请问一个游戏里有一关的相关方要求识别表是break 3 blocks of 20 or more 是什么意思?

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module 6 教案 (2)
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module 6 教案 (2)
官方公共微信From Wikipedia, the free encyclopedia
Link rot (or linkrot) is the process by which
on individual
in general point to ,
or other resources that have become permanently unavailable. The phrase also describes the effects of failing to update out-of-date
that clutter
Link rot is also called "link death", "link breaking" or "reference rot". A link that does not work any more is called a "broken link", "dead link", or "dangling link". Formally, this is a form of : The target of the reference no longer exists.
One of the most common reasons for a broken link is that the web page to which it points no longer exists. This frequently results in a , which indicates that the web server responded but the specific page could not be found. Another type of dead link occurs when the server that hosts the target page stops working or relocates to a new . The browser may return a
error or display a site unrelated to the content originally sought. The latter can occur when a domain name lapses and is reregistered by another party. Other reasons for broken links include:
Websites can be restructured or redesigned, or the underlying technology can be changed, altering or invalidating large numbers of inbound or internal links.
Many news sites keep articles freely accessible for only a short time period, and then move them behind a . This causes a significant loss of supporting links in sites discussing news events and using media sites as references.
Links may expire.
Content may be intentionally removed by the owner.
Links may be removed as a result of legal action or court order.
Search results from social media such as
are prone to link rot because of frequent changes in user privacy, the deletion of accounts, search result pointing to a dynamic page that has new results that differ from the , or the deletion of links or photos.
Links can contain ephemeral, user-specific information such as session or login data. Because these are not universally valid, the result can be a broken link.
A link might be broken because of some form of blocking such as
A website may be closed or taken down, invalidating the links which are pointing to it.
A website might change its domain name. Links pointing to the old name might then become invalid.
Dead links can also occur on the authoring side, when website content is assembled from Internet sources and deployed without properly verifying the link targets.
response is familiar to even the occasional web user. A number of studies have examined the prevalence of link rot on the web, in academic literature, and in . In a 2003 experiment, Fetterly et al. discovered that about one link out of every 200 disappeared each week from the Internet. McCown et al. (2005) discovered that half of the
articles were no longer accessible 10 years after publication, and other studies have shown link rot in academic literature to be even worse (Spinellis, 2003, Lawrence et al., 2001). Nelson and Allen (2002) examined link rot in digital libraries and found that about 3% of the objects were no longer accessible after one year. In 2014, bookmarking site 's owner
reported a “pretty steady rate” of 5% link rot per year.
study by , Kendra Albert and , determined that approximately 50% of the URLs in U.S. Supreme Court opinions no longer link to the original information. They also found that in a selection of legal journals published between 1999 and 2011, more than 70% of the links no longer functioned as intended. A 2013 study in
analyzed nearly 15,000 links in abstracts from ’ Web of Science citation index and found that the median lifespan of web pages was 9.3 years, and just 62% were archived. In August 2015 Weblock analyzed more than 180,000 links from references in the full-text corpora of three major open access publishers and found that overall 24.5% of links cited were no longer available.
Discovering broken links might be done manually or automatically. Automated methods, including
can be used to detect the presence of broken . An alternative is using a specific broken link checker like . However, if a URL returns an
response, it may be accessible, but the contents of the page could have changed and may no longer be relevant. So manual checking links seems to be a must. Some web servers also return a , reporting to computers that the link works even though it doesn't. Bar-Yossef et al. (2004)
developed a heuristic for automatically discovering soft 404s.
There are numerous solutions for tackling broken links: Some work to prevent them in the first place, while others try to resolve them when they have occurred. There are also numerous tools that have been developed to help combat link rot.
Carefully select and implement hyperlinks, and verify them regularly after publication. Best practices include linking to primary rather than secondary sources and prioritizing stable sites. McCown et al., 2005, suggest avoiding URL citations that point to resources on researchers' personal pages.
Always look for the most compact and direct URL available, and ensure that it’s clean, with no unnecessary information after the core of the URL. This process is often referred to as
Whenever possible, use
(URLs designed for durability) such as ARKs, DOIs, Handle System references, and PURLs.
Avoid linking to
documents if possible. Because PDFs are documents rather than web pages, their content can change without notice, and their names are more likely to contain characters such as spaces that must be translated into safe codes for URLs. Large PDFs may also download slowly and cause a timeout error.
Avoid linking to pages deep in a website, a practice known as .
Use web archiving services (for example, ) to permanently archive and retrieve cited Internet references (Eysenbach and Trudel, 2005).
Never change URLs and never remove pages. If there is a reason to no longer have a page, such as a news site redacting a story, replace it with a message explaining its removal.
