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edumatters: retracting claims about a maintained flag.


 1 msdemlei 3956 \documentclass{ivoa} 2 \input tthdefs 3 marco.merot@gmail.com 2311 4 msdemlei 3956 \usepackage{todonotes} 5 \usepackage{listings} 6 msdemlei 3960 \lstloadlanguages{XML,sh,SQL} 7 msdemlei 3956 \lstset{flexiblecolumns=true,tagstyle=\ttfamily, showstringspaces=False} 8 volute@g-vo.org 2412 9 msdemlei 3956 \ivoagroup{Edu IG} 10 marco.merot@gmail.com 2311 11 msdemlei 3956 \author{Molinaro, M.} 12 \author{Demleitner, M.} 13 \author{Ramella, M.} 14 \author{Iafrate, G.} 15 volute@g-vo.org 2302 16 msdemlei 3956 \editor{Molinaro, M.} 17 18 msdemlei 3959 \SVN$Rev$ 19 \SVN$Date$ 20 \SVN$URL$ 21 22 msdemlei 3956 \previousversion{First published version} 23 24 25 \title{Educational Resources in the Virtual Observatory} 26 27 \begin{document} 28 29 \begin{abstract} 30 31 volute@g-vo.org 2410 The goal of this IVOA Note is to introduce and explain practices followed 32 and requirements found while creating and 33 deploying astrophysical resources 34 msdemlei 3957 dedicated to educational purposes ranging from pre-school outreach 35 material to courseware intended for active researchers 36 within the standard VO framework. 37 marco.merot@gmail.com 2307 Issues, proposed solutions and desirables are here reported to be 38 possibly taken into account in future modifications of relevant 39 standards. 40 41 volute@g-vo.org 2410 42 marco.merot@gmail.com 2307 43 msdemlei 3956 \end{abstract} 44 volute@g-vo.org 2304 45 msdemlei 3956 46 \section{Introduction} 47 48 marco.merot@gmail.com 2307 Advances in technology and communications are creating new and exciting 49 volute@g-vo.org 2410 opportunities for teachers to bring astronomy into their 50 classrooms. As the VO makes science-grade data publicly available and 51 classroom sets of (suitably) networked PCs are now standard in schools, 52 msdemlei 3957 exciting projects come within reach of teachers. In order to make things 53 happen, it is important to disseminate material to help teachers 54 volute@g-vo.org 2410 tap into these resources. These include documented step-by-step 55 marco.merot@gmail.com 2429 tutorials, use cases explaining how to perform basic astrophysical research 56 volute@g-vo.org 2410 using VO tools and resources, and similar exist in various formats and 57 have been translated in different languages. 58 59 msdemlei 3957 At the same time, the VO as used in research is a complex tool, 60 introducing many novel techniques. To enable university level students 61 and active researchers to fully exploit the VO's capabilities, course 62 materials and worked-out use-cases have been found an efficient means of 63 developing the necessary skills far beyond interactive course situations 64 like VO Days''. Efficient ways for interested users to locate such 65 material as well as for VO operators to curate it are highly desirable. 66 msdemlei 3956 67 New opportunities also come on the observational side. 68 volute@g-vo.org 2410 There is a growing availability of remotely controlled 69 marco.merot@gmail.com 2307 telescopes dedicated to education in many countries world-wide, from the 70 msdemlei 3957 Bradford Robotic Telescope\footnote{\url{http://www.telescope.org}} on Mount 71 Teide, Tenerife 72 msdemlei 3956 to the radio telescopes of the Radio Physics 73 msdemlei 3957 Lab\footnote{\url{http://www.ncra.tifr.res.in/rpl}}, IUCAA, Pune. 74 In some cases, educational telescopes are 75 marco.merot@gmail.com 2307 linked into a network with the aim of guaranteeing the best observing conditions, 76 including deep sky observations during regular daytime school hours, and 77 the best instrument for the particular program of interest. Examples 78 msdemlei 3956 of these networks are 79 iTelescope.net\footnote{\url{http://www.itelescope.net}} and 80 EuHOU-MW\footnote{\url{http://euhou.obspm.fr/public}}. 