World Wide Web and Its Journey from Web 1.0 to Web 4.0
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The World Wide Web: Not So World Wide After All?, 16 Pub
Public Interest Law Reporter Volume 16 Article 8 Issue 1 Fall 2010 2010 The orW ld Wide Web: Not So World Wide After All? Allison Lockhart Follow this and additional works at: http://lawecommons.luc.edu/pilr Part of the Internet Law Commons Recommended Citation Allison Lockhart, The World Wide Web: Not So World Wide After All?, 16 Pub. Interest L. Rptr. 47 (2010). Available at: http://lawecommons.luc.edu/pilr/vol16/iss1/8 This Article is brought to you for free and open access by LAW eCommons. It has been accepted for inclusion in Public Interest Law Reporter by an authorized administrator of LAW eCommons. For more information, please contact [email protected]. Lockhart: The World Wide Web: Not So World Wide After All? No. 1 • Fall 2010 THE WORLD WIDE WEB: NOT SO WORLD WIDE AFTER ALL? by ALLISON LOCKHART It’s hard to imagine not having twenty-four hour access to videos of dancing Icats or Ashton Kutcher’s hourly musings, but this is the reality in many countries. In an attempt to control what some governments perceive as a law- less medium, China, Saudi Arabia, Cuba, and a growing number of other countries have begun censoring content on the Internet.1 The most common form of censorship involves blocking access to certain web- sites, but the governments in these countries also employ companies to prevent search results from listing what they deem inappropriate.2 Other governments have successfully censored material on the Internet by simply invoking in the minds of its citizens a fear of punishment or ridicule that encourages self- censoring.3 47 Published by LAW eCommons, 2010 1 Public Interest Law Reporter, Vol. -
Role of Librarian in Internet and World Wide Web Environment K
Informing Science Information Sciences Volume 4 No 1, 2001 Role of Librarian in Internet and World Wide Web Environment K. Nageswara Rao and KH Babu Defence Research & Development Laboratory Kanchanbagh Post, India [email protected] and [email protected] Abstract The transition of traditional library collections to digital or virtual collections presented the librarian with new opportunities. The Internet, Web en- vironment and associated sophisticated tools have given the librarian a new dynamic role to play and serve the new information based society in bet- ter ways than hitherto. Because of the powerful features of Web i.e. distributed, heterogeneous, collaborative, multimedia, multi-protocol, hyperme- dia-oriented architecture, World Wide Web has revolutionized the way people access information, and has opened up new possibilities in areas such as digital libraries, virtual libraries, scientific information retrieval and dissemination. Not only the world is becoming interconnected, but also the use of Internet and Web has changed the fundamental roles, paradigms, and organizational culture of libraries and librarians as well. The article describes the limitless scope of Internet and Web, the existence of the librarian in the changing environment, parallelism between information sci- ence and information technology, librarians and intelligent agents, working of intelligent agents, strengths, weaknesses, threats and opportunities in- volved in the relationship between librarians and the Web. The role of librarian in Internet and Web environment especially as intermediary, facilita- tor, end-user trainer, Web site builder, researcher, interface designer, knowledge manager and sifter of information resources is also described. Keywords: Role of Librarian, Internet, World Wide Web, Data Mining, Meta Data, Latent Semantic Indexing, Intelligent Agents, Search Intermediary, Facilitator, End-User Trainer, Web Site Builder, Researcher, Interface Designer, Knowledge Man- ager, Sifter. -
Software User Guide
Software User Guide • For the safe use of your camera, be sure to read the “Safety Precautions” thoroughly before use. • Types of software installed on your computer varies depending on the method of installation from the Caplio Software CD-ROM. For details, see the “Camera User Guide”. Using These Manuals How to Use the The two manuals included are for your Caplio Software User Guide 500SE. Display examples: 1. Understanding How to Use Your The LCD Monitor Display examples may be Camera different from actual display screens. “Camera User Guide” (Printed manual) Terms: This guide explains the usage and functions In this guide, still images, movies, and sounds of the camera. You will also see how to install are all referred to as “images” or “files”. the provided software on your computer. Symbols: This guide uses the following symbols and conventions: Caution Caution This indicates important notices and restrictions for using this camera. 2. Downloading Images to Your Computer “Software User Guide” Note *This manual (this file) This indicates supplementary explanations and useful This guide explains how to download images tips about camera operations. from the camera to your computer using the provided software. Refer to This indicates page(s) relevant to a particular function. “P. xx” is used to refer you to pages in this manual. Term 3. Displaying Images on Your This indicates terms that are useful for understanding Computer the explanations. The provided software “ImageMixer” allows you to display and edit images on your computer. For details on how to use ImageMixer, click the [?] button on the ImageMixer window and see the displayed manual. -
