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Copyright of Philological Review (00151807) is the property of University of Belgrade, Faculty of Philology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

La literatura está en constante transformación, tanto en el segmento estructural como en el panorama lingüístico. En ese sentido, este artículo presenta un breve análisis sobre la (re)configuración del segmento lingüístico de 3 (tres) mash ups literarios producidos a partir de obras clásicas de Machado de Assis, en relación con las respectivas obras canónicas que se releen: Dom Casmurro y los platillos voladores (2010), que relee Dom Casmurro (1899); The Alienist Hunter of Mutants (2010), que relee The Alienist (1882); y Memórias Desmortas de Brás Cubas (2010), que relee Memórias Póstumas de Brás Cubas (1881). La metodología empleada en el estudio tiene un carácter cualitativo, de carácter bibliográfico, a partir de la fortuna crítica de las producciones objeto de estudio, así como de las obras literarias analizadas. Fue posible observar, a través del análisis utilizado, que las producciones contemporáneas consolidadas en los mash ups acompañan los cambios lingüísticos y sociales de la contemporaneidad, además de haber sido posible visualizar a Machado de Assis como precursor de innovaciones en el segmento lingüístico. Académicos como Henry Jenkins (2009), Luiz Costa Lima (1979) y Michel Foucault (2002) contribuyen al desarrollo de este estudio.

For many of us, social media is our preferred option when we want to be informed and entertained. Though memes, mash ups and other forms of digital popular culture are dismissed by some as "just a bit of fun", scholars have shown how these can be political (Denisova 2019; Wiggins 2019; Way 2021). It is precisely through popular culture where we most experience politics "as fun, as style, and simply as part of the taken for granted everyday world ... [though this is] infused by and shaped by, power relations and ideologies" (Machin 2013). This has never been more evident than now as we scroll through a constant flow of entertaining offerings at the swipe of a finger. Leaning on Multimodal Critical Discourse Studies, this paper analyses written and spoken lexica, images and musical sounds to reveal how a musical mash up distributed on social media recontextualises the UK government's withdrawal from the European Union (Brexit). Here, logically structured political arguments are side-lined in favour of entertaining, affective and populist discourses. It is through such a close reading that we consider the role(s) such digital popular culture plays in our understanding of politics during users' search to be entertained online. [ABSTRACT FROM AUTHOR]

Nowadays, the effective and adaptive dynamic Web service composition is a major challenge for a real success of Web services among ordinary users. For the latter, and from the viewpoint of a user centric paradigm, existing work has limitation on their agility to create a composed service on the fly according to the desire/need of an end-user at a given time/place. This article presents our approach which consists in providing a comprehensive framework for a user centric WS-mediator which is capable of dynamic service composition. It is based on a composition engine which follows user’s specific needs and which yields a composed service through a WS knowledge base. Users can mash up the services at run time with their own logic and have a fully dynamic composition with context adaptation through a WS-mediator that is also capable of supporting the semantic web.

Based on the typical IT infrastructure for e-learning in higher education and the contemporary research on Personal Learning Environments (PLEs) the paper shows how existing tools and services can be brought together to meet the needs of modern, technology enhanced classroom-based teaching. For this interdisciplinary development process both traditional software, development methods and existing PLE models offer only little guidance. The paper describes the approach and the interim results of a campus-wide project at the University of Potsdam. Therefore first typical teaching and communication scenarios are identified from which afterwards the requirements for a supporting platform are derived. This leads to a comprehensive collection of considerable services and functions, which have to be integrated according to their specific use in an educational technology system. Based on this fundamental approaches for integration and technical details of this mash up are considered in an overview of all relevant services and gets transferred into an integrated system architecture. The paper describes the exemplary realization using the Liferay portal technology in which the above-defined scenarios are implemented. Additional adjustments with regard to personalized and adaptive learning (and working) environments are supported too and described briefly

Copyright of Acta Pediátrica Española is the property of Ediciones Mayo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper describes how we can move from a single Learning Management System sc. as Sakai, Blackboard, Moodle, or Desire2Learn to a cooperating collection of networked learning content and tools. The move from a single-silo of functionality to the ability to use tools from anywhere on the web will greatly increase the variety of tools available to teachers and learners and should enable innovation in teaching and learning using technology. While Web 2.0 is well understood for things like RSS feeds, real use of Web 2.0 mash-up approaches for teaching and learning has unique challenges that must be solved before these approaches will become common and mainstream. When students are in a course, they have an identity and role in that course and these identities and roles along with course information must be communicated to these tools out on the web so the course model is maintained in the tools. For example, when using a blog for the course, the teacher should be able to "administer" the overall blog while students can post to their particular areas of the blogs. This paper describes the issues and use cases around teaching and learning mash-up and introduces the IMS Learning Tools Interoperability standard that addresses these use cases. [ABSTRACT FROM AUTHOR]

Abstract: As more and more reusable structured data appears on the Web, casual users will want to take into their own hands the task of mashing up data rather than wait for mash-up sites to be built that address exactly their individually unique needs. In this paper, we present Potluck, a Web user interface that let’s casual users—those without programming skills and data modeling expertise—mash up data themselves. Potluck is novel in its use of drag and drop for merging fields, its integration and extension of the faceted browsing paradigm for focusing on subsets of data to align, and its application of simultaneous editing for cleaning up data syntactically. Potluck also lets the user construct rich visualizations of data in-place as the user aligns and cleans up the data. This iterative process of integrating the data while constructing useful visualizations is desirable when the user is unfamiliar with the data at the beginning—a common case—and wishes to get immediate value out of the data without having to spend the overhead of completely and perfectly integrating the data first. A user study on Potluck indicated that it was usable and learnable, and elicited excitement from programmers who, even with their programming skills, previously had great difficulties performing data integration. [Copyright &y& Elsevier]