DOCSLIB.ORG

5.3 We Are Bloggers

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
5.3 We Are Bloggers Unit We are bloggers 5.3 Media reviews 1 About this unit Software: WordPress / Blogger / learning platform blogging tool or similar (also, GIMP, Audacity®, Windows Movie Maker (Windows XP), Windows Live ™ Movie Maker (Windows Vista and 7)) Outcome: Online blog, comprising a number of posts, some of which include additional media Introduction and to create a blog from the perspective of a Blogging, and other Web 2.0 tools, has transformed character in a book read in class. the web into a medium that allows all to share their > History: The blog activity could replace a diary insights and experience with a wide audience. or journal activity, e.g. the blog of an evacuee, For school children, this means that the work they chimney sweep, etc. create need no longer just be for themselves, for you, or even for one another; it can have a Every Child Matters worldwide audience. Reading and commenting on > Enjoy and achieve the work of others extends the children’s sense of > Make a positive contribution being members of a learning community beyond the confines of the school. In this unit, children Learning expectations will create their own blog, with images, videos and Children look at examples of blogs and then use hyperlinks, comment on other blogs and respond to online tools to create their own. comments on their blog. By the end of this unit, children will have achieved Assessment the following learning objectives: This unit covers AF1 and AF3. For a more detailed > Become familiar with blogs as a medium, analysis of the assessment focuses addressed and including an understanding of the particular suggestions for progression, please see page 28. features of this as a genre of writing > Create a sequence of blog posts on a particular Curriculum and Framework theme or topic links > Incorporate additional media, such as audio or video Primary Framework > Comment critically on the posts of others > Literacy: Non-fiction – Persuasive writing > Develop a critical, reflective view of a range of media, including text ICT PoS > Finding things out (1a) Variations to try > Exchanging and sharing information (3b) > While the focus of the unit is on text as a > Reviewing, modifying and evaluating work as it medium for communication, this unit might be progresses (4a) successfully tackled using audio or video as alternative media. Suggested subject links > The unit could form part of a wider project > Literacy: If interpreted in a broader context of exploring journals and diaries. media literacy, children could blog reviews of > An alternative approach would make use of books, films, television, drama, computer games blogging as a platform for documenting the or other media. class’s shared experience of school, or within the > Literacy: There are opportunities to explore and context of a particular topic or subject. extend the children’s work in persuasive writing 24 2 Getting ready e-safety Things to do > If your learning platform has a blogging tool, it is > Read the Core section of Running the task on likely to restrict access to other members of the pages 26–27. school or, perhaps, other children within the local > Choose a suitable blogging platform (see Useful authority. If you set up your blogging software links for more information on a range of blogging on a web server or use an external blogging tools). Check whether your school’s learning platform, a range of options will be available. platform includes a suitable blog tool. > Allowing class access only for blogs is safest. > Look at software tutorials. > If you or your class maintain a publicly readable WordPress: http://codex.wordpress.org/ blog, extreme care should be taken to ensure WordPress_Lessons no personal identifying details are made public, Blogger: www.blogger.com/tour_start.g and that comments are moderated by you before If using your school’s learning platform, read or they are published or seen by the children. watch any tutorials provided. > This unit provides an opportunity to discuss > Spend 60 minutes familiarising yourself with ‘digital footprints’ and what sort of information is the software / tools that are most accessible / safe to post beyond the school community. appropriate for use with your class. > The class should also be briefed on how to > Read the Extensions section of Running the task respond appropriately to others’ posts. on pages 26–27. Do you want to use any of the extras provided? > If children’s work is to be accessible on the open web, brief parents on the project and obtain their Think about … consent, if this is required by school policy. > There are many examples of children, classes and teachers engaging in blogging. Use Google Things you need Search (google.com) and Google Blog Search > Book the laptop trolley or ICT suite, if necessary. (blogsearch.google.com) to find a few interesting > If using WordPress (or a similar platform), arrange examples