Rock and Roll vs Rap Essay Example | Topics and Well Written Essays - 500 words

Rock and Roll vs Rap - Essay Example Soon the American rock style began to influence other genres. Places like Southern California produced their own varieties of pop music, such as surf. Young adults and teenagers across the country were playing in amateur rock bands, laying the roots for local scenes which would pave the way for garage rock and the so-called San Francisco Sound. Rock has encountered several stages of development since the beginning of the 50s, and the tendencies in modern rock include alternative bands (Radiohead, Muse), so-called pop-rock (Blink-182, Green Day) and others (George-Warren 26). Rap music in its widely recognized form appeared much later than rock and roll. The roots of hip hop music are in West African and African American music. Originally, early rappers of the 70s focused on introducing themselves and others in the audience (the origin of the still common practice of "shouting out" on hip hop records). These early performers often emceed for hours at a time, with some improvisation and a simple four-count beat, along with a basic chorus to allow the performer to gather his thoughts (such as "one, two, three, y'all, to the beat, y'all"). The 1980s saw intense diversification in hip hop, which developed into a more complex form.

History Essay Example | Topics and Well Written Essays - 750 words - 5

History - Essay Example A severe depression between the 1784-5 made the situation even much dire leading to a destabilizing debt servicing standoff between farmers and the government of Massachusetts’ raising of taxes; an impasse that paved the way to a full-blown, armed uprising in central and western Massachusetts akin to the liberation war, the Shay’s Rebellion (woods 285). In the south were spiraling economic problems too with quite similar disruptive effects in the north. The revolution left slave traders, particularly in South Carolina and Georgia, counting a trail of losses with more than 60,000 slaves finding escape mechanisms. The financial breakdown was compounded further by Great Britain’s refusal to link up import trade with the British West Indies; a vital market destination that upheld economic prospects of most southerners. Even though liberation treaty had been signed officially freeing the unite states as a British protectorate, total takeover was a challenge marred by tensions plaguing certain areas with British troops refusal to surrender Detroit, Otsego and New York forts over unsettled Tories land issues. On the international front, the weakness of the new government was even much pronounced given its inability to effectively protect its interests. From the capture of an American merchant ship by the North African Pirates off the coast Portugal to the West Florida Controversy and Mississippi River crises, the government had no decisive powers to effect peace by exerting clear cut authority. Courtesy of a feeble union ratified under the Articles of Confederation, the new union was bombarded right, left and center, with the Continental Army uprising over unpaid dues tipping a pillar rapture to a short-lived unification as was evident in the Newburgh Conspiracy. Proposed and ratified in 1777 and 1781 respectively, the Articles of Confederation was document full of economic and political leakages that ended up piling more problems. With the reorie ntation of the British mercantile system, the sudden shortfalls of managerial cash were never factored in by the framers of the Confederation. There was no provision for a singular command point to enforce laws passed by Congress whenever necessary. A supposedly pluralistic Congress had no powers to tax, to control commerce, to sanction the usage of a common currency, to draft enough soldiers to counter any external aggression, and to generally steer effective governance (Wood 354). The Constitution succeeded in addressing many of the problems hitherto inherent the â€Å"loose confederation of states" that essentially revered state autonomy over effective governance.  The constitution restructured the provisions of the Article of Confederation to a federal system that gave more recognition to the national government with a subsequent delegation of powers hitherto tightly held-up by the state, while reserving and sharing certain functions. The newly created federation not only cre ated a national government with real, acceptably shared power both at the national and at the state level to effect a comprised taxation policy, draft federal troops, control commerce, etcetera, but also created a common command office, the office of the president and the and a federal court system, which were non-existent under the Article Of Confederation (Wood 412). The earlier fears of the framers of the confederation of an overwhelmingly powerful national governme

Look at the opening of Nicolas Hytner Essay Example for Free

Look at the opening of Nicolas Hytner Essay The music gets faster as he finds his way through the trees and bushes, Then he comes close to the area where the girls are though he does not it is them the music changes to a drum beat with Parris footsteps being able to be heard. The camera changes back to the girls with Abigail walking up to Tituba and then Abigail whispers in Abigails ear and Tituba looks scared and shocked as she say no. Abigail then turns around to the pot runs to it and picks up the chicken by its feet and hits its head of a rock breaking its neck the Abigail drinks the blood of the chicken. Then Abigail takes her clothes off, all the girls are screaming then one of the girls sees Parris coming towards them so they all run away except Betty who says that she cannot move. The camera angles through all of this were very fast and furious. Then everything starts to slow down with a picture of Parris on his own looking at the cauldron he lifts up the large spoon inside the pot and drops as if he was scared of it, when he see the chicken as well he gets annoyed though he is a bit scared. The next scene shows Betty in her bed, with a suspicion of witchcraft floating about the place. Only Tituba and Abigail are in the room with Betty there have about eight minutes of filming yet we hear no words spoken. There is obvious tension between Tituba and Abigail over what has happened. More tension is shown when Parris questions Abigail about the incident in the forest. Now music is played again with Abigail saying that they danced but Parris suspects witch craft though Abigail is saying that no spirits have been conjured. The next scene is of Elizabeth and John Proctor who are showing a lot of tension. This tension is raised because John Proctor had an affair with there former servant, and guess who that servant was Abigail Williams. The scene starts of quite pleasant really with John Proctor and his sons working, the music is quite cheerful, the camera angles are quite far of. John Proctor and his go inside with his sons going to bed and him going to have his dinner. Elizabeth gives it to him without speaking but when they do speak it is about how there marriage is falling apart. Then the final scene of tension is in Church with the whole village there when a song is sung the girls go over to Bettys room then Abigail speaks to Betty saying she has told her father everything that happened in the woods. Then like lightning Betty wakes up with her saying I bet you never told him that you drank a charm Abby, a charm to kill Goody Proctor. Then the music gets very loud this is emphasising how important this scene really is. The others girls get quite scared and start to walk away so Abigail threatens them that she would kill anyone who tells on her doings. The camera is only on Abigail, but then Betty jumps up shouting she wants her mom and tries to fly to her out of the window but the girls hold her back and everyone in the church rubs out to them. This causes a lot of tension between all the girls and makes witch craft a better conclusion to what has been happening. In conclusion to Nicolas Hytners film of the play The Crucible was directed extremely well making them beginning of the film already better to the book the film sets the scene better and I believe that it also creates more tension. Also with the plot being so old it was sometimes easier to understand the words better with them being said correctly and with also being able to see what is going on. Nicolas Hytner has used cinematic features to the best they could be in this film there fore making the filming better for all viewers. Matthew Brooke English Coursework 20th Century Drama Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our  GCSE Arthur Miller  section.

