Evaluating Digital Libraries: A Longitudinal and Multifaceted View

published or submitted for publicatio

Location inaccuracies in WSAN placement algorithms

The random deployment of Wireless Sensor and Actuator Network (WSAN) nodes in areas often inaccessible, results in so-called coverage holes – i.e. areas in the network that are not adequately covered by nodes to suit the requirements of the network. Various coverage protocol algorithms have been designed to reduce or eliminate coverage holes within WSANs by indicating how to move the nodes. The effectiveness of such coverage protocols could be jeopardised by inaccuracy in the initial node location data that is broadcast by the respective nodes. This study examines the effects of location inaccuracies on five sensor deployment and reconfiguration algorithms – They include two algorithms which assume that mobile nodes are deployed (referred to as the VEC and VOR algorithms); two that assume static nodes are deployed (referred to as the CNPSS and OGDC algorithms); and a single algorithm (based on a bidding protocol) that assumes a hybrid scenario in which both static and mobile nodes are deployed. Two variations of this latter algorithm are studied. A location simulation tool was built using the GE Smallworld GIS application and the Magik programming language. The simulation results are based on three above-mentioned deployment scenarios; mobile, hybrid and static. The simulation results suggest the VOR algorithm is reasonably robust if the location inaccuracies are somewhat lower than the sensing distance and also if a high degree of inaccuracy is limited to a relatively small percentage of the nodes. The VEC algorithm is considerably less robust, but prevents nodes from drifting beyond the boundaries in the case of large inaccuracies. The bidding protocol used by the hybrid algorithm appears to be robust only when the static nodes are accurate and there is a low degree of inaccuracy within the mobile nodes. Finally the static algorithms are shown to be the most robust; the CPNSS algorithm appears to be immune to location inaccuracies whilst the OGDC algorithm was shown to reduce the number of active nodes in the network to a better extent than that of the CPNSS algorithm. CopyrightDissertation (MSc)--University of Pretoria, 2010.Computer Scienceunrestricte

Generating and reintegrating geospatial data

The process of building a geospatial component to access existing materials in the Perseus Digital Library has raised interesting questions about the interaction between historical and geospatial data. The traditional methods of describing geographic features ' names and locations do not provide a complete solution for historical data such as that in the Perseus Digital Library. Very often data sources for a spatial database must be created from the historical materials themselves. KEYWORDS: Geography, geospatial integration, GIS

A framework for virtual artifacts: Digital images as teaching tools in classical art

This thesis explores the problem of how to present digital images of ancient artifacts in a manner that supports the task of visual analysis. The real object presents the "truth”: exact scale, colour, and fine details. An original work of art provides the viewer with the opportunity to react directly with the object, is closest to the impact intended by the artist, and provides a tangible physical link with the past. Digital images limit and alter the experience of a work of art (1) with regard to the amount of data available (resolution), and (2) through the interpretation of the object by the producers the digital copy (mediation). A new framework is developed to improve the understanding and presentation of virtual artifacts. This Fidelio-Mediation framework provides a