relevant to your own context. for it to be installed on your school’s web server. > This project would work well as part of a twinning > Ensure that blogging software is accessible or partnership project with another class or to individual children and that any necessary school, perhaps abroad. security / e-safety features are in place. > EAL children could read blogs in their first > If possible, create children’s individual accounts language. Google Translate (translategoogle.com) on the blogging platform. may be used to provide access to blogs written in > Identify a few relevant blogs for the class to view. other languages. > Install suitable image, audio and video editing > Childrens’ blogs can be maintained from any software, as necessary. computer (or mobile phone) with an Internet > Book or borrow microphones and video connection. recording hardware. > A shared class blog allows you to share the best examples of the children’s blogs while avoiding Useful links the need to provide direct access to them. Before you start, you might want to refer to these weblinks. > WordPress is an open source blogging platform. It may be installed on a school web server. See www.wordpress.org to download. children to have their own Google accounts. > If installing WordPress to a school webserver, Accounts can be created at www.blogger.com. the WordPress Multi Site and BuddyPress It would be wise to disable the ‘random blog’ implementations are worth investigating. button for e-safety reasons if using Blogger. WordPress blogs may be hosted for free at > See your learning platform provider’s homepage www.wordpress.com, www.edublogs.org and for details of their blog service, if available. www.ethink.org.uk, among other providers. > Introduction to blogging in the classroom: www. > Blogger, provided by Google, is free, but requires teachers.tv/videos/blogosphere. 25 26 3 Running the task – We are bloggers Software: WWordPress / Blogger / learning platform blogging tool or similar (also, GIMP, Audacity®, Windows Movie Maker (Windows XP), Windows Live ™ Movie Maker (Windows Vista and 7)) Outcome: Online blog, comprising a number of posts, some of which include additional media Core Extensions Step 1 > Encourage children to provide comments on some of the blogs that they read > Begin with a discussion about children’s diaries, or other examples of their here, particularly if these have been written by other children. writing for pleasure. Ask if they know anything about blogging. > Children might find it interesting to compare blogs with other media, particularly > Provide the class with a few carefully chosen examples of blogs, perhaps for coverage of news stories of interest to them. related to their interests or from others of their age, including class blogs. Ask them to work in groups to identify common characteristics, and collate these on the interactive IWB. Discuss how the blog authors had a specific audience in mind as they were writing and show how their wording reflects this. > Discuss the use of other media, including illustrations, within the blogs, and the presentation of the blog as a webpage. > Ask the class to think of ideas for the subject of their first blog post. If writing reviews of books or other media, children might be invited to post Step 2 > their reviews to Amazon, Google Books or, if the facility is available, the Model the management of a blog page (perhaps with your personal, or class, > school library catalogue. blog). Brief children on the e-safety aspects of the unit (see e-safety). If children have access to page layout options, they might like to explore adding The children write their first posts. Encourage them to adopt a style appropriate > > appropriate ‘sidebar’ content to their blog, such as links to their friends’ blogs. for the audience they expect to read their work, and to strive for interesting, Many bloggers maintain a ‘blogroll’ on their blog of those blogs they regularly reflective content, which goes beyond the merely descriptive. Stress the need follow themselves. Your children may wish to do the same. for the children to take great care with spelling and grammar. > Show the children how to insert hyperlinks into their posts, and ask them to link to appropriate content elsewhere, such as the relevant page on Amazon, or Google Books in the case of a book review. Step 3 > If multiple themes or designs are installed, some children might enjoy the opportunity to experiment with the visual presentation of their blog by trying > The children compose further blog posts on the chosen topic. They illustrate alternative themes, or editing the settings, template or CSS (cascading style these with appropriate images. Some may wish to source images from the sheet) of a given theme, if possible. Web (remind children to cite the author or the work). Others may use their own photographs or scanned work (these children should use image editing software such as the GIMP to enhance the quality of their own pictures, if appropriate).