Inclusivity in Schools Study

Inclusivity in Schools Study This study focuses on my placement school to find out how inclusive it is regarding the special educational needs (SEN) students. The study puts in scope how lessons are delivered in the school and how the school meets the needs of the special educational needs students. To find answers to the enquiries, a specific case study research design was selected to provide an understanding of the numerous perspectives of the topic, involving multiple interviews with the staff of the selected school. Four members of school staff were selected for interview including The Special Needs and Disabilities Coordinator (SENDCO), one teacher and two teaching assistants. The interview questions have been based on the framework of the ten areas of inclusive education as presented at the report of National Council for Special Education (NCSE, 2010). Two students were selected in the study with similar special educational needs. One child had difficulties with spoken language and retaining information a nd the second one presented symptoms associated with dyslexia. The profile of these 2 students was mainly synthesized using information from the Child Provision Map found in the resources of the school and from my personal observations and experiences as their teacher. Diagnosis of Dyslexia Dyslexia is considered as one of the most common Special Learning Difficulties (SpLD) affecting roughly the 10% of the population, with 4% to be considered as severely disabled. Dyslexia is mainly transferred through hereditary mechanisms. A child that is considered dyslexic, might write letters in words or words in sentences, in wrong order. Also, they might be confused when they are forming sentences as they might find difficulties in spelling the words correctly. The reversal of the letters in words is considered as one of the key indications of a child with dyslexia. Although, literacy issues would be considered as one of the most common and visible indications of dyslexia, there are multiple other issues that cannot be detected easily. Some of the issues include, how mind is processing the receiving information, how they are stored, organised and recalled when necessary. In addition, dyslexic children have difficulties with time perception, processing information quickly and nav igation, as they get confused with physical (left, right) and compass directions (north, south, west, east) (British Dyslexia Association, 2016). NHS provides a similar definition for Dyslexia stating that it is a very frequent type of learning difficulty affecting skills linked to reading, writing and spelling of words (NHS, 2015). The symptoms of dyslexia vary widely amongst every case. More specifically, a person with Dyslexia might have issues with his phonological awareness, ability to memorise and process words quickly. (NHS, 2015). Thus, on the one hand, we have the medical definition provided by the NHS and on the other hand, we have a more broaden approach provided by the British Dyslexia Association (BDA), adding interesting parameters to the symptoms of Dyslexia. As it is clearly understood, one of the main issues of dyslexic people is the fact that they tend to have difficulties with processing texts whether its referring to reading or writing. However, as mentioned by BDA, the spectrum of symptoms is not limited here. It can be wider and more complicated. However, relevant literature states that it is very complicated to distinguish the symptoms of Dyslexia between poor readers and readers diagnosed as Dyslexic. The fact that both are facing the same literacy issues, leads to the conclusion that the literacy support is going to have a positive impact not only for the one group but also for the other group (Elliott Gibbs, 2009). There is evidence supporting the argument of Elliott Gibbs, proposing that D yslexia should be considered as a continuum ranging from mild to severe symptoms and it is not possible to categorise people into Dyslexic and not Dyslexic (Rose, 2009). This leads to the conclusion that interventions will have a positive impact not only for those considered as Dyslexic but also for those who are generally facing issues with literacy. Context of Research -National Context Nowadays, Dyslexia is a recognised learning difficult and is specifically mentioned in the Equality Act (HMSO, 2010). Under this Act, anyone that is characterised with such disadvantages, would be unlawful to be treated unfavourably. In addition, they should be offered adjustments and assistance whenever is needed so that they will not be disadvantaged comparing to non-disabled people (HMSO, 2010; GEO, 2010). Dyslexia is also mentioned in the SEND Code of Practice as a part of specific learning difficulties (SpLD) which influences multiple elements of knowledge (DfES, 2015). Based on the Code of Practice, schools are required to ensure that SEN students are included in the school activities along with the non-SEN students (DfES, 2015). In addition, the schools are obliged to help SEN students reach their targets and remove any obstacles that can hinder their learning via special education provision (DfES, 2015). It is evident in the Code of Practice, the willingness to place SEN children and parents at the centre of decisions. As it is being argued, local authorities are required to consider the views, wishes and feelings of the former. In addition, children and parents should always be informed and included in the decision-making process (DfES, 2015). -Schools Inclusive Policy Schools SEN policy is consistent to the SEND Code of Practice targets, ensuring that SEN students will be able to step from being dependent to be able to function independently; recognising the variety of special needs in the school and the necessity to meet their needs daily and developing the curriculum to ensure that all students are receiving enhanced and equal learning opportunities. In addition, it is the schools policy to recognise the achievements of the students which will improve their confidence and self-esteem, to encourage students be responsible for their learning and behaviour and introduce positivity amongst students. Thus, students will be focused on developing their strengths rather than their weaknesses. Finally, efforts to limit the gap between the SEN and the non-SEN students and maintain contact with parents, has always been a strict policy line (Appendix 2). OFSTED inspected the researchers placement school in 2014 (OFSTED, 2014). The report is showing that the proportion of SEN students receiving support in the school exceeds the national average. The report is showing that most of the SEN students are individuals with speech, language and communication difficulties. Even though the pastoral care for the students is outstanding, issues arise regarding the strategies followed by staff to support students make progress. Therefore, OFSTED suggests that more focus should be given in the school-based data so that suitable adjustments can accelerate their progress (OFSTED, 2014).

