For example, one with a degree in education may apply for a job with over 100 other applicants; where as maybe only 2 out of the 100 are interdisciplinary studies. From an employers view; I would must rather higher someone who knows not only how to teach, but knows information about science, English, health etc. According to Gruenwald, interdisciplinary studies and the idea of a true university that fosters open

Since then, we have seen an encouraging number ofacademic articles that discuss gender and international technical communi-cation; still, few discuss technical communication as it relates to race andethnicity within the United States.

However, by working to meet the needs of disabled people—and by working with disabled people through usability testing—the digital humanities community will also benefit significantly as it rethinks its assumptions about how digital devices could and should work with and for people.

We would never use a proprietary format for preserving and sharing our work, in part because to do so would be to exclude those people who cannot afford or do not have access to the necessary software to use that format. However, few of us think twice about whether or not the format we have chosen and the design choices we have made exclude disabled people.

Another frequently cited example of universal design is the sidewalk curb cut; initially created to allow people in wheelchairs to cross the street more easily, curb cuts became recognized as useful also to other people such as someone making a delivery with a dolly, a traveler pulling luggage on wheels, a parent pushing a child in a stroller, or a person walking beside their bicycle.

To embrace accessibility is to focus design efforts on people who are disabled, ensuring that all barriers have been removed. To embrace universal design, by contrast, is to focus “not specifically on people with disabilities, but all people” (Mace).

In the outside world, all forms of intelligence whether of sound or sight, have been reduced to the form of varying currents in an electric circuit in order that they may be transmitted.

Stage 1 – Development of Inspirational Future Classroom Scenarios A Future Classroom Scenario (FCS) is a narrative description of learning and teaching that provides a vision for innovation and advanced pedagogical practice, making effective use of ICT. The aim is to inspire teachers to change their own practices (through adaptation of the ideas presented) rather than providing a lesson script. A Future Classroom Scenario is created by bringing together a number of diverse stakeholders who have a different perspective on the challenges and opportunities that need to be considered when planning education for the future. These stakeholders can include teachers, school leaders, educational experts, employers, parents and students etc. Their role is to identify important emerging trends which are likely to have an impact on learning and teaching in the future. They also assess the level of maturity in the use of ICT that a school is at, to identify the desired level of maturity the school would like to reach. These trends and the level of maturity are used to guide the process of writing the scenario which provides a high level description of learning activities and resource functionalities. The scenario describes the roles of learners, teachers and other participants, and focuses on advanced approaches to learning and teaching that support learners in the adoption of 21st century Skills. A Future Classroom Scenario is not limited to the ‘classroom' and can take place in any context, environment or place where learning is possible. Stage 2 – Designing Innovative Learning Activities Future Classroom Scenarios are intentionally inspirational, meaning that they provide a vision of what could potentially be delivered to support innovation in learning and teaching. For this reason, they lack certain detail and may provide a number of challenges to teachers trying to implement them. The second stage in the Future Classroom Methodology is to use Future Classroom Scenarios as inspiration for designing Learning Activities that can be practically implemented by teachers. This involves a collaborative design process, where groups of teachers, often from different subject areas and backgrounds, work together in a design workshop. A Learning Activity is a concrete description of a unit of a teaching and learning experience which is not subject specific; so, it could be used by any teacher. The collaborative Learning Activity design process is intended to enable teachers to turn visionary educational scenarios into actual classroom practices. The scenarios, therefore, provide a stimulus for the design of innovative Learning Activities. Stage 3 – Piloting and evaluating Learning Activities In the final stage, teachers use the Learning Activities as input for lesson planning. A collection of Learning Activities can be used in a range of sequences to deliver any aspect of the curriculum. Teachers need to decide how they will use the activities and when, and what learning outcomes they will achieve. The objective is for the teacher to try new and more advanced approaches to teaching, and supporting learning. As a part of this process, guidance is given in the use of resources and technologies. For example, a number of tools have been developed to support teachers in finding and making use of these resources and tools, reducing the barriers to innovation. As part of this process of trying new approaches, the delivery of the Learning Activity is evaluated, and teachers are encouraged to share their experiences within a community of practice. This is also intended to be an iterative process, with the experiences of trying new approaches and technologies feeding into the further development of increasingly innovative Future Classroom Scenarios and Learning Activities.