Load more

Recommended publications
  • Empirical Study on Media Monitoring and Internationalisation Resources
    MULTISENSOR Mining and Understanding of multilinguaL contenT for Intelligent Sentiment Enriched coNtext and Social Oriented inteRpretation FP7-610411 D2.1 Empirical study on media monitoring and internationalisation resources Dissemination level: Public Contractual date of delivery: Month 6, 30 April 2014 Actual date of delivery: Month 6, 30 April 2014 Workpackage: WP2 Multilingual and multimedia content extraction Task: T2.1 Empirical study Type: Report Approval Status: Final Draft Version: 1.1 Number of pages: 172 Filename: D2.1_EmpiricalStudy_2014-04-30_v1.1.pdf Abstract This empirical study identifies the resources and the type of information that needs to be extracted in the project and their encoding types. In addition it reports information retrieval and crawling techniques that could be employed for the extraction of this information. The information in this document reflects only the author’s views and the European Community is not liable for any use that may be made of the information contained therein. The information in this document is provided as is and no guarantee or warranty is given that the information is fit for any particular purpose. The user thereof uses the information at its sole risk and liability. Page 1 Co-funded by the European Union Page 2 D2.1 – V1.1 History Version Date Reason Revised by 0.1 20/03/2014 Draft V. Aleksić (LT) 0.2 03/04/2014 Comments S. Vrochidis (CERTH), I. Arapakis (BM-Y!) 0.3 15/04/2014 Update V.Aleksić (LT) 0.4 16/04/2014 Document for internal review V.Aleksić (LT) 0.5 24/04/2014 Review A.
    [Show full text]
  • How to Write a Scientific Report
    How to Write an EEI Contents: 1. Formatting your report………………………………………………………….page 3 Grammar v Tense………………………. page 5 Data V Crap………………………………… page 5 Googling ……………………………………. page 6 Referencing………………………………… page 8 Bibliography………………………………. page 12 2. Planning your investigation…………………………………………………..page 14 Variables……………………………………… page 16 Assumptions……………………………….. page 16 Experimental Replication……………. page 17 Checklist for Experimental Design page 17 3. Writing your Report……………………………………………………………….page 17 Title ……………………………………………… page 19 Abstract ………………………………………. page 20 Introduction…………………………………. page 21 Hypothesis ………………………………….. page 22 Risk Assessment………………………….. page 23 Variables………………………………………. Page 24/25 Method…………………………………………. Page 26 Results…………………………………………. page 27 Discussion ………………………………….. page 28, 29, 30 Conclusion ………………………………….. page 31 Literature Cited / Bibliography ….. page 33 Appendices………………………………….. page 34 APPENDICIES Appendix 1 – Data Analysis Appendix 3 – Scientific Drawings Appendix 4 – Literature Reviews Appendix 5 – Example/model reports Appendix 6 – False Positive Data Analysis FORMATTING YOUR REPORT Before you start Grammar and Tense FORMATTING Data v Crap! Qualitative v Quantitative data „Googling‟ How to search online Referencing How to cite reference within your text Bibliography How to write a scientific bibliography Use past tense, third person when writing your report…. e.g. “The research into the corrosion of metals was performed to see if …..” not “We did the experiment to see if….” FORMATTING “It
    [Show full text]
  • Exploring Mood on the Web
    ESSE: Exploring Mood on the Web Sara Owsley Sood and Lucy Vasserman Computer Science Department, Pomona College 185 East Sixth Street, Room 232 Claremont, CA 91711 [email protected], [email protected] Abstract Google or Yahoo! afford. Rather, it enables the user to Future machines will connect with users on an emotional browse their topically relevant search results by mood, level in addition to performing complex computations providing the user with a unique perspective on the topic at (Norman 2004). In this article, we present a system that hand. Consider a user wishing to read opinions about the adds an emotional dimension to an activity that Internet new president of the United States. Typing “President users engage in frequently, search. ESSE, which stands for Obama” into a Google search box will return (among other Emotional State Search Engine, is a web search engine that results), a few recent news stories about Obama, the goes beyond facilitating a user’s exploration of the web by Whitehouse’s website, as well as a wikipedia article about topic, as search engines such as Google or Yahoo! afford. him. Typing “President Obama” to a Google Blog Search Rather, it enables the user to browse their topically relevant box user a bit closer to their goal in that all of the results search results by mood, providing the user with a unique perspective on the topic at hand. Consider a user wishing to are indeed blogs (typically opinions) about Obama. read opinions about the new president of the United States. However, where blog search engines fall short is in Typing “President Obama” into a Google search box will providing users with a way to navigate and digest the return (among other results), a few recent news stories about vastness of the blogosphere, the incredible number of Obama, the Whitehouse’s website, as well as a wikipedia results for the query “President Obama” (approximately article about him.
