To be able to distinguish the new emerging technologies, the phrase Web 1.0 was used to describe the generic term ‘Internet’. Following suit, Library 1.0 was adopted to describe how information dissemination moved from print only to electronic. Traditionally, libraries interact with their patrons by face to face, telephone services and information literacy instructional classes. In the mid 90s, more and more libraries created their own websites. Soon after Murdoch Library’s webpage went public in 1994, it became the most significant platform for the dissemination of library information. Lots of time was spent providing easy navigation for users and ensuring that information was current and accurate. Information presented however was static and authority driven. It simply transferred from original paper content into an electronic format. Only authorized persons were allowed to change the content. (Conner, as cited in Wood 2007). The Library 1.0 scenario was seen as a one way traffic model. Patrons predominantly read information passively from web pages (Evans, 2009; Thompson, 2008). Ellyssa Kroski, a reference librarian at Columbia University as well as an independent information consultant, considered this communication model rather unbalanced (Kroski, 2008). Continuing with Library 1.0, most libraries began to incorporate email and Chat services for clients. These improved online interaction between the library and the patron. In addition, library staff could also subscribe via email to discussion boards, mailing lists for the sharing of knowledge, common interests and support. However, all these tools had an inherent sense of ‘members only’.
Web technology moves fast and we need to keep up. Facebook alone is not going to be enough to keep in touch with our digital-native users. Other current Web 2.0 developments running at War- wick library include: an iGoogle catalogue search widget; using delicious.com to direct students to subject-specific resources; use of wikis to build reading lists in collaboration with students and departmental staff; and instant messaging tools as a potential enquiry service – and this month we launched our Twitter service.
In the Warwick programme ‘Thing 23’ required staff from across the library, at different levels and with different experiences of Web 2.0, to reflect on their experience of the programme as a whole. This article captures together some of those reflections. One of us (Antony) was sponsor of the programme, a Digital Adventurer who has travelled a distance to embrace new Web 2.0 tools. The other (Emma) was the programme organiser, a Digital Native who regularly blogs, tweets and collaborates online. Both of us got a lot out of the 23 Things Warwick programme.
When I started studying, I had several goals. The first goal was not graduating, not making it in time, not having a good time. It was ‘becoming a good person’. And at the time I probably had no idea what the depth of that philosophy was. For people do not become good people by chance. It requires a constant ethical reflection on what you do, on the results and on the motivation why you do it. And now, at the end of my studies at the university, I have to reflect. Did I indeed become a good person? I am not really sure. I think so, at least that I have become an acceptable person; someone who has high moral standards, so that he is accepted by society. And perhaps I did venture even beyond that, developed skills and habits which are more than society could expect from me. Yet, I do not think the development towards a good person ends here, it is an endless journey. ‘Acceptable’ is a certain minimum level, ‘good’ is a direction, not a point at which you can arrive. The word ‘love’ needs a mention in this context, in the meaning of ‘agape’ and ‘caritas’, and complete love for the world and its inhabitants is not something to be achieved in this lifetime. On the other hand, I think I did the good things, the right and honourable things at times, in a way that I wouldn’t have done when I started studying.
(http://libraryunisza.blogspot.com/), Universiti Sains Islam Malaysia (USIM) library (http://usim-lib.blogspot.com/) and Universiti Kuala Lumpur (UniKL) library (http://unikllib.wordpress.com/) has created blog to provide news and events. Universiti Teknologi MARA (UiTM) main campus library (http://perpustakaanuitm.blogspot.com/) has implemented blog to update their users on the opening hours, calendar of events and also to promote their services. Meanwhile, Universiti Malaysia Perlis (UniMAP) library, (http://mylibrary.unimap.edu.my/) is the only universitylibrary website that has created blog to introduce their liaison librarians (http://maziahlib.wordpress.com/). Different with Universiti Multimedia (MMU) library (http://vlib.mmu.edu.my/portal/Index.php), they created blog for posting book reviews, events, notifications and library updates. Universiti Teknologi Petronas (UTP) Information Resource Centre (http://ircutp.wordpress.com/about/) has created blog as their official website.
The resource was promoted in the 2008 induction sessions, and a training guide and session was put together earlier this year to show how the resource could be used. So far informal feedback has been positive, students like the idea of delicious as a resource to bookmark web pages and access resources from anywhere and at anytime. The collaborative aspect still needs a little work, but the resource is being used, and in several instances suggestions have been made to add websites to the collection. A new subject resource for French Studies has been put together for next year, and it will be interesting to see how these results compare.