Anecdotes alone don’t prove much. And we still await the long-term neurological and psychological experiments that will provide a definitive picture of how Internet use affects cognition. But a recently published study of online research habits , conducted by scholars from University College London, suggests that we may well be in the midst of a sea change in the way we read and think. As part of the five-year research program, the scholars examined computer logs documenting the behavior of visitors to two popular research sites, one operated by the British Library and one by a U.K. educational consortium, that provide access to journal articles, e-books, and other sources of written information. They found that people using the sites exhibited “a form of skimming activity,” hopping from one source to another and rarely returning to any source they’d already visited. They typically read no more than one or two pages of an article or book before they would “bounce” out to another site. Sometimes they’d save a long article, but there’s no evidence that they ever went back and actually read it. The authors of the study report: It is clear that users are not reading online in the traditional sense; indeed there are signs that new forms of “reading” are emerging as users “power browse” horizontally through titles, contents pages and abstracts going for quick wins. It almost seems that they go online to avoid reading in the traditional sense.

Stem cells are important tools for disease research and offer great potential for use in the clinic. Some adult stem cell sources are currently used for therapy, although they have limitations. The first clinical trials using cells made from embryonic stem cells are just beginning. Meanwhile, induced pluripotent stem cells are already of great use in research, but a lot of work is needed before they can be considered for use in the clinic. An additional avenue of current research is transdifferentiation – converting one type of specialised cell directly into another.

Seemingly random variation in the differentiation propensity of hiPSCs to neural,1 cardiovascular,2 and hemangioblastic lineages3 has frustrated investigators hoping to better exploit their potential for disease modeling and cell replacement therapies. In light of these somewhat dispiriting results, the recent publication of genome-wide reference “scorecards” for monitoring the quality and utility of 32 human pluripotent stem cell lines is a welcome advance.4 Such advances are crucial to aiding our ability to predict a cell line’s differentiation propensity in a high-throughput fashion.

Eccentric and extraordinary bodies have the potential to puncture the illusion of the universal that UD champions, disorienting and, more importantly, reorienting how we conceive of access and equality

Since ASL is a kinetic language using embodied actions including manual gestures and facial expressions as grammar, Flash Video clips are crucial for content.

Judy Wajcman, like Stanley, observes that "we tend to think about tech­nology in terms of industrial machinery and cars .. . ignoring other technolo­gies that affect most aspects of everyday life" (137). Ruth Schwartz Cowan notes in More Work for Mother, her history of household technology, that we "do not ordinarily associate 'tools' with 'women's w ork'—but household tools there nonetheless are and always have been" (9). Stoves and spinning wheels are two such examples; the sewing machine is one such tool used in the household and in industry.

