ACP-ASIM Online Editing Guide
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Aprender El Lenguaje Html Estrictamente Reservado a Los Principiantes
Aprender el lenguaje Html Estrictamente reservado a los principiantes www.ccim.be/ccim328/htmlsp/index.htm Preámbulo Nuestro objetivo en la elaboración de esta formación dedicada a la creación de páginas Web y luego al lenguaje Html ha sido la sencillez de planteamiento y el deseo de dar bases sanas para un estudio y una utilización más adelantada. No pretendemos ser exhaustivos ni ser "La" referencia. Sabemos perfectamente que nuestra síntesis es muy subjetiva y que estaremos en contra de los puristas. Esperamos por lo menos hacerle comprender y disfrutar el lenguaje Html, y darle ganas de aprender un poco más a propósito de la publicación en Internet. Capitulo 1 : El Web habla Html Html es el lenguaje universal para comunicar en el Web. Su información será entonces recogida en esta fantástica tela de redes interconectadas que es Internet, para acabar en el ordenador de su lector gracias a un programa llamado navegador o browser. • Entonces tiene dos interlocutores 1. el browser de su lector 2. y su mismo lector. Este programa que se llama "browser" nos permite navegar en la Net y visualizar en su pantalla las "páginas" que él ha localizado. Es una lastima que haya tantas marcas y tipos diferentes de navegadores. Los hay simples, arcaicos, sofisticados... Los más conocidos son Netscape en su versión 2, 3, y 4 luego Internet Explorer 3, 4 y 5 de Microsoft pero también existen muchos otros. • Cada browser tiene su propia manera de trabajar. A diferencia de su tratamiento de texto preferido que restituye exactamente su documento en una hoja de papel con su tipo de caracteres y su compáginación, no sabe nunca exactamente lo que el browser de su lector del fin del mundo presentará en la pantalla de este último. -
PANTONE® Colorwebtm 1.0 COLORWEB USER MANUAL
User Manual PANTONE® ColorWebTM 1.0 COLORWEB USER MANUAL Copyright Pantone, Inc., 1996. All rights reserved. PANTONE® Computer Video simulations used in this product may not match PANTONE®-identified solid color standards. Use current PANTONE Color Reference Manuals for accurate color. All trademarks noted herein are either the property of Pantone, Inc. or their respective companies. PANTONE® ColorWeb™, ColorWeb™, PANTONE Internet Color System™, PANTONE® ColorDrive®, PANTONE Hexachrome™† and Hexachrome™ are trademarks of Pantone, Inc. Macintosh, Power Macintosh, System 7.xx, Macintosh Drag and Drop, Apple ColorSync and Apple Script are registered trademarks of Apple® Computer, Inc. Adobe Photoshop™ and PageMill™ are trademarks of Adobe Systems Incorporated. Claris Home Page is a trademark of Claris Corporation. Netscape Navigator™ Gold is a trademark of Netscape Communications Corporation. HoTMetaL™ is a trademark of SoftQuad Inc. All other products are trademarks or registered trademarks of their respective owners. † Six-color Process System Patent Pending - Pantone, Inc.. PANTONE ColorWeb Team: Mark Astmann, Al DiBernardo, Ithran Einhorn, Andrew Hatkoff, Richard Herbert, Rosemary Morretta, Stuart Naftel, Diane O’Brien, Ben Sanders, Linda Schulte, Ira Simon and Annmarie Williams. 1 COLORWEB™ USER MANUAL WELCOME Thank you for purchasing PANTONE® ColorWeb™. ColorWeb™ contains all of the resources nec- essary to ensure accurate, cross-platform, non-dithered and non-substituting colors when used in the creation of Web pages. ColorWeb works with any Web authoring program and makes it easy to choose colors for use within the design of Web pages. By using colors from the PANTONE Internet Color System™ (PICS) color palette, Web authors can be sure their page designs have rich, crisp, solid colors, no matter which computer platform these pages are created on or viewed. -
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. -
Adventures on the World Wide Web Care and Feeding of a Community Band Website
