Tracy Mendham's Public Library

24 Jun 09

Voice Recognition

www.landmark.edu/...voice_recognition.html - Preview

Allows user to operate a computer by speaking to it;
• Free up cognitive
working space;
• Allows dictation of text, commands;
• Eliminates
handwriting, spelling problems;
• Always spells correctly (doesn't always
recognize words correctly);
Requires large amounts of memory to store voice files;
• Difficult to use in
classroom settings, due to noise interference;
• Requires each user to train
software to recognize voice, hard for poor decoders;
• Makes errors, can be
frustrating without adequate support;
• Assists with one stage of the writing
process, not a solution to the writing problem.

mediatedcultures.net @ kansas state university

mediatedcultures.net/mediatedculture.htm - Preview

CIT101

23 Jun 09

Consider explaining that this method inserts a static text value
(rather than a dynamic field).

30 Mar 09

Facebook | Search: hannah oh cohen

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23 Dec 08

CHAPTER 356-B CONDOMINIUM ACT

gencourt.state.nh.us/...356-B-mrg.htm - Preview

"Common area'' or "common areas'' means all portions of the condominium other
than the units.
"Limited common area'' means a portion of the common area reserved for the
exclusive use of those entitled to the use of one or more, but less than all, of
the units.
7 more annotations...
- "Unit'' shall mean a portion of the condominium designed and intended for
  individual ownership and use. For the purposes of this chapter, a convertible
  space shall be treated as a unit in accordance with RSA 356-B:24, IV.
- All assignments and reassignments of limited common areas shall be reflected by
  the condominium instruments. No limited common area shall be assigned or
  reassigned except in accordance with this chapter.
- III. Unit Owners' Associations
- 356-B:36 Control by the Declarant. –
  I.
  The condominium instruments may authorize the declarant, or a managing agent or
  some other person or persons selected or to be selected by the declarant, to
  appoint and remove some or all of the officers of the unit owners' association
  or its board of directors, or both, or to exercise powers and responsibilities
  otherwise assigned by the condominium instruments and by this chapter to the
  unit owners' association, the officers, or the board of directors. But no
  amendment to the condominium instruments shall increase the scope of such
  authorization if there is any unit owner other than the declarant, and no such
  authorization shall be valid after the time limit set by the condominium
  instruments or after units to which 3/4 of the undivided interests in the common
  areas appertain have been conveyed, whichever occurs first. The time limit
  initially set by the condominium instruments shall not exceed 5 years in the
  case of an expandable condominium, 3 years in the case of a condominium
  containing any convertible land, or 2 years in the case of any other
  condominium.
- If the unit owners' association is not in existence or does not have officers at
  the time of the creation of the condominium, the declarant shall, until there is
  such an association with such officers, have the power and the responsibility to
  act in all instances where this chapter requires action by the unit owners'
  association, its board of directors, or any officer or officers.
- Meetings of the unit owners' association shall be held in accordance with the
  provisions of the condominium instruments at least once each year after the
  formation of said association.
- 356-B:44 Rights to Common Profits. – The common profits shall
  be applied to the payment of common expenses, and rights in any surplus
  remaining shall accrue to the condominium units in proportion to the number of
  votes in the unit owners' association appertaining to each such unit. Any such
  surplus shall be distributed accordingly to the unit owners, except to such
  extent as the condominium instruments may require the same to be added to
  reserves maintained pursuant to those instruments.

The Books - Freesouls

freesouls.cc/thebooks - Preview

If I was rich this is definitely what I'd give the open source geek who has everything. - mendhamt on 2008-12-23

22 Dec 08

There’s something going down on Facebook. Pay attention. | SquaredPeg

squaredpeg.com/...facebook-pay-attention - Preview

highered

16 Jul 08

Intrusive-Freshmen

www.nacada.ksu.edu/...Intrusive-Freshmen.htm - Preview

The
difficulty with most advising-student contacts is that they take place precisely
at the most frantic time for both advisors and students - the registration
period. By being intrusive at the beginning of a semester advisors can counsel
students during a low advising work cycle rather than just at "advising time."
expertise, awareness of student needs, structured programs
4 more annotations...
- It is a process of
  identifying students at crisis points and giving them the message, "You have
  this problem; here is a help-service."
- students DO respond to direct contact in which the potential problem in their
  academic life is identified and a resource of help offered.
- deficiencies in the necessary "fit" of a student to his/her academic environment
  are treatable
- a direct contact is established with an advisor who deals candidly with the
  student's academic situation