“Why should he not go to the home of his fathers?” “It seems natural, does it not? And yet, consider that every Baskerville who goes there meets with an evil fate. I feel sure that if Sir Charles could have spoken with me before his death he would have warned me against bringing this, the last of the old race, and the heir to great wealth, to that deadly place. And yet it cannot be denied that the prosperity of the whole poor, bleak countryside depends upon his presence. All the good work which has been done by Sir Charles will crash to the ground if there is no tenant of the Hall. I fear lest I should be swayed too much by my own obvious interest in the matter, and that is why I bring the case before you and ask for your advice.” Holmes considered for a little time. “Put into plain words, the matter is this,” said he. “In your opinion there is a diabolical agency which makes Dartmoor an unsafe abode for a Baskerville—that is your opinion?” “At least I might go the length of saying that there is some evidence that this may be so.” “Exactly. But surely, if your supernatural theory be correct, it could work the young man evil in London as easily as in Devonshire. A devil with merely local powers like a parish vestry would be too inconceivable a thing.” “You put the matter more flippantly, Mr. Holmes, than you would probably do if you were brought into personal contact with these things. Your advice, then, as I understand it, is that the young man will be as safe in Devonshire as in London. He comes in fifty minutes. What would you recommend?” “I recommend, sir, that you take a cab, call off your spaniel who is scratching at my front door, and proceed to Waterloo to meet Sir Henry Baskerville.” “And then?” “And then you will say nothing to him at all until I have made up my mind about the matter.” “How long will it take you to make up your mind?” “Twenty-four hours. At ten o’clock tomorrow, Dr. Mortimer, I will be much obliged to you if you will call upon me here, and it will be of help to me in my plans for the future if you will bring Sir Henry Baskerville with you.” “I will do so, Mr. Holmes.” He scribbled the appointment on his shirt-cuff and hurried off in his strange, peering, absent-minded fashion. Holmes stopped him at the head of the stair. “Only one more question, Dr. Mortimer. You say that before Sir Charles Baskerville’s death several people saw this apparition upon the moor?” “Three people did.” “Did any see it after?” “I have not heard of any.” “Thank you. Good-morning.” Holmes returned to his seat with that quiet look of inward satisfaction which meant that he had a congenial task before him. “Going out, Watson?” “Unless I can help you.” “No, my dear fellow, it is at the hour of action that I turn to you for aid. But this is splendid, really unique from some points of view. When you pass Bradley’s, would you ask him to send up a pound of the strongest shag tobacco? Thank you. It would be as well if you could make it convenient not to return before evening. Then I should be very glad to compare impressions as to this most interesting problem which has been submitted to us this morning.” I knew that seclusion and solitude were very necessary for my friend in those hours of intense mental concentration during which he weighed every particle of evidence, constructed alternative theories, balanced one against the other, and made up his mind as to which points were essential and which immaterial. I therefore spent the day at my club and did not return to Baker Street until evening. It was nearly nine o’clock when I found myself in the sitting-room once more. My first impression as I opened the door was that a fire had broken out, for the room was so filled with smoke that the light of the lamp upon the table was blurred by it. As I entered, however, my fears were set at rest, for it was the acrid fumes of strong coarse tobacco which took me by the throat and set me coughing. Through the haze I had a vague vision of Holmes in his dressing-gown coiled up in an armchair with his black clay pipe between his lips. Several rolls of paper lay around him. “Caught cold, Watson?” said he. “No, it’s this poisonous atmosphere.” “I suppose it is pretty thick, now that you mention it.” “Thick! It is intolerable.” “Open the window, then! You have been at your club all day, I perceive.” “My dear Holmes!” “Am I right?” “Certainly, but how?” He laughed at my bewildered expression. “There is a delightful freshness about you, Watson, which makes it a pleasure to exercise any small powers which I possess at your expense. A gentleman goes forth on a showery and miry day. He returns immaculate in the evening with the gloss still on his hat and his boots. He has been a fixture therefore all day. He is