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Carla Shinn

Epic Reads. Your World. Your Books. - 13 views

www.epicreads.com/community

books reading reading promotion blogs

shared by Carla Shinn on 07 Sep 13 - No Cached
  • Carla Shinn on 07 Sep 13
     
    Online Community for teen books and authors. Visit our different channels to find communities of teens who like the same genres as you, or join in a forum discussion to share your opinions and insights. Discover a great new book? Don't forget to "Chuck It" at your friends for them to check out too!
Carla Shinn

20 different ways to buy ebooks, digital comics and etextbooks - 28 views

thenextweb.com/...buy-ebookscomics-and-textbooks

cool tools books reading

shared by Carla Shinn on 08 Oct 13 - No Cached
  • Carla Shinn on 08 Oct 13
     
    20 of the most popular destinations for buying, downloading and renting digital books, comics and textbooks
Carla Shinn

Reading on Paper or Onscreen - What's the Difference? - 38 views

acreelman.blogspot.com/...-on-paper-or-screen-whats.html

reading

shared by Carla Shinn on 12 Dec 13 - No Cached
  • Carla Shinn on 12 Dec 13
     
    Corridor of Uncertainty - Assorted thoughts and reflections on technology in education.
Methew Smith

BLS for Healthcare Providers - 0 views

image

bls certification cpr renewal class for healthcare providers provider

started by Methew Smith on 16 May 14 no follow-up yet
Cathy Oxley

Text Structures for Different Types of Writing - 4 views

datadeb.files.wordpress.com/...t_structures-deb-wahsltrom.pdf

Deb_Wahlstrom text_structures core_standards english_lessons writing

shared by Cathy Oxley on 25 Apr 12 - No Cached
  • Cathy Oxley on 25 Apr 12
     
    Compare and contrast, cause and effect, problem and solution, sequence and order, description.
Diana Rendina

You Say "Library", I Say "Learning Commons": What's the Big Diff? | Knowledge Quest - 0 views

knowledgequest.aasl.org/earning-commons-whats-big-diff

tlchat library learningcommons learningspaces linklove

shared by Diana Rendina on 24 Jul 15 - No Cached
  • When you look at your space, does it… motivate learners? promote learning? support collaborative and formal practice? provide a personalized and inclusive environment? adapt to the changing needs of the school community?
  • lexible use, with everything on wheels to easily create smaller group work areas for social learning with lots of different seating options, including special desks that can raise up for students who prefer to stand while working.
  • creating a relevant learning space is not just about investing in expensive technologies
  • ...1 more annotation...
  • “students are drawn to spaces that are open, inviting and stimulating: spaces where they become fully engaged in the conversation and in the excitement of sharing new ideas”(JISC).
  • Diana Rendina on 24 Jul 15
     
    What you call your space doesn't matter as much as whether or not your space is flexible, relevant and supports the needs of your students.
Cindy Galpin

educational-origami - Bloom's Digital Taxonomy - 1 views

edorigami.wikispaces.com/Bloom's+Digital+Taxonomy

bloomstaxonomy blooms Web2.0 digital education

shared by Cindy Galpin on 16 Jun 10 - No Cached
  • Blooms Domains of learning. Made with C-Map
  • Collaboration is not a 21st Century Skill, it is a 21st Century Essential.
  • Bloom's Digital Taxonomy isn't about the tools or technologies rather it is about using these to facilitate learning
  • ...42 more annotations...
  • ... communication skills. Marshalling and understanding the available evidence isn't useful unless you can effectively communicate your conclusions.”
  • In a recent blog post from the official google blog, Google identified the following as key traits or abilities in 21st Century Employees:
    • Cindy Galpin
      Cindy Galpin on 22 Mar 12
       