81 82 83 84 marco.merot@gmail.com 2307 As telescopes enter classrooms more frequently, interest is growing for a 85 public archive of observations and hence for publishing and curation tools, 86 together with the basic applications needed to retrieve, display 87 and analyze data. The VO already includes most of the technology needed 88 to satisfy the requests of educational observatories. In fact, since several 89 years, VO, and in particular the European project EuroVO, is devoting part 90 msdemlei 3956 of its resources to 91 education\footnote{\url{http://wwwas.oats.inaf.it/aidawp5}}. It is 92 marco.merot@gmail.com 2307 therefore a natural decision for VO to tackle the problem of publishing 93 educational data in VO archives. 94 volute@g-vo.org 2410 95 msdemlei 3956 96 Resource registration for both educational data services and documents 97 marco.merot@gmail.com 2429 is the most appropriate approach toward making educational resources 98 available within the VO. While 99 technically this may seem trivial, keeping too technical 100 volute@g-vo.org 2410 research services out of the the resources devoted to education will 101 marco.merot@gmail.com 2429 require some effort, that will also be needed in order to avoid contaminating 102 msdemlei 3956 VO professional research with obviously inadequate material. 103 volute@g-vo.org 2410 104 msdemlei 3956 In the next section we discuss the idea of educational resources curation, then 105 we work out the use cases and needs for 106 marco.merot@gmail.com 2429 registration of tutorials and documents. Finally, we discuss the idea of introducing language 107 internationalization in the resources. 108 volute@g-vo.org 2304 109 msdemlei 3956 110 111 \section{A Curated Registry for Education} 112 113 \label{sect:curreg} 114 115 116 volute@g-vo.org 2410 From a technical point of view the registration of educational services 117 does not require extensions 118 msdemlei 3956 to the existing for VOResource standard \citep{2008ivoa.spec.0222P}. 119 volute@g-vo.org 2410 The only real need for investigating changes to what already exists is due to a 120 marco.merot@gmail.com 2307 use case's distinction between resources to be used in teaching and dissemination 121 versus all the research driven resources that exist in the VO. 122 msdemlei 3956 123 124 125 marco.merot@gmail.com 2429 For simplicity here we will distinguish these two groups of resources as 126 msdemlei 3956 \emph{educational} 127 and 128 \emph{professional} 129 but without any intent of putting them 130 marco.merot@gmail.com 2307 on different levels of importance. 131 132 133 msdemlei 3956 134 \subsection{Educational vs. Professional Resources} 135 136 \label{sect:eduvspro} 137 138 139 On the one side, teachers and educators may find it difficult to filter out 140 from all VO resources those that are suitable for their tutorials and 141 examples. On the other side, educational resources should not be retrieved 142 by a standard professional query. 143 Given that it is not a matter of data quality, but only a distinction upon 144 the resources' scope, nevertheless this duality leads to an issue about the 145 proper way to tag resources for educational usage. 146 147 148 149 In the next subsection we propose a possible tagging solution, based upon 150 the existing 151 \vorent{ContentLevel} 152 element of VOResource, but requiring a small change 153 to it. The subsequent subsection describes the idea of a 154 curated registry for educational resources and the reasons for it to exist. 155 156 157 158 \subsection{ContentLevel granularity issue} 159 160 \label{sect:contentlvl} 161 162 msdemlei 3957 VOResource already has the 163 msdemlei 3956 \vorent{ContentLevel} 164 element 165 allowing data publishers to optionally identify their resources as being 166 suitable for one or more of the following audiences: 167 168 169 \begin{itemize} 170 171 \item General{} 172 173 \item Elementary Education{} 174 175 \item Middle School Education{} 176 177 \item Secondary Education{} 178 179 \item Community College{} 180 181 \item University{} 182 183 \item Research{} 184 185 \item Amateur{} 186 187 \item Informal Education{} 188 189 \end{itemize} 190 191 This element