not a man with intimate friends. Where, then, could he have been? Is it not obvious?” “Well, it is rather obvious.” “The world is full of obvious things which nobody by any chance ever observes. Where do you think that I have been?” “A fixture also.” “On the contrary, I have been to Devonshire.” “In spirit?” “Exactly. My body has remained in this armchair and has, I regret to observe, consumed in my absence two large pots of coffee and an incredible amount of tobacco. After you left I sent down to Stamford’s for the Ordnance map of this portion of the moor, and my spirit has hovered over it all day. I flatter myself that I could find my way about.” “A large-scale map, I presume?” “Very large.” He unrolled one section and held it over his knee. “Here you have the particular district which concerns us. That is Baskerville Hall in the middle.” “With a wood round it?” “Exactly. I fancy the yew alley, though not marked under that name, must stretch along this line, with the moor, as you perceive, upon the right of it. This small clump of buildings here is the hamlet of Grimpen, where our friend Dr. Mortimer has his headquarters. Within a radius of five miles there are, as you see, only a very few scattered dwellings. Here is Lafter Hall, which was mentioned in the narrative. There is a house indicated here which may be the residence of the naturalist—Stapleton, if I remember right, was his name. Here are two moorland farmhouses, High Tor and Foulmire. Then fourteen miles away the great convict prison of Princetown. Between and around these scattered points extends the desolate, lifeless moor. This, then, is the stage upon which tragedy has been played, and upon which we may help to play it again.” “It must be a wild place.” “Yes, the setting is a worthy one. If the devil did desire to have a hand in the affairs of men—” “Then you are yourself inclining to the supernatural explanation.” “The devil’s agents may be of flesh and blood, may they not? There are two questions waiting for us at the outset. The one is whether any crime has been committed at all; the second is, what is the crime and how was it committed? Of course, if Dr. Mortimer’s surmise should be correct, and we are dealing with forces outside the ordinary laws of Nature, there is an end of our investigation. But we are bound to exhaust all other hypotheses before falling back upon this one. I think we’ll shut that window again, if you don’t mind. It is a singular thing, but I find that a concentrated atmosphere helps a concentration of thought. I have not pushed it to the length of getting into a box to think, but that is the logical outcome of my convictions. Have you turned the case over in your mind?” “Yes, I have thought a good deal of it in the course of the day.” “What do you make of it?” “It is very bewildering.” “It has certainly a character of its own. There are points of distinction about it. That change in the footprints, for example. What do you make of that?” “Mortimer said that the man had walked on tiptoe down that portion of the alley.” “He only repeated what some fool had said at the inquest. Why should a man walk on tiptoe down the alley?” “What then?” “He was running, Watson—running desperately, running for his life, running until he burst his heart—and fell dead upon his face.” “Running from what?” “There lies our problem. There are indications that the man was crazed with fear before ever he began to run.” “How can you say that?” “I am presuming that the cause of his fears came to him across the moor. If that were so, and it seems most probable, only a man who had lost his wits would have run from the house instead of towards it. If the gipsy’s evidence may be taken as true, he ran with cries for help in the direction where help was least likely to be. Then, again, whom was he waiting for that night, and why was he waiting for him in the yew alley rather than in his own house?” “You think that he was waiting for someone?” “The man was elderly and infirm. We can understand his taking an evening stroll, but the ground was damp and the night inclement. Is it natural that he should stand for five or ten minutes, as Dr. Mortimer, with more practical sense than I should have given him credit for, deduced from the cigar ash?” “But he went out every evening.” “I think it unlikely that he waited at the moor-gate every evening. On the contrary, the evidence is that he avoided the moor. That night he waited there. It was the night before he made his departure for London. The thing takes shape, Watson. It becomes coherent. Might I ask you to hand me my violin, and we will postpone all further thought upon this business until we have had the advantage of meeting Dr. Mortimer and Sir Henry Baskerville in the morning.”

