Top PDF How can government organizations use Web 2.0?

How can government organizations use Web 2.0?

How can government organizations use Web 2.0?

After organization B won the price for good road maintenance, I produce a video that we put on YouTube just for that occasion. We got the two local and regional newspapers in Skien and NRK to put it on their pages too, so in three days we got 4000 views on that video, and it was only for that week (Participant #5). On the seat belt Facebook campaign page, they have about 50 000 likes which people pledged to always use their seat belts by clicking like. The parental benefit Facebook page have about 6803 likes, the types of question/topics that Organizations C is welling to answers to is also there, opening hours which is during the working hours of the organization, most often questions asked, photos, etc. There is a lot of commenting going on, active participation among users and the organization, links going back to the organization websites, likes of comments and posts, one can share information with friends or on their own timeline, etc. Well it is possible to subscribe on YouTube, see the amount of views, likes and dislikes in the form of thumbs up and thumbs down and so on. Participant #9 said that when they started using Facebook she asked the users to vote on the various themes that they wanted to hear more about and education won by far. She also discussed that, by looking at Facebook statistics, one can learn a lot for example: their Facebook statistics show that most of their followers are between the ages of ages of 30 and 55, the ages above 55 are mostly women and from 18 to 30 are mostly boys. She does not really know why it is like this but from the statistics they received, they probably need to do something that will attract more young females and older male.
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Facebook, YouTube, MySpace: can Web 2 0 social networking sites nudge the boardroom – the evolution of CRN 2 0 research agenda?

Facebook, YouTube, MySpace: can Web 2 0 social networking sites nudge the boardroom – the evolution of CRN 2 0 research agenda?

market. ComScore Video Metrix reported that the worldwide social networking audience grew by 25% from July 2007 to July 2008 (Lipsman, 2008), with sites such as Facebook now leading in western European countries (Gavin, 2009a). Additionally, this is fuelled by the increased bandwidth with approximately 90% of UK online users now having broadband internet connection (National Statistics Omnibus Survey, 2009). Indeed, Gennaro et al. (2007) argue that the Internet has played a critical role on reconfiguring social networks both online and offline. However, we turn to Wellman’s (1996) reading of social networks per se to attempt an explanation of, that they are relationships with others that are deemed to be important and significant in someway. We also refer to Garton et al’s (1997) notions of networks, they argue (before wireless technology) that a computers network is machines connected by cables, so therefore a social network is groups of individuals connected by a set of relationships that maybe be friendship, co-workers or information exchange. So, when a computer network connects people or organizations, it is a social network (Garton et al., 1997). Given that some Social Networking Sites (SNS) are branded as “friending” sites, which is even suggested by such sites as Friendster, HI5 and even Facebook, we acknowledge that some individuals forge friendships/associations with strangers or inanimate objects (such as Freddie Staur the frog) for a range of reasons under the guise of friendship. Furthermore, it would be naïve to assume that social networks exist only to arrange the next party, keep up with family news or to simple chat and gossip. If we return to Garton et al’s perception of ICT enabled social networking that, connects not only friends but also organisations and the potential to exchange information.
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Facebook, YouTube, MySpace: can Web 2 0 social networking sites nudge the boardroom – the evolution of CRN 2 0 research agenda?

Facebook, YouTube, MySpace: can Web 2 0 social networking sites nudge the boardroom – the evolution of CRN 2 0 research agenda?

The current case study is based on Cetus-Solutions Limited, an Small to Medium Enterprise (SME), located in North-West of England, UK; who specialise in IT Infrastructure management and implementation. All company employees are IT literate and several have access and use social networking for social purposes. The company prides itself as being a leader in technology adoption and also places high value on customer relationship management. This attitude allows the organisation to grow in the “credit crunch” times and expand its business. However, the management recognised that the current IT systems used for internal communication and operational management were not following the Web 2.0 trend since they were based on classic Web 1.0 databases of customer relationship management (CRM). Moreover, customers and suppliers had no opportunities to update their status or information and communicate with IT Solutions Ltd, which was perceived, as a major need to allow social networking and hence empowering the customer and supplier relationships development. It was decided to develop a custom Customer Relationship Networking 2.0 (CRN 2.0) system, which will replace the functionality of current CRM. The following are some challenges that were identified in the project so far.
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Web 2 0 collaborative tools for SMEs: A survey