turns out to be misused by many publishers, presumably because 192 it is not really clear what the subtle differences between the available 193 possibilities are; also, to require a fairly substantial enumeration to 194 convey for school use'' seems, in retrospect, not likely to promote 195 widespread adoption. We hence propose to simplify the content model 196 to: 197 198 199 \begin{itemize} 200 201 \item General{} 202 203 \item Research{} 204 205 \item Amateur{} 206 207 \end{itemize} 208 209 We expect this to reach two goals: 210 211 \begin{itemize} 212 213 \item to make publishers to better describe (on the average) 214 their resources{} 215 216 \item to providing a tagging solution that suits a first filtering 217 on the resources at client level{} 218 219 \end{itemize} 220 221 Of course, the chance to 222 add an 223 \emph{Educational} 224 value option to this shrinked list, or even 225 substitute it to the 226 \emph{General} 227 one, would be a valuable change. 228 229 230 231 This change in the already existing standard will require only 232 a small effort to update already registered resources because nearly 97\% of 233 them currently have \vorent{ContentLevel} set to 234 \emph{research}, about 2\% of them have 235 no \vorent{ContentLevel} defined at all and only the remaining have a different value 236 (or set of values) set for this element (Appendix \ref{app:clcurrval} details better these 237 figures). 238 239 240 Until the change in VOResource can be performed, it 241 can work as a best practice'' recommendation, possibly even at a 242 registry level, where registries can map existing 243 \vorent{ContentLevel} values 244 of 245 \emph{University} 246 to 247 \emph{Research} 248 and 249 everything else except 250 \emph{Amateur} 251 to 252 \emph{General}. 253 . 254 255 256 \subsection{Curating the Edu Registry} 257 258 \label{sect:edureg} 259 260 261 Even in the case of the simplified 262 \vorent{ContentLevel} 263 tagging system 264 a curated registry for educational VO resources will be useful for 265 educators in order to let their students work with a registry without having to 266 worry about confusing material or overwhelming data sizes. A good example 267 for this is the educational version of the Aladin sky atlas that has a 268 built in, curated set of resources suitable for educational level 269 tutorials. 270 271 272 273 Curation will require some effort in managing and keeping up to date 274 such a registry but, most important, it is subjected to some restrictions coming from 275 the IVOA resource registry architecture. 276 277 278 279 msdemlei 3957 If such a registry were a standard publishing registry as laid down in 280 Registry Interfaces 281 \citep{2009ivoa.spec.1104B}, 282 msdemlei 3956 its resources would be harvested by the full registries: this means 283 that any dedicated educational resource would end up in the full VO 284 set of resources. For reasons mentioned above, this is not 285 desirable. 286 287 288 If it were to be a full registry, it will harvest itself all the existing 289 resources, and not all of them will fit, or be suitable for, the educational 290 scope the registry has to be preserved for. 291 292 293 294 msdemlei 3957 We need a resource (the curated, in Registry Interfaces 295 msdemlei 3956 parlance, local, registry) capable of: 296 297 \begin{itemize} 298 299 \item 300 \emph{selectively} 301 harvesting the existing VO resources 302 msdemlei 3957 (e.g., from a full registry);{} 303 msdemlei 3956 304 \item register its own educational resources without being directly 305 msdemlei 3957 harvested by full registries (e.g., this could be done using a 306 marco.merot@gmail.com 2307 sibling publishing registry dedicated to host those educational 307 msdemlei 3956 resources that are to be harvested by the standard full registries.{} 308 309 \end{itemize} 310 311 This solution, also presented in Fig. 1, will not touch the existing architecture 312 while giving flexibility for the emerging educational resources to 313 be curated. 