User:KYPark/1999

Janet Allen

 * Words, Words, Words: Teaching Vocabulary in Grades 4-12
 * Stenhouse Publishers, ISBN 1571100857, 9781571100856


 * homepage
 * ``On a recent trip to California I was visiting a middle school and the teachers told me, "We're not allowed to use the word context anymore when we're doing vocabulary instruction." After talking with them about why they would have been given such a mandate, it occurred to me that it probably was rooted in research that cites the unreliability of context as a way to determine meaning and improve comprehension. It appears that the teaching of vocabulary has fallen into the same pit of controversy in which many other literacy practices have landed . . . `` (p. 4-5)

Marcia Bates

 * The Invisible Substrate of Information Science
 * Journal of the American Society for Information Science, vol. 50, no. 12, pp. 1043-1050.
 * See also: The likely source of inspiration.

Tim Berners-Lee

 * Weaving the Web&#58; The Original Design and Ultimate Destiny of the World Wide Web by its Inventor
 * with Mark Fischetti and Michael L. Dertouzos


 * See: /Berners-Lee (pp. 1-6)
 * Cf. Robert Cailliau (2000) How the Web was Born: The Story of the World Wide Web (with James Gillies)
 * Cf. Amazon.com

Mark Bevir

 * The Logic of the History of Ideas
 * Cambridge University Press


 * ``... advocates an approach [to] the history of ideas that is at odds with that of Arthur Lovejoy, ... the founder of that field. Bevir describes the history of ideas as the study of historical relics and the assignment of meaning thereto. How to assign meaning? He defends intentionalism -- the view that the creators of certain objects, texts, etc., intended something by creating them, and that intention is what they mean.  He acknowledges ... objection to intentionalism: contextualism, conventionalism, occasionalism, and a stress upon the unconscious nature of much of human meaning.``

Steven DeRose

 * Document structure and markup in the FRESS hypertext system
 * Alias: "The Lost Books of Hypertext"
 * Markup Languages: Theory & Practice Vol. 1, Iss. 1 (Winter 1999) 7-32. (with 60 references).
 * (with Andries van Dam)

Abstract: "The earliest computer-aided hypertext systems were built in the 1960s, and (unlike some of the most popular later systems) fully integrated it with their hypertext functionality. Brown University's FRESS was the first hypertext system to run on commercial hardware and OS. It actually handled complex documents better than non-hypertext systems, and so was used as a publishing system as well as a collaborative hypertext environment for teaching, research, and development. FRESS had considerable support for document structuring and markup, affording separation of structure from formatting and hypertext semantics. It also provided a variety of coordinated views and a very powerful conditional-structure and view-specification mechanisms that suited it for many tasks still considered hard today: dynamic document assembly, structured information retrieval, and on-the-fly customization of even very large documents for the user, display device, and context. This paper gives an overview of FRESS's design approach especially with regard to its treatment of markup and structure; it discusses some ways that document structures differ from other familiar information structures; and argues that a sophisticated model of document structure is necessary to realize fully the potential of hypertext."

Summary: "Current hypertext (or synonymously 'hypermedia') systems have revolutionized our computing environment. Nevertheless some of the most widely used ones lack some effective capabilities provided in first generation systems such as Augment and FRESS, particularly with regard to document structure. In this article we have discussed the particulars of FRESS, and the markup, structure, and hyperlinking models it implemented, in hopes of showing how they can still benefit hypermedia systems today. . .These examples, we think, show that an effective hypertext system need not sacrifice display sophistication or support for document structure in exchange for linking, but can and should exceed the capabilities of non-hypertextual word processors. Systems that do not support large structured document nodes, and integrate that support fully with their linking models, cannot do this effectively."

