L.C & D.D.C: A COMPARISON
Eleanor S. Y. Lo
Library of Congress Classification (LCC) and Dewey Decimal Classification
(DDC) are the king and queen that have been reigning over the kingdom
of classification for several decades in America. Both of them originated
in the U. S. A.; but they are different in nature and structure. Since LCC
and DDC have been widely adopted by libraries outside their mother country,
a comparison between them may be of interest to library patrons.
It was for a unique library that LCC was formulated. The special nature
of the Library of Congress influenced the whole structure of the scheme. The
Congress library consists of several collections, each housed separately; the
resulting scheme is a series of individual classifications designed separately
by subject specialists.
On the contrary, DDC is intended for use in all sorts of libraries of
various sizes with abridged editions specially constructed for relatively small
libraries of any type: public, school, and junior college libraries. It is the
invention of one man, Melvil Dewey.
The most important feature in the classification is the notation, which is
defined as "a series of symbols which stand for the names of a class or any
division or subdivision of a class, and forms a convenient means of reference
to the arrangement of a classification."* LCC notation is a mixed one, consisting
of capital letters and arabic numerals. Single capital letters are used
for main classes (e.g. M for Music), and double letters ase used for main
divisions (e.g.
ML for Literature of Music). These capital letters are combined
with numerals, used integrally in conventional sequence, e.g.
T Technology
TJ Mechanical engineering
248 Mechanical models
249 Erecting work
250 Prime movers in general
On the other hand, DDC notation is a pure one, consisting of arabic
numerals with decimals. A 'three-figure minimum' is used consistently, e.g.
Social Sciences is always numbered 300 not: 3 or 30. The first three figures
act as a numerical guide to the arrangement order before further decimal
arrangement is consulted, e.g.
source :
http://sunzi.lib.hku.hk/hkjo/view/6/600146.pdf
Links to :
The library of congress:www.loc.gov
British Library:www.bl.uk
Thai National Library:www.nlt.go.th
Sripatum University Library:library.spu.ac.th
ASEAN community website:www.asean.org
วันเสาร์ที่ 17 กันยายน พ.ศ. 2554
Chapter2 : Objective and Subjective
Objective Facts :
STONEHENGE
Stonehenge is surely Britain's greatest national icon, symbolizing mystery, power and endurance. Its original purpose is unclear to us, but some have speculated that it was a temple made for the worship of ancient earth deities. It has been called an astronomical observatory for marking significant events on the prehistoric calendar. Others claim that it was a sacred site for the burial of high-ranking citizens from the societies of long ago.
While we can't say with any degree of certainty what it was for, we can say that it wasn't constructed for any casual purpose. Only something very important to the ancients would have been worth the effort and investment that it took to construct Stonehenge.
The stones we see today represent Stonehenge in ruin. Many of the original stones have fallen or been removed by previous generations for home construction or road repair. There has been serious damage to some of the smaller bluestones resulting from close visitor contact (prohibited since 1978) and the prehistoric carvings on the larger sarsen stones show signs of significant wear.
Construction of the Henge
In its day, the construction of Stonehenge was an impressive engineering feat, requiring commitment, time and vast amounts of manual labor. In its first phase, Stonehenge was a large earthwork; a bank and ditch arrangement called a henge, constructed approximately 5,000 years ago. It is believed that the ditch was dug with tools made from the antlers of red deer and, possibly, wood. The underlying chalk was loosened with picks and shoveled with the shoulderblades of cattle. It was then loaded into baskets and carried away. Modern experiments have shown that these tools were more than equal to the great task of earth digging and moving.
The Bluestones
About 2,000 BC, the first stone circle (which is now the inner circle), comprised of small bluestones, was set up, but abandoned before completion. The stones used in that first circle are believed to be from the Prescelly Mountains, located roughly 240 miles away, at the southwestern tip of Wales. The bluestones weigh up to 4 tons each and about 80 stones were used, in all. Given the distance they had to travel, this presented quite a transportation problem.