continuum for considering the effects of design strategies on media used in teaching Classical archaeology. Two small-scale experiments and follow-up interviews were undertaken to assess the usefulness of the Fidelity-Mediation framework as a descriptive model. During the experiments, quantitative analysis could detect no statistical difference in the effectiveness of different types of presentation (real object, VR object, and still digital images). This is a surprising result as it might be expected that there is nothing like seeing the real thing. Digital images provide less visual integrity. However, the digitised artifacts make up for the loss of excitement and authenticity by providing the advantage of mediated focus. Digitised artifacts thus turn out to be useful, effective study tools in the analysis of Classical art. Findings from this research are expected to generalise only to learning situations which support task orientation-situations conducive to developing personal skills and mastery-in contrast to performance orientation where the goal is to display performance relative to others. The distinction between task orientation and performance orientation is discussed in Chapter Eight of this thesis.UnpublishedAnderson, J. M. (1955). Greek Vases in the Otczgo Museum. Otago Museum Handbook No. 2. Dunedin, New Zealand: Coulls Somerville Wilkie Ltd. Apple Computer, Inc. (2002). QuickTime VR. http://developer.apple.corn/documentation/QuickTime/19sideQTTQTVR. Amheim, R. (1970). Visual Thinking. London: Faber and Faber. Avgerinou, M. and Ericson, J. (1 997). A Review of the Concept of Visual Literacy. British Journal of Educational Technology, 28(4). Bardes, C. L., Gillers, D., and Herman, A. E. (2001). Learning to Look: developing Clinical Observational Skills at an Art Museum. Medical E'ucation, 35, 1 157-1 16 1. Baxandall, M. (1995). Patterns of lntention. London: Yale University Press. Biers, W. R. (1992). Art, Artefacts, and Chronology in Classical Archaeology. London: Routledge. Biocca, F. and Kim, T. (1995). The Vision of Virtual Reality. In F. Biocca and M. R. Levy (Eds.), Communication in the Age of Virtual Reality, 3-14. New Jersey: Lawrence Erlbaum Associates. Boardman, J. (1 995). Greek Sculpture: The Late Classical Period. London: Thames and Hudson. Boardman, J. (1996). Greek Art (fourth, revised and expanded ed.). London: Thames Hudson. Brittain, M., Chambers, M., and Marriott, E? (1998). Design Considerations in the Development and Delivery of Digital Learning Media. In ED-MEDIA, 238-242. Brunner, J. (1975). Shockwave Rider. New York: Harper and Row. Bryson, N. (1983). Esion and Painting: The Logic of the Gaze. Hong Kong: MacMillan Press. Chavez, R. E (2000). Generating and Reintegrating Geospatial Data. In Proceedings of the Fifth ACM Conference on Digital Libraries, San Antonio, Texas, 252-253. Clark, S., Ng, B. P., and Wong, W B. L. (2000). QTVR Support for Teaching Operative Procedures in Dentistry. In S. McDonald, U. Waren, and G. Cockton (Eds.), People and Computers XIV: Usability or Else, Proceedings of Human Computer Interaction 2000, 287-298. Springer. Coates, G. (1992). Program from Invisible Site-a virtual sho. A multimedia performance work presented by George Coates Performance Works, San Francisco, CA. Collins, A. (1991). Cognitive Apprenticeship and Instructional Technology. In L. Idol and B. E Jones (Eds.), Educational Values and Cognitive Instruction: Implications for Reform, 12 1-1 38. Lawerence Erlbaum Associates. Collins, A., Brown, J. S., and Hollum A, . (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 6(11), 38-46. Collins, A., Brown, J. S., and Newman, S. E. (1989). Cognitive Apprenticeship: Teaching the Crafts of Reading, Writing, and Mathematics. In L. B. Resnick (Ed.), &owing, Learning, and