Abstract: This document defines the format of Uniform Resource Locators (URL) for designating electronic mail addresses. It is one of a suite of documents which replace RFC 1738, 'Uniform Resource Locators', and RFC 1808, 'Relative Uniform Resource Locators'. The syntax of 'mailto' URLs from RFC 1738 is extended to allow creation of more RFC 822 messages by allowing the URL to express additional header and body fields.

Abstract: A method of sequencing and scheduling web resources, via a software application that collects URLs and feeds them to a Web browser, so that the amount of clicks and decisions are reduced when browsing the Internet. The method begins after a computer user with Net-access encounters a URL that leads to a collection of other URLs that the software application has arranged to be presented in a continuous, show manner. This collection of resources then plays automatically, going from one resource to the next without the user being required to make a decision or click. The decision-making process is not inhibited, it is made optional. A method of inserting full-screen advertising, public service announcements, news, etc. has been developed. The server software application module described herein allows a publisher to stream URLs to a user who does not have the client-side software. The publishing module allows a user to format resources to a particularly desirable size and characteristic that promotes readability during a show viewing session. This same module can publish collections of nodes for others to view as a whole sequence, accessible via e-mail, screen saver or as a web resource.

Abstract: The World Wide Web has exploded as a medium for sharing information in a relatively simple, easy-to-use, and appealing manner. Technology for accessing Web resources has naturally evolved to support disconnected viewing of cached pages normally residing on servers around the world, and much attention has been given to providing this capability. The Web was originally conceived, however, as a medium for both information sharing and collaborative work, for creating and updating information, as well as for reading. Very little work has considered how to support the update and creation of material while disconnected, for propagation back to the appropriate servers upon reconnection. This article discusses issues arising in such support, compares the problem to that in disconnected file systems, and describes an approach for disconnected updates, as demonstrated by our Caubweb(TM) technology for disconnected interaction with Web-based resources.

Abstract: As yet there are no specialists in the application of information technology to education and training. However, this is one of the fastest growing areas on the Internet, due to the recent perception of the enormous potential for the use of Web resources for this purpose. This potentiality has attracted the attention of researchers in industry and the academic world, who are currently developing various models and products for Web-based education and training. In this paper we present AulaNetTM , an environment for the creation and maintenance of Web-based courses designed for the layman. We also compare AulaNetTM to other similar Web-based environments.

Abstract: In order to submit queries to Web search engines, we have to carefully choose the suitable combination of keywords. Without rich background knowledge about keywords in Web documents, it is too difficult to find out invaluable URLs by search engines. Applying techniques of text data mining to Web resource discovery, we try to derive associative keywords by an extended association algorithm. We explain the interface of the Web resource discovery system using association rules, which are derived from the cluster of Japanese HTML pages in the text database. We discuss an evaluation of the Mondou system and Java applet order to visualize search results with multidimensional measurements.

Abstract: The traditional search and navigation techniques of the Web are wholly user-directed. The burden of pruning the search space is placed upon the user, and is a difficult, time-consuming, and often a (mostly) manual task. This can be particularly problematic when the user is under time, or learning and comprehension constraints, as in educational situations. This short paper describes how we have utilized metadata about educational Web resources to improve the search and navigation processes. In particular, we describe our education-related metadata dictionary, the Courseware Description Language (CDL), and its use within two applications: (1) COOL Links, a user-centered hypermedia link type; and (2) SeekEZ, a user-centered searching facility. We also provide a brief survey of the metadata efforts that have been useful to education and instruction.