NEW - More information on the Stonehenge Bluestones! Click Here.
Modern theories speculate that the stones were dragged by roller and sledge from the inland mountains to the headwaters of Milford Haven. There they were loaded onto rafts, barges or boats and sailed along the south coast of Wales, then up the Rivers Avon and Frome to a point near present-day Frome in Somerset. From this point, so the theory goes, the stones were hauled overland, again, to a place near Warminster in Wiltshire, approximately 6 miles away. From there, it's back into the pool for a slow float down the River Wylye to Salisbury, then up the Salisbury Avon to West Amesbury, leaving only a short 2 mile drag from West Amesbury to the Stonehenge site.
Construction of the Outer Ring
The giant sarsen stones (which form the outer circle), weigh as much as 50 tons each. To transport them from the Marlborough Downs, roughly 20 miles to the north, is a problem of even greater magnitude than that of moving the bluestones. Most of the way, the going is relatively easy, but at the steepest part of the route, at Redhorn Hill, modern work studies estimate that at least 600 men would have been needed just to get each stone past this obstacle.
Once on site, a sarsen stone was prepared to accommodate stone lintels along its top surface. It was then dragged until the end was over the opening of the hole. Great levers were inserted under the stone and it was raised until gravity made it slide into the hole. At this point, the stone stood on about a 30° angle from the ground. Ropes were attached to the top and teams of men pulled from the other side to raise it into the full upright position. It was secured by filling the hole at its base with small, round packing stones. At this point, the lintels were lowered into place and secured vertically by mortice and tenon joints and horizontally by tongue and groove joints. Stonehenge was probably finally completed around 1500 BC.
Who Built Stonehenge?
The question of who built Stonehenge is largely unanswered, even today. The monument's construction has been attributed to many ancient peoples throughout the years, but the most captivating and enduring attribution has been to the Druids. This erroneous connection was first made around 3 centuries ago by the antiquary, John Aubrey. Julius Caesar and other Roman writers told of a Celtic priesthood who flourished around the time of their first conquest (55 BC). By this time, though, the stones had been standing for 2,000 years, and were, perhaps, already in a ruined condition. Besides, the Druids worshipped in forest temples and had no need for stone structures.
The best guess seems to be that the Stonehenge site was begun by the people of the late Neolithic period (around 3000 BC) and carried forward by people from a new economy which was arising at this time. These "new" people, called Beaker Folk because of their use of pottery drinking vessels, began to use metal implements and to live in a more communal fashion than their ancestors. Some think that they may have been immigrants from the continent, but that contention is not supported by archaeological evidence. It is likely that they were indigenous people doing the same old things in new ways.
As Legend Has It
The legend of King Arthur provides another story of the construction of Stonehenge. It is told by the twelfth century writer, Geoffrey of Monmouth, in his History of the Kings of Britain that Merlin brought the stones to the Salisbury Plain from Ireland. Sometime in the fifth century, there had been a massacre of 300 British noblemen by the treacherous Saxon leader, Hengest. Geoffrey tells us that the high king, Aurelius Ambrosius, wanted to create a fitting memorial to the slain men. Merlin suggested an expedition to Ireland for the purpose of transplanting the Giant's Ring stone circle to Britain.
According to Geoffrey of Monmouth, the stones of the Giant's Ring were originally brought from Africa to Ireland by giants (who else but giants could handle the job?). The stones were located on "Mount Killaraus" and were used as a site for performing rituals and for healing. Led by King Uther and Merlin, the expedition arrived at the spot in Ireland. The Britons, none of whom were giants, apparently, were unsuccessful in their attempts to move the great stones. At this point, Merlin realized that only his magic arts would turn the trick. So, they were dismantled and shipped back to Britain where they were set up (see illus. at right) as they had been before, in a great circle, around the mass grave of the murdered noblemen. The story goes on to tell that Aurelius, Uther and Arthur's successor, Constantine were also buried there in their time*.