Web 2 0 collaborative tools for SMEs: A survey

Small, medium and enterprises (SMEs) plays major roles when it comes to increasing income levels of many country and creating jobs to many people [13]. SMEs serves as driven force of innovation and economic growth [14]. They also provides playground and opportunities for entrepreneurs and employment [15]. For example, in India, SMEs are said to be constantly outstripping large organizations in terms of parameters such as employment growth as well as production growth that is why SMEs enterprise are responsible for about 35 per cent of the total exports, and also provide 40 percent of the total industrial productions as well as, 80 percent of total employments [16]. While Hong Kong, are said to have the highest employers rate of over 1.4 million employees and Japan SMEs also have around 81 per cent of the employment is in these sector, while 51 per cent of employments in Singapore were been employed by SMEs sector, and particularly SMEs in manufacturing sectors in Singapore accounts for 15 per cent of the total gross domestic products [17]. While Africa has more than 40 per cent employment of the total work force are being employed by small and medium enterprise [18].
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Information quality in Web 2 0

Information quality in Web 2 0

Youtube.com has an extensive partner program. They Partner Up with e.g. Warner Music, and all other major labels. The cooperation between the companies was under heavy debate during the writing of this report, yet it is still an observation of a known use. Nonetheless, Youtube.com still has this form of cooperation with the other major music labels. It is a flower blooming on the dung pile of the pirate industry. Instead of constant battling over abused content, Warner Music now delivers content. This is a win-win-situation. On the one hand, Youtube.com always gets the first, high quality content on their website, without violating any copyright. On the other hand, Warner Music has a platform for promoting their new music. The partners have found a balance in this, by letting Warner promote new music videos whenever another video of them is watched. This is observable by the fact that, if a user watches a video; the “more videos from this provider” is visible, if one views a video from Warner, whereas it is hidden when the same user watches a video from an unknown content provider.
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The use of Web 2 0 technology for pre service teacher
learning in science education

The use of Web 2 0 technology for pre service teacher learning in science education

As the use of Web 2.0 rapidly permeates through industry, it is essential that jobseekers have an understanding of these new tools and how they may be applied to their work situation. In addition to this, these new tools are seen by some as offering important pedagogic benefits in the classroom as part of face2face delivery as well as for online distance learning. There is a growing body of research evidence showing the importance of teacher educators adopting Web 2.0 tools with pre-service teachers. For example, Albion suggests that teacher educators have a dual challenge of applying Web 2.0 in ways that will enhance learning opportunities for teachers in preparation as well as preparing them to work effectively with it in their own classrooms (Albion 2008: 183). Equally, Kidd states, ‘It would seem clear that provision for pre-service teachers’ learning be centred on encouraging the deployment of new technologies as a key part of their future pedagogy’ (Kidd 2013: 261). He goes on to say, ‘To move e-learning craft practices forward, we need to support teachers’ professional development to learn about, learn how and learn through new technological forms’ (Kidd 2013: 262).
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Supply Digitalization : The Use of Web 2 0 Tools in Supply Chain Management

Supply Digitalization : The Use of Web 2 0 Tools in Supply Chain Management

But although the web 2.0 tools are only in internal use, this is still beneficial for the efficiency of the purchasing department. A large part of communication and collaboration is done with internal stakeholders and people who make purchase requests. Improving internal communications should be seen as a key enabler of efficiency, as purchasing needs to collaborate with many different departments as part of daily work, and their purpose is to serve internal clients and stakeholders. But one could think that VoIP would have the same problems as regular phone calls. The biggest benefit is that people don’t need to move to different places, but the problem of not recording the calls and not being able to make agreements is still evident. But overall current web 2.0 tools are the first step in improving buyer-stakeholder/supplier collaboration. The collaboration systems must work internally, in order to be implemented with external parties. The company should study on how it could exploit more its already existing web 2.0 tools. One could also think that SNS and other communication tools would have same problems as e-mails, but SNS enables formation of groups and sub-groups, so conversation can be more organized and SNS is less likely to be “messy” as an e-mail inbox. As Boyd et al. (2008) and O’Leary (2011) say, SNS can be used to connect people and support social interactions, so SNS could be used to replace or complement e-mails and phone calls. SNS could also be used to build e-communities to improve collaboration (Adebanjo and Michaelides 2010).
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USE OF WEB 2 0 FOR CREATING SCHOLARLY COMMUNICATION BY LIBRARY PROFESSIONALS IN INDIA

USE OF WEB 2 0 FOR CREATING SCHOLARLY COMMUNICATION BY LIBRARY PROFESSIONALS IN INDIA

Figure 9 shows that the major barrier to take-up of web 2.0 tools and services for research is a lack of awareness and clarity – even among some frequent users – as to how to use these tools for research. The costs of adoption are not always trivial, and unless researchers receive active support and see clear and quick benefits, they tend to keep to the tools and services that they know and trust. Researchers may well be right to defer a decision to take up a particular service until they are sure that large numbers of their colleagues have done so.
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Web 2 0 for E Science Environments

