EdVentures in Technology
teaching, learning and change
January 27, 2008 at 10:43 pm · Filed under Random Thoughts, TechTalk
I’ve been offline for quite a while. Much of it has to do with my workload at the University but the other part is that where I live in rural New Hampshire, high-speed Internet access is mostly a sweet dream. Trying to maintain a digital identity with a dial-up connection that maxes out at 22kbps was simply an exercise in frustration. Well even that came to an end last week when our phone line suddenly went dead. Turns out that frost heaves pushed up our buried phone cable (which apparently was poorly buried by whoever installed it) and it was promptly cut when our plow guy cleaned our driveway during the last snowstorm.
That led to a decision point: do we continue to pay for a landline when both my wife and I have cell phones with excellent service here at home? Is it worth it just to suffer through on a questionable dial-up connection? Turns out that neither one of us believed it was. So begins our experiment with disconnecting from the physical and going ethereal (ok, wireless). For the cost of our landline at about $50-60/month and the cost of our dial-up connection via PeoplePC at about $10/month, we could get set up with Verizon’s Broadband Access wireless Internet service at $60/month.
I had reservations about how the service would fare at our home but I figured I’d give it a shot. I tried to swing by our local computer guy but his office is closed on the weekend. So I traveled down to another Verizon store and purchased a USB720 wireless adapter and service.
Interestingly, each connector is assigned its own phone number. I wondered how they managed to keep track of service and it turns out they do key it to a phone number. It strikes me as a bit limiting in that it would almost make more sense to attach an IPv6 number instead but I know little about the infrastructure that comprises their network.I was concerned about signing on to a contract but Verizon does have a 15-day return policy and I figured that would be plenty of time to test the typical use cases I would be employing. So now it came down to testing the device. Installation was a snap. Drop in the CD, run the configuration app wizard, attach the device and connect to the Verizon network. In less than 5 minutes I was online and connecting at 684 Kbps download/480 Kbps upload. Now this isn’t great compared to the possible connect speed of the Broadband Access service (600 Kbps – 1.4 Mbps download/500 Kbps – 800 Kbps upload), but considering that we are on the fringes of the deployment of this service and compared to my old connection speed of 22 kbps, I ain’t complaining!
SpeedTest Results - Round 1
Speed Test Results - Round 2
I was even able to install the VZAccess software on my wife’s laptop and our home desktop so that they could use it as well. So far, so good, as all three connected successfully. The only caveat to the plan is that they have a cap of 5 GB per month:
“If usage exceeds 5 GB per line during any billing period, we reserve the right to reduce throughput speeds of any application that would otherwise exceed such speed to a maximum of approximately 200 Kbps. These speeds are subject to change, in our reasonable discretion, in order to address network issues.”
It will be interesting to see how much bandwidth I consume on a monthly basis and the VZAccess software should allow me to track this.
[tags]verizon, wireless, internet, isp, online, usb720[/tags]
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June 22, 2007 at 12:30 pm · Filed under Diigo Links
Youth Online 2007
- This is a critical piece of information in video, audio and transcript format that dispels many rumors surrounding the statistics that the media and our legislators are using to push the types of laws intended to “protect” our youth from the Internet. - post by edventures
DIGITAL MAOISM: The Hazards of the New Online Collectivism By Jaron Lanier Annotated
In “Digital Maosim”, an original essay written for Edge, computer scientist and digital visionary Jaron Lanier finds fault with what he terms the new online collectivism.
Web 2.0: The Sleep of Reason, Part I - Britannica Blog Annotated
…the difference between the print world of scholarly and educational publishing and the often-anarchic world of the
href="http://www.britannica.com/eb/article-9001458/Internet"> Internet. The difference is in the authenticity and fixity of the former (that its creator is reputable and it is what it says it is), the expertise that has given it credibility, and the scholarly apparatus that makes the recorded knowledge accessible on the one hand and the lack of authenticity, expertise, and complex finding aids in the latter.
Web 2.0: The Sleep of Reason, Part II - Britannica Blog Annotated
- “Digital Maoism is an unholy brew made up of the digital utopianism that hailed the Internet as the second coming of Haight-Ashbury—everyone’s tripping and it’s all free; pop sociology derived from misreading books such as James Surowiecki’s The Wisdom of Crowds: Why the Many are Smarter Than the Few and How Collective Wisdom Shapes Business, Economies, Societies, and Nations; a desire to avoid individual responsibility; anti-intellectualism—the common disdain for pointy headed professors; and the corporatist “team” mentality that infests much modern management theory. ” - post by edventures
This “wisdom of the crowds” and “hive mind” mentality is a direct assault on the tradition of individualism in scholarship that has been paramount in Western societies at least since the Renaissance and, before then, can be seen in the Church Fathers and the Greek philosophers, among others.