Present Day Stonehenge
Situated in a vast plain, surrounded by hundreds of round barrows, or burial mounds, the Stonehenge site is truly impressive, and all the more so, the closer you approach. It is a place where much human effort was expended for a purpose we can only guess at. Some people see it as a place steeped in magic and mystery, some as a place where their imaginations of the past can be fired and others hold it to be a sacred place. But whatever viewpoint is brought to it and whatever its original purpose was, it should be treated as the ancients treated it, as a place of honor .
The modern age has not been altogether kind to Stonehenge, despite the lip service it pays to the preservation of heritage sites. There is a major highway running no more than 100 yards away from the stones, and a commercial circus has sprung up around it, complete with parking lots, gift shops and ice cream stands. The organization, English Heritage, is committed to righting these wrongs, and in the coming years, we may get to see Stonehenge in the setting for which it was originally created. Despite all its dilapidation and the encroachment of the modern world, Stonehenge, today, is an awe-inspiring sight, and no travel itinerary around Britain should omit it.
SOURCE:
http://www.britannia.com/history/h7.html
Subjective Opinions :
Global Warming Polls - What Is Your Opinion On Global Warming
Field and Stream has published the results of a National Wildlife Federation poll about Global Warming. If you read the questions in this poll you will realize it is a good example of what the Federalist Patriot calls "Pollaganda," also known as "push polling." You can get any results you want from a poll based on the questions you ask and the answers you allow.
This poll porports to show 71 percent of hunters and fishermen believe global warming is a fact and it is hurting hunting and fishing. I was very disappointed that hunters and fishermen who spend a lot of time outdoors and should know better about weather cycles and changes think Global Warming is a problem.
Al Gore has a promo movie out right now about Global Warming. In an interview with Grist Magazine about global warming Gore said: "I believe it is appropriate to have an overrepresentation of factual presentations on how dangerous it is, as a predicate for opening up the audience." So much for accuracy and truth - if you can open up the audience!
Many in the mainstream media claim all scientiests agree about Global Warming. You won't hear about these: Richard S. Lindzen, the Alfred P. Sloan Professor of Meteorology at the Massachusetts Institute of Technology says:
"Most of the literate world today regards "global warming'' as both real and dangerous. Indeed, the diplomatic activity concerning warming might lead one to believe that it is the major crisis confronting mankind. The June 1992 Earth Summit in Rio de Janeiro, Brazil, focused on international agreements to deal with that threat, and the heads of state from dozens of countries attended. I must state at the outset, that, as a scientist, I can find no substantive basis for the warming scenarios being popularly described. Moreover, according to many studies I have read by economists, agronomists, and hydrologists, there would be little difficulty adapting to such warming if it were to occur. Such was also the conclusion of the recent National Research Council's report on adapting to global change."
Then there is the Heidelberg Appeal, signed by 4,000 scientists from 106 countries, which includes 72 Nobel Prize winners. The appeal warns industrialized nations that no compelling scientific consensus exists to justify mandatory greenhouse gas emissions cuts.
The Oregon Petition, sponsored by Dr. Frederick Seitz, former past president of the National Academy of Sciences has over 17,000 independently verified signatures from scientists. It reads, in part:
"There is no convincing scientific evidence that human release of carbon dioxide, methane, or other greenhouse gasses is causing or will, in the foreseeable future, cause catastrophic heating of the Earth's atmosphere and disruption of the Earth's climate. Moreover, there is substantial scientific evidence that increases in atmospheric carbon dioxide produce many beneficial effects upon the natural plant and animal environments of the Earth."
And 46 climate scientists sent a letter, printed in the June 3 edition of Canada's National Post, to a Canadian member of Parliament, questioning the theory that mankind is responsible for global warming. According to the signatories, the Kyoto Protocol "lacks credible science." Moreover, "Many climate science experts from Canada and around the world, while still strongly supporting environmental protection, equally strongly disagree with the scientific rationale for the Kyoto Accord.SOURCE:
http://fishing.about.com/od/fishinghumor/a/globalwarmpoll.htm
STONEHENGE
Stonehenge is surely Britain's greatest national icon, symbolizing mystery, power and endurance. Its original purpose is unclear to us, but some have speculated that it was a temple made for the worship of ancient earth deities. It has been called an astronomical observatory for marking significant events on the prehistoric calendar. Others claim that it was a sacred site for the burial of high-ranking citizens from the societies of long ago.