    [Show full text]
  • Lexical Innovation on the Internet - Neologisms in Blogs
    Zurich Open Repository and Archive University of Zurich Main Library Strickhofstrasse 39 CH-8057 Zurich www.zora.uzh.ch Year: 2009 Lexical innovation on the internet - neologisms in blogs Smyk-Bhattacharjee, Dorota Abstract: Studien im Bereich des Sprachwandels beschreiben traditionellerweise diachronische Verän- derungen in den Kernsubsystemen der Sprache und versuchen, diese zu erklären. Obwohl ein Grossteil der Sprachwissenschaftler sich darüber einig ist, dass die aktuellen Entwicklungen in einer Sprache am klarsten im Wortschatz reflektiert werden, lassen die lexikographischen und morphologischen Zugänge zur Beobachtung des lexikalischen Wandels wichtige Fragen offen. So beschäftigen sich letztere typischer- weise mit Veränderungen, die schon stattgefunden haben, statt sich dem sich zum aktuellen Zeitpunkt vollziehenden Wandel zu widmen. Die vorliegende Dissertation bietet eine innovative Lösung zur Un- tersuchung des sich vollziehenden lexikalischen Wandels sowohl in Bezug auf die Datenquelle als auch bzgl. der verwendeten Methodologie. In den vergangenen 20 Jahren hat das Internet unsere Art zu leben, zu arbeiten und zu kommunizieren drastisch beeinflusst. Das Internet bietet aber auch eine Masse an frei zugänglichen Sprachdaten und damit neue Möglichkeiten für die Sprachforschung. Die in dieser Arbeit verwendeten Daten stammen aus einem Korpus englischsprachiger Blogs, eine Art Computer gestützte Kommunikation (computer-mediated communication, CMC). Blogs bieten eine neue, beispiel- lose Möglichkeit, Wörtern nachzuspüren zum Zeitpunkt, in der sie Eingang in die Sprache finden. Um die Untersuchung des Korpus zu vereinfachen, wurde eine Software mit dem Namen Indiana entwickelt. Dieses Instrument verbindet den Korpus basierten Zugang mit einer lexikographischen Analyse. Indiana verwendet eine Kombination von HTML-to-text converter, eine kumulative Datenbank und verschiede Filter, um potentielle Neologismen im Korpus identifizieren zu können.
