Search (359 results, page 18 of 18)

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Date

3. 5.1997 8:44:22

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Date

3. 5.1997 8:44:22

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Date

3. 5.1997 8:44:22

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Abstract

If you are an indexer who is accustomed to working in solitude with static words, you might face some big surprises in the production of a multimedia CD-ROM. You will not be working alone. You will not be working from a manuscript. Your dexterity with a dedicated software tool for indexing will be irrelevant. The coding or tagging might not be your worry either, because it will likely be done by members of a separate technical staff. The CD-ROM can currently hold 660 megabytes of data. Its production is a massive team effort. Because of the sheer volume of data involved, it is unlikely that one indexer working alone can handle the job in a reasonable period of time. The database for the actual index entries is likely to have been designed specifically for the project at hand, so the indexers will learn the software tools on the job. The entire project will probably be onscreen. So, if you choose to thrust yourself into this teeming amalgam of production, what are the prerequisites and what new things can you expect to learn? CD-ROM is an amorphous new medium with few rules. Your most important resume items might be your flexibility, imagination, and love of words. What remains unchanged from traditional back-of-the-book indexing is the need for empathy with the user; you will still need to come up with exactly the right word for the situation. What is new here is the situation: you might learn to envision the words that correspond to non-textual media such as graphics, photos, video clips, and musical passages. And because you will be dealing with vast amounts of textual and sensory data, you might find yourself rethinking the nature and purpose of an index as a whole. CD-ROM production can take many forms; three will be discussed here

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Abstract

This is the third part of our papers about reference linking in a hybrid library environment. The first part described the state-of-the-art of reference linking and contrasted various approaches to the problem. It identified static and dynamic linking solutions, open and closed linking frameworks as well as just-in-case and just-in-time linking. The second part introduced SFX, a dynamic, just-in-time linking solution we built for our own purposes. However, we suggested that the underlying concepts were sufficiently generic to be applied in a wide range of digital libraries. In this third part we show how this has been demonstrated conclusively in the "SFX@Ghent & SFX@LANL" experiment. In this experiment, local as well as remote distributed information resources of the digital library collections of the Research Library of the Los Alamos National Laboratory and the University of Ghent Library have been used as starting points for SFX-links into other parts of the collections. The SFX-framework has further been generalized in order to achieve a technology that can easily be transferred from one digital library environment to another and that minimizes the overhead in making the distributed information services that make up those libraries interoperable with SFX. This third part starts with a presentation of the SFX problem statement in light of the recent discussions on reference linking. Next, it introduces the notion of global and local relevance of extended services as well as an architectural categorization of open linking frameworks, also referred to as frameworks that are supportive of selective resolution. Then, an in-depth description of the generalized SFX solution is given.

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Abstract

Since their inception in the early 1960s the strength and unique aspect of the ISI citation indexes has been their ability to illustrate the conceptual relationships between scholarly documents. When authors create reference lists for their papers, they make explicit links between their own, current work and the prior work of others. The exact nature of these links may not be expressed in the references themselves, and the motivation behind them may vary (this has been the subject of much discussion over the years), but the links embodied in references do exist. Over the past 30+ years, technology has allowed ISI to make the presentation of citation searching increasingly accessible to users of our products. Citation searching and link tracking moved from being rather cumbersome in print, to being direct and efficient (albeit non-intuitive) online, to being somewhat more user-friendly in CD format. But it is the confluence of the hypertext link and development of Web browsers that has enabled us to present to users a new form of citation product -- the Web of Science -- that is intuitive and makes citation indexing conceptually accessible. A cited reference search begins with a known, important (or at least relevant) document used as the search term. The search allows one to identify subsequent articles that have cited that document. This feature adds the dimension of prospective searching to the usual retrospective searching that all bibliographic indexes provide. Citation indexing is a prime example of a concept before its time - important enough to be used in the meantime by those sufficiently motivated, but just waiting for the right technology to come along to expand its use. While it was possible to follow citation links in earlier citation index formats, this required a level of effort on the part of users that was often just too much to ask of the casual user. In the citation indexes as presented in the Web of Science, the relationship between citing and cited documents is evident to users, and a click of the mouse is all it takes to follow a citation link. Citation connections are established between the published papers being indexed from the 8,000+ journals ISI covers and the items their reference lists contain during the data capture process. It is the standardized capture of each of the references included with these documents that enables us to provide the citation searching feature in all the citation index formats, as well as both internal and external links in the Web of Science.

