Boolean searching task

1-the biggest number of hits relating to these key words
2-information most relevant to what you ACTUALLY wanted to look for!
3-information coming only from university sources

I used the same key words (using internet tools), and the biggest number of hits was 25,300,000 for my search (as illustrated below):






If I want to begin focusing (narrowing) my search I can use several ways.
One ways is to:
1- Click on "pages form Australia'. Now my result has reduced to 277,000

2- I can choose "similar site" and my results become even more narrow, down to 28 similar sites.

3- I can also use advanced search to further narrow my search:

If I want information coming from university sources only I would use "Google scholar" icon.

Then click on scholar preference (illustrated below):

Once on scholar preferences, I can then enter a key world to continue my search:

I can now see all the results from UWA university:

Module 5

1-how might the metaphor of an ‘ecology’ impact on the way you think about, understand or use the Internet?

The metaphor simply states a crisis on information we receive from different media outlets.
The internet can be described as an 'ecology', given the overloading and superabundant varieties of presenting information, often creates more difficulty than one would expect.

Hence, one is reminded that in using internet wherein information is overflowing and infinite, the need to be picky and critical on choosing information should always be considered.

Other messages can be considered “pollution” to the atmospheric condition of the mind, leading to disintegration of compacted and unified understanding of concepts, theories and principles directly connected with reality.

Moreover, since internet is a 'grand highway of information', it could be necessary and beneficial to keep abreast of information that is reliable and warrants a useful application to knowledge formation.

2-how are the concepts ‘information’ and ‘communication’ understood within the framework of an ‘information ecology’?

Within the framework of ‘information ecology’ information is interpreted in a categorical sense, using some of characteristics attributed to the information phenomenon: the social, linguistic and historical dimensions. Information is vital in the socio-political process and formation of a society.

Moreover, whatever information conveyed and gathered cannot be understood without the use of language. Its historical dimension leaves us an understanding on its evolution wherein time will come due to digital technology wherein we live in a paperless society.

Moreover, communication inevitably uses different channels or mediums; it can be human verbal and non-verbal acts or using media and internet. Under the framework of ‘information ecology’ communication is not “just an object for technical manipulation nor it is something mystical.” Information is not necessarily a pollution instrument nor is it an ideal artificial limb.

Its potentialities can be profitable if we are able to integrate it within the complexity of human communication. “If we develop one-sided media, then we should not forget that human communication is double-tracked. No isolation of messages, information and knowledge can escape within the cloud of communication.

3-why don’t we talk of a ‘communication ecology’?

Such intriguing question may raise allot of argumentation and interpolation. Yet, it is quite interesting to ask why not ‘communication ecology’? It possibly has a simple reason why there is no attempt to study the ecology of communication. It may be because there is no one that can articulately, elaborately, and exhaustively explain the nature of communication. Although we can argue about what is communication, to talk about something of a one-dimensional aspect of communication can be difficult to express and theorize.

The more one deals with the concept of communication, the more complexities and hardships evolve in one’s intellectual capability.

Moreover, communication can be an enticing topic to explore, it is not yet in any way prepared to be studied from an ecological standpoint. Although information is abundant to support such a topic, whatever are the processes played within communication one cannot grasp the ecological dimension of it.

which body of info

1-in terms of your own future use, which 'body ' of information (ie. the original 'snapshot' of the site, or your own, annotated, analytical version) would be most useful to refer back to?

1-My own, because I will write hints to remind me about the information that the website contains. Also the original "snapshot" offers me a summary of the whole document.


2-In term of external users (i.e. if you included this site as a hyperlink or resource on a website) which body of information would best help them judge if the site was useful or of interest to them?
LOG ENTRY:Record your reflections in your learning log.

2-I try to choose the body which includes the most valid information about this site. I also try to include any related links to the site.

Evaluating the Web?

write an annotation for the source which could communicate to a reader both your 'judgement' of the site according to what you have learnt from the tutorial, and also the following information:

-the reliability and authority of the site / source / article
-the main ideas or subjects discussed in the article
-the purpose for which the site was written (this might include any apparent external interest, intellectual motivation or contextual information)

LOG ENTRY:Record your annotation in your learning log.

I chosed this web site (as display below) to Evaluate it.

http://papers.ssrn.com/sol3/papers.cfm?abstract_id=666125


1- Reliability

- Four weeks long experiment comparing two collaboratus with Microsoft word.
- Writers have an information systems background.
- Have constructed a hypothesis to start investigation therefore can be tested.


2-Researching collaborative writing tools compared to other writing tools (predominantly in Microsoft word), for internet – based writing teams, and to consider the effects of these tools on the success of the writing team.


3- The site would be written for internet based writing teams wanting to improve their co-ordination and awareness within the group, who may currently be using a word writing tool.
It would also, presumably, provide further motivation for teams already utilizing collaborative writing tools. The article was updated in 2008

Record this information in your learning log, and also detail how you saved this information, what software you used and why ?

Record this information in your learning log, and also detail how you saved this information, what software you used and why ?

