Web 2.0 applications

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The potential of web 2 0 applications to enhance social cohesion and the emergence of collective action

The potential of web 2 0 applications to enhance social cohesion and the emergence of collective action

6 mobilize others to join. It allows users to share media and news, access and comment on already published information, invite others to pass their opinion and express feelings and emotions (Checker, 2017, p. 125; Kongthon, Haruechaiyasak, Pailai, & Kongyoung, 2012, p. 9). The relative anonymity that reigns in web 2.0 platforms increases the people’s willingness to communicate with strangers (Wellman & Gulia, 1999, p. 8). Checker (2017, p. 125) suggests that the abstraction of web 2.0 and the often brief and perhaps sophisticated interactions allow ‘activists to ignore potentially divisive political ideologies and interact around the issues they agreed on.’ Other scholars, however, are less optimistic regarding the potential of web 2.0 applications for bringing people together and mobilizing volunteers to engage collectively. For instance, Kenski and Stroud (2006, pp. 182-183) suggest that they only play a minimal role when it comes to creating political actors and that rather other variables related to education, knowledge, and-or participation are key factors. Al-Kandari and Hasanen (2012, pp. 251- 252) find that the internet functions as a useful tool for those who engage already, but not necessarily influences people to newly engage.
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Towards library 2 0: the adoption of web 2 0 applications in academic library websites in Malaysia

Towards library 2 0: the adoption of web 2 0 applications in academic library websites in Malaysia

The data collected form this study obtained three findings. First, mode of Web 2.0 applications for the academic library websites in public and private universities is almost the same. In particular, the order of popularity of Web 2.0 applications implemented in library websites are as follows: Facebook, Blog, Twitter, RSS, Live chat, Streaming media and Wikis. Thus, according to classification developed by Chua and Goh (Table 2), it can be concluded that, most of the libraries websites use Web 2.0 applications for “Information sharing”. Second, it was observed that links to the Web 2.0 applications was commonly placed on the main page. But, there were some library websites placed the links on the other page, which was quite hidden. Third, the present study found that Web 2.0 applications have not widely used in academic library websites in Malaysia yet, except for Facebook. Most of the libraries use email or online form as the way to communicate with their users rather than live reference chat. Most of them also use .pdf format form, rather than online form to request for materials.
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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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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

One of the modes du jour for seeing Web 2.0 applications in action is in the concept of the “mashup.” The term mashup started in the audio domain, referring to artists remixing two (or more) recordings into a new entity. The founding example is the Grey album – a mashup of The Beatles’ White Album and Jay-Z’s black album (37). Where the music industry has had mixed reactions to mashups (suit was predictably brought against the Grey album. Meanwhile artists like David Bowie encourage mashups to be made of their music) the main reaction within the Web community has been to welcome mashups, usually understood as a combination of Web services. A grid at (31) lists mashup names and what services they combine. One of the most sited examples are those using Google Maps combined with an additional data source. A list can be found at (19). Google provides an API to their map service so that data sources can use the framework to present their data sources visualized in a geographical context. A compelling example is “http://mapsexoffenders.com/” which maps sex offenders in the US with their home addresses. Questions like “where are schools relative to density of offenders” suddenly become answerable at a glance. Suddenly this mashup takes on the grandeur of the “life saving” potential X dismissed from Web 2.0 consideration, attributing that only to the Semantic Web.
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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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Making sense of Web 2 0 technology : do European students use the social meida applications for educational goals?

Making sense of Web 2 0 technology : do European students use the social meida applications for educational goals?

Bryant (2006) in Mcloughlin and Lee ( 2007) emphasize that social media tools have significant potential to tackle the needs of today’s diverse students, enriching their learning experiences through personalization, customizations and robust opportunities for collaboration and networking. Evaluating social media from research perspective, Anderson (2007) in his web 2.0 executive summary, reports on the potential benefits of web 2.0 tools in research field. In his view, the tools have the potential to increase communication between researchers and practitioners who have left the university. The view point expressed by Anderson collaborate the relative advantage of web 2.0 applications as captured by (Salaway, Caruso, Nelson & Ellison, 2008). According Salaway et al web 2.0 applications have the ability to aggregate information, data and thoughts from different places rapidly and with less difficulty that the material continues to be accessible to the students after they have left the university.
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Cyberinfrastructure and Web 2 0

