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The definitive guide to Squarespace : learn to deliver custom, professional web experiences for yourself and your clients
\"Utilize the power of Squarespace to create custom professional websites. Learn the principles and tools used by Squarespace's most successful web professionals to take your skills to the next level. Beginning with an overview of the Squarespace interface and template selection guidelines, this book shows you how the key web languages work together within Squarespace. You'll also see how to use the Custom CSS Editor, Code Injections, and Code Blocks to customize Squarespace templates and how the Style Editor selections affect the template's structure. Learn the accommodations that must be made in JavaScript for the customizations to work correctly in AJAX-based templates. Finally, discover what Developer Mode is, how to use it, and when to use it. The Definitive Guide to Squarespace is the only book you need to get up and running with Squarespace web development.\"--Publisher's description.
Book
Beginning Backdrop CMS
Learn what Backdrop CMS is and how it fulfills the role of a content management system, along with how to install and configure it. This book teaches how to create and manage content, taxonomy, users, page layouts, and menus to get the best site possible. You'll also see how to install on shared hosting - which is a focus of the Backdrop CMS team - to make hosting your website affordable. Backdrop has a very strong community, and Beginning Backdrop CMS shows you how to leverage Backdrop's repository of contributed modules and themes to expand the functionality and look of your site, along with how to contribute your own material to the community. Beginning Backdrop CMS focuses on the user who is responsible for building, maintaining, and managing an organization's website and who is interested in Backdrop's ability to meet their site's requirements. It covers why you should consider using a content management system when building a new web site. By reading this book, you will: Understand why you should use Backdrop CMS and the power of the platform. Build confidence in your ability to use Backdrop CMS. Gain the knowledge necessary to build, deploy, and manage web sites of moderate complexity on Backdrop. Understand the process for migrating a Drupal 6 or 7 site to Backdrop CMS.
Book
Marine Ecology Progress Series: celebrating 40 years of global impact
The first issue of Marine Ecology Progress Series (MEPS) was published on July 30, 1979. By the end of that year the first volume included an impressive 46 papers authored by scientists representing nations from Europe, North America, Asia and Africa. This diversity of authorship is matched by the wide breadth of topics embraced in each and every volume. Here, Peck et al celebrate the 40th anniversary of MEPS in 2019 by reflecting on the broad impact of MEPS on the field of marine ecology and briefly presenting the unique contributions of the journals' 40 most highly-cited studies.
Journal Article
U-Th dating of carbonate crusts reveals Neandertal origin of Iberian cave art
It has been suggested that Neandertals, as well as modern humans, may have painted caves. Hoffmann et al. used uranium-thorium dating of carbonate crusts to show that cave paintings from three different sites in Spain must be older than 64,000 years. These paintings are the oldest dated cave paintings in the world. Importantly, they predate the arrival of modern humans in Europe by at least 20,000 years, which suggests that they must be of Neandertal origin. The cave art comprises mainly red and black paintings and includes representations of various animals, linear signs, geometric shapes, hand stencils, and handprints. Thus, Neandertals possessed a much richer symbolic behavior than previously assumed. Science , this issue p. 912 Data from three ancient sites suggest that Neandertals were making cave paintings in Europe more than 64 thousand years ago The extent and nature of symbolic behavior among Neandertals are obscure. Although evidence for Neandertal body ornamentation has been proposed, all cave painting has been attributed to modern humans. Here we present dating results for three sites in Spain that show that cave art emerged in Iberia substantially earlier than previously thought. Uranium-thorium (U-Th) dates on carbonate crusts overlying paintings provide minimum ages for a red linear motif in La Pasiega (Cantabria), a hand stencil in Maltravieso (Extremadura), and red-painted speleothems in Ardales (Andalucía). Collectively, these results show that cave art in Iberia is older than 64.8 thousand years (ka). This cave art is the earliest dated so far and predates, by at least 20 ka, the arrival of modern humans in Europe, which implies Neandertal authorship.
Journal Article
Domain-General Tutor Authoring with Apprentice Learner Models
Intelligent tutoring systems are effective for improving students’ learning outcomes (Pane et al.
2013
; Koedinger and Anderson,
International Journal of Artificial Intelligence in Education, 8
, 1–14,
1997
; Bowen et al.
Journal of Policy Analysis and Management, 1
, 94–111
2013
). However, constructing tutoring systems that are pedagogically effective has been widely recognized as a challenging problem (Murray
2003
; Murray,
International Journal of Artificial Intelligence in Education, 10
, 98–129,
1999
). In this paper, we explore the use of computational models of apprentice learning, or computer models that learn interactively from examples and feedback, for authoring expert-models via demonstrations and feedback (Matsuda et al.
International Journal of Artificial Intelligence in Education, 25
(1), 1–34
2014
) across a wide range of domains. To support these investigations, we present the Apprentice Learner Architecture, which posits the types of knowledge, performance, and learning components needed for apprentice learning. We use this architecture to create two models: the Decision Tree model, which non-incrementally learns skills, and the Trestle model, which instead learns incrementally. Both models draw on the same small set of prior knowledge (six operators and three types of relational knowledge) to support expert model authoring. Despite their limited prior knowledge, we demonstrate their use for efficiently authoring a novel experimental design tutor and show that they are capable of learning an expert model for seven additional tutoring systems that teach a wide range of knowledge types (associations, categories, and skills) across multiple domains (language, math, engineering, and science). This work shows that apprentice learner models are efficient for authoring tutors that would be difficult to build with existing non-programmer authoring approaches (e.g., experimental design or stoichiometry tutors). Further, we show that these models can be applied to author tutors across eight tutor domains even though they only have a small, fixed set of prior knowledge. This work lays the foundation for new interactive machine-learning based authoring paradigms that empower teachers and other non-programmers to build pedagogically effective educational technologies at scale.
Journal Article
Transparency in authors’ contributions and responsibilities to promote integrity in scientific publication
In keeping with the growing movement in scientific publishing toward transparency in data and methods, we propose changes to journal authorship policies and procedures to provide insight into which author is responsible for which contributions, better assurance that the list is complete, and clearly articulated standards to justify earning authorship credit. To accomplish these goals, we recommend that journals adopt common and transparent standards for authorship, outline responsibilities for corresponding authors, adopt the Contributor Roles Taxonomy (CRediT) (docs.casrai.org/CRediT) methodology for attributing contributions, include this information in article metadata, and require authors to use the ORCID persistent digital identifier (https://orcid.org). Additionally, we recommend that universities and research institutions articulate expectations about author roles and responsibilities to provide a point of common understanding for discussion of authorship across research teams. Furthermore, we propose that funding agencies adopt the ORCID identifier and accept the CRediT taxonomy. We encourage scientific societies to further authorship transparency by signing on to these recommendations and promoting them through their meetings and publications programs.
Journal Article