Abstract: List of Tables, Figures, and Tools Preface Acknowledgment The Authors The Evolving Strategic Web for Medical Groups Toolkit 1: Assessing Key Stakeholders Why is Your Strategic Web Changing? Toolkit 2: Assessing Change. Beyond the Strategic Ostrich Toolkit 3: Setting Your Strategic Navigation Priorities Does Strategic Navigation Make a Difference? Toolkit 4: Acting to Navigate Strategically In Search of the Web Navigator Toolkit 5: Determining Your Strategic Navigation Priorities Tactics for Navigating Web Relationships Toolkit 6: Navigating Web Relationships Linking Your Organizational Web: Horizontal Integration Among Physicians Toolkit 7: Navigating Your Group's Organizational Web Assessing Your Network/System Web: Vertical Integration and Its Variants Toolkit 8: Navigating Your Group's Network/System Web Managing Within Your Competitive and Extended Webs Toolkit 9: Navigating Your Group's Competitive and Extended Webs Becoming a Strategic Web Navigator Toolkit 10: Integrating Your Navigation of the Strategic Web Resource: About the Studies References Index.

Abstract: As increasingly rich Web resources become available across all disciplines and occupational programs, the question is not whether but how to best integrate them into our instructional efforts. One approach is for librarians to form partnerships with classroom faculty to create course‐related instructional exercises that include Internet resources. Librarians always have occupied a critical intersection point between the user with information needs and the worlds of resources available. What has changed recently is both magnitude and complexity. Web‐based exercises provide a means to re‐mold course‐related instruction once again to respond to newly emerging needs and contingencies.

Abstract: A Step beyond Deli Sandwiches Quality reference and user service requires a combination of having the right resources, making sense of them for the user, and providing the right services in the right time and place. Reference and user services librarians' work has involved developing all aspects, and the Web has had a great impact on each one. Many articles in RUSQ have studied the impact of Web resources and questioned the implications for service. For a recent example, see Anne Grodzins Lipow's challenging paper, "Thinking Out Loud," in the winter 1997 issue of RUSQ. It seems that suddenly we are presented with great opportunities for access to resources and great challenges for how to provide service. Because the Web offers such vast implications for reference and user services, RUSQ editor Gail Schlachter has decided to devote column space to this issue and has generously invited me to edit this column. I am excited to bring my vocational interest in electronic reference to this medium and to have an excuse to spend time considering the issues. This column will be devoted to examining issues, resources, and technologies presented on the Web that impact reference and user service. The issues are potentially endless and will change over time: the nature of digital service, technological advances and censorship, interfaces, design, integration with other library services and resources, impact on organizations, and more. The types of resources that can be examined are equally endless: search engines, databases, reference sites, directories, training, educational sites and products, finding aids, clearinghouses, and more. One place to start in the mix of all these choices is to consider what role the actual library Web site plays. Without examining such issues as design and layout, I would like to offer a look at some of the content and organizational issues at stake. Three to four years after putting up Web sites, both my library and my academic institution are creating and recreating guideline and policy statements for Web sites. In the course of doing so, we have (at least in the library) backhandedly learned that it is very useful to have an official sense of what role technology plays in determining what mission that technology serves and what guidelines it necessitates. Making Deli Sandwiches In 1997, Garry Trudeau ran a series in the Doonesbury comic strip about Mike, who was running his own fledgling Web-based company. He hired Lars, a consultant, to come in and give direction to the company, to "create paradigms for the next millennium." When Mike checked on the progress of his consultant, Lars quickly snapped, "Excuse me, but I'm not making deli sandwiches here, okay?" With such a lofty goal, how does one proceed, where does one begin, and how does one recognize progress? For good and for bad, libraries have rushed to keep pace with the rest of the world and our own colleagues in creating a Web presence without stepping back to consider the next millennium. I suspect that if we all waited to see what the next millennium had to offer, we would not be here to see it. And by stepping in and creating sites now, deli sandwiches though they may be, we actually become more technologically prepared and have a hand in creating that future. After making the now necessary decision to "put up a Web site," libraries then face the real issue of what to put on the site. Catalogers are rushing to provide access to a Web-based library catalog filled with records of electronic library and Internet resources. Reference librarians enhance their sites with pathfinders and road maps to simplify the maze of the Internet and pull out sources that help them answer the questions they know patrons are asking. Many are also providing forms or e-mail links for patrons to contact them digitally. Curators and archivists are digitizing the unique resources they house, allowing them to showcase their holdings to the world, as well as to provide a copy that can be used repeatedly while maintaining a carefully preserved original resource. …

Abstract: In an effort to facilitate use of the Internet, a number of libraries have begun to apply established professional organizational practices and approaches to the management of World Wide Web resources. This paper reviews and analyzes the various frameworks, features, and functionalities of selected sites that have adapted or adopted standard library classification schemes or controlled vocabularies to enhance access to WWW information sources. The common elements of many sites and the structural and navigational approaches incorporated with select sites are profiled. An Appendix of known sites that make use of standard classification schemes or controlled vocabularies to organize Web resources is included.