      Digital taxonoy rocks
  • Anderson and Krathwohl's taxonomy – Remembering 1. Remembering: Retrieving, recalling or recognising knowledge from memory. Remembering is when memory is used to produce definitions, facts or lists, or recite or retrieve material.
  • Learning to know Learning to do Learning to live together Learning to be
  • The digital additions and their justifications are as follows:
  • Advanced and Boolean Searching
  • Bullet pointing
  • Highlightin
  • Bookmarking or favouriting
  • Social networkin
  • Social bookmarking
  • Searching or “googling
  • Understanding: Constructing meaning from different types of function be they written or graphic. The digital additions and their justifications are as follows
  • “... team players. Virtually every project at Google is run by a small team. People need to work well together and perform up to the team's expectations. ”
  • Blog Journallin
  • Categorising & Taggin
  • ommenting and annotating
  • Subscribin
  • Applying: Carrying out or using a procedure through executing or implementing. Applying related and refers to situations where learned material is used through products like models, presentation, interviews and simulations. The digital additions and their justifications are as follows:
  • Running and operating
  • Playin
  • Uploading and Sharin
  • Hacking
  • Editing
  • Analysing: Breaking material or concepts into parts, determining how the parts relate or interrelate to one another or to an overall structure or purpose. Mental actions include differentiating, organizing and attributing as well as being able to distinguish between components. The digital additions and their justifications are as follows:
  • Mashing
  • Linking
  • Reverse-engineering
  • Cracking
  • .Evaluating: Making judgements based on criteria and standards through checking and critiquing.. The digital additions and their justifications are as follows:
  • Blog/vlog commenting and reflecting
  • Posting
  • Moderating
  • Collaborating and networking
  • Validating
  • Testing (Alpha and Beta)
  • Creating: Putting the elements together to form a coherent or functional whole; reorganising elements into a new pattern or structure through generating, planning or producing. The digital additions and their justifications are as follows:
  • Programming
  • Filming, animating, videocasting, podcasting, mixing and remixing
  • Directing and producing
  • Publishing
  • Yolanda Hogeveen on 16 Jun 10
     
    education bloom's taxomony
  • Cindy Galpin on 22 Mar 12
     
    Bloom's Digital Taxonomy; 21st Century Learning and digital connections
Lisa McCulloch

Online converter - convert video, images, audio and documents for free - 7 views

www.online-convert.com

converter fileconverter

shared by Lisa McCulloch on 12 Jul 10 - Cached
  • Convert media files online from one format into another.
  • Donna Baumbach on 12 Jul 10
     
    This free online file converter lets you convert media easy and fast from one format to another. We support a lot of different source formats, just try. If you can't find the conversion you need, please let us now and write us an e-mail. We probably can help you...
anonymous

Weighing In: Three Bombs, Two Lips, and a Martini Glass -- NCAC - 0 views

www.ncac.org/s-Two-Lips-and-a-Martini-Glass

shared by anonymous on 13 Oct 10 - No Cached
  • why books such as Markus Zusak’s Book Thief and Annika Thor’s Faraway Island, both set during the Holocaust, and Laurie Halse Anderson’s Chains, set during the American Revolution, weren’t given any “educational value.” The editor in chief had no clear answers, but those books have now been awarded “educational value” on Common Sense Media’s site. It is clear to the nine organizations that are working hard to protect children and young adult’s freedom to read that Common Sense Media is a moving target, and their piecemeal response to such questions won’t fix what is at heart a misguided and dangerous concept.
    • anonymous
      anonymous on 13 Oct 10
       
      Wow! I had no idea. I've used the Internet saftey information and videos but didn't know about the book ratings.
  • While Common Sense Media isn’t censoring anything, it is providing a tool for censors. There is already a documented case in the Midwest where a book was removed from a school library based solely on a Common Sense review. Common Sense Media allows users to filter books by “on,” “off,” and “iffy” ratings. And reviewers are instructed to point out anything “controversial.” Such warnings encourage site browsers to take things out of context instead of looking at books as a whole.
    • anonymous
      anonymous on 13 Oct 10
       
      This is a form of censorship.
  • Bombs, lips, and martini glasses! Indeed, let them be a warning. We must be proactive in helping parents understand that rating books is dangerous. Otherwise, more censorship bombs are sure to explode.
  • ...1 more annotation...
  • If you had asked me a year ago what bombs, lips, and martini glasses have in common, I would have answered, “A fraternity party.” Now I have a different answer. It’s called Common Sense Media. This not-for-profit Web-based organization is in the business of using a “rating” system to review all types of media that target children, but their “ratings” of books are especially disingenuous. They claim that they want to keep parents informed. Informed about what? What their children should read or what they shouldn’t read?
beth gourley

