HAMMERING YAMMER

10.28945/3583 ◽  
2016 ◽  
Vol 1 ◽  
pp. 1-22
Keyword(s):  
Work Environment ◽  
Instant Messaging ◽  
Annual Conference ◽  
Online Environment ◽  
Remote Employees ◽  
Phone Calls ◽  
Set Up ◽  
Enterprise Social Network ◽  
Southeastern Region ◽  
The U.S

Chris Milan, Managing Director of Southeastern Region at Tribridge, Inc., was drumming away at the annual “Connect” conference with the company band called “The Bridge.” He enjoyed seeing everyone dancing, laughing, and jamming out to the music and making new friends with coworkers. Tribridge had quickly grown over fifteen years to more than 600 employees with most deployed to customer sites around the U.S. and Canada. The annual conference was a cultural staple designed to re-connect the company with employees and employees with each other. But how much longer could they continue to rely on a once a year event to keep the company together on both social and cultural levels? Chris reflected on a recent executive team meeting where the leaders asked themselves, “How can we keep all of these people, from all over the globe, feeling connected with each other?” The leadership was familiar with and had been discussing ways to keep the company connected through the deployment of an Enterprise Social Network (ESN)--sort of a Facebook for employees. They had been told that an ESN would allow for local employees and remote employees to connect more efficiently to help create an overall cohesive work environment. In theory, it would be a much less expensive approach than flying everyone in to Tampa. And, it was supposed to create a continuous--not just once a year--flow of interactions through an online environment. Plus, wasn’t everyone already familiar with the tool? After all, nearly everyone was on Facebook. Why not set up an ESN and they could join that too? At the same time, the decision to proceed wasn’t easy. There were many factors Milan and the leadership had to consider. Email, Instant Messaging (IM), phone calls and SharePoint were Tribridge’s current forms of communication and connectivity. Would connecting through an ESN replace those platforms? Would it be “in addition to” them? Also, Tribridge was a “Microsoft shop” using Office 365. Office 365 included the ESN platform called Yammer. Would using Yammer be more efficient than email for communication? Would it be as effective as a party for connectivity? Could it share and propagate a culture with a distributed workforce? Since Yammer seemed to be the inevitable choice at Tribridge, maybe the real questions would revolve around how to implement another system in the already busy world that was Tribridge.

A Most Active Customer

2014 ◽  
Vol 44 (5) ◽  
pp. 470-502 ◽  
Author(s):  
Simone Turchetti
Keyword(s):  
World War Ii ◽  
Nuclear Power ◽  
Atomic Energy Commission ◽  
Developed Countries ◽  
Atomic Energy ◽  
Peace Treaty ◽  
Research Committee ◽  
Energy Field ◽  
Set Up ◽  
The U.S

After World War II had ended, Italy, not unlike other developed countries, held the ambition to establish an atomic energy program. The Peace Treaty of 1947 forbade its administration from seeking to acquire atomic weaponry, but in 1952 a national research committee was set up to explore the peaceful uses of atomic energy, in particular with regard to building nuclear reactors. One of the committee’s goals was to use nuclear power to make the country less reliant on foreign energy provisions. Yet, this paper reveals that the atomic energy project resulted in actually increasing Italy’s dependence on overseas assistance. I explain the reasons for this outcome by looking at the unfolding of U.S.–Italy relations and the offers of collaboration in the atomic energy field put forth by the U.S. State Department and the U.S. Atomic Energy Commission. I argue that these offers undermined plans to shape the nuclear program as its Italian architects had envisioned, caused them to reconsider the goal of self-sufficiency in energy provisioning, and reconfigured the project to be amenable to the security and economic priorities of the U.S. administration. In this way, I conclude, the path for the Italian project to “de-develop” was set.

PANDORA: Providing Long Term Access to Australia's Online Electronic Publications

1998 ◽  
Vol 10 (1) ◽  
pp. 63-75 ◽  
Author(s):  
Wendy Smith
Keyword(s):  
World Wide Web ◽  
World Wide ◽  
The Internet ◽  
Online Environment ◽  
National Library ◽  
Policies And Procedures ◽  
Electronic Publications ◽  
Set Up ◽  
Printed Materials

The Internet, particularly through the application of World Wide Web (WWW) technology, has proved to be a very attractive medium for publishing. However, the difficulties of finding appropriate information online and then of ensuring its long term accessibility have created problems for libraries. Practices that work for books and other printed materials do not always translate directly to online materials. The National Library of Australia's PANDORA project has been set up to develop policies and procedures for ensuring long term access to significant Australian publications which are accessible only in an online environment, and to establish and maintain a permanent archive ofthat material.

scholarly journals The Prevalence of Cyberbullying among Adolescents: A Case Study of Middle Schools in Vietnam

2021 ◽  
Vol 4 (3) ◽  
pp. p1
Author(s):  
To Phuong Oanh
Keyword(s):  
Gender Differences ◽  
Middle School Students ◽  
Instant Messaging ◽  
The Internet ◽  
School Students ◽  
Phone Calls ◽  
Mobile Telephones ◽  
Almost All ◽  
State Schools

