AOL Instant Messenger Research Articles

Receipts From Aol Instant Messenger (6); and Receipts From Aol Instant Messenger (11)

Receipts From Aol Instant Messenger (6); and Receipts From Aol Instant Messenger (11) Anuradha Bhowmik (bio) RECEIPTS FROM AOL INSTANT MESSENGER (6) BUDDY INFO: CANDYDANDY24 Personal Profile: i * l o v e * my * b i t c h e s. || bffaeae1 || u know who u r ~*~ [End Page 55] RECEIPTS FROM AOL INSTANT MESSENGER (11) CANDYDANDY24 Enter new Away message: ~* BuStEd1 BiTcHeS bEtTeR fALL bAcK !! *~ Special characters: % n = Screen Name of Buddy % d = Current Date % t = Current Time [End Page 56] Anuradha Bhowmik Anuradha Bhowmik is a Bangladeshi-American poet and writer living in Philadelphia. She is a 2018 AWP Intro Journals Project Winner in Poetry, and she earned her MFA from Virginia Tech. Anuradha has received awards from the Kimmel Harding Nelson Center for the Arts, the Community of Writers at Squaw Valley, the New York State Summer Writers Institute, the Fine Arts Work Center in Provincetown, Frost Place, the Indiana University Writers' Conference, the Eckerd College Writers' Conference, and the Juniper Summer Writing Institute. Her work has appeared or is forthcoming in The Sun, diode poetry journal, Quarterly West, DIAGRAM, Shenandoah, Salt Hill, Hayden's Ferry Review, Nashville Review, Indiana Review, Bayou Magazine, Crab Orchard Review, Slice Magazine, Zone 3, The Normal School, Copper Nickel, and elsewhere. Anuradha can be found at www.anuradhabhowmik.com. Footnotes 1. bffaeae (n.): By the time I adopted cunt into my everyday vocabulary, the white girls of South Jersey had already prepared me For life with bitches. My reflexes were drawn from their vernacular—I'm not fucking scared of you Flew from my mouth if a two-faced bitch had my name in hers. My friends & my enemies & I Addressed each other as bitch or ho or slut or pussy in some variation & we held onto these aliases. Lesbo was an Epithet in the adolescent dialect—the white girls made it my nickname, and I stopped wearing sports jerseys. At 25, I collect boys' fleeces & button-down shirts from Polo Ralph Lauren. I dress like a frat boy bitch, doused in Ed Hardy perfume, with my lipstick swiped on bold & bright to keep me in my place. Footnotes 1. busted (adj.): Built into my genetic code was the compulsion to deny & dismiss. I applied this blueprint to my Understanding of love. I was bred as my bloodline's contaminant rather than its daughter. The middle School bitches tallied body counts for every boy they loved. Too prude to be accounted for, I located love's Terms & conditions at home, inside fists without closure. The permutations of my apologies were limitless. I learned to Equate emotional disconnection with power—I tamed my temper to placate Ma's rage & later on, the hands & Demands of the men I'd tally. Perhaps it was embedded in my blood to love & be loved with inadequacy. Copyright © 2020 Pleiades and Pleiades Press

The associations between young adults’ face-to-face prosocial behaviors and their online prosocial behaviors

Drawing on the co-construction theory (Subrahmanyam, Smahel, & Greenfield, 2006), this study investigated the relationship between online and face-to-face prosocial behaviors among 493 (345 women) young adults (ages 18–25 years). Findings indicated that face-to-face prosocial behaviors were positively associated with the engagement in online prosocial behaviors through social networking sites (e.g., Facebook, Myspace, Twitter), chat programs (e.g., Google Talk, AOL Instant Messenger, Yahoo Messenger), email, and text messages, after controlling for gender and time spent using each type of technology. These findings extend the application of the co-construction theory to online prosocial behaviors. Furthermore, these findings suggest that the internet is also a place for positive interactions and call for more research investigating online prosocial behaviors.

Connecting with AIM

Launching virtual chat reference services at Boatwright Library at the University of Richmond has been an interesting challenge of “trial and error” over the years. After trying several different software programs and staffing options, librarians have finally found a niche with AOL's Instant Messenger service. The first section of the article describes a path of experimentation, including early collaborations with the computing services help desk, staffing patterns within the library, technical and financial challenges with virtual reference software, and attempts to get students to use reference chat services. The second half of the case study describes the great success with AIM service in the past year, providing statistical information as well as coverage of training and guidelines, advertising, and staffing. This article touches on a number of themes, including the value of experimenting with a variety of chat reference software programs, and the need for library staff to stay current with new technologies.

An examination into AOL Instant Messenger 5.5 contact identification

With the advent of new legislation in the United Kingdom – as well as several high-profile criminal cases – the issue of Internet grooming has been the subject of much recent focus. Of particular interest to the forensic examiner is the ability to trace back from a known suspect's computer system to identify contact with his alleged victims. Specifically, when an allegation of grooming is made, one of the first things the examiner should do is determine that the suspect's computer system was used to contact the informant's account in the first place. This a strong evidential link between victim and suspect and clearly demonstrates that the suspect was responsible for that contact rather than a third party who may have taken control of the suspect's chat account. This article illustrates some methods of proving such a link where the suspect and victim have been in contact on the Yahoo Messenger chat service.

