- Sep 2023
- Aug 2023
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developer.mozilla.org developer.mozilla.org
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```html
According to Mozilla's website, <q cite="https://www.mozilla.org/en-US/about/history/details/"> Firefox 1.0 was released in 2004 and became a big success. </q>
```
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- Jul 2023
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Visualizing freely available citation data using VOSviewer
- Title
- Visualizing freely available citation data using VOSviewer
- Author
- Nees Jan van Eck
- Ludo Waltman
- Date
- Oct 23, 2017
- Source
- Description
- Today we released version 1.6.6 of our VOSviewer software for constructing and visualizing bibliometric networks.
- The most important new feature in this version is the support for working with Crossref data.
- Recently, the Initiative for Open Citations (I4OC) managed to convince a large number of scientific publishers to make the reference lists of publications in their journals freely available through Crossref.
- Thanks to I4OC, Crossref has become a valuable data source for VOSviewer users.
- In this blog post, we discuss how users of the new version 1.6.6 of VOSviewer can benefit from Crossref data.
- Title
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ctan.mirrors.hoobly.com ctan.mirrors.hoobly.com
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3.3.1 Citation Styles
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writing.bobdoto.computer writing.bobdoto.computer
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https://writing.bobdoto.computer/using-diaries-and-journals-as-source-material-for-zettelkasten-notes/
Additional commentary at r/Zettelkasten - Using diaries and journals as source material for zettelkasten notes by Bob Doto
Bob lays out some basic ideas for citing one's personal journal, diaries, notebooks, and other non-published writing for use in a Luhmann-artig zettelkasten. While he focuses on the scale of the mechanics of citation of one's own notes in other forms, what he's really doing is giving people explicit permission to overlap traditions to more easily use their work from other places in their zettelkasten.
Compare this with Scott Scheper's related article on 2023-05-24 at https://www.reddit.com/r/antinet/comments/13qzgjs/connecting_a_zettelkasten_to_a_commonplace_book/ (and the related YouTube video in which he talks about giving things an "address".
Unmentioned is that in many citation managers, one would likely use a "manuscript" format for citations here. Upon checking it looks like Zotero doesn't have data fields for page number, paragraph, or line numbers for their manuscript type.
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- Jun 2023
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rm.coe.int rm.coe.int
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towards syllabusesbased on needs analysis, oriented towards real-lifetasks and constructed around purposefully selectednotions and functions.
na , t based
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www.softwareheritage.org www.softwareheritage.org
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ofeliagarciadotorg.files.wordpress.com ofeliagarciadotorg.files.wordpress.com
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Both plurilingual and translanguaging pedagogical practices in the education of language minori-tized students remain controversial, for schools have a monolingual and monoglossic traditionthat is hard to disrupt, even when the disrupting stance brings success to learners. At issue is thenational identity that schools are supposed to develop in their students, and the Eurocentricsystem of knowledge, circulated through standardized named languages, that continues toimpose what Quijano (2000) has called a coloniality of power
named lgs system
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It de-natur-alizes, that is, the named languages that have been codified by the nation-state to develop govern-able subjects (Foucault 1997)
foucalt- nation -state and lg ....power
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ation-state building and their often associated ventures of colonial expansion
COLONIAL
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If plurilingualism was coined by the Council of Europe to ensure the political and economic cohesionof the European Union,
motivo por pluri....VERDADERO
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This fact can easily transforms these classrooms into monolingual ones whereinstruction is, for all intents and purposes, only in the national language. In fact, plurilingual programsfor refugees are almost non-existent!
english can be...tooo??
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n contrast, plurilingualism for brown and black refugees acts differently. A
VS BLACK REFUGEES
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Plurilingualism for these speakers is thus compatible with the supranationalconcept of the European Union (an EU with distinct national languages that work together), aswell as with the national concept of European states (with a single national language). PlurilingualEuropeans continue to be conceived of as ‘native’ speakers of a national language, although theymay use different national languages as they see fit in their specific communicative situation. Thenational and linguistic identity of Europeans is not moved, even if their language repertoireexpands to consist of what are considered bits of other national languages, creating speakers withbroader horizons, and encompassing a more European persona. In this context, the interest in plur-ilingualism follows an economic imperative and might be complicit in what Flores (2013) notes is aneoliberal need for flexible workers and citizens
white european plurilinguialism
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. We see, then, that despite the advent of a plurilingual philosophy in asociety that aims to be plurilingual, the goal of language education for white European citizensand brown and black refugees remains different and is embodied in persistently differentapproaches.