When URLs change, use
mechanisms such as "" to automatically refer browsers and crawlers to the new location.
may offer built-in solutions to the management of links, such as updating them when content is changed or moved on a site.
guards against link rot by replacing non-canonical URLs with their
attempts to automatically fix broken links.
stops broken links by guaranteeing that the content will not move for the foreseeable future. Another form of permalinking is linking to a permalink that then redirects to the actual content, ensuring that even though the real content may be moved etc., links pointing to the resources stay intact.
Design URLs—for example, —such that they won't need to change when a different person takes over maintenance of a document or when different software is used on the server.
- The Linkgraph widget gets the URL of the correct page based upon the old broken URL by using historical location information.
- The Google 404 Widget attempts to "guess" the correct URL, and also provides the user with a search box to find the correct page.
- When a user receives a 404 response, the
attempts to assist the user in finding the missing page.
To combat link rot,
are actively engaged in collecting the
or particular portions of the Web and ensuring the collection is
in an , such as an , for future researchers, historians, and the public. The goal of the
is to maintain an archive of the entire Web, taking periodic snapshots of pages that can then be accessed for free via the . In January 2013 the company announced that it had reached the milestone of 240 billion archived URLs. ,
and other organizations are also involved in archiving culturally important Web content.
Individuals may use a number of tools that allow them to archive web resources that may go missing in the future:
The "WayBack Machine", at the , is a free website that archives old web pages. It does not archive websites whose owners have stated they do not want their website archived.
, a tool specifically for scholarly authors, journal editors and publishers to permanently archive "on-demand" and retrieve cited Internet references (Eysenbach and Trudel, 2005).
, an archive site which stores snapshots of web pages. It retrieves one page at a time, but unlike WebCite, it includes Web 2.0 sites such as Google Maps and Twitter.
Perma, which is supported by the Harvard Law School together with a broad coalition of university libraries, takes a snapshot of a URL's content and returns a permanent link.
The Hiberlink project, a collaboration between the University of Edinburgh, the Los Alamos National Laboratory and others, is working to measure “reference rot” in online academic articles, and also to what extent Web content has been archived. A related project, , has established a technical standard for accessing online content as it existed in the past.
websites allow users to make online clones of any web page on the internet, creating a copy at an independent url which remains online even if the original page goes down.
Amber, created by the
, is a tool built to fight link rot through archiving links on
sites to prevent web censorship and bolster content preservation.
However, such preserving systems may encounter on and off service interruption so that the preserved URLs are intermittently unavailable.
Kille, Leighton Walter (8 November 2014). . Journalist’s Resource, Harvard Kennedy School 2015.
Eysenbach, G Trudel, Mathieu (2005). . Journal of Medical Internet Research. 7 (5): e60.   .  . :.
Koehler, Wallace (2004). . Information Research. 9 (2).
Bar-Yossef, Z Broder, Andrei Z.; Kumar, R Tomkins, Andrew (2004). "Sic transit gloria telae: towards an understanding of the Web’s decay". Proceedings of the 13th international conference on World Wide Web. pp. 328–337. :.
Fetterly, D Manasse, M Najork, M Wiener, Janet (2003). . Proceedings of the 12th international conference on World Wide Web 2010.
Markwell, J Brooks, David W. (2002). "Broken Links: The Ephemeral Nature of Educational WWW Hyperlinks". Journal of Science Education and Technology. 11 (2): 105–108. :.
Habibzadeh, P.; Sciences, Schattauer GmbH - Publishers for Medicine and Natural (). . Applied Clinical Informatics 4 (4)
Gomes, D Silva, Mário J. (2006).
(PDF). Proceedings of The 6th International Conference on Web Engineering. ICWE'06 2010.
Dellavalle, Robert P.; Hester, Eric J.; Heilig, Lauren F.; Drake, Amanda L.; Kuntzman, Jeff W.; Graber, M Schilling, Lisa M. (2003). "Going, Going, Gone: Lost Internet References". Science. 302 (5646): 787–788.  . :.
; Pennock, David M.; Flake, Gary W Krovetz, R Coetzee, Frans M.; Glover, E Nielsen, Finn A Kruger, A
(2001). "Persistence of Web References in Scientific Research". . 34 (2): 26–31.   . :.
Koehler, Wallace (1999). "An Analysis of Web Page and Web Site Constancy and Permanence". Journal of the American Society for Information Science. 50 (2): 162–180. :.
McCown, F Chan, S Nelson, Michael L.; Bollen, Johan (2005).
(PDF). Proceedings of the 5th International Web Archiving Workshop and Digital Preservation (IWAW'05).
Sellitto, Carmine (2005). . Journal of the American Society for Information Science and Technology. 56 (7): 695–703. :.
(2003). . Communications of the ACM. 46 (1): 71–77. :.
Nelson, Michael L.; Allen, B. Danette (2002). "Object Persistence and Availability in Digital Libraries". D-Lib Magazine. 8 (1). :.
