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</o:shapelayout></xml><![endif]--></head><body lang=EN-US link=blue vlink=purple><div class=WordSection1><p class=MsoNormal><a name="_MailEndCompose"><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'>These suggestions, agendas, and realities will somehow eventually blend if this AP course is ever actually launched AND successful in its intent. The desired outcomes are likely shared among GENIP, AAG, and all of these other voices discussing this (that <b>hundreds of thousands</b> of high school students have a positive experience learning how and why mapping, geographical thinking, and spatial analysis, through the use of modern and exciting technologies, can inform and support their knowledge, skills, and abilities to address local, global, societal issues and situations, etc.). But a clear vision for the curriculum and logistics for supporting it are going to be a super challenge, and opportunity. <o:p></o:p></span></a></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'><o:p> </o:p></span></p><p class=MsoListParagraph style='text-indent:-.25in;mso-list:l0 level1 lfo1'><![if !supportLists]><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'><span style='mso-list:Ignore'>1)<span style='font:7.0pt "Times New Roman"'> </span></span></span><![endif]><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'>The College Board’s system of Advanced Placement courses must necessarily be <b>highly structured</b> and <b>externally validated</b> so that universities will be willing to accept the academic credit that a student may try to transfer, IF the student earns a high enough grade on the exam or other type of course evaluation. Currently, there is much more agreement across higher education in the US about what a student ought to know in “Biology 101” or “Spanish 101” than “GIS&T 101.” This is the list of current </span><a href="http://apcentral.collegeboard.com/apc/public/courses/descriptions/index.html"><span style='font-size:11.0pt;font-family:"Calibri",sans-serif'>AP courses that the College Board supports</span></a><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'>. <o:p></o:p></span></p><p class=MsoListParagraph><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'><o:p> </o:p></span></p><p class=MsoListParagraph style='text-indent:-.25in;mso-list:l0 level1 lfo1'><![if !supportLists]><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'><span style='mso-list:Ignore'>2)<span style='font:7.0pt "Times New Roman"'> </span></span></span><![endif]><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'>The only Geography-related AP class is </span><a href="https://apstudent.collegeboard.org/apcourse/ap-human-geography/course-details"><span style='font-size:11.0pt;font-family:"Calibri",sans-serif'>Human Geography</span></a><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'>. First introduced in 2001, it’s become very popular and </span><a href="http://apcentral.collegeboard.com/apc/members/courses/teachers_corner/220797.html"><span style='font-size:11.0pt;font-family:"Calibri",sans-serif'>in 2012, over <b>190,000 students</b> took the test</span></a><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'>. The class is often perceived to be an “easy” one, and it’s not uncommon for schools to allow or even encourage </span><a href="http://www.ncge.org/aphg"><span style='font-size:11.0pt;font-family:"Calibri",sans-serif'>9<sup>th</sup> graders</span></a><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'> to take it. I couldn’t find the stats quickly online, but I believe that many more 9<sup>th</sup> and 10<sup>th</sup> graders take it than 12<sup>th</sup> graders. What will it mean for 9<sup>th</sup> or 10<sup>th</sup> graders to be taking GIS 101? How would that affect credit-transfer rates? If many students take the class, and get only a 1 or 2 on the exam, will that still contribute to the overall desired outcome? <o:p></o:p></span></p><p class=MsoListParagraph><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'><o:p> </o:p></span></p><p class=MsoListParagraph style='text-indent:-.25in;mso-list:l0 level1 lfo1'><![if !supportLists]><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'><span style='mso-list:Ignore'>3)<span style='font:7.0pt "Times New Roman"'> </span></span></span><![endif]><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'>The only other current AP class that has a substantial technology component is Computer Science (</span><a