theory si, pero no en la pra´ctica ..plurilingue
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We have remarked on the extension of the benefits of plurilingualism efforts to black and brownimmigrants. But there are still differences in how plurilingualism in education gets taken up depend-ing on the identity of the students. For white European citizens, we have seen that plurilingualismacknowledges that it is impossible for individuals to be two (or three) monolinguals in one. It isthus accepted that language education programs do not need to aim at making students fully com-petent in a second or third language. Instead, as we have discussed, what is important is that oneacquire competence to communicate to varying degrees. Differentiated language abilities are seenas required, as white European citizens cross borders to study, work, and live
teaching english-some competence..as a competence
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The emphasis on linguistic rights promoted by the Language Policy Task Force of the Council ofEurope means that more attention is also being paid to the learner at the center of all plurilingualeducation initiatives, including CLIL and language awareness programs, but also in educational pro-grams that target refugee students
REFUGEE TARGET
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hese multilingual awareness projects corre-spond to the goals of the Council of Europe of ‘education for plurilingualism,’ including educating ‘forlinguistic tolerance, raise awareness of linguistic diversity and educate for democratic citizenship’(Council of Europe 2003, 16)
CITATION - COUNCIL
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. In addition, the concept of pluri-lingualism has transformed traditional foreign language education, stressing that the goal should bepartial competence in multiple languages, rather than full competence in two or three. Plurilingual-ism, it is argued, should be the focus of language education and the goal for all European citizens.
NOW- VISION...BUT IS IT??
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A plurilingual European citizen is thus said to have plurilingual competence in a ‘repertoire oflanguages,’ and holds values of plurilingual tolerance toward all languages and varieties. Toprepare these plurilingual European citizens, a plurilingual and intercultural education should be fos-tered. This plurilingual and intercultural education should protect the right to learn additionallanguages, but also the right to speak a first language and the right to a quality education in thelanguage of instruction
right of quality education
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n doing so, language education programs have erased all tracesof heteroglossia in language (Bailey 2007), upholding the standardized versions of named languagestaught and valued in school, instead of valuing and recognizing the complex linguistic practices ofmultilingual speakers. But this traditional view of multilingualism has started to show fissures. Nextwe discuss how and why we are facing these ‘cracks’ in our conception of multilingualism andhow it is viewed and used in school
the idea of multiling separatedly
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Not all language minoritized communities have been given access to even monoglossically-inspired additive bilingual education programs. Some have been given much less, others havebeen given more. Those given less include very threatened communities that have been simplyignored, erased, by the educational authorities, and who remain uneducated in monolingual (oreven multilingual!) programs where instruction is conducted in languages they do not know.Many tribal groups in India fall in this category
minority lgs erased sometimes,sometimes not
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As studies of multilingualism emerged in the second half of the twentieth century, the world wasundergoing an important socio-political change – the colonial structures of the European Empiresstarted to be dismantled. The independence movements of Asian and African countries unleasheda sense of ethnic, racial and linguistic pride, as more minoritized groups clamored for greater politicaland economic rights (Fishman 1985). These were often accompanied by demands for a different typeof education, one that respected and leveraged the cultural and linguistic practices of local commu-nities (García and Lin 2017a). And in some contexts, language majorities, threatened by the increasedpower of the speakers of the ‘other’ languages started also clamoring for an education that woulddevelop the bilingualism of their own children. The stage was set for the development of a newtype of bilingual education – immersion programs
history
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considered monolingual representatives of the nation-state, are taught an additional language,which is always seen as second to their first. Foreign language education programs reinforce the con-struction of named languages as spoken in specified, and foreign, nation-state(s), the idea being thatthe learning of this language will contribute to increased communication between people of differentcountrie
nation-state
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e describe how, in the past and continuing today, thetraditional view of multilingualism has impacted the teaching of additional languages in second-and foreign- language programs, as well as in bilingual educatio
where the idea comes from
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www.researchgate.net www.researchgate.net
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ask-based analysesreveal more than text-based analyses about the dynamic qualitiesof target discourse
task why
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real world "uses" ofgrammatical constructions often differ from the "usages"modeled in grammar-based language teaching materials
task why
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URL
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- May 2023
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ofeliagarciadotorg.files.wordpress.com ofeliagarciadotorg.files.wordpress.com
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But because of power differentials built up duringthe processes of nation-building and colonial formation, monolingual white elites and their ways of
with one lg - construction of a nation
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Local file Local file
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In the United States, translanguaging has more ofa social justice focus and is seen as empowering minority students
objetctive
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It also distinguishes pedagogicaltranslanguaging from spontaneous translanguaging and provides a definitionand theoretical principles
diff b pedagogial and spontaneous translanguaging
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It is obvious that extended exposure tothe target language(s) is necessary, but there is also a real need to build on whatstudents already know
imp
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hich proposes planned activities involving two or more languagesso that languages reinforce one another and multilingual students make the mostof their linguistic repertoire and their experience as language learners andlanguage users.
ped ..what is this about?