We had decided to go for open source software for the purpose of creating a blog. Our probe had given us a glance of 15 popular open source blog tool and publishing platforms in front of us. They are : Wordpress, Serendipity, Movable Type, dot clear, Nuclear CMS, Life Type, Boast Machine, text Pattern, b2evolution, eggblog, subtext, Zomplog, blogengine.net, Triptychblog and Presstopia Blog. The domain chosen for hosting the library blog should be a flexible, rich- featured and advanced one in all respects with an ease to work with. The platform selected should be free and have a wide on-line working community to hear your problems and ready to offer a solution. We had decided to go for Wordpress, since wordpress is a state-of -the art blog publishing platform with a focus on aesthetics, web standards and usability. It is an open source content Management System, often used as a blog publishing application, powered by PHP and My SQL, licensed under GPL v2.
Marcel Linnenfelser & al.  published a work that aims to define a system of qualified criterion for comparing RIA platforms. Evaluated technologies were AJAX, Microsoft Silverlight, Adobe Flex and JavaFX. They claim that AJAX and Adobe Flex are the most dominant and specially AJAX is supported by most popular browsers and does not require the installation of additional plug-ins or Runtimes environments. Adobe Flex technology consists in generating a graphically rich flash file that requires more performance from client side and a high bandwidth, which is the major inconvenience of this technology.
The prestigious International Maritime Law Arbitration Moot Competition [IMLAM] was established in 2000 by the University of Queensland. The IMLAM is a competition for law students, either undergraduate or postgraduate. Students from all countries are eligible. In 2006, MurdochUniversity School of Law took over the organisation of this moot.
Grid computing , as it is normally defined, is aligned closely with Web Service Architecture principles. The Open Grid Forum’s Open Grid Computing Architecture (OGSA)  provides, through a framework of specifications that undergo a community review process, a precise definition of Grid computing. Key capabilities include the management of application execution, data, and information. Security and resource state modeling are examples of cross cutting capabilities in OGSA. Many Grid middleware stacks (Globus, gLite, Unicore, OMII, Willow, Nareji, GOS, and Crown) are available. Web and Grid Services are typically atomic and general purpose. Workflow tools (including languages and execution engines)  are used to compose multiple general services into specialized tasks. Collections of users, services, and resources form Virtual Organizations are managed by administrative services. The numerous Web Service specifications that constitute Grids and Web Service systems are commonly called “WS-*”.
Our focus in this paper is on examining the architecture and application of social bookmarking, which is our research area and is illustrated with specific examples below. However, we conclude this section with a few observations and remarks on semantic issues. Tag-based folksonomies of course still present fundamental research problems. They are obviously language dependent and can (even in the same language) depend on context. The context problem can be solved in part by examining the tag space, which can be represented as a connected graph with clusters (or cliques). A single tag (“web”) may be ambiguous but additional tags (“spider” or “programming”) provide the necessary context. We may expect the translation problem to be approximately solved through tag clique-based context as well.
Corals exhibit a range of reproductive strategies, which include both sexual and asexual propagation. Brooding coral species show internal fertilization and expel well-developed larvae at various times of the year, usually over the summer months. Most corals however reproduce during annual spawning events, by broadcast spawning their gametes for external fertilisation . Mass spawning is a well known phenomenon occurring worldwide and involves the synchronous release of gametes from benthic invertebrates including scleractinian corals. The timing of coral mass spawning depends on the geographical location, and usually occurs in summer, once a year over a few nights following the full moon . Coral reproduction is regulated by several life processes such as gamete production, fertilization, planktonic larval dispers- al, larval settlement, post-settlement growth, and survival. Disruption in these early life stages can result in compromised or failed recruitment and profoundly affect the distribution and survival of corals .
This paper discusses the emerging paradigm of project management performed in a web-based working environment. It highlights how project management and its associated features are strongly linked to fulfilling quality and value criteria for customers, and it examines how collaborative working environments can greatly reduce the administrative burden of managing large projects, especially and almost paradoxically, when resources are limited. Specifically, the paper examines the application of a project management methodology (PRINCE2) together with the use of a collaborative web-based working environment over a number of pilot projects at Leeds UniversityLibrary. It describes the pilot phase of a library management decision to run a series of major Library projects using project management methodology, while continuing to run other projects through the existing locally developed planning mechanisms and describes the pitfalls of these latter alternatives, less sophisticated project management tools, and describes the main issues that this change in practice has brought to light. It draws preliminary conclusions about the effectiveness of this change in practice in one of the UK’s largest academic libraries.