"Current hypermedia system designers would do well to re-examine the insights of first-generation systems and take advantage of features that have proven useful (of course improving on them as well). Some of the innovations of the earliest hypertext systems remain available or are even standard now; among these are Undo and explainers, both introduced by FRESS. But others equally useful are now rare (at least in commercial as opposed to research systems). These may include bidirectionality, typed links, keyword-based content and link filtering, alternate views, links that control their destination context and formatting specifications, and virtual and structured documents and links. Only when hypertext systems address the full range of complexities of real-life documents and their structures, will it be practical to bring pre-existing literature into the hypertextual world, or to build fully effective hypertext systems even for information newly crafted for that world."


 * FRESS since 1968
 * HES since 1967

Martin Gardner

 * The Internet&#58; A World Brain?
 * Skeptical Inquirer (Jan-Feb, 1999)
 * http://findarticles.com/p/articles/mi_m2843/is_1_23/ai_53569321

Eugene Garfield

 * From the World Brain to the Informatorium
 * Information Services & Use 19 (1999): 99-105


 * ``As most of you know, H.G. Wells' World Brain has become a metaphor for a futuristic view of information science and technology. Others prefer to credit Vannevar Bush's Memex. However, I have always given H.G. Wells the priority and even commissioned a major and unusual work of art in 1981 by Gabriel Liebermann with technical assistance from Vernon Porter at Texas Instruments. Their holographic etching entitled "The World Brain" resides in the lobby at ISI in Philadelphia. Wells was also on my mind when I wrote "Towards the World Brain," which includes my testimony before a Congressional Subcommittee on Education and Labor of the US House of Representatives of the 88th (1963-64) Congress. Here is how I described the "Information Crisis" to a lay audience . . . `` -- Informatorium
 * (1981). "ISI's 'World Brain' by Gabriel Liebermann: The World's First Holographic Engraving." Current Comments, No. 52 (1981), pp. 5-11. Reprinted in Essays of an Information Scientist, vol. 5 (1981-82), pp. 348-354.
 * (1975). "The World Brain as seen by an information entrepreneur", pp. 155-160, in: Manfred Kochen ed. Information for Action: From Knowledge to Wisdom, Academic Press, New York, 1975.
 * (1965). "'World Brain' or 'Memex'? Mechanical and Intellectual Requirements for Universal Bibliographic Control", pp. 169-196, in: Edward B. Montgomery, (ed.) The Foundations of Access to Knowledge: A Symposium (1965 Symposium at Syracuse University), Syracuse University Press, Syracuse, NY, 1968. Reprinted in Science Citation Index Guide (1968) pp. 64-68. Reprinted in Essays of an Information Scientist, Vol:6, p.540-547, 1983
 * (1964). "Towards the World Brain" (Editorial), Current Contents, No. 7, pp. 4-5.

Richard Harland

 * Literary Theory from Plato to Barthes: An Introductory History
 * Palgrave Macmillan
 * http://books.google.com/books?id=10Z3DxQw0kQC

It is by no means obvious that all background knowledge ought to be excluded as extraneous to the appreciation of a poem. Nor is it obvious that reliable evaluations are to be expected in relation to a single sample poem of only a dozen or so lines. Nevertheless, Richards' version of practical criticism held out the promise of an objective assessment procedure requiring strenuous intellectual skills of the kind that had been previously lacking in English students. It was not long before Cambridge took the lead in introducing practical criticism into university examinations; and it was not long before the practical criticism orientation shed an influence over critical thinking in general. Soon it began to seem quite natural that literature should be appreciated only in 'pure' and decontextualised form, quite natural that it should be judged and justified only on the basis of very close inspection of very short passages of text.

But although Richards' version of practical criticism promoted close reading, he did not himself provide a replicable procedure for carrying out that activity. Such as the contribution of his pupil at Cambridge, William Empson. Using Empson's procedure, it became possible to show a great deal going on within a tiny compass for almost any sample of poetic language. In fact, Empson suggested that any small portion of a longer text carries within itself a miniature reflection of the whole, as microcosm to macrocosm. This belief continued to underpin almost all Anglo-American criticism over the following decades.

