Review, 34(1), 129-147.

5. Asynchronous human-intermediated digital reference
 * i. Janes, J., Hill, C., & Rolfe, A. (2001). Ask-an-Expert Services Analysis. Journal of the American Society for Information Science and Technology, 52(13), 1106-1121. http://dx.doi.org/10.1002/asi.1177.
 * ii. Lankes, R. D. (1998). AskA's (K-12 digital reference services). Reference & User Services Quarterly, 38(1), 63-71.
 * iii. Lankes, R. D. (2004). The Digital Reference Research Agenda. Journal of the American Society for Information Science and Technology, 55(4), 301-311. http://dx.doi.org/10.1002/asi.10374.
 * iv. Pomerantz, J., Nicholson, S., Belanger, Y., & Lankes, R. D. (2004). The Current State of Digital Reference: Validation of a General Digital Reference Model through a Survey of Digital Reference Services. Information Processing & Management, 40(2), 347-363. http://dx.doi.org/10.1016/S0306-4573(02)00085-7.

6. Synchronous human-intermediated digital reference
 * i. Francoeur, S. (2001). An Analytical Survey of Chat Reference Services. Reference Services Review, 29(3), 189-203. http://dx.doi.org/10.1108/00907320110399547.
 * ii. Pomerantz, J. (2005). A Conceptual Framework and Open Research Questions for Chat-based Reference Service. Journal of the American Society for Information Science and Technology, 56(12), 1288-1302. http://dx.doi.org/10.1002/asi.20215.

7. Reference expert systems
 * i. Richardson Jr., J. (1995). Knowledge-Based Systems for General Reference Work: Applications, Problems, and Progress. San Diego: Academic Press. In particular, ch. ?.
 * ii. Richardson Jr., J. (1989). Toward an Expert System for Reference Service: A Research Agenda for the 1990s. College & Research Libraries, 50(2), 231-248.

8. Question-answering systems
 * i. Burger, J., et al. (2001). Issues, Tasks and Program Structures to Roadmap Research in Question & Answering (Q&A). Gaithersburg, MD: National Institute of Standards and Technology. http://www-nlpir.nist.gov/projects/duc/papers/qa.Roadmap-paper_v2.doc
 * ii. Voorhees, E. M. (1999, November 16-19). The TREC-8 Question Answering Track Report. The Eighth Text REtrieval Conference (TREC 8), Gaithersburg, MD. http://trec.nist.gov/pubs/trec8/papers/qa_report.pdf
 * iii. Voorhees, E. M., & Tice, D. M. (1999, November 16-19). The TREC-8 Question Answering Track Evaluation. The Eighth Text REtrieval Conference (TREC 8), Gaithersburg, MD. http://trec.nist.gov/pubs/trec8/papers/qa8.pdf
 * iv. Also: all Overviews of the TREC Question Answering Tracks from 2000-present. See the TREC publications at: http://trec.nist.gov/pubs.html

9. Other related topics
 * i. Bergmark, D. (2002). Collection synthesis. Proceedings of JCDL 2002. pp. 253-262. http://doi.acm.org/10.1145/544220.544275
 * ii. Neuhaus, P. (2003). Privacy and Confidentiality in Digital Reference. Reference & User Services Quarterly, 43(1), 26-36. http://search.epnet.com/direct.asp?an=11298320&db=afh.
 * iii. Nicholson, S. (2005). A framework for Internet archeology: Discovering use patterns in digital library and Web-based information resources. First Monday, 10(2). http://firstmonday.org/issues/issue10_2/nicholson/index.html
 * iv. Nicholson, S., & Arnott-Smith, C. (2005, October 28 - November 2). Using Lessons from Health Care to Protect the Privacy of Library Users: Guidelines for the De-Identification of Library Data based on HIPAA. Paper presented at the The American Society for Information Science & Technology 2005 Annual Meeting: Sparking Synergies: Bringing Research and Practice Together, Charlotte, NC.

Concept map

 * None

Exercises / Learning activities

 * 1. Homework to be completed prior to this lesson:
 * a. Students should submit the same question to one desk reference service and two digital reference services that utilize different media: email, web, chat, IM, etc. The three services may be provided by the same library.
 * i. Discussion points for this assignment:
 * A. How effective was the librarian / answerer in responding to your question? (Effectiveness may be operationalized as some or all of: completeness of the answer, accuracy, speed, user satisfaction.)
 * B. What differences were there in the responses that you got to your question in the different media?
 * C. Is one medium superior or inferior to others for responding to this question / this type of question? Why?
 * ii. Some suggestions for locating services:
 * A. The Virtual Reference Desk's AskA+ Locator (asynchronous services): http://www.eduref.org/Resources/Reference/AskA_Services.html
 * B. Three lists of libraries providing synchronous reference services:
 * 1. http://liswiki.org/wiki/List_of_libraries_providing_virtual_reference_services
 * 2. http://www.public.iastate.edu/~CYBERSTACKS/LiveRef.htm
 * 3. http://www.libsuccess.org/index.php?title=Online_Reference#Libraries_Using_Virtual_Reference_Services
 * C. Additionally, most academic and public libraries provide digital reference services.

 * 2. Homework to be completed prior or subsequent to this lesson:
 * a. Data analysis of previously-answered digital reference questions.
 * i. These may be from synchronous or asynchronous services. The form of the previously-answered questions will differ for different types of services: email will produce email threads; chat will produce transcripts.
 * ii. These may be archives from the university library's services, or from the Internet Public Library (http://www.ipl.org/ ), if the instructor's school is an IPL member.
 * iii. Analysis should be performed on a small-ish corpus: maybe 50-100 questions, depending on the number of students.
 * iv. Data analysis can take a variety of forms:
 * A. Simple descriptive statistics: Number of questions categorized by topic, from particular user groups, submitted by day of the week or week of the semester, etc.
 * 1. The IPL for example has its own pre-defined topic and user categories, or the instructor may choose other schemes.
 * B. Use of DL materials: What materials from the IPL (or other DL) are used in answers? What percentage of materials provided in answers are from the IPL?
 * v. IRB approval may be required for this assignment. The IPL has IR approval at Drexel, which will assist any other institution in getting local IRB approval.