Cyberinfrastructure and Web 2 0

Abstract. We review the emergence of a diverse collection of modern Internet- scale programming approaches, collectively known as Web 2.0, and compare these to the goals of cyberinfrastructure and e-Science. e-Science has had success following the Enterprise development model, which emphasizes sophisticated XML formats, WSDL and SOAP-based Web Services, complex server-side programming tools and models, and qualities of service such as security, reliability, and addressing. Unfortunately, these approaches have limits on deployment and sustainability, as the standards and implementations are difficult to adopt and require developers and support staff with a high degree of specialized expertise. In contrast, Web 2.0 applications have demonstrated that simple approaches such as (mostly) stateless HTTP-based services operating on URLs, simple XML network message formats, and easy to use, high level network programming interfaces can be combined to make very powerful applications. Moreover, these network applications have the very important advantage of enabling “do it yourself” Web application development, which favors general programming knowledge over expertise in specific tools. We may conservatively forecast that the Web 2.0 approach will supplement existing cyberinfrastructure to enable broader outreach. Potentially, however, this approach may transform e- Science endeavors, enabling domain scientists to participate more directly as co- developers of cyberinfrastructure rather than serving merely as customers.
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Transforming pedagogy using mobile Web 2 0

Transforming pedagogy using mobile Web 2 0

Starting in February 2008, a more explicit and integrated approach to mobile Web 2.0 within the third year course was established (Table 3). The focus of this trial was the development of group product design teams formed between the students and external client product manufacturers. Students were to develop a commercially viable product for their assigned client. Student blogs and e-portfolios (using http://www.vox.com) were used to record and reflect upon their design processes, and were made available to the client for comment and interaction. Two teaching staff and nine randomly selected students were initially supplied with a Nokia N80 WiFi/3G smartphone and folding Bluetooth keyboard (funded from a collaborative e-learning project), which was later upgraded to a Nokia N95 smartphone when additional research funding was obtained. The smartphones were pre-configured for the campus wireless network, and also a custom installation of mobile Web 2.0 applications. Participants were encouraged to personalize the smartphones and use them as if they owned them throughout the year of the course. Ethics consent forms and an acceptable use policy were signed by all participants. Participants were also expected to attend a weekly COP, comprising the researcher, the lecturers, and participating students. Moodle was used as a supporting tool, hosting tutorials and resource links for the use of the smartphones and Web 2.0 software. Moodle was also chosen because it renders well on small mobile screens without modification. Thus a blend of tools was used (see Figure 1). The goal of the integration of the mobile Web 2.0 tools into the course was to bridge the formal (face-to-face) and informal learning environments, allowing for continuation of learning conversations between students and lecturers in multiple contexts. One primary activity included students using the smartphone for recording and uploading evidence of their design process and prototypes to their VOX blog and other online media sites such as YouTube for video. Students were marked on this evidence of the design process and reflection, as well as their critique and reflection on other students’ blogs via commenting. The smartphones were also used as a communication tool between students and with teaching staff for immediate feedback via instant messaging, email and RSS subscriptions. Students were responsible for paying for a voice call and text message account but were reimbursed the cost of a 1GB per month 3G data account. WiFi internet access on campus was free of charge.
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WEB 2 0 TECHNOLOGY IN BANKING INDUSTRY: OPPORTUNITIES AND CHALLENGES

WEB 2 0 TECHNOLOGY IN BANKING INDUSTRY: OPPORTUNITIES AND CHALLENGES

The fact that Web 2.0 relies on users contributing all of the data certainly does raise some issues. Web 2.0 technology also fuels the broad area of information warfare. Just as cyber bullying is a nasty trend in the consumer world, anonymous blogging can hurt business, images, and brands. This may be driven by a need to protect intellectual property, trade secrets, personally identifiable information, or other sensitive information. Putting that information into the hands of a third party is certainly not uncommon. Having the third party place that information into a shared storage environment is somewhat less common. Having that information available on the Internet requires a significant investment in security controls and monitoring. Of concern is that many of the Web 2.0 applications contain no provision for monitoring content or traffic to ensure that sensitive information is not being transmitted inappropriately. If any firm, in any industry, decides to let its employee’s blog publicly, they need to first consider the risks and create careful policies. Blogging has become common in the technology industry, and every major technology firm that communicates this way, does have well-crafted blogging policies in place.
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Web 2 0, Language Learning and Intercultural Competence