The Nuts, Bolts, and Teaching Opportunities of Real-Time Reference

ABSTRACT Since the implementation of its instant messaging reference service in the 2000-2001 academic year, the librarians at the University at Buffalo (UB) have succeeded in creating a vital presence for virtual reference. The Instant Librarian chat service, open 57 hours per week during the fall and spring semesters, supplements the traditional face-to-face and e-mail reference services available at UB. Real-time reference using AOL Instant Messenger addresses the expectations of a well-informed population of UB users comfortable with the conveniences enjoyed via the Internet, such as file sharing and instant messaging. Librarians at UB use Instant Librarian to their advantage by employing active learning techniques, while answering both simple and complex questions. A chat session is a unique way to reach a patron who normally would not come into the library for help. In the chatroom, the librarian creates a positive teaching environment, prompting repeat visits and even in-person follow-up research consultations. This paper describes the nuts and bolts of UB's chat reference service and illustrates ways UB librarians attempt to incorporate teaching strategies within the online environment. The first section discusses issues such as staff training, technology/software problems, marketing/publicity matters, and the methodology and purpose of a user survey. The second section addresses the instruction element of UB's Instant Librarian. Librarians take advantage of the online environment to promote self-directed learning. The paper also includes a literature review highlighting published articles, books, and surveys that examine the significant facets of a real-time reference service.

A study of internet instant messaging and chat protocols

Instant messaging (IM) and network chat communication have seen an enormous rise in popularity over the last several years. However, since many of these systems are proprietary, little has been described about the network technology behind them. This analysis helps bridge this gap by providing an overview of the available features, functions, system architectures, and protocol specifications of the three most popular network IM protocols: AOL Instant Messenger, Yahoo! Messenger, and Microsoft Messenger. We describe common features across these systems and highlight distinctions between them. Where possible, we discuss the advantages and disadvantages of different technical approaches used in these systems to support different features and functions. We also briefly discuss ongoing efforts to standardize IM and chat-based protocols in IETF and other standards bodies.

IM hereReflections on virtual office hours

AOL Instant messenger (IM) was used over four semesters as an additional way for students to contact us during office hours. Since college students primarily use IM as a way to interact socially with their friends and family, we were curious if students would use IM to contact us, who would use it, how often they would use it, and what the content of the IM interactions would be. After two years of collecting all IM exchanges with students, we found that students did use IM to contact us on a regular basis. Both male and female students in roughly equal numbers used IM. In addition, a majority of the exchanges were task related; that is, questions and comments relating to a particular course or assignment. Results, personal reflections, and suggestions for future research are discussed.

Computer Self-Efficiency as an Antecedent to the Acceptance of Instant Messenger Technology

AOL Instant Messenger (IM) is a widely used Internet chat technology. There are indications that users initially do not find it easy to use, and this concerns AOL management; they consider that if popular applications are not easy to use, the ability of AOL to attract and hold loyal customers will be impeded. In this paper, the acceptance of IM technology is investigated within the familiar framework of the Technology Acceptance Model (TAM), in which ease of use plays a pivotal role in promoting acceptance and subsequent use of a given technology. Computer Self Efficacy (CSE) is examined for possible antecedent roles in structural models of acceptance processes. It is determined that CSE does operate in a mediating relationship among some of the critical subcomponents of the TAM model but that it does not operate within the strictly defined theoretical boundaries established for general antecedents to the overall TAM process.

Network-supported applications

As network-based applications become more popular and varied in terms of the support they require from the underlying network infrastructure, understanding the relationship between applications and the network is crucial in determining what network equipment to build, what capabilities are needed, and when they are needed. Analysis shows that there are three basic types of content delivery applications. The first type is hosted applications, where individual clients make requests of servers in data centers. It includes basic Web services, video-on-demand, and digital media downloads. The second type is broadcast applications, where channels of digital content are sent from a data center simultaneously to multiple clients. Examples include video, music, and data channels. The third type is peer-to-peer applications, where the network provider provides the connectivity between its customers. It includes AOL Instant Messenger, <sup xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">∗</sup> Microsoft's NetMeeting, <sup xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">∗</sup> and file-sharing and virtual classroom applications. Each of these three types demands different solutions from the network in the areas of infrastructure, efficiency, performance, reliability, measurements, security, and application features. This paper proposes a framework for planning, building, integrating, and growing network support for today's networked applications and those of the future.3

AOL in trouble on two fronts

The new year has brought problems for America Online on at least two fronts. First of all a group of teenage hackers were able to breach security on AOL Instant Messenger. Then a lawsuit was filed on behalf of its subscribers, claiming the company’s latest software disables any Internet accounts users have with other companies, making them unusable. The suit cites a federal computer crimes law that is generally used to prosecute hackers. That law provides criminal and civil liability for any persons that interfere with another’s computer.

Internet-based collaboration in 2010

Imagine a common scene: a small group of people from different organizations meets and decides to engage in a cooperative project. These might be people working on a business deal, people sharing technical information, or a social group planning a future function. They decide to use the Internet to facilitate their interaction. What technology are they likely to use? E-mail is certainly available, but there is currently little else. The only other widely used collaboration technologies are AIM (AOL's Instant Messenger service) and ICQ, which are quite useful but primarily for short interactions. They provide no tools for recording the interaction or connecting the communication with the users' other files. Fortunately, coming developments will trigger dramatic changes in collaboration technology and systems. As 1999 ends, the author sees five technical developments that are laying the foundation for a radically different future for Internet based collaboration: security; bandwidth; voice and IP convergence; appliances and handheld devices; and wireless connections. Group interactions will take many forms. Within the next decade, the author expects to see widespread sharing of documents, sharing of real-time drawings on whiteboards, voice conferencing, and perhaps videoconferencing.