Web 2 0 for E Science Environments

One of the gaps in many social bookmarking services that we hope to address in this project is user matchmaking. While it is possible to proactively identify collaborators through tag searching, there is also value in having this information pushed to users as well, and the associated algorithms for determining clique formation and cluster boundaries are classic computer science problems. Our initial plan is to use common tags to help identify users with overlapping interests. This information can then be pushed to users, who can initiate additional contact. Related to this is the “classified ad” approach, in which funding opportunity announcements can be tagged specifically by users who are looking to join a proposal team.
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Building a Web based IDE from Web 2  0 perspective

Building a Web based IDE from Web 2 0 perspective

namely “Phishing”, reuse of passwords on multiple site services and the use of "Post-it" to remember passwords [17]. Therefore, IDE 2.0 users have certainly an existing identity because they already use services offered by Facebook as OP. The use of OpenID in IDE 2.0 allows benefiting from the advantages explained previously on one hand. On the other hand, authentication is required when accessing resources from other applications using APIs. For this reason, IDE 2.0 use the authentication service enabled by Facebook to build on a user's identity for authentication in application presented in this work. Implementation of this mechanism enables implementing OpenID principle to IDE 2.0.
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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

Web technology moves fast and we need to keep up. Facebook alone is not going to be enough to keep in touch with our digital-native users. Other current Web 2.0 developments running at War- wick library include: an iGoogle catalogue search widget; using delicious.com to direct students to subject-specific resources; use of wikis to build reading lists in collaboration with students and departmental staff; and instant messaging tools as a potential enquiry service – and this month we launched our Twitter service.

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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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Web 2 0 for Grids and e Science

Web 2 0 for Grids and e Science

User Interfaces: RSS feeds are one way to access and view information provided and generated by our cyberinfrastructure. Another mode of access to our functionality is the use of Userscripts, which are examples of rich client interface techniques. Userscripts are small scripts that can run in browsers when particular URLs or groups of URLs are visited in the browser. What makes them unique is that they can modify the content of a Web page on the fly, by altering the page components in the script. They can therefore be used to make user-customized variants of Web pages. We have applied userscripts, particularly Greasemonkey scripts for Firefox (https://addons.mozilla.org/en-US/firefox/addon/748) that use our Web service infrastructure to enhance existing chemical and cheminformatics resources on the Web [18]. These scripts include, inter alia, the visualization of 3D representations of molecules when visiting PubChem (using our Pub3D database), and the automatic mark-up and hyperlinking of chemical structures in journal articles.
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Web 2 0, Language Learning and Intercultural Competence

Web 2 0, Language Learning and Intercultural Competence

Podcasting began in 2004. At the beginning it was used for radio broadcasting through the internet rather than by air. Unlike webradios, however, the podcast is asynchronous and can be used at any time after the download. Obviously, before downloading it, it has to be found. This is why the Podcast needs a distribution channel. There are, for example, databases like the iTunes App Store which classify podcasts into categories and allow their purchase. Since 2001 the arrival of the Apple iPod has favoured the development of playlists, i.e. lists that catalogue the downloaded files. The task is usually carried out by the e-tutor who organises the files in the most suitable order for learning. The Moodle platform (also called LMS) allows you to catalogue every file in the module which corresponds to the topic that is being taught in the course. Thanks to mTouch students can have access to the contents downloaded from the platform by using a mobile device. Moodle is one of the most used platforms both in the university and business sectors. Moodle was elaborated within the University of Curtin in Australia in 1999 to enhance cooperative formation on the interaction between students and professors. For those students who fear exams, it is also possible to download applications such as Esame OK (Exam ok) to learn how to manage anxiety and organize information about the exam contents. Students can also download a university student’s personal record book to make notes of exam dates and marks. Once they reach the disserta- tion writing phase, the iTesi (iThesis) application can help them to write the bibliography, subdivide their work into chapters and prepare the final defence. Professors can use the class register called Grade Book.
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If you build it, will they come? How researchers perceive and use web 2 0