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Abstract

Google or Wikipedia? Those of us who search online -- and who doesn't? -- are getting referred more and more to Wikipedia. For the past two years, this free online "encyclopedia of the people" has been topping the lists of the world's most popular websites. But do we really know what we're using? Backlight plunges into the story behind Wikipedia and explores the wonderful world of Web 2.0. Is it a revolution, or pure hype? Director IJsbrand van Veelen goes looking for the truth behind Wikipedia. Only five people are employed by the company, and all its activities are financed by donations and subsidies. The online encyclopedia that everyone can contribute to and revise is now even bigger than the illustrious Encyclopedia Britannica. Does this spell the end for traditional institutions of knowledge such as Britannica? And should we applaud this development as progress or mourn it as a loss? How reliable is Wikipedia? Do "the people" really hold the lease on wisdom? And since when do we believe that information should be free for all? In this film, "Wikipedians," the folks who spend their days writing and editing articles, explain how the online encyclopedia works. In addition, the parties involved discuss Wikipedia's ethics and quality of content. It quickly becomes clear that there are camps of both believers and critics. Wiki's Truth introduces us to the main players in the debate: Jimmy Wales (founder and head Wikipedian), Larry Sanger (co-founder of Wikipedia, now head of Wiki spin-off Citizendium), Andrew Keen (author of The Cult of the Amateur: How Today's Internet Is Killing Our Culture and Assaulting Our Economy), Phoebe Ayers (a Wikipedian in California), Ndesanjo Macha (Swahili Wikipedia, digital activist), Tim O'Reilly (CEO of O'Reilly Media, the "inventor" of Web 2.0), Charles Leadbeater (philosopher and author of We Think, about crowdsourcing), and Robert McHenry (former editor-in-chief of Encyclopedia Britannica). Opening is a video by Chris Pirillo. The questions surrounding Wikipedia lead to a bigger discussion of Web 2.0, a phenomenon in which the user determines the content. Examples include YouTube, MySpace, Facebook, and Wikipedia. These sites would appear to provide new freedom and opportunities for undiscovered talent and unheard voices, but just where does the boundary lie between expert and amateur? Who will survive according to the laws of this new "digital Darwinism"? Are equality and truth really reconcilable ideals? And most importantly, has the Internet brought us wisdom and truth, or is it high time for a cultural counterrevolution?

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Abstract

'I wish that I had been able to obtain such a guide when I started dealing with enquiries' - "Managing Information". 'By the time I got to it 3 staff had noticed it on the desk and written a note saying really good and can we have a copy' - "BBOB News". 'This is certainly a comforting and very useful guide for the information worker, particularly inexperienced or unqualified, staffing a general enquiry desk' - "New Library World". There is a queue, the phone is ringing, the photocopier has jammed and your enquirer is waiting for a response. You are stressed and you can feel the panic rising. Where do you go to find the information you need to answer the question promptly and accurately?Answering queries from users is one of the most important services undertaken by library and information staff. Yet it is also one of the most difficult, least understood subjects. There are still very few materials available to help frontline staff - often paraprofessional - develop their reader enquiry skills. This award-winning sourcebook is an essential guide to where to look to find the answers quickly. It is designed as a first point of reference for library and information practitioners, to be depended upon if they are unfamiliar with the subject of an enquiry - or wish to find out more. It is arranged in an easily searchable, fully cross-referenced A-Z list of around 150 of the subject areas most frequently handled at enquiry desks.Each subject entry lists the most important information sources and where to locate them, including printed and electronic sources, relevant websites and useful contacts for referral purposes. The authors use their extensive experience in reference work to offer useful tips, warn of potential pitfalls, and spotlight typical queries and how to tackle them. This new edition has been brought right up-to-date with all sources checked for currency and many new ones added. The searchability is enhanced by a comprehensive index to make those essential sources even easier to find - saving you valuable minutes! Offering quick and easy pointers to a multitude of information sources, this is an invaluable reference deskbook for all library and information staff in need of a speedy answer, in reference libraries, subject departments and other information units.