314 315 316 317 \begin{figure} 318 319 \includegraphics[width=0.9\textwidth]{curation.png} 320 \caption{Graphic illustration 321 marco.merot@gmail.com 2415 of the connecting interfaces between full registries and the educational 322 msdemlei 3956 curated one. The 323 \emph{auxiliary} 324 publishing is the only automatic token 325 from the edu part.} 326 \label{fig:curation} 327 \end{figure} 328 marco.merot@gmail.com 2307 329 msdemlei 3956 \section{Registering Texts} 330 volute@g-vo.org 2304 331 msdemlei 3956 \label{sect:regext} 332 333 Educational material is not only about services – text-like material 334 marco.merot@gmail.com 2429 like tutorials, worked-out use cases, or textbook-like material are at 335 volute@g-vo.org 2304 least as important. Within the VO community, there is a large body of 336 marco.merot@gmail.com 2429 educational material for a wide variety of audiences ranging from pre-school to 337 marco.merot@gmail.com 2415 researchers: 338 volute@g-vo.org 2304 339 msdemlei 3956 \begin{itemize} 340 341 msdemlei 4010 \item EURO-VO AIDA WP5 -- \url{http://wwwas.oats.inaf.it/aidawp5/eng_download.html} 342 msdemlei 3956 343 msdemlei 4010 \item EURO-VO Scientific Tutorials -- \url{http://www.euro-vo.org/?q=science/scientific-tutorials} 344 msdemlei 3956 345 msdemlei 4010 \item GAVO tutorials -- 346 \url{http://www.g-vo.org/pmwiki/Documents/Tutorials} 347 msdemlei 3956 348 msdemlei 4010 \item CDS tutorials -- \url{http://cdsweb.u-strasbg.fr/tutorials/} 349 msdemlei 3956 \end{itemize} 350 351 352 To date, such material has been collected informally by the various 353 marco.merot@gmail.com 2429 projects on plain web pages. It is, in consequence, hard to find, with 354 msdemlei 4010 knowledge of its existence often passed on antecdotically. In order to improve upon 355 marco.merot@gmail.com 2429 this situation, we 356 msdemlei 4010 propose to keep record of educational material in the VO Registry. 357 volute@g-vo.org 2304 358 msdemlei 3956 The VO already has a registry extension for standards, which of 359 msdemlei 3957 course are also text-like, StandardsRegExt \citep{2012ivoa.spec.0508H}. This extension, 360 volute@g-vo.org 2412 however, focuses on metadata important for standards – e.g., 361 vocabularies and status – that is not pertinent for educational 362 volute@g-vo.org 2304 material. Conversely, it is not concerned with document language (which 363 can safely be assumed to be English for standards), and it disregards 364 msdemlei 3957 the issue of locating formatted and source versions, which for educational 365 msdemlei 4010 material is important. 366 volute@g-vo.org 2304 367 msdemlei 4010 Therefore, we believe text-like material should be described in a 368 registry extension of its own: DocRegExt. 369 volute@g-vo.org 2410 370 msdemlei 4010 371 msdemlei 3956 \subsection{Use Cases} 372 volute@g-vo.org 2304 373 msdemlei 3956 \label{sect:regext-usecases} 374 volute@g-vo.org 2304 375 msdemlei 3956 The design of DocRegExt has been guided by the desire to fulfill the 376 msdemlei 3958 following discovery cases: 377 msdemlei 3956 378 379 \begin{itemize} 380 381 \item Is there a tutorial covering discovering intermediate mass black 382 holes? (Standard VOResource is sufficient){} 383 384 \item Is there a tutorial covering working with X-Ray data? (Standard 385 VOResource is sufficient){} 386 387 msdemlei 4010 \item Is there a tutorial dealing with planets suitable for school use? 388 msdemlei 3956 (Standard VOResource is sufficient){} 389 390 msdemlei 4010 \item Is there a tutorial dealing with planets suitable for school use in 391 msdemlei 3956 Italian? (That requires the declaration of the document language){} 392 393 \item What are the subjects of maintained (in the sense of: probably 394 volute@g-vo.org 2304 working in the VO as found by the students) tutorials? 395 (The active flag of standard VOResource is 396 unsuitable here since even outdated resources will still be accessible; 397 msdemlei 4011 we have to get a better idea of how a tutorial would transition into 398 unmaintained before this use case can actually be supported) 399 msdemlei 3956 400 \item Are there tutorials using redshifts? (This is solved by allowing 401 table metadata in DocRegExt){} 402 403 \item Where can I find an editable version of tutorial ivo://auth/tut1? 