 * 3. Discussion in class:
 * a. Look at DLs that integrate reference services (see Choi, 2006). Look at archived questions, if available. Some question archives that are available online include:
 * i. The Internet Public Library, Ask A Question: http://www.ipl.org/
 * ii. The National Science Digital Library, AskNSDL: http://nsdl.org/asknsdl/
 * iii. The MAD Scientist Network: http://www.madsci.org/
 * b. Look at QA systems with no associated DL. E.g.:
 * i. START: http://start.csail.mit.edu/
 * ii. Yahoo Answers: http://answers.yahoo.com/
 * iii. AnswerBus: http://www.answerbus.com/
 * c. Look at other DLs with no reference service or QA system in place.
 * d. Discussion points for class:
 * i. What sorts of questions do users submit to services of different types? What sorts of questions are answered best by services of different types?
 * ii. How are materials from DLs and other online resources used in answers?
 * iii. What would be the appropriate form(s) of service to integrate into several different DLs? Why?

 * 4. Lab in class:
 * a. Demo to students or have students use different applications for delivering digital reference.
 * i. Students can use these applications as users, or as question answerers.
 * ii. Look to local libraries for specifics on available services.
 * b. Alternative to a lab: It may not be possible to get applications for students to use for trials. So guest speakers from local libraries or online reference services would be appropriate. A speaker could demo one or more of the applications in use.
 * i. Many states have statewide chat reference consortia, and most of these have an individual who is the service administrator. This individual would make an excellent speaker.
 * A. List of libraries with chat reference services: http://liswiki.org/wiki/List_of_libraries_providing_virtual_reference_services

Evaluation of learning outcomes
1. Homework to be completed subsequent to this lesson:
 * a. Students should formulate a question to submit to a digital reference service, and reformulate the question as a query to submit to an automated IR or QA system.
 * i. Discussion points for this assignment:
 * A. How effective was the service / system in responding to your question?
 * B. What differences were there in the responses that you got?

Glossary

 * a. Asynchronous: Lag time exists between sending a message and receipt of a response.
 * b. Expert system / Reference expert system: Automated system that identifies resources to fulfill an information need, by attempting to emulate a librarian's decision-making process for selecting resources.
 * c. Human-intermediated: Questions are responded to by a human being, often a librarian.
 * d. Question-answering system: An IR-like system that retrieves document snippets in response to a user query.
 * e. Scalability: The ability and ease with which a service may increase in size; where size may be defined as number of users, throughput of questions and responses, etc.
 * f. Synchronous: No lag time exists between sending a message and receipt of a response; more conversational and "real-time" pace.

Additional useful links

 * None

Contributors

 * a. Developers:
 * i. Jeffrey P. Pomerantz

title: Digital Libraries/Reference services


text:
Digital Libraries/Personalization

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

Module name
Personalization

Scope
This module addresses Personalization standards that may be appropriate in the context of a DL, along with its’ approaches, effects, limitations, and challenges.

Learning objectives:
By the end of this module, the student will be able to:
 * a. Have a clear understanding of what Personalization is and how it can affect Digital Libraries
 * b. Understand various personalization approaches
 * c. Understand the limitations and challenges of Personalization

5S characteristics of the module:

 * a. Society: Where all other personalization dimensions would be organized or targeted for particular societies of users, e.g., incorporation and adaptation of specialized services for librarians, professors, and students in a digital library of theses and dissertations
 * b. Scenarios: Like scenario re-design, by introducing new functions and interaction techniques, e.g., navigation by context, or by specializing existing ones, e.g., changes in syntax and parameters for searching
 * c. Spaces: Such as mappings between different spaces (e.g., from vector space models to probabilistic ones) for interoperability or reduction of dimensionality for providing better search services (e.g., with Latent Semantic Indexing (LSI))
 * d. Structures: Including restructuring, reduction, or other transformations over classification systems, ontologies, internal structures of documents, etc
 * e. Stream: Which could include, in the case of textual streams, translations of language and conversion of encodings, or, in the case of multimedia data, possible conversions between formats according to a user's platform

Level of effort required:

 * a. In class: 1.25 hours
 * b. Outside of class: 2-3 hours for readings

Relationships with other modules:

 * a. 6-d: Interaction design, usability assessment
 * i. Personalization could affect the usability of a digital library
 * b. 9-c: DL evaluation, user studies
 * i. Personalization can affect a user’s opinion of a DL and have an impact on the user studies

Prerequisite knowledge required:

 * a. Students will not be expected to have had prior training in personalization.

Introductory remedial instruction

 * a. none

Body of Knowledge

 * 1. What is Personalization?
 * a. Tailored Services
 * b. Adapting Presentation
 * c. Make DL’s accessible
 * d. Device Examples
 * i. Eye track
 * ii. Sense Cam
 * iii. Preservation migration

 * 2. Goals

 * 3. User Centered
 * a. Personal Information
 * i. Profile
 * ii. Age
 * iii. Sex
 * iv. Health
 * v. Activities
 * vi. Commerce
 * vii. Modeling Queries
 * b. Personal View on Information World
 * i. Distribution
 * ii. Services
 * 1. Intelligent Tutoring Systems
 * iii. Broadcast, on demand
 * iv. Alerts (Notifications), Interruptions
 * v. Trails, bread crumbs
 * c. Capturing Personal Information
 * i. Eye tracking
 * ii. Click through logs
 * iii. Privacy
 * iv. Analysis

 * 4. Classification of Personalized Methods
 * a. Content
 * i. Structuring
 * ii. Selection
 * iii. Enrichment
 * b. Services
 * i. Special Services
 * ii. Service Properties

 * 5. Information Filtering

 * 6. Notification

 * 7. Recommender System
 * a. Definition
 * i. Personalization Service
 * ii. Most popular DL personalization
 * iii. Tailors information to individuals
 * b. Scope
 * c. Components
 * i. Background Data
 * ii. Input Data
 * iii. Algorithm
 * d. Types
 * i. Content-based
 * 1. Contextualization
 * ii. Knowledge-based
 * iii. Collaborative Information Filtering
 * iv. Demographic-based
 * 1. In the community
 * 2. Multiple memberships
 * 3. Roles
 * v. Utility-based
 * vi. Hybrid
 * 1. integrated information inference
 * vii. Community-based

 * 8. Advanced Approaches for Personalization
 * a. Personal Reference Libraries
 * b. Cooperative Content Annotation
 * c. Personal Web Context

 * 9. Social Effects of Personalization
 * a. Individual Experience
 * b. Community Experience
 * c. Social Groups

 * 10. Personalized Information Environment (PIE)
 * a. Collection Personalization
 * i. Personalized Filtering
 * ii. Personalized Retrieving
 * b. Material Personalization