    [Show full text]
  • La Influencia Del 2.0 En Los Negocios De La Empresa Actual
    Empresa 2.0 Proyecto Final de Carrera Ingeniería Técnica Informática de Gestión Autor: Joshua Ivars Medina Tutor: Juan Vicente Oltra Gutiérrez Marzo 2013 Agradecimientos Este trabajo es el resultado de un proceso arduo y laborioso que no hubiera sido posible sin la ayuda de las siguientes personas a las que me gustaría agradecer: A mi tutor, Juan Vicente Oltra, por la atención y orientación que me ha prestado durante todo el proyecto. Al experto en marketing Juan Merodio, que ha sido mi gurú gracias a sus múltiples conferencias que han sido de gran ayuda. Y respondiendo puntualmente todas mis dudas y me ha suministrado información. A mi padre por permitirme hacer mis primeros “experimentos” en esto del marketing digital y que me han sido de gran ayuda para poder aprender a aplicar en la práctica todos estos conocimientos. Mis amigos, mi familia que han estado a mi lado y me han animado y empujado para que avanzara en el proyecto. Me he sentido muy cómodo y realizado trabajando con este proyecto, que espero que sirva de ayuda para cualquier emprendedor o empresario que se quiera iniciar en redes sociales. 1 Tabla de contenido 1. Introducción. Objetivos del PFC ........................................................................................ 3 2. Metodología y Herramientas ............................................................................................ 5 2.1 El 2.0 .................................................................................................................................... 5 2.1.1 ¿Qué es? ......................................................................................................................
    [Show full text]
  • Publicidad Display
    Universidad Politécnica de Valencia Escuela Técnica Superior de Ingeniería Informática Publicidad en internet. Situación 2005- 2010 Para optar a la titulación de: Ingeniería Informática Presentado por: Yulia Reznichenko Dirigido por: Juan Vicente Oltra Gutiérrez Junio, 2011 Contenido: Contenido: ............................................................................................................................................ 2 Introducción ......................................................................................................................................... 6 La publicidad en Internet. .................................................................................................................... 7 Ventajas de publicidad en Internet ............................................................................................... 8 Desventajas .................................................................................................................................. 9 Buscadores ......................................................................................................................................... 10 Ventajas de ser visible en buscadores ........................................................................................ 10 ¿Cómo funcionan los buscadores? ............................................................................................. 10 Las áreas en las que se puede enfocar ........................................................................................ 12 Resultados
    [Show full text]
  • On the Security of Single Sign-On
    On the Security of Single Sign-On Vladislav Mladenov (Place of birth: Pleven/Bulgaria) [email protected] 30th June 2017 Ruhr-University Bochum Horst G¨ortz Institute for IT-Security Chair for Network and Data Security Dissertation zur Erlangung des Grades eines Doktor-Ingenieurs der Fakult¨atf¨urElektrotechnik und Informationstechnik an der Ruhr-Universit¨atBochum First Supervisor: Prof. Dr. rer. nat. J¨org Schwenk Second Supervisor: Prof. Dr.-Ing. Felix Freiling www.nds.rub.de Abstract Single Sign-On (SSO) is a concept of delegated authentication, where an End- User authenticates only once at a central entity called Identity Provider (IdP) and afterwards logs in at multiple Service Providers (SPs) without reauthenti- cation. For this purpose, the IdP issues an authentication token, which is sent to the SP and must be verified. There exist different SSO protocols, which are implemented as open source libraries or integrated in commercial products. Google, Facebook, Microsoft and PayPal belong to the most popular SSO IdPs. This thesis provides a comprehensive security evaluation of the most popular and widely deployed SSO protocols: OpenID Connect, OpenID, and SAML. A starting point for this research is the development of a new concept called malicious IdP, where a maliciously acting IdP is used to attack SSO. Generic attack classes are developed and categorized according to the requirements, goals, and impact. These attack classes are adapted to different SSO proto- cols, which lead to the discovery of security critical vulnerabilities in Software- as-a-Service Cloud Providers, eCommerce products, web-based news portals, Content-Management systems, and open source implementations.