The Library in the New Age - The New York Review of Books - 0 views

www.nybooks.com/21514

library

shared by beth gourley on 25 May 08 - Cached
  • four fundamental changes in information technology since humans learned to speak.
  • around 4000 BC, humans learned to write.
  • the invention of writing was the most important technological breakthrough in the history of humanity
  • ...62 more annotations...
  • second technological shift when the codex replaced the scroll sometime soon after the beginning of the Christian era. By the third century AD, the codex—that is, books with pages that you turn as opposed to scrolls that you roll
  • eventually included differentiated words (that is, words separated by spaces
  • other reader's aids
  • codex, in turn, was transformed by the invention of printing with movable type in the 1450s.
  • technology of printing did not change for nearly four centuries, but the reading public grew larger and larger, thanks to improvements in literacy, education, and access to the printed word.
  • fourth great change, electronic communication
  • movable type to the Internet, 524 years;
  • writing to the codex, 4,300 years;
  • codex to movable type, 1,150 years;
  • would argue that the new information technology should force us to rethink the notion of information itself.
  • Internet to search engines, nineteen years
  • search engines to Google's algorithmic relevance ranking, seven years;
  • continued at such a rate as to seem both unstoppable and incomprehensible.
  • continuity I have in mind has to do with the nature of information itself or, to put it differently, the inherent instability of texts.
  • every age was an age of information, each in its own way, and that information has always been unstable.
    • beth gourley
      beth gourley on 25 May 08
       
      premise
  • pace of change seems breathtaking:
  • news has always been an artifact and that it never corresponded exactly to what actually happened.
  • News is not what happened but a story about what happened.
  • aving learned to write news, I now distrust newspapers as a source of information, and I am often surprised by historians who take them as primary sources for knowing what really happened
  • newspapers should be read for information about how contemporaries construed events, rather than for reliable knowledge of events
  • We live in a time of unprecedented accessibility to information that is increasingly unreliable. Or do we?
  • as messages that are constantly being reshaped in the process of transmission
  • Instead of firmly fixed documents, we must deal with multiple, mutable texts. By studying them skeptically on our computer screens, we can learn how to read our daily newspaper more effectively—and even how to appreciate old books.
  • Unbelievers used to dismiss Henry Clay Folger's determination to accumulate copies of the First Folio edition of Shakespeare as the mania of a crank.
  • When Folger's collection grew beyond three dozen copies, his friends scoffed at him as Forty Folio Folger.
  • eighteen of the thirty-six plays in the First Folio had never before been printed
  • only two were reprinted without change from earlier quarto editions
  • extual stability never existed in the pre-Internet eras.
  • Piracy was so pervasive in early modern Europe that best-sellers could not be blockbusters as they are today
  • They abridged, expanded, and reworked texts as they pleased, without worrying about the authors' intentions.
  • question in perspective by discussing two views of the library, which I would describe as grand illusions—grand and partly true.
  • o put it positively, there is something to be said for both visions, the library as a citadel and the Internet as open space.
  • We have come to the problems posed by Google Book Search.
  • Google proposal seemed to offer a way to make all book learning available to all people, or at least those privileged enough to have access to the World Wide Web
  • will open up possibilities for research involving vast quantities of data, which could never be mastered without digitization
  • Electronic Enlightenment, a project sponsored by the Voltaire Foundation of Oxford
  • scholars will be able to trace references to individuals, books, and ideas throughout the entire network of correspondence that undergirded the Enlightenment
  • notably American Memory sponsored by the Library of Congress[1] and the Valley of the Shadow created at the University of Virginia[2] —have demonstrated the feasibility and usefulness of databases on this scale
  • will make research libraries obsolete
  • 2. Although Google pursued an intelligent strategy by signing up five great libraries, their combined holdings will not come close to exhausting the stock of books in the United States.
  • 1. According to the most utopian claim of the Googlers, Google can put virtually all printed books on-line.
  • If Google missed this book, and other books like it, the researcher who relied on Google would never be able to locate certain works of great importance.
  • On the contrary, Google will make them more important than ever. To support this view, I would like to organize my argument around eight points.
  • For books under copyright, however, Google will probably display only a few lines at a time, which it claims is legal under fair use.
  • 3. Although it is to be hoped that the publishers, authors, and Google will settle their dispute, it is difficult to see how copyright will cease to pose a problem.
  • But nothing suggests that it will take account of the standards prescribed by bibliographers, such as the first edition to appear in print or the edition that corresponds most closely to the expressed intention of the author.
  • Google defines its mission as the communication of information—right now, today; it does not commit itself to conserving texts indefinitely.
  • it has not yet ventured into special collections, where the rarest works are to be found. And of course the totality of world literature—all the books in all the languages of the world—lies far beyond Google's capacity to digitize
  • Electronic enterprises come and go. Research libraries last for centuries. Better to fortify them than to declare them obsolete
  • 5. Google will make mistakes.
  • Once we believed that microfilm would solve the problem of preserving texts. Now we know better.
  • 6. As in the case of microfilm, there is no guarantee that Google's copies will last.
  • all texts "born digital" belong to an endangered species
  • 7. Google plans to digitize many versions of each book, taking whatever it gets as the copies appear, assembly-line fashion, from the shelves; but will it make all of them available?
  • 4. Companies decline rapidly in the fast-changing environment of electronic technology.
  • No single copy of an eighteenth-century best-seller will do justice to the endless variety of editions. Serious scholars will have to study and compare many editions, in the original versions, not in the digitized reproductions that Google will sort out according to criteria that probably will have nothing to do with bibliographical scholarship.
  • 8. Even if the digitized image on the computer screen is accurate, it will fail to capture crucial aspects of a book.
  • ts physical aspects provide clues about its existence as an element in a social and economic system; and if it contains margin notes, it can reveal a great deal about its place in the intellectual life of its readers.
  • Rare book rooms are a vital part of research libraries, the part that is most inaccessible to Google. But libraries also provide places for ordinary readers to immerse themselves in books,
  • Meanwhile, I say: shore up the library.
  • I also say: long live Google, but don't count on it living long enough to replace that venerable building with the Corinthian columns.
  • he research library still deserves to stand at the center of the campus, preserving the past and accumulating energy for the future.
  • beth gourley on 25 May 08
     