href="https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap-course-overviews/ap-computer-science-a-course-overview.pdf"><span style='font-size:11.0pt;font-family:"Calibri",sans-serif'>pdf</span></a><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'> of its overview). At some point along their curriculum design process, it was decided that Java would be the programming language of choice, so that’s what students use, and schools must be able to provide “at least 3 hrs/week of access to a computer lab for students” to be able to apply what they learn. Who knows why and how Java became the language of choice, but I imagine there were people who promoted others then too. There may be lessons learned available from the experience of those who currently support the Comp Sci AP. <o:p></o:p></span></p><p class=MsoListParagraph><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'><o:p> </o:p></span></p><p class=MsoListParagraph><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'>But more importantly, the first stated goal for the Comp Sci AP class is that students “design, implement, and analyze solutions to problems,” and use of Java specifically falls much lower on the list. I imagine that’s the approach that we hope this new GIS&T course takes, that students “design, implement, and analyze solutions to problems that have a geographic or spatial component.” Right? <o:p></o:p></span></p><p class=MsoListParagraph><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'><o:p> </o:p></span></p><p class=MsoListParagraph style='text-indent:-.25in;mso-list:l0 level1 lfo1'><![if !supportLists]><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'><span style='mso-list:Ignore'>4)<span style='font:7.0pt "Times New Roman"'> </span></span></span><![endif]><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'>Somehow, there will have to be some kind of hands-on activities that are part of a GIS 101 class. Maintaining a computer lab with machines that support Java scripting is obviously a more trivial matter than ones that can run desktop GIS programs. If you have any experience with computer labs in US high schools, you will know that the individual machine capacity is only one of many issues. Access, permissions, bandwidth, data and project storage, etc., will all become part of the complicated details about how something like this will be handled across thousands of different school districts. Why is one reason why <b>browser-based solutions</b> will be critical if this course has any chance of success. <o:p></o:p></span></p><p class=MsoListParagraph><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'><o:p> </o:p></span></p><p class=MsoListParagraph style='text-indent:-.25in;mso-list:l0 level1 lfo1'><![if !supportLists]><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'><span style='mso-list:Ignore'>5)<span style='font:7.0pt "Times New Roman"'> </span></span></span><![endif]><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'>In order for any particular school to offer this course, they will have to identify existing (or new) teachers within their district willing and able to lead it. Ultimately that might mean the need for <b>many, many hundreds</b> of teachers with the confidence and competence to do this. Geography and GIS are very under-taught and under-learned subjects by educators in the US, and the current cohorts of such teachers is not nearly adequate, to put it mildly. How teaching and learning GIS is specifically connected with traditional measures of “spatial ability” is a complicated topic, but meanwhile, one undeniable characteristic of our current population of educators is that </span><a href="https://www.psychologytoday.com/blog/finding-the-next-einstein/201208/three-reasons-why-schools-neglect-spatial-intelligence"><span style='font-size:11.0pt;font-family:"Calibri",sans-serif'>they are not, as a group, known for their spatial abilities</span></a><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'>. What are the implications of this for helping build their confidence and competence at teaching about coordinate systems, projections, methods of data overlay and intersections, least cost path routing, deriving slope and aspect from digital elevation models, etc.? These are some of the more “spatial” things involved with many GIS 101 courses.