Instruction: Essays in Honor of Robert (;laser, 453494. Lawrence Erlbaum Associates. Cook, A. B. (1 941). A New Metope frorn the Parlhenon. Journal of Hellenic Studies, LXI, 6-13. Cook, R. M. (1997). Greek Painted Pottery (third ed.). London: Routledge. Covington, M. V: (2000). Goal Theory, Motivation, and School Achievement: An Integrative Review. Annual Review of Psychology, 51, 17 1-200. Covington, M. V. and Mueller, K. J. (2001). Intrinsic Versus Extrinsic Motivation: An Approach/Avoidance Reformulation. Educational Psychology Review, 13(2), 157-17 6. Crane, G. (2001). Building a Hypertextual Digital Library in the Humanities: A Case Study on London. In Proceedings of the First ACM and I E Joint Conference on Digital Libraries, Roanoke, VA, 426434. Cupchik, G. C. (1999). The Thinking-I and the Being-I in the Psychology of the Arts, Creativity Research Journal, 12(3), 165-1 73. Cupitt, J., Marlinez, M., and Saunders, D. (1996). A Methodology for Art Reproduction in Colour: The MARC Project. Computers and the History ofArt, 6(2), 1-19, Debes, J. and Williams, C. M. (1978). Visual Literacy, Languaging and Learning. Gallaudet College, Washington D.C.: Center for Visual Literacy. DeLong, M. R. (1987). The 1"Vny We Look: A framework for Visual Analysis of Dress. Ames: Iowa State University Press. Douglas J, D . (1985). Creative Interviewing. Beverly Hills, Calif.: Sage Publications. Duensing, S. (2002). The Object of Experience. In S. C. Paris (Ed.), Perspectives on Object- Centered Learning in Museums, 35 1-363. Mahwah, N.J.: Lawrence Erlbaum Associates. Eby, D. W. and Braunstein, M. L. (1995). The Perceptual Flattening of Three-Dimensional Scenes Enclosed by a Frame. Perception, 24,981-993. Eiteljorg, H. (1995). Virtual Reality and Rendering. CSA Newsletter, 7(4). http://www.csanet.org/newsletter/feb95/n1029508~html. Eiteljorg, H. (1998). Photorealistic Visualizations May Be Too Good. CSA Newsletter, 11(2). http://csanet.org/newsEetter/fall98/nEf9804.html. Fernie, E. (1995). Art History and its Methods. Hong Kong: Phaidon. Fontana, A. and Frey, J. H. (2000). The Interview: From Structured Questions to Negotiated Text. In N. K. Denzin and U. S. Lincoln (Eds.), Handbook of Qualitative Research, 645- 672. Thousand Oaks, Calif.: Sage Publications. Frost, C. 0. (2002). When the Object is Digital: Properties of Digital Surrogate Objects and Implications for Learning. In S. G. Paris (Ed.), Perspectives on Object-Centered Learning in Museums, 79-94. Mahwah, N.J.: Lawrence Erlbaum Associates. Gibson, J. J. (1971). The Information Available in Pictures. Leonardo, 4, 24-35. Gibson, W. (1984). Neuromancer. New Vork: Ace Books. Grau, 0 . (1999). Into the Belly of the Image. Leonardo, 32(5), 365-371. Greenhalgh, N. (1978). The Classical Tradition in Art. London: Duckworth. Gregory, R. L. (1970). The Intelligent Eye. London: Weidenfeld and Nicholson. Gunkel, D. (2000). Rethinking Virtual Reality: Simulation and the Deconstruction of the Image. Critical Studies in Media Communication, 67(1), 45-62. Haanstra, E (1996). Effects of Art Education on Visual-Spatial Ability and aesthetic Perception: A Quantitative Review. Studies in Art Ed~~catio3n7, (4). Hamitt, F: (1993). Virtual Reality and the Exploration of Cyberspace. Sams Publishing. Hedberg, J. (1994). Virtual Reality in Education: Defining Researchable Issues. Educational Media International, 3 1 (4), 2 14-220. Heinich, R., Molenda, M., Russell, J. D., and Smaldino, S. E. (1999). Instructional Media and Technologies for Learning (sixth ed.). New Jersey: Prentice Hall. Hill, Jr., F: S. (2001). Computer Graphics Using Open GL (second ed.)