404 volute@g-vo.org 2304 (This is solved by allowing multiple access URLs with different content 405 msdemlei 3956 types, which should be sufficient to allow answering the question){} 406 407 \item Are there translations of tutorial ivo://auth/tut2? (This is covered 408 volute@g-vo.org 2304 by the recommendations on declaring relationships between text-like 409 msdemlei 3956 resources){} 410 411 \item Is there material using service ivo://auth/svc1? (Again, declaring 412 relationships covers this use case){} 413 414 \item Is there material about something visible tonight? (In principle, 415 msdemlei 3957 allowing the coverage element withing DocRegExt resources enables this 416 use case, although as of this writing, the Registry infrastructure does 417 not support spatial discovery). 418 msdemlei 3956 419 msdemlei 3957 \item I found this VO tutorial somewhere on the net (on a mirror''). Is it 420 volute@g-vo.org 2410 the latest version? If not, where can I find an update? (Unless the 421 msdemlei 3956 title of the text changed, standard VOResource should suffice){} 422 volute@g-vo.org 2304 423 msdemlei 3956 \end{itemize} 424 425 msdemlei 3958 An important additional use case is enabling an attractive, browsable 426 msdemlei 4010 list of registred educational material. A first attempt at such a 427 msdemlei 3958 service is GAVO's VO Text Treasures (VOTT) 428 service\footnote{\url{http://dc.g-vo.org/VOTT}}. It was found that one 429 requirement resulting from this use case is direct access to formatted 430 material in order to enable thumbnail generation. 431 432 msdemlei 3956 On the use cases of locating editable forms of such texts – which 433 volute@g-vo.org 2412 has been found to be necessary fairly regularly – we note in passing 434 volute@g-vo.org 2410 that representing source-product relationships is in principle in the 435 msdemlei 3957 domain of provenance and thus not in the Registry's main scope. However, in 436 volute@g-vo.org 2410 the case discussed here the relation is so simple and its representation 437 msdemlei 3956 so useful that we propose to include it in a DocRegExt. 438 volute@g-vo.org 2410 439 msdemlei 3956 \subsection{A Document Registry Extension} 440 volute@g-vo.org 2412 441 msdemlei 4010 %% NOTE: When you change the schema, make Markus run a 442 %% make install-schema 443 %% to update the current "canonical" schema location. 444 445 msdemlei 3956 \label{sect:regext-ext} 446 volute@g-vo.org 2412 447 msdemlei 3960 To satisfy the requirements derived above, we have designed a registry extension with 448 msdemlei 4010 two definitions. 449 To avoid unnecessary incompatibilities when migrating to a proper IVOA 450 standard, we use the namespace URI 451 452 $$\hbox{\nolinkurl{http://www.ivoa.net/xml/DocRegExt-1.xsd}}$$ 453 454 for DocRegExt even while the schema cannot actually retrieved from 455 there. The canonical schema location until the extension is endorsed by 456 the IVOA is \url{http://docs.g-vo.org/xml/DocRegExt-1.xsd}. 457 458 The recommended schema prefix for DocRegExt is \texttt{doc}. 459 460 To let authors define comprehensive metadata, the schema 461 re-uses the \vorent{vs:CatalogService} type 462 msdemlei 3960 from VODataService 1.1 \citep{2010ivoa.spec.1202P} to construct 463 msdemlei 4010 the \vorent{doc:Document} resource type. 464 volute@g-vo.org 2412 465 msdemlei 3958 While the schema does not limit what kinds of capabilities a 466 \vorent{doc:Document} record has -- it is conceivable that tailored 467 msdemlei 3960 services are communicated in this way --, access to actual files is 468 enabled using \vorent{doc:Edition}-typed capabilities. It may be 469 msdemlei 3958 argued that this use of VOResource capabilities stretches their 470 semantics a bit. We argue, however, that these documents can well be 471 understood as parameterless service endpoints. Using capabilities 472 furthermore allows a complete representation of the metadata in RegTAP 473 without any extra tables (cf.