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Abstract

The purposes of this study were to explore college students' perceptions, uses of, and motivations for using Wikipedia, and to understand their information behavior concerning Wikipedia based on social cognitive theory (SCT). A Web survey was used to collect data in the spring of 2008. The study sample consisted of students from an introductory undergraduate course at a large public university in the midwestern United States. A total of 134 students participated in the study, resulting in a 32.8% response rate. The major findings of the study include the following: Approximately one-third of the students reported using Wikipedia for academic purposes. The students tended to use Wikipedia for quickly checking facts and finding background information. They had positive past experiences with Wikipedia; however, interestingly, their perceptions of its information quality were not correspondingly high. The level of their confidence in evaluating Wikipedia's information quality was, at most, moderate. Respondents' past experience with Wikipedia, their positive emotional state, their disposition to believe information in Wikipedia, and information utility were positively related to their outcome expectations of Wikipedia. However, among the factors affecting outcome expectations, only information utility and respondents' positive emotions toward Wikipedia were related to their use of it. Further, when all of the independent variables, including the mediator, outcome expectations, were considered, only the variable information utility was related to Wikipedia use, which may imply a limited applicability of SCT to understanding Wikipedia use. However, more empirical evidence is needed to determine the applicability of this theory to Wikipedia use. Finally, this study supports the knowledge value of Wikipedia (Fallis, [2008]), despite students' cautious attitudes toward Wikipedia. The study suggests that educators and librarians need to provide better guidelines for using Wikipedia, rather than prohibiting Wikipedia use altogether.

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Date

26. 9.2003 12:42:22

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Date

17. 7.1996 9:33:22

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Date

17. 7.1996 9:33:22

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Content

Diese Verhältnisse durchbrach Brockhaus mit einer schlichten Rechnung: Von 100 Millionen deutschsprachigen Europäern sind 75 Millionen Frauen und Kinder, die entfielen ihm zufolge als Käufer. Von den restlichen 25 Millionen sollte jeder 25. - also die Bildungs- und Besitzbürger - ein Konversationslexikon kaufen. Diesen Markt wollte er erobern. Drei Jahre nach dem Kauf des "Conversationslexikons" verlegte Brockhaus sein Geschäft nach Altenburg, wo er die Konversationslexika druckte und vertrieb. Aus den zunächst sechs Bänden wurden schnell zehn. Bereits von der 5. Auflage (1818/20) verkaufte Brockhaus 32.000 Exemplare. Der Erfolg des neuen Informationsmediums rief Konkurrenten auf den Plan: 1822 brachten Johann Friedrich Pierer und sein Sohn Heinrich August das "Encyclopädische Wörterbuch der Wissenschaften und Künste" heraus, das im 19. Jahrhundert sieben Auflagen schaffte und dann vom Markt verschwand. Zu einem schärferen Konkurrenten wurden Joseph Meyer und Hermann Julius Meyer, deren "Großes Conversationslexikon für die gebildeten Stände" mit 46 Bänden und 6 Ergänzungsbänden (1839-1852) das umfangreichste Werk bildet, von dem 200.000 Exemplare verkauft wurden. Bartholomä Herder schließlich war der dritte und kleinste Mitbewerber auf dem lukrativen Lexikonmarkt. Die Konversationslexika sind aber auch die Folge eines konzeptionellen Scheiterns und einer Revolution des Wissens. Im sprichwörtlich enzyklopädischen 18. Jahrhundert wollte man das gesamte Wissen zusammenfassen. Aus diesem Geist umfassender Aufklärung entstanden die großen Enzyklopädien oder Universallexika. Johann Heinrich Zedler benötigte 22 Jahre (1732-1754) für die 68 Bände des "Großen vollständigen Universallexikons aller Wissenschaften und Künste": Denis Diderot und Jean Le Rond d'Alembert brachten die 35 Bände der "Enyclopédie ou dictionnaire raisonnédes sciences; des arts et des métiers" (1751-1780) in 29 Jahren heraus, wobei der wichtigste Mitarbeiter meistens ungenannt blieb: Chevalier Louis de Jaucourt (1704-1780), von dem man fast nichts weiß und von dem kein Bild existiert, schrieb in den Bänden 3 bis 17 nachweislich 28 Prozent der Artikel, in den letzten Bänden rund 40 Prozent.