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Students link newinformation to old information and pedagogical translanguaging aims at reinfor-cing that process. It is also natural for multilingual speakers to use languages ina flexible way and to translanguage spontaneously (García & Li, 2014; Duarte& Kirsch, 2020). Pedagogical translanguaging has as its point of referencemultilingual individuals and multilingual societies because they represent theway people communicate
imp
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Languages can reinforce each other and prior linguistic know-ledge is an advantage that can be used in the classroom. Another argument isthat using two or more languages in the same lesson does not imply lessexposure to the target language even if this is a minority language. The timeallocated to activating resources from the majority language in the space of theminority language can easily be compensated for when pedagogical trans-languaging is implemented across the curriculum and the minority language isalso used in the majority-language lessons.
imp
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edagogical translanguaging is about activatingmultilingual speakers’ resources so as to expand language and content learning.Multilinguals have broader repertoires than monolinguals, and they are oftenmore experienced language learners
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The richtrajectories multilingual students often have are useful resources for learningadditional languages and academic subjects
citation - idff lgs use
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www.researchgate.net www.researchgate.net
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that each ofthese and other groups needs varies greatly, however, meaning thatlanguage teaching using generic programs and materials, not de-signed with particular groups in mind, will be inefficient
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Participant and non-participant observation have theadvantage of allowing direct, in-depth, contextualized study of whatparticipants actually do, of the activities of interest in their naturalenvironment (natural, that is, except for the presence of the outsideobserver in the case of non-participant observation
imp
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An audit is useful for providing a quick overview of a situation andidentifying mismatches between perceptions and reality, betweenwhat is going on and what should b
impppp
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Local file Local file
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n the UK, r
Modos de interacción entre grupos culturales y la consiguiente 'aculturación' se han descrito en una variedad de términos, desde ''integración'', donde hay un equilibrio entre la cultura de la persona y la del país de acogida, a través de ''asimilación'' y 'separación,Rechazo de la propia cultura de la persona en el primer país y de la cultura del país de acogida en el segundo; marginación cuando la persona es excluida del país de acogida y de su propia cultura o la rechaza (Berry, 2001). Estos procesos interactúan con diversas estrategias de integración del país anfitrión. En el Reino Unido,
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participants associatedlearning English with increased autonomy and the development of a renewed socialidentity. A qualitative study by Miller
impact of local lg- in other studies
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The impact of English on participants’ lives consisted of moving from dependenceto autonomy, a sense of achievement, and learning English was associatedwith hopes for further changes including in employment and education
summary - positive impacts of learning local lg
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he association between poorlanguage proficiency and psychological problems may also be mediated by employ-ment status (Hinton et al., 1997; Westermeyer et al., 1989); unemployment is itself arisk to mental health (Dooley, 2003).
employement and lg link, host country lg importance
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Refugees’ psychological problems are better understood in thecontext of the challenges of adaptation to many difficult circumstances than inpsychiatric terms
CONDITIONS OF ARRIVAL
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Many refugees and asylum seekers arrive in the host country having incurredextensive material and social losses (United Nations High Commissioner forRefugees [UNHCR], 2007).
CONDITION OF ARRIVALS
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Local file Local file
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destination country prior ttination country or have friincentive to learn
objetivees---LANGUAGEEEE
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assimilationdegree of return aWestern Europe (Engin the pre-accessionof the implica
possibility of return- intra european countries....en europa
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xts. The selectivity of migrant groups relative to their origin countrycounterparts as well as compared with other groups may also affect their integrationprocesses (Ichou, 2014), but the implications of such selectivity across economic andcultural domains can only be understood if we know what characteristics, resourcesand orientations they arriv
La selectividad de los grupos de migrantes en relación con sus homólogos de los países de origen, así como en comparación con otros grupos, también puede afectar sus procesos de integración (Ichou, 2014), pero las implicaciones de tal selectividad a través de los dominios económicos y culturales solo pueden entenderse si sabemos con qué características, recursos y orientaciones llegan.