15 Jul 08

Power and phones out until Wednesday in downtown Vancouver

www.cbc.ca/...wn-power-outage-continues.html - Preview

I like the cheerful, semi-post-apocalyptic tone of "Businesses running on Blackberrys and cash" - mendhamt on 2008-07-15

<NW30_3>

www.nacada.ksu.edu/NW30_3.htm - Preview

Intrusive Advising
Intrusive Advising involves proactive interactions with students, with the
intention of connecting with them before a situation occurs that cannot be
fixed. Intrusive Advising is not “hand-holding” or parenting, but rather active
concern for students’ academic preparation; it is a willingness to assist
students in exploring services and programs to improve skills and increase
academic motivation
5 more annotations...
- The most important thing is to remember the goal is to help students feel cared
  for by the institution. Students who perceive that someone cares about them and
  that they belong to the school community are more likely to be academically
  successful than those who do not feel any sense of care by the institution
- proactively monitor grades
- early warning system
- taking any and all opportunities to connect with students e.g., in
  hallways, on campus,
- truly know the school and its resources.
  know the staff of school programs.
  be available to be reached by students whenever or
  wherever is reasonably possible.
  be trained in all relevant areas (academic and
  non-academic) that have a direct impact on students’ well-being and success.
  
  monitor advisee progress with or without student
  presence.
  maintain clear boundaries with students: show
  genuine care, including a positive attitude, openness and honestly, but maintain
  professionalism at all times (Thomas & Minton, 2004).
  do not be afraid to contact students before they
  contact you e.g., email, IM, telephone, and personalized mail. College
  students today have many distractions from academics: compete with those
  distractions!

02 Jul 08

20 Ways to Attack Shyness | ThinkSimpleNow.com

An article about shyness and how to combat it in oneself. I wonder if shyness for college year students can be a barrier to student success, and if some self-awareness and coping tools would be helpful for students I work with.

thinksimplenow.com/...20-ways-to-attack-shyness - Preview

advising shyness

01 Jul 08

Poll Everywhere | How it Works

I haven't tried this, but it has intriguing possibilities.

www.polleverywhere.com/how-it-works - Preview

Web2.0 socialcomputing texting polls PollEverywhere

Twitter for Organizations #1: Guest Blogger Nate Ritter | MobileActive.org

mobileactive.org/ns-1-guest-blogger-nate-ritter - Preview

socialcomputing SMS blogging Twitter

Mediated Cultures: Digital Ethnography at Kansas State University

www.netvibes.com/wesch - Preview

web2.0 EDUPUNK education socialcomputing michaelwesch

Intrusive Advising

www.nacada.ksu.edu/...Intrusive_advising.htm - Preview

intrusiveadvising advising education

University of Manitoba: Information Services and Technology - Michael Wesch and the Future of Education

umanitoba.ca/...podcast_wesch.html - Preview

studentstoday Web2.0 socialcomputing education YouTube Facebook NetVibes tagging RSS

Jon Udell

blog.jonudell.net/ - Preview

JonUdell Keene

Jon Udell: Google Maps walking tour of Keene, NH

A neat screencast combining images and Google Maps to make a short walking tour from Beaver Street and down Main Street in Keene, NH. The church in the town square is incorrectly identified as Unitarian in the screencast; that white one is actually the Co

weblog.infoworld.com/...gmap2_flash.html - Preview

keenethingstodo Keene NH folksonomy GoogleMaps

Tracy Mendham's Public Library

Voice Recognition

mediatedcultures.net @ kansas state university

Althouse: The phony laptops-in-the-classroom problem, continued.

Laptops in the classroom: Mend it, don't end it | csmonitor.com

Franklin Pierce University -- Microcomputer Applications