 * 11. Evaluation Issues
 * a. Access Personalization
 * b. User-Centered Evaluations
 * c. Identify Appropriate Criteria
 * d. Training and Testing
 * e. Usability
 * f. Usefulness
 * g. Performance
 * h. Failures
 * i. Types
 * ii. Causes
 * iii. Solutions
 * i. Benefits
 * i. Memory
 * ii. Symbiosis

 * 12. Limitations and Challenges
 * a. Privacy
 * b. Hinder Findings
 * c. Hinder Group Communication
 * d. Predictability

Assigned readings for students

 * i. Beaulieu, Micheline, Borlund, Pia, Brusilovsky, Peter, et al (2003). Personalization and Recommender Systems in Digital Libraries. Joint NSF-EU DELOS Working Group Report. Retrieved 11/6/2008 from: http://www.ercim.org/publication/ws-proceedings/Delos- NSF/Personalisation.pdf
 * ii. Bollen, Johan, Di Giacomo, Mariella, Mahoney, Dan, Monroy-Hernandez, Monroy, Ruiz Meraz, Cesar M (2001). MyLibrary, A Personalization Service for Digital Library Environments. Joint DELOS-NSF Workshop on Personalization and Recommender Systems in Digital Libraries, Dublin, Ireland, Retrieved 11/9/2008 from: http://www.ercim.org/publication/wsproceedings/DelNoe02/Giacomo.pdf
 * iii. Jewagamage, K. Priyantha, Hirakawa, Masahito, Jayawardana, Champu (2001). Personalization Tools for Active Learning in Digital Libraries. MC Journal: The Journal of Academic Media Librarianship. Retrieved 11/1/2008 from http://wings.buffalo.edu/publications/mcjrnl/v8n1/active.pdf
 * iv. Neuhold, E.J., Nieder´ee, C., Stewart, A. (2003). Personalization in digital libraries: An extended view. Proceedings of ICADL 2003. (pp. 1–16) Retrieved 11/1/2008 from http://www.springerlink.com/content/wc7kybhvtpuaf1y3/fulltext.pdf
 * v. Dumais, Susan T, Liebling, Daniel J, Teevan, Jaime. To Personalize or Not to Personalize: Modeling Queries with Variation in User Intent. Retrieved 11/4/2008 from http://portal.acm.org/citation.cfm?id=1390364
 * vi. Aalbert, Trond, Agosti, Maristella, Fuhr, Norbert, et al. Evaluation of digital libraries (2007). Retrieved 11/4/2008 from http://www.springerlink.com/content/w2w0j4h272k26812/fulltext.pdf

Recommended readings for students

 * i. M. Elena Renda, and Umberto Straccia (2005). A personalized collaborative Digital Library environment: a model and an application. Inf. Process. Manage., Vol. 41, No. 1., pp. 5-21. Retrieved 11/2/2008 from http://www.sciencedirect.com/science/article/B6VC8-4CG0NPT-2/2/91d50b6b47b390024411fc8d594da812
 * ii. Chia, Christopher, Garcia, June (2002). The personalized challenge in public libraries: perspectives and prospects. Retrieved 11/2/2008 from http://www.publiclibraries.net/html/x_media/pdf/personalisation_engl.pdf
 * iii. Boardman, R. (2002). Workspaces that work: Towards unified personal information management. In Proceedings of HCI2002, People and Computers XVI—Memorable Yet Invisible. Volume 2, 216–7, London. Retrieved 11/10/2008 from http://www.iis.ee.ic.ac.uk/~rick/research/pubs/wthatw-hci2002.pdf
 * iv. Jung, Jason J. Personalized Information Delivering Service in Blog-Like Digital Libraries. Retrieved 11/10/2008 from http://www.springerlink.com/content/5312380505287115/fulltext.pdf

Recommended background reading for instructor

 * i. Goncalves, M., Zafer, A. A., Ramakrishnan, N., & Fox, E. A. (2001). Modeling and building personalized digital libraries with PIPE and 5SL. In Proceedings of the 43rd Joint DELOS-NSF workshop on personalization and recommender systems in digital libraries, Dublin, Ireland (pp. 67–72)
 * ii. Neuhold, Erich (2004) Context Driven Access Personalized Digital Multimedia Libraries. Paper presented at the ICDL 2004 Conference hosted by TERI, New Delhi, India. Retrieved 11/9/2008 from https://drtc.isibang.ac.in/handle/1849/177

Concept map

 * None

Exercises / Learning activities

 * 1. Pick a Digital Library and determine five ways in which you would like to personalize it. Discuss it with the rest of the class.
 * 2. Look at a Digital Library and name three ways you think personalizing it would benefit the users. Discuss it with the rest of the class.

Evaluation of learning outcomes

 * a. none

Glossary

 * a. none

Additional useful links

 * None

Contributors

 * a. Initial authors:
 * Ashley Robinson
 * Chester Rosson
 * Pramodh Pochu
 * Sheng Guo
 * b. Evaluator:
 * Edward A. Fox

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

title: Digital Libraries/Personalization


title: File:ELC-17-9-2009.pdf


title: File:ELC-21-9-2009.pdf


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 * 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! --mikeu talk 21:48, 23 September 2009 (UTC)

title: User talk:EGM6321.f09.Team2.Kumanchik


text:
User talk:Egm6321.f09.Team06.sada

 Hello Egm6321.f09.Team06.sada, 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.
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 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
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 * 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! --mikeu talk 21:51, 23 September 2009 (UTC)

title: User talk:Egm6321.f09.Team06.sada


text:
User talk:Amystahler

 Hello Amystahler, 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! --mikeu talk 21:54, 23 September 2009 (UTC)

title: User talk:Amystahler


text:
User talk:Lexanjaravata

 Hello Lexanjaravata, 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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title: User talk:Lexanjaravata


text:
User talk:Alexlister

 Hello Alexlister, 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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Preview
Hi, I have seen your edit attempt and they are good. But try to use a priview instead saving so much. Thanks!--Juan de Vojníkov 06:36, 15 November 2009 (UTC)

title: User talk:Alexlister


text:
User talk:Benyapha

 Hello Benyapha, 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! --mikeu talk 22:03, 23 September 2009 (UTC)

Assignment location
Please place your assignments in user subpages. -- Jtneill - Talk - c 22:21, 8 October 2009 (UTC)
 * By way of example, I've moved Assignment 3 into a user subpage - see link from your user page. -- Jtneill - Talk - c 22:24, 8 October 2009 (UTC)

Operating system
Different types of operating systems: 1. Microsoft Windows plays a very big role in the market of personal computers by 91%. Also, there are nine main versions of Microsoft Windows, which are Windows’95, Windows’98, Windows’ 2000, Windows NT, Windows ME, Windows XP, Windows CE, Windows VISTA, and Windows 7. 2. Linux is usually used to install in embedded systems, mobile phones, some kinds of watches, desktop computers, laptop computers, netbooks, and supercomputers. Nowadays, Linux has been used to be an operating system in netbooks with the two kinds of devices, which are ASUS Eee PC and Acer Aspire One. Brazil, Russia, China, India, Spain, France, and Germany has been using Linux for various kinds of purposes. For example, Linux has been developed to be used in educational organizations and other official organizations. 3. Mac OS X has been developed and owned by Apple Inc. Mac OS X became the second most famous operating system in 2009 in terms of the usages of the Internet connection. Also, Mac OS X includes many different languages. For example, English, Japanese, French, German, Spanish, Portuguese, and Italian are available.

