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bloggerent

How to Reduce leg pain insomnia with Acupressure powermat 2000 - 0 views

www.bloggerent.com/...with-Acupressure-powermat-2000

power mat is a holistic healer that focuses on the 'reflex points' soles of your leg and induces pressure massages leg. With acupressure reflexology you are freed all types health problems just by walking.

shared by bloggerent on 05 Sep 18 - No Cached
  • bloggerent on 05 Sep 18
     
    The power mat is a holistic healer that focuses on the 'reflex points' on the soles of your leg, and induces pressure that massages your leg. With acupressure reflexology, you are freed of all types of health problems, just by walking.
phasan92

Bim level 2 - we engineer data for the built environment - 0 views

www.activeplan.co.uk/bimlevel2

BIM Data Asset

shared by phasan92 on 15 Nov 18 - No Cached
  • phasan92 on 15 Nov 18
     
    The Activeplan team has been developing BIM solutions since the mid 1980s including the processes and technologies (BSLink, Sonata, Reflex) that contributed to the eventual development of Revit© We were founding members of IAI UK (now BuildingSmart) and, unlike most software firms, have always worked to provide inter-operation with other software applications In fact, we believe technology is a minor part of a successful solution and have been very actively involved in research and improvement initiatives focused on reducing risk, waste and improving collaborative working. How have we been innovative? ActivePlan encourages organisations to use their various applications of choice but provides the means for each stakeholder group to provide the corporate database with the required information as a by-product of day to day operations. This means each contributor becomes a stakeholder in the information being reliable and complete because it is informing their day to day reporting. To enable this, we developed an enhanced SQLServer application that includes the spatial data normally held in the CAD or other BIM applications. This addresses the risk of data being held in two places and enables dynamic inter-operation with any other ODBC-compliant database. We support ifc and have created a COBie SQL environment that manages project data, generates COBie drops and allows them to be validated and approved.
Graham Perrin

[ToolBar] Will Digoo hire an information architect / ergonome ? - 11 views

Sorry for this provocative title but I am a little upset to see that Diigo has, in one hand : exactly what I want, and in the other hand : an interface with an awfull ergonomy. I'm speaking of...

design ergonomy toolbar suggestion

started by Thibaut Deveraux on 20 Jul 09 1 follow-up, last by Graham Perrin on 20 Jul 09
Maggie Tsai

Composing Spaces » Blog Archive » preparing writers for the future of informa... - 1 views

williamwolff.org/...-future-of-information-systems

diigo education review writing

shared by Maggie Tsai on 27 Feb 08 - Cached
  • I clicked on it and found a step-by-step guide by Andre ‘Serling’ Segers at ign.com. After reading the Basics, I clicked on Walkthrough, which contains detailed instructions with screen shots for each step of the game. I went to my Diigo toolbar and clicked "bookmark." I entered the following tags: zelda, wii, guide, and video-games. I then printed out the guide to Part 1 and went back to my living room to play. After I completed Part 1 I went back to my computer where I saw that the Diigo widget in my Netvibes ecosystem had a link to the Zelda guide. I clicked on the link, found Part 2, printed it, and continued playing. Here is the complete process, repeated.
  • each of the online tools-each of the Web 2.0 technologies-I used during this process is as much a semiotic domain as Zelda itself. They are filled with, to borrow from Gee’s list, written language, images, equations, symbols, sounds, gestures, graphs, and artifacts. Consider, for example, the upper left section of the Netvibes RSS reader that I use-and asked students to use:
  • ...10 more annotations...
  • how to use them within the context of a particular action: finding, retrieving, storing, and re-accessing a certain bit of information
  • Only recently, with the pervasiveness of social bookmarking software (such as Del.icio.us and Diigo) and the ubiquity of RSS feed readers (such as Google Reader and Netvibes), have technologies been available for all internet users to compose their own dynamic storage spaces in multiple interconnected online locations.
  • These dynamic storage spaces each contain what Jay David Bolter (2001) calls writing spaces-online and in-print areas where texts are written, read, and manipulated. Web 2.0 technologies are replete with multiple writing spaces, each of which has its own properties, assumptions, and functions
  • If we can see these spaces as semiotic domains, then we must also see them as spaces for literacy-a literacy that is a function of the space’s own characteristics.
  • [T]echnological literacy . . . refers not only to what is often called "computer literacy," that is, people’s functional understanding of what computers are and how they are used, or their basic familiarity with the mechanical skills of keyboarding, storing information, and retrieving it. Rather, technological literacy refers to a complex set of socially and culturally situated values, practices, and skills involved in operating linguistically within the context of electronic environments, including reading, writing, and communicating. The term further refers to the linking of technology and literacy at fundamental levels of conception and social practice. In this context, technological literacy refers to social and cultural contexts for discourse and communication, as well as the social and linguistic products and practices of communication and the ways in which electronic communication environments have become essential parts of our cultural understanding of what it means to be literate.
  • I teach a portion of a team-taught course called Introduction to Writing Arts that is now required for all Writing Arts majors. In groups of 20 students rotate through three four-week modules, each of which is taught by a different faculty member. My module is called Technologies and the Future of Writing. Students are asked to consider the relationships among technology, writing, and the construction of electronic spaces through readings in four main topic areas: origins of internet technologies, writing spaces, ownership and identities, and the future of writing.
  • how can we prepare students for the kinds of social and collaborative writing that Web 2.0 and Web 3.0 technologies will demand in the coming years? How can we encourage students to create environments where they will begin to see new online writing spaces as genres with their own conventions, grammars, and linguistics? How can we help students-future writers-understand that the technologies they use are not value neutral, that they exist within a complex, distributed relationship between humans and machines? And how can that new-found understanding become the basis for skills that students will need as they continue their careers and as lifelong learners?
  • so much of writing is pre-writing-research, cataloguing, organizing, note-taking, and so forth-I chose to consider the latter question by introducing students to contemporary communication tools that can enable more robust activities at the pre-writings stage.
  • I wanted students to begin to see how ideas-their ideas-can and do flow between multiple spaces. More importantly, I wanted them to see how the spaces themselves influenced the flow of ideas and the ideas themselves.
  • The four spaces that I chose create a reflexive flow of ideas. For example, from their RSS feed reader they find a web page that is interesting or will be useful to them in some way. They bookmark the page. They blog about it. The ideas in the blog become the basis for a larger discussion in a formal paper, which they store in their server space (which we were using as a kind of portfolio). In the paper they cite the blog where they first learned of the ideas. The bookmarked page dynamically appears in the social bookmark widget in their RSS reader so they can find it again. The cycle continues, feeding ideas, building information, compounding knowledge in praxis.
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