In his famous Seven Types of Ambiguity, Empson stretches 'ambiguity' to cover not merely the alternative dictionary senses of a word but 'any verbal nuance, however slight, which gives scope for alternative reactions to the same piece of language'.21 The discovery of ambiguities is the opening gambit in his procedure.
 * I. A. Richards, William Empson

Steve Lawrence

 * Digital Libraries and Autonomous Citation Indexing
 * Computer 32(6) (June 1999), 67-71 (with Lee Giles and Kurt Bollacker)
 * http://www.neci.nec.com/lawrence.


 * CiteSeer

Alan James Mayne

 * From Politics Past to Politics Future
 * An Integrated Analysis of Current and Emergent Paradigms
 * Greenwood Publishing Group, 1999

Richard Michod

 * Darwinian Dynamics: Evolutionary Transitions in Fitness and Individuality
 * Princeton University Press


 * cf. Valentin Turchin (1977) The Phenomenon of Science
 * cf. Maynard Smith et al (1995) The Major Transitions in Evolution
 * cf. Francis Heylighen (2000) "Evolutionary Transitions: how do levels of complexity emerge?" Complexity 6 (1), p. 53-57

Boyd Rayward

 * H.G. Wells's Idea of a World Brain&#58; A Critical Re-Assessment
 * Journal of the American Society for Information Science, 50 (May 15, 1999): 557-579.


 * ``World Brain or Global Brain proponents tend to extrapolate quite extravagantly the capabilities and implications of emerging technology. For Wells it was microfilm. Today it is the infinitely more sophisticated Internet and World Wide Web which have enmeshed our globe in a fantastically intricate and diffused communications infrastructure. By means of this technology as World or Global Brain proponents imagine it taking shape, the effective deployment of the entire universe of knowledge will become possible. But this begs unresolved questions about the relative value of the individual and the state, about the nature of individual and social benefits and how they are best to be allocated, about what constitutes freedom and how it might be appropriately constrained. It flies in the face of the intransigent reality that what constitutes the ever-expanding store of human knowledge is almost incalculably massive in scale, is largely viewpoint-dependent, is fragmented, complex, ceaselessly in dispute and always under revision.`` -- from Conclusion
 * (1975) The Universe of Information: The Work of Paul Otlet for Documentation and International Organisation. FID520; Moscow: VINITI
 * (1983) "The International Exposition and The World Documentation Congress, Paris, 1937," The Library Quarterly, 53:254-268
 * (1993) "Some Schemes for Restructuring and Mobilising Information in Documents: A Historical Perspective," Information Processing and Management, 30: 163-175
 * (1994) "Visions of Xanadu: Paul Otlet (1864-1944) and Hypertext," Journal of the American Society for information Science, 45: 235-250
 * (1997) "The Origins of Information Science and the Work of the International Institute of Bibliography / International Federation for Documentation and Information (FID)," Journal of the American Society for Information Science, 48: 289-300
 * cf. Martin Rees (2003) Our Final Hour
 * cf. Michael Gorman (2004) Google and God's Mind

Robert Stalnaker

 * Context and Content: Essays on Intentionality in Speech and Thought
 * http://books.google.com/books?id=OhhMRF2dz0IC

In Context and Content Robert Stalnaker develops a philosophical picture of the nature of speech and thought and the relations between them. Two themes in particular run through these collected essays: the role that the context in which speech takes place plays in accounting for the way language is used to express thought, and the role of the external environment in determining the contents of our thoughts. Stalnaker argues against the widespread assumption of the priority of linguistic over mental representation, which he suggests has had a distorting influence on our understanding.

Brenda Swann

 * J.D. Bernal: A life in Science and Politics
 * with Francis Aprahamian


 * Andrew Brown (2005) J.D. Bernal: The Sage of Science‎

Todd
Ross J. Todd, Rutgers University
 * Back to our beginnings&#58; information utilization, Bertram Brookes and the fundamental equation of information science
 * Information Processing and Management: an International Journal Volume 35 Issue 6 (Special issue on Information Seeking In Context (ISIC)) Pages 851-870. ACM