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Web 2 0 in a Web Services and Grid Context Part I: CTS2007 Web 2 0 Tutorial

Web 2 0 in a Web Services and Grid Context Part I: CTS2007 Web 2 0 Tutorial

Web 2.0 and Grids are addressing a similar application class although Web 2.0 has focused on user interactions So technology has similar requirements Web 2.0 chooses simplicity REST rath[r]

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Web 2 0 Programming with Django and TurboGear pdf

Web 2 0 Programming with Django and TurboGear pdf

The goal of this book is to help you discover a new methodology for designing, coding, testing, and deploying rich applications that reside primarily in the network cloud, rather than primarily on the desktop. This application style is at the heart of so many modern tools and sites that even if you haven’t had experience in developing using the model, you have certainly experienced many sites built this way. The problem with learning an entirely new way to create applications is, as always, where to start. The authors, being developers rather like you, have always believed that one well-worked example is worth hundreds of words of prose. You’ll find those in profusion in this book, but it’s important to have an understanding of why Web 2.0 is important to you as a developer or entrepreneur and how the frame- works covered will allow you to leverage your Python skills in different and powerful new ways. Thus, that’s the starting point for the book, and even though this chapter is short on code, it’s long on ideas, so it will be worth your time to at least skim it. To understand why web frameworks were even designed in the first place, you should understand a little about the whole Web 2.0 revolution.
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Web 2 0, Grids and Parallel Computing

Web 2 0, Grids and Parallel Computing

Web 2.0 and Grids are addressing a similar application class although Web 2.0 has focused on user interactions So technology has similar requirements Web 2.0 chooses simplicity REST rath[r]

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Web 2 0: Nothing Changes…but Everything is Different

Web 2 0: Nothing Changes…but Everything is Different

Legally speaking, Web 2.0 is not a "no laws land," but it radically modifies our approach to law and the few certainties acquired with Web 1.0. Given that it is subject to legislation, Web 2.0 changes nothing, but its impact on our law as it now stands is such that we can consider it to change everything from our perception of intellectual property law (1), to freedom of speech (2), liability law (3), labour law (4), privacy law (5) and property law in general (6). Furthermore, this list is far from encompassing all of the consequence that the Web 2.0 "legal tsunami" will have in the years to come.
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Web 2 0 for Grids and e Science

Web 2 0 for Grids and e Science

The above discussion has focused on accessing the various services via SOAP calls using standard Web Service techniques, which constituted the majority of our initial work. However, we have subsequently examined the use of Web 2.0 techniques for building services. Given that the services are effectively remote function calls, we can consider other ways to expose their functionality. One example is the use of RSS feeds and REST (specifically HTTP GET) invocations. Traditionally, news sites have used RSS feeds to syndicate news items. More generally, RSS feeds can be used to syndicate any type of "new" item or state change in an existing item. In our case we have made available a number of database searches in the form of RSS feeds. For example the user can specify a query for the PubDock database, asking for docking results for molecules that have a score above certain specified value. The query is executed and the return value is an RSS feed (in RSS 2.0) format that can be viewed with any RSS reader. Furthermore our RSS feeds are able to embed chemistry within them by the use of Chemical Markup Language. Thus, if a given RSS item has an associated 2D or 3D structure, the structure can be embedded as a CML [16] fragment within the item. Such combinations are termed CML-RSS [17] feeds and can be viewed in a variety of environments such as Jmol or Bioclipse. Example of such CML-RSS feeds can be found at
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Web 2 0, Language Learning and Intercultural Competence

Web 2 0, Language Learning and Intercultural Competence

Whenever a new form of communication appears on the scene, it immediately becomes the object of discussion. This has been going on since the first penny press edition in 1834, whereas today discussions are carried out with reference to the Internet. The stability with which mass-media have faced different criticism can be well understood thanks to the functionalist analysis which considers the media as a social system working within an external system made up of a set of cul- tural and social conditions. In spite of its complexity, any set of repetitive actions contribute to maintaining or to weakening the stability of the system. We can say that globalization would not have been possible without the media and Web 2.0 may be of remarkable interest for its role in in- fluencing cultural identity. All the past technologies, from electric light to the airplane, took a whole generation to gain ground among people, and Internet has not required such a long time. The impossibility to digest the new modalities of communication offered by the net creates the risk of unexpected contamination. Geographical magazines often show pictures of native Amazonians dressed in their traditional costumes while using computers and mobile phones. Educational uses of Web 2.0 and mobile learning tools have been rapidly expanded over the last few years and a great number of projects have been planned for teaching languages. Mobile learning includes many areas: handheld computers, MP3 players, notebooks and mobile phones. In this paper we shall outline the methodology including selection of web tools, task design, implementation and intercultural communication. The study carried out at the University of Florence shows that learners develop their communication competence while performing entertaining activities which enable them to achieve the desired goals.
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Web 2 0 for E Science Environments