How to Find the Best Hashtags for Your Business Hashtags Are a Simple Way to Boost Your Traffic and Target Specific Online Communities
CHECKLIST How to find the best hashtags for your business Hashtags are a simple way to boost your traffic and target specific online communities. This checklist will show you everything you need to know— from the best research tools to tactics for each social media network. What is a hashtag? A hashtag is keyword or phrase (without spaces) that contains the # symbol. Marketers tend to use hashtags to either join a conversation around a particular topic (such as #veganhealthchat) or create a branded community (such as Herschel’s #WellTravelled). HOW TO FIND THE BEST HASHTAGS FOR YOUR BUSINESS 1 WAYS TO USE 3 HASHTAGS 1. Find a specific audience Need to reach lawyers interested in tech? Or music lovers chatting about their favorite stereo gear? Hashtags are a simple way to find and reach niche audiences. 2. Ride a trend From discovering soon-to-be viral videos to inspiring social movements, hashtags can quickly connect your brand to new customers. Use hashtags to discover trending cultural moments. 3. Track results It’s easy to monitor hashtags across multiple social channels. From live events to new brand campaigns, hashtags both boost engagement and simplify your reporting. HOW TO FIND THE BEST HASHTAGS FOR YOUR BUSINESS 2 HOW HASHTAGS WORK ON EACH SOCIAL NETWORK Twitter Hashtags are an essential way to categorize content on Twitter. Users will often follow and discover new brands via hashtags. Try to limit to two or three. Instagram Hashtags are used to build communities and help users find topics they care about. For example, the popular NYC designer Jessica Walsh hosts a weekly Q&A session tagged #jessicasamamondays. -
Lesson Plan – Internet Navigation and Search
TEACHER’S Name: Nancy Ferguson REEP LEVEL(S): 200 & 250 LIFESKILLS UNIT: Work LESSON OBJECTIVE(S): Using the internet, research basic information on companies/organizations of employment interest. Language Objectives: 200: Identify job sources; ask and answer questions about jobs 250: Ask and answer questions about jobs; categorize jobs; conduct a modified search Technology Objectives #10-13 of REEP Technology Curriculum Identify the parts of a web page and website addresses; Access the internet by using a browser icon; Given a web address (URL), access the appropriate web site using a web browser; Navigate and find information on a particular web site by scrolling, clicking on links, and using the browser navigation and drop down menus. TECHNOLOGY INTEGRATION (if any): computer lab; internet; overhead projector LANGUAGE SKILLS TARGETED IN THIS LESSON (X all that apply): _X_Speaking _X_ Listening _X_ Reading _X_Writing ESTIMATED TIME: Approximately 3-4 hours over a few days including 2 lab sessions. RESOURCES AND MATERIALS NEEDED: “The Internet – Info Grid (200-250)” “Internet Navigation: Guided Note-Taking (200-250)” (Versions A and B); “Basic Internet Navigation – Partner Activity (200-250)” “Internet Search – Company Information (200-250)” (1 overhead copy + student copies); “Company Information – Info Grid (200-250)” Computers connected to internet Overhead projector Other Materials: Strips of paper or index cards; markers; tape LESSON PLAN AND TEACHER’S NOTES Pre-requisite: Basic Computer Vocabulary and Skills in REEP Technology Curriculum. Part 1 – Basic Internet Navigation In classroom… Motivation/Background Building 1 Help students focus on what they know about the Internet, and how (and how often) the Internet factors into their lives. -
Lady Gaga Fails to Obtain Transfer of 'Fan Site' Domain Name International
Lady Gaga fails to obtain transfer of ‘fan site’ domain name Cybersquatting International - Hogan Lovells November 09 2011 In Germanotta v oranges arecool XD (Claim No FA1108001403808), singer Stefani Germanotta, known as Lady Gaga, has lost her bid to gain control of the domain name ‘ladygaga.org’ on the basis that it was pointing towards a non-commercial fan website. The case was brought under the Uniform Domain Name Dispute Resolution Policy (UDRP) and filed with the National Arbitration Forum (NAF), based in Minneapolis, United States. The respondent was listed as oranges arecool XD. To be successful in a UDRP procedure, a complainant must evidence that: l the domain name is identical, or confusingly similar, to a trademark or service mark in which it has rights; l the respondent has no rights or legitimate interests in respect of the domain name; and l the domain name has been registered and is being used in bad faith. Gaga had no problem in proving the first requirement, as she had registered three federal LADY GAGA trademarks with the US Patent and Trademark Office in various classes. However, the three-member panel found that Gaga had not established that the respondent had no rights or legitimate interests under the second requirement. Given that the three requirements are cumulative, the complaint failed, and it was not necessary for the panel to consider the last requirement in relation to bad faith. The respondent asserted that she was operating a genuine non-commercial fan website at the domain name ‘ladygaga.org’, which contained no commercial links and included a prominent disclaimer, as follows: "Ladygaga.Org is just a unprofitable unofficial fansite, we do not get money from it. -
