"The advancement of internet technologies and the rapid rise of virtual communities have instigated internet human flesh search (HFS) or cyber manhunt in western countries   that it has become a cyber phenomenon. HFS originated in China. The term was translated from äººè‚‰æœå°‹ (Ren Rou Sou Suo ) which broadly refers to “an act of searching information about individuals or any subjects through the online collaboration of multiple users” .
Participation and collaboration by users play a vital role in the HFS process. On one hand, HFS practices, which are considered a manifestation of citizen empowerment and civil participation, are supported and applauded by other countries. On the other, majority of high-profile HFS cases in China have become aggressive and vicious, arousing research interest on the involved legal , privacy , and social issues .
Although Chen and Sharma  provide a comprehensive review of HFS that is supplemented by Chao , there is still a gap in research and in the analysis of HFS on a global context. The Taiwanese context is worthy of review because despite the abundance of HFS incidents occurring in the country, few studies on those have been shared to the international community."
(Yu-Hui Tao, Chian-Hsueng Chao, 2011)
Tao, Y.-H. and Chao, C.-S., Analysis of human flesh search in the Taiwanese context, in proceeding of the 2nd International Conference on Innovations in Bio-inspired Computing and Applications, December 16-18, Shenzhen, China, 2011
"Today's youth are sharing a tremendous amount of information through social media. They share to connect, but in connecting, they leave large traces of their interactions for unexpected audiences to view. Those who care about privacy are scratching their heads, trying to make sense of why youth share and what it means for the future of privacy. danah will discuss how youth understand privacy in a networked world. She will describe youths' attitudes, practices, and strategies before discussing the implications for companies and the government."
(Danah Boyd, Microsoft Corporation, recorded 6 March 2012, duration 00:30:41.
Exhibition: 'Cut Up'; 29 June–14 October 2013; In the Amphitheater Gallery; Organized by Jason Eppink, Associate Curator of Digital Media at The Museum of the Moving Image.
"From supercuts to mashups to remixes, Cut Up celebrates the practice of re-editing popular media to create new work, presenting contemporary videos by self-taught editors and emerging artists alongside landmarks of historic and genre-defining reappropriation.
Easy access to editing tools and distribution platforms now gives more people than ever before the opportunity to respond to the commercial products that shape our cultural dialogues. By plumbing a vast shared vocabulary of image and sound, audiences can express affiliation, criticize, or construct entirely new content using popular media as raw material. Re-edited videos are created and shared online daily by publics that spend increasing amounts of social time in front of networked screens. As the distinction between consumer and participant becomes ever more fluid, re-editing popular media has emerged as a common way of participating in a shared cultural conversation.
The exhibition presents a selection of short-form video works that take movies, music videos, television series, and news broadcasts as their source material, focusing on genres and techniques that have emerged online over the past decade and their on- and offline precedents."
"The Student Room is owned by a small but perfectly formed Brighton based company called Acumen PI, but soon to morph into The Student Room Group.
We're all passionate about The Student Room and our sister sites, and love working on them. Generally we see our role as facilitators, steering our sites forward in exciting ways, but we're under no illusions that it's the community of members that make The Student Room special and unique in the vast world of social media."
(Acumen Professional Intelligence, UK)
"For many young people social networks such as Facebook are an essential part of their student experience. Other web–based, interactive services like Wikipedia and YouTube are also an important facet of everyday student life. New technologies have always been scrutinized for their capacity to support education and, as social technologies become more pervasive, universities are under increasing pressure to appropriate them for teaching and learning. However, the educational impact of applying these Web 2.0 technologies is uncertain.
Using a Foucauldian perspective, my qualitative study explores the networked experiences of disabled students to examine how dis/ability difference is ascribed and negotiated within social networks. Data comprises 34 internet–enabled interviews with 18 participants from three English universities. Interviews incorporate the internet to expand opportunities for discussion, observation and analysis. Mobile broadband, a remote desktop viewer and screen capture have been flexibly applied together to ensure an accessible interview situation and recognise students' preferences and circumstances. Data is analysed using discourse analysis, with an attention to context framed by activity theory.
Disabled students' networked experiences are found to be complex and diverse. For a proportion, the network shifts the boundaries of disability, creating non–disabled subjectivities. For these students, the network represents the opportunity to mobilise new ways of being, building social capital and mitigating impairment.
Other participants experience the network as punitive and disabling. Disability is socio–technically ascribed by the social networking site and the networked public. Each inducts norms that constitute disability as a visible, deviant and deficit identity. In the highly normative conditions of the network, where every action is open to scrutiny, impairment is subjected to an unequal gaze that produces disabled subjectivities. For some students with unseen impairments, a social experience of disability is inducted for the first time.
As a result, students deploy diverse strategies to retain control and resist deviant status. Self–surveillance, self–discipline and self–advocacy are evoked, each involving numerous social, cognitive and technological tactics for self–determination, including disconnection. I conclude that networks function both as Technologies of the Self and as Technologies of Power. For some disabled students, the network supports 'normal' status. For others, it must be resisted as a form of social domination.
Importantly, in each instance, the network propels students towards disciplinary techniques that mask diversity, rendering disability and the possibility of disability invisible. Consequently, disability is both produced and suppressed by the network."
(Sarah Lewthwaite, Slewth Press)