<o:p></o:p></span></p><p class=MsoListParagraph><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'><o:p> </o:p></span></p><p class=MsoListParagraph style='text-indent:-.25in;mso-list:l0 level1 lfo1'><![if !supportLists]><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'><span style='mso-list:Ignore'>6)<span style='font:7.0pt "Times New Roman"'> </span></span></span><![endif]><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'>Expecting teachers to have confidence and competence knowing and teaching across multiple GIS applications will be exponentially challenging for them and, frankly, will likely discourage some from taking on this teaching assignment. This will be a *<b>huge</b>* opportunity and need for professional development for teachers. <o:p></o:p></span></p><p class=MsoListParagraph><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'><o:p> </o:p></span></p><p class=MsoListParagraph style='text-indent:-.25in;mso-list:l0 level1 lfo1'><![if !supportLists]><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'><span style='mso-list:Ignore'>7)<span style='font:7.0pt "Times New Roman"'> </span></span></span><![endif]><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'>Students take AP classes so that they can get transferrable credit. That’s variable by the test score results and the colleges & universities considering the transferring in of that credit, and whether the credit is a general one or for a specific requirement at that university. They are </span><a href="http://www.collegefinder.org/what-colleges-accept-ap-credits/"><span style='font-size:11.0pt;font-family:"Calibri",sans-serif'>of little use at 2-yr schools</span></a><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'>, and these days, </span><a href="http://www.marketplace.org/topics/life/education/more-colleges-stop-giving-credit-ap-exams"><span style='font-size:11.0pt;font-family:"Calibri",sans-serif'>a few selective schools don’t take these AP credits at all</span></a><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'>. So important conversations will have to take place with universities who currently offer “GIS 101” to get a sense of what type of credit they would grant, if any. There will be much scrutiny of the course content and the exam itself by lots of departments. Articulation issues about GIS credits between 2-yr colleges and 4-yr colleges is already challenging, and this will be so too. <o:p></o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'><o:p> </o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'>Just a few thoughts to keep in mind as the discussions continue. The authoring team will have its work cut out for them with this exciting and worthy opportunity.<o:p></o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'><o:p> </o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'>Best,<o:p></o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'>Diana<o:p></o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'><o:p> </o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'>p.s. I share these perspectives based on my own knowledge: my own 3 teenage & young adult children have collectively taken almost 20 AP classes since 2008; I’ve been teaching intro GIS to non-geographers for almost 20 years; I have run GIS workshops for middle- and high-school teachers in their own computer labs before; I designed and taught in the </span><a href="http://www.redlands.edu/academics/school-of-education/10237.aspx#.VX8Bx_lViko"><span style='font-size:11.0pt;font-family:"Calibri",sans-serif'>University of Redland’s Spatial Literacy for Educators</span></a><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'> program (currently on hiatus); and I also taught in Elmhurst College’s </span><a href="http://www.elmhurst.edu/admission/school_for_professional_studies/certificate_programs/ap_human_geography"><span style='font-size:11.0pt;font-family:"Calibri",sans-serif'>program to provide PD to people teaching AP Human Geog</span></a><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'>. I am a regular user of both proprietary and FOSS programs, and I trust the authoring team will be taking these kind of issues into account as it makes recommendations for the course design. This email message contains my own thoughts and does not necessarily reflect those of my employer.<o:p></o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'><o:p> </o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'><o:p> </o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'>______________________<o:p></o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'>Diana S. Sinton, Ph.D.