Web 2 0, Language Learning and Intercultural Competence

Ipod Touch, iPhone and iPad also provide an endless number of services thanks to the multiple applications which can be bought or downloaded free of charge. Apple Store classifies them as follows: economics, finance, photography, games, entertainment, education, books, medicine, weather forecast, social network, sport, utility and travel. In addition, the applications allow the user to manage blogs on WordPress or Tumblr or to store any kind of file and share e-mail messages and appointments by synchronizing their mobile phone with their home computer. If you wish to travel—for study or work—iPhone and iPad can be used as satellite navigators. There are applications that guide tourists and students on a school trip by describing the history of places and monu- ments, by showing the most picturesque itineraries—thanks to interactive maps and GPS—and by providing in- formation about hotels, restaurants and shops. The major museums offer applications to guide tourists through their visit, by presenting the most important works of art with videos and descriptions.
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Grids Challenged by a Web 2 0 and Multicore Sandwich

Grids Challenged by a Web 2 0 and Multicore Sandwich

Narrow and Broad Grids: This field is confused by inconsistent use of terminology, and it is important to distinguish between applications, infrastructure and technologies, and their different realizations. We define Web Services, Grids, Web 2.0 and its variants like Enterprise 2.0 as technologies. Sometimes the term Grids is reserved for specific technology architectures like the OGSA or a distributed system built from Web Services, but we do not favor this limited definition. The term Grid also is often applied to software application suites (such as the Globus Toolkit) or to large-scale infrastructure deployments (such as the EGEE or TeraGrid). Here, we prefer to call all these Narrow Grids, since they are examples of an even larger activity. One can in fact use the term Grid to describe any large-scale distributed system that is coordinated or managed for some goal. We refer to this more comprehensive view of Grid computing as a Broad Grid. The Broad Grid concept would for example encompass Globus, general Web Service and Web 2.0 systems. These technologies combine and compete to build electronic software infrastructures that are termed e-infrastructure or Cyberinfrastructure. Such electronic infrastructure enables or hosts applications that we can term generically e- moreorlessanything. e-Science or perhaps better e-Research is of course a special case of e-moreorlessanything [DeRoure2007, Goble2007].
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Collaboration, Grid, Web 2 0, Cloud Technologies

Collaboration, Grid, Web 2 0, Cloud Technologies

• During course of SBIR, there was substantial technology evolution in especially mainstream commercial Grid applications • These evolved from Globus Grids to clouds allowing enterprise [r]

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Collaboration, Grid, Web 2 0, Cloud Technologies

Collaboration, Grid, Web 2 0, Cloud Technologies

• During course of SBIR, there was substantial technology evolution in especially mainstream commercial Grid applications • These evolved from Globus Grids to clouds allowing enterprise [r]

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Web 2 0 Projects at Warwick University Library

Web 2 0 Projects at Warwick University Library

the time required to maintain it and keep the content fresh is minimal. Now that Facebook sends updated Page content direct to user accounts our fans get the information we post when they log in, they do not have to visit the Page itself to read our updates. But even so, our Pages is viewed between 25 and 50 times per day. As well as the Wall content, the Page also has photos and videos. We have also added applications to assist users in accessing some of our subscription databases via Facebook (for example a JSTOR search).

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Using Web 2 0 for Scientific Applications and Scientific Communities

Using Web 2 0 for Scientific Applications and Scientific Communities

• Alternatively, the user can request Google Earth‐compatible KML version of the information.    RSS and Atom feeds are popular ways for syndicating time‐stamped content such as news items or blog  entries.    As  we  have  discussed  in  [6]  [6],  these  are  essentially  the  Web  2.0  equivalent  of  the  SOAP  envelop and can be  used  for  machine‐to‐machine  as  well  as  machine‐to‐human  communication.    RSS  feeds are  readable by numerous clients.    GeoRSS is a  variation  of RSS  and  Atom  that  includes  simple  geographic  tags  (for  latitude  and  longitude)  in  the  feed.    GeoRSS  is  an  Open  Geospatial  Consortium  standard that has  been  notably adopted  by Google  Maps.    Google  Maps will convert  the  feed entries  into  clickable  icons  at  the  provided  coordinates,  and  the  content  of  a  feed  entry  can  be  viewed  by  clicking an icon.    
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Web 2 0 collaborative tools for SMEs: A survey