While we can't say with any degree of certainty what it was for, we can say that it wasn't constructed for any casual purpose. Only something very important to the ancients would have been worth the effort and investment that it took to construct Stonehenge.
The stones we see today represent Stonehenge in ruin. Many of the original stones have fallen or been removed by previous generations for home construction or road repair. There has been serious damage to some of the smaller bluestones resulting from close visitor contact (prohibited since 1978) and the prehistoric carvings on the larger sarsen stones show signs of significant wear.
Construction of the Henge
In its day, the construction of Stonehenge was an impressive engineering feat, requiring commitment, time and vast amounts of manual labor. In its first phase, Stonehenge was a large earthwork; a bank and ditch arrangement called a henge, constructed approximately 5,000 years ago. It is believed that the ditch was dug with tools made from the antlers of red deer and, possibly, wood. The underlying chalk was loosened with picks and shoveled with the shoulderblades of cattle. It was then loaded into baskets and carried away. Modern experiments have shown that these tools were more than equal to the great task of earth digging and moving.The Bluestones
About 2,000 BC, the first stone circle (which is now the inner circle), comprised of small bluestones, was set up, but abandoned before completion. The stones used in that first circle are believed to be from the Prescelly Mountains, located roughly 240 miles away, at the southwestern tip of Wales. The bluestones weigh up to 4 tons each and about 80 stones were used, in all. Given the distance they had to travel, this presented quite a transportation problem.
NEW - More information on the Stonehenge Bluestones! Click Here.
Modern theories speculate that the stones were dragged by roller and sledge from the inland mountains to the headwaters of Milford Haven. There they were loaded onto rafts, barges or boats and sailed along the south coast of Wales, then up the Rivers Avon and Frome to a point near present-day Frome in Somerset. From this point, so the theory goes, the stones were hauled overland, again, to a place near Warminster in Wiltshire, approximately 6 miles away. From there, it's back into the pool for a slow float down the River Wylye to Salisbury, then up the Salisbury Avon to West Amesbury, leaving only a short 2 mile drag from West Amesbury to the Stonehenge site.
Construction of the Outer Ring
The giant sarsen stones (which form the outer circle), weigh as much as 50 tons each. To transport them from the Marlborough Downs, roughly 20 miles to the north, is a problem of even greater magnitude than that of moving the bluestones. Most of the way, the going is relatively easy, but at the steepest part of the route, at Redhorn Hill, modern work studies estimate that at least 600 men would have been needed just to get each stone past this obstacle.
Once on site, a sarsen stone was prepared to accommodate stone lintels along its top surface. It was then dragged until the end was over the opening of the hole. Great levers were inserted under the stone and it was raised until gravity made it slide into the hole. At this point, the stone stood on about a 30° angle from the ground. Ropes were attached to the top and teams of men pulled from the other side to raise it into the full upright position. It was secured by filling the hole at its base with small, round packing stones. At this point, the lintels were lowered into place and secured vertically by mortice and tenon joints and horizontally by tongue and groove joints. Stonehenge was probably finally completed around 1500 BC.Who Built Stonehenge?
The question of who built Stonehenge is largely unanswered, even today. The monument's construction has been attributed to many ancient peoples throughout the years, but the most captivating and enduring attribution has been to the Druids. This erroneous connection was first made around 3 centuries ago by the antiquary, John Aubrey. Julius Caesar and other Roman writers told of a Celtic priesthood who flourished around the time of their first conquest (55 BC). By this time, though, the stones had been standing for 2,000 years, and were, perhaps, already in a ruined condition. Besides, the Druids worshipped in forest temples and had no need for stone structures.