Grendels Mothers Attack :: Essays Papers

Grendel's Mother's Attack Grendel's mother, unknown to the Danes or Geats, is plotting to avenge the death of her son. After the celebrations are over in Heorot and everybody is asleep, Grendel's mother appears out of her dwelling place, the swamp. She enters the hall where the warriors are sleeping. They wake in time to ward off the attack with their swords but the monster manages to escape with one victim in her claws (this is Aeschere). After she escapes, the warriors realize that she has managed to steal back Grendel's claw from where it has been hanging. The victim is one of Hrothgar's closest advisors, "the man he loved most of all men on earth." The king summons Beowulf and his men. There's a feeling of desperation in the air. We know Beowulf realizes that something is dreadfully wrong -- no doubt he can hear the uproar from the main hall- but he also knows that it's his job to convey confidence and self-control. At this moment, the young warrior seems wiser and more mature than the aging king. Beowulf is told by the King that Grendel's mother has "avenged the feud" (Abrams, 44). The king, once again, asks Beowulf to help him. Beowulf, upon seeing the king's condition, says: Sorrow not, wise warrior. It is better for a man to avenge his friend than much mourn. Each of us must await his end of the world's life. Let him who may get glory before death: that is best for the warrior after he has gone from life. Arise, guardian of the kingdom, let us go at once to look on the track of Grendel's kin. On their way to the swamp, they discover Aeschere's bloody head sitting on top of the cliff.

Eating Breakfast in Relation to Classroom Behavior Essay

Abstract Breakfast is said to be the most important meal of the day because it is how your body cope with the eight hours of fast during your sleep it also boost our energy to do your task the entire day and a good meal in the morning can also help to regulate your blood sugar levels through lunch time, which plays a vital role in your mood. This study will provide the explanation on the importance of eating breakfast for the sophomore psychology students. We provided survey for the students to gather data on who are eating breakfast in the morning and those who do not eat breakfast before school. Our survey included questions that will identify the academic performance and participation of students before lunch break. In gathering data, the method that we used in this research is cluster sampling in which the entire population is divided into groups. All observations in the selected clusters are included in the sample. There are 31 Sophomore Psychology Students of 2A, 32 Sophomore Psychology Students of 2B and 36 sophomore psychology Students of 2C. Those who ate breakfast have more energy, do better in school, and eat healthier throughout the day than those who do not eat breakfast before going to school tend to feel anxious, has low attention span and poor classroom participation. We can say that eating breakfast has an implication student’s classroom behavior withouteating breakfast, people can get irritable, restless, and tired. Keywords: breakfast, behaviour, classroom, students, participation Introduction In this study we aim to determine the implication of a full meal breakfast to a student’s emotional and behavioral problems. Let us define the importance of breakfast. A healthy breakfast refuels our body and helps us function at our peak. Research shows that eating a healthy breakfast improves attention, concentration, academic achievement and physical energy. In Maslow’s Hierarchy of needs, physiological need is the most basic and vital for survival. This includes the need for food, water, air and sleep. Maslow believes that these needs are the most basic instinctive need in order for one to perform his/her daily activities. In line with this theory is the theory of John B. Watson, a theory of learning based upon the idea that all behaviors are acquired through conditioning. Conditioning occurs through interaction with the environment. Behaviorists believe that our responses to environmental stimuli shapes our behaviors and in relation to VARK’s learning theory or Fleming’s model learners are identified by whether they have a preference for visual learning (pictures, movies, diagrams), auditory learning (music, discussion, lectures), reading and writing (making lists, reading textbooks, taking notes), or kinesthetic learning (movement, experiments, hands-on activities). After gathering all the information’s that the researchers need they will then come up with a survey which will be given to the sophomore psychology students for tabulation. The result will be the basis on the significance of having a full meal breakfast on a student’s behavior and emotions. Materials and Method The Eating Breakfast to Classroom Survey Questionnaires was used in this research. The testing packages that contain the survey were also distributed. The questionnaire consisted of two parts. Part A consisted of questions 1-3 regarding whether individuals eat breakfast or not and if they do, and how often they eat and what does it consist of you will see the number 5 question. The part B contained 6 questions asking the student to rate their behavior in classroom using the scale of (1-5) as 1 is the highest and 5 is the lowest. Some questions had to do with attention and alertness in class, mood in class, participation, and concentration, test-taking in class. Method was used in this research is cluster sampling in which the entire population is divided into groups. All observations in the selected clusters are included in the sample. There are 31 Sophomore Psychology Students of 2A, 32 Sophomore Psychology Students of 2B and 36 Sophomore Psychology Students of 2C. Upon arrival at the testing classroom the researcher asked for the professor if they can conduct a survey. Once the professor let the researcher conduct a survey the participants were then give a survey test. Then researcher will simply told students to read each set of instructions for each section of the survey, then researcher instructed them to begin unless the had further questions. Once the students are finish, the survey packages were collected from the participants. The participants were also thanked and the professor for taking a time for the study. Results and Discussion The results showed that there was a significant difference of eating breakfast in relation to the classroom behavior of students who ate breakfast than those students who do not have eaten their morning meal. Table 1: Gender of the Respondents Gender Male Percentage Female Percentage Psych 2A Psych 2B Psych 2C 6 8 8 27. 27% 36. 36% 36. 36% 24 25 28 31. 17%32. 47% 36. 