There are four main types of operating systems, which are “Real-time Operating Systems”, “Single-User/Single-Tasking Operating Systems”, “Single-User/Multitasking Operating Systems”, and “Multi-User/Multitasking Operating Systems”. •	The first type of operating system is “Real-time Operating Systems” or “RTOS”. RTOS is also known as Embedded Operating Systems. A real-time operating system runs real-time application. Also, a real-time operating system support only single-tasking. A real-time application is an application that responses to the input extremely fast. BeOS, ChorusOS, eCos, FreeRTOS, ITRON, LynxOS, MicroC/OS-II, Nucleus, Nut/OS, OS-9, OSE, OSEK/VDX, OSEKtime, pSOS, QNX, RMX, RSX-11, RT-11, RTOS-UH, VRTX, VxWorks, Windows CE, RTLinux, and RTAI are examples of Real-time Operating Systems. Real-time applications are used in medical diagnostics equipment, life-support systems, machinery, scientific instruments, and industrial systems. •	The second type of operating system is “Single-User/Single-Tasking Operating Systems”. This type of operating system allows users to run a single task at a time. Printing a document, writing a file to disk, editing a file, and downloading a file from a network server are examples of task for a computer user. A small and simple operating system can manage only a time. MS-DOS is an example of single-user/single tasking operating systems. This type of operating system is usually found in the Palm handheld computers. •	The third type of operating system is “Single-User/Multitasking Operating Systems”. This type of operating system allows users to run many tasks at a time. Microsoft Windows and the Macintosh Operating System are the examples of this type of operating system. This type of operating system is usually found in personal computers. Also, it can be used in various kinds of work. •	The forth type of operating system is “Multi-User/Multitasking Operating Systems”. This type of operating system allows users to run on a terminal server. Each user’s applications run within their user session on the server separate from all other user sessions. A terminal client is the software that makes a user session possible. UNIX, VMS, and MVS are examples of multi-user/multi-tasking operating systems. MVS is used in mainframe operating systems.

What operating systems should install on your netbook? The operating system that should install for netbook is Windows 7

title: User talk:Benyapha


text:
User talk:Kermit~enwikiversity

 Hello Kermit, 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! --mikeu talk 22:39, 23 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.

Unfortunately, your account clashes with another account also called Kermit. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Kermit~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 23:41, 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) 06:13, 19 April 2015 (UTC)

title: User talk:Kermit~enwikiversity


text:
User talk:Bob M~enwikiversity

 Hello Bob M, 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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 * 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.

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 * 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! --mikeu talk 22:41, 23 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.

Unfortunately, your account clashes with another account also called Bob M. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Bob M~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 23:31, 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:Bob M~enwikiversity


text:
User talk:New User no. 1

 Hello New User no. 1, 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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 * 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! --mikeu talk 01:56, 24 September 2009 (UTC)

title: User talk:New User no. 1


text:
User talk:Egm6321.f09.team5.Jason

 Hello Egm6321.f09.team5.Jason, 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! --mikeu talk 01:58, 24 September 2009 (UTC)

title: User talk:Egm6321.f09.team5.Jason


text:
User talk:Target4cactus

 Hello Target4cactus, 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! --mikeu talk 02:00, 24 September 2009 (UTC)

title: User talk:Target4cactus


text:
User talk:Kyleland

 Hello Kyleland, 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! --mikeu talk 02:06, 24 September 2009 (UTC)

title: User talk:Kyleland


text:
User talk:Egm6321.f09.Team2.sungsik

 Hello Egm6321.f09.Team2.sungsik, 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! --mikeu talk 02:17, 24 September 2009 (UTC)

title: User talk:Egm6321.f09.Team2.sungsik


text:
User talk:Pawanmalhotra

 Hello Pawanmalhotra, 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! --mikeu talk 02:21, 24 September 2009 (UTC)

title: User talk:Pawanmalhotra


text:
User talk:Rhian

 Hello Rhian, 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! --mikeu talk 02:27, 24 September 2009 (UTC)

title: User talk:Rhian


text:
User talk:BIJAN

 Hello BIJAN, 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! --mikeu talk 02:30, 24 September 2009 (UTC)

title: User talk:BIJAN


text:
Introduction to psychology/Psy102/Assessment/Essay/Marking

Psychology 102 essay marking guidelines

Key documents

 * 1) Unit outline - Sub-section on Assessment - Essay
 * 2) Essay writing guide esp. Marking criteria
 * 3) Essay section on Moodle
 * 4) Essay discussion forum
 * 5) Starting references provided on e-Reserve (not for habits).
 * 6) Topic-specific essay discussion forums and suggested bookmarks:

Allocations
Topic allocation from most to least popular topic:
 * 1) Dreams: Danielle
 * 2) Exercise: James/Clare
 * 3) Pain: Clare/Jessica
 * 4) Habits: Rebecca
 * 5) Animals: James
 * 6) Sensory deprivation: Jessica
 * 7) Smart drugs: James

4/11 tutorials (36%)
 * Danielle
 * 1) Dreaming

3/11 tutorials (27%)
 * James
 * 1) Animal contact
 * 2) Physical exercise
 * 3) Smart drugs
 * 4) Late & left-over essays

2/11 tutorials (18%)
 * Clare
 * 1) Pain
 * 2) Physical exercise

1/11 tutorials (9%)
 * Jessica
 * 1) Sensory deprivation

1/11 tutorials (9%)
 * Rebecca
 * 1) Behaviour modification to break a habit

Steps

 * 1) Mark some
 * 2) Develop list of key points (as a general guide - by the end, this should be a good list of key points )
 * 3) Return some to James for review
 * 4) Mark all
 * 5) Return to James for checking/uploading/distribution

