Revision control for LaTeX: in search of an answer
Wednesday, July 30th, 2008Here are a few posts that other readers recommend you check out:

As an ultimate LaTeX addicted, I hate to admit that there is nothing in the TeX universe comparable to the amazingly simple and intuitive revision tracking system that Microsoft implemented in Word. OpenOffice apparently has an equally powerful version control system built in its Writer.
Those of you who ever ventured into the territories of TeX-based collaborative writing certainly know how painful it can be to keep track of changes among several authors in TeX. TeX sources are raw text, so if you need proper diffing or revision tracking you will probably have to resort to some revision control system (such as Subversion or Git). Revision tracking via RCS, however, can be a nightmare to set up and learn to use fluently if you’re not already familiar with some basic notions of software revision control.
After an ugly lot of email exchanged with coauthors to let each other know who was doing what with a manuscript, I decided to search the Web for an answer.
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There are several dedicated packages to typeset a curriculum vitæ or a resume in
Beside some new user-oriented features (e.g. an editable profile and the possibility to create a blog), the most interesting additions are those that extend group functionality.
Taken at the individual level, such metadata (i.e. tags and ratings added by individual users) are hardly of interest, but on a large scale I suspect they will provide information capable of outperforming more traditional evaluation processes in terms of coverage, speed and efficiency. Collaborative metadata cannot offer the same guarantees as standard selection processes (insofar as they do not rely on experts’ reviews and are less immune to biases and manipulations). However, they are an interesting solution for producing evaluative representations of scientific content on a large scale.
I haven’t mentioned yet another major advantage of using social software for managing references: the possibility of using dynamically generated feeds to track things you are interested in.
Learning technologies have been taking an increasing role in almost all learning environments. They are used in a variety of informal and formal educational environments, from early years to university level and throughout adulthood, as well as in many commercial, industrial, and governmental settings. With the greater use of learning technologies it is critical to better understand how they interact with human cognition. Both in terms of how they may facilitate and enhance (as well as hinder) learning, and also in terms of how they affect the way we learn and acquire information, and the nature of cognition.
Some of these articles are targeted at young researchers/grad students starting a career in specific scientific domains, but they contain a lot of useful general-purpose advice.