Webguide for Schools: User’S Guide to Microsites
WebGuide for Schools: User’s Guide to Microsites Table of Contents 1 What is a Microsite? ............................................................................................ 3 2 Tour of Your Microsite ........................................................................................ 3 2.1 The Homepage ................................................................................................................................................ 3 2.2 The Menu ......................................................................................................................................................... 4 3 Getting Started ..................................................................................................... 5 3.1 Creating a Microsite........................................................................................................................................ 5 3.2 Logging In ........................................................................................................................................................ 5 3.3 How Will People Find My Microsite? ........................................................................................................... 5 4 “About” Section .................................................................................................... 6 5 Pages ...................................................................................................................... 7 5.1 Adding a Page................................................................................................................................................. -
End-User Computing Security Guidelines Previous Screen Ron Hale Payoff Providing Effective Security in an End-User Computing Environment Is a Challenge
86-10-10 End-User Computing Security Guidelines Previous screen Ron Hale Payoff Providing effective security in an end-user computing environment is a challenge. First, what is meant by security must be defined, and then the services that are required to meet management's expectations concerning security must be established. This article examines security within the context of an architecture based on quality. Problems Addressed This article examines security within the context of an architecture based on quality. To achieve quality, the elements of continuity, confidentiality, and integrity need to be provided. Confidentiality as it relates to quality can be defined as access control. It includes an authorization process, authentication of users, a management capability, and auditability. This last element, auditability, extends beyond a traditional definition of the term to encompass the ability of management to detect unusual or unauthorized circumstances and actions and to trace events in an historical fashion. Integrity, another element of quality, involves the usual components of validity and accuracy but also includes individual accountability. All information system security implementations need to achieve these components of quality in some fashion. In distributed and end-user computing environments, however, they may be difficult to implement. The Current Security Environment As end-user computing systems have advanced, many of the security and management issues have been addressed. A central administration capability and an effective level of access authorization and authentication generally exist for current systems that are connected to networks. In prior architectures, the network was only a transport mechanism. In many of the systems that are being designed and implemented today, however, the network is the system and provides many of the security services that had been available on the mainframe. -
Rdfa in XHTML: Syntax and Processing Rdfa in XHTML: Syntax and Processing
RDFa in XHTML: Syntax and Processing RDFa in XHTML: Syntax and Processing RDFa in XHTML: Syntax and Processing A collection of attributes and processing rules for extending XHTML to support RDF W3C Recommendation 14 October 2008 This version: http://www.w3.org/TR/2008/REC-rdfa-syntax-20081014 Latest version: http://www.w3.org/TR/rdfa-syntax Previous version: http://www.w3.org/TR/2008/PR-rdfa-syntax-20080904 Diff from previous version: rdfa-syntax-diff.html Editors: Ben Adida, Creative Commons [email protected] Mark Birbeck, webBackplane [email protected] Shane McCarron, Applied Testing and Technology, Inc. [email protected] Steven Pemberton, CWI Please refer to the errata for this document, which may include some normative corrections. This document is also available in these non-normative formats: PostScript version, PDF version, ZIP archive, and Gzip’d TAR archive. The English version of this specification is the only normative version. Non-normative translations may also be available. Copyright © 2007-2008 W3C® (MIT, ERCIM, Keio), All Rights Reserved. W3C liability, trademark and document use rules apply. Abstract The current Web is primarily made up of an enormous number of documents that have been created using HTML. These documents contain significant amounts of structured data, which is largely unavailable to tools and applications. When publishers can express this data more completely, and when tools can read it, a new world of user functionality becomes available, letting users transfer structured data between applications and web sites, and allowing browsing applications to improve the user experience: an event on a web page can be directly imported - 1 - How to Read this Document RDFa in XHTML: Syntax and Processing into a user’s desktop calendar; a license on a document can be detected so that users can be informed of their rights automatically; a photo’s creator, camera setting information, resolution, location and topic can be published as easily as the original photo itself, enabling structured search and sharing. -