What to return

 * 1) Marking and feedback summary sheets
 * 2) Assignments with (tracked) comments
 * 3) Spreadsheet with marks
 * 4) Key point summary (a general guide about key points for good awswers and possibly common problems which can be given as general feedback)

Timeframe

 * 1) Mark some + get reviewed ASAP
 * 2) Aim to return all to James by end of Week 12 or beginning of Week 13


text:
Joint Entrance Examination/AIEEE 2009/Q064 POTENTIAL

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[[Category:AIEEE 2009]
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text:
Joint Entrance Examination/AIEEE 2009/Q070 VERNIER CALLIPER

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text:
Joint Entrance Examination/AIEEE 2009/Q072 ENERGY

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text:
Joint Entrance Examination/AIEEE 2009/Q072 RESISTANCE VS TEMPERATURE

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text:
Joint Entrance Examination/AIEEE 2009/Q075 TRANSITION

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text:
Joint Entrance Examination/AIEEE 2009/Q076 WAVE OPTICS

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User:Dougs249

=About Me= I am currently pursuing a degree in Chemistry at the University of South Carolina. I hope to one day get a masters and Ph.D. in the same subject. I decided to use Wikiversity because I thought I might be able to help start some more pages and expand the information available to help other people in the future. I believe this resource could be very helpful if it grows as large and is used as much as Wikipedia.

title: User:Dougs249


text:
Joint Entrance Examination/AIEEE 2009/Q077 KINEMATICS

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Joint Entrance Examination/AIEEE 2009/Q078 PHOTOELECTRIC EFFECT

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User:Ionbordian

ionbordian@gmail.com

title: User:Ionbordian


text:
Aquaculture/NSW Fisheries

This report was commissioned by NSW Fisheries (in New South Wales, Australia) to provide modelling support for the Estuary General fishery. Analyses based on ages and lengths of fish and catch data (supplied by NSW Fisheries) were done for dusky flathead (Platycephalus fuscus), luderick (Girella tricuspidata), yellowfin bream (Acanthopagrus australis), sand whiting (Sillago ciliata) and sea mullet (Mugil cephalus).

Growth-curves were fitted to data for ages and lengths. These describe the length of a fish in relation to its age. The commonly used von Bertalanffy growth curve was generally quite difficult to fit to the data because there was little information about the length of young fish. Young fish were too small to be commercially harvested and were therefore not well represented in the available data. Errors associated with the fitted growth curves were estimated. Results indicated that the growth models were quite good for all species except for sand whiting. The figure illustrates the data for age-length and fitted growth curves for yellowfin bream (Acanthopagrus australis).

(Click here to see enlarged figure)

Length-at-age data for yellowfin bream (Acanthopagrus australis). Growth curves that relate the length of a fish with age are also drawn. Separate plots are included for both sexes combined and, separately, for males and females. This report was commissioned by NSW Fisheries to provide modelling support for the Estuary General fishery. Analyses based on ages and lengths of fish and catch data (supplied by NSW Fisheries) were done for dusky flathead (Platycephalus fuscus), luderick (Girella tricuspidata), yellowfin bream (Acanthopagrus australis), sand whiting (Sillago ciliata) and sea mullet (Mugil cephalus).

Growth-curves were fitted to data for ages and lengths. These describe the length of a fish in relation to its age. The commonly used von Bertalanffy growth curve was generally quite difficult to fit to the data because there was little information about the length of young fish. Young fish were too small to be commercially harvested and were therefore not well represented in the available data. Errors associated with the fitted growth curves were estimated. Results indicated that the growth models were quite good for all species except for sand whiting. The figure illustrates the data for age-length and fitted growth curves for yellowfin bream (Acanthopagrus australis).

These growth curves were used in yield-per-recruit analyses which are usually used to explore the trade-off between catching many small fish versus catching few larger fish. The recommended safe rate of caching fish (F0.1) was calculated for all species as a function of age-at-first-capture and also as a function of length-at-first-capture. The latter case is much easier to interpret where length-at-age is variable. It relates fishing mortality directly to minimal legal length. For all species, levels of safe mortality increased as length-at-first capture increased. F0.1 analyses were very sensitive to changes in the estimate of natural mortality (M, or the mortality rate in the absence of fishing). Estimates of M were very uncertain, so we recommended that findings be interpreted with care. We did not recommend that our calculated values of F0.1 be used in decision-making, as there are too many limitations with these initial estimates.

Values of F0.1 are not in themselves useful for management unless they can be contrasted with current rates of mortality due to fishing. Fishing mortality can be approximated from estimates of total mortality and natural mortality. Total mortality (Z) was estimated for all species from the catch-at-age distribution, although confidence in these estimates is compromised by a lack of understanding of recruitment of young fish. Variable recruitment will mask changes in total mortality.

No reliable estimates of natural mortality were available. It is unlikely that data to estimate natural mortality will become available in the near future. We therefore recommended that, to manage these stocks, NSW Fisheries continue to explore methods that do not depend on precise estimates of natural or fishing mortality. One strategy will be to set minimal legal lengths so that harvesting has the least practicable impact on the reproductive output of any species.

NSW Fisheries has elected to use commercial catch as a temporary indicator of the state of stocks in the Estuary General fishery. We wanted to test hypotheses about how frequently pre-determined changes in catches were successful in detecting failure of recruitment or large changes in the survival of mature fish in the fishery. It was also of interest how frequently such indicators sent signals that "cried wolf" or indicated that something was wrong with the fishery when nothing unusual had occurred. These analyses required subjective judgements to define the magnitude of change in the fishery that represents a problem and acceptable probabilities of errors from the indicators.

NSW Fisheries should continue the annual collection of data about ages of fish. This will be the most reliable evidence for recruitment failure and, with time, will enable a better understanding of stock-dynamics. Estimates of recreational catches will be required if assessments of biomass of stock are required. The NSW Estuary General finfish fishery is likely to remain "data-deficient" in the foreseeable future. Sustainable management of this fishery will require development of strategies that are able to deal with uncertainty in estimates of biomass, natural mortality, commercial and recreational fishing mortality. We urged NSW Fisheries to identify the immediate threats that face the stocks and the patterns in observable data that would result if such impacts occurred. Appropriate managerial responses to such scenarios must be clearly defined and strategies designed, to manage the fisheries. These responses and strategies should be tested with simulated data to explore their effectiveness and practicality. Length-at-age data for yellowfin bream (Acanthopagrus australis). Growth curves that relate the length of a fish with age are also drawn. Separate plots are included for both sexes combined and, separately, for males and females.