This section briefly overviews a short history and critique of mobile learning research, indicating the research gaps that this study attempts to fill, and situates the research project within the context of current mobile learning activity. The twenty-first century has seen the consolidation and maturing of m-learning research (Traxler, 2008), while the increase in m-learning-focused conferences (e.g., MLearn, Handheld Learning, mICTe), research projects and briefing papers from organizations like JISC, and articles in educational journals like Educause, JCAL, and so forth, demonstrate a growing general interest in m-learning. Many early m-learning studies were relatively short-term pilot studies, and lacked rigor in evaluation and epistemological underpinnings (Traxler & Kukulsa-Hulme, 2005), and many studies focus upon content delivery for small screen devices and the personal digital assistant capabilities of mobile devices rather than leveraging the potential of mobile devices for collaborative learning as recommended by Hoppe, Joiner, Milrad, and Sharples (2003). In recent years there has been a flurry of m-learning research and case studies, particularly from the UK. M-learning and Web 2.0 technologies have been identified as emerging tools to enhance teaching and learning (Anderson, 2007; Becta, 2007; Johnson, Levine, & Smith, 2009; McFarlane, Roche, & Triggs, 2007; McLoughlin & Lee, 2008; New Media Consortium, 2007, 2008; Sharples et al., 2007; Traxler, 2007; Trinder, Guiller, Marggaryan, Littlejohn, & Nicol, 2008), but are not usually explicitly linked together. Many recent m-learning research projects have focused on the informal learning environment, and often presuppose “self-motivated learners” like pre-service teachers (Cook, Pachler, & Bradley, 2008). Few studies have yet to explicitly bridge both the formal and informal learning contexts within “main-stream” tertiary education. One exception was the AMULETS (CeLeKT, 2009) project (Advanced Mobile and Ubiquitous Learning Environments for Teachers and Students), which explored “collaboration in context,” bridging indoor and outdoor learning experiences using mobile and location aware devices in both secondary and tertiary scenarios.
In addition, there’s now growing recognition, even in the most stolid of enterprises, of an important shift in customer demand that promises to change the very foundations of how we develop and deploy applica- tions. Customers are now specifying Web 2.0 capabilities in new applications development and even in ret- rofitting current applications to this new model, and the Web itself is undergoing a shift from a collection of news articles, static forms, and bulletin boards to a virtual application-hosting platform in and of itself. This book is right at the front of this trend for Python developers. Together, we will explore the elements of this change in browser-based applications—from greater dynamism and responsiveness to faster de- velopment cycles to greater embrace of social networking. In this book, the objective is to prepare both the corporate and the independent developer to take advantage of this new emerging landscape. As the world of shrink-wrapped boxes of client-side software begins to wane, a new ecology of Rich Internet Applications (RIAs) is emerging to bring both developers and end users new benefits that take full ad- vantage of today’s connected world. Python developers who can reap the benefits of this new ecology will prosper and stay at the front of their professional ranks.
news and comments on blogs focused on the area around Goldsmiths; Markus had been running workshops in the local community to teach people how to plan, shoot, edit and share short documentary videos as part of his practice-based PhD course, with the aim to help give voice to underrepresented concerns and to promote accounts critical of the mainstream discourse of ’regeneration’ of the poorest areas of the neighbourhood. Ian’s interest in the local community was rooted in his local upbringing: for him, following local blogs was a way to keep up to date with local news and conversations with minimal effort, but was also a way to discover new cafés (the area has seen a lively development of such venues, complementing the array of existing street food outlets) where he could gather with his local friends. Markus, instead, as an overseas student with a history of engage- ment in community media activism (street-TV projects in Italy, community TV stations in Jamaica) started interfacing with the local opposition to the agendas of real estate devel- opers masked through discourses of ’regeneration’ as part of his documentary filmmaking research project, which revolved around an Internet-based, participatory television chan- nel of the local community. Whereas Markus contributed many hours of his time every week to the curation of user-contributed content, to run workshops and to promote his web-based project, Ian’s engagement was undeniably of a different kind, and he explicitly stated that he was interested in learning about local developments but not in taking part in activist projects around local issues, besides occasionally signing petitions online. In both cases, however, a sense of somehow belonging to the local community motivated their in- teraction — intensely Read/Write for Markus, mostly read-only for Ian — with content produced locally and published over the Internet.