36% Total: 22 77. The sophomore psychology male student has a total of 22 and for the female is 77 in which there a more female sophomore psychology students than male students in sophomore psychology. Table 2: Living Condition of Sophomore Psychology Students Living Condition Dorm Parent’s House Psych 2A Psych 2B Psych 2C 5 3 8 27 28 28 Total: 16 83 In terms in their living condition most of all sophomore psychology students live with their parent’s house with a total of 83 and the other students live in a dorm with total of 16. Table 3: Total and Average of Eat Breakfast and Do Not Eat Breakfast Respondents Yes Percentage No Percentage Psych 2A Psych 2B Psych 2C 23 25 28 30. 26% 32. 89% 36. 84% 8 7 8 34. 78% 30. 43% 34. 78% Total: 76 23 Average: 0. 76 0. 23 Base on the table above most sophomore psychology students eat breakfast with a total of 76 and a total average of 0. 76 and those that do not eat has a total of 23 with a total average of 0. 23. Table 4: Parents Providing Healthy Breakfast in Family Respondents Yes Percentage No Percentage Psych 2A Psych 2B Psych 2C 26 26 33 30. 59%. 30. 59% 38. 82% 5 6 3 35. 71% 42. 86% 21. 43% Total: 85 14 Base on the table above most parents provide and healthy breakfast in the family with a result of 85 yes and other parents did not provide or being not with parent’s house that live in dorm with a result of 14. Table 5: Average Behavior of Respondents in the Classroom with Breakfast 1 2 3 4 5 1. How alert do you feel in your class before lunch? 8 29 39 22 1 2. How often do you participate in your classes before lunch? 7 31 43 17 1 3. How is your attention span in class before lunch? 4 33 41 20 1 4. How hard do you find it to concentrate in morning class? 13 72 12 2 0 5. How is your mood in morning class? 7 22 57 12 1 6. During tests, how nervous do you experience in morning class? 22 39 27 10 1 Total Average: 0. 81 2. 28 2. 21 0. 83 0. 05 The total average of scale 1-5 to the table 5 which has a breakfast of 1. 30 as the above is the higher and no breakfast of 1. 30 below which is lower. That in scale 1-3 is significant that sophomore students eat breakfast have more alertness, participation, attention span, concentration, mood, and test-taking with a result of 1 which is 0. 81, 2 is 2. 28 then 3 is 2. 21 than those who do not eat breakfast in scale of 4 which is 0. 83 and 5 is 0. 05. Eating breakfast is the important to our lifestyle as a student. The findings that most of all sophomore students live with parent’s house and the other on a dorm. Eating breakfast has a relation to the behavior of students in a class. A study conducted by Harvard researchers found that students who ate breakfast were significantly more attentive in the classroom, earned higher grades in math, and had significantly fewer behavioral and emotional problems. In a study examined the breakfast eating habits of 1,259 college students over an eleven year period to determine if eating breakfast had an impact upon their grade on a General Biology exam. The study determined that there was a significant difference in the performance on the exam with a higher percent of the participants, who had eaten breakfast passing the exam. The study found that only 65. 6 percent of the students participating in the study had eaten breakfast. This finding supports the results of several other studies that people of college age show an increase in the percent skipping breakfast over individual of a younger age. (Kleinman. 1998) This study contributes to the body knowledge of health and school psychology. Every bit of the data that gain will helps further our understanding of the influence of breakfast. The more information collected through research, the more specific and representative the results. In future, there will probably be much more detailed knowledge of this topic. Researchers will hopefully go further to test whether eating breakfast can have even more of a relation to behavior on people live besides just in school performance. (Phillips. 2005) Conclusion. Although this study is not yet establish it may suggest a trend in colleges in general. In an unreferenced studies have provided sample evidence that school student’s behavior and performance levels are affected by eating breakfast. Still other research has investigated the level of concentration in class is affecting performance of college students. The implication of this study is that eating breakfast is important to students that are learning in everyday to achieve a high score in academic purposes and have a healthy living. Acknowledgement The success of this study required the help of various individuals. The researchers would like to give our gratitude to the following people for their help and support. Without them, the researchers might not meet their objectives in doing this study. To our parents, for giving the support and encouragement to pursue our study. For giving us love and patience. To our classmates Angelica Rentero and Grace Anne Salvio, for giving us access to thepsychologysophomore students of Centro Escolar University Makati. To our dearest professor Mrs. Angelina Villanueva, for helping us to have a good and better title for our work and for guiding us always. To our friends students, for giving their little time to help us for our survey. And lastly, to all the people who helped and contributed great ideas and advices, especially classmates and close friends for without them, this study would not be possible. Recommendation Eating breakfast can affect the behavior and performance of students in morning class. The critique, suggestions, and recommendations offered in the preceding content, therefore, are intended to improve the capabilities of the study to carry out the important mandate of the Eating Breakfast in Relation to Classroom Behavior of Sophomore Psychology Students. This journal research highlights the panel’s key conclusions and recommendations resulting from its review organized by parts. Literature Cited: Kleinman, R. (1998 March). New Harvard research shows school breakfast program may improve children’s behavior and performance. KidSource Online. Available at: http://www. kidsource. com/kidsource/content4/breakfast. html Phillips, Gregory W. , Does Eating Breakfast Affect the Performance of College Students on Biology Exams? , Bioscene: Journal of College Biology Teaching, v30 n4 p15-19 Dec 2005. 5 pp.

Digital library Essay