    [Show full text]
  • Web Marketing for Dummies®, 2Nd Edition Published by Wiley Publishing, Inc
    Web Marketing FOR DUMmIES‰ 2ND EDITION by Jan Zimmerman 01_371817-ffirs.indd i 11/5/08 10:14:54 PM 01_371817-ffirs.indd iv 11/5/08 10:14:56 PM Web Marketing FOR DUMmIES‰ 2ND EDITION by Jan Zimmerman 01_371817-ffirs.indd i 11/5/08 10:14:54 PM Web Marketing For Dummies®, 2nd Edition Published by Wiley Publishing, Inc. 111 River Street Hoboken, NJ 07030-5774 www.wiley.com Copyright © 2009 by Wiley Publishing, Inc., Indianapolis, Indiana Published by Wiley Publishing, Inc., Indianapolis, Indiana Published simultaneously in Canada No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning or otherwise, except as permit- ted under Sections 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923, (978) 750-8400, fax (978) 646-8600. Requests to the Publisher for permission should be addressed to the Legal Department, Wiley Publishing, Inc., 10475 Crosspoint Blvd., Indianapolis, IN 46256, (317) 572-3447, fax (317) 572-4355, or online at http://www.wiley.com/go/permissions. Trademarks: Wiley, the Wiley Publishing logo, For Dummies, the Dummies Man logo, A Reference for the Rest of Us!, The Dummies Way, Dummies Daily, The Fun and Easy Way, Dummies.com, Making Everything Easier!, and related trade dress are trademarks or registered trademarks of John Wiley & Sons, Inc. and/or its affi liates in the United States and other countries, and may not be used without written permission.
    [Show full text]
  • Online Music Communities: Challenging Sexism, Capitalism, and Authority in Popular Music
    ONLINE MUSIC COMMUNITIES ONLINE MUSIC COMMUNITIES: CHALLENGING SEXISM, CAPITALISM, AND AUTHORITY IN POPULAR MUSIC By PAUL ALEXANDER AITKEN, B.FA. A Thesis Submitted to the School of Graduate Studies in Partial Requirements for the Degree Master of Arts McMaster University © Copyright by Paul Alexander Aitken, September 2007 MASTER OF ARTS (2007) McMaster University (Music Criticism) Hamilton, Ontario TITLE: Online Music Communities: Challenging Sexism, Capitalism, and Authority in Popular Music AUTHOR: Paul Alexander Aitken, B.FA. (York University) SUPERVISOR: Dr. Christina Baade NUMBER OF PAGES: vii, 167 ii ABSTRACT With its almost exclusive focus on the economics of the music industry, the early-21 st century debate over digital music piracy has obscured other vital areas of study in the relationship between popular music and the Intemet. This thesis addresses some of these neglected areas, specifically issues of agency, representation, discipline, and authority; it examines each of these in relationship to the formation and maintenance different online music communities. I argue that contemporary online trends related to music promotion, consumption, and criticism are, in fact, part of a much larger socio-cultural re-envisioning of the relationships between artists and audiences, artists and the music industry, and among audience members themselves. The relationship between music and the Intemet is not only subversive on the level of economics. I examine these issues in three key areas. Independent women's music cOlmnunities challenge patriarchal authority in the music industry as they use online discussion forums and web sites to advance their own careers. The tension that exists between the traditional for-profit music industry and the developing ethic of sharing in the filesharing community creates the conditions whereby we can imagine aItemative ways that music can circulate in culture.
    [Show full text]
  • Blogging for Engines
    BLOGGING FOR ENGINES Blogs under the Influence of Software-Engine Relations Name: Anne Helmond Student number: 0449458 E-mail: [email protected] Blog: http://www.annehelmond.nl Date: January 28, 2008 Supervisor: Geert Lovink Secondary reader: Richard Rogers Institution: University of Amsterdam Department: Media Studies (New Media) Keywords Blog Software, Blog Engines, Blogosphere, Software Studies, WordPress Summary This thesis proposes to add the study of software-engine relations to the emerging field of software studies, which may open up a new avenue in the field by accounting for the increasing entanglement of the engines with software thus further shaping the field. The increasingly symbiotic relationship between the blogger, blog software and blog engines needs to be addressed in order to be able to describe a current account of blogging. The daily blogging routine shows that it is undesirable to exclude the engines from research on the phenomenon of blogs. The practice of blogging cannot be isolated from the software blogs are created with and the engines that index blogs and construct a searchable blogosphere. The software-engine relations should be studied together as they are co-constructed. In order to describe the software-engine relations the most prevailing standalone blog software, WordPress, has been used for a period of over seventeen months. By looking into the underlying standards and protocols of the canonical features of the blog it becomes clear how the blog software disperses and syndicates the blog and connects it to the engines. Blog standards have also enable the engines to construct a blogosphere in which the bloggers are subject to a software-engine regime.