., Chapter 8: Rendering Faces for Visual Realism. New Jersey: Prentice Hall. Hornblower, S. and Spawforlh, A. (Eds.) (1996). The Oxford Classical Dictionary (third ed.). USA: Oxford University Press. Wurlbert, A. (1998)- Illusions and Reality-Checking on the Small Screen. Perception, 27, 633-636. Jacobson, L. (1993). Welcome to the Virtual World. In R. I(. Swadley (Ed.), On the Cutting Edge o f Technology. Sams Publishing. Johnson, C. W. (1998). Evaluating the Contribution of Desktop VR to Computer Aided Learning. In 6. Hand, H. Istance, K. Kaur, A. Steed, and J. Tromp (Eds.), Workshop on Usability Evaluation for Virtual Environments, 69-78. Jonassen, D. and Tessmer, M. (1996-1997). An Outcomes-Based Taxonomy for Instructional Systems Design, Evaluation, and Research. Training Research Journal, 2, 11-46. Jonassen, D. H., Tessmer, M., and Hannum, W. H. (1999). Task Analysis Methods for Instructional Design. New Jersey, USA: Lawrence Erlbaum Associates. Kennedy, M., Fisher, M. B., and Ennis, R. H. (1991). Critical Thinking: Literature Review and Needed Research. In L. Idol and 13. F. Jones (Eds.), Educational Values and Cognitive Instruction: Implications for Reform, 1 1-40. Lawrence Erlbaum. Kitchens, S. A. (1998). The QuickTime VR Book. U.S.A.: Peachpit Press. Klein, G. (1995). The Value Added by Cognitive Task Analysis. Pn Proceedings of the Human Factors and Ergonomics Society, 339th Annual Meeting, 530-533. Klein, G . A., Calderwood, R., and MacCregor, D. (1989). Critical Decision Method for Eliciting Knowledge. IEEE Transactions on Systems, Man and Cybernetics, 19(3), 462- 472. Kreuger, M. (1991). Artificial Realty Reading: MA: Addison T;Vesley. Lavroff, N. (1992). The Virtual Reality Playhouse. Emeryville CA: Waite Group Press. Leinhardt, G . and Crowley, K. (2002). Objects of Learning, Objects of Talk: Changing Minds in Museums. In S. 6 . Paris (Ed.), Perspectives on Object-Centered Learning in Museums, 301-324. Mahwah, N.J.: Lawrence Erlbaum Associates. Lincoln, Y. S. and Guba, E. 6 . (1989). Naturalistic Inquiry. Beverly Hills, Calif.: Sage Publications. Lullies, R. (1960). Greek Sculpture (revised and enlarged ed.). London: Thames and Hudson. Lyons, P. D. and Head, L. (1998). QuickTime VR: A Powerful New Illustrative Tool for Micropaleontological Research. Palaeontologia Electronica, 1(2), http: // palaeo-electronica,osg/%998-2/main.htm. Maehr, M. L. (1984). Meaning and Motivation: Personal Investment. In Research on Motivation in Education Volume 1 Student Motivation, 1 15-1 44. San Diego, Calif.: Academic Press, Inc. Maehr, M. L. (2001). Coal Theory is Not Dead-Not Yet, Anyway: A Reflection on the Special Issue. Educational Psychology Review, 13(2), 177-1 85. Mahoney, A. (2000). Creating an infrastructure for scholarly publication on line. In In Ancient Studies-New Technology, Newport, RI. Manetta, C. and Blade, R. (1995). Glossary of Virtual Reality Terminology. International Journal of Virtual Reality 1(2), 35-39. Marshall, C. and Rossman, G . B. (1995). Designing Qualitative Research (second ed.). Thousand Oaks, Calif.: Sage Publications. Martinez K, ., Cupitt, J., Saunders, D., Abbood, A., and Chalainne, H. (1997). Applications of High Quality Digital Images of Art. Computers and the History ofArt, 7(2), 87-96. Martinez, K., Cupitt, J., Saunders, D., and Pillay, R. (2002). Ten Years of Art Imaging Research. Proceedings of the IEEE, 90(1), '28-4 1. Mason, J. (2002). Qualitative searching (second ed.). London: Sage Publications. McInerney, D. M. (2004). A Discussion of Future Time Perspective. Educational Psychology Review, 16(2), 141-15 1. Miles, M. B. and Hubeman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook (second ed.). Thousand Oaks, Calif.: Sage Publications. Mills, S. and de Ariiujo, M. M. T. (1999). Learning Through Virtual Reality: A Preliminary Investigation. Interacting with Computers, 11(4), 453462. Mills, S. and Noyes, J. (1999). Virtual Reality: An Overview of User-related