Web 2 0 for E Science Environments

We see this emerging already. E-Science has tended to use Web Services while adopting a growing number of Web 2.0 goodies like Blogs and Wikis. Web 2.0 storage and computing services like Amazon S3 and EC2 are also growing in popularity. We follow myExperiment’s view [6] that one should embrace useful Web 2.0 features and technologies and integrate them with Web Service and OGSA Grids into operational e-Science systems. For example user interface Gadgets have some features lacking in portlets, while some find mashups an easier approach to service composition than Grid workflow. We are workings on ways to go back and forth between Gadgets and Portlets so that for example we can use a Portlet interface to a service to generate a Google Sidebar Gadget. Naively it would be good to build a “Programmable Broad Grid (.org)” site to add the missing (largely Web Service) Narrow Grid systems, services and API’s to those at ref. 5.
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Transforming pedagogy using mobile Web 2 0

Transforming pedagogy using mobile Web 2 0

A model for pedagogical and technological support for the integration and implementation of mobile Web 2.0 was developed using an intentional COP model. The projects are guided and supported by weekly “technology sessions” (COPs) facilitated by a “technology steward” (Wenger et al., 2005) who is the researcher and an Academic Advisor in e-learning and learning technologies in the Centre for Teaching and Learning Innovation (CTLI) at Unitec. The project is a collaborative project between the researcher as the “technology steward,” the course tutors, and the students on the course. The institution’s Learning Management System (LMS) is used to provide scaffolding and support for both tutors and students. Tutors are encouraged to model the use and integration of mobile Web 2.0 in their own daily work-flows and to provide regular formative feedback to students via posts on their blogs and other media. There is an interactive online concept map illustrating this model available at http://ltxserver.unitec.ac.nz/~thom/MobileWeb2/mobileweb2concept2.htm. A 10 minute video overview of the project process, including staff and student feedback (focusing on the Bachelor of Product Design trial) can be viewed on YouTube at http://www.youtube.com/watch?v=8Eh5ktXMji8 (Cochrane, 2008b).
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Weaving the New Web: Designing a Web 2 0: Solution to 'Catch' Job candidates

Weaving the New Web: Designing a Web 2 0: Solution to 'Catch' Job candidates

The preparation process starts with the discovery of what a company’s future personnel requirements will be (Maier et al., 2009). Company may initiate the recruitment by the reason that they are not satisfied with the current business performance, and would like to stimulate the marketing development by introducing new employees. After that, the manager and recruiter could define hiring needs by carefully analyzing and identifying the knowledge, skills, ability, and experience required to effectively performing the job (Singh & Finn, 2003; Holm, 2009). The criteria for new employees are customized in terms of job descriptions. For instance, organizations may set one of obligatory prerequisite for a marketing manager is at least five years marketing experience. It is wise that recruiters are thoughtful and careful during the preparation phase. Otherwise, company will recruit the wrong type of numbers of people by reason of ineffective plans (Singh & Finn, 2003). This would be the situation for existing E-recruitment approaches. When the target of recruitment is to identify the passive applicants within Web 2.0 applications, some additional preparations on defining criteria will be needed. In the Web 2.0 applications, users may use different expressions on describing same issues. For instance, to describe the skills level, both “skilled” and “practiced” could be used by applicants. If recruiters use the inappropriate or unfamiliar phrases on searching the candidates from Web 2.0 applications, the result will be very different. Therefore, the result of push recruiting will be partial depending on the preparation of key words used on searching. In the later chapter, there will be more explanation on key words.
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You Tube if you want to – a Web 2 0 approach to staff development in web conferencing

You Tube if you want to – a Web 2 0 approach to staff development in web conferencing

Following a meeting held online using Elluminate, 27 Leeds Met Teacher Fellows were asked to assess potential future use of web conferencing and gave a valuable indication of what their likely staff development needs would be. Their feedback identified potential uses ranging from research supervision to running workshops, seminars and tutorials with distance learners. They also suggested potential uses of web conferencing for both formative assessment, for example with case study discussions and mini-presentations, and summative group assessment with project work submitted as an Elluminate recording. Some were keen to trial peer/ tutor feedback on individual and group assignments, perhaps using scheduled ‘virtual’ office hours in Elluminate. The ability to conduct more focused and time-efficient meetings, without travel or room booking constraints, was identified as a positive administrative bonus. Of equal interest was the potential to offer students virtual group study space without the need to book physical rooms or travel to a library. Teacher Fellows further identified peer support and resourcing strategies to overcome possible training and technical issues they could predict for both themselves and their students. What this suggests is that in moving beyond awareness-raising in exploiting our use of virtual conferencing spaces, we need also to find more efficient ways to develop and to capitalise on the real knowledge, experience and insights of staff and students who involve themselves with web conferencing. The core proposal here is that ease of access to Web 2.0 technologies and the collaborative climate that their use engenders can support the adjustments needed in order to provide more appropriate, targeted staff development resources.
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Web 2 0 collaborative tools for SMEs: A survey

