Web-Based 4D Visual Production Models for Decentralized Work Tracking and Information Communication on Construction Sites

2016 ◽  
Author(s):  
Jacob J. Lin ◽  
Mani Golparvar-Fard
Keyword(s):  
Information Communication ◽  
Construction Sites ◽  
Web Based ◽  
Production Models

A Case Study Into the Effects of Implementing Web-Based Instructional Technology in a Primary School Classroom in Trinidad and Tobago

2021 ◽  
pp. 73-90
Author(s):  
Gena Mae Mohammed
Keyword(s):  
Primary School ◽  
Trinidad And Tobago ◽  
Student Behavior ◽  
Successful Implementation ◽  
Information Communication ◽  
Web Based ◽  
Technological Infrastructure ◽  
The Public ◽  
School Classroom

Redesigning teaching for the 21st century in Trinidad and Tobago involves several mechanisms to be put in place to ensure our students are equipped with competencies and skills to lead a sustainable life. One such mechanism is the implementation of computer and web-based technologies in the public primary school classroom. Traditionally, computers are not used within the classroom for learning; neither are computing nor Information Communication Technology (ICT) taught as subject areas. The case study presented in this chapter explores the effects of implementing web-based technology into classroom instruction. Specifically, it was implemented into the Language Arts classroom to help students to develop grammar skills in their writing tasks. The research found three effects: 1) an established technological infrastructure needs to be in place for successful implementation, 2) the role of technology on student learning, and 3) the influence of technology on student behavior in the classroom.

ITC Policy and Practice in the Fiji Islands

2005 ◽  
pp. 471-474 ◽  
Author(s):  
Graham Hassall
Keyword(s):  
Action Plan ◽  
Information Communication ◽  
Policy And Practice ◽  
Web Based ◽  
Governmental Agencies ◽  
Internet Policy ◽  
Fiji Islands ◽  
Tourism Sector ◽  
Digital Commerce ◽  
The Republic

Since the establishment of Internet access in the Republic of the Fiji Islands in 1995, Internet policy has been developed in the country in the context of both national and regional development. Fiji has a significant tourism sector —15% of GDP in 2003 (Fiji Tourism Forum, 2003)—and Web-based information is an increasingly important source for potential visitors. The country also aspires to lead digital commerce in the region. In August 2004 the Qarese government affirmed its commitment to the “Bangkok Agenda Action Plan on Broadband and Information, Communication & Technology (ICT) development” (Bangkok Agenda Action Plan, 2004), an agreement calling for government action at a national, sub-regional and regional levels to encourage broadband access and usage. In addition to having one of the largest economies in the South Pacific, Fiji is host nation to a number of regional inter-governmental agencies, and this combination of national and regional interests is driving the rapid elaboration of ICT policy and utilization.

“EE in Cyberspace, Why Not?” Teaching, Learning and Researching Tertiary Pre-Service and In-Service Teacher Environmental Education Online

2008 ◽  
Vol 24 ◽  
pp. 11-21 ◽  
Author(s):  
Hilary Whitehouse
Keyword(s):  
Environmental Education ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Communication Technologies ◽  
Information Communication ◽  
Tertiary Sector ◽  
Learning Space ◽  
Web Based ◽  
Online Study ◽  
Teaching Learning

AbstractInformation communication technologies (ICTs) have the potential to enable intending and in-service teachers in regional, rural and remote regions greater access to tertiary education. This paper describes how a fourth year environmental education subject has been successfully delivered wholly online for several years and how pre-service and in-service teachers have responded to learning through an online platform. Research indicates the necessity to create a social learning space in cyberspace to support learning; as well as the importance of building flexible learning opportunities and offline assessment tasks to generate meaningful learning experiences related to local places. Teaching environmental education online may initially create the dilemma of how to engage meaningfully with place-based learning through the no-place of cyberspace. However, carefully designed, online learning can and does support positive learning outcomes. While there are limitations to online study, well-conceived, web-based delivery is certainly no barrier to teaching and learning environmental education in the tertiary sector.

scholarly journals Web-based material requisition system in the supply chain of construction businesses

2021 ◽  
Vol 11 (2) ◽  
pp. 1531
Author(s):  
Afolabi Olushola Adedeji ◽  
Abraham Yewande S. ◽  
Awosika Oluwafikunmi
Keyword(s):  
Supply Chain ◽  
Building Materials ◽  
Block Diagram ◽  
Chain Process ◽  
Construction Sites ◽  
Web Based ◽  
Mvc Model ◽  
Construction Firm ◽  
Supply Chain Process ◽  
The Web

In the construction project delivery process, the supply chain of construction businesses can only be efficient and effective based on the prompt availability of building materials. Whereas, the process of requisition for the materials on the construction site, if not handled appropriately, can adversely affect construction performance. Therefore, the study was aimed at developing a web-based material requisition system (W-BMRS) that will make the supply chain on construction sites seamless and more effective. A use case and an activity block diagram provided an understanding of the users and functionalities of the material requisition platform. In addition, using a different user interface and a database system including a programming language to connect them, the study developed a web-based material requisition system for construction firms using the model view controller (MVC) model. The MVC model comprised of using MySQL, HTML, and PHP. The W-BMRS was tested by sending materials requisition through the supply chain of a construction firm. The results were presented via screenshots of the web-based platform. In conclusion, any construction firm can register on the platform and make use of the web-based materials requisition system to maximize productivity and optimize the use of ICT in their materials’ supply chain process.