Date

10. 8.2005 15:24:22

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Footnote

Rez. in: Mathematical intelligencer 27(2005) no.2, S.80-81 (J.P. Ladwig u. E.B. Williams): "This book deals with the basic tools and skills needed in the mathematical laboratory." It is written not only for librarians, but more importantly for undergraduates doing mathematical research, for graduate students, and for faculty exploring new areas. This is the 66th volume of Dekker's Books in Library and Information Science. It is divided into two parts, "Tools and Strategies," and "Recommended Reading by Subject," and it has two indexes: author and subject. The first place a seasoned mathematician is likely to browse is Part II, "Recommended Readings by Subject," just to check the list of resources for his or her subject. The subjects included are: History of mathematics Number theory Combinatorics Abstract algebra Algebraic and differential geometry Real and complex analysis Differential equations Topology Probability theory and stochastic processes Numerical analysis Mathematical biology Mathematics education NOTE: We understand from the editor that contributors for other subjects (like mathematical logie) would have been welcome. Each subject is given a chapter written by a mathematician and/or a mathematics librarian. Each entry gives enough information to locate and even order the resource, and often a one- or two-sentence description. The emphasis is an books, but key journals and on-line resources are also indicated. The chapters generally contain an introduction, a section an general sources, and then sections for the major subdivisions of a field. Sections often refer to general texts, and then further refine the subdivision. For example, the chapter an topology by Alan Hatcher contains a section an introductory books, then sections an algebraic topology, manifold theory, low-dimensional topology, history, and other resources. The section an manifold theory, for example, discusses differential topology, piecewise-linear topology, topological manifolds, and surgery theory.

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Abstract

Ähnlich spektakulär und informativ präsentieren sich auch die Astronomen: Ihr schier unerschöpflicher Fundus von Bildern und Filmen macht das "elektronische Universum" auf http://zebu.uoregon.edu ebenso einen Klick wert wie die Geschichte von "Geburt und Tod der Sterne" auf demselben Server (http://zebu.uoregon.edu/~js/astl22). Schnell gerät der Wissensdurstige auf reizvolle Seitenpfade, denn viele Vorlesungen glänzen mit sorgfältig zusammengestellten Linklisten. Die führen zum Beispiel zu den "Chemischen Briefen" Justus von Liebigs, wie sie im 19. Jahrhundert zunächst als Wissenschaftskolumne in der Augsburger Allgemeinen Zeitung erschienen (www.liebig-museum.de/chbriefe/homepage.htm). Selbst die Alchemie - neunzig ansprechend präsentierte Megabyte auf www.alchemywebsite. com - verleitet zum Verweilen. Historisches ist, weil nicht stets aktualisierungsbedürftig, ohnehin beliebt im Netz. So wartet etwa die Universität Groningen (Niederlande) mit einem voluminösen Hypertext auf, praktisch ein komplettes Lehrbuch der amerikanischen Geschichte mit Texten, Essays und Präsidentenbiografien (http://odur.let.rug.nl/usanew). Noch weiter zurück in die Vergangenheit reicht eine Anthropologen-Website über den Ursprung des Menschen (www.geocities.com/Athens/Acropolis/5579/TA.html). Verspieltere Naturen werden dort zuerst fossile Schädel zuzuordnen versuchen ("Name That Skull") oder einem Anthropologiestudenten beim Wurf des Atlatl zusehen. Dieser frühe Wurfspeer machte schon den Mammuts zu schaffen und drang noch vor wenigen hundert Jahren durch die eiserne Rüstung spanischer Konquistadoren. Selbst Angewandtes bietet die World Lecture Hall. Etwa die "Geschichte der ökonomischen Denkweise" einschließlich eines 22-Minuten-"Interviews" mit Karl Marx auf www.boisestate.edu/econ/lreynol/web/het.htm. Oder Online-Sprachkurse: Wollof und Xhosa, Suaheli und Sanskrit lehrt http://www.word2word.vorn/courscad.html. Surfen allein fördert die akademische Karriere allerdings nicht unbedingt. Wer of fizielle Online-Zertifikate in Deutschland anstrebt, findet in dem Beitrag "Virtuelle Universität im Selbstversuch" (Spektrum der Wissenschaft 11/ 2001, S. 109) gute Startpunkte für das Studieren im Netz, angefangen bei - na wo wohl? - www.studieren-irre-netz.de."