Digital library An electronic library (colloquially referred to as a digital library) is a library in which collections are stored in electronic media formats (as opposed to print, microform, or other media) and accessible via computers. [1] Wikipedia:VerifiabilityThe electronic content may be stored locally, or accessed remotely via computer networks. An electronic library is a type of information retrieval system. In the context of the DELOS [2], a Network of Excellence on Digital Libraries, and DL. org [3], a Coordination Action on Digital Library Interoperability, Best Practices and Modelling Foundations, Digital Library researchers and practitioners and software developer produced a Digital Library Reference Model[4][5] which defines a digital library as: â€Å"A potentially virtual organisation, that comprehensively collects, manages and preserves for the long depth of time rich digital content, and offers to its targeted user communities specialised functionality on that content, of defined quality and according to comprehensive codified policies. â€Å"[6] The first use of the term digital library in print may have been in a 1988 report to the Corporation for National Research Initiatives[7]Wikipedia:Verifiability The term digital libraries was first popularized by the NSF/DARPA/NASA Digital Libraries Initiative in 1994. [8] These draw heavily on As We May Think by Vannevar Bush in 1945, which set out a vision not in terms of technology, but user experience. [9] The term virtual library was initially used interchangeably with digital library, but is now primarily used for libraries that are virtual in other senses (such as libraries which aggregate distributed content). A distinction is often made between content that was created in a digital format, known as born-digital, and information that has been converted from a physical medium, e. g. paper, by digitizing. It should also be noted that not all electronic content is in digital data format. The term hybrid library is sometimes used for libraries that have both physical collections and electronic collections. For example, American Memory is a digital library within the Library of Congress. Some important digital libraries also serve as long term archives, such as arXiv and the Internet Archive. Others, such as the Digital Public Library of America, seek to make digital information widely accessible through public libraries. [10] Academic repositories Many academic libraries are actively involved in building institutional repositories of the institution’s books, papers, theses, and other works which can be digitized or were ‘born digital’. Many of these repositories are made available to the general public with few restrictions, in accordance with the goals of open access, in contrast to the publication of research in commercial journals, where the publishers often limit access rights. Institutional, truly free, and corporate repositories are sometimes referred to as digital libraries. Digital archives Physical archives differ from physical libraries in several ways. Traditionally, archives are defined as: 1. Containing primary sources of information (typically letters and papers directly produced by an individual or organization) rather than the secondary sources found in a library (books, periodicals, etc. ). 2. Having their contents organized in groups rather than individual items. 3. Having unique contents. The technology used to create digital libraries is even more revolutionary for archives since it breaks down the second and third of these general rules. In other words, â€Å"digital archives† or â€Å"online archives† will still generally contain primary sources, but they are likely to be described individually rather than (or in addition to) in groups or collections. Further, because they are digital their contents are easily reproducible and may indeed have been 1 Digital library reproduced from elsewhere. The Oxford Text Archive is generally considered to be the oldest digital archive of academic physical primary source materials. The future Large scale digitization projects are underway at Google, the Million Book Project, and Internet Archive. With continued improvements in book handling and presentation technologies such as optical character recognition and ebooks, and development of alternative depositories and business models, digital libraries are rapidly growing in popularity. Just as libraries have ventured into audio and video collections, so have digital libraries such as the Internet Archive. Google Books project recently received a court victory on proceeding with their book-scanning project that was halted by the Authors’ guild. This helped open the road for libraries to work with Google to better reach patrons who are accustomed to computerized information. One factor that gave Google an advantage is the librarie’s fair use argument. According to Larry Lannom, Director of Information Management Technology at the nonprofit Corporation should be for National Research Initiatives, â€Å"all the problems associated with digital libraries are wrapped up in archiving. † He goes on to state, â€Å"If in 100 years people can still read your article, we’ll have solved the problem. † Daniel Akst, author of The Webster Chronicle, proposes that â€Å"the future of libraries — and of information — is digital. † Peter Lyman and Hal Varian, information scientists at the University of California, Berkeley, estimate that â€Å"the world’s total yearly production of print, film, optical, and magnetic content would require roughly 1. 5 billion gigabytes of storage. † Therefore, they believe that â€Å"soon it will be technologically possible for an average person to access virtually all recorded information. â€Å"[11] Searching Most digital libraries provide a search interface which allows resources to be found. These resources are typically deep web (or invisible web) resources since they frequently cannot be located by search engine crawlers. Some digital libraries create special pages or sitemaps to allow search engines to find all their resources. Digital libraries frequently use the Open Archives Initiative Protocol for Metadata Harvesting (OAI-PMH) to expose their metadata to other digital libraries, and search engines like Google Scholar, Yahoo! and Scirus can also use OAI-PMH to find these deep web resources. [12] There are two general strategies for searching a federation of digital libraries: 1. distributed searching, and 2. searching previously harvested metadata. Distributed searching typically involves a client sending multiple search requests in parallel to a number of servers in the federation. The results are gathered, duplicates are eliminated or clustered, and the remaining items are sorted and presented back to the client. Protocols like Z39. 50 are frequently used in distributed searching. A benefit to this approach is that the resource-intensive tasks of indexing and storage are left to the respective servers in the federation. A drawback to this approach is that the search mechanism is limited by the different indexing and ranking capabilities of each database, making it difficult to assemble a combined result consisting of the most relevant found items. Searching over previously harvested metadata involves searching a locally stored index of information that has previously been collected from the libraries in the federation. When a search is performed, the search mechanism does not need to make connections with the digital libraries it is searching – it already has a local representation of the information. This approach requires the creation of an indexing and harvesting mechanism which operates regularly, connecting to all the digital libraries and querying the whole collection in order to discover new and updated resources. OAI-PMH is frequently used by digital libraries for allowing metadata to be