Lauren Panton's Bookmarks

• What can you tell from the information you already have?


• What underlying issues or structural problems can you identify?


• What additional information do you think you will need?


• Whom do you want to talk to on the visit?


• What can you identify as the major strengths and weaknesses of the IT organization?


• What should be the major areas of focus for the report based on initial observations?

• What can you tell from the information you already have?


• What underlying issues or structural problems can you identify?


• What additional information do you think you will need?


• Whom do you want to talk to on the visit?


• What can you identify as the major strengths and weaknesses of the IT organization?


• What should be the major areas of focus for the report based on initial observations?

• Organizational structure: the former IT organization (prior to the CIO's arrival) and the structure that Carl developed in response to the needs at the time.


• Governance: the IT reporting relationships within the campus hierarchy and the advisory committees in place.


• Standards: the technologies implemented for the community, the replacement processes, and the ways in which support is provided across constituent groups.


• Administrative applications: the new ERP system implemented by the campus under the leadership of the CIO, the retooling of skills, and the understanding of who "owns" this central system.


• Organizational culture: the IT reorganization (now five years old), changing leadership within IT, and the organization's varying views on leadership, customer service, performance management, and project management.


• Academic innovation: the current state of academic technologies, staffing to support front-line technologies (versus new innovations), interactions with other campus units that have seemingly parallel responsibilities, and the guidance of the Faculty Technology Committee

SQ4R



1. Survey -- Read chapter outlines, chapter headings, recaps, objectives, etc.


2. Question -- Formulate questions you believe will be addressed in reading


3. Read -- Read material quickly, carefully, actively; try to answer previously formulated
   questions


4. Reflect -- Write in journal, make notes, or simply wonder about material (some authors
   use wRite as the
   "new" R; others use Record)


5. Recite -- Explain aloud to yourself or another person what you have read; use study
   guide; answer questions at end of chapter


6. Review -- Go back over what you have learned; use study guide; reread recaps, reviews,
   or end of chapter summaries

This point of view maintains that people actively construct new knowledge as they interact with their environment.

Everything you read, see, hear, feel, and touch is tested against your prior knowledge and if it is viable within your mental world, may form new knowledge you carry with you. Knowledge is strengthened if you can use it successfully in your wider environment. You are not just a memory bank passively absorbing information, nor can knowledge be "transmitted" to you just by reading something or listening to someone.

This work suggests people can be:





1. Verbal-linguistic: sensitive to the meaning and order
   of words


2. Musical: sensitive to pitch, melody, rhythm, and tone


3. Logical-mathematical: Able to handle chains of
   reasoning and recognize patterns and order


4. Spatial: perceive the world accurately and try to
   re-create or transform aspects of that world


5. Bodily-kinesthetic: able to use the body skillfully
   and handle objects adroitly


6. Interpersonal: understand people and relationships


7. Intrapersonal: possess access to one's emotional life
   as a means to understand oneself and others.

Social bookmarking







See also: Social bookmarking








• Blue Dot


• BookmarkSync


• del.icio.us


• CiteULike


• Connotea


• Digg


• Diigo


• Fark


• Furl


• GiveALink.org


• Linkwad


• Ma.gnolia


• My Web


• Mixx


• Newsvine


• Propeller.com


• Reddit


• Simpy


• SiteBar


• StumbleUpon

Energy from the Sun drives the Earth's weather and climate. The Earth
absorbs energy from the Sun, and also radiates energy back into space.
However, much of this energy going back to space is absorbed by “greenhouse” gases
in the atmosphere (see Figure 1 of Greenhouse Effect). Because the atmosphere
then radiates most of this energy back
to the Earth’s surface, our planet is warmer than it would be if the
atmosphere did not contain these gases.
Without this natural "greenhouse
effect," temperatures
would be about 60ºF lower than they are now, and life as we know it today
would not be possible.

During the past century humans have substantially
added to the amount of greenhouse gases in the atmosphere by burning fossil
fuels such as coal, natural
gas, oil and gasoline to power our cars, factories, utilities and appliances.
The added gases — primarily carbon dioxide and
methane — are
enhancing the natural greenhouse effect, and likely contributing
to an increase in global average temperature and related climate changes.

Suggested exercises





• Try having students start a requested article or expand an existing one:
  
  
  
  • Wikipedia:Requested articles
  
  
  • Wikipedia:Most wanted stubs
  
  
  • Wikipedia:Most wanted articles
  
  
  • Special:Shortpages
  
  
  • Special:Randompage
  
  
  • Wikipedia:Requests for expansion
  
  
  • Template:Opentask
  
  
  
  


• Tell students to take existing orphaned articles and link them into appropriate places:
  
  
  
  • Wikipedia:Orphaned articles
  
  
  
  


• Tell students to fix spelling, factual, grammatical, and other errors.
  
  
  
  • Wikipedia:Cleanup
  
  
  • Wikipedia:Pages needing attention
  
  
  • Wikipedia:Requests for feedback
  
  
  
  


• Tell students to add wikitext markup, links, and standard sections to poorly-edited articles (i.e., to wikify articles):
  
  
  
  • Wikipedia:WikiProject Wikify
  
  
  
  


• Have students translate articles into English from another language.
  
  
  
  • Wikipedia:Translation into English.
  
  
  
  


• Students could translate our featured articles into other languages or write their own.
  
  
  
  • Complete list of language Wikipedias available
  
  
  
  


• Have students contribute to a subject-matter area that has generally been neglected.
  
  
  
  • Wikipedia:WikiProject Countering systemic bias
  
  
  
  


• Students could work on the collaboration of the week.


• Students could help with the projects at one of the Wikiportals (pages organizing projects on a broad subject area)


• Students could add citations to existing pages, thus helping to improve the credibility of Wikipedia while they learn the significance of citing sources. (Wikipedia:Citing sources and Wikipedia:Forum for Encyclopedic Standards.)


• Fork selected problem articles into a local Wiki for a class so students can edit them collaboratively. The resulting revisions can then replace or be incorporated into the original Wikipedia articles.


• Students can participate as help desk volunteers, developing skill by answering questions from other Wikipedia users, and of course ask questions of their own:
  
  
  
  • Wikipedia:Help desk
    
    
    
    • Note: in many cases, answering Help desk questions amounts to