Web 2 0 collaborative tools for SMEs: A survey

To gain understanding about those tools we tested twenty Web 2.0 collaborative tools, the idea partially come from a previous study by [12] in which seven of the tools ware adopted, while we reviewed the remaining tools such as: eXo Platform, Basecamp, Zoho project, Wrike, Asana, Huddle, Mavenlink, Trello, ProWorkflow, Skype, Google Hangout, Zimbra, Groupware, WebEx, PHProject, Bluetie, Microsoft SharePoint, Kune, and Microsoft Office Groove, based on our experience. The researcher try to cover more wider ranges of tools that has more different features, ranging from freeware to paid, client server to hybrid architecture, from charting, to project management and to document management.
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Web 2 0 Projects at Warwick University Library

Web 2 0 Projects at Warwick University Library

following brief overviews cover only four of the projects that have been running since then. We have also investigated much more, including Twitter, Google Documents, wiki reading lists, You-Tube and more, but we couldn’t possibly fit it all in here. The brief articles below are just to give a taste of the kind of projects we have worked on. There are many more members of staff involved and many more web 2.0 adventures underway. . .

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Web 2 0 for E Science Environments

Web 2 0 for E Science Environments

Web 2.0 and Grids are addressing a similar application class although Web 2.0 has focused on user interactions So technology has similar requirements Web 2.0 chooses simplicity REST rath[r]

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Cyberinfrastructure and Web 2 0

Cyberinfrastructure and Web 2 0

REST services emphasize simplicity of invocation patterns and programming interface design. Sophisticated client interfaces are at the other end of the Web 2.0 spectrum. Adobe Flash plugins have shown for a number of years that the browser can overcome the limits of the HTTP Request/Response cycle to provide a more desktop- like experience for Web applications. More recently, the standardization of JavaScripts’s XmlHttpRequest object (originally developed by Microsoft for Internet Explorer only but now supported by most major browsers) has enabled non-proprietary rich Web clients to proliferate. The core concept of rich user interfaces is that the Web browser can make calls back to the Web server (or Web servers) to request additional information without the user’s direct request. Instead, the call-backs are driven by JavaScript events generated by the user’s normal interactions with the browser user interface. This enables Web-based user interfaces to much more closely resemble desktop applications from the user’s point of view.
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Grids Challenged by a Web 2 0 and Multicore Sandwich

Grids Challenged by a Web 2 0 and Multicore Sandwich

Looking to the future, Web 2.0 has momentum as it is driven by success of social web sites and the user friendly protocols attracting many developers of mashups. For narrow Grids, their momentum is driven by the success of eScience and the commercial web service thrusts largely aimed at Enterprise-level computing. We expect application domains such as business and military, where predictability and robustness are often essential, might be built on Web Service (Narrow Grid) technologies with the user interactivity of Web 2.0 added to support social interactions in their virtual organizations. However, the higher complexity of Web Services discourages both the broad adoption and high implementation quality of WS-* components, requiring substantial investment. Maybe this will just wither away, leaving a simpler Web 2.0 technology base. On the other hand, robustness and coping with unstructured blooming of a ten thousand flowers are forces pressuring Web 2.0 and confusing its future role. The usability and full exploitation of Multicore systems will drive the development of Parallel Programming 2.0, and we expect this to see much innovation. Perhaps the most interesting near term questions for distributed system Grids and Web 2.0 are the Grid Cloud architecture, data interchange standards and usage models.
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Integration of Collaborative Information Systems in Web 2 0

Integration of Collaborative Information Systems in Web 2 0

A possible solution may be to define an architecture defining a model for integration to combine similar tools and use multiple services to user community to solve this problem. The web technologies such as RSS (Really Simple Syndication)[2], ATOM[3] AJAX (Asynchronous JavaScript and XML)[4], microformats[5], and REST (Representational State Transfer)[6] provide flexible Web-accessible data and services for Web 2.0 applications. However, although the current systems are for the most part good, they are independent of each other. Huge amount of data distributed over different tools and services exists in the Web A large fraction of this data is duplicated. What is needed is an integration model that would bridge the different tools and services. In the 90s the software and system releases were not frequent. Now, people don’t careen to know about version of the software and systems. That is not really needed because today’s tools provide services that always improve [1]. There are many tools in Web 2.0 but we are not sure which tools will improve and will be embraced by the web communities. So, in this rapid development cycle one tool might have an advantage to the other tool and vice versa. For example, the annotation tools for scholarly papers are currently detached from the capabilities provided by other research tools.
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Semantic Web meets Web 2 0 (and vice versa): The Value of the Mundane for the Semantic Web