Old Revolutions Good, New Revolutions Bad: A Response to Gorman. Many-to-Many: Annotated
Encyclopedia Britannica has started a Web 2.0
Forum, where they are hosting a conversation going on around a set of posts by Michael Gorman. The first post, in two parts, is titled
href="http://blogs.britannica.com/blog/main/2007/06/web-20-the-sleep-of-reason-part-i/">Web 2.0: The Sleep of Reason Brings Forth Monsters, and is a defense of the print culture against alteration by digital technologies.
The Siren Song of the Internet: Part I - Britannica Blog
The Siren Song of the Internet: Part II - Britannica Blog
Gorman, redux: The Siren Song of the Internet. Many-to-Many: Annotated
Siren Song of the Internet contains a curious omission and a basic misunderstanding. The omission is part of his defense of the Luddites; the misunderstanding is about the value of paper and the nature of e-books.
Personal Learning Environments: What They Are And How To Implement Them - Robin Good’s Latest News Annotated
April 27, 2007 at 12:30 pm · Filed under Diigo Links
This edition of Diigo Links is brought to you courtesy of the MIT OpenCourseware Initiative. The following links are courses that I’ve culled that speak to a number of interests I have, particularly in the areas of anthropology/ethnography, digital media and social software.
Enjoy!
MIT OpenCourseWare | Writing and Humanistic Studies | 21W.785 Communicating in Cyberspace, Fall 2003 Annotated
This class covers the analysis, design, implementation and testing of various forms of digital communication based on group collaboration. Students are encouraged to think about the Web and other new digital interactive media not just in terms of technology but also broader issues such as language (verbal and visual), design, information architecture, communication and community. Students work in small groups on a semester-long project of their choice.
MIT OpenCourseWare | Writing and Humanistic Studies | 21W.784 Becoming Digital: Writing About Media Change, Fall 2005 Annotated
The computer and related technologies have invaded our daily lives, have changed the way we communicate, do business, gather information, entertain ourselves. Even technology once considered distinctly “modern” - photography, the telephone, movies, television - has been altered or replaced by faster and more dynamic media that allow more manipulation and control by the individual. Anyone can now create stunning photographic images without a processing lab; and film no longer earns its name, as the cinema often presents images that were never filmed to begin with, but created or doctored in the digital domain. What are the consequences of these changes for the media and arts they alter? How does digitizing affect the values, ethical and aesthetic, of images, texts, and sounds? How do these technologies change the way we spend our time and relate to other people? In the age of the digital, what becomes of property, of history, of identity? Through a series of careful comparisons of images, texts, movies, games, and music - pre-digital versus post-digital - this course will analyze the ways in which these media and our responses to them have changed in the digital era; and we will ask about the value of these changes.
MIT OpenCourseWare | Science, Technology, and Society | STS.360 Ethnography, Spring 2003
- This course is a practicum-style seminar in anthropological methods of ethnographic fieldwork and writing. Depending on student experience in ethnographic reading and practice, the course is a mix of reading anthropological and science studies ethnographies; and formulating and pursuing ethnographic work in local labs, companies, or other sites.
- post by edventures
MIT OpenCourseWare | Engineering Systems Division | ESD.85J Integrating Doctoral Seminar on Emerging Technologies, Fall 2005
- This team-taught subject is for doctoral students working on emerging
technologies at the interface of technology, policy and societal
issues. It integrates concepts of research strategy and design from a
variety of disciplines. The class addresses problem identification and
formulation of research topics, the role of qualitative and
quantitative research methods, and the use of various data collection
techniques. Coursework focuses on students’ thesis proposals,
faculty-student study panels, critical evaluation of research design,
and ethical issues in conducting research and gathering data. - post by edventures
MIT OpenCourseWare | Anthropology | 21A.750J Social Theory and Analysis, Fall 2004
- This course presents a survey of social theory from the 19th century to the present. The focus is on (a) the social grounds from which the theory arises; (b) the utility and limitations of older theories for current conditions; (c) the creation of new theory out of contemporary conditions; (d) sciences and technologies as the infrastructures upon which social institutions depend, are shaped, and shape.