This paper aims to investigate the prevalence of cyberbullying among Vietnamese adolescents. Special emphasis was placed on gender differences regarding different forms of cyberbullying and victimization. In this study, 200 middle school students from four state schools in Vietnam were online surveyed to obtain information about the prevalence of cyberbullying and victimization. The results show that most of the students used the Internet daily and that almost all of them possess mobile telephones. On average, 7% of students reported that they have cyberbullied others online, whilst 14% of them were victims of cyberbullying. The most common types of victimization reported by students were harassment including “prank or silent phone calls” or “Insults on instant messaging and website”. There were not any significant gender differences in cyberbullying and being victimized by cyberbullies than females.

American Soldiers and Okinawan Women

2017 ◽  
Author(s):  
Etsuko Takushi Crissey
Keyword(s):  
Vietnam War ◽  
Biracial Children ◽  
Civilian Leaders ◽  
Women And Children ◽  
Intimate Relations ◽  
Set Up ◽  
The Many ◽  
The Right ◽  
First Time ◽  
The U.S

In September, 1945, with most Okinawans still in refugee camps, the U.S. military ordered elections for civilian leaders in which women were granted the right to vote for the first time, seven months earlier than in mainland Japan. Yet they were far more concerned about the many rapes committed by American soldiers. Women and girls were abducted from fields while searching for food, dragged away from their homes, and assaulted in front of their families. After months of inaction, the U.S. military decided to set up “special amusement areas” for prostitution in certain towns. Some Okinawans favoured this policy as a “breakwater” to protect women and children of “good” families, while others opposed it as exploitation of women. In 1967, at the peak of the Vietnam War, an estimated 10,000 women engaged in prostitution. In 1948 the U.S. military rescinded a ban on marriages between U.S. soldiers and Okinawan women that failed to prevent couples from having intimate relations and living together. Still, commanding officers pressured soldiers not to marry, threatening disciplinary transfers. By 1967, among thousands of biracial children in Okinawa, about half were raised by mothers or their relatives with little or no financial support from fathers.

Integrated Product Teams at The University of Alabama in Huntsville

2011 ◽  
pp. 68-76
Author(s):  
Matthew W. Turner ◽  
Michael P.J. Benfield ◽  
Dawn R. Utley ◽  
Cynthia A. McPherson
Keyword(s):  
Text Messaging ◽  
Engineering Students ◽  
Instant Messaging ◽  
Aerospace Engineering ◽  
University Of Alabama ◽  
Senior Design ◽  
Phone Calls ◽  
The University ◽  
E Mail ◽  
Product Team

The capstone senior design class in the Department of Mechanical and Aerospace Engineering at The University of Alabama in Huntsville (UAH) is taught as a distributed Integrated Product Team (IPT) experience. Engineering students are teamed with students of different disciplines within UAH and with students at universities in other states and Europe. Because of the distributed nature of these teams, the IPT students must use a variety of technologies to communicate. The authors of this chapter found that the students prefer familiar, informal, contemporary forms of communication, including Google Groups/Sites, Skype, instant messaging, e-mail, phone calls, and text messaging for team communication and project management, and reject more formalized forms of communication, even if advanced features are offered. Most importantly, the authors found that the effectiveness of all forms of technology based communication tools is greatly enhanced when the students have the opportunity to personally meet prior to the design semester.

Dodging the Asteroids?

Impact! ◽  
1996 ◽  
Author(s):  
Gerrit L. Verschuur
Keyword(s):  
Solar System ◽  
Political Leadership ◽  
Scientific Investigation ◽  
Human Beings ◽  
The Moon ◽  
Large Problem ◽  
The Earth ◽  
Set Up ◽  
Near Earth Objects ◽  
The U.S

Finding asteroids and comets that may someday slam into our planet is the first step. What do we do then? This question is being given a whole lot of attention. In early 1993 NASA and the U.S. Congress received a report of the Near-Earth-Objects Interception Workshop (Spaceguard), the first step toward creating a program for pushing aside approaching asteroids. The report stated that “There is a clear need for continuing national and international scientific investigation and political leadership to establish a successful and broadly acceptable policy.” There are two or three options open to us to avoid being wiped out. The first is to step out of the way. This may not sound very practical, and it isn’t, at least not for a planet-load of people. However, if we plan ahead we could ship a few thousand human beings to other parts of the solar system so that if the earth were to be struck, they, at least, would survive. This would only be a privilege for a few, and getting back to earth after the cataclysm could be a rather large problem in itself. Who will welcome them back upon their return? Where would they land? If we could afford to set up colonies on the moon or Mars, the colonists could wait until after the dust had settled before attempting to return. The problem with this option is that, after a really healthy thwack, the earth’s environment would be so altered that returning human beings might find this to be an alien planet. The second way in which we could avoid getting hit would be to place an object between the onrushing comet or asteroid and ourselves. For such an emergency it might pay to place a few asteroids in geocentric orbit to be maneuvered when we need them. Then we could watch the spectacle as one asteroid slams into another, possibly showering the planet with small bits of debris that might do no more than create a spectacular display of fireballs—if we get it right, of course.