~sect.~\ref{sect:docregext-regtap}). 474 volute@g-vo.org 2412 475 msdemlei 3958 The resource-level reference URL in \vorent{doc:Document} records should 476 be some sort of landing page with an abstract of the text and links to 477 the full texts and perhaps the document source(s). When using the 478 versioned repository (sect.~\ref{sect:svn-repo}), this could be the 479 top-level README file within the VCS. For simple documents, it is 480 acceptable to use the English-language document itself as 481 \vorent{referenceURL}; documents only available in non-English should 482 provide a landing page with an English-language abstract, though. 483 volute@g-vo.org 2412 484 msdemlei 3960 The \vorent{facility} and \vorent{instrument} items should only be set 485 if the text in question actually exploits particular properties of the 486 concrete instrument. A \vorent{tableset} can be given for the central 487 table-like structures a text deals with and facilitates discovery by 488 physics via the UCDs given in the tableset. 489 490 msdemlei 3956 Document-typed resource records should define relations to other 491 msdemlei 3960 general resources (e.g., applications, services,\dots) 492 msdemlei 3958 they use. VOResource 1.1 provides a vocabulary of possible 493 msdemlei 3960 relationships. Document records should preferably use \emph{Cites} and 494 msdemlei 3958 in particular declare relationships to tools. If these are not 495 registred, use the name of their binary name as the name of the related 496 resource; this will very typically be lowercase-only. 497 volute@g-vo.org 2412 498 msdemlei 3960 Each \vorent{Edition}-typed capability should 499 correspond to a translation of the document. It 500 msdemlei 3958 is recommended to list the English-language version first if it exists. 501 volute@g-vo.org 2412 502 msdemlei 3960 The following description of the \vorent{doc:Edition} capability 503 is generated from the schema file. 504 msdemlei 3958 505 msdemlei 3960 % GENERATED: !schemadoc DocRegExt-1.xsd Edition 506 \begin{generated} 507 \begingroup 508 \renewcommand*\descriptionlabel[1]{% 509 \hbox to 5.5em{\emph{#1}\hfil}}\vspace{2ex}\noindent\textbf{\xmlel{doc:Edition} Type Schema Documentation} 510 511 \noindent{\small 512 msdemlei 4010 An “edition” (typically: translation) of the document. 513 msdemlei 3960 \par} 514 515 \noindent{\small 516 Although for a while, multiple editions of the document in one language 517 msdemlei 4010 may be given (corresponding perhaps to two “major” versions), in 518 msdemlei 3960 general, only the latest version of the document per language should be 519 given. 520 521 At least one vr:WebBrowser-typed interface with 522 role="rendered" must be present. The access URL of the interface 523 points to a rendered version of the edition (preferably in PDF, 524 but HTML is acceptable, too). 525 526 Editors are strongly encourated to also provide an 527 interface with role="source", the accessURL of which should point 528 to an editable version of the document, a version controlled 529 repository, or the like. 530 \par} 531 532 \vspace{1ex}\noindent\textbf{\xmlel{doc:Edition} Type Schema Definition} 533 534 \begin{lstlisting}[language=XML,basicstyle=\footnotesize] 535 536 537 538 539 541 543 544 545 546 547 \end{lstlisting} 548 549 \vspace{0.5ex}\noindent\textbf{\xmlel{doc:Edition} Extension Metadata Elements} 550 551 \begingroup\small\begin{bigdescription}\item[Element \xmlel{language}] 552 \begin{description} 553 \item[Type] string: \xmlel{xs:token} 554 \item[Meaning] 555 The language this document is (mainly) written in, 556 as an RFC 3066 language code. 557 558 \item[Occurrence] required 559 \item[Comment] 560 The country codes must be given in all lowercase. This 561 results in strings like en-us, de-de, or es-mx. 562 563 This language is also the language for locTitle, 564 irrespective or that element's xml:lang setting. 