- post by edventures
MIT OpenCourseWare | Electrical Engineering and Computer Science | 6.805 Ethics and the Law on the Electronic Frontier, Fall 2005
- This course considers the interaction between law, policy, and technology as they relate to the evolving controversies over control of the Internet. In addition, there will be an in-depth treatment of privacy and the notion of “transparency” — regulations and technologies that govern the use of information, as well as access to information. Topics explored will include:
*
Legal Background for Regulation of the Internet
*
Fourth Amendment Law and Electronic Surveillance
*
Profiling, Data Mining, and the U.S. PATRIOT Act
*
Technologies for Anonymity and Transparency
*
The Policy-Aware Web
- post by edventures
MIT OpenCourseWare | Science, Technology, and Society | STS.069 Technology in a Dangerous World, Fall 2002
- Aim is to analyze important current events for what they reveal about
the nature and working of our technological world. Starting point is
connection between technology and terrorism. Subject also explores how
a human-built world can foster insecurity and danger, and how human
beings respond. Many invited guests help develop a strong
interdisciplinary approach (science, engineering, social science,
humanities). Topics include technological risk and remediation,
sociotechnical systems, imagination of disaster, technology and
identity, technology and religion, technology and education, and
technology and trust. - post by edventures
MIT OpenCourseWare | Comparative Media Studies | CMS.610 Media Industries and Systems, Spring 2006
- This course examines the interplay of art, science, and commerce shaping the production, marketing, distribution, and consumption of contemporary media. It combines perspectives on media industries and systems with an awareness of the creative process, the audience, and trends shaping content. There will be invited discussions with industry experts in various subject areas. - post by edventures
MIT OpenCourseWare | Media Arts and Sciences | MAS.966 Digital Anthropology, Spring 2003
- Digital Anthropology is a Spring 2003 applied social science and media arts seminar, surveying the blossoming arena of digital-artifact enabled experimental sociology/anthropology. We will emphasize on both (a) Technology Testbeds – systematically deploying research lab prototypes and corporate pre-production products in a sample human organizational population and carefully observing the social consequences, and (b) Sociometrics – using digital artifacts to better observe and measure the complex social reality of interesting human systems. - post by edventures
MIT OpenCourseWare | Media Arts and Sciences | MAS.965 Social Visualization, Fall 2004
- Millions of people are on-line today and the number is rapidly growing - yet this virtual crowd is often invisible. In this course we will examine ways of visualizing people, their activities and their interactions. Students will study the cognitive and cultural basis for social visualization through readings drawn from sociology, psychology and interface design and they will explore new ways of depicting virtual crowds and mapping electronic spaces through a series of design exercises. - post by edventures
MIT OpenCourseWare | Media Arts and Sciences | MAS.963 Technological Tools for School Reform, Fall 2005
- This course explores the potential impact of modern technologies on the school reforms debate. The first part of the course provides an overview of the current state of the school reform debate and reviews the ideas in the progressive school reform movement, as well as examining the new public charter school in Cambridge as a case study. The second part of the course requires critical study of research projects that hold promise as inspirations and guidelines for concrete multidisciplinary activities and curriculum for progressive charter schools. The course concludes with a discussion of the challenges in scaling the successful innovations in school reform to new contexts. - post by edventures
MIT OpenCourseWare | Media Arts and Sciences | MAS.963 Techno-identity: Who we are and how we perceive ourselves and others, Spring 2002
- The nature of human identity - how we think of ourselves, how we perceive others - is a mutable concept, changing with the rise and fall of religious beliefs, social mores, philosophical theories. Today, we live in a world in which science and technology are among the most powerful forces reshaping our culture - and thus our definitions and perceptions of identity. In this seminar, we will examine the impact of science and technology on identity. - post by edventures
MIT OpenCourseWare | Media Arts and Sciences | MAS.962 The Nature of Constructionist Learning, Spring 2003
- This course examines the philosophical and theoretical foundations of constructionism as a paradigm for formulating and evaluating new theories for learning and approaches to education. One of the goals of this course is to help new learning researchers situate their work within the constructionist framework through readings and projects that will focus on the rich interplay between the process of knowledge construction and the development and co-evolution of ideas, learners, tools, and contexts. - post by edventures