harvested. A benefit to this approach is that the search mechanism has full control over indexing and ranking algorithms, possibly 2 Digital library allowing more consistent results. A drawback is that harvesting and indexing systems are more resource-intensive and therefore expensive. Frameworks The formal reference models include the DELOS Digital Library Reference Model[13] and the Streams, Structures, Spaces, Scenarios, Societies (5S) formal framework. [14] The Reference Model for an Open Archival Information System (OAIS) provides a framework to address digital preservation. [15] Construction and organization See also Digital Collections Selection Criteria. Software There are a number of software packages for use in general digital libraries, for notable ones see Digital library software. Institutional repository software, which focuses primarily on ingest, preservation and access of locally produced documents, particularly locally produced academic outputs, can be found in Institutional repository software. This software may be proprietary, as is the case with the Library of Congress which uses Digiboard and CTS to manage digital content. Digitization In the past few years, procedures for digitizing books at high speed and comparatively low cost have improved considerably with the result that it is now possible to digitize millions of books per year. [16] Google book-scanning project [17] is also working with libraries to offer digitize books pushing forward on the digitize book realm. Advantages The advantages of digital libraries as a means of easily and rapidly accessing books, archives and images of various types are now widely recognized by commercial interests and public bodies alike. [18] Traditional libraries are limited by storage space; digital libraries have the potential to store much more information, simply because digital information requires very little physical space to contain it. As such, the cost of maintaining a digital library can be much lower than that of a traditional library. A physical library must spend large sums of money paying for staff, book maintenance, rent, and additional books. Digital libraries may reduce or, in some instances, do away with these fees. Both types of library require cataloguing input to allow users to locate and retrieve material. Digital libraries may be more willing to adopt innovations in technology providing users with improvements in electronic and audio book technology as well as presenting new forms of communication such as wikis and blogs; conventional libraries may consider that providing online access to their OPAC catalogue is sufficient. An important advantage to digital conversion is increased accessibility to users. They also increase availability to individuals who may not be traditional patrons of a library, due to geographic location or organizational affiliation. †¢ No physical boundary. The user of a digital library need not to go to the library physically; people from all over the world can gain access to the same information, as long as an Internet connection is available. †¢ Round the clock availability A major advantage of digital libraries is that people can gain access 24/7 to the information. †¢ Multiple access. The same resources can be used simultaneously by a number of institutions and patrons. This may not be the case for copyrighted material: a library may have a license for â€Å"lending out† only one copy at a time; this is achieved with a system of digital rights management where a resource can become inaccessible after expiration of the lending period or after the lender chooses to make it inaccessible (equivalent to returning the 3 Digital library †¢ †¢ †¢ †¢ †¢ resource). Information retrieval. The user is able to use any search term (word, phrase, title, name, subject) to search the entire collection. Digital libraries can provide very user-friendly interfaces, giving clickable access to its resources. Preservation and conservation. Digitization is not a long-term preservation solution for physical collections, but does succeed in providing access copies for materials that would otherwise fall to degradation from repeated use. Digitized collections and born-digital objects pose many preservation and conservation concerns that analog materials do not. Please see the following â€Å"Problems† section of this page for examples. Space. Whereas traditional libraries are limited by storage space, digital libraries have the potential to store much more information, simply because digital information requires very little physical space to contain them and media storage technologies are more affordable than ever before. Added value. Certain characteristics of objects, primarily the quality of images, may be improved. Digitization can enhance legibility and remove visible flaws such as stains and discoloration. [19] Easily accessible. Challenges Digital preservation. Digital preservation aims to ensure that digital media and information systems are still interpretable into the indefinite future. Each necessary component of this must be migrated, preserved or emulated. [20] Typically lower levels of systems (floppy disks for example) are emulated, bit-streams (the actual files stored in the disks) are preserved and operating systems are emulated as a virtual machine. Only where the meaning and content of digital media and information systems are well understood is migration possible, as is the case for office documents. [21][22] However, at least one organization, the WiderNet Project, has created an offline digital library, the eGranary, by reproducing materials on a 4 TB hard drive. Instead of a bit-stream environment, the digital library contains a built-in proxy server and search engine so the digital materials can be accessed using an Internet browser. Also, the materials are not preserved for the future. The eGranary is intended for use in places or situations where Internet connectivity is very slow, non-existent, unreliable, unsuitable or too expensive. Copyright and licensing Digital libraries are hampered by copyright law because, unlike with traditional printed works, the laws of digital copyright are still being formed. The republication of material on the web by libraries may require permission from rights holders, and there is a conflict of interest between libraries and the publishers who may wish to create online versions of their acquired content for commercial purposes. In 2010, it was estimated that twenty-three percent of books in existence were created before 1923 and thus out of copyright. Of those printed after this date, only five percent were still in print as of 2010. Thus, approximately seventy-two percent of books were not available to the public. [23] There is a dilution of responsibility that occurs as a result of the distributed nature of digital resources. Complex intellectual property matters may become involved since digital material is not always owned by a library. [24] The content is, in many cases, public domain