Web 2 0 collaborative tools for SMEs: A survey

The collaboration tools that we study were mapped with the features of those four categories, and criteria that was adopt from [12], using Multi Criteria Mapping (MCM), MCM offers a systematic part of quantitative and qualitative approach to clarify why various Web 2.0 collaborative tools are mapped to certain category of features. MCM is one of many multiple criteria decision analysis (MCDA) methods. The common purpose of these methods is to evaluate and choose among different decision alternatives based on multiple criteria using systematic, structured and transparent analysis decisions [45]. A number of different MCDA methods exist following various optimization algorithms and varying in both the types of value information needed and in the extent to which they are dependent on computer applications. Some techniques rank options whereas others identify a single optimal alternative, criteria’s were either measured or based on expert judgments [46].
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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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Virtual Learner 2  0: A Technique to Evaluate the Importance of Web 2  0 based e Learning Application

Virtual Learner 2 0: A Technique to Evaluate the Importance of Web 2 0 based e Learning Application

Papanikolaou and Mavromoustakos [6] proposed architecture for developing Web 2.0 based e-learning applications. This architecture follows SpiderWeb software development process model. In this architecture, trainers have the authority of selecting Web 2.0 tools. The selection of tools depends upon targeted audience, nature of course and educational objectives. According to these researchers, the use of Web 2.0 tools in e- learning applications will be helpful for any student to keep his/her pace with the rest of the class. Previously, Web 2.0 tools were not developed for the purpose of gaining knowledge but these tools can become a part of collaborative learning system. Copley [7] conducted a survey from the undergraduate and graduate level students. He provided students with audio and video podcast material and allowed them to evaluate the effectiveness of podcasting and video-podcasting in terms of higher education. These students tried both audio and video podcast materials. Almost all students had cast their vote for video podcasting. Students reviewed video podcasting, Web 2.0 tool, as a brilliant source of lecture revision. They stated that they can have all the record of lectures. However, the design and development of a “Stand alone” podcast material requires technical skills.
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E Learner’s Collective Intelligent System Framework: Web Mining for Personalization in E Learning 2 0 Ecosystem using Web 2 0 Technologies

E Learner’s Collective Intelligent System Framework: Web Mining for Personalization in E Learning 2 0 Ecosystem using Web 2 0 Technologies

For collaboration setup used WSCDL web service in which data formats and dead-end are itemized so the collaborating web services for CI exactly identify what it is retrieving. The web service can also be used to determine data constraints by requesting the schema or profile information into a refined way for the web mining layer that is used to extract or mine the e-learners patterns or behavior then used the predictive model layer which is based on some algorithms like as decision tree, neural networks (BPN), regression, Bayesian belief networks, and so on. The aim of the algorithm is to construct a mathematical model that can predict the output attribute value given a set of input attribute values. So it incorporated in back-propagation network (BPN) to classify the potential e-learners patterns into groups with similar interest to interpret the pattern and extract the knowledge in knowledge extraction layer which is used to derived intelligence. Discovered patterns from both layers are used to store back on the semantic web. The patterns can be stored in any shape or format which is most suitable in consideration due to advantages it can be easily shared between applications, such as the PMML [32]. These store patterns are used to enhance the recommendation layer. We also use the collaborative web service for CI to Route the traffic for recommendation for particular courseware in e-learning 2.0 ecosystem.
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Web 2 0 moves 2 0 quickly 2 0 wait: setting up a library Facebook presence at the University of Warwick

Web 2 0 moves 2 0 quickly 2 0 wait: setting up a library Facebook presence at the University of Warwick

sonal profiles that individuals have. The main issue I have had with this is that fans visiting the public profile are now presented with the wall (see Figure 4), and the rest of our content is hidden away in tabs behind it. What this means is that any photos, videos, links or applications you have added to your public profile are not imme- diately visible to your fans. It also means that unless you post content to your wall your public profile will appear to be inactive when fans first land there. In order to get around this we have fed our library blogs through Yahoo Pipes and into Facebook Notes, which will then feed the content onto our wall. (Instructions on how to do this can be seen on my blog. 12 )
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