Abstract: One purpose of a home page is to give people access to a Web site. So how do you give diverse groups of people access to a collection of sites, containing disparate information provided by a decentralised organisation? Simple; you build a home site. This paper examines how The Australian National University was able to develop a site that makes resource discovery at the ANU much simpler for readers, and explains the “home site” design ideology which allowed us to do so.

Abstract: A survey is presented of areas of Internet law of most interest to information professionals. Two sets of issues are presented; general concerns of information law as applied to the Web, and particular problems of law found only on a distributed network. Because of the global reach of the network, existing legal frameworks are only partially effective. Scope is identified for both authors and users to specify for themselves what levels of organisation and protection they require and to engage directly with other members of the community requiring information and access. It is suggested that information specialists of all types are well placed to lead the development of Web resources in the context of an information society.

Abstract: Expanding on the World Wide Web levels of use as defined on the "Courses on the Web" Web site at Oregon State University, this paper presents a structure which emphasizes K-12 assignments based on Web use while de-emphasizing the glitz of the Web. The educator purposefully designs a Web-based assignment which adheres to the unit objectives and is appropriate to the environment in which it will be used. Therefore, assignments will be varied according to connectivity, accessibility, student skills, and classroom goals and objectives. The "levels of Web use" background allows teachers to begin with tightly focused assignments that make small and appropriate use of online resources, then builds to more complex assignments as they experience success and develop confidence in their ability to use Web resources effectively. A description is provided of each of the following levels of Web use and URLs that exemplify that level of use: (1) informational use of the Web; (2) supplemental use of the Web; (3) dependent use of the Web; and (4) fully developed courses delivered on the Web. Advantages of a context for Web use are then discussed. (AEF) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ********************************************************************************

Abstract: In or Out?: An Outsourcing Overview Determining Your Goals, Developing a Concept, and Drafting a Request for Proposal Evaluating Proposals and Budgets Understanding Design Infrastructure and Site Hosting Covering Your Legal Bases Managing a Long-Term Outsourced Web Project When Things Go Wrong Working with Multiple Contractors Search Engines, Marketing, PR, and Advertising Going Forward: Next-Generation Sites and Building an E-Business Web Resources The Web Roundtable Index.

Abstract: The Web currently suffers from a number of scalability problems. While general caching techniques can be used to help some, the vast number of different resources now available requires an alternative approach. In particular, we need to develop resourcespecific strategies. Such an approach is not supported in the current Web infrastructure. Also, the current Web is limited in flexibility with regards to integration of new resources and services. This is partly caused by the rigid nature of the HTTP protocol. We introduce Web objects as a way to address these problems. Web objects are worldwide scalable distributed shared objects that represent Web resources. Each such object provides at least a common interface and encapsulates and implements its own distribution policy. In this paper we concentrate on the design of these Web objects as well as their implementation in Java.

Abstract: From the Publisher: In this second edition of High Places in Cyberspace, Patrick Durusau provides an updated and expanded how-to guide and map of the Internet focusing on meeting the needs of scholars in biblical studies, religion, classics and archaeology. Durusau offers a practical introduction and reference to accessing Internet resources, covering methods such as electronic mailing lists, ftp, on-line libraries, search engines, and the World Wide Web. This book includes an annotated topical listing of over 1,000 scholarly resources available on the Internet, such as Web sites displaying original scanned papyri, web sites with original texts, mailing lists between scholars and on-line library addresses. In a new final section, Durusau provides an introduction to the creation of web resources along with pointers to a number of helpful tools available on the Internet.