565 566 567 \end{description} 568 \item[Element \xmlel{locTitle}] 569 \begin{description} 570 \item[Type] string: \xmlel{xs:token} 571 \item[Meaning] 572 \item[Occurrence] optional 573 574 \end{description} 575 576 577 \end{bigdescription}\endgroup 578 579 \endgroup 580 \end{generated} 581 582 msdemlei 3958 % /GENERATED 583 584 \subsection{DocRegExt in RegTAP} 585 \label{sect:docregext-regtap} 586 587 msdemlei 3956 In the relational registry \citep{2014ivoa.spec.1208D}, DocRegExt is 588 msdemlei 3960 straightforwardly represented in the standard VOResource tables. in 589 particular, to find all titles and access urls for documents, one would 590 write: 591 volute@g-vo.org 2412 592 msdemlei 3960 \begin{lstlisting}[language=SQL] 593 SELECT res_title, access_url FROM 594 rr.resource 595 NATURAL JOIN rr.interface 596 WHERE 597 res_type='doc:document' 598 and intf_role='rendered' 599 \end{lstlisting} 600 volute@g-vo.org 2412 601 msdemlei 3960 The \vorent{language} and \vorent{locTitle} elements from the 602 \vorent{doc:Edition} capability extension are mapped into 603 \verb|res_details| with the following \verb|detail_xpath|s: 604 605 msdemlei 3956 \begin{itemize} 606 volute@g-vo.org 2412 607 msdemlei 3958 \item \texttt{/capability/language} -- the document language as an RFC 608 3066 language code. 609 msdemlei 3960 \item \texttt{/capability/locTitle} -- the title in the national 610 languate. 611 \end{itemize} 612 msdemlei 3956 613 msdemlei 3960 The downside of not defining an extra table for the documents is that 614 the query patterns in RegTAP are somewhat clumsy. For instance, to list 615 the English and Italian titles of all texts available in Italian, one 616 has to carefully join two subqueries to \verb|res_details|: 617 msdemlei 3956 618 msdemlei 3960 \begin{lstlisting}[language=SQL] 619 SELECT res_title, loctitle FROM 620 rr.resource 621 NATURAL JOIN ( 622 SELECT ivoid, loctitle FROM ( 623 SELECT ivoid, cap_index, detail_value as loctitle 624 FROM rr.res_detail 625 WHERE detail_xpath='/capability/locTitle') AS titles 626 NATURAL JOIN ( 627 SELECT ivoid, cap_index 628 FROM rr.res_detail 629 WHERE 630 detail_xpath='/capability/language' 631 AND detail_value LIKE 'it_%') AS italiancaps 632 ) as loctitles 633 WHERE 634 res_type='doc:document' 635 \end{lstlisting} 636 msdemlei 3956 637 638 msdemlei 4010 Here is a (slightly abridged) example record\todo{Update this to the new 639 schema}: 640 msdemlei 3960 641 msdemlei 3958 \lstinputlisting[language=XML,basicstyle=\footnotesize]{m1distance-example.xml} 642 marco.merot@gmail.com 2415 643 msdemlei 3956 \subsection{A versioned repository for tutorials} 644 645 \label{sect:svn-repo} 646 647 msdemlei 3957 Registering text document as VO resources allows searching for tutorials 648 and similar 649 material through standard registry interfaces, but keeping 650 marco.merot@gmail.com 2425 tutorials up to date, in their master form and also in their translated 651 msdemlei 4010 versions, is an obviously important management issue not really 652 addressed by the Registry. 653 654 For tracking changes and versions, the standard tool is a version 655 control system. Therefore, 656 a versioned repository (using subversion as the version control system) 657 msdemlei 3956 has been set up at GAVO data 658 msdemlei 4010 center\footnote{\url{http://svn.ari.uni-heidelberg.de/svn/edu/}}. 659 It collects part of the 660 already existing VO tutorials with the goal of preserving them and 661 letting users 662 msdemlei 3957 update and translate them. 663 msdemlei 3956 664 msdemlei 4010 The repository has an internal structure designed to enable: 665 666 msdemlei 3956 \begin{itemize} 667 668 \item different national languages (master language set to english){} 669 670 \item translation vs. master language updates{} 671 672 \item licensing, in order to clarify how and whether a tutorial can be changed or re-used{} 673 674 \item additional materials used by tutorials{} 675 676 \item access roles to allow everyone to access tutorials but prevent untrusted updates or additions to it{} 677 678 \end{itemize} 679 680 msdemlei 3957 Details of this structure are discussed in a \texttt{README} file at the 681 root of the 682 repository\footnote{\url{http://svn.ari.uni-heidelberg.de/svn/edu/README}}. 