I used the task 'connote website' I opened 'library' in this site and added tools in the top of my browser: 'add to connote'. Any website I want to save and go back into it, I click on the top of my browser: 'add to connote', and connote displays several options:

- Tag: I can write my tags like what I want.

- Description: I can write my own description.

- Comment: I can also write my own comment, and allows opportunities of sharing this website,

to save it with others, or keep it private. It is easy to open this website 'connote' from any computer and open my library and see all websites I have used and saved.

Screen shot (first example):




The Author is: Robinson L.
The URL is:

http://www.ingentaconnect.com/content/mcb/276/2000/00000052/00000001/art00002

The institution: Emerald Group Publishing Limited

Screen shot (second example):

The Author is: NARA IWAO.
The URL is:

http://sciencelinks.jp/j-east/article/200116/000020011601A0496578.php
The institution: Japan


Screen shot (third example):

There were two authors. The first one is: PAUL BENJAMIN LOWRY.

The institution for this author : Brigham Young University

The second author is: JAY F. NUNAMAKER Jr.

The institution for this author : University of Arizona

The URL for this site is: http://papers.ssrn.com/sol3/papers.cfm?abstract_id=666125

Screen shot (example four):

The author is: Hope N. Tillman
The URL is: http://www.hopetillman.com/il00/vc.html

The institution: Babson College.

search engine task

record the number of hits in your learning log, and compare to your first search. What differences did you notice? Why? Which search, on first glance gave you the most promising results?

My default search engine is Google (as illustrated below) and the number of results can be seen as 25,300,000 based on my word search. This search took 0.30 seconds.

However, when I used Copernic to search the same words the result was only 90.






The difference between these two results is due to Google being a web index; a general search engine. It is built by software called a robot, spider or crawler, as it collects information from web pages and stores them in the one database.

Copernic is a web director and can classify web sites by subjects. Copernic is more selective in its process, as opposed to Google's way of indexing information.

DOWNLOAD TOOLS/PLUG IN

DOWNLOAD TOOLS/PLUG IN


In this task we have to download from the list we have been given that is unfamiliar to us:

1-ADOBE,S PDF READER:
PDF stands for 'portable document file'. I had this tool already installed in my computer. It allows me to read all the PDF files.

2-FLASH/SHOCK WAVE PLAYER :
I had flash programme in my computer along with flash player come; without this player I cannot see any flash animation in any web sit.

3- QUICK TIME, WINDOWS MEDIA PLAYER AND REAL NET WORKS REAL ONE:
I downloaded these software in my computer, enabling me to listen to music, play movies, tutorials, also my kids use it for animation purposes.


4-SEARCH MANAGER/COMBINER:

I did not have any prior knowledge about this programme but after reading I decided it would be helpful (I downloaded Copernic for PC) and it allows me to search the internet for anything of interest. The link for download is displayed below:
http://www.copernic.com/

To read more about this programme, click on the link provided below:
http://www.copernic.com/corporate/index.html

5- Bookmark Manager

I used 'connote bookmark', (does not need to be downloaded) and I added some buttons in my browser and created my own library in connote.
The software has a library which I can easily add any page to this library by clicking on the button on my browser (add to connote library). The library function can also allow one to share a page with others or make it private. It also enables one to write notes, tags, descriptions and comments.
The important thing about it that I can access my library from any computer anytime and anywhere.

6- Offline Browser/Copier:

This software, saves time, is economical and easy to use. I was able to read information offline (after downloading and saving the document).

Web 2.0

whats the difference between the two? what are the benefits? which format do you think you would like better and why?


whats the difference between the two:
Although content wise, the two lists appear identical yet its presentation styles are largely dissimilar. Unlike the HTML page, the Blinklist is not a mere lists of links rather a page of invitation for interested individuals to join the community for the purpose of creating links. However, the need of creating a log at the top page of the site will make one a member of the community. Moreso, whatever links are chosen will have their own community rating system.

what are the benefits:
HTML version simply conveys information about links, additional content is not available. Advantageous to an HTML version is its easy loading due to less content. The ratings scheme of Blinklist is useful and relevant to people, as valuable content can be recognized by the community and the author receives recognition for it.

Which format do you think you would like better and why?

Web 2.0 Blinklist is preferably practical to choose for it provides substantial content elements, and allows us to create a personal account with information stored securely. Moreover, implementation of community around the information is the best way to ensure its relevance to the audience. This reality gradually makes applications to move further away from desktop programs and content availability is accessible to anyone.

In your learning log, record your thoughts. Consider various uses for blogs such as citizen journalism and personal blogging. Have you seen in your ne

In your learning log, record your thoughts. Consider various uses for blogs such as citizen journalism and personal blogging. Have you seen in your net travels any interesting uses for blogs? This blog entry is an opportunity to tell us what you really think of blogging!



I was not aware of the uses of blogs prior to the NET11 course. I read more about blogs before creating one (uses of, purpose).