Self-Directed Learning with Web-Based Resources

2011 ◽  
pp. 1847-1852 ◽  
Author(s):  
Wan Ng ◽  
Howard Nicholas
Keyword(s):  
Communication Technologies ◽  
Handheld Computers ◽  
Mobile Technologies ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Self Directed Learning ◽  
Web Based ◽  
Information And Communication ◽  
Directed Learning ◽  
Society Today

Society today is characterized by, among other things, two main factors: (i) the abundance of information and large variety of resources freely available at no cost to learners, and (ii) information communication technologies for easy retrieval of information and communication of ideas. These factors make independent research and learning possible for a wider number of learners anytime and anywhere there is access to the World Wide Web, for example through the use of mobile technologies such as mobile phones and handheld computers (Ng & Nicholas, 2007). Hence, teaching students to be technologically literate to learn independently with Web-based resources is a step towards preparing them to be self-directed, life-long learners.

Cooperative Software Development and Usability Evaluation: A Web-based Work Management System for Construction Sites

2010 ◽  
Vol 5 (3) ◽  
Author(s):  
Yasunori Shiono ◽  
Zhongli Kuang ◽  
Yoshitaka Nakagawa ◽  
Takaaki Goto ◽  
Kensei Tsuchida
Keyword(s):  
Software Development ◽  
Management System ◽  
Usability Evaluation ◽  
Construction Sites ◽  
Web Based ◽  
Work Management

Results of a pilot study of a web-based care plan to meet the communication needs of breast cancer survivors and their primary care physicians.

2011 ◽  
Vol 29 (27_suppl) ◽  
pp. 200-200 ◽  
Author(s):  
R. Haq ◽  
F. H. Leung ◽  
D. Dastur ◽  
N. A. Baker ◽  
L. Heus ◽  
...  
Keyword(s):  
Breast Cancer ◽  
Pilot Study ◽  
Focus Groups ◽  
Cancer Patients ◽  
Post Treatment ◽  
Care Plan ◽  
Breast Cancer Patients ◽  
Information Communication ◽  
Web Based ◽  
Communication Needs

200 Background: Following treatment, breast cancer patients (BCPs) can feel “lost in transition”. Family practitioners (FP) also report feeling ill-equipped to provide follow-up care to breast cancer patients. In this 3-phase qualitative pilot study we designed, implemented and evaluated a multi-faceted care plan (MCP) to address the information/communication needs of BCPs and their FPs. Methods: We first conducted focus groups and interviews with 35 participants from 3 stakeholder groups (BCPs, FPs and oncology team), to identify specific information and communication needs. A MCP was designed based on these findings. The MCP was then evaluated via focus groups and interviews with 26 participants. Interviews and focus groups were audiotaped, transcribed and content analysed for emergent themes and patterns. Results: Pre-implementation, participants identified communication needs pertinent to BCPs and FPs. Patients commented that web-based, paper-based and human resources components are essential to any care plan. Patients did not focus solely on the post-treatment period, but rather spoke of evolving needs throughout their cancer journey. FPs indicated that any tools to support them must distill important information in a readily accessible and easy-to-use format. Based on this needs assessment, a MCP was designed and implemented for BCPs and FPs. This consisted of tailored websites, as well as paper-based care plans and a patient booklet. Patients provided positive feedback about the MCP, indicating that it was effective at addressing many of their needs and commented “I wish I’d had this before”. Suggestions for future improvements to the MCP included greater emphasis on health-and-wellness post-treatment. In addition, some patients voiced resistance to the terms “survivor” and “survivorship” in materials, as they did not self-identify with such terms. Conclusions: This MCP shows promise in addressing the information/communication needs of BCPs and FPs who care for them. Next steps include tool refinement, further evaluation, and planning for more extensive implementation.

Use of ICT and Digital Technology to Conserve India's Cultural Heritage

2021 ◽  
pp. 457-477
Author(s):  
T. K. Gireesh Kumar
Keyword(s):  
Information System ◽  
Cultural Heritage ◽  
Significant Role ◽  
Digital Technology ◽  
Digital Technologies ◽  
Future Generations ◽  
Digital Tools ◽  
Information Communication ◽  
Web Based ◽  
Knowledge Content

The heritage of any place is required to be conserved, documented, and protected to the extent possible for the benefit of future generations to retain its culture, pride, and traditions. Advancements in information, communication, and digital technologies have considerably extended supports in identifying, preserving, and managing cultural heritage items. The use of web-based applications and digital tools plays a significant role in preserving and sharing cultural assets. This chapter proposes the importance of building a comprehensive cultural heritage information system for preserving and conserving the cultural heritages pertaining to one of the UNESCO's world listed cultural heritages in India named Agra Fort. The researcher highlights the opportunities and the need for conserving the knowledge content of the heritage items associated with Agra Fort.

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