CONDITION ARRIVALS
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data - that reveal how integration outcomes differsubstantially between immigrants from different origins across a number of WesternEuropean cou
difference b/ host countries ARRIVAL
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norities inconcept of multiculturalismlarge flows of migrants fromthe issue of migrant i
condition, refugges
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The goal of the project was to obtain a more complete picture of integrprocesses in Europe and of the role of individual traits, group characteristics and retion contexts
integration programmes -
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Local file Local fileuntitled4
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The recovery framework provides a foundation for government andnon-government organizations seeking to improve the quality of their ser-vices to refugees.
SOLUTIONS TO HELP REFUGGES
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Over the past eighteen years, VFST has provided counsellingand advocacy interventions for individuals, families and groups of refugeesfrom many different countries. It has developed a framework that linkstraumatic events, namely, the experience of violence, systemized persecu-tion and forced displacement to their social and psychological effects.These effects can include anxiety, helplessness, loss of control, isolation,loss of trust, erosion of meaning and identity, guilt and shame
solutions in another countries, CONDITION OF ARRIVALS
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As a new and emerging community, many of the Sudanese are pro-foundly affected by their experiences of war, flight and the hardship ofcamps or other places where they first seek asylum.
condition or arrivals
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Two cultures: one lifeJenny Mitchell, Ida Kaplan and Louise Crowe
studies. Community capacity-building could link all levels of the system: Mitchell et al. (2007) used a community recovery model with refugees resettled in Australia in which refugees’ concerns were addressed by integrating findings from collaborative research with the promotion of leadership and participation within the community. Even where the community is not as cohesive as in the Mitchell et al. study, the process of research and of identifying refugees’ concerns might foster community ties, and enable refugees and asylum seekers to gain control in another area of their lives.
from "If i speak, what am i?..."
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d1wqtxts1xzle7.cloudfront.net d1wqtxts1xzle7.cloudfront.net
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Mastery of foreign languages, spoken far away ‘in other countries’, issomething sufficiently divorced from daily life that it can be appreciated as a skill. Its mastery is likelyto be less than the mastery and attachment to English, not thereby challenging presumed deepattachments of national allegiance. However, when the languages are less foreign, when emotionalattachment and mastery may be high, their study, public use and maintenance ‘threatencivilisation’. No longer a skill, but sedition.
maybe treated as a skill, but we must be careful!!
sedition : conduct or speech inciting people to rebel against the authority of a state or monarch.
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his situation can be remedied if pedagogical translanguagingis also implemented in the Basque and Spanish classes and students work with thethree languages in the three language classes.
USE OF ENGLISH IN FRENCH CLASSES, AND VICEVERSA
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An important benefit of pedagogical translanguaging is that learners can have greateraccess to information when they can use different languages.
ENGLISH
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The school languages can be national lan-guages which are widely used in the country where the school is located, minority lan-guages which are used in the region where the school is located or other second andforeign languages such as English.
ENGLISHHHH
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Multilingual speakers have a rich repertoire, which can be used as a resource to commu-nicate and to learn additional languages more effectively. It is natural for multilingualspeakers to try to use resources from other languages because they try to link theirprior knowledge to new knowledge. ‘Focus on multilingualism’ also looks at thesocial context of communicative interaction. When multilingual speakers communicate(face-to-face or digitally) they use multilingual resources in their repertoire and translan-guage to a greater or lesser extent depending on the social context.
multilingualism
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Pedagogical translanguaging has these characteristics (Cenoz and Gorter,2021):1) It can be applied not only to two languages, as in Wales, but also to three or morelanguages and even to students’ home languages, which are not in the schoolcurriculum
clear definition and use
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In the context of language learning, themost important knowledge that students have is the knowledge of previously acquiredlanguages. To exclude this knowledge could have a negative effect on the learningprocess.
wy using 2 or more lgs
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www.flickr.com www.flickr.com
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4. Cite Card Icon : Hat (something above you)Tag : 5th block Quotation, cooking recipe from book, web, tv, anything about someone else’s idea is classified into this class. Important here is distinguishing “your idea (Discovery Card)” and “someone else’s idea (Cite Card)”. Source of the information must be included in the Cite Card. A book, for example, author, year, page(s) are recorded for later use.
Despite being used primarily as a productivity tool the PoIC system also included some features of personal knowledge management with "discovery cards" and "citation cards". Discovery cards were things which contained one's own ideas while the citation cards were the ideas of others and included bibliographic information. Citation cards were tagged on the 5th block as an indicator within the system.
Question: How was the information material managed? Was it separate from the date-based system? On first blush it would appear not, nor was there a subject index which would have made it more difficult for one to find data within the system.