    The library as citadel and as the open internet both play an important and distinguishable role.
beth gourley

Fair use and transformativeness: It may shake your world - NeverEndingSearch - Blog on ... - 0 views

www.schoollibraryjournal.com/...1420024142.html

copyright fair use valenza

shared by beth gourley on 03 Apr 08 - Cached
  • copyright is designed not only to protect the rights of owners, but also to preserve the ability of users to promote creativity and innovation.
  • the critical test for fairness in terms of educational use of media is transformative use
  • adds value to, or repurposes materials for a use different from that for which it was originally intended, it will likely be considered transformative use; it will also likely be considered fair use
  • ...6 more annotations...
  • BGA filed suit against DK for copyright infringement.  The courts threw the case out, agreeing with DK's claim of fair use. The posters were originially created to promote concerts.  DK's new use of the art was designed to document events in historical and cultural context. The publisher added value in its use of the posters. And such use was transformative.
  • The fact that permission has been sought but not granted is irrelevant.  Permission is not necessary to satisfy fair use.
  • What is fair, because it is transformative, is fair regardless of place of use.
  • One use not likely to be fair, is the use of a music soundtrack merely as an aesthetic addition to a student video project.
  • adding value, engaging the music, reflecting, somehow commenting on.the music
  • photocopying a text book because it is not affordable is still not fair use
  • beth gourley on 03 Apr 08
     
    a discussion to "develop a shared understanding of how copyright and fair use applies to the creative media work that our students create and our own use of copyrighted materials as educators, practitioners, advocates and curriculum developers."
  • beth gourley on 03 Apr 08
     
    This seems like an obvious share. An important discussion because it also opens more collaboration with colleagues. I have found that some colleagues want to avoid the gatekeeper because of the conservative nature of understanding copyright and fair use. This has been even more difficult while being in an international school.
Katy Vance

Flip This Library: School Libraries Need a Revolution - 4 views

www.schoollibraryjournal.com/...CA6610496.html

library2.0 library school_libraries learning_commons

shared by Katy Vance on 20 Mar 09 - Cached
  • If we want to connect with the latest generation of learners and teachers, we have to totally redesign the library from the vantage point of our users—our thinking has to do a 180-degree flip.
  • This learning commons is both a physical and a virtual space that’s staffed not just by teacher-librarians but also by other school specialists who, like us, are having trouble getting into the classroom and getting kids’ attention.
  • specialists such as literacy coaches, teacher technologists, teacher-librarians, art teachers, music teachers, and P.E. teachers
  • ...11 more annotations...
  • experimental learning center,
  • In the physical space, we enter a room that’s totally flexible, where furnishings can be moved about to accommodate different functions and groupings.
  • the learning commons is both a giant, ongoing conversation and a warehouse of digital materials
  • —from ebooks to databases to student-generated content—all available 24/7 yea
  • Imagine a learning environment in which the multimedia world of information fed individual students’ needs, and where on-demand digital textbooks/multimedia/databases are available 24/7 and under the control of the user.
  • examples of one-way communication.
  • But in the new learning commons, homework assignments and library Web sites offer two-way communication.
  • Directive adults have been transformed into coaches; direct teaching has been transformed into collaborative inquiry.
  • On another day, parents may be invited to the learning commons to observe a jointly designed medieval art fair created by a classroom teacher, the art teacher, and the teacher-librarian.
  • The experimental learning center aims to improve teaching and learning by offering professional development sessions and resources that are tailor-made to each school’s greatest needs.
  • The teacher posts assignments on a blog that’s linked through an RSS feed to individual students in the class, each of whom can access the blog through an iGoogle page or another personal home page.
beth gourley