A Comparison of Two Navigational Aids for Hypertext Mark Alan Satterfield Iowa State University
Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1992 A comparison of two navigational aids for hypertext Mark Alan Satterfield Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Business and Corporate Communications Commons, and the English Language and Literature Commons Recommended Citation Satterfield, Mark Alan, "A comparison of two navigational aids for hypertext" (1992). Retrospective Theses and Dissertations. 14376. https://lib.dr.iastate.edu/rtd/14376 This Thesis is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. A Comparison of two navigational aids for h3q5ertext by Mark Alan Satterfield A Thesis Submitted to the Gradxiate Facultyin Partial Fulfillment ofthe Requirements for the Degree of MASTER OF ARTS Department: English Major; English (Business and Technical Communication) Signatureshave been redactedforprivacy Iowa State University Ames, Iowa 1992 Copyright © Mark Alan Satterfield, 1992. All rights reserved. u TABLE OF CONTENTS Page ACKNOWLEDGEMENTS AN INTRODUCTION TO USER DISORIENTATION AND NAVIGATION IN HYPERTEXT 1 Navigation Aids 3 Backtrack 3 History 4 Bookmarks 4 Guided tours 5 Indexes 6 Browsers 6 Graphic browsers 7 Table-of-contents browsers 8 Theory of Navigation 8 Schemas ^ 9 Cognitive maps 9 Schemas and maps in text navigation 10 Context 11 Schemas, cognitive maps, and context 12 Metaphors for navigation ' 13 Studies of Navigation Effectiveness 15 Paper vs. -
Studying Social Tagging and Folksonomy: a Review and Framework
Studying Social Tagging and Folksonomy: A Review and Framework Item Type Journal Article (On-line/Unpaginated) Authors Trant, Jennifer Citation Studying Social Tagging and Folksonomy: A Review and Framework 2009-01, 10(1) Journal of Digital Information Journal Journal of Digital Information Download date 02/10/2021 03:25:18 Link to Item http://hdl.handle.net/10150/105375 Trant, Jennifer (2009) Studying Social Tagging and Folksonomy: A Review and Framework. Journal of Digital Information 10(1). Studying Social Tagging and Folksonomy: A Review and Framework J. Trant, University of Toronto / Archives & Museum Informatics 158 Lee Ave, Toronto, ON Canada M4E 2P3 jtrant [at] archimuse.com Abstract This paper reviews research into social tagging and folksonomy (as reflected in about 180 sources published through December 2007). Methods of researching the contribution of social tagging and folksonomy are described, and outstanding research questions are presented. This is a new area of research, where theoretical perspectives and relevant research methods are only now being defined. This paper provides a framework for the study of folksonomy, tagging and social tagging systems. Three broad approaches are identified, focusing first, on the folksonomy itself (and the role of tags in indexing and retrieval); secondly, on tagging (and the behaviour of users); and thirdly, on the nature of social tagging systems (as socio-technical frameworks). Keywords: Social tagging, folksonomy, tagging, literature review, research review 1. Introduction User-generated keywords – tags – have been suggested as a lightweight way of enhancing descriptions of on-line information resources, and improving their access through broader indexing. “Social Tagging” refers to the practice of publicly labeling or categorizing resources in a shared, on-line environment. -
Or “Reflective Blog”
Guide for writing a “journal blog” or “reflective blog” What is a reflective blog and why should you use one? (Adapted from Professor Wayne Iwaoka, the University of Hawaii at Manoa and UMaine’s SMS 491/EDW 472/SMS416). The blog is used in this class as a modern replacement to the more traditional journal. It is an instrument for practicing writing and thinking. Unlike your typical class notes in which you “passively” record data/information given to you by an instructor your blog should reflect upon lessons you have learned-- a personal record of your educational experience in the class. Maintaining a blog serves several purposes: • A means of communication, conversation (e.g., between material and yourself, yourself and instructors). • Provides regular feedback between you and instructors and helps to match expectations. • Platform for synthesis of new knowledge and ideas. • Helps to develop critical thinking. • Helps to elicit topics of interest, challenging topics that need improvement, etc. • Help to clarify troublesome concepts. The purpose of the blog is for you to self reflect about your own learning. How to set up a blog? You can set a blog with many different companies. Below we provide instruction on how to do it with Google blogger. Note: If you already have one or more other blogs, please set up a new one for this course. 1. Because Google blogger requires a google mail account, use your official UMaine email account. Note: an account in the form of [email protected] is a gmail account. 2. Go to www.blogger.com and enter your Gmail address and password as required 3.