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Date

22. 3.2004 14:46:50

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Date

10. 8.2007 14:22:21

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Content

Das Projekt gewann erst an Konturen, als Le Breton drei weitere Pariser Verleger für das Geschäft interessieren konnte. Als Herausgeber engagierten die vier Verleger 1746 Abbé Jean-Paul Gua de Malves, als Übersetzter Denis Diderot (1713-1784) und Jean Le Rond D'Alembert (1717-1783), einen glänzenden Astronomen und Mathematiker. Bevor die Arbeiten anfingen, zerstritten sich die Verleger mit Gua de Malves. Nun sollten Diderot und D'Alembert Herausgeber und Übersetzer werden. Das scheiterte zunächst daran, dass Diderot am 22. Juli 1749 nach einem berüchtigten Geheimbefehl ("lettre de cachet") verhaftet und in Vincennes inhaftiert wurde. Man hielt ihn - zu Recht, aber unbeweisbar - für den Verfasser der 1745 in Amsterdam anonym gedruckten Philosophischen Gedanken und traute ihm auch die schlüpfrigen Geschichten unter dem Titel Die indiskreten Kleinode (1748) zu. Während der Haft intervenierten die Verleger beim Kanzler d'Aguesseau. Dieser wie auch der Justizminister d'Argenson sahen in der Encyclopédie der philosophes" ein Projekt zum Ruhme Frankreichs und zur Schande Englands". Nach 103 Tagen kam Diderot wieder frei. Teile des Hofes und der Klerus beobachteten das Unternehmen Encyclopédie von Anfang an mit Misstrauen. Die Jesuiten vom Journal de Trévoux entdeckten im ersten Band ein Defizit: Es fehlten die Namen von Königen, Gelehrten, Heiligen", während viele heidnische Gottheiten" vorkamen. Sie machten die philosophes" unter dem erfundenen Wort eacouacs" zum Gespött. Noch 1952 charakterisierte die katholische Zeitschrift Études die Encyclopédie als die fürchterlichste Maschine, die jemals gegen die Religion in Stellung gebracht" wurde. Nachdem Abbé Jean-Martin de Prades - Autor des Artikels Gewissheit - in seiner Dissertation die These vertreten hatte, die Heilungen durch Jesus Christus glichen methodisch jenen des griechischen Arztes Äskulap, brach ein Sturm der Entrüstung aus. De Prades musste fliehen. Klerikale Einflüsterungen erreichten, dass der Staatsrat am 7. Februar 1752 gegen die ersten beiden Bände der Encyclopédie eine "scharfe Missbilligung" aussprach. Das war ein faktisches Verkaufsverbot, aber keine Rücknahme des Druckprivilegs. Man konnte nicht nur weiterarbeiten, sondern die Regierung bat die Herausgeber direkt weiterzumachen auch zum Schutz der Eigentumstitel der Subskribenten. Allerdings sollten künftig drei theologisch gebildete Zensoren jeden Artikel abzeichnen. Eingefädelt hatte das alles, wie Arthur M. Wilson, der beste Diderot-Kenner, gezeigt hat, Chrétien Guillaume de Malesherbes. Malesherbes war der Chef des Buchwesens und der Zensurbehörde - zugleich Freund und Förder der Encyclopédie.

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Date

3. 5.1997 8:44:22