ThinkeringSpace Library Study - 0 views

www.id.iit.edu/...study_insights.htm

design libraries

shared by beth gourley on 20 Aug 08 - Cached
  • sought to understand representative libraries within the Chicago
  • The first, More Than Books, reveals the wide range of library offerings, indicating that they are much more than warehouses of books or media
  • The second, Constant Change, describes the continued efforts that have been made by the library to meet patrons' expectations and keep up with technology.
  • ...4 more annotations...
  • The third, Underused Expertise, identifies the broad expert skills of librarians, and the low use of this public resource.
  • The fourth, Life-long Relevance, highlights the lack of continued interaction of patrons with the library through their different life phases
  • The fifth, Community Outreach, describes the movement of the library in two opposite directions, towards both masses and niches
  • The sixth, Sanctioned Initiatives, addresses the impact of high-level initiatives, such as the Early Literacy Program
  • beth gourley on 20 Aug 08
     
    This is one component of the webpage Thinkering Space the focuses on library observations that will inform design criteria for Thinkering Space
Fran Hughes

California Library Literacy Services (CLLS) - 0 views

literacyworks.org/...dewey.html

library dewey pictograms

shared by Fran Hughes on 01 Mar 09 - Cached
  • Fran Hughes on 01 Mar 09
     
    Dewey Pictograms Reproducible images portraying collections within the Dewey Decimal Classification System, enabling people with disabilities, low literacy skills, etc., to better locate materials in the library's collection; these can be mounted on bookstacks or special mounts in the collection.
beth gourley

Gutenberg 2.0 | Harvard Magazine May-Jun 2010 - 10 views

harvardmagazine.com/...gutenberg-2-0

librarianship e-learning databases

shared by beth gourley on 24 May 10 - Cached
  • Her staff offers a complete suite of information services to students and faculty members, spread across four teams. One provides content or access to it in all its manifestations; another manages and curates information relevant to the school’s activities; the third creates Web products that support teaching, research, and publication; and the fourth group is dedicated to student and faculty research and course support. Kennedy sees libraries as belonging to a partnership of shared services that support professors and students. “Faculty don’t come just to libraries [for knowledge services],” she points out. “They consult with experts in academic computing, and they participate in teaching teams to improve pedagogy. We’re all part of the same partnership and we have to figure out how to work better together.”
  • It’s not that we don’t need libraries or librarians,” he continues, “it’s that what we need them for is slightly different. We need them to be guides in this increasingly complex world of information and we need them to convey skills that most kids actually aren’t getting at early ages in their education. I think librarians need to get in front of this mob and call it a parade, to actually help shape it.”
  • Her staff offers a complete suite of information services to students and faculty members, spread across four teams. One provides content or access to it in all its manifestations; another manages and curates information relevant to the school’s activities; the third creates Web products that support teaching, research, and publication; and the fourth group is dedicated to student and faculty research and course support. Kennedy sees libraries as belonging to a partnership of shared services that support professors and students. “Faculty don’t come just to libraries [for knowledge services],” she points out. “They consult with experts in academic computing, and they participate in teaching teams to improve pedagogy. We’re all part of the same partnership and we have to figure out how to work better together.”
    • beth gourley
      beth gourley on 24 May 10
       