or self-generated content only. Some digital libraries, such as Project Gutenberg, work to digitize out-of-copyright works and make them freely available to the public. An estimate of the number of distinct books still existent in library catalogues from 2000 BC to 1960, has been made. [25] The Fair Use Provisions (17 USC  § 107) under the Copyright Act of 1976 provide specific guidelines under which circumstances libraries are allowed to copy digital resources. Four factors that constitute fair use are â€Å"Purpose of the use, Nature of the work, Amount or substantiality used and Market impact. â€Å"[26] 4 Digital library Some digital libraries acquire a license to lend their resources. This may involve the restriction of lending out only one copy at a time for each  license, and applying a system of digital rights management for this purpose (see also above). The Digital Millennium Copyright Act of 1998 was an act created in the United States to attempt to deal with the introduction of digital works. This Act incorporates two treaties from the year 1996. It criminalizes the attempt to circumvent measures which limit access to copyrighted materials. It also criminalizes the act of attempting to circumvent access control. [27] This act provides an exemption for nonprofit libraries and archives which allows up to three copies to be made, one of which may be digital. This may not be made public or distributed on the web, however. Further, it allows libraries and archives to copy a work if its format becomes obsolete. [28] Copyright issues persist. As such, proposals have been put forward suggesting that digital libraries be exempt from copyright law. Although this would be very beneficial to the public, it may have a negative economic effect and authors may be less inclined to create new works. [29] Another issue that complicates matters is the desire of some publishing houses to restrict the use of digit materials such as e-books purchased by libraries. Whereas with printed books, the library owns the book until it can no longer be circulated, publishers want to limit the number of times an e-book can be checked out before the library would need to repurchase that book. â€Å"[HarperCollins] began licensing use of each e-book copy for a maximum of 26 loans. This affects only the most popular titles and has no practical effect on others. After the limit is reached, the library can repurchase access rights at a lower cost than the original price. † [30] While from a publishing perspective, this sounds like a good balance of library lending and protecting themselves from a feared decrease in book sales, libraries are not set up to monitor their collections as such. They acknowledge the increased demand of digital materials available to patrons and the desire of a digital library to become expanded to include best sellers, but publisher licensing may hinder the process†¦ Metadata creation In traditional libraries, the ability to find works of interest is directly related to how well they were cataloged. While cataloging electronic works digitized from a library’s existing holding may be as simple as copying or moving a record from the print to the electronic form, complex and born-digital works require substantially more effort. To handle the growing volume of electronic publications, new tools and technologies have to be designed to allow effective automated semantic classification and searching. While full text search can be used for some items, there are many common catalog searches which cannot be performed using full text, including: †¢ finding texts which are translations of other texts. †¢ linking texts published under pseudonyms to the real authors (Samuel Clemens and Mark Twain, for example) †¢ differentiating non-fiction from parody (The Onion from The New York Times, for example). References [1] Greenstein, Daniel I. , Thorin, Suzanne Elizabeth. The Digital Library: A Biography (http:/ / www. clir. org/ PUBS/ reports/ pub109/ pub109. pdf). Digital Library Federation (2002) ISBN 1-933645-18-0. Accessed June 25, 2007. [2] http:/ / www. delos. info [3] http:/ / www. dlorg. eu [4] L. Candela, G. Athanasopoulos, D. Castelli, K. El Raheb, P. Innocenti, Y. Ioannidis, A. Katifori, A. Nika, G. Vullo, S. Ross: The Digital Library Reference Model. April 2011 ( PDF (http:/ / bscw. research-infrastructures. eu/ pub/ bscw. cgi/ d222816/ D3. 2b Digital Library Reference Model. pdf)) [5] L. Candela et al. : The DELOS Digital Library Reference Model – Foundations for Digital Libraries. Version 0. 98, February 2008 ( PDF (http:/ / www. delos. info/ files/ pdf/ ReferenceModel/ DELOS_DLReferenceModel_0. 98. pdf)) [6] L. Candela, G. Athanasopoulos, D. Castelli, K. El Raheb, P. Innocenti, Y. Ioannidis, A. Katifori, A. Nika, G. Vullo, S. Ross: The Digital Library Reference Model. April 2011, 17. ( PDF (http:/ / bscw. research-infrastructures. eu/ pub/ bscw. cgi/ d222816/ D3. 2b Digital Library Reference Model. pdf)) 5 Digital library [7] Kahn, R. E. , & Cerf, V. G. (1988). The Digital Library Project Volume I: The World of Knowbots, (DRAFT): An Open Architecture For a Digital Library System and a Plan For Its Development (http:/ / hdl. handle. net/ 4263537/ 2091). Reston, VA: Corporation for National Research Initiatives. [8] Edward A. Fox. The Digital Libraries Initiative – Update and Discussion. (http:/ / www.asis. org/ Bulletin/ Oct-99/ fox. html), Bulletin of the America Society of Information Science, Vol. 26, No 1, October/November 1999. [9] Candela, L. ; Castelli, D. & Pagano, History, Evolution and Impact of Digital Libraries (http:/ / www. igi-global. com/ viewtitle. aspx? titleid=47467& sender=4dcefe4d-ef33-4836-8eea-f02af2cc374d). In P. Iglezakis, I. ; Synodinou, T. & Kapidakis, S. (ed. ) E-Publishing and Digital Libraries: Legal and Organizational Issues, IGI Global, 2011, 1- 30 [10] Yi, Esther, Inside the Quest to Put the World’s Libraries Online (http:/ / www. theatlantic. com/ entertainment/ archive/ 2012/ 07/ inside-the-quest-to-put-the-worlds-libraries-online/ 259967/ ), The Atlantic, July 26, 2012. [11] Akst, D. (2003). The Digital Library: Its Future Has Arrived. Carnegie Reporter, 2(3), 4-8. [12] Koehler, AEC. Some Thoughts on the Meaning of Open Access for University Library Technical Services Serials Review Vol. 32, 1, 2006, p. 17 [13] Agosti, M. , Candela, L. , Castelli, D. , Ferro, N. , Ioannidis, Y. , Koutrika, G. , Meghini, C. , Pagano, P. , Ross, S. , Schek, H. -J. , & Schuldt, H. (2006). A Reference Model for DLMSs Interim Report. In L. Candela, & D. Castelli (Eds. ), Deliverable D1. 4. 2 – Reference Model for Digital Library Management Systems [Draft 1]. DELOS, A Network of Excellence on Digital Libraries — IST-2002-2. 3. 1. 12, Technology-enhanced Learning and Access to Cultural Heritage. Online at: http:/ / 146. 48. 87. 122:8003/ OLP/ Repository/ 1. 