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- Apr 2023
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philip.greenspun.com philip.greenspun.com
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Stevens, W. Richard 1994. TCP/IP Illustrated, Volume 1: The Protocols. Addison-Wesley, Reading, Massachusetts
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Ondaatje, Michael 1992. The English Patient. Vintage International, New York
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Mockapetris, P.V. 1987b. "Domain Names: Concepts and Facilities," RFC 1035
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Mockapetris, P.V. 1987a. "Domain Names: Concepts and Facilities," RFC 1034
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Malone, Thomas W., Grant, Kenneth R., Lai, Jum-Yew, Rao, Ramana, and Rosenblitt, David 1987. "Semistructured Messages are Surprisingly Useful for Computer-Supported Coordination." ACM Transactions on Office Information Systems, 5, 2, pp. 115-131.
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Malone, Thomas W., Yu, Keh-Chaing, Lee, Jintae 1989. What Good are Semistructured Objects? Adding Semiformal Structure to Hypertext. Center for Coordination Science Technical Report #102. M.I.T. Sloan School of Management, Cambridge, MA
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Martin Gilbert 1991. Churchill A Life Henry Holt & Company, New York, page 595
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URL
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- Mar 2023
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www.frontiersin.org www.frontiersin.org
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Figure 2. Transitions of climate change throughout time.
// - This is a good basic framing - for future basic research - on progress traps - Future paper would explore details in a much more granular way //
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docdrop.org docdrop.org
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Graeber, David & Wengrow, David. The Dawn of Everything: A New History of Humanity, McClelland & Stewart, 2021.
annotation target: url: urn:x-pdf:5cc55e090d83801cab6e2a2b429fa2e8
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www.youtube.com www.youtube.com
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Pie, Slicing. “Pie Slicer Equity Split Software.” YouTube, 10 May 2020, www.youtube.com/watch?v=3bjT71MAF2s. Accessed 1 Mar. 2023.
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- Feb 2023
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citation.crosscite.org citation.crosscite.org
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URL
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www.defenseurdesdroits.fr www.defenseurdesdroits.fr
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Jacques ToubonD é f e n s e u r d e s d r o i t sQue la Républiquetienne les promessesqu’elle a faites à tous
"Que la République tienne les promesses qu'elle a faites à tous" Jacques Toubon - Défenseur des droits
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- Jan 2023
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www.sparontologies.net www.sparontologies.net
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Annotating an in-text reference pointer with a citation function
```turtle @prefix : http://www.sparontologies.net/example/ . @prefix cito: http://purl.org/spar/cito/ . @prefix c4o: http://purl.org/spar/c4o/ . @prefix oa: http://www.w3.org/ns/oa# . @prefix per: http://data.semanticweb.org/person/ .
:annotation a oa:Annotation ; oa:hasBody :citation ; oa:hasTarget :in-text-ref-pointer ; oa:annotatedBy per:silvio-peroni .
:citation a cito:Citation; cito:hasCitingEntity :paper-a ; cito:hasCitationEvent cito:extends ; cito:hasCitedEntity :paper-b .
:in-text-ref-pointer a c4o:InTextReferencePointer ; c4o:hasContent "[6]" . ```
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Annotating a citation with an additional text-defined citation function
```turtle @prefix : http://www.sparontologies.net/example/ . @prefix cito: http://purl.org/spar/cito . @prefix cnt: http://www.w3.org/2011/content# . @prefix oa: http://www.w3.org/ns/oa# .
:annotation a oa:Annotation; oa:motivatedBy oa:commenting ; oa:hasBody :comment ; oa:hasTarget :citation .
:comment a cnt:ContentAsText ; cnt:chars "I'm citing that paper because it initiated this whole new field of research." .