Design Issues. Interacting with Computers, 11(4), 375-386. Morrissey, M. A. (2002). Pathways Among Objects and Museum Visitors. In S. G. Paris (Ed.), Perspectives on Object-Centered Learning in Museums, 285-299. Mahwah, N.J.: Lawrence Erlbaum Associates. Myers, B. (1996). Strategic Directions in Human Computer Interaction. ACM Computing Suweys, 28(4). Najjar, L. J. (1998). Principles of Educational Multimedia User Interface Design. Human Factors, 40(2), 3 1 1-323. Neal, G. (1990). What has Athens to do with Silicon Valley? Computers and Education, 15(1--3), 11 1-1 17. Nieder, G. L., Scott, J. N., and Anderson, M. D. (2000). Using QuickTime Virtual Reality Objects in Computer-Assisted Instruction of Gross Anatomy: Yorick the VR Skull. Clinical Anatomy, 13(4), 287-293. Noordink, P J. and Naidu, A. (1994). Analysis of Instruction for Critical Thinking in Distance Learning Materials. Distance Education, 15(1), 43-69. Oettermann, S. (1998). The Panorama: History of a Mass Medium. New Jersey: Zone Books. O’Hare, D., Wiggins, M., Williams, A., and Wong, W- (1998). Cognitive 'Task Analyses for Decision Centred Design and Training. Ergonomics, 41(1 I), 1698-1 7 B 8. Patton, M. Q. (1 990). Qualitative Evaluation and Research Methods (second ed.). Newbury Park, Calif. : Sage Publications. Pedley, J. 6. (1998). Greek Art and Archaeology(second ed.). London: Laurence King. Plato (1955). The Republic. Translated by Desmond Lee, in Penguin Classics, Penguin Group, London. Pliny (1952). Natural History IX. Books XXXIII-XXXV, Translated by H. Rackham, in Loeb Classical Library, Harvard University Press, London. Plutarch (1971). Life of Alexander. Translated by K. J. Maidment, Auckland University Press, New Zealand. Pollitt, J. J. (1990). The Art of Ancient Greece: Sources and Documents. Cambridge, Eng: Cambridge University Press. Regian, J. W., Shebilske, W. L., and Monk, J. M. (1992). Virtual Reality: An Instructional Medium for Visual-Spatial Tasks. Journal of Communication, 42(4), 136-149. Rheingold, H. (1991). Virtual Reality. New York: Summit Books. Richter, G. M. A. (1969). A Handbook of Greek Art (sixth ed.). London: Phaidon Press. Ridgway, B. S. (1981). Fifth Century in Greek Sculpture. New Jersey: Princeton University Press. Robertson, M. (198 I). A Shorter History of Greek Art. Cambridge, Eng.: Cambridge University Press. Robertson, M. and Beard, M. (1991). Adopting an Approach. In T. Rasmussen and N. Spivey (Eds.), Looking at Greek Vases, Chapter 1, 1-35. Cambridge, Eng.: Cambridge University Press. Rogers, S. (2003). Truth and Meaning in Pictorial Space. In H. Hecht, R. Schwarlz, and M. Athedon (Eds.), Looking into Pictures, 301-320. MIT Press. Rountree, J., Hannah, R., and VVong, W. (2003). Digitised Artefacts in Teaching Classical Ad: Some Educational Considerations. In XVI International Congree of Classical Archaeology of the Associazione lnternazionale di Archaeologica Classica (AIAC). Rountree, J., Hannah, R., and Wong, W. B. E. (2002). Learning with Digital Artifacts: Gaining a Sense of the Object. VINE, 130. Rountree, J., Hannah, R.,and Wong, W. B. L. (2004). A Fidelity-Mediation Framework for Virtual Objects. International Journal of Learning Technology, 1(2), 163-178. Rountree, J., Wong, W. B. L., and Hannah, R. (2001). Learning to Look: Real and Virtual Artifacts. Educational Technology and Society, 5(1), 129-1 34. Russell, A. (1997). Non-expert Conceptions of Virtual Reality. Journal of Research on Computing in Education, 30( I), 53-67. Ryan, M.