0/ Disseminate/ delos/ 2006_WP1_D142/ content/ pdf? version=1 [14] Goncalves, M. A. , Fox, E. A. , Watson, L. T. , & Kipp, N. A. (2004). Streams, Structures, Spaces, Scenarios, Societies (5S): A Formal Model for Digital Libraries. ACM Transactions on Information Systems (TOIS),22 (2), 270-312. [15] â€Å"The DSpace team recognized the value of the OAIS framework and recast the repository’s architecture to accommodate this archival framework† [16] Committee on Institutional Cooperation: Partnership announced between CIC and Google (http:/ / www. cic. uiuc. edu/ programs/ CenterForLibraryInitiatives/ Archive/ PressRelease/ LibraryDigitization/ index. shtml), 6 June 2007, Retrieved 7. [17] http:/ / www. google. com/ googlebooks/ library. html [18] European Commission steps up efforts to put Europe’s memory (http:/ / europa. eu/ rapid/ pressReleasesAction. do? reference=IP/ 06/ 253& type=HTML& aged=0& language=EN& guiLanguage=en) on the Web via a â€Å"European Digital Library† Europa press release, 2 March 2006 [19] Gertz, Janet. â€Å"Selection for Preservation in the Digital Age. † Library Resources & Technical Services. 44(2) (2000):97-104. [20] Cain, Mark. â€Å"Managing Technology: Being a Library of Record in a Digital Age†, Journal of Academic Librarianship 29:6 (2003). [21] Breeding, Marshall. â€Å"Preserving Digital Information. †. Information Today 19:5 (2002). [22] Teper, Thomas H. â€Å"Where Next? Long-Term Considerations for Digital Initiatives. † Kentucky Libraries 65(2)(2001):12-18. [23] Van Le, Christopher, â€Å"Opening the Doors to Digital Libraries: A Proposal to Exempt Digital Libraries From the Copyright Act,† Case Western Reserve Journal of Law, Technology & The Internet, 1. 2 (Spring 2010),135. [24] Pymm, Bob. â€Å"Building Collections for All Time: The Issue of Significance. † Australian Academic & Research Libraries. 37(1) (2006):61-73. [25] Antique Books (http:/ / www. antiquebooks. net/ datatop. html) [26] Hirtle, Peter B. , â€Å"Digital Preservation and Copyright,† (http:/ / fairuse. stanford. edu/ commentary_and_analysis/ 2003_11_hirtle. html) Stanford University Libraries. Retrieved October 24, 2011. [27] United States Copyright Office, â€Å"The Digital Millennium Copyright Act of 1998 – U. S. Copyright Office Summary† (http:/ / www. copyright. gov/ legislation/ dmca. pdf) 1998, 2. [28] United States Copyright Office, â€Å"The Digital Millennium Copyright Act of 1998 – U. S. Copyright Office Summary† (http:/ / www. copyright. gov/ legislation/ dmca. pdf) 1998, 15. [29] Van Le, Christopher, â€Å"Opening the Doors to Digital Libraries: A Proposal to Exempt Digital Libraries From the Copyright Act,† Case Western Reserve Journal of Law, Technology & The Internet, 1. 2 (Spring 2010),145. [30] STROSS, RANDALL. â€Å"For Libraries and Publishers, an E-Book Tug of War – NYTimes. com. † The New York Times – Breaking News, World News & Multimedia. N. p. , n. d. Web. 6 Mar. 2013. 6 Digital library External links †¢ CNRI-DARPA: D-Lib Magazine (http://www. dlib. org/) Electronic publication that primarily focuses on digital library research and development †¢ http://www. librittio. com – World’s Most Advanced Professional Digital Library System †¢ / Democratization of Literature:The Rise of the Digital Libraries on the Internet (http://www. reflectionedu.com/ attachments/File/Barnolipi/EngT_8_11. pdf) by Tarun Tapas Mukherjee]. From BARNOLIPI: An Interdisciplinary Journal, Volume I, Issue II, 2011. [http://fbc. pionier. net. pl/ Search Engine of Free Resources, available online in Polish Digital Libraries (http://www. barnolipi. com/) Conferences †¢ †¢ †¢ †¢ †¢ TPDL (http://www. tpdl. eu/) – International Conference on Theory and Practice of Digital Libraries ECDL (http://ecdlconference. isti. cnr. it/) – European Conference on Digital Libraries ICADL (http://www. icadl. org/) – International Conference on Asian Digital Libraries JCDL (http://www. jcdl. org/) – ACM and IEEE Joint Conference on Digital Libraries ICSD (http://www. icsd-conference. org/) – International Conference for Digital Libraries and the Semantic Web 7 Article Sources and Contributors Article Sources and Contributors Digital library Source: http://en. wikipedia. org/w/index. php? oldid=570781509 Contributors: — April, 24fan24, 2A00:1620:C0:50:C8B0:1C9B:27C1:7990, A. B. , Aap3030, Aarontay, Abdullah Albluchi, Acc60, Adoniscik, Afl2784, Aladin p, Alain Caraco, Alaniaris, Alexius08, Alf7e, Andrejj, Andy Dingley, Andyjsmith, Aragor, Arctic Kangaroo, Artdhtml, Ashenfelder, Ata, Ata.rehman, Azpayel, BadBull, Badan barman, Baileycw, Beetstra. BlindWanderer, Bob103051, Bomzhik, Bonadea, Bujar, Buridan, CVCE, Candela, Catfoo, Cej10, Ceyockey, Charivari, Chhotu372, Choukimath, Coldmachine, CommonsDelinker, Conversion script, Creationlaw, Curious1i, CutOffTies, Cwconservation, DGG, DaGizza, DabMachine, Dalf, Danny lost, Dawnseeker2000, DebbieWiLS, Deborah-jl, Denverjeffrey, Diglibs, Disavian, Djstasiewski, Dlkwiki, Dthomsen8, Dylan furnas, Eanc, Eilthireach, Enduser, Epbr123, Erianna, Evil saltine, Fatalityonline, Feedmecereal, Femto, Filterking. Floating red, Fmccown, Gaius Cornelius, Galka, Gareth Owen, Gego, Gouwepv, Greenrd, Greenteablues, Grika, Harris7, Hhanke, Hiogui, Hollymorganelli, Hu12, Ilsessay, Ipigott, Irbisgreif, Irishguy, Ithinkhelikesit, Ixfd64, JLaTondre, JakobVoss, Jaqian, Jchang12, Jeremykemp, Jewers, Jo 316, John, John Hubbard, Jpbowen, Jpom, Jsweetin, Jua Cha, Jweise, Kanags, Kansoku, Karen Johnson, Kattmamma, Katywatson, Kbel32, Kggy, Killian441, Kinu, Klemen Kocjancic, Ktr101, LadislavNK, Lawandtech, Lawsonstu, LeeNapier, Leonardo. candela, Loonymonkey, Lquilter, Ltfhenry, Lyc. Cooperi, Lysy, MBisanz, MK8, Maristella. agosti, Marselan, Martinlc, Masgatotkaca, Materialscientist, Mboverload, Mcanabalb, Mean as custard, Mets501, Mica Gomes, Michael Hardy, Mike. lifeguard, Missenc, Mmj, Mogh, Morbusgravis, Mordsan, MrOllie, Mseem, Mwisotzky, Mxn, Mairtin, Ncschistory, Nealmcb, NeilN, Neilc, Neo3DGfx, Nigholith, Night eule, Noisy, NorwalkJames, Notinasnaid, Nurg, OSU1980, Oicumayberight, OlEnglish, Olexandr Kravchuk, Olgerd, Omegatron, Pamplemousse, Patrick, PeepP, Phauly, Pinethicket, Pinkadelica, Poindexter Propellerhead, Poor Yorick, Prajapati Reena, Ps07swt, Ptgraham, Puckly, Padraic MacUidhir, Quadell, RJBurkhart3, Racheltaketa, Raghith, Rajankila, Rich Farmbrough, Richard Arthur Norton (1958- ). Rickprelinger, Rlitwin, Robert Thibadeau, Rozek19, Russell Square, SRHMGSLP, Sander Sade, Sandox, Sayeedmd, Senu, Sfiga, Shanes, Shyamal, SimonP, Skomorokh, Skysmith, Smmurphy, Spdegabrielle, Stbalbach, Stephen Burnett, Stephen Gilbert, Stevertigo, Strabon, StradivariusTV, Stuartyeates, Supersion, Svchameli, TWWhiting, TakuyaMurata, Targi, Tentinator, The Anome, The Evil Spartan, TheNewPhobia, Thebt, Thingg, Timeshifter. Tl246, Tlearn, Trapow, Travczyk, Treemonster19, Tregoweth, Trek011, Ttm1974, User A1, Utcursch, Vamshi 12345, Vanprooi, Vector Potential, Vicky877, Victorlamp, Viriditas, Volphy, WJetChao, Wavelength, Wayland, Wikiborg, Wmahan, Wya, YVSREDDY, Yerpo, Yosri, Zack wadghiri, Zundark, Zzuuzz, 302 anonymous edits License Creative Commons Attribution-Share Alike 3. 0 //creativecommons. org/licenses/by-sa/3. 0/ 8.