These growth curves were used in yield-per-recruit analyses which are usually used to explore the trade-off between catching many small fish versus catching few larger fish. The recommended safe rate of caching fish (F0.1) was calculated for all species as a function of age-at-first-capture and also as a function of length-at-first-capture. The latter case is much easier to interpret where length-at-age is variable. It relates fishing mortality directly to minimal legal length. For all species, levels of safe mortality increased as length-at-first capture increased. F0.1 analyses were very sensitive to changes in the estimate of natural mortality (M, or the mortality rate in the absence of fishing). Estimates of M were very uncertain, so we recommended that findings be interpreted with care. We did not recommend that our calculated values of F0.1 be used in decision-making, as there are too many limitations with these initial estimates.

Values of F0.1 are not in themselves useful for management unless they can be contrasted with current rates of mortality due to fishing. Fishing mortality can be approximated from estimates of total mortality and natural mortality. Total mortality (Z) was estimated for all species from the catch-at-age distribution, although confidence in these estimates is compromised by a lack of understanding of recruitment of young fish. Variable recruitment will mask changes in total mortality.

No reliable estimates of natural mortality were available. It is unlikely that data to estimate natural mortality will become available in the near future. We therefore recommended that, to manage these stocks, NSW Fisheries continue to explore methods that do not depend on precise estimates of natural or fishing mortality. One strategy will be to set minimal legal lengths so that harvesting has the least practicable impact on the reproductive output of any species.

NSW Fisheries has elected to use commercial catch as a temporary indicator of the state of stocks in the Estuary General fishery. We wanted to test hypotheses about how frequently pre-determined changes in catches were successful in detecting failure of recruitment or large changes in the survival of mature fish in the fishery. It was also of interest how frequently such indicators sent signals that "cried wolf" or indicated that something was wrong with the fishery when nothing unusual had occurred. These analyses required subjective judgements to define the magnitude of change in the fishery that re

title: Aquaculture/NSW Fisheries


text:
Comparative Teaching of Old Greek and Latin/Lesson 01 Part 1

Comparative Teaching of Old Greek and Latin Lesson 01 Part 1

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

'''LESSON 01  PART 1. Spirits, accents, sounds and letters.'''

(The two first courses should, occasionally, be repeated)

1.1.1. The spirits in the Old Greek Language.

The Old Greek language used two spirits, the simple spirit ( oὐ )  and the  thick spirit   ( ὁ ). The thick spirit was a rough breathing accompanying  an initial vowel or   ῥ-,  something like a  quantity of air,  as  a light ( h )  uttered  before the initial vowel  of a word or the  ( ρ ), while the simple spirit declared  simply the absence of the rough breathing of the initial vowel. Most words of  Old Greek  that begin  with a vowel take  simple spirit. Rough breathing take the words:

1.  That begin from  ὑ-  ή από  ῥ (because the  ρ, as semivowel  was pronounced like a vowel).

2.  The articles  ὁ, ἡ,  αἱ,  οἱ  and the demonstrative pronouns  ὅδε, οὗτος.

3.  The relative pronouns and the relative adverbs apart from  ἔνθα, ἔνθεν.

4.  The personal pronouns  ἡμεῖς, ἡμῶν, ἡμῖν, ἡμᾶς, οὗ, οἷ, ἕ.

5.  The indefinite pronouns  ἕτερος, ἑκάτερος, ἕκαστος  and their derivatives.

6.  The conjunctions  ἕως, ἡνίκα, ἵνα, ὅμως, ὁπότε, ὅπως, ὅτι, ὡς, ὥστε.

7.  The numerals εἷς, ἕν, ἕξ, ἑπτά, ἑκατόν and their derivatives.

8.  Other words, which we learn in the texts, as   ἅγιος, ἁγνός, αἷμα, ἅλας, ἅλμα, ἅμαξα, ἁμαρτάνω, ἅμιλλα, ἁπαλός, ἁπλοῦς, ἅρμα,

ἁρπάζω, ἕδρα, Ἑλένη, ἕλιξ, Ἑλλάς, ἑορτή, ἕρπω, ἑσπέρα, ἕτοιμος, εὑρίσκω, ἥβη, ἡγοῦμαι, ἥλιος, ἡμέρα, ἥμερος, Ἡρόδοτος, ἥρως, ἥσυχος,

ἧττα, ἱδρύω, ἱκανός, ἱκέτης, ἵππος, ἱστορία, ὁδός, ὅλος, ὁρμή, ό ὅρος, ὁρίζω, ὁρῶ, ὅσιος etc and their derivatives.

(We can with various practical ways find whether a word of Old Greek takes rough breathing. For example if in the Romanic Languages a word of Greek origin  begins with the letter (H) then it takes rough breathing, as word of the Old Greek Language, as  Ἑλλάς (Hellas),  Ἑλένη (Helena),  Ἱστορία (History), Ὅμηρος (Homer), Ἡρόδοτος (Herodotus) etc.  Or if in the composition of words the voiceless p  or t, that remains as final consonant after the  elision, of the prepositions ἀπό, κατά, μετά, ὑπό, ἐπὶ   is changed in  φ  or   θ  then the  simple word which is used as second synthetic takes rough breathing, as  καθαγιάζω (κατά + ἁγιάζω), αφαίμαξη (ἀπό + αἷμα), αφαλάτωση, εφάμιλλος, υφαρπάζω (ὑπό + ἁρπάζω), καθέδρα, μεθεόρτια (μετά  + ἑορτή), υφέρπω, εφευρίσκω, έφηβος, καθηγητής, υφήλιος, εφήμερος, εφησυχάζω, καθιδρύω, έφιππος, κάθοδος, εφ’ όλης, εφορμώ, καθορίζω, καθορώ, καθοσιώνω etc.)