      Good summary of differentiating library services and the need to accommodate staffing. Ultimatley makes for the teaching partnership.
  • ...8 more annotations...
  • “The digital world of content is going to be overwhelming for librarians for a long time, just because there is so much,” she acknowledges. Therefore, librarians need to teach students not only how to search, but “how to think critically about what they have found…what they are missing… and how to judge their sources.” 
  • But making comparisons between digital and analog libraries on issues of cost or use or preservation is not straightforward. If students want to read a book cover to cover, the printed copy may be deemed superior with respect to “bed, bath and beach,” John Palfrey points out. If they just want to read a few pages for class, or mine the book for scattered references to a single subject, the digital version’s searchability could be more appealing; alternatively, students can request scans of the pages or chapter they want to read as part of a program called “scan and deliver” (in use at the HD and other Harvard libraries) and receive a link to images of the pages via e-mail within four days. 
  • (POD) would allow libraries to change their collection strategies: they could buy and print a physical copy of a book only if a user requested it. When the user was done with the book, it would be shelved. It’s a vision of “doing libraries ‘just in time’ rather than ‘just in case,’” says Palfrey. (At the Harvard Book Store on Massachusetts Avenue, a POD machine dubbed Paige M. Gutenborg is already in use. Find something you like in Google’s database of public-domain books—perhaps one provided by Harvard—and for $8 you can own a copy, printed and bound before your wondering eyes in minutes. Clear Plexiglas allows patrons to watch the process—hot glue, guillotine-like trimming blades, and all—until the book is ejected, like a gumball, from a chute at the bottom.)
  • We’re rethinking the physical spaces to accommodate more of the type of learning that is expected now, the types of assignments that faculty are making, that have two or three students huddled around a computer working together, talking.” 
  • Libraries are also being used as social spaces,
  • In terms of research, students are asking each other for information more now than in the past, when they might have asked a librarian.
  • On the contrary, the whole history of books and communication shows that one medium does not displace another.
  • it’s not just a service organization. I would even go so far as to call it the nervous system of our corporate body.”
  • beth gourley on 24 May 10
     
    "This defines a new role for librarians as database experts and teachers, while the library becomes a place for learning about sophisticated search for specialized information." "How do we make information as useful as possible to our community now and over a long period of time?"
Dennis OConnor

Boxoffice: Inside Movies Since 1920 - 0 views

www.boxofficemagazine.com/the_vault

archive movies magazines

shared by Dennis OConnor on 29 May 11 - No Cached
  • Welcome to the home for nearly 3000 back issues of Boxoffice Magazine, the theatrical film business’ premier trade publication since 1920. Each week we post five issues from our vast archive which covers everyone from John Barrymore to Drew Barrymore. (Before 1933, Boxoffice was published under different names in various parts of the U.S.)
  • Dennis OConnor on 29 May 11
     
    Primary sources
Robin Cicchetti

It's official: Google wants to own your online identity - Tech News and Analysis - 7 views

gigaom.com/...ts-to-own-your-online-identity

identity privacy identity service real name google digital footprint

shared by Robin Cicchetti on 30 Aug 11 - No Cached
    • Robin Cicchetti
      Robin Cicchetti on 30 Aug 11
       
      Users forfeit the ownership of their user data to Google.
  • Google’s purpose was clearly to “provide identity in a commerce-ready way. And to give them information about what you do on the Internet, without obfuscation of pseudonyms.
  • obvious search-related rationale for launching a social network like Google+, since indexing and mining that kind of activity can help the company provide better “social search” results. But the real-name issue has more to do with Google’s other business: namely, advertising.
  • ...4 more annotations...
  • The growth of Google+ provides a reason for people to create Google profiles, and that data — along with their activity on the network and through +1 buttons — goes into the vast Google cyberplex where it can be crunched and indexed and codified in a hundred different ways
  • excludes potentially valuable viewpoints that might be expressed by political dissidents and others who prefer to remain anonymous. In effect, Schmidt said Google isn’t interested in changing its policies to accommodate those kinds of users: if people want to remain anonymous, he said, then they shouldn’t use Google+.
  • the reason Google needs users with real names is that the company sees Google+ as the core of an identity platform it is building that can be used for other things:
  • n identity service, so fundamentally, it depends on people using their real names if they’re going to build future products that leverage that information
Sydney Wedphoto

Troubleshoot Wedding Photography Woes - 1 views

PM Photo has taken photography to a different dimension and has successfully proven their worth by maintaining their reputation in providing top-of-the-line wedding photography services. I, myself ...

wedding photography Sydney

started by Sydney Wedphoto on 27 Oct 11 no follow-up yet
Restaurant POS

Systems Solutions Bring Hotel Chain Into the Technology Age - 1 views

I am not blowing smoke when I say that I was just recently hired to manage one of Ade-laide Hill's top well-known and glamorous hotel chains. Imagine my surprise when I took the managing reigns and...

restaurant POS

started by Restaurant POS on 29 Oct 11 no follow-up yet
Christine *

Teaching Tip: Planning a Prezi | UAF eLearning & Distance Education - 0 views

elearning.uaf.edu/teaching-tip-planning-a-prezi

teaching prezi elearning planning

shared by Christine * on 27 Aug 14 - No Cached
  • Teaching Tip: Planning a Prezi How to think differently about your presentation
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