The best guess seems to be that the Stonehenge site was begun by the people of the late Neolithic period (around 3000 BC) and carried forward by people from a new economy which was arising at this time. These "new" people, called Beaker Folk because of their use of pottery drinking vessels, began to use metal implements and to live in a more communal fashion than their ancestors. Some think that they may have been immigrants from the continent, but that contention is not supported by archaeological evidence. It is likely that they were indigenous people doing the same old things in new ways.
As Legend Has It
The legend of King Arthur provides another story of the construction of Stonehenge. It is told by the twelfth century writer, Geoffrey of Monmouth, in his History of the Kings of Britain that Merlin brought the stones to the Salisbury Plain from Ireland. Sometime in the fifth century, there had been a massacre of 300 British noblemen by the treacherous Saxon leader, Hengest. Geoffrey tells us that the high king, Aurelius Ambrosius, wanted to create a fitting memorial to the slain men. Merlin suggested an expedition to Ireland for the purpose of transplanting the Giant's Ring stone circle to Britain.
According to Geoffrey of Monmouth, the stones of the Giant's Ring were originally brought from Africa to Ireland by giants (who else but giants could handle the job?). The stones were located on "Mount Killaraus" and were used as a site for performing rituals and for healing. Led by King Uther and Merlin, the expedition arrived at the spot in Ireland. The Britons, none of whom were giants, apparently, were unsuccessful in their attempts to move the great stones. At this point, Merlin realized that only his magic arts would turn the trick. So, they were dismantled and shipped back to Britain where they were set up (see illus. at right) as they had been before, in a great circle, around the mass grave of the murdered noblemen. The story goes on to tell that Aurelius, Uther and Arthur's successor, Constantine were also buried there in their time*.Present Day Stonehenge
Situated in a vast plain, surrounded by hundreds of round barrows, or burial mounds, the Stonehenge site is truly impressive, and all the more so, the closer you approach. It is a place where much human effort was expended for a purpose we can only guess at. Some people see it as a place steeped in magic and mystery, some as a place where their imaginations of the past can be fired and others hold it to be a sacred place. But whatever viewpoint is brought to it and whatever its original purpose was, it should be treated as the ancients treated it, as a place of honor .
The modern age has not been altogether kind to Stonehenge, despite the lip service it pays to the preservation of heritage sites. There is a major highway running no more than 100 yards away from the stones, and a commercial circus has sprung up around it, complete with parking lots, gift shops and ice cream stands. The organization, English Heritage, is committed to righting these wrongs, and in the coming years, we may get to see Stonehenge in the setting for which it was originally created. Despite all its dilapidation and the encroachment of the modern world, Stonehenge, today, is an awe-inspiring sight, and no travel itinerary around Britain should omit it.
SOURCE:
http://www.britannia.com/history/h7.html
Subjective Opinions :
Global Warming Polls - What Is Your Opinion On Global Warming
Field and Stream has published the results of a National Wildlife Federation poll about Global Warming. If you read the questions in this poll you will realize it is a good example of what the Federalist Patriot calls "Pollaganda," also known as "push polling." You can get any results you want from a poll based on the questions you ask and the answers you allow.
Al Gore has a promo movie out right now about Global Warming. In an interview with Grist Magazine about global warming Gore said: "I believe it is appropriate to have an overrepresentation of factual presentations on how dangerous it is, as a predicate for opening up the audience." So much for accuracy and truth - if you can open up the audience!
Many in the mainstream media claim all scientiests agree about Global Warming. You won't hear about these: Richard S. Lindzen, the Alfred P. Sloan Professor of Meteorology at the Massachusetts Institute of Technology says:
"Most of the literate world today regards "global warming'' as both real and dangerous. Indeed, the diplomatic activity concerning warming might lead one to believe that it is the major crisis confronting mankind. The June 1992 Earth Summit in Rio de Janeiro, Brazil, focused on international agreements to deal with that threat, and the heads of state from dozens of countries attended. I must state at the outset, that, as a scientist, I can find no substantive basis for the warming scenarios being popularly described. Moreover, according to many studies I have read by economists, agronomists, and hydrologists, there would be little difficulty adapting to such warming if it were to occur. Such was also the conclusion of the recent National Research Council's report on adapting to global change."
