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aderking

The Art of Seamless Communication: Discover the Power of Fiber Optic Splice Closures - 1 views

      I. Introduction   A. Importance of seamless communication in modern society Efficient Exchange of Information: Seamless communication ensures the swift and efficient exc...

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Industrial Relation in Airline Industry - Air India Airlines Case Study - 0 views

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    A CASE STUDY on AIR FLY AIRLINES Merger issues leading to failure of Industrial relations Critical Incidents - strikes, employee separation, Retrenchment Voluntary retirement and revenue losses. Major Stakeholders - Employer, Management, Trade Unions, Employees, Labour & Government Abstract With the transformations and gradual change in business environment, the Industrial Relation system has seen a vast change over a period of time, due to which, the role of employer and employees have become more tough and challenging. Of all the human resource management problems that have occurred in the Indian Airlines Industry in recent times, the problem of Industrial Relations is the most critical. The reason behind this is the fact that Industrial Relation deals with people who are foundation of the Industry. Their action or counter reaction matters a lot for the Industrial Harmony of the economy country. Harmonious Industrial Relations are pre-requisite for economic development of a country. Success and growth of the Airlines Industry depends on cordial relationship between the employers and the employees. The Objective of this case study is to examine the "Industrial Relations in Airlines Industry in India: "A Case Study of Air Fly Airlines". Research in this field can be of practical utility to all those involved in Industrial Relations scene like management, employees and the government. Success of the Airlines Industry depends on cordial relationship between the employers and the employees. This study assesses the state of Industrial Relations in the Airlines Industry and also identifies the factors that affect it. The case study also proposes to redefine the pattern of Industrial Relations in Airlines Industry by suggesting some changes in the role of various stakeholders such as employer, management, union and government. Introduction Indian industrial enterprises are hugely affected by disinvestments, privatization, restructuring and takeovers which,
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Maggie Tsai

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

  • 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.
    Graham Perrin

    Diigo Feature Request: (Post Which New Features u want to see in Diigo) - 119 views

    > thumbnail screen-shot Please enable e-mail notification for http://groups.diigo.com/group/Diigo_HQ/content/548838 (2008-03-28), New feature: medium-size thumbnail with readable info for each b...

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    Suzannah Claire

    How-To Guide/Groups - Diigo Help Center - 1 views

    • An innovative powerful feature: It allows a group manager to pre-define a set of groups tags as "recommended group tags" to improve group tagging consistency, or as a form of scaffolding to provide models of tags. These "recommended group tags" will automatically show up each time this group is selected in the bookmarking window:
    • Many possible use scenarios. For example, perfect for teachers to guide students for a more structured group bookmarking activities. Note: special credit to Steve Hargadon of Classroom2.0 for making this feature request!
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      How to manage your group tag Dictionary
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      Took me a while to find this, so I thought I would put it up in a bookmark with the annotations, in case anyone else was looking.
    anonymous

    Sharing a list with a group so that they can add bookmarks to the list - 675 views

    Roger, Yes, the suggestion was a conceptual nesting with links, meaning upper groups linked to numerous sub-groups. There would be no formal mechanism to create a nesting structure with groups, alt...

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    anonymous

    what happened to the "Read Later" button? - 343 views

    Graham Perrin wrote: > The under-used web interface may reflect the fact that it needs a little overhaul and rationalisation. Excellent, excellent points here Graham. Hats off. Also, the items...

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