MIT OpenCourseWare | Media Arts and Sciences | MAS.961 Designing Sociable Media, Spring 2001
- This course is about social life in the on-line world. Its focus is on how the design of the interface influences people’s interactions with each other and shapes the cultural mores and structures they develop. We will examine the ways social cues are communicated in the real and the virtual world, discuss the limits imposed upon on-line communities by their mediated nature, and explore directions that virtual societies can take that are impossible for physical ones. - post by edventures
MIT OpenCourseWare | Media Arts and Sciences | MAS.961 Ambient Intelligence, Spring 2005
- This course will provide an overview of a new vision for Human-Computer Interaction (HCI) in which people are surrounded by intelligent and intuitive interfaces embedded in the everyday objects around them. It will focus on understanding enabling technologies and studying applications and experiments, and, to a lesser extent, it will address the socio-cultural impact. Students will read and discuss the most relevant articles in related areas: smart environments, smart networked objects, augmented and mixed realities, ubiquitous computing, pervasive computing, tangible computing, intelligent interfaces and wearable computing. Finally, they will be asked to come up with new ideas and start innovative projects in this area. - post by edventures
MIT OpenCourseWare | Media Arts and Sciences | MAS.714J Technologies for Creative Learning, Fall 2004
- This course explores how new technologies can help people learn new things in new ways. It analyzes principles and strategies underlying the design of innovative educational technologies and creative learning environments, drawing on specific case studies such as the LEGO Programmable Brick and Computer Clubhouse after-school learning centers. The course will include hands-on activities, analyses of learning experiences, and design of new tools and activities. - post by edventures
March 9, 2007 at 12:30 pm · Filed under Diigo Links
Social-Legislation.com - Discuss the U.S. bills to regulate social media Annotated
- This site serves as a clearinghouse for information pertaining to
proposed legislation affecting the Internet, social software and
privacy. - post by edventures
February 22, 2007 at 11:25 am · Filed under EdTech, Social Software, Teaching & Learning, TechTalk, Web 2.0
UPDATE: The full text of this bill is now available here.
As if Senator Stevens and Representative Lamar Smith’s bills weren’t enough, now there is yet another bit of proposed legislation in the House to
…amend the Communications Act of 1934 to require recipients of universal service support for schools and libraries to protect minors from commercial social networking websites
and chat rooms.
On Friday, February 16th, Representative Mark Kirk of Illinois introduced House Resolution 1120, the full text of which has as of this post had not yet been entered into the Thomas database although it’s placeholder can be found during a search.
According to a CNet News blog authored by Anne Broache, this bill is nearly identical to last year’s DOPA proposal. Broache quotes Kirk’s floor statement:
“I believe this is an entirely appropriate action to help parents determine
what their children can and cannot do online,” Kirk said in a floor statement
introducing his bill. “It seems foolish for the taxpayer to subsidize what
amounts to a loophole by which children can circumvent their parent?s wishes and
unwittingly expose themselves to Internet predators.”
And as expected, library, education and civil liberties proponents are again objecting to the bill.
[tags]dopa, internet, predator, privacy, safety[/tags]
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February 20, 2007 at 6:21 pm · Filed under Random Thoughts, Web 2.0
Apparently Senator Ted Stevens (R-Alaska) isn’t the only one trying to revive DOPA. Texas Representative Lamar Smith (R) introduced legislation, cosponsored by seven other Republican representatives, to the House on February 6th which intends “To amend title 18, United States Code, to protect youth from exploitation by adults using the Internet, and for other purposes.”
In essence it holds Internet content hosting providers and e-mail service providers legally liable if they or one of their subscribers “knowingly engages in any conduct the provider knows or has reason to believe facilitates access to, or the possession of, child pornography…” The bill goes well beyond Internet Service Providers by further defining an Internet content hosting provider as any service that:
(A) stores, through electromagnetic or other means, electronic data, including the content of web pages, electronic mail, documents, images, audio and video files, online discussion boards, and weblogs; and
(B) makes such data available via the Internet
The definition as written could be construed to mean any service such as mySpace, Facebook, Flickr, YouTube, and countless others, perhaps even your own blog. If the bill had stopped at at “knowingly engages,” it would be entirely understandable as an overt commission of a crime. My concern is focused on the text following that statement: “…or has reason to believe…” What parameters define ones reason to believe, and what constitutes, as the bill states, “negligent failure” to report child pornograpy?