1.1.1. Accents  in the Old Greek Language. The Old Greek language used three, rather musical, accents: the acute (ναί) denoting a climbing or sharpening of the voice, the grave (δὲ), denoting a descent or a lowering of the voice  or  the absence of the acute, and the circumflex (πῶς), which declared the existence, on the same sound, both of the acute and grave  and denoted that  on the same sound there was a sharpening of the voice being followed by a lowering. The circumflex was put only on long vowels, because it was impossible, from the aspect of time, to put two accents on a short vowel. In the classic era people did not use accentual marks. These began to be used during the Hellenistic years. In order to stress rightly the Old Greek words, dynamically of course, because today we stress the Old Greek words as we stress them in Modern Greek, we should keep in mind the following rules:

1.  No word is  stressed before the antepenultimate.

2.  The  antepenultimate, when it is stressed,  takes only  acute (ἄνθρωπος, ὥριμος, ἥδομαι, ἤλθομεν).

3.  The antepenultimate is not stressed when the final syllable is long. Its accent goes down in the penultimate (ἄνθρωπος,  ἀνθρώπου, ἀνθρώπων, ἀνθρώπους, ῥητόρων).

4.  The [[penultimate] when  is stressed and short takes acute (νέος, νόμος, δίκη).

5.  The penultimate when is stressed and long takes acute, if  the final syllable is long (δώρων),  and  circumflex,  if  the final syllable is short (δῶρον).

6.  The stressed final syllable when is short it takes acute (ἀγαθός, χαρά, ἰχθύς). 7.  The stressed final syllable  when it is long and non contracted takes acute in the nominative, the accusative and the vocative case (ἡ  τιμή, τὴν τιμήν, ὦ τιμή) and circumflex in the genitive and dative case (τῆς τιμῆς, τῇ τιμῇ).

8.  The stressed final syllable  when it is long  and contracted takes circumflex (ἀγαπῶ, ποιῶ, δηλῶ, Ἑρμῆς, μνᾶ, ὀστοῦν). However, if the second of the contracted vowels is stressed, then it takes acute (ἐάν - ἄν, ἑσταώς - ἑστώς).

9. The grave is marked, instead of the acute, only on the  final syllable, when doesn't follow a point of punctuation or an enclitic word  (καὶ  γάρ,  ἀληθὲς  δέ, τό τε φιλικὸν στράτευμα).

(SIMPLE RULES ABOUT THE ENDINGS AND THE ACCENTUATION)

1.  The  α  (clean) in the endings of the names of the first declension is long (τὰς  χώρας, τὰς κώμας, τὰς γλώσσας, τοὺς  στρατιώτας,  τοὺς Ἀτρείδας, τὰς ἀληθείας).

2. The  α in the endings of the names of the second and third declension is short (τὰ ἆθλα, τὰ δῶρα, τὰ σῦκα, τὰ γελοῖα, τὰ ὁποῖα,  τὸν Τρῶα, τὸν γῦπα, τοὺς γῦπας).

3. The  α in the endings of the aorist is short (εἶπα, ἦρα, ἔλυσα).

4. The υ  and  ι   at the end of  the names  of  third declension is generally short (τὸ νᾶπυ, κόρακι).

5. All diphthongs are long apart from αι and  οι  at the end of declinable words,  with the exception of the optative mood (χῶραι, χῶροι, λῦσαι (infinitive), λύσαι (optative), οἶκοι, οἴκοι (adverb).

6. Short vowels take only acute (νέος, φθόνος, τάπης, πατρίς,  γίγας, κλίμα).

7. Circumflex enters only on long syllable (ἐκτιμῶ, ἀμοιβῆς, τῶν νικῶν, δρᾶμα).

1.1.3. Spirits and accents in the Latin Language.

The Latin Language does not use accents and spirits. The accentuation of words depends on the quantity of the syllables and particularly of the penultimate and is managed by the following rules:

1. The final syllable is stressed only in case of being cut off of the final not stressed vowel (illi'c, illu'c, isti'c, istu'c, addu'c, dedu'c, adhu'c etc). 2. The penultimate is stressed only when it is long, by nature or by place, differently the antepenultimate is stressed  (Regi’na, terra'rum, Ro'mulus, epi'stula, libe'rtas).

3. Words of greek origin maintain their prosody, but are stressed in accordance with the rules of Latin (Mede'a (Μήδεια), Athe'nae, Melpo'mene (Μελπομένη), poe'ta, Aene'as, pa'tria, Home'rus, Pene'lopa, Pene'lope, Aegy'ptus, cyclo'pa).

4. Voca'lis ante voca'lem corripitur, i.e. vowel before a vowel becomes short (gra'tia, fi'lius, ora'tio, parti'tio, partici'pium, a'rguo, confi'cio, de'beo).

5. A short vowel before two or more consonants is considered by place long (Athenie’nsis, Nove’mber, elepha’ntus, prude’nter, desce’ndo, accu’mbo, repu’gnat, cogno’sco).

(However, if the two consonants are voiceless + liquid, then the syllable can  be also considered  short (sy'llaba anceps), particularly in the poets (te'nebrae, tene'brae, co'nsecro, conse'cro. For bigger facility in the reading of Latin words, in the first thirty five courses, we will enter accent after each stressed vowel in the threesyllable and  multisyllable words.)

1.1.4  Sounds and letters in Modern Greek, in Old Greek and in Latin.

Sounds in Modern greek / Letters in Modern Greek / Sounds in Old Greek / Letters in Old Greek / Sounds in Latin / Letters in Latin

α   -	α        /    α,  αα   -    α	   /    α,  αα    -   a

ε   -	ε        /    ε,  εε   -   ε, η    /    ε,  εε    -   e

ι   -	ι, η, υ	 /    ι,  ιι   -   ι	   /    ι,  ιι	  -   i, y ο    - 	ο,ω      /    ο,  οο   -  ο, ω	   /    ο,  οο	  -   o

ου  -	 -       /   ου  - ουου -  υ	   /   ου,  ουου  -   u

-   -   -       /    -  -     -           /	  oe      -   - β   -	β	 /    μπ    -	   β	   /   μπ	  -    b

γ   -	γ	 /    γκ    -	   γ	   /   γκ	  -    g

δ   -	δ	 /    ντ    -	δ	   /   ντ	  -    d

ζ   -	ζ	 /    ζ	    -   ζ	   /   ζ	  -    z, s

θ   -	θ	 /    th    -	θ	   /   -          -     - κ   -	κ	 /    κ	     -  κ	   /   κ	  -    c, q, k

λ   -	λ	/     λ      -	λ	   /   λ	  -    l

μ   -	μ	/     μ	     -  μ	   /   μ	   -   m

ν   -	ν	/     ν	     -  ν	   /   ν	   -   n

π   -	π	/     π      -	π	   /   π	   -   p

ρ   -	ρ	/     ρ	     -  ρ	   /   ρ	   -   r

σ   -	σ, ς	/     σ	     -  σ, ς	   /   σ	   -   s

τ   -	τ	/     τ	     -  τ	   /   τ	   -   t

φ   -	φ	/     φ	     -  φ	   /    φ	   -   f

χ   -	χ	/     χ	     -  χ	   /    χ	   -   h

-   -   -      /     -      -  -          /    β	   -   v μπ, ντ, γκ, τσ, τζ  - 	ξ,ψ	/   -	-  ξ,ψ/ j	   -   j

-    -    -    /   -    -   -  /   -   -  x

25  /	25   /	25   /	25    /	   25  +  2 / 	25

Remarks on the table of the sounds and letters: 1. It should be explicit discrimination between sounds, i.e.  the phonemes,  the small voices with which  we make in the oral speech the words, and the letters, i.e.  the marks  of the  written speech with which we write the words.