To put it simply, a blog is a website one can create for many different reasons. For example, the blog I created was used to record all my study tasks in. similar to a journal or newspaper, one can add information at any time and the readers can see what you have done and can also share your idea by writing comments in reply.

I see a lot of uses for blogs in my net travels. Blogs that have taken my interest can be located on the following address:

http://katecizek.blogspot.com/ (about Asia)

http://franzmieru.blogspot.com/ (about music)

http://lofoto.blogspot.com/ (about children)

FTP uploading

FTP uploading


I had already uploaded my index.html to the presentation area so, when I tried to upload through FTP, the programme already existed and I was given the option to overwrite it. This is the URL for my web page :

http://webct.curtin.edu.au/305033_b/student_pres/Group53/index.html

I would to thanks KATHERINA for her help in upload my web page to presentation area

thanks a lot KATHERINA.

copyright

have you used images or words on your web page or website that contravene copyright laws?

I have not used any images in my website that contravene copyright laws. I designed my image in Photoshop, and I used it in my website. I used 'chef.gif' from the tutorial website; 'pagetutor.com', which states: "Let's get into putting images into a web page" (p. 1). This image was designed for students to use according to the tutor's permission.

Would you be in breach of copyright if you put the Curtin logo at the top of your web page for an assignment?

From the Curtin website I found the following:

Curtin University material
"Material in which Curtin University owns copyright, and which is not classified as 'Confidential', may be copied without any requirement for special permission to be granted (Notification of the originator would be a courtesy). There are no limits to the amount that can be copied or the form of reproduction or communication. Access should normally be restricted to Curtin staff and students. Make it clear on any copies or communication of the material that Curtin is the copyright owner".

The use of Curtin logo for students’ assignment appeared to be legible to use for student assignment purposes. However, the use of the logo does not necessarily require written formal permission from the originator. If the logo is attached to the assignment and is being published outside the Curtin Organization, it is legally imperative to ask permission to do so, with the logo clearly visible on the document.

what you believe are the 5 most important ‘rules’ for writing online

what you believe are the 5 most important ‘rules’ for writing online



What I understand from my readings, is that one can control who reads the information you send. Your information must be interesting as readers may strait to feel bored or confused and log off. One has to be aware of:

1-Highlighting the important idea or word in your writing (use different colours or fonts to do this).

2-Use sub-headings ( when you explain the subject with sub-ideas).

3-Make sure you have one idea per paragraph (the reader does not like to feel overwhelmed or confused with too much information all at once).

4-Be sure your writing has correct spelling and grammar.

5-Use helpful links to other web sites.


6-Also, a layout that facilitated scanning (Readers can pick out information more easily from a list than from within a paragraph).

7-Use simple language, free from jargon and bias.

HTML tage

HTML tage



In this task we asked to record tutorials on HTML. The tutorial was helpful and explained every thing clearly. HTML tags are used for:

1-Changing the background colour or image.

2-Removing or replacing paragraphs.

3-Change text and background colours and styles.

I then wrote the tags in notepad. For my page, I named and designed my header in 'Photoshop'. I have chosen the background colour similar to that of the header, I formed two pages 'index.html' and linked it to 'linke.html' which has useful links.

task3

Record any difficulties you encountered with these exercises. Record your thoughts about html - do you feel a sense of achievement? What are the differences between html and blogging? what do you like best?



HTML was easy and helpful to use for when I wished to communicate with others. HTML allows a person to create their own webpage or website, free from design and content restrictions.

HTML is dependent on case and letter specific words as multiple responses can arise due to this:

AndaleepAdes.com

AndaleepAdes.net

AndaleepAdes.org

AndaleepAdes.com.au

BLOGS

Blogs are useful for people who do not want to spent time to design, build and publish a web page (e.g. HTML takes at least month to design and build). Blogs enable users to create their own website in five minutes. It also gives them a chance to choose the background and font colours, header and header styles (5-7 options available). With blogs one does not have to think about publishing their page after completion, simply click the icon 'post'.

In blogs, however, one can only make one response, (for example: andaleepades.blogspot.com) not multiple responses like HTML.

MODULE 3 (HTML Lesson 24 )

MODULE 3 (HTML Lesson 23 )

MODULE 3 (HTML Lesson 22 )

MODULE 3 (HTML Lesson 21 )

MODULE 3 (HTML Lesson 20 )

MODULE 3 (HTML Lesson 19 )

MODULE 3 (HTML Lesson 18 )

MODULE 3 (HTML Lesson 17 )

MODULE 3 (HTML Lesson 16 )

MODULE 3 (HTML Lesson 14 )

MODULE 3 (HTML Lesson 13)

MODULE 3 (HTML Lesson 12 )

MODULE 3 (HTML Lesson 11)

MODULE 3 (HTML Lesson 10)

MODULE 3 (HTML Lesson 9)

MODULE 3 (HTML Lesson 8)

MODULE 3 (HTML Lesson 7)

MODULE 3 (HTML Lesson 6)

MODULE 3 (HTML Lesson 5)