La risa en los Chistes de Facebook

People tell jokes in order to amuse and produce laughter. It is possible to represent laughter in the cyberspace discourse by writing how it sounds or by using a representation of a facial expression formed by various combinations of keyboard characters called emoticon. Jokes are appreciated by both men and women in our society but is there any difference between the way they represent laughter in the cyberspace discourse? In this research, we use the qualitative and quantitative method. First, we analyze the mechanism of linguistic construction of five jokes and their types and techniques based on Freud’s theory about this subject. Then we present the reactions produced by the jokes found in a social network and focus in the written representation of the laughter. The results show us that more women than men react to the jokes by writing a comment. The most popular laughter used by both men and women in a Spanish social network is "jajajaja" and the emoticon "XD". We have also found that people use the international laughter "hahahaha" and more women than men use "jejeje" to represent laughter in the same network. Although each individual has a laughter style, the way people represent the laughter graphically in the cyberspace discourse is almost the same between men and women but it differs in the way they use them as a reaction to the type and technique of the joke.

Security Issue challenging facebook

The advancement in Internet and bandwidth has resulted in a number of new applications to be developed; many of these newer applications are described as being Web 2. A web 2 application such as Facebook has allowed people around the world to interact together. One of the interesting aspects of Facebook is the use of third parties applications and the interactions that this allows.

Not surprisingly, the problems that exist in the real world such as theft, fraud, vandalism also exist in online environment, and Web 2 applications are not exception to these issues. This paper explores and categorises several security issues within the Facebook environment. It contributes to practice and research by emphasising the importance of security awareness for businesses and the general public in the use of Web 2 applications such as Facebook.

The good, the bad and the ugly : Facebook and higher education

The use of Social Networking and Web 2.0 are clearly reshaping the ways in which Higher Education is facilitated and experienced by students. Increasingly, there is a social and cultural expectation that Information Communication Technologies (ICT) should be ubiquitous within peoples’ daily lives. Specifically, through auto-ethnographic methodology, this presentation will showcase the use of Facebook across several units of study. Within these auto-ethnographies are exemplars of collaboration between students, and between students and lecturers. There are also examples which highlight the ways in which the lecturer uses Facebook to inform teaching, and monitor student engagement with ‘real time’ student feedback. Other examples demonstrate the ways in which Facebook is utilised as a mode of representation for student assessment, knowledge production and dissemination. Two examples specifically focus on lecturer responses to student use of Facebook which resulted in infringement of academic conduct. The presenter will draw upon this series of auto-ethnographies to highlight multiple considerations for academia, the institutions in which they work and the development of policy more broadly across Higher Education. This presentation explores the potential capacities, strengths and pitfalls in adopting social technologies. It further highlights the vigilance with which these spaces must be ‘monitored’ in protecting intellectual property, academic integrity and in demonstrating a duty of care for those with whom we interact.

The potentials and pitfalls of social networking sites such as Facebook in higher education contexts

Popular social networking sites such as Facebook demonstrate an emerging opportunity for students and educators within formal higher education contexts to share ideas, celebrate creativity and participate in an environment which offers immediate feedback from others who belong within a specific network. As this is an emerging use of the technology, an autoethnographic approach has helped capture the potentials and pitfalls of incorporating social networking within higher education. The findings highlight implications for the key stakeholders in higher education.

Attack vectors against social networking systems : the Facebook example

Social networking systems (SNS’s) such as Facebook are an ever evolving and developing means of social interaction, which is not only being used to disseminate information to family, friends and colleagues but as a way of meeting and interacting with "strangers" through the advent of a large number of social applications. The attractiveness of such software has meant a dramatic increase in the number of frequent users of SNS’s and the threats which were once common to the Internet have now been magnified, intensified and altered as the potential for criminal behaviour on SNS’s increases. Social networking sites including Facebook contain a vast amount of personal information, that if obtained could be used for other purposes or to carry out other crimes such as identity theft. This paper will focus on the security threats posed to social networking sites and gain an understanding of these risks by using a security approach known as “attack trees”. This will allow for a greater understanding of the complexity associated with protecting Social Networking systems with a particular focus on Facebook.