Abstract: INTRODUCTION To provide query facilities over Web resources, several web search engines such as Yahoo, Altavista, Infoseek, etc. have been developed. Most prominently, web search engines have been used to index all web pages on the Internet. The queries supported by these search engines are mainly designed to reveal web pages that meet the search criteria specified by the users. In this way, the search engines have been used as some kind of discovery tools. The queries supported are known as discovery queries. On the other hand, a web search engine can also be used to index and support queries over a specific web collection on the Internet or Intranet. Such a web collection is usually well known to the users who query it, and is properly maintained by some organization or individual(s). Queries on such kind of web collections are known as retrieval queries.

Abstract: As yet t here a re no specialists in the a pplication o f information technology to education and training. However, this is one of the fastest growing areas on the Internet, due to the recent perception o f the e normous potential for the use of Web resources for this purpose. This potentiality has attracted the a ttention o f researchers in industry and the academic world, which are currently developing various models and products for Web-based education and training. This paper presents AulaNet, an environment for the c reation and maintenance of Web-based courses designed for the layman, highlighting its architecture and design model. 1. AulaNet Description AulaNet (Lucena et. al. 98) is a software environment based on the Web developed at the Software Engineering Laboratory, LES, for creating and assisting distance c ourses. It was conceived from the e xperience gained in three c ourses during the second semester of 1997 (http://www.les.inf.puc-rio.br/socinfo, http://www.les.inf.puc- rio.br/icc, http://www.les.inf.puc-rio.br/transcal), and is based on the following basic premises: 1. The courses created must posses great capacity of interactivity, in order to encourage intense participation by the student in the learning process ("learningware"). 2. The author of the course does not need to be a specialist on the Internet. 3. The resources offered b y the c reation of the c ourses must correspond to those a vailable in a c onventional classroom, plus others normally available in a Web environment. 4. It must be possible to re-use the c ontents already existing in digital media, through importing archives, for example. Attending to the above premises led to the formulation of the concept of an Apprenticeship Development Process (ADP), which demands that the author previously specifies the teaching resources he will use while developing the course, as can be seen in (Fig. 1).

Abstract: We are working on a system to support a community of science educators (Kindergarten through 12th grade teachers) and science education stakeholders in improving science education in part through the use of Web resources. We are establishing a web site called Science Forum that will provide the technology supports needed to create a community of science educators. We are planning to add value for site users through the use of a recommendation system and face unique challenges with this special population. Science educators require a very low cost of entry, precise recommendations targetted to specific curriculum goals, connections to a community of like-minded educators whose judgements they value, and support for archiving their reflections on their implementation of a lesson using a Web resource.

Abstract: Using content from the University of Colorado Anthropology Department and our own knowledge of multimedia system development at the College of Architecture and Planning, we are developing interesting, informative, and interactive Web learning resources. Our topic: an anthropology site called Ceren, an ancient agricultural village in western El Salvador buried by volcanic ash over 1,400 years ago. Our goal: to create a virtual anthropology site on the Web, with interactive QuickTime VR, interactive database search tools, image applets, and detailed computer renderings of what the site may have once looked like.