Then there is the Heidelberg Appeal, signed by 4,000 scientists from 106 countries, which includes 72 Nobel Prize winners. The appeal warns industrialized nations that no compelling scientific consensus exists to justify mandatory greenhouse gas emissions cuts.
The Oregon Petition, sponsored by Dr. Frederick Seitz, former past president of the National Academy of Sciences has over 17,000 independently verified signatures from scientists. It reads, in part:
"There is no convincing scientific evidence that human release of carbon dioxide, methane, or other greenhouse gasses is causing or will, in the foreseeable future, cause catastrophic heating of the Earth's atmosphere and disruption of the Earth's climate. Moreover, there is substantial scientific evidence that increases in atmospheric carbon dioxide produce many beneficial effects upon the natural plant and animal environments of the Earth."
And 46 climate scientists sent a letter, printed in the June 3 edition of Canada's National Post, to a Canadian member of Parliament, questioning the theory that mankind is responsible for global warming. According to the signatories, the Kyoto Protocol "lacks credible science." Moreover, "Many climate science experts from Canada and around the world, while still strongly supporting environmental protection, equally strongly disagree with the scientific rationale for the Kyoto Accord.SOURCE:
http://fishing.about.com/od/fishinghumor/a/globalwarmpoll.htm
Chapter1 : Data,Information,Knowledge,Wisdom
What is information??
There is probably no segment of activity in the world attracting as much attention at present as that of knowledge management. Yet as I entered this arena of activity I quickly found there didn't seem to be a wealth of sources that seemed to make sense in terms of defining what knowledge actually was, and how was it differentiated from data, information, and wisdom. What follows is the current level of understanding I have been able to piece together regarding data, information, knowledge, and wisdom. I figured to understand one of them I had to understand all of them.
Information Literacy The term information literacy, sometimes referred to as information competency, is generally defined as the ability to access, evaluate, organize, and use information from a variety of sources. Being information literate requires knowing how to clearly define a subject or area of investigation; select the appropriate terminology that expresses the concept or subject under investigation; formulate a search strategy that takes into consideration different sources of information and the variable ways that information is organized; analyze the data collected for value, relevancy, quality, and suitability; and subsequently turn information into knowledge (ALA 1989). This involves a deeper understanding of how and where to find information, the ability to judge whether that information is meaningful, and ultimately, how best that information can be incorporated to address the problem or issue at hand.
Information literacy requires an awareness of the way in which information systems work, of the dynamic link between a particular information need and the sources and channels required to satisfy that need (Darch et al. 1997).
Information overload Information overload is a description given to the phenomenon where so much information is taken in by the human brain that it becomes nearly impossible to process it. Alvin Toffler, an academic from Russia, is credited with coining the term. Since the term was first used, it has become very popular, especially in the computer age, though some say information overload is more a time and presentation issue, than an actual data issue.
The reason that concerns about information overload have become so prevalent in today's world is explained by the complexities of the communications systems available to human beings. Instant communication is available by e-mail, cell phones, text messaging, instant messaging. Added to that, are the thousands of academic journals on the Internet, and even more information freely distributed through blogs and amateur Web sites. When all that is considered, information is being exchanged at rates never before experienced.
Further, when considering these sources, much of the information being presented may not be original. As a result, many times the reader or viewer will spend time going over information already received from other sources. If there are discrepancies, or even small differences in the way the information is presented, this could create confusion, leading an individual to feel overwhelmed. This is a common symptom blamed on information overload.
A mind map is a graphical way to represent ideas and concepts. It is a visual thinking tool that helps structuring information, helping you to better analyze, comprehend, synthesize, recall and generate new ideas.
Just as in every great idea, its power lies in its simplicity.
