hypermedia-genes

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The design space of information services evolved from seminal works through a set of prototypical hypermedia systems and matured in open and widely accessible web-based systems. The original concepts of hypermedia systems are now expressed in different forms and shapes. The first works on hypertext invented the term itself, laid out the foundational concept of association or link, and highlighted navigation as the core paradigm for the future information systems. The first engineered systems demonstrated architectural requirements and models and fostered the emergence of the conceptual model related with the information systems and the information design. The artifacts for interaction, navigation, and search, grew from the pioneering systems. Multimedia added a new dimension to hypertext, and mutated the term into hypermedia. The adaptation of the primitive models and mechanisms to the space of continuous media led to a further conceptual level and to the reinvention of information design methods. Hypermedia systems also became an ideal space for collaboration and cooperative work. Information access and sharing, and group work were enabled and empowered by distributed hypermedia systems. As with many technologies, a winning technical paradigm, in our case the World Wide Web, concentrated the design options, the architectural choices and the interaction and navigation styles. Since the late nineties, the Web became the standard framework for hypermedia systems, and integrated a large number of the initial concepts and techniques. Yet, other paths are still open. This lecture maps a simple "genome" of hypermedia systems, based on an initial survey of primitive systems that established architectural and functional characteristics, or traits. These are analyzed and consolidated using phylogenetic analysis tools, to infer families of systems and evolution opportunities. This method may prove to be inspiring for more systematic perspectives of technological landscapes. Table of Contents: Introduction / Original Visions and Concepts / Steps in the Evolution / Information and Structured Documents / Web-Based Environments / Some Research Trends / A Framework of Traits / A Phylogenetic Analysis / Conclusion

"The digital revolution has transformed reading. Onscreen text, audiobooks, podcasts, and videos often replace print. We make these swaps for pleasure reading, but also in schools. How We Read Now is a ringside seat to the impact of reading medium on learning. Teachers, administrators, librarians, and policymakers need to make decisions about classroom materials. College students must weigh their options. And parents face choices for their children. Digital selections are often based on cost or convenience, not educational evidence. Current research offers essential findings about how print and digital reading compare when the aim is learning. Yet the gap between what scholars and the larger public know is huge. How We Read Now closes the gap. The book begins by sizing up the state of reading today, revealing how little reading students have been doing. The heart of the book connects research insights to practical applications. Baron draws on work from international researchers, along with results from her collaborative studies of student reading practices ranging from middle school through college. The result is an impartial view of the evidence, including where the jury is still out. The book closes with two challenges. The first is that students increasingly complain print is boring. And second, for all the educational buzz about teaching critical thinking, digital reading is inherently ill-suited for cultivating these habits of mind. Since screens and audio are now entrenched - and valuable - platforms for reading, we need to rethink how to help learners use them wisely"--

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"What if you had never opened the book of your life? Or if that book had been even a little different? Ulysses in Focus takes up these vertiginous questions, raveling out episodes in the writing, critical reception, and editing of Joyce's masterpiece and twining them together with stories from a life spent elucidating it. Joyce himself would have admired the variety that Michael Groden offers us here: fascinating new readings of Ulysses by its foremost genetic critic; behind-the-scenes accounts of editorial contretemps and secret manuscript acquisitions; the sorrow of shelved projects and the thrill of the bibliographic quest. At its core, Ulysses in Focus tells the story of a reader and a book that seem to have been destined for one another. Yet its method is against destiny, seeking to free texts from the published state in which they ossify by restoring to us a sense of their evolution and their contingency. To read Groden is to think differently about reading and being: to suspect that a book, like a life, might be the sum of its untaken roads."--Paul K. Saint-Amour, University of Pennsylvania "This is an engaging, reflective, and highly personal set of essays and recollections by a leading Joyce scholar. It urges us to see ,Ulysses not as a finished monument, but as a mobile piece of writing in constant dialogue with its own processes of composition and avant-textes."--Anne Fogarty, coeditor of Bloomsday 100: Essays onUlysses Michael Groden has been at the forefront of some of the most important developments in James Joyce studies over the past three decades. He was a major figure in and early adopter of genetic scholarship--the method of analyzing a literary work by looking at its development from draft to draft, particularly suited to Joyce's stories and novels. He defended Hans Walter Gabler's Ulysses edition in the "Joyce Wars" and helped introduce the National Library of Ireland's new Joyce manuscripts to the world. Bringing together twelve essays in three areas of Joyce criticism and scholarship, this refreshing book offers various personal adventures from a life lived with Joyce's work. In a manner that is at once modest, rigorous, and accessible, Ulysses in Focus engagingly connects these scholarly developments and contretemps to the author's personal history and provides fascinating new genetic readings of several episodes of Ulysses that advance our understanding of the novel's composition.

This book examines the genetic processes that shaped two of the great literary masterpieces of modernity: Flaubert's (L'education sentimentale ) and Proust's (A la recherche du temps perdu.) A detailed investigation of Flaubert's notebooks and scenarios from 1864 to 1869 and Proust's cahiers from 1908 to 1911 reveals the most diametrically opposed ways in which the two novels evolved in their early stages. By challenging certain `modernist' readings of Flaubert, and inviting a rethinking of Proust, the author demonstrates that genetic studies have a direct bearing on the interpretation of literary texts.

News and information about genome research in forest trees for forest biologists and forest managers.

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