<o:p></o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'>Executive Director, UCGIS<o:p></o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'>PO Box 612<o:p></o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'>Ithaca, New York 14851<o:p></o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'>607.252.6851 (v)<o:p></o:p></span></p><p class=MsoNormal><a href="mailto:dianasinton@ucgis.org"><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#0563C1'>dianasinton@ucgis.org</span></a><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'><o:p></o:p></span></p><p class=MsoNormal><a href="mailto:dianasinton@gmail.com"><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#0563C1'>dianasinton@gmail.com</span></a><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'> <o:p></o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'><o:p> </o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D'><o:p> </o:p></span></p><div><div style='border:none;border-top:solid #E1E1E1 1.0pt;padding:3.0pt 0in 0in 0in'><p class=MsoNormal><b><span style='font-size:11.0pt;font-family:"Calibri",sans-serif'>From:</span></b><span style='font-size:11.0pt;font-family:"Calibri",sans-serif'> ica-osgeo-labs-bounces@lists.osgeo.org [mailto:ica-osgeo-labs-bounces@lists.osgeo.org] <b>On Behalf Of </b>Anthony Robinson<br><b>Sent:</b> Monday, June 15, 2015 11:28 AM<br><b>To:</b> ica-osgeo-labs@lists.osgeo.org<br><b>Subject:</b> Re: [Ica-osgeo-labs] Open GIS Academics and educators please apply to AAG call before June 15th, 2015<o:p></o:p></span></p></div></div><p class=MsoNormal><o:p> </o:p></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#44546A'><o:p> </o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#44546A'><o:p> </o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#44546A'>I’m sure you’ve seen this stuff before, but for others watching this thread, a lot of ground is already covered by the existing GIS&T body of knowledge, which is currently under revision to provide new foci around web mapping, dealing with big data, etc… The pre-revision BoK is still highly useful for course development, in my opinion: <a href="http://www.aag.org/galleries/publications-files/GIST_Body_of_Knowledge.pdf">http://www.aag.org/galleries/publications-files/GIST_Body_of_Knowledge.pdf</a> <o:p></o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#44546A'><o:p> </o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#44546A'>Here’s an interesting network viz of the BoK, too: <a href="http://carto.byu.edu/bokviswiki/">http://carto.byu.edu/bokviswiki/</a> <o:p></o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#44546A'><o:p> </o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#44546A'>Another source of learning objectives in GIS&T is the Geospatial Technology Competency Model, which has also been recently revised (Tiers 4 and 5 are most relevant for this discussion, I think): <a href="http://www.careeronestop.org/competencymodel/competency-models/geospatial-technology.aspx">http://www.careeronestop.org/competencymodel/competency-models/geospatial-technology.aspx</a><o:p></o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#44546A'><o:p> </o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#44546A'>I know Sterling Quinn struggled with this notion when developing his new course for us on Open Web Mapping. We worked hard to try and sort out objectives around learning design patterns while making use of open source tools, anticipating that while the individual tools may change over time, the fundamental need will probably still be there to understand how to use libraries to create web map tiles/vectors, do spatial computing on the server-side, and make the leap from desktop GIS into layers that will work for web mapping.<o:p></o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#44546A'><o:p> </o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#44546A'>Cheers,<o:p></o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#44546A'><o:p> </o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#44546A'>-Anthony<o:p></o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#44546A'><o:p> </o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri",sans-serif;color:#44546A'><o:p> </o:p></span></p><p class=MsoNormal><b><span style='font-size:10.0pt;font-family:"Tahoma",sans-serif'>From:</span></b><span style='font-size:10.0pt;font-family:"Tahoma",sans-serif'> <a href="mailto:ica-osgeo-labs-bounces@lists.osgeo.org">ica-osgeo-labs-bounces@lists.osgeo.org</a> [<a href="mailto:ica-osgeo-labs-bounces@lists.osgeo.org">mailto:ica-osgeo-labs-bounces@lists.osgeo.org</a>] <b>On Behalf Of </b>Charles Schweik<br><b>Sent:</b> Saturday, June 13, 2015 2:09 AM<br><b>To:</b> Cameron Shorter<br><b>Cc:</b> <a href="mailto:ica-osgeo-labs@lists.osgeo.org">ica-osgeo-labs@lists.osgeo.org</a><br><b>Subject:</b> Re: [Ica-osgeo-labs] Open GIS Academics and educators please apply to AAG call before June 15th, 2015<o:p></o:p></span></p><p class=MsoNormal><o:p> </o:p></p><div><p class=MsoNormal>+1...