If you build it, will they come? How researchers perceive and use web 2 0

arts-humanities.net is an ‘online hub for research and teaching in the digital arts and humanities’ that provides repository and online information services. It is managed by the Centre for e-Research at King’s College London and funded by JISC. It is based on two earlier short-lived services funded by the AHRC and is still in early days of development. Users are mostly from the academic sector, including librarians and others working in academic support. Other significant groups include artists and people working in the arts. In June 2010 there were 1500 registered users. The site is sustained by a core group of about 50 people who regularly contribute via email or the site’s forums about topics within their field and also about how to improve the site itself. A larger group of users contribute occasionally, for example by announcing or updating information about projects and events; but the majority who visit the site do not contribute content. The main challenges for the service are financial sustainability and integration in to the network of existing expert centres and the European digital infrastructure.
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This dissertation examines how IT organizations use Web 2.0 technologies for

This dissertation examines how IT organizations use Web 2.0 technologies for

Whenever your supervisor is doing performance reviews, one part is how much you have contributed to the WikiB. In there you can mention that you have started a Wiki/blog and showed how to do some neat stuff with Java to make other people’s life easier. Let me give you another example. We used to use Lotus note for email. One of the problems with Lotus note was that it used to crash sometimes and in order to make it work again we had to restart the system. It was kind of time consuming to restart the machine, load all the programs, and losing data. But, now one person came out with a solution, posted it on the Wiki, that if you download this small program then Lotus note will not crash. Now this person will mention that this was his contribution to the WikiB which can help him to earn better review (i.e. annual performance review).  
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Web 2 0 Programming with Django and TurboGear pdf

Web 2 0 Programming with Django and TurboGear pdf

Kevin: Sure, it’s a question that comes up frequently. First of all, application design makes a bigger dif- ference than anything else. You have to keep the scalability requirements in mind and work with them. The Web is inherently stateless. If you create something that’s designed to scale by adding more boxes, trivially, you can say it’s likely to scale, because boxes are pretty cheap these days; and it probably will work. Python is one of the great languages in terms of scalability. Think of it this way: Python itself is not exceedingly fast (albeit faster than Ruby, for example, but not nearly as fast as Java). However, there are so many ways in Python to get more speed. With Python, you can measure the application hotspots and use the right tricks to optimize. If you have to, for example, you can jump down to C code — there are a lot of Python libraries that are already in C that can help you out. There are also tools like Pyrex and Psyco that can help you improve performance. There are so many things you can do to improve raw performance when you need to, but generally speaking, I am a much bigger fan of intelligent overall design decisions, such as avoiding sessions. Whenever people talk about sessions, I advise them to instead think about how to comfortably spread the application across servers. As a gen- eral rule, unless the user population is tiny and there are never going to be scalability concerns, you’re much better off putting application data in a database, and using asynchronous means to access it. Q: Are you aware of any significant enterprise adopters of TurboGears? Our own suspicion is that the use of TurboGears in the enterprise follows the technology S curve, where most users are currently in the early-adopter community.
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The benefits and challenges of team projects and how Web 2 0 tools can help

The benefits and challenges of team projects and how Web 2 0 tools can help

At Leeds Met we use X-stream as our Virtual Learning Envionment (VLE): however, no amount of discussion areas, chat rooms and welcome notes will create a community. Goodyear (2003) points out that: “Successful online/networked learning communities emerge and shape themselves” and Kollock (1997) suggests “all you can do is set up an environment that is conducive to the emergence of a community”. One solution is to use Nings (a type

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Web 2 0 Projects at Warwick University Library

Web 2 0 Projects at Warwick University Library

An OCLC report on social networking has reported that the use of social networking sites is going up while the use of library websites and catalogues is going down. Given the popularity of social networking sites and other online services such as Google and Wikipedia the question is posed: can we present our library content within this domain to assist these users in discovering valuable library resources? And can we offer this in a way that appeals to users of these popular services?

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How Local Nonprofit Organizations can use Narratives to Build Organizational-public Relationships on Digital Media

How Local Nonprofit Organizations can use Narratives to Build Organizational-public Relationships on Digital Media

These measures have become especially relevant with the progression of digital and social media use by organizations. boyd and Ellison (2007) defined social media as “web-based services that allow individuals to (1) construct a public or semi-public profile within a bounded system, (2) articulate a list of other users with whom they share a connection, and (3) view and traverse their list of connections and those made by others within the system. The nature and nomenclature of these connections may vary from site to site” (p. 2). Marketo (2010) further defined social media as a process involving the production, construction, and exchange of information through online social interactions and platforms. Anzulis, Panagopoulos, and Rapp (2012) further these definitions and describe social media as “the technological component of the communication, transaction and relationship building functions of a business which leverages the network of customers and prospects to promote value co-creation” (p. 308).
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