Adventures on the World Wide Web Care and Feeding of a Community Band Website Presented at 1998 Community Band Weekend August 2, 1998 http://www.ahcb.org/ After Hours Community Band Web Site Committee 1 Facts About the AHCB Website • Address: www.ahcb.org • Hosted (physically resides) on Geocities • Went active on April 14, 1998 • About 1000 visits since we started • Designed for use by band members and general public After Hours Community Band Web Site Committee 2 Web Site Usage Total Hits on Home Page 1000 900 800 700 600 500 Total Hits 400 300 200 100 0 4/14/98 5/14/98 6/13/98 7/13/98 8/12/98 9/11/98 Date After Hours Community Band Web Site Committee 3 Steps We Followed • Decide who should be involved in this project • Determine the purpose/audience • Brainstorm for what should be on the site (especially initially) • Select the host for your site • Decide if you want a domain name • Determine the costs • Establish policies • Set up the site and test it • Go “public” • Maintain, update, and improve the site After Hours Community Band Web Site Committee 4 Who should be involved? • We took a committee approach • Asked for volunteers from entire band – Resulted in four volunteers • Decided on a charter for the committee – Research how and why to create a website – Establish costs (if any) and policies – Begin provisional construction of a website • We are an ad hoc committee reporting to our band’s Executive Committee After Hours Community Band Web Site Committee 5 Purpose and Audience for the Website • Probably the most important part -
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. -
Introduction Au HTML
HTML Sommaire : 1. plan 2. Le Web 3. Les serveurs Web 4. Les protocoles de communication 5. Accès aux serveurs Web 6. Le langage H.T.M.L. 7. Structure 8. Styles 9. Autres styles 10. Interface universelle 11. Écriture d'accents 12. Les listes 13. ... 14. Exemple de fichier HTML 15. Les hyperliens 16. Un exemple 17. Les ancres 18. Les tableaux 19. Les formulaires 20. Le source d'un formulaire 21. Le formulaire correspondant 22. Les frames 23. ... 24. ... 25. Création de frames 26. Création ou acquisition de documents 27. Comparaisons d'éditeurs HTML 28. Exemple de petit générateur de HTML 29. Autres objets insérés dans les pages Web 30. Quelques astuces 31. Les feuilles de style 32. Moteurs de recherche / indexation 33. Les proxies 34. Bibliographie ANNEXES: Exemple d'utilisation de l'HTML : ADM Différents clients Bruno Pouliquen ([email protected]) http://www.med.univ-rennes1.fr/~poulique/cours/html/ page 1 WORLD WIDE WEB Toile d'araignée d'étendue mondiale Réseaux de communication mondial • Interconnection de réseaux; • Réseaux internet; • Permet d'accéder à une masse gigantesque d'informations distantes; • Chaque individu peut y mettre les informations qu'il désire; • Le succès du Web : accès ergonomique et facile à une masse de données colossale et variée. http://www.med.univ-rennes1.fr/~poulique/cours/html/ page 2 SERVEURS WORLD WIDE WEB ________________________________________ •Données Multimédia • Hypermédia • Données réparties • Navigation transparente serveur www.med.univ-rennes1.fr serveur serveur web www.autre.com (apache) routeur Internet réseau ethernet Mac PC client web (netscape) http://www.med.univ-rennes1.fr/~poulique/cours/html/ page 3 PROTOCOLES DE COMMUNICATION. -
Acceptable Use of Instant Messaging Issued by the CTO
State of West Virginia Office of Technology Policy: Acceptable Use of Instant Messaging Issued by the CTO Policy No: WVOT-PO1010 Issued: 11/24/2009 Revised: 12/22/2020 Page 1 of 4 1.0 PURPOSE This policy details the use of State-approved instant messaging (IM) systems and is intended to: • Describe the limitations of the use of this technology; • Discuss protection of State information; • Describe privacy considerations when using the IM system; and • Outline the applicable rules applied when using the State-provided system. This document is not all-inclusive and the WVOT has the authority and discretion to appropriately address any unacceptable behavior and/or practice not specifically mentioned herein. 2.0 SCOPE This policy applies to all employees within the Executive Branch using the State-approved IM systems, unless classified as “exempt” in West Virginia Code Section 5A-6-8, “Exemptions.” The State’s users are expected to be familiar with and to comply with this policy, and are also required to use their common sense and exercise their good judgment while using Instant Messaging services. 3.0 POLICY 3.1 State-provided IM is appropriate for informal business use only. Examples of this include, but may not be limited to the following: 3.1.1 When “real time” questions, interactions, and clarification are needed; 3.1.2 For immediate response; 3.1.3 For brainstorming sessions among groups; 3.1.4 To reduce chances of misunderstanding; 3.1.5 To reduce the need for telephone and “email tag.” 3.2 Employees must only use State-approved instant messaging. -