<o:p></o:p></p><div><p class=MsoNormal><o:p> </o:p></p><div><p class=MsoNormal>I am starting to develop a web-GIS class with some colleagues and it is my hope that we can separate out conceptual/theoretical from technology-explicit content. It is interesting to try and thing of what the pure learning objectives are in this area. If anyone has ideas on this let me know off-thread...<o:p></o:p></p></div><div><p class=MsoNormal><o:p> </o:p></p></div><div><p class=MsoNormal>Perhaps obvious, but the separation of conceptual and tech training examples s is important for OSGeo too, for, for example, there are multiple desktop packages. <o:p></o:p></p></div><div><p class=MsoNormal><o:p> </o:p></p></div><div><p class=MsoNormal>Cheers,<o:p></o:p></p></div><div><p class=MsoNormal>Charlie<o:p></o:p></p></div><div><p class=MsoNormal><o:p> </o:p></p></div><div><p class=MsoNormal> <o:p></o:p></p></div></div></div><div><p class=MsoNormal><o:p> </o:p></p><div><p class=MsoNormal>On Fri, Jun 12, 2015 at 10:38 PM, Cameron Shorter <<a href="mailto:cameron.shorter@gmail.com" target="_blank">cameron.shorter@gmail.com</a>> wrote:<o:p></o:p></p><p class=MsoNormal>On 13/06/2015 1:14 am, Anthony Robinson wrote:<o:p></o:p></p><p class=MsoNormal>So what I mean is that the<br>learning objectives should be pure learning objectives. For example:<br><br>YES to “Students should be able to explain projections and choose an<br>appropriate one for making a thematic map.”<br><br>NO to “Students should be able to explain projections and choose an<br>appropriate one for making a thematic map using QGIS (or ArcGIS Online, or<br>whatever).”<o:p></o:p></p><p class=MsoNormal><br>+1 to this explanation Anthony.<br><br>Once learning objectives have been created, it will make it much easier to develop relevant training courses for specific products, which can reference back to the training objectives.<br><br>And if the development of base course material is set up along similar collaborative principles to Open Source development, then the relatively high effort of maintaining training material could be absorbed by the product's community (probably through a combination of developers, users and trainers).<br><br>-- <br>Cameron Shorter,<br>Software and Data Solutions Manager<br>LISAsoft<br>Suite 112, Jones Bay Wharf,<br>26 - 32 Pirrama Rd, Pyrmont NSW 2009<br><br>P <a href="tel:%2B61%202%209009%205000" target="_blank">+61 2 9009 5000</a>, W <a href="http://www.lisasoft.com" target="_blank">www.lisasoft.com</a>, F <a href="tel:%2B61%202%209009%205099" target="_blank">+61 2 9009 5099</a><br><br>_______________________________________________<br>ica-osgeo-labs mailing list<br><a href="mailto:ica-osgeo-labs@lists.osgeo.org" target="_blank">ica-osgeo-labs@lists.osgeo.org</a><br><a href="http://lists.osgeo.org/cgi-bin/mailman/listinfo/ica-osgeo-labs" target="_blank">http://lists.osgeo.org/cgi-bin/mailman/listinfo/ica-osgeo-labs</a><o:p></o:p></p></div><p class=MsoNormal><br><br clear=all><o:p></o:p></p><div><p class=MsoNormal><o:p> </o:p></p></div><p class=MsoNormal>-- <o:p></o:p></p><div><div><div><div><p class=MsoNormal>Charlie Schweik<br><br>Associate Professor, University of Massachusetts, Amherst<o:p></o:p></p><div><p class=MsoNormal>Dept of Environmental Conservation and Center for Public Policy and Administration<o:p></o:p></p></div><div><p class=MsoNormal><o:p> </o:p></p><div><p class=MsoNormal>Personal website: <a href="http://people.umass.edu/cschweik" target="_blank">http://people.umass.edu/cschweik</a><o:p></o:p></p></div><div><p class=MsoNormal>Publications: <a href="http://works.bepress.com/charles_schweik/" target="_blank">http://works.bepress.com/charles_schweik/</a><o:p></o:p></p></div><div><p class=MsoNormal><br>Author, Internet Success: A Study of Open Source Software (MIT Press, 2012) - see <a href="http://tinyurl.com/d3e4545" target="_blank">http://tinyurl.com/d3e4545</a><o:p></o:p></p></div></div><div><p class=MsoNormal><o:p> </o:p></p></div><div><div><p class=MsoNormal>--------------------------------------------<o:p></o:p></p></div><div><p class=MsoNormal>Q: Why is this email five sentences or less?<o:p></o:p></p></div><div><p class=MsoNormal>A: <a href="http://five.sentenc.es" target="_blank">http://five.sentenc.es</a><o:p></o:p></p></div></div></div></div></div></div></div></div></body></html>