Abstract: This paper reports on a study undertaken to examine student usage of course webs (ie, course materials and resources on the World Wide Web) in classroom situations in which computers are readily available and students are comfortable using hypertext systems The author prepared course webs for two computer science courses at Grinnell College (Iowa) Each course web contained: links to the remainder of the Web and appropriate external resources; standard handouts, such as syllabi, rules/regulations, and assignments; outlines for each class period; a short news document providing updates to the Web; online quizzes; and appropriate reference materials, including readings and external links The courses were taught in a computer-equipped classroom, and students were allowed to use the computers as they deemed fit during class periods Data were gathered using two student surveys on Web usage and Web server log analysis A significant but not uniform use of Web-based course supplements during class periods was evident In addition, students reported benefits from their self-directed in-class use of the online materials Three tables present data on students' self-reported use of class outlines, overall Web usage in the first 7 weeks, and page access by category in the first seven weeks of each course Contains 13 references (DLS) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document * ******************************************************************************** In-Class Use of Course Webs Samuel A Rebelsky Department of Mathematics and Computer Science, Grinnell College, Grinnell, Iowa 50112 515-269-4410, rebelsky@mathgrinedu Abstract: As increasing numbers of course webs are built, it is increasingly important to evaluate the effects of those webs on student learning Web usage may depend on student expertise, classroom setting, and available computing resources In past studies [Rebelsky 1996b] [Rebelsky 1996a] I examined student reactions to a wide variety of web resources, from assignments to transcriptions of individual class sessions In this present study, I examine student usage of course webs in classroom situations in which computers are readily available and students are comfortable using hypertext systems For these students, there is significant, but not uniform, use of web-based course supplements during class periods More importantly, these students report benefits from their self-directed in-class use of those online materials As increasing numbers of course webs are built, it is increasingly important to evaluate the effects of those webs on student learning Web usage may depend on student expertise, classroom setting, and available computing resources In past studies [Rebelsky 1996b] [Rebelsky 1996a] I examined student reactions to a wide variety of web resources, from assignments to transcriptions of individual class sessions In this present study, I examine student usage of course webs in classroom situations in which computers are readily available and students are comfortable using hypertext systems For these students, there is significant, but not uniform, use of web-based course supplements during class periods More importantly, these students report benefits from their self-directed in-class use of those online materials

Abstract: 1. Locating Web Resources. 2. Evaluating Web Resources. 3. General Resources in Psychology. 4. Psychology as History and as Science. 5. Biological Bases of Behavior. 6. Sensation, Perception, and Consciousness. 7. Learning and Conditioning. 8. Memory. 9. Language and Cognition. 10. Intelligence and Testing. 11. Motivation and Emotion. 12. Human Development. 13. Personality. ]14. Abnormal Behavior. 15. Therapy. 16. Stress, Coping, and Health. 17. Social Behavior. 18. Research and Statistics. Alphabetical List of Sites.

Abstract: One of the main problems faced by the users and service providers of the World Wide Web is that of a broken link in a hypertext, normally caused by the unavailability of a particular resource. The introduction of redundancy is the key mechanism to solve this problem. Unfortunately, the current infrastructure of the Web is based on a resource identification scheme that maps a resource identifier on a unique physical location; this scheme does not favour the implementation of a support for the replication of Web resources. In this paper we discuss how URNs (Uniform Resource Names), a resource identification scheme proposed by a special work group of the Internet Engineering Task Force (IETF), can be employed to implement a support for the mirroring of Web resources. Our proposal is based on the implementation of a proxy and a gateway that together allow conventional browsers and servers to access and manage mirrored resources transparently, allowing the provision of highly available Web resources

Abstract: The design and development of a comprehensive web resource on Malaysian music involves the archiving of information from published and unpublished sources, based on a previously developed classification scheme. The data to be presented includes text data, audio samples, music sequences, still images, video data, and animated graphics. The web site architecture comprises two layers - the visible layer, determined by the subjectarchitecture; and the underlying layer, or the application architecture, which is dependant to a certain extent on the visible layer, but does not mirror its structure completely. The development procedure starts with the data preparation, including the organization of the information content to be published, and the selection of specific data formats to be used. Software design issues include: objectives, system components, the subject architecture, and the application architecture. Coding and testing are also carried out. Site performance and access results indicate that the proposed web architecture is suitable for the delivery of information on Malaysian music over the World Wide Web (WWW).