In a mind map, as opposed to traditional note taking or a linear text, information is structured in a way that resembles much more closely how your brain actually works. Since it is an activity that is both analytical and artistic, it engages your brain in a much, much richer way, helping in all its cognitive functions. And, best of all, it is fun!
So, how does a mind map look like? Better than explaining is showing you an example
But what can we use mind maps for?
sources:
There is probably no segment of activity in the world attracting as much attention at present as that of knowledge management. Yet as I entered this arena of activity I quickly found there didn't seem to be a wealth of sources that seemed to make sense in terms of defining what knowledge actually was, and how was it differentiated from data, information, and wisdom. What follows is the current level of understanding I have been able to piece together regarding data, information, knowledge, and wisdom. I figured to understand one of them I had to understand all of them.
According to Russell Ackoff, a systems theorist and professor of organizational change, the content of the human mind can be classified into five categories:
- Data: symbols
- Information: data that are processed to be useful; provides answers to "who", "what", "where", and "when" questions
- Knowledge: application of data and information; answers "how" questions
- Understanding: appreciation of "why"
- Wisdom: evaluated understanding
Data... data is raw. It simply exists and has no significance beyond its existence (in and of itself). It can exist in any form, usable or not. It does not have meaning of itself. In computer parlance, a spreadsheet generally starts out by holding data.
Information... information is data that has been given meaning by way of relational connection. This "meaning" can be useful, but does not have to be. In computer parlance, a relational database makes information from the data stored within it.
Knowledge... knowledge is the appropriate collection of information, such that it's intent is to be useful. Knowledge is a deterministic process. When someone "memorizes" information (as less-aspiring test-bound students often do), then they have amassed knowledge. This knowledge has useful meaning to them, but it does not provide for, in and of itself, an integration such as would infer further knowledge. For example, elementary school children memorize, or amass knowledge of, the "times table". They can tell you that "2 x 2 = 4" because they have amassed that knowledge (it being included in the times table). But when asked what is "1267 x 300", they can not respond correctly because that entry is not in their times table. To correctly answer such a question requires a true cognitive and analytical ability that is only encompassed in the next level... understanding. In computer parlance, most of the applications we use (modeling, simulation, etc.) exercise some type of stored knowledge.
Wisdom... wisdom is an extrapolative and non-deterministic, non-probabilistic process. It calls upon all the previous levels of consciousness, and specifically upon special types of human programming (moral, ethical codes, etc.). It beckons to give us understanding about which there has previously been no understanding, and in doing so, goes far beyond understanding itself. It is the essence of philosophical probing. Unlike the previous four levels, it asks questions to which there is no (easily-achievable) answer, and in some cases, to which there can be no humanly-known answer period. Wisdom is therefore, the process by which we also discern, or judge, between right and wrong, good and bad. I personally believe that computers do not have, and will never have the ability to posses wisdom. Wisdom is a uniquely human state, or as I see it, wisdom requires one to have a soul, for it resides as much in the heart as in the mind. And a soul is something machines will never possess (or perhaps I should reword that to say, a soul is something that, in general, will never possess a machine).
Good and poor information
Good information is that which is used and which creates value. Experience and research shows that good information has numerous qualities.Good information is relevant for its purpose, sufficiently accurate for its purpose, complete enough for the problem, reliable and targeted to the right person. It is also communicated in time for its purpose, contains the right level of detail and is communicated by an appropriate channel, i.e. one that is understandable to the user.
Poor information is irrelevant, swamping, unclear, not all threw. Because if you are have all of this in your information you may not make audience understand your information.