Image source detection : a case study on Facebook images taken by iPhones

Forged and tempered digital images become increasingly common on Facebook to aid computer frauds. The situation is worsened as many users can use a phone to take a photo and upload it to Facebook within two clicks, which highlights the need of image forensics for the cyber fraud cases. In this paper, we show the existence of the Facebook image filter which automatically changes the Facebook photos and consequently challenges the validity of forensic results. We aim to enable forensic investigators to relate a seized camera and a Facebook image. Specifically, we utilize intrinsic sensor pattern noise produced by a camera's lens to derive forensically useful information as Photo Response Non-Uniformity (PRNU) patterns. We propose to compare the PRNU patterns of a Facebook image and the flat field images produced by the candidate cameras. And we conclude this method to be effective by successfully identifying the correct iPhone from a list of four for a given Face book image.

Facing off : facebook and higher education

A social and cultural expectation that Information Communication Technologies (ICT) should be ubiquitous within peoples' daily lives is apparent. Connecting generational groups with a specific set of technological attributes also assumes the ways that particular groups of students should be able/do “naturally” use emergent mobile and social technologies. Moreover, the use of social networking technologies is evident in a number of ways within higher education (HE) pedagogies. As part of the suite of possibilities in Web 2.0, Facebook is used in a number of ways to support communications within and between institutions and their students as well as a mechanism for teaching and learning within specific units of study.

The chapter commences with a broad discussion about social sharing software of Web 2.0, specifically Facebook, as a potential teaching and learning tool in HE contexts. We traverse recent exemplars and discourses surrounding the use of social technologies for the purposes of HE. It is clear from the literature that while there is much excitement at the possibilities that such technologies offer, there are increasing anxieties across institutional and individual practitioners, in regard to possible consequences of their use.

Through autoethnographic methodology, this chapter showcases potentials and challenges of Facebook in HE. Through the use of constructed scenarios, the authors describe occurrences that necessitate increasing professional development and vigilance online. Some of the issues highlighted within this chapter include blurring of professional and personal life world boundaries, issues of identity theft and vandalism, cyberstalking and bullying, working in the public domain, and questions of virtual integrity.

Understanding user participation in Australian Government tourism Facebook page

With Facebook being the largest social network site (SNS), can government use Facebook (FB) to increase citizen participation in delivering and promoting their services? This paper presents the case of government use of social media for tourism to provide a general understanding online government and user participation in the Tourism government FB page. This is a case study research into the government FB page of Tourism Australia. FB page wall posts and comments are analysed quantitatively using content analysis to determine what type of online participation is visible in these sites and what the agencies are trying to achieve. Further, the paper employed a spectrum of online engagement matrix to identify the type of engagement being attained by the page. Findings show that the page has successfully served as a platform for its audience to share their Australian experience and it is being used for the purpose of announcing, informing and involving type of online engagement. This is an example of a crowdsourcing endeavour where tourism experiences and stories and pictures are being sourced from public. The research contributes to gaining a better understanding of government FB phenomenon, in particular for Australian context.

An education in Facebook

For some years academics have debated the role in higher education of Facebook, the world’s most extensive social networking site. At first there was enthusiasm—it was a new tool that could be ‘repurposed’ for education; then, as Facebook became more widespread, its use seemed less than opportune. But now, with so many students already engaged before they even come to a university, perhaps it is impossible to avoid the conclusion that Facebook is as natural to education as the commute, the computer, and everything else which students ‘bring’. This paper first presents a summary of what Facebook affords, by way of its design and use, for online communication and networking, demonstrating the central role of reciprocal acts of attention exchange in this system. It then analyses, through a critical reading of research into Facebook and education, the way Facebook challenges traditional understandings of university education and the relationships between teachers and students. It concludes that, however we might seek to use Facebook in higher education (and there are many reasons we might), its use will always be shaped by—and indeed give rise to—a blurring of the traditional boundaries between formal and informal education.