The bill later sets record retention requirements for Internet Service Providers (ISPs). Section 6 give the Attorney General carte blanche to issue these parameters but hold that the regulations “…shall, at a minimum, require retention of records, such as the name and address of the subscriber or registered user to whom an Internet Protocol address, user identification or telephone number was assigned…” Failure to comply with these record retention requirements will result in a fine and/or a year’s imprisonment.
The remainder of the bill echoes Ted Stevens’ SB37 in increasing fines and prison terms for the exploitation of children and for activities relating to material constituting or containing child pornography. It also requires warning labels on commercial websites containing sexually explicit material. And Section 12 cites an authorization of appropriations to the tune of $30 million dollars for each FY 2008-2012 “to the Director of the Federal Bureau of Investigation to carry out the Innocent Images National Initiative.”
The problem with this bill, as with DOPA and Senator Stevens’ latest incarnation, is that it employs fear to manipulate the public into accepting this loss of freedom and personal privacy. As a father, I am all for protecting our children from predators, online or otherwise. But I am not foolish enough to believe that allowing the government to track all online activities will serve that end.
We do need to protect our children, but that begins with education and awareness at their level, not at the governmental level. If the old adage that knowledge is power holds true, then I would rather that knowledge be in the hands of our children, that they could learn to protect themselves.
[tags][/tags]
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February 17, 2007 at 8:00 pm · Filed under Connectivism, Social Software, Web 2.0
It appears that Mr. Internet himself, the esteemed Senator from Alaska, Ted Stevens, is at it again. He has introduced into the Senate a new bill entitled “Protecting Children in the 21st Century Act (S49).” But this post is not so much about this proposed legislation as it is about you and I.
Danah Boyd brought this latest version of DOPA to my attention in her post from February 9th. Danah was active in speaking against the first version of the bill and is feeling that another battle may be brewing. Her frustration is summed up in this quote:
“…i spent the bulk of the fall talking to politicians about this issue. I spoke twice in DC to rooms full of Hill folks and FTC people. I spent hours with AGs who were unwilling to listen to anything that i said. I talked with congresspeople and senators, aides and state officials. I talked to hundreds of reporters. Perhaps it is immature of me to wimper on my blog about my exhaustion with this topic but i am most definitely heartbroken by having to face this bill again. It took up the bulk of my fall and i felt very alone in that fight. Politics is not my world and i don’t know how to engage with it productively without it tearing me apart.”
I was compelled to comment on her blog and I’ve included the text below but the bottom line for me is this -
For all our talk about how Web 2.0 changes everything, we still have neither cultivated nor mastered the ability to come together as one and become our own political action machine. Yes, there are paid lobbyists whose sole job is to sway the vote of our elected officials. But what prevents all of us from becoming an even larger voice? What prevents us from creating the next evolution of the Read/Write web - the Read/Write/REACT web? Reading and writing is critical for personal and collaborative reflection but what we need now and will need in the future is to harness that and turn it into ACTION! Seems to me that we should be cutting our teeth on smaller issues so that we are better able to address the larger ones.
Food for thought…
My comment to Danah:
Danah, I can definitely understand your frustration although I admire the passion and commitment that it took on your part to see it through the first time.
It strikes me that perhaps some of your frustration stems from the feeling that you are a lone voice in the wilderness. For all the talk I hear in the edublogosphere and elsewhere proclaiming that the wonderful world of Web 2.0 is bringing people together and shrinking the world, we aren’t necessarily walking the walk so to speak. NCLB, DOPA and its progeny are just one example of what can occur when the best of intentions are co-opted by the political machine. Rather than going it alone, what would it take for us to combine and bring to bear the consolidated efforts of our library professionals, education professionals, and affected individuals from around the world. Rather than speaking as individuals, could we instead create a community of practice that cultivates a voice, a very loud and voting voice? Let’s make the web our tool, rather than being tooled ourselves.
Sorry for the rant but I hate to see someone with the passion you possess succumb to despair. The world requires balance - when the scales tip to one extreme, it is up to us to bring them back around.
Cheers!
John
[tags] dopa, internet, legislation, danahboyd, tedstevens [/tags]
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January 10, 2007 at 4:36 pm · Filed under TechTalk
Ok, I have to start off by saying I am not a Microsoft flunky. I have been exploring Office 2007 for our campus and since I rely heavily upon email to rule my life (yes, pitiful I know) I have started to dive into the new features of Outlook 2007. I posted on the RSS Feed feature and I just found a really cool calendaring feature that I had not seen in the 2003 version.