Source of information"Source" means the origin of something. An information source is a source of information for somebody, i.e. anything that might inform a person about something or provide knowledge to somebody. Information sources may be observations, people, speeches, documents, pictures, organizations etc. They may be primary sources, secondary sources, tertiary sources and so on. Empiricism regards sense data as the ultimate information sources, while other epistemologies have different views
Primary sourcesPrimary sources allow researchers to get as close as possible to original ideas, events and empirical studies as possible. Such sources may include expositions of creative ideas, first hand or contemporary accounts of events, publication of the results of empirical observations or studies, and other items that may form the basis of further research. Examples include:
- Novels, plays, poems, works of art, popular culture
- diaries, narratives, autobiographies, memoirs, speeches
- Government documents, patents
- Data sets, technical reports, experimental research results
Secondary sourcesSecondary sources analyze, review or restate information in primary resources or other secondary resources. Even sources presenting facts or descriptions about events are secondary unless they are based on direct participation or observation. Moreover, secondary sources often rely on other secondary sources and standard disciplinary methods to reach results, and they provide the principle sources of analysis about primary sources. Examples include:
- Biographies
- Review articles and literature reviews
- Scholarly articles that don't present new experimental research results
- Historical studies
Tertiary sourcesTertiary resources provide overviews of topics by synthesizing information gathered from other resources. Tertiary resources often provide data in a convenient form or provide information with context by which to interpret it. Examples include:
- Encyclopedias
- Chronologies
- Almanacs
- Textbooks
Information Literacy The term information literacy, sometimes referred to as information competency, is generally defined as the ability to access, evaluate, organize, and use information from a variety of sources. Being information literate requires knowing how to clearly define a subject or area of investigation; select the appropriate terminology that expresses the concept or subject under investigation; formulate a search strategy that takes into consideration different sources of information and the variable ways that information is organized; analyze the data collected for value, relevancy, quality, and suitability; and subsequently turn information into knowledge (ALA 1989). This involves a deeper understanding of how and where to find information, the ability to judge whether that information is meaningful, and ultimately, how best that information can be incorporated to address the problem or issue at hand.
Information literacy requires an awareness of the way in which information systems work, of the dynamic link between a particular information need and the sources and channels required to satisfy that need (Darch et al. 1997).
Information overload Information overload is a description given to the phenomenon where so much information is taken in by the human brain that it becomes nearly impossible to process it. Alvin Toffler, an academic from Russia, is credited with coining the term. Since the term was first used, it has become very popular, especially in the computer age, though some say information overload is more a time and presentation issue, than an actual data issue.
The reason that concerns about information overload have become so prevalent in today's world is explained by the complexities of the communications systems available to human beings. Instant communication is available by e-mail, cell phones, text messaging, instant messaging. Added to that, are the thousands of academic journals on the Internet, and even more information freely distributed through blogs and amateur Web sites. When all that is considered, information is being exchanged at rates never before experienced.
Further, when considering these sources, much of the information being presented may not be original. As a result, many times the reader or viewer will spend time going over information already received from other sources. If there are discrepancies, or even small differences in the way the information is presented, this could create confusion, leading an individual to feel overwhelmed. This is a common symptom blamed on information overload.
Value of information
The relative importance of information for decision-making can increase or decrease its value to an organisation. For example, an organisation requires information on a competitor’s performance that is critical to their own decision on whether to invest in new machinery for their factory. The value of this information would be high. Always keep in mind that information should be available on time, within cost constraints and be legally obtained.
What is Mind mapping?
A mind map is a graphical way to represent ideas and concepts. It is a visual thinking tool that helps structuring information, helping you to better analyze, comprehend, synthesize, recall and generate new ideas.
Just as in every great idea, its power lies in its simplicity.
In a mind map, as opposed to traditional note taking or a linear text, information is structured in a way that resembles much more closely how your brain actually works. Since it is an activity that is both analytical and artistic, it engages your brain in a much, much richer way, helping in all its cognitive functions. And, best of all, it is fun!
So, how does a mind map look like? Better than explaining is showing you an example
Benefits and Uses
I think I already gave away the benefits of mind mapping and why mind maps work. Basically, mind mapping avoids dull, linear thinking, jogging your creativity and making note taking fun again.But what can we use mind maps for?
- Note taking
- Brainstorming (individually or in groups)
- Problem solving
- Studying and memorization
- Planning
- Researching and consolidating information from multiple sources
- Presenting information
- Gaining insight on complex subjects
- Jogging your creativity
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