2. Old Greeks pronounced in a different way certain letters (β1=μπ, γ=γκ, δ=ντ, θ=th, η2=εε, ω=οο, υ=ου) etc. We pronounce them as in Modern Greek. 3. In the era before the classic period there were in use and other letters that continued to be used only in order to declare numbers, as the stigma  Ϛ   for  6,   koppa  Ϟ    for 90 and  sampi  Ϡ  for  900 or the digamma  F and jot  J, that was removed in Old Greek but it was maintained in Latin.

4.    The diphthongs in both languages were pronounced  separately,  for each sound, with the accent being put usually  on the first sound (αι = άι,   as in the Modern Greek word  νεράιδα (= fairy). In Latin the  au = a'u is pronounced, as in the word a'udio (I hear).

5.  The letter  S in Latin, between vowels,  is pronounced  z,  the u as ου, the  diphthong ae is pronounced e, the diphthong oe as the French eu,  qu as kv,  ph as f,  the ch5 as k  or  h. We write with (¨) the second letter of a combination of vowels that does not constitute diphthong and are pronounced separately e.g. introëamus, coëgit.

1.1.5.   Peculiarities, deflections and  completions:

(These elements are studied in second and in third phase, i.e. after it has been completed the study of the regular course.)

1. The accent of the enclitic  words, in Old Greek, goes up on the last syllable of the previous word as acute, when the word has the acute on  the antepenultimate  or is stressless or is enclitic (ἄνθρωπός τις, ἔν τινι τόπῳ) or when it has circumflex on the penultimate  (κῆποί τινες). The accent is removed, when the previous word has the acute on the final syllable (Θεός τις) or it has the  circumflex on the final syllable (ἀγαπῶ τινα) or when the previous word has the acute on the penultimate and the enclitic word is of one syllable (λόγος τις). Finally the accent remains on the enclitic word, when the previous word has the acute on the penultimate  and the enclitic word is of two syllables (λόγοι τινές, ἀνθρώπων τινῶν) or when it exists emphasis (παρά σού) or when the previous word has elision (κακοί δ’ ἐσμέν) or when before the enclitic word  it exists a punctuation mark (Ὅμηρος, φασί, μέγας ἦν).

2. The accent of  the enclitic  words (que, ve, ne), in Latin, is removed, when the previous word is stressed on  the penultimate and the final syllable is short (ho'mone, me'nsaque, melio'rave) or goes up on the final syllable of the previous word, if this word is stressed on the   antepenultimate  (a'nima'que, i'nsula'ne) or if it is stressed on the penultimate of the previous word,  and the final syllable is short  (du'ce'sque, ami'co'sne).

3. The compound verbs having a preposition in the first part have the accent on the antepenultimate in the imperative mood (κατάλυε, ἀνάδειξον). The accent generally does not go up beyond the final syllable of the preposition (ἀπόδος, κατάθες) unless the preposition has elision (πάρειμι, ἄπελθε) neither beyond the syllable that has augment or reduplication (κατεῖπε, κάτειπε, ἀφῖγμαι, ἀφῖξο). The second singular person of the  imperative of the passive second aorist has the accent on the final syllable of the preposition, when the imperative is of one syllable and the preposition dissyllabic (κατάθου, παράσχου,   but ἀπογενοῦ, ἐνθοῦ, ἐνοῦ).

4.  The Old Greek alphabet, in the older, before the classic, periods, had also the letter digamma F,   that was pronounced as weak  w,  and the letter jot   j, that  was pronounced as soft  g,  which from the classic period had already ceased to be used (βασιλεFύς, βάλjω). 5. In Latin Y and Z began to be used in the years of Cicero for the transcription of corresponding Greek letters υ and ζ.

6. The syllable ending in vowel is said open and the syllable ending in consonant is said closed. The use of the spirits in the written speech was generalised much later than the archaic period, at the 9th  century A.D.

7. The consonantal sounds of the Indoeuropean Language were much more, because there also existed  the middle-aspirates,  bh, gh8, dh1,2,7, which Sanskrit3 maintained at the same time with the simple  ph, ch, th, which both Greek and Latin maintained.

8. In the word μεθαύριον (&  μεταύριον)   the -t-  of the preposition μετά  (μετὰ  + αὔριον  ) takes thick spirit  and becomes -θ- contrary to the rule. A spirit was usually put in -ρρ-, when that was found in the middle of a word. In the first -ρ- it is put a simple spirit and in the second a thick spirit (Πύῤῥος),  that is why the name in Latin became Pyrrhus.

9. The rule that fixes that when the final syllable is long the antepenultimate  is not stressed is forced in cases as the mutual change of the vowel quantity (τῆς πόλεως < τῆς πόλη-ος, τοῦ πήχε-ως < τοῦ  πήχη-ος ).

10.    The accent  in the  Indoeuropean Language  was free4,5, a characteristic  that was maintained in Sanskrit6,9,  i.e. it was not in effect the restriction of putting the accent on one of the last three syllables in every word, as in the Ancient Greek and Latin languages, and accordingly it could also be stressed  a syllable before the antepenultimate, as it becomes  in  Pontic  Dialect of the Greek Language (ετίμαναμε, έμορφεσα).

To continue look at: ../Lesson 01 Part 2/ To see the Introduction look at: ../Introduction/


text:
Portal:Norwegian

Velkommen til Learning Norwegian  To learn and teach Norwegian!

Introduction
The Norwegian language is a North Germanic language which has its roots in Germanic Languages. Modern Norwegian has two official forms and a rather large array of dialects. The two official forms are known as Nynorsk and Bokmål.

Wikipedia gives the overview of the Norwegian Language.

For practice: Read pages on the Norwegian Wikipedia.

title: Portal:Norwegian