SUMMARY Digital scholarship offers the opportunity to move beyond the limitations of traditional scholarly publication. Rather than limiting scholarly communication to text‐based static documents, the Web makes it possible for scholars to expose and share the full evidence of their research including data, images, video, and other genre of materials. These aggregations of evidence, or compound documents, can then be integrated into a linked data cloud, the basis of Scholarship 2.0—an open environment in which scholars collaborate and build new knowledge on the existing scholarship. We present Open Archives Initiative–Object Reuse and Exchange (OAI–ORE), a set of standards to identify and describe aggregations of WebResources, thereby making the Scholarship 2.0 vision possible. Copyright © 2010 John Wiley & Sons, Ltd.

A variety of approaches have emerged in HCI that grapple with the ineffable, ill-defined, and idiosyncratic nature of aesthetic experience. The most straightforward approach is to transform the ineffable aspects of these experiences into precise representations, producing systems that are well-defined and testable but may miss the fullness of the experienced phenomenon. But without formal models and codified methods, how can we design and evaluate for a phenomenon we aren't sure can be adequately captured? In this article, we present a case study of a system for reflection and awareness of emotional presence that was, in a sense, lived into being. Through system design, use, and evaluation we recount how the system evolved into something that enhanced rather than impoverished the sympathetic awareness of another. In discussing the strategies and results of the case study, we examine what it means for the HCI community to not only design for aesthetic experiences but also bring aesthetics into the practice of HCI.

We describe a large-scale application of methods for finding plagiarism in research document collections. The methods are applied to a collection of 284,834 documents collected by arXiv.org over a 14 year period, covering a few different research disciplines. The methodology efficiently detects a variety of problematic author behaviors, and heuristics are developed to reduce the number of false positives. The methods are also efficient enough to implement as a real-time submission screen for a collection many times larger.

We discuss the use of World Wide Web-based Java simulations in teaching physics to K–12 and undergraduate students. Our work focuses on the physics of membranes and illustrating how such systems are studied. We propose that Java should be used not only to produce small versions of research simulations but also to provide models illustrating simpler concepts underlying the main subject matter. In particular, applets should be tailored to the context in which they appear and should be as intuitive to use as possible. The applets we are developing are described in the context of current client performance. We also highlight the development of collaborative systems as an area of particular interest. © 1997 John Wiley & Sons, Ltd.