-L. (1995). Virtual Reality and Art Appreciation. Semiotica, 103(3/4), 349-367 Rydberg-Cox, J. A. (2002). Mining data from the Electronic Greek Lexicon. Classical Journal, 79(4), 183-1 88. Schellingerhout, D., Chew, F. S., Mullins, M. E., and Gonzalez, R. G. (2002). Projected Digital Radiologic Images for Teaching. Academic Radiology, 9(2), 157-162. Schwartz, D. D. (1995). Reasoning About the Referent of a Picture Versus Reasoning About the Picture as Referent: An Effect of Visual Realism. Memory and Cognition, 23(6), 709-722. Schwier, R. A. and Misanchuk, E. R. (1997). An Investigation of the Perceived Quality of Digital Media: research and Design Issues. Canadian Journal of Educational Communication, 26(2), 87-1 06. Seamster, T. L., Redding, R. E., and Kaempf, G. L. (1997). Applied Cognitive Task Analysis in Aviation. England: Avebury. Sharpies, M. (1991). Computer-based tutoring of visual concepts: from novice to expert. Journal of Computer Assisted Learning, 7, 123-1 32. Simons, J., Dewitte, S., and Lens, W. (2000). Wanting to Have vs. Wanting to Be: The Effect of Perceived Instrumentality on Goal Orientation. British Journal of Psychology, 91, 335- 351. Simons, J., Dewitte, S., and Lens, W. (2004). The Role of Different Types of Instrumentality in Motivation, Study Strategies, and Performance: Know Why You Learn, So You'll Know What You Learn! British Journal of Educational Psychology, 74(3), 343-360. Simpson, J. A. and Weinea; E. S. C. (Eds.) (1989). The Oxford English Dictionary. Oxford: Clarendon Press. Smith, D. A., Mahoney, A., and Rydberg-Cox, J. A. (2000). Management of XML Documents in an Integrated Digital Library. 11; Proceedings of Extreme Markup Languages, Montreal, 2 19-224. Sutherland, I. (1965). The Ultimate Display. Proceedings of the International Federation of Information Processing Congress, 2,506-508. Taylor, M. and Saarinen, E. (1994). Imagologies: Media Philosophy. New York: Routlege. Thompson, C. (1982). Why Do You Need to See the Original Painting Anyway? Visual Resources, 11(1-3), 21-36. Trelease, R., Nieder, G. L., Drup, J., and Hansen, M. S. (2000). Going Virtual with Quick- Time VR: New Methods and Standardized Tools for Interactive Dynamic Visualization of Anatomical Structures. The Anatomical Record, 261, 64-77. Tressel, G. (1996). Visualizing the Ancient World. 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A framework for virtual artifacts: Digital images as teaching tools in classical art

This thesis explores the problem of how to present digital images of ancient artifacts in a manner that supports the task of visual analysis. The real object presents the "truth”: exact scale, colour, and fine details. An original work of art provides the viewer with the opportunity to react directly with the object, is closest to the impact intended by the artist, and provides a tangible physical link with the past. Digital images limit and alter the experience of a work of art (1) with regard to the amount of data available (resolution), and (2) through the interpretation of the object by the producers the digital copy (mediation). A new framework is developed to improve the understanding and presentation of virtual artifacts. This Fidelio-Mediation framework provides a continuum for considering the effects of design strategies on media used in teaching Classical archaeology. Two small-scale experiments and follow-up interviews were undertaken to assess the usefulness of the Fidelity-Mediation framework as a descriptive model. During the experiments, quantitative analysis could detect no statistical difference in the effectiveness of different types of presentation (real object, VR object, and still digital images). This is a surprising result as it might be expected that there is nothing like seeing the real thing. Digital images provide less visual integrity. However, the digitised artifacts make up for the loss of excitement and authenticity by providing the advantage of mediated focus. Digitised artifacts thus turn out to be useful, effective study tools in the analysis of Classical