I had started to move to a web-based calendar as part of my digital nomad explorations. Doug Belshaw had posted a piece on his endeavors with G-Cal. I even managed to add a Google Calendar to my wiki. However one of the biggest drawbacks was my inability to sync nicely with my Outlook calendar. This doesn’t fully address the sync issue as it is read only but it is getting close. It turns out that Outlook now explicity supports subscription based calendaring using the iCal format. Under Tools -> Account Settings, click the Internet Calendars tab.
So I added one of my Google Calendars using the Private URL feature offered by Google. Once I did that and enabled the view by checking the appropriate box I had two calendars in my window: one native to Outlook and the other my new subscription. Since I didn’t use the local calendar, I simply turned it’s view off and my G-Cal is now my primary calendar in my local client. I still have to make changes online but I was doing that anyway.
Now if there was a way to allow for bi-directional communication between Outlook and web-based calendars such as Google Calendar I would be downright giddy!
technorati tags:microsoft, outlook, 2007, msoutlook2007, internet, calendar, google_calendar, google
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December 6, 2006 at 10:58 am · Filed under Random Thoughts, TechTalk, Web 2.0
I’m at GMS providing tech support for my wife who teaches 7th grade science. We’re trying to connect an Intel Play QX3 USB Microscope (microscopy-uk article) to her classroom computer in order for her to conduct a hay infusion micro-organism experiment. The idea behind the microscope is to quickly show the class some of the protists that they are searching for. Unfortunately, the as with many schools, the lockdown on the local computer as well as her own teacher’s computer, prevents the installation of new hardware without an admin override. This protects the computer wonderfully at the cost of learning. To be fair, the computer teacher at the Middle School is the first tier support and he may be able to assist. I’ll update as I find out more.
Since I was unable to help out here, I thought I would take the opportunity to test the Internet access from the classroom. Here are my notes:
- The school uses St. Bernard as a filtering tool
- GIFs which pull from Flickr accounts would not display on the computer (the dreaded little red “X” appears instead)
- del.icio.us is available (which is good as I just set my wife up with an account so that she can share resources with her class. However I couldn’t install the quick link buttons in IE due to admin restrictions)
- Flickr blocked (web host)
- PBwiki blocked (web host)
- Googlepages blocked (web host)
- Blogspot blocked
- Wikipedia available
- My blog is available
- Picasa seems to be available (as it operates on a different principle (invitation only) from Flickr)
- G-Mail blocked (E-mail host)
- Google Docs available
- SuprGlu available (one way to get around blog blocking and ensure some level of content oversight)
- Edublogs.org blocked (discussion forums,hobbies/interest - see image below)
Now the St. Bernard software, as illustrated above, does allow for either an Override (if the educator has such privileges) or an Access Request from the local administrator. I am hoping that Michelle and her fellow teachers have this access and with it the trust of the district that her professionalism will ensure good decision making!
[tags]k12, filter, pedagogy, access, internet, teaching, learning [/tags]
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November 21, 2006 at 2:37 pm · Filed under Higher Education, TechTalk, ce5290
I may be teaching a grad course on the art and science of managing technology in school environments. My colleague Royce uses the 4th edition of Managing Information Technology by E. Wainright Martin et al from Prentice Hall Business Publishing which Amazon has for a reasonable price. The most current 5th edition however is running for an ungodly $150.80 for the hardcover!
Another text I’ve come across which hits the highlights of technology management in K-12 is Thane B. Terrill’s Technology on a Shoestring, a copy of which is available through our Lamson Library. While not an in-depth tome, it nonetheless covers the spectrum of what any tech coordinator is likely to face on a daily basis.
Chapters include:
- What is a network?
- Network architectures
- Operating systems
- Network Design Attack Plan
- Special Operations
- Network Infrastructure: Tying It All Together
- Dealing with Vendors
- Multi-Function vs. Single-Function Servers
- Security Overview
- Viruses and Spyware
- Lurking Dangers
- Hoaxes and Spam
- Firewalls
- Backup Strategies
- When Things Go Wrong
- Email and IM
- Disk Imaging
- Recovering from a Disaster
- Websites
- Blogs and Wikis
- Fixing Problems
- Remote Connections
- Foundations of the Internet
- Working with People
- Maintaining Your Own Sanity
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