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24 NOVEMBER 2013

PhoneGap: Adobe's mobile development framework

"Building applications for each device–iPhone, Android, Windows Mobile and more–requires different frameworks and languages. PhoneGap solves this by using standards–based web technologies to bridge web applications and mobile devices. Since PhoneGap apps are standards compliant, they're future–proofed to work with browsers as they evolve."

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2012Adobe Systems IncAndroid OS • Apache Callback • Apache Cordova • Apache License • Apache Software Foundation (ASF)application developmentappsBlackBerry Ltdcross-platformCSS3 • device-specific languages • enabling technologiesHTML5 • hybrid code snippets • hybrid technologyIBMinteroperabilityiOS • iPhone application development • JavaJavaScriptMicrosoftmobile apps • mobile development framework • mobile devices • mobile platform • native code snippets • native device APIs • Nitobi Software • Objective-C • open frameworkopen source • open source framework • open source platform • PhoneGap • PhoneGap Deploy • platform independent • Research in Motion (RIM) • RIM • SDKsoftware deploymentsoftware framework • software wrapper • standardisationstandards compliantstandards-based web technologiesweb application developmentweb standardsweb technologiesWindows Mobile

CONTRIBUTOR

Simon Perkins
22 OCTOBER 2013

CSS Fonts Module Level 3: the @font-face rule

"The @font–face rule allows for linking to fonts that are automatically fetched and activated when needed. This allows authors to select a font that closely matches the design goals for a given page rather than limiting the font choice to a set of fonts available on a given platform. A set of font descriptors define the location of a font resource, either locally or externally, along with the style characteristics of an individual face. Multiple @font–face rules can be used to construct font families with a variety of faces. Using CSS font matching rules, a user agent can selectively download only those faces that are needed for a given piece of text."

(World Wide Web Consortium, 3 October 2013)

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2013CSS3 • Cufon • design for the screen • design goal • End User Licensing Agreement • EOT • EULA • font • font choice • font descriptor • font embedding • font family • font linking • font matching • font resource • font-face • font-face rule • fonts • inline SVG • Open Font License (OFL) • openfonts • Opentype • OTF • platform independent • selectively download • sIFR • style characteristics • SVG • TTF • typetypefaceTypekittypography • Typoteque • ubiquitous web fonts • user agent • W3Cweb design • web design typography • web technologies • web type • web typography • webfont • WOFF

CONTRIBUTOR

Simon Perkins
09 JANUARY 2013

The Computational Turn: Thinking About The Digital Humanities

"first–wave digital humanities involved the building of infrastructure in the studying of humanities texts through digital repositories, text markup, etc., whereas second–wave digital humanities expands the notional limits of the archive to include digital works, and so bring to bear the humanities' own methodological toolkits to look at 'born–digital' materials, such as electronic literature (e–lit), interactive fiction (IF), web–based artefacts, and so forth."

(David M. Berry, 2011)

Berry, D. M. (2011). "The Computational Turn: Thinking About The Digital Humanities." Culture Machine 12.

TAGS

archivearchivesborn-digital • born-digital materials • building infrastructure • database as cultural form • David Berry • digital archivedigital heritagedigital humanitiesdigital repositories • digital works • e-lit • electronic literature • first-wave digital humanities • humanitiesIFinteractive fictionmark-up • methodological toolkits • notional limits of the archive • second-wave digital humanities • structured repository • studying humanities texts • text markup • webweb archiveweb technologies • web-based artefacts

CONTRIBUTOR

Simon Perkins
06 NOVEMBER 2011

Visual Communication in the Teaching of Writing

"Of course, other kinds of assignments involving visuals do occur in college writing pedagogies. Visual analysis (especially advertising analysis) has been commonplace in postsecondary writing instruction for at least fifty years as a part of the post–World War II emphasis on propaganda and semantics characteristic of many composition and communication courses beginning in the 1940s, but that practice did not always or consistently include careful consideration of how images, layout, or graphics actually communicated meaning. Instead, advertising was treated as a subject for critique rather than itself a form of communication that employed both word and image" (Diana George, 2002, p.21).

"If I have given the impression that the media revolution of the fifties and sixties was a tough one for [writing] composition teachers, then I must say here that the world of graphic design, electronic text, and Web technologies certainly will prove even more difficult, though ultimately perhaps more useful for future understandings of composition as design. As with written compositions, Web pages must have an internal coherence; they must, in other words, be navigable. Unlike written compositions, the internal logic of a Web piece is likely to appear first in the visual construction of the page – not only in the images chosen but the colors, the placement of text or links, the font, the use of white space, and other elements linked more closely to the world of graphic design than to composition pedagogy. The work of Anne Wysocki is useful here as she challenges writing teachers to rethink their notions of what composition means – beyond the word and inclusive of the visual. Wysocki writes, 'When we ask people in our classes to write for the Web we enlarge what we mean by composition. None of us are unaware of the visuality of the Web, of how that initial default, neutral grey has a different blankness than typing–paper' ('Monitoring Order'). And whether it is true or not that their teachers are aware of the difference between the blank screen and the blank page, our students are certainly aware of this difference. Many already compose for the Web. Many have worked in the realm of the visual (or the virtual) as constitutive of composing texts of all sorts years before they get to their first–year college courses."

(Diana George, 2002, p.26,27)

Fig.1 Photography: She is Frank, Styling: Tessa O'Connor, Hair/Makeup: Megan Harrison, Model: Bree Unthank @ Giant Model Management [http://wearehandsome.com/a–handsome–project–she–is–frank/]

2). Diana George. "From Analysis to Design: Visual Communication in the Teaching of Writing," College Composition and Communication 54.1 (2002): 11–39.

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2002academic writingadvertisingadvertising analysis • Anthony Petrosky • Christine McQuade • communication and composition • complex communication • composing texts • composition as design • composition pedagogy • content analysis • D. G. Kehl • David Bartholomae • Dean Johnson • Deirdre Johns • Delmar George Kehl • Diana George • Donald McQuade • electronic text • Englishes • George Lyman Kittredge • graphic designgraphic representation • Houghton Mifflin • image analysis • image as dumbed-down language • image-as-prompt • image-rich culture • internal coherence • internal logic • James McCrimmon • John Berger • John Hays Gardiner • John Trimbur • Joseph Frank • Lucille Schultz • mass media • materiality of literacy • media literacymulti-modal design • multiliteracies • multiliteracy • multimodal composition • navigable • Neil Postman • New London Group • pedagogypictorial systemspopular culture • Robert Connors • Rudolph Flesch • Sarah Louise Arnold • teaching of writing • technologysaturated • televisiontextual analysis • verbal and visual relationships • verbal communication • visual communicationvisual construction • visual construction of the page • visual designvisual languagevisual literacy • visuality of the web • Walker Gibson • web technologies • William Costanzo • William Hogarth • writing • writing composition • writing for the web • writing teachers • written compositions

CONTRIBUTOR

Simon Perkins
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