art. Findings from this research are expected to generalise only to learning situations which support task orientation-situations conducive to developing personal skills and mastery-in contrast to performance orientation where the goal is to display performance relative to others. The distinction between task orientation and performance orientation is discussed in Chapter Eight of this thesis.UnpublishedAnderson, J. M. (1955). Greek Vases in the Otczgo Museum. Otago Museum Handbook No. 2. Dunedin, New Zealand: Coulls Somerville Wilkie Ltd. Apple Computer, Inc. (2002). QuickTime VR. http://developer.apple.corn/documentation/QuickTime/19sideQTTQTVR. Amheim, R. (1970). Visual Thinking. London: Faber and Faber. Avgerinou, M. and Ericson, J. (1 997). A Review of the Concept of Visual Literacy. British Journal of Educational Technology, 28(4). Bardes, C. L., Gillers, D., and Herman, A. E. (2001). Learning to Look: developing Clinical Observational Skills at an Art Museum. Medical E'ucation, 35, 1 157-1 16 1. Baxandall, M. (1995). Patterns of lntention. London: Yale University Press. Biers, W. R. (1992). Art, Artefacts, and Chronology in Classical Archaeology. London: Routledge. Biocca, F. and Kim, T. (1995). The Vision of Virtual Reality. In F. Biocca and M. R. Levy (Eds.), Communication in the Age of Virtual Reality, 3-14. New Jersey: Lawrence Erlbaum Associates. Boardman, J. (1 995). Greek Sculpture: The Late Classical Period. London: Thames and Hudson. Boardman, J. (1996). Greek Art (fourth, revised and expanded ed.). London: Thames Hudson. Brittain, M., Chambers, M., and Marriott, E? (1998). Design Considerations in the Development and Delivery of Digital Learning Media. In ED-MEDIA, 238-242. Brunner, J. (1975). Shockwave Rider. New York: Harper and Row. Bryson, N. (1983). Esion and Painting: The Logic of the Gaze. Hong Kong: MacMillan Press. Chavez, R. E (2000). Generating and Reintegrating Geospatial Data. In Proceedings of the Fifth ACM Conference on Digital Libraries, San Antonio, Texas, 252-253. Clark, S., Ng, B. P., and Wong, W B. L. (2000). QTVR Support for Teaching Operative Procedures in Dentistry. In S. McDonald, U. Waren, and G. Cockton (Eds.), People and Computers XIV: Usability or Else, Proceedings of Human Computer Interaction 2000, 287-298. Springer. Coates, G. (1992). Program from Invisible Site-a virtual sho. A multimedia performance work presented by George Coates Performance Works, San Francisco, CA. Collins, A. (1991). Cognitive Apprenticeship and Instructional Technology. In L. Idol and B. E Jones (Eds.), Educational Values and Cognitive Instruction: Implications for Reform, 12 1-1 38. Lawerence Erlbaum Associates. Collins, A., Brown, J. S., and Hollum A, . (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 6(11), 38-46. Collins, A., Brown, J. S., and Newman, S. E. (1989). Cognitive Apprenticeship: Teaching the Crafts of Reading, Writing, and Mathematics. In L. B. Resnick (Ed.), &owing, Learning, and Instruction: Essays in Honor of Robert (;laser, 453494. Lawrence Erlbaum Associates. Cook, A. B. (1 941). A New Metope frorn the Parlhenon. Journal of Hellenic Studies, LXI, 6-13. Cook, R. M. (1997). Greek Painted Pottery (third ed.). London: Routledge. Covington, M. V: (2000). Goal Theory, Motivation, and School Achievement: An Integrative Review. Annual Review of Psychology, 51, 17 1-200. Covington, M. V. and Mueller, K. J. (2001). Intrinsic Versus Extrinsic Motivation: An Approach/Avoidance Reformulation. Educational Psychology Review, 13(2), 157-17 6. Crane, G. (2001). Building a Hypertextual Digital Library in the Humanities: A Case Study on London. In Proceedings of the First ACM and I E Joint Conference on Digital Libraries, Roanoke, VA, 426434. Cupchik, G. C. (1999). 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