Geotagging Photos to Share Field Trips with the World During the Past Few
Geotagging photos to share field trips with the world During the past few years, numerous new online tools for collaboration and community building have emerged, providing web-users with a tremendous capability to connect with and share a variety of resources. Coupled with this new technology is the ability to ‘geo-tag’ photos, i.e. give a digital photo a unique spatial location anywhere on the surface of the earth. More precisely geo-tagging is the process of adding geo-spatial identification or ‘metadata’ to various media such as websites, RSS feeds, or images. This data usually consists of latitude and longitude coordinates, though it can also include altitude and place names as well. Therefore adding geo-tags to photographs means adding details as to where as well as when they were taken. Geo-tagging didn’t really used to be an easy thing to do, but now even adding GPS data to Google Earth is fairly straightforward. The basics Creating geo-tagged images is quite straightforward and there are various types of software or websites that will help you ‘tag’ the photos (this is discussed later in the article). In essence, all you need to do is select a photo or group of photos, choose the "Place on map" command (or similar). Most programs will then prompt for an address or postcode. Alternatively a GPS device can be used to store ‘way points’ which represent coordinates of where images were taken. Some of the newest phones (Nokia N96 and i- Phone for instance) have automatic geo-tagging capabilities. These devices automatically add latitude and longitude metadata to the existing EXIF file which is already holds information about the picture such as camera, date, aperture settings etc. -
Building on the Future. NECC 2001: National Educational Computing Conference Proceedings (22Nd, Chicago, Illinois, June 25-27, 2001)
DOCUMENT RESUME ED 462 929 IR 021 087 TITLE Building on the Future. NECC 2001: National Educational Computing Conference Proceedings (22nd, Chicago, Illinois, June 25-27, 2001). INSTITUTION National Educational Computing Association, Eugene, OR.; National Educational Computing Conference. PUB DATE 2001-06-00 NOTE 512p.; For selected individual papers, see IR 021 088-111. Most presenter handouts are not available from ERIC. Hosted by Illinois Computing Educators (ICE) and School of Education and Social Policy, Northwestern University. In cooperation with Chicago Public Schools, Illinois State Board Of Education, Illinois State Learning Technology Centers, Niles Township High School District 219, NCRTEC at the North Central Regional (Northwestern University), and Illinois Educational Technology Council. AVAILABLE FROM For full text: http://confreg.uoregon.edu/necc2001/program/. PUB TYPE Collected Works Proceedings (021) EDRS PRICE MF02/PC21 Plus Postage. DESCRIPTORS Computer Uses in Education; *Educational Technology; Elementary Secondary Education; Higher Education; *Information Technology; Internet; *Telecommunications IDENTIFIERS *Technology Implementation ABSTRACT This document contains the proceedings of the National Educational Computing Conference (NECC) 2001. The following research papers are included: "UCI Computer Arts: Building Gender Equity While Meeting ISTE NETS" (Kimberly Bisbee Burge); "From Mythology to Technology: Sisyphus Makes the Leap to Learn" (Patricia J. Donohue, Mary Beth Kelley-Lowe, and John J. Hoover); "Simulations -
TAP Into Learning, Fall-Winter 2000. INSTITUTION Stanford Univ., CA
DOCUMENT RESUME ED 456 797 IR 020 546 AUTHOR Burns, Mary; Dimock, Vicki; Martinez, Danny TITLE TAP into Learning, Fall-Winter 2000. INSTITUTION Stanford Univ., CA. ERIC Clearinghouse on Educational Media and Technology. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE 2000-00-00 NOTE 26p.; Winter 2000 is the final issue of "TAP into Learning CONTRACT RJ9600681 AVAILABLE FROM For full text: http://www.sedl.org/tap/newsletters/. PUB TYPE Collected Works Serials (022) JOURNAL CIT TAP into Learning; v2 n3, v3 n1-2 Fall-Win 2000 EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Computer Assisted Instruction; Computer Software; *Computer Uses in Education; Constructivism (Learning); Educational Technology; Elementary Secondary Education; *Hypermedia; Interactive Video; Learning; Learning Activities; Multimedia Instruction; *Multimedia Materials; Visual Aids IDENTIFIERS Reflective