:citation a cito:Citation; cito:hasCitingEntity :paper-a ; cito:hasCitationCharacterization cito:cites ; cito:hasCitedEntity :paper-b . ```
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docs.citationstyles.org docs.citationstyles.org
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Appendix I - Categories
- anthropology
- astronomy
- biology
- botany
- chemistry
- communications
- engineering
- generic-base - used for generic styles like Harvard and APA
- geography
- geology
- history
- humanities
- law
- linguistics
- literature
- math
- medicine
- philosophy
- physics
- political_science
- psychology
- science
- social_science
- sociology
- theology
- zoology
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blog.datacite.org blog.datacite.org
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console $ curl -LH "Accept: application/vnd.schemaorg.ld+json" https://doi.org/10.5438/4K3M-NYVG { "@context": "http://schema.org", "@type": "ScholarlyArticle", "@id": "https://doi.org/10.5438/4k3m-nyvg", "url": "https://blog.datacite.org/eating-your-own-dog-food/", "additionalType": "BlogPosting", "name": "Eating your own Dog Food", "author": { "name": "Martin Fenner", "givenName": "Martin", "familyName": "Fenner", "@id": "https://orcid.org/0000-0003-1419-2405" }, "description": "Eating your own dog food is a slang term to describe that an organization should itself use the products and services it provides. For DataCite this means that we should use DOIs with appropriate metadata and strategies for long-term preservation for...", "license": "https://creativecommons.org/licenses/by/4.0/legalcode", "version": "1.0", "keywords": "datacite, doi, metadata, FOS: Computer and information sciences", "inLanguage": "en", "dateCreated": "2016-12-20", "datePublished": "2016-12-20", "dateModified": "2016-12-20", "isPartOf": { "@id": "https://doi.org/10.5438/0000-00ss", "@type": "CreativeWork" }, "citation": [ { "@id": "https://doi.org/10.5438/0012", "@type": "CreativeWork" }, { "@id": "https://doi.org/10.5438/55e5-t5c0", "@type": "CreativeWork" } ], "schemaVersion": "http://datacite.org/schema/kernel-4", "periodical": { "@type": "Series", "identifier": "10.5438/0000-00SS", "identifierType": "DOI" }, "publisher": { "@type": "Organization", "name": "DataCite" }, "provider": { "@type": "Organization", "name": "datacite" } }
Tags
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URL
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- Dec 2022
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we don't even have blog post here
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URL
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www.reddit.com www.reddit.com
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To Zotero or not to Zotero?
reply to: https://www.reddit.com/r/PersonalKnowledgeMgmt/comments/zgvbg4/to_zotero_or_not_to_zotero/
I don't often add in web pages, but for books and journal articles I love Zotero for quickly bookmarking, tagging, and saving material I want to read. It's worth it's weight in gold just for this functionality even if you're not using it for writing citations in publications.
Beyond this, because of it's openness and ubiquity it's got additional useful plugins for various functions you may want to play around with and a relatively large number of tools are able to dovetail with it to provide additional functionality. As an example, the ability to dump groups of material from Zotero into ResearchRabbit to discover other literature I ought to consider is a fantastically useful feature one is unlikely to find elsewhere (yet).
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www.crossref.org www.crossref.org
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www.crossref.org www.crossref.org
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www.defenseurdesdroits.fr www.defenseurdesdroits.fr
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Chacun a droit au respect de sa vie privée
Article 9 du code civil
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- Nov 2022
- Oct 2022
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bi-gale-com.atxlibrary.idm.oclc.org bi-gale-com.atxlibrary.idm.oclc.org
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Garner, Bryan A. "Celebrating Plain English in Michigan." ABA Journal 107.5 (2021): 36. Business Insights: Global. Web. 7 Oct. 2022. URL http://bi.gale.com.atxlibrary.idm.oclc.org/global/article/GALE|A690034782/c13f1855872f0a231a7139cf729c45b6?u=txshrpub100020
Document Number: GALE|A690034782
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- Sep 2022
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datatracker.ietf.org datatracker.ietf.org
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URL
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www.kanzaki.com www.kanzaki.com
Tags
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URL
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- Aug 2022
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www.arkko.com www.arkko.com
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URL
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datacite-metadata-schema.readthedocs.io datacite-metadata-schema.readthedocs.io
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www.elsevier.com www.elsevier.com
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hal.archives-ouvertes.fr hal.archives-ouvertes.fr
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There is a good chance that you have never heard ofsoftware collapse before, for the simple reason that it’s aterm I have made up myself two years ago in a blog post.
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- May 2022
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theconversation.com theconversation.com
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« la vie humaine n’est point une lutte où des rivaux se disputent des prix ; c’est un voyage que des frères font en commun, et où chacun employant ses forces, en est récompensé par les douceurs d’une bienveillance réciproque, par la jouissance attachée au sentiment d’avoir mérité la reconnaissance ou l’estime ». (Condorcet, « Premier mémoire »)
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www.legislation.gov.uk www.legislation.gov.uk
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If you are using RDFa within your pages, you can use the resource attribute to indicate that you are linking to a piece of legislation while including a link to another source of information. For example,
html The <a rel="cite" resource="http://www.legislation.gov.uk/id/ukpga/1999/17" href="http://en.wikipedia.org/wiki/Disability_Rights_Commission_Act_1999">Disability Rights Commission Act 1999</a> replaced the National Disability Council with the Disability Rights Commission (DRC).will generate the triple<> xhv:cite <http://www.legislation.gov.uk/id/ukpga/1999/17>
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about.workflowhub.eu about.workflowhub.eu
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www.dcc.ac.uk www.dcc.ac.uk
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www.citethisforme.com www.citethisforme.com
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twitter.com twitter.com
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You can now tag citations in @CiteULike with #CITO! Add the tag "cito--(relationship)--permalink". Example:"cito--usesmethodin--423382".