683 marco.merot@gmail.com 2429 The repository is intended to work as a space for cooperative 684 VO tutorials development. 685 volute@g-vo.org 2412 686 marco.merot@gmail.com 2425 687 volute@g-vo.org 2304 688 msdemlei 3956 689 \appendix 690 691 \section{ContentLevel values summary} 692 693 \label{app:clcurrval} 694 695 696 marco.merot@gmail.com 2311 This appendix reports some statistics on the usage of the ContentLevel 697 msdemlei 3956 element in \citep{2008ivoa.spec.0222P} as of 2014-01-30, taken from the 698 marco.merot@gmail.com 2408 GAVO RegTAP endpoint http://dc.g-vo.org/tap . 699 There are 14392 useful resources (excluding authorities, standards and 700 similar) that expose 26 different values as their ContentLevel. 701 msdemlei 3956 In table \ref{tab:cldist} these values are reported in order of count. 702 703 704 705 \begin{table} 706 \begin{tabular}{lp{12cm}} 707 \sptablerule 708 \textbf{count}& 709 \textbf{content\_level string}\\ 710 \sptablerule 711 13937&research\\ 712 290&\\ 713 41&university research\\ 714 40&general university research amateur\\ 715 24&university\\ 716 14&university research amateur\\ 717 7&general\\ 718 5&research general\\ 719 4&general research\\ 720 3&secondary education community college university research amateur\\ 721 3&research university community college\\ 722 3&elementary education middle school education secondary education\\ 723 3&general university research\\ 724 2&research university\\ 725 2&research amateur university community college\\ 726 2&general informal education\\ 727 2&general elementary education middle school education secondary education community college university research amateur informal education\\ 728 1&university community college research\\ 729 1&general university research amateur informal education\\ 730 1&elementary education middle school education secondary education community college university research\\ 731 1&general secondary education university research\\ 732 1&university research general informal education\\ 733 1&research university amateur\\ 734 1&elementary education middle school education secondary education community college university research amateur\\ 735 1&elementary education middle school education secondary education community college university research amateur informal education\\ 736 1&university research amateur informal education\\ 737 1&general university research informal education\\ 738 \end{tabular} 739 \caption{Empirical distribution of \vorent{ContentLevel}s declared by VO 740 resources.} 741 \label{tab:cldist} 742 \end{table} 743 744 745 746 marco.merot@gmail.com 2311 This table can be easily updated from the same endpoint (or an analogue 747 one) using the following ADQL query: 748 msdemlei 3956 749 \begin{verbatim} 750 marco.merot@gmail.com 2311 SELECT 751 count(*) as cnt, content_level 752 FROM 753 rr.resource 754 WHERE 755 msdemlei 3957 res_type not in ('vstd:servicestandard', 'vg:authority', 756 'vstd:standard', 'va:application', 'vr:organization') 757 marco.merot@gmail.com 2311 GROUP BY content_level 758 ORDER BY cnt DESC 759 msdemlei 3956 \end{verbatim} 760 volute@g-vo.org 2412 761 msdemlei 3956 The table shows that only about 1\% of the ContentLevel values use 762 something different and more complex than 763 \emph{research}, when 764 the element is not empty. Morever, of this 1\% (165 resources), 765 61 include the \emph{general} value (roughly 37\% of them), 766 29 (17\%) state that are devoted to some 767 \emph{education} level only, 768 while 148 (90\%) state that are also devoted to some 769 \emph{education} level (up to 770 \emph{university}). 771 volute@g-vo.org 2412 772 msdemlei 3956 \bibliography{ivoatex/ivoabib,ivoatex/docrepo} 773 774 \end{document}

## Properties

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svn:keywords Date Rev URL