Semantic Web meets Web 2 0 (and vice versa): The Value of the Mundane for the Semantic Web

With respect to filtering for trusted recommendations, effectively exploiting Semantic Web-based social networks the FilmTrust project has lead the way (16). The cost of entry however is not nothing: participants muse take time to rank a set of 50 films, from which the system inferences about other movies about which the participant is interested. Is such ranking necessary for all domains? How might inferences be applied across a few domains to generalize decisions about other domains? And if that is possible, what attributes are to be assessed? For instance, how match food preferences or environment attributes from which to develop particular recommendations for restaurants, hotels, historic cites, books, movies, friends and so on? Perhaps more particularly, once these methods for cross domain inferred trust are developed, we again come to the question of how expose the data needed to feed the algorithms to associate with great services? Again, there has been considerable work on post hoc semantic extraction of information from existing Web documentation, such as GATE (12), and Armadilo(11), to name two. By tuning some of this work from the the Research space to the mundane, we would have a compelling test case for the viability of Semantic Web technologies in the wild: either it will be, as we predict, readily easy to add value to such a Web2.0+ SW scenario, or it will not. Both cases offer interesting and compelling feedback to the Semantic Web community. We suspect the former will be the case, and reflect on three sites where we are investigating Semantic Web opportunities for Web 2.0 engagement.
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Building a Web based IDE from Web 2  0 perspective

Building a Web based IDE from Web 2 0 perspective

social aspect in these tools is very outstanding. This requires reconciliation between social networks and web IDE. Collaborative editing systems are real-time Groupware that allows team members to simultaneously edit shared documents from different sites [5]. With the advent of Web 2.0, several projects have started covering the different requirements of users. Google Docs is the most successful real time collaborative editor for office documents. Adopting real- time editing technique by software engineering systems specifically IDEs will provide great added value and will have a large impact on the performance of these systems.
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Information quality in Web 2 0

Information quality in Web 2 0

information quality criteria might be affected by the implementation of a pattern. This does mean that the pattern in question should be duly implemented and the right format should be chosen. It is also that not each pattern is applicable in each context. The specific contexts in which an implementation is feasible are documented in the ‘Context’ section of each pattern. It appears in this matrix that the Declaration of Failure is the most powerful pattern, targeting the most possible problems. This is true, but the pattern is mostly applicable in Collaborative Content Creation contexts. The Splitter pattern has a lot of possible desirable side effects, but the side effects may be achieved by various implementations. A splitting on a repository level may have positive effects on Response Time and Availability, whereas a splitting information object level may have a positive effect on Response Time and Efficiency. However, the most noted effects are Conciseness and Completeness. It is also clear that the Process-pragmatic criteria are not often the target of the patterns. This is caused by the scope of the research, which focuses on Web 2.0, while problems with Process- pragmatic information quality criteria do occur in all websites. Therefore, patterns to solve these problems are outside of the scope.
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A Case Study on web 2 for E Science Environments

A Case Study on web 2 for E Science Environments

This paper has exhibited a correlation and investigation of Web Service and Web 3.0 gauges. We presume that Web 3.0, albeit not planned by guidelines making bodies, is by and by tending to large portions of the same center appropriated ideas (the "Expansive Grid") as Web Services and e-Science exercises. Online social bookmarking and labeling administrations serve as the least difficult outline of a Web 3.0 administration. We analyzed some of our engineering endeavors to expand upon these administrations. Web 3.0 trades refinement for effortlessness and spotlights on common sense as opposed to fulfillment, which has brought about versatility of both utilization and advancement. Online group administrations, for example, MySpaces and Facebook tout a huge number of clients, significantly more than any e-Science virtual association. It is unquestionably conceivable to give counter samples to Web 3.0 methodologies. Security is a conspicuous weakness from the perspective of numerous examination gatherings and processing focuses. We in this way advocate a mixture approach for e-Science. Web 3.0 style interfaces speak to a vital effort open door for making exploratory results and data accessible to people in general. Investigative concoction made out of Web 3.0 administrations ought to be an essential approach to include school youngsters, teachers, and lovers in logical tries. Then again, it is not likely that Web 3.0 will supplant more convoluted conveyed processing foundation required by (for instance) circulated trial information investigation. Web 3.0 for this situation speaks to a "cell film" interface, a straightforward, controlled correspondence medium with the outside environment. Inside of the layer, more muddled frameworks may be required. Deciding the limit between Web 3.0 and more conventional Grid approaches in this half and half conveyed figuring world is our next test.
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