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jodischneider.com jodischneider.com
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Machine Tags
cito--cites--1375511says “this article CiTO:cites article 137511”.
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jbiomedsem.biomedcentral.com jbiomedsem.biomedcentral.com
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A CiTO citation network
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opencitations.net opencitations.net
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Exemplar output (in JSON)
json [ { "oci": "02001010806360107050663080702026306630509-0200101080636102703040309", "citing": "10.1186/1756-8722-6-59", "cited": "10.1186/ar3439", "creation": "2013", "timespan": "P2Y", "journal_sc": "no", "author_sc": "no" }, { "oci": "02001010806360107050663080702026306630509-0200101080636102704000806", "citing": "10.1186/1756-8722-6-59", "cited": "10.1186/ar4086", "creation": "2013", "timespan": "P1Y", "journal_sc": "no", "author_sc": "no" }, { "oci": "02001010806360107050663080702026306630509-020010200003619122437020001023704023707090006", "citing": "10.1186/1756-8722-6-59", "cited": "10.1200/jco.2012.42.7906", "creation": "2013", "timespan": "P0Y", "journal_sc": "no", "author_sc": "no" }, { "oci": "02001010806360107050663080702026306630509-02003010009360008080300010805370200010237060604070907", "citing": "10.1186/1756-8722-6-59", "cited": "10.3109/08830185.2012.664797", "creation": "2013", "timespan": "P0Y", "journal_sc": "no", "author_sc": "no" }
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opencitations.net opencitations.net
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COCI, the OpenCitations Index of Crossref open DOI-to-DOI citations
COCI, the OpenCitations Index of Crossref open DOI-to-DOI citations, is an RDF dataset containing details of all the citations that are specified by the open references to DOI-identified works present in Crossref, as of the latest COCI update*
[...]
Open Citation Identifiers
Each Open Citation Identifier [[OCI]] has a simple structure: the lower-case letters "oci" followed by a colon, followed by two numbers separated by a dash (e.g. https://w3id.org/oc/index/coci/ci/02001010806360107050663080702026306630509-02001010806360107050663080702026305630301), in which the first number identifies the citing work and the second number identifies the cited work.
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opencitations.net opencitations.net
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|Prefix|Supplier|Identifier type|Example| |--- |--- |--- |--- | |010|Wikidata|Wikidata Identifier (QID)|oci:01027931310-01022252312| |020|Crossref|Digital Object Identifier (DOI)|oci:02001010806360107050663080702026306630509-02001010806360107050663080702026305630301| |030|OpenCitations Corpus|OpenCitations Corpus Internal Identifier|oci:0301-03018| |040|Dryad|Digital Object Identifier (DOI)|oci:040050006013613273410133708070900-04003070302361019113701000000040801| |050|CROCI|Digital Object Identifier (DOI)|oci:05001000106361937321411281422370200010237000837000001-050010008073602000009020002|
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figshare.com figshare.com
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e.g.oci:01027931310-01022252312
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opencitations.net opencitations.net
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opencitations.net opencitations.net
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semanticpublishing.wordpress.com semanticpublishing.wordpress.com
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sparontologies.github.io sparontologies.github.io
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http://purl.org/spar/cito/Citation
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ec-jrc.github.io ec-jrc.github.io
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Currently, DataCite is the de facto standard for data citation. Therefore, the ability to transform metadata records from and to the DataCite metadata schema would enable, respectively, the harvesting of DataCite records, and the publication of metadata records in the DataCite infrastructure (thus enabling their citation).
