A digital footprint includes activity traces and content associated with a person. Digital identity is the representation built from that information, including what others publish. An image can reveal a uniform, location or routine without a written name. Combined details allow more inference than each isolated value. Before sharing, ask about purpose, recipients and necessary detail. Not everything we can show is relevant to a task. In class we investigate fictional profiles without requiring anyone to expose their life.

Privacy and security relate but answer different questions. Privacy includes what data we share, why and with whom. Security includes protecting access and information from unwanted use or loss. A well-protected account may reveal excessive details, while a minimal-data post still needs appropriate access. Restricting audience reduces initial visibility, but an authorized person could copy it. Combine content selection, settings and respect for others’ privacy. Demonstrate the setting change on a practice profile and explain its limits without promising complete control over future copies.

A password protects access and should be long, unique and hard to guess. Reuse lets one service’s breach affect others. An approved manager can help keep distinct passwords, and another verification factor adds protection, though codes must remain private too. Updates fix known software problems. These measures reduce access risks but do not automatically recover a deleted document. Trials use fictional cards and values; we neither write real passwords nor ask for anyone else’s.

A backup preserves information for recovery. Store it in an authorized destination that the same incident will not destroy. A copy inside a folder does not protect against deleting the whole folder; synchronization alone does not guarantee an earlier version. Restoration means recovering and checking usable content, not merely seeing the same filename. Incident prevention and recovery complement each other. Practice with an identified trial file, preserve an original and recover a disposable working copy. Never use loss of personal files as a test.

Phishing uses an apparently trusted identity to obtain information or trigger an action. Fear, urgency or a prize can reduce reflection time. Sender display names and logos are easy to imitate and do not establish identity. An encrypted connection does not prove a site honest either: it protects communication with that site, which could be fraudulent. A request for passwords or codes requires stopping and checking independently, not trying the link to see what happens.

An independent channel means using a known address or seeking a trusted adult without relying on contact details in the suspicious message. Receiving it differs from already revealing information. In the latter case, seek support and act through official account channels, including changing an exposed password and reviewing recovery and access. Deleting a message or hiding a screenshot does not retract information already received. The guide should help without blame or requests for secrets to ‘check security’. Fictional workshop addresses are not links to visit.

Impersonation occurs when someone presents themselves as another person and may be used to deceive or harm. Cyberbullying among minors involves intentional, repeated harm through digital media, rather than an isolated disagreement. Still, nobody needs to wait for a situation to fit a label before seeking help. Affected people are not to blame for others’ harmful actions. Bystanders can offer support, avoid forwarding and approach a school or family adult. Sharing content to discuss it can increase exposure.

Preserve only necessary evidence with adult help and use blocking or reporting where appropriate, without investigating or confronting the perpetrator alone. Those tools do not replace support. Wellbeing also involves attention, rest and relationships: continual alerts can interrupt a task. Useful guidance specifies action and timing, such as silencing alerts during agreed work and checking afterward. This is no universal prescription and requires no logging of classmates’ personal screen time. The guide offers realistic, respectful habits and distinguishes notification settings from responses to interpersonal harm.

HTML is a language that describes content structure through elements and attributes. A browser interprets the document to display the page; a search engine, by contrast, locates resources. Within the file, head contains information such as title, while body contains the page content. Language and encoding help interpret text and characters. Elements give the writing a role: h1 identifies the main heading, h2 organizes sections, p contains a paragraph and a creates a link.

A link connects what someone reads with a destination. Its visible text communicates where they can go, while the href attribute gives the address the browser will use. Changing the text does not automatically change that destination. In our folder, index.html, privacidad.html and ayuda.html link through relative paths: ayuda.html is located from the position of the file containing the link. Names, case and folders must therefore match. A difference between the written destination and the actual file can break the route even when the text looks correct.

This relationship between files explains why we test saved pages in a browser and also test the transferred folder. A personal path may work only on its author’s computer; an omitted image may be missing from the received package. Keeping the complete set and its paths allows actual navigation to be checked. Creating HTML files neither publishes a site nor configures permissions. The project is shared in full, including necessary images, within the school’s restricted environment.

Including an image in the guide requires knowing which uses are permitted. Finding it online does not authorize every reproduction: we need our own creation, a compatible license or suitable permission. Attribution acknowledges origin, but does not replace authorization. Creative Commons conditions define possibilities: BY requires credit; SA adds sharing adaptations under the same license; NC limits use to noncommercial purposes and ND does not allow sharing adaptations. Knowing the particular license helps determine whether the resource suits our use.

Credit records that origin through creator, title or description, original link, license or permission and changes made. A text alternative addresses another need: communicating an image’s contribution when it cannot be seen. In HTML, src identifies the img file and alt supplies the alternative. An informative image needs its information expressed; a complex diagram may also require a nearby explanation. If an image only decorates and communicates no information, it can use empty alt. Credit and alternative text serve different functions and cannot replace each other.

These decisions contribute to understanding the whole guide. Ordered headings make sections recognizable; readable text and contrast make them easier to read, and link names should anticipate their destinations. Navigating the guide by keyboard and checking understanding without seeing images reveals difficulties a quick visual review can miss. We thus connect permitted resources with information accessible to readers. These checks are useful for improving the guide, without amounting to full accessibility certification.

A story about devices and friendships raises questions about collected data, recommendations and public exposure. Ron’s Gone Wrong is fiction and does not establish how every platform operates. Separate scene description, interpretation and real-world claims needing verification. A friendship recommendation in the story may start a data question, but the guide’s response relies on educational sources. There is no need to copy dialogue or turn the site into a plot summary.

The integrated block retains 0.25 sessions for preparation, 2.25 for authorized viewing or a coherent selection and one for checking, discussion and transfer. The written or described alternative addresses the same problem without out-of-class viewing. Record an ability and question beforehand and three observations during the activity. Then check a claim and turn three situations into guidance on data, relationships or exposure. Each guideline needs a fictional example, action and check. Include conclusions in A01 and implementation in A02. The story activity creates no additional graded submission.

A useful guide combines content, navigation and protection. Its three pages make privacy, response, wellbeing and credits findable: index can introduce the guide and wellbeing; privacidad develops data and audience; ayuda brings together protection and support. Links connect these parts. Testing them from each page in the final folder checks whether the route works with the files another person will receive. A personal path or missing image can explain why something works on the author’s computer and fails after transfer.

Access answers another question: who can consult or modify that set. In the authorized school service, reader allows consultation and editor allows changes. Restricted access defines the audience, but we need to check the intended role using the prepared trial account, without exchanging passwords. Opening from the author’s session does not demonstrate the reader’s capabilities. The test checks consultation without editing; also reviewing for secrets and unnecessary data connects permissions and content with the intended protection.

Each piece of evidence supports a different conclusion. The protected fictional profile, restoration and fraud and bullying cases show decisions that opening pages alone cannot demonstrate. Asking another pair to find guidance without oral directions lets us observe understanding. A reproducible fault record connects symptom, cause, correction and retesting; an improvement is checked after implementation. Including this evidence and individual explanation in A02 shows what works, what was corrected and why the guide helps its audience.