More Communication

2030 ◽  
2010 ◽  
Author(s):  
Rutger van Santen ◽  
Djan Khoe ◽  
Bram Vermeer
Keyword(s):  
Communication Networks ◽  
Text Message ◽  
Research Report ◽  
Living Room ◽  
Second Nature ◽  
Phone Calls ◽  
Transmission Towers ◽  
The World ◽  
Technological Developments ◽  
Set Up

Things were very different 20 years ago. There was no Internet and no e-mail. The first text message had yet to be sent. Many European countries were still opening enormous transmission towers to put the finishing touches to their national television networks. Go back another 20 years, just as the first push-button phones were hitting the market, and a single computer would have taken up an entire living room should anyone have ever considered installing one. International phone calls were so expensive that people often timed them with stopwatches. The world has shrunk considerably since those days. E-mailing a research report or chatting online has become second nature. We can collaborate with someone on the other side of the world almost as easily as we can with a person two streets away. Companies use the Internet to outsource their accounts to India. Photographers sell their work all over the world. And if we want to, we can listen to Japanese radio in our European offices. Much of this book was written far away from the experts we interviewed. Yet in all the hundreds of phone calls, e-mails, and video sessions that went into its production, nobody paid the slightest thought to the physical distances separating us. As the world shrinks, the way we use our communication networks intensifies. The volume of data we send is doubling every year, and the capacity of computer networks and telephone cables inexorably increases, too. Communication technology continues to improve at a rapid rate. And with each doubling of capacity, the price of transporting information halves. Things will no doubt look very different again 20 years from now. By that time, for instance, regions that currently lack Internet access will have been connected. The first signs of these changes are already apparent. Africans are playing an important part in computer projects set up around the world by volunteers. They are involved, for instance, in developing Linux—the open-source alternative to the Windows and Macintosh operating systems. Projects like this give programmers the chance to take part in global technological developments.

Modifying Your Environment

2017 ◽  
pp. 61-66
Author(s):  
Steven A. Safren ◽  
Susan E. Sprich ◽  
Carol A. Perlman ◽  
Michael W. Otto
Keyword(s):  
Work Environment ◽  
Set Up

This chapter focuses on how adult clients with ADHD can identify and minimize distractions in their work environment to create a situation that is more conducive to concentration. Clients are urged to find one place where they can do important tasks without distractions. Information is presented about the importance of keeping track of important personal objects such as keys, wallet, and phone. Suggestions are made about how to set up effective systems for this. Clients can use reminders such as alarms to check in with themselves to see if they are on track or have gotten distracted.

Instructor Presence in Online Distance Classes

2010 ◽  
pp. 1216-1219
Author(s):  
Janet Lear
Keyword(s):  
Student Learning ◽  
Instant Messaging ◽  
Online Environment ◽  
Face To Face ◽  
Instructor Presence ◽  
New Knowledge ◽  
The Face ◽  
Online Distance ◽  
A Site ◽  
E Mail

Instructor presence are words that call to mind a professor at the front of a classroom lecturing to a room full of students. Today the image associated with instructor presence is quite different. The vision is one of an individual engaged with the student, leading, and mentoring students, and facilitating classes either visibly in the classroom or invisibly in the online environment. Instructor presence is a broad phrase that refers to the instructor’s jobs of structuring and presenting the materials as well as providing feedback and engaging with the student academically through e-mail, by telephone, or by instant messaging either text or video. The roles are different but the outcome is the same, student learning. Gone are the days where the instructor was the center of the class, lecturing and passing along knowledge to students. Because today’s learner is actively involved in the building of new knowledge, learning is more student-focused. As the environment changes, the instructor assumes a variety of roles from designer to facilitator to mentor. The new roles are the same for both instructors in the face-to-face classroom and instructors in the online environment. Instructors for classes in the online environment cannot just compile a site for the class with materials available to the students. Instructors need to have an online presence as they facilitate the class mentoring students, providing activities, encouraging students, and communicating with student on a regular basis.

Teaching and Learning with Digital Resources: Web-Wise 2005

First Monday ◽  
2005 ◽  
Author(s):  
Edward J. Valauskas
Keyword(s):  
Teaching And Learning ◽  
Library Services ◽  
Annual Conference ◽  
Digital Resources ◽  
University Of Illinois ◽  
Digital World ◽  
The University ◽  
The U.S

Teaching and Learning with Digital Resources: Web-Wise 2005. Selected papers from the Sixth Annual Conference on Libraries and Museums in the Digital World, sponsored by the U.S. Institute of Museum and Library Services and the University of Illinois at Chicago, 17-18 February 2005

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