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idpf.org idpf.org
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A Canonical Fragment Identifier (CFI) is a similar construct to these, but expresses a location within an EPUB Publication. For example:
book.epub#epubcfi(/6/4[chap01ref]!/4[body01]/10[para05]/3:10)
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niklasblog.com niklasblog.com
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slideplayer.fr slideplayer.fr
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www.gfii.fr www.gfii.frDataCite1
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project-thor.readme.io project-thor.readme.io
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citation.crosscite.org citation.crosscite.org
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support.datacite.org support.datacite.org
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support.datacite.org support.datacite.org
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Key to DataCite service is the concept of a long-term or persistent identifier. A persistent identifier is an association between a character string and a resource. Resources can be files, parts of files, persons, organisations, abstractions, etc. DataCite uses Digital Object Identifiers (DOIs)(2) at the present time and is considering the use of other identifier schemes in the future.
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schema.datacite.org schema.datacite.org
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www.ariadne.ac.uk www.ariadne.ac.uk
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quotebacks.net quotebacks.net
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css-tricks.com css-tricks.com
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There are three major HTML elements involved in quotations: <blockquote> <q> <cite>
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- Apr 2022
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www.zotero.org www.zotero.org
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editor.citationstyles.org editor.citationstyles.orgAbout1
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juris-m.github.io juris-m.github.io
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docs.citationstyles.org docs.citationstyles.org
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docs.citationstyles.org docs.citationstyles.org
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sortee-github-hackathon.github.io sortee-github-hackathon.github.io
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https://ourcodingclub.github.io/, https://www.openscapes.org/
convert to citations
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German Centre for Integrative Biodiversity Research (iDiv).
change to citation
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- Mar 2022
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github.com github.com
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https://github.com/stefanopagliari/bibnotes
This plugin generates literaure notes from the source stored in your Zotero library, including both the metadata and the annotations that are stored within Zotero (extracted using the native PDF Reader or the Zotfile plugin). The settings of the plugin provide different tools to customize the format of the literature notes, as well as to perform different transformations to the text of the annotations.
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citationstyles.org citationstyles.org
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doi2ht.ml doi2ht.ml
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- Feb 2022
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Local file Local file
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12. 2017. What is the maximum length of a URL in differentbrowsers?http://stackoverflow.com/questions/417142/what-is-the-maximum-length-of-a-url-in-different-browsers. (2017).
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1. 2013. A History of Live Programming.http://liveprogramming.github.io/liveblog/2013/01/a-history-of-live-programming/. (Jan. 2013).
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20. Andrew Cantino. 2017. SelectorGadget: point and clickCSS selectors.http://selectorgadget.com/. (2017).
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32. Donald E. Knuth. 1984. Literate Programming.Comput.J.27, 2 (May 1984), 97–111.DOI:http://dx.doi.org/10.1093/comjnl/27.2.97
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www.defenseurdesdroits.fr www.defenseurdesdroits.fr
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« au collège, ils parlent du harcèlement mais juste pour la bonne conscience. Ils ne font pas assez d’efforts par rapport à ça alors que c’est un sujet très important et que ça peut détruire des vies »
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- Jan 2022
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www.w3.org www.w3.org
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www.defenseurdesdroits.fr www.defenseurdesdroits.fr
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I l e s t u r g e n t d e d é pa s s e r l e s l o g i q u e s d e s i l o s. L a s a n t é m e n ta l e d e s e n fa n t s, v é r i ta b l e e n j e u d e s o c i é t é p o u r n o s e n fa n t s a u j o u r d’ h u i c o m m e p o u r l e s a d u lt e s q u ’ i l s s e r o n t d e m a i n , m é r i t e m i e u x q u e d e s a p p r o c h e s f r a g m e n ta i r e s e t u n e a p p r o c h e s t r i c t e m e n t s a n i ta i r e .
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- Dec 2021
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en.wikipedia.org en.wikipedia.org
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Removing the navigational toolbar
[...]
For example, here is an archived post discussing the id_ identity flag. This is a normal link to the Wayback Machine, which renders with the navigational toolbar:
Here is the same archived page, with the i<var>d_</var> identity flag added to the link. This does not include the toolbar, but now the page renders poorly because of the broken references:
Finally, here is the same archived page, with the <var>if_</var> iframe flag instead. This renders perfectly, without the toolbar:
Since this is the most faithful reproduction of the original web page, please use the <var>if_</var> iframe flag for links to specific archive copies!
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Editors are encouraged to add an archive link as a part of each citation, or at least submit the referenced URL for archiving, at the same time that each citation is created or updated. New URLs added to Wikipedia articles (but not other pages) are usually automatically archived by a bot.
[...]
In short, this is the code that needs to be added to an existing {{cite web}} or similar template:
<ref>{{cite ... <!--EXISTING REFERENCE--> |archive-url=https://web.archive.org/web/<date>/http://www.originalurl.com |archive-date=<date> |url-status=dead}}</ref>
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