Abstract: To many teachers the Internet is like one of those old "Good News/Bad News" jokes: "The good news is you now have Internet in your classroom. The bad news is that now you have to use the Internet in your classroom." In candid moments, most teachers will admit that having access to the Internet is a mixed blessing: it leads to wonderful learning opportunities, but requires a great investment of time and energy. Let's look in on a few teachers and see what Internet access means to them. Anne, fresh out of college, just round out that she'll be teaching fourth grade in the Fall. She's comfortable using the computer to write papers, balance her checkbook and e-mail her parents, but not at all sure how to use it for instruction. She's lucky, though -- there will be four computers in her room-and a technology-experienced teacher right next door. Ben is a veteran high school science teacher, who after many faithful years of Service, is pretty clear on what works and what doesn't. Last year's NetDay effort and a reallocation of site and district funds have introduced a new element to his classroom -- telecommunications. Now what? Ben's not sure whether this is a "does work" or a "doesn't." He knows he's "supposed" to get the kids to use the computers, but he's not sure where the Internet fits in his traditional schedule of labs, investigations, textwork and exams. Cindy, Dan and Eva are middle school teachers who will be "teaming" for the first time. They're responsible for developing at least one unit that ties together their primary subjects: English, history and science. They wonder if they can somehow use the Internet in a unified, thematic approach to curriculum. Finally, Frank is the district technology specialist. He's responsible for coordinating technology professional development workshops, and works with the district's Ed Tech committee and various curriculum committees. While Frank has had a lot of experience with technology, he sometimes feels isolated and could use some help in meeting the technology learning needs of teachers and district personnel. Hopefully, each of these educators receives support through needs-based staff development programs, timely peer-coaching and responsive administrators. But even the most comprehensive program can't address every need at the moment it arises. Fortunately, a new resource is now available to teachers from Tallahassee to Seattle, before and after school. And it's free! All a teacher has to do is log on the Internet and link to ED's Oasis (http://www.EDsOasis.org). What is ED's Oasis? ED's Oasis is a multi-function Web site funded by the ATT * Posted comments about classroom use of specific educational Web resources; and * In-depth "Spotlight" profiles of Internet-using teachers. A second objective addressed on the site is to simplify the task of finding exemplary Web sites for classroom curriculum use, and a third is to help teachers develop both a vision and a strategy for using the Internet to promote student learning. Being immersed in a teaching environment and participating with teachers at state and national conferences and workshops made it possible for me to observe teachers as they struggled to master various uses of the Internet. As they learned about telecommunications, I discovered a few principles associated with introducing the Internet into education: 1) Learning to use technology and telecommunications is hard work. 2) Anticipating having to use it sometimes generates uncomfortable feelings of stress, anxiety, self-doubt, resentment and fear. …

Abstract: The World Wide Web is becoming increasingly important for professors and students of literature Web resources for literary studies are proliferating and a number of institutions are implementing the delivery of literature courses on the Web At the University of Northern British Columbia, the English department has adapted, designed and offered four English courses for delivery on the World Wide Web: Canadian Literature, First Nations Literature, Postcolonial Literature and Creative Writing This article will provide an overview of English 430, a course on contemporary Canadian literature that I offered in January 1997 and again in October 1997 (Fall semester) I will conclude with comments on directions for future web course development (in the area of English literary studies), particularly as this development might affect students located outside a large metropolitan area

Abstract: Case-based reasoning and education have long played important roles in medicine. 1-3 Perhaps the most visible example of this is the weekly CPC published in the New England Journal of Medicine. In order to extend this approach by making it more interactive in a distributed environment, an on-line case based discussion group called Internal Medicine Report (IMR) was developed. By creating an electronic forum in which academic internists, community physicians and housestaff discuss cases, IMR seeks to explore practice differences while improving communication within the Medicine community.

Abstract: Practical guidelines are presented for educators who wish to create their own Web resources, focusing on questions about technology, curriculum, construction, and evaluation.

Abstract: To improve searching, filtering and processing of information on the Web, a common effort is made in the direction of Metadata, defined as “machine understandable information about Web resources or other things”. In particular, the eXtensible Markup Language (XML) aims at providing a common syntax to emerging Metadata formats. With this idea, we propose the Structured Graph Format (SGF), an XML compliant markup language based on structured graphs, for capturing Web sites' structure. We also present SGMapper, a client-side tool, which aims to facilitate navigation in large Web sites by generating highly interactive site maps using SGF Metadata.