Sir Henry Baskerville and Dr. Mortimer were ready upon the appointed day, and we started as arranged for Devonshire. Mr. Sherlock Holmes drove with me to the station and gave me his last parting injunctions and advice. “I will not bias your mind by suggesting theories or suspicions, Watson,” said he; “I wish you simply to report facts in the fullest possible manner to me, and you can leave me to do the theorizing.” “What sort of facts?” I asked. “Anything which may seem to have a bearing however indirect upon the case, and especially the relations between young Baskerville and his neighbours or any fresh particulars concerning the death of Sir Charles. I have made some inquiries myself in the last few days, but the results have, I fear, been negative. One thing only appears to be certain, and that is that Mr. James Desmond, who is the next heir, is an elderly gentleman of a very amiable disposition, so that this persecution does not arise from him. I really think that we may eliminate him entirely from our calculations. There remain the people who will actually surround Sir Henry Baskerville upon the moor.” “Would it not be well in the first place to get rid of this Barrymore couple?” “By no means. You could not make a greater mistake. If they are innocent it would be a cruel injustice, and if they are guilty we should be giving up all chance of bringing it home to them. No, no, we will preserve them upon our list of suspects. Then there is a groom at the Hall, if I remember right. There are two moorland farmers. There is our friend Dr. Mortimer, whom I believe to be entirely honest, and there is his wife, of whom we know nothing. There is this naturalist, Stapleton, and there is his sister, who is said to be a young lady of attractions. There is Mr. Frankland, of Lafter Hall, who is also an unknown factor, and there are one or two other neighbours. These are the folk who must be your very special study.” “I will do my best.” “You have arms, I suppose?” “Yes, I thought it as well to take them.” “Most certainly. Keep your revolver near you night and day, and never relax your precautions.” Our friends had already secured a first-class carriage and were waiting for us upon the platform. “No, we have no news of any kind,” said Dr. Mortimer in answer to my friend’s questions. “I can swear to one thing, and that is that we have not been shadowed during the last two days. We have never gone out without keeping a sharp watch, and no one could have escaped our notice.” “You have always kept together, I presume?” “Except yesterday afternoon. I usually give up one day to pure amusement when I come to town, so I spent it at the Museum of the College of Surgeons.” “And I went to look at the folk in the park,” said Baskerville. “But we had no trouble of any kind.” “It was imprudent, all the same,” said Holmes, shaking his head and looking very grave. “I beg, Sir Henry, that you will not go about alone. Some great misfortune will befall you if you do. Did you get your other boot?” “No, sir, it is gone forever.” “Indeed. That is very interesting. Well, good-bye,” he added as the train began to glide down the platform. “Bear in mind, Sir Henry, one of the phrases in that queer old legend which Dr. Mortimer has read to us, and avoid the moor in those hours of darkness when the powers of evil are exalted.”