Habibzadeh, P.; Sciences, Schattauer GmbH - Publishers for Medicine and Natural (). . Applied Clinical Informatics. 4 (4). :.
(9 September 2014).
Zittrain, J Albert, K Lessig, Lawrence (12 June 2014). . Legal Information Management 2015.
Hennessey, J Xijin Ge, Steven (2013). . BMC Bioinformatics 2015.
. August .
Bar-Yossef, Z Broder, Andrei Z.; Kumar, R Tomkins, Andrew (2004). "Sic transit gloria telae: towards an understanding of the web's decay". . p. 328.  . :.
Kille, Leighton Walter (8 November 2014). . Journalist’s Resource, Harvard Kennedy School 2015.
R?nn-Jensen, Jesper (). . Justaddwater.dk 2007.
Tim Berners-Lee (1998).
Mueller, John (). . Google Webmaster Central Blog 2008.
. Blog.archive.org. .
. Archive.org.
. Hiberlink.org 2015.
. Memento 2015.
. cyber.law.harvard.edu.
Habibzadeh, Parham (). . International Urogynecology Journal: 1–1.  . :.
The Wikibook
has a page on the topic of:
, , Jakob Nielsen's Alertbox, June 14, 1998.扫二维码下载作业帮
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英语翻译Allow them to study in blocks of time,such as for half an hour with a five minute break in the middle.Hold them to the schedule they create for themselves.Ideal study times are after dinner or right after school before dinner.Get your kids to turn off the television more often.Some kids will want to watch TV right when they come home from school,jimmy choo australia,plunking themselves on the couch with a big bowl of potato chips.Try to curb this bad habit by offering some sort of reward for hitting the books early.Television makes kids turn passive and shuts them down.Instead,use incentives to get your kids moving!Never allow your children to study in front of the television,cheap polo shirts australia,as that will encourage passive activity and will not stimulate educational patterns.Instead,use TV as a treat or a reward for when the homework is completed.
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Allow them to study in blocks of time,such as for half an hour with a five minute break in the middle.Hold them to the schedule they create for themselves.Ideal study times are after dinner or right after school before dinner.允许他们按时段来学习,比如每半个小时中间休息5分钟.让他们坚持自己制定的时间表.理想的学习时间是晚饭后或者放学后晚饭前.Get your kids to turn off the television more often.Some kids will want to watch TV right when they come home from school,jimmy choo australia,plunking themselves on the couch with a big bowl of potato chips.Try to curb this bad habit by offering some sort of reward for hitting the books early.Television makes kids turn passive and shuts them down.Instead,use incentives to get your kids moving!不要让你的孩子太经常看电视.有些小孩会想刚放学回家就抱着一大桶薯片陷坐在沙发上看电视.(jimmy choo 澳大利亚)试着用某种奖励来改变这种坏习惯让他们早点回到课本上.电视会使小孩变得消极并且使他们懒得学习.相反,可以使用激励来让你的小孩继续学习.Never allow your children to study in front of the television,cheap polo shirts australia,as that will encourage passive activity and will not stimulate educational patterns.Instead,use TV as a treat or a reward for when the homework is completed.永远不要让你的小孩在电视机前学习,因为那样会导致消极行为也不是种激励的教育模式.相反,可以等他们作业做完后,用电视作为一种奖励.顶上
其他类似问题
让他们去学习在块的时间,例如:半个小时用5分钟时间休息在中间。让他们创造的日程安排,为自己。是理想的研究次晚饭后在晚餐前或之后马上学校。让你的孩子更经常地关掉电视。有些孩子会想看电视正确的,当他们从学校放学回家,吉米choo澳大利亚,看上去他们自己在沙发上与一大碗的薯片。试着去克服这种坏习惯的奖励提供某种地书早。电视使孩子最终被动闭下来。相反,你应该用激励措施来让你的孩子动人!...
让他们利用大块的时间来学习,比如学习半个小时,中间休息五分钟。让他们按照自己制定的学习计划来学习。理想的学习时间是在晚餐后或者在从学校回家后晚餐前。
多要求你的孩子们把电视机关掉。有些孩子从学校回到家后就想端起一大碗的薯片嘭的一声坐沙发上开始看电视。(澳大利亚的吉米.丘)家长们可以试着运用许多奖励来鼓励多打开书本看书从而控制这些坏习惯。电视会使孩子们变得消极不爱动,应该关掉电视机。...
他们去学习在块的时间,例如:半个小时用5分钟时间休息在中间。让他们创造的日程安排,为自己。是理想的研究次晚饭后在晚餐前或之后马上学校。让你的孩子更经常地关掉电视。有些孩子会想看电视正确的,当他们从学校放学回家,吉米choo澳大利亚,看上去他们自己在沙发上与一大碗的薯片。试着去克服这种坏习惯的奖励提供某种地书早。电视使孩子最终被动闭下来。相反,你应该用激励措施来让你的孩子动人!学...
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