Inquiry; Technology Role ABSTRACT This document consists of the final three issues of "TAP into Learning" (Technology Assistance Program) .The double fall issue focuses on knowledge construction and on using multimedia applications in the classroom. Contents include: "Knowledge Under Construction"; "Hegel and the Dialectic"; "Implications for Teaching and Learning"; "How Can Technology Help in the Developmental Process?"; "Type I and Type II Applications"; "Children's Ways of Learning and the Evolution of the Personal Computer"; "Classroom Example: Trial of Julius Caesar's Murderers and Court Case Website"; "Glossary of World Wide Web Terms"; "Hypermedia: What Do I Need To Use Thought Processing Software?"; and "What Do I Need To Make a Web Page in My Class?" The winter issue, "Learning as an Active and Reflective Process," focuses on the process of learning and on using video in the classroom. -
Tag Recommendations in Social Bookmarking Systems
1 Tag Recommendations in Social Bookmarking Systems Robert Jaschke¨ a,c Leandro Marinho b,d 1. Introduction Andreas Hotho a Lars Schmidt-Thieme b Gerd Stumme a,c Folksonomies are web-based systems that allow users to upload their resources, and to label them with a Knowledge & Data Engineering Group (KDE), arbitrary words, so-called tags. The systems can be dis- University of Kassel, tinguished according to what kind of resources are sup- 1 Wilhelmshoher¨ Allee 73, 34121 Kassel, Germany ported. Flickr , for instance, allows the sharing of pho- tos, del.icio.us2 the sharing of bookmarks, CiteULike3 http://www.kde.cs.uni-kassel.de 4 b and Connotea the sharing of bibliographic references, Information Systems and Machine Learning Lab and last.fm5 the sharing of music listening habits. Bib- (ISMLL), University of Hildesheim, 6 Sonomy allows to share bookmarks and BIBTEX based Samelsonplatz 1, 31141 Hildesheim, Germany publication entries simultaneously. http://www.ismll.uni-hildesheim.de In their core, these systems are all very similar. Once c Research Center L3S, a user is logged in, he can add a resource to the sys- Appelstr. 9a, 30167 Hannover, Germany tem, and assign arbitrary tags to it. The collection of all his assignments is his personomy, the collection of http://www.l3s.de folksonomy d all personomies constitutes the . The user Brazilian National Council Scientific and can explore his personomy, as well as the whole folk- Technological Research (CNPq) scholarship holder. sonomy, in all dimensions: for a given user one can see all resources he has uploaded, together with the tags he Abstract. -
Personalization in Folksonomies Based on Tag Clustering Jonathan Gemmell, Andriy Shepitsen, Bamshad Mobasher, Robin Burke
Personalization in Folksonomies Based on Tag Clustering Jonathan Gemmell, Andriy Shepitsen, Bamshad Mobasher, Robin Burke Center for Web Intelligence School of Computing, DePaul University Chicago, Illinois, USA {jgemmell,ashepits,mobasher,rburke}@cti.depaul.edu Abstract through the folksonomy without being tied to a pre-defined navigational or conceptual hierarchy. The freedom to ex- Collaborative tagging systems, sometimes referred to as plore this large information space of resources, tags, or even “folksonomies,” enable Internet users to annotate or search for resources using custom labels instead of being restricted other users is central to the utility and popularity of collab- by pre-defined navigational or conceptual hierarchies. How- orative tagging. Tags make it easy and intuitive to retrieve ever, the flexibility of tagging brings with it certain costs. Be- previously viewed resources (Hammond et al. 2005). Fur- cause users are free to apply any tag to any resource, tag- ther, tagging allows users to categorized resources by sev- ging systems contain large numbers of redundant, ambigu- eral terms, rather than one directory or a single branch of ous, and idiosyncratic tags which can render resource discov- an ontology (Millen, Feinberg, and Kerr 2006). Collabora- ery difficult. Data mining techniques such as clustering can tive tagging systems have a low entry cost when compared be used to ameliorate this problem by reducing noise in the to systems that require users to conform to a rigid hierarchy. data and identifying trends. In particular, discovered patterns Furthermore, users may enjoy the social aspects of collab- can be used to tailor the system’s output to a user based on the orative tagging (Choy and Lui 2006).