    [Show full text]
  • Devonagentpro
    DEVONagent Pro VERSION 3.11.1 DOCUMENTATION © 2001-2019 DEVONtechnologies TABLE OF CONTENTS Read Me 4 Menus 29 The DEVONagent Pro Advantage 5 The DEVONagent Pro menu 29 System Requirements 6 The File menu 30 Installing, Updating, Removing 6 The Edit menu 31 Trial Restrictions 6 The Data menu 32 Version history 7 The Sort menu 33 License Agreement 11 The View menu 33 Credits 11 The Web menu 34 The History menu 35 Getting Started 12 The Go menu 36 Why use DEVONagent Pro? 12 The Window menu 36 When to use DEVONagent Pro? 12 The Services menu 37 DEVONagent Pro at a Glance 13 The Scripts menu 37 First steps with DEVONagent Pro 13 The Help menu 37 The Dock menu 38 Common Tasks 14 Windows and panels 39 How to find on the Internet 14 How to search beyond Google 14 Search window 40 How to customize DEVONagent Pro 15 Web browser 46 How to set up a search set to crawl feeds 15 Archive window 52 How to run a search automatically 16 Search sets 54 How to archive search results 16 Plugins and scanners 54 Downloads 56 Queries 18 Preferences 57 Assistant 57 Operators 18 Designing a search query 19 Preferences 59 Search sets 21 General 59 Search 60 What are search sets? 21 Menu extra 61 Choosing a search set 21 Web 62 Creating and managing sets 22 Tabs 63 Sharing sets 23 Bookmarks 64 General tab 23 Email 64 Advanced tab 25 Update 65 Sites tab 25 Plugins tab 26 Menu extra 66 Actions tab 27 Scripts 67 Schedule tab 28 Introduction 67 DEVONagent Pro's Scripts menu 68 Automator 69 DEVONagent Pro 3.11.1 Documentation, page 2 Plugin Development 70 Creating Your
    [Show full text]
  • Helmond › Lifetracing » Lifetracing 1. Platforms for Presenting the Self Online
    UvA-DARE (Digital Academic Repository) Lifetracing Helmond, A. Publication date 2009 Published in Networked: a (networked_book) about (networked_art) Link to publication Citation for published version (APA): Helmond, A. (2009). Lifetracing. In S. Dietz, M. C. C. Gabriel, G. Lovink, N. Montfort, A. Bray, S. Dockray, J-A. Green, E. Navas, & H. Thorington (Eds.), Networked: a (networked_book) about (networked_art) Turbulence. http://helmond.networkedbook.org/ General rights It is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulations If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: https://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. UvA-DARE is a service provided by the library of the University of Amsterdam (https://dare.uva.nl) Download date:25 Sep 2021 Helmond › Lifetracing » Lifetracing 1. Platforms for Presenting the Self Online Translate Page Lifetracing 1. Platforms for Presenting the Self Online To comment on SPECIFIC PARAGRAPHS, click on the speech bubble next to that ¶ 1 paragraph. Next: Lifetracing 2 ¶ 2 Preface ¶ 3 What is a networked book and what does it mean to write and publish a networked ¶ 4 book? Isn’t everything published online automatically networked through the fetishized ¶ 5 Chapters indexes of engines that shape the web? A networked book is not a self-referential object as it alludes to and embeds objects from the network it is part of, in this case the web.
    [Show full text]