“What do you think of that, Watson?” cried Holmes in high glee, rubbing his hands together with satisfaction. “Don’t you think that is an admirable sentiment?” Dr. Mortimer looked at Holmes with an air of professional interest, and Sir Henry Baskerville turned a pair of puzzled dark eyes upon me. “I don’t know much about the tariff and things of that kind,” said he, “but it seems to me we’ve got a bit off the trail so far as that note is concerned.” “On the contrary, I think we are particularly hot upon the trail, Sir Henry. Watson here knows more about my methods than you do, but I fear that even he has not quite grasped the significance of this sentence.” “No, I confess that I see no connection.” “And yet, my dear Watson, there is so very close a connection that the one is extracted out of the other. ‘You,’ ‘your,’ ‘your,’ ‘life,’ ‘reason,’ ‘value,’ ‘keep away,’ ‘from the.’ Don’t you see now whence these words have been taken?” “By thunder, you’re right! Well, if that isn’t smart!” cried Sir Henry. “If any possible doubt remained it is settled by the fact that ‘keep away’ and ‘from the’ are cut out in one piece.” “Well, now—so it is!” “Really, Mr. Holmes, this exceeds anything which I could have imagined,” said Dr. Mortimer, gazing at my friend in amazement. “I could understand anyone saying that the words were from a newspaper; but that you should name which, and add that it came from the leading article, is really one of the most remarkable things which I have ever known. How did you do it?” “I presume, Doctor, that you could tell the skull of a negro from that of an Esquimau?” “Most certainly.” “But how?” “Because that is my special hobby. The differences are obvious. The supra-orbital crest, the facial angle, the maxillary curve, the—” “But this is my special hobby, and the differences are equally obvious. There is as much difference to my eyes between the leaded bourgeois type of a Times article and the slovenly print of an evening half-penny paper as there could be between your negro and your Esquimau. The detection of types is one of the most elementary branches of knowledge to the special expert in crime, though I confess that once when I was very young I confused the Leeds Mercury with the Western Morning News. But a Times leader is entirely distinctive, and these words could have been taken from nothing else. As it was done yesterday the strong probability was that we should find the words in yesterday’s issue.” “So far as I can follow you, then, Mr. Holmes,” said Sir Henry Baskerville, “someone cut out this message with a scissors—” “Nail-scissors,” said Holmes. “You can see that it was a very short-bladed scissors, since the cutter had to take two snips over ‘keep away.’” “That is so. Someone, then, cut out the message with a pair of short-bladed scissors, pasted it with paste—” “Gum,” said Holmes. “With gum on to the paper. But I want to know why the word ‘moor’ should have been written?” “Because he could not find it in print. The other words were all simple and might be found in any issue, but ‘moor’ would be less common.” “Why, of course, that would explain it. Have you read anything else in this message, Mr. Holmes?” “There are one or two indications, and yet the utmost pains have been taken to remove all clues. The address, you observe is printed in rough characters. But the Times is a paper which is seldom found in any hands but those of the highly educated. We may take it, therefore, that the letter was composed by an educated man who wished to pose as an uneducated one, and his effort to conceal his own writing suggests that that writing might be known, or come to be known, by you. Again, you will observe that the words are not gummed on in an accurate line, but that some are much higher than others. ‘Life,’ for example is quite out of its proper place. That may point to carelessness or it may point to agitation and hurry upon the part of the cutter. On the whole I incline to the latter view, since the matter was evidently important, and it is unlikely that the composer of such a letter would be careless. If he were in a hurry it opens up the interesting question why he should be in a hurry, since any letter posted up to early morning would reach Sir Henry before he would leave his hotel. Did the composer fear an interruption—and from whom?” “We are coming now rather into the region of guesswork,” said Dr. Mortimer. “Say, rather, into the region where we balance probabilities and choose the most likely. It is the scientific use of the imagination, but we have always some material basis on which to start our speculation. Now, you would call it a guess, no doubt, but I am almost certain that this address has been written in a hotel.” “How in the world can you say that?” “If you examine it carefully you will see that both the pen and the ink have given the writer trouble. The pen has spluttered twice in a single word and has run dry three times in a short address, showing that there was very little ink in the bottle. Now, a private pen or ink-bottle is seldom allowed to be in such a state, and the combination of the two must be quite rare. But you know the hotel ink and the hotel pen, where it is rare to get anything else. Yes, I have very little hesitation in saying that could we examine the waste-paper baskets of the hotels around Charing Cross until we found the remains of the mutilated Times leader we could lay our hands straight upon the person who sent this singular message. Halloa! Halloa! What’s this?” He was carefully examining the foolscap, upon which the words were pasted, holding it only an inch or two from his eyes. “Well?” “Nothing,” said he, throwing it down. “It is a blank half-sheet of paper, without even a water-mark upon it. I think we have drawn as much as we can from this curious letter; and now, Sir Henry, has anything else of interest happened to you since you have been in London?” “Why, no, Mr. Holmes. I think not.” “You have not observed anyone follow or watch you?” “I seem to have walked right into the thick of a dime novel,” said our visitor. “Why in thunder should anyone follow or watch me?” “We are coming to that. You have nothing else to report to us before we go into this matter?” “Well, it depends upon what you think worth reporting.” “I think anything out of the ordinary routine of life well worth reporting.” Sir Henry smiled. “I don’t know much of British life yet, for I have spent nearly all my time in the States and in Canada. But I hope that to lose one of your boots is not part of the ordinary routine of life over here.” “You have lost one of your boots?” “My dear sir,” cried Dr. Mortimer, “it is only mislaid. You will find it when you return to the hotel. What is the use of troubling Mr. Holmes with trifles of this kind?” “Well, he asked me for anything outside the ordinary routine.” “Exactly,” said Holmes, “however foolish the incident may seem. You have lost one of your boots, you say?” “Well, mislaid it, anyhow. I put them both outside my door last night, and there was only one in the morning. I could get no sense out of the chap who cleans them. The worst of it is that I only bought the pair last night in the Strand, and I have never had them on.” “If you have never worn them, why did you put them out to be cleaned?” “They were tan boots and had never been varnished. That was why I put them out.” “Then I understand that on your arrival in London yesterday you went out at once and bought a pair of boots?” “I did a good deal of shopping. Dr. Mortimer here went round with me. You see, if I am to be squire down there I must dress the part, and it may be that I have got a little careless in my ways out West. Among other things I bought these brown boots—gave six dollars for them—and had one stolen before ever I had them on my feet.” “It seems a singularly useless thing to steal,” said Sherlock Holmes. “I confess that I share Dr. Mortimer’s belief that it will not be long before the missing boot is found.” “And, now, gentlemen,” said the baronet with decision, “it seems to me that I have spoken quite enough about the little that I know. It is time that you kept your promise and gave me a full account of what we are all driving at.” “Your request is a very reasonable one,” Holmes answered. “Dr. Mortimer, I think you could not do better than to tell your story as you told it to us.” Thus encouraged, our scientific friend drew his papers from his pocket and presented the whole case as he had done upon the morning before. Sir Henry Baskerville listened with the deepest attention and with an occasional exclamation of surprise. “Well, I seem to have come into an inheritance with a vengeance,” said he when the long narrative was finished. “Of course, I’ve heard of the hound ever since I was in the nursery. It’s the pet story of the family, though I never thought of taking it seriously before. But as to my uncle’s death—well, it all seems boiling up in my head, and I can’t get it clear yet. You don’t seem quite to have made up your mind whether it’s a case for a policeman or a clergyman.” “Precisely.” “And now there’s this affair of the letter to me at the hotel. I suppose that fits into its place.” “It seems to show that someone knows more than we do about what goes on upon the moor,” said Dr. Mortimer. “And also,” said Holmes, “that someone is not ill-disposed towards you, since they warn you of danger.” “Or it may be that they wish, for their own purposes, to scare me away.” “Well, of course, that is possible also. I am very much indebted to you, Dr. Mortimer, for introducing me to a problem which presents several interesting alternatives. But the practical point which we now have to decide, Sir Henry, is whether it is or is not advisable for you to go to Baskerville Hall.” “Why should I not go?” “There seems to be danger.” “Do you mean danger from this family fiend or do you mean danger from human beings?” “Well, that is what we have to find out.” “Whichever it is, my answer is fixed. There is no devil in hell, Mr. Holmes, and there is no man upon earth who can prevent me from going to the home of my own people, and you may take that to be my final answer.” His dark brows knitted and his face flushed to a dusky red as he spoke. It was evident that the fiery temper of the Baskervilles was not extinct in this their last representative. “Meanwhile,” said he, “I have hardly had time to think over all that you have told me. It’s a big thing for a man to have to understand and to decide at one sitting. I should like to have a quiet hour by myself to make up my mind. Now, look here, Mr. Holmes, it’s half-past eleven now and I am going back right away to my hotel. Suppose you and your friend, Dr. Watson, come round and lunch with us at two. I’ll be able to tell you more clearly then how this thing strikes me.” “Is that convenient to you, Watson?” “Perfectly.” “Then you may expect us. Shall I have a cab called?” “I’d prefer to walk, for this affair has flurried me rather.” “I’ll join you in a walk, with pleasure,” said his companion. “Then we meet again at two o’clock. Au revoir, and good-morning!” We heard the steps of our visitors descend the stair and the bang of the front door. In an instant Holmes had changed from the languid dreamer to the man of action. “Your hat and boots, Watson, quick! Not a moment to lose!” He rushed into his room in his dressing-gown and was back again in a few seconds in a frock-coat. We hurried together down the stairs and into the street. Dr. Mortimer and Baskerville were still visible about two hundred yards ahead of us in the direction of Oxford Street. “Shall I run on and stop them?” “Not for the world, my dear Watson. I am perfectly satisfied with your company if you will tolerate mine. Our friends are wise, for it is certainly a very fine morning for a walk.” He quickened his pace until we had decreased the distance which divided us by about half. Then, still keeping a hundred yards behind, we followed into Oxford Street and so down Regent Street. Once our friends stopped and stared into a shop window, upon which Holmes did the same. An instant afterwards he gave a little cry of satisfaction, and, following the direction of his eager eyes, I saw that a hansom cab with a man inside which had halted on the other side of the street was now proceeding slowly onward again. “There’s our man, Watson! Come along! We’ll have a good look at him, if we can do no more.” At that instant I was aware of a bushy black beard and a pair of piercing eyes turned upon us through the side window of the cab. Instantly the trapdoor at the top flew up, something was screamed to the driver, and the cab flew madly off down Regent Street. Holmes looked eagerly round for another, but no empty one was in sight. Then he dashed in wild pursuit amid the stream of the traffic, but the start was too great, and already the cab was out of sight. “There now!” said Holmes bitterly as he emerged panting and white with vexation from the tide of vehicles. “Was ever such bad luck and such bad management, too? Watson, Watson, if you are an honest man you will record this also and set it against my successes!” “Who was the man?” “I have not an idea.” “A spy?”

“Really, Watson, you excel yourself,” said Holmes, pushing back his chair and lighting a cigarette. “I am bound to say that in all the accounts which you have been so good as to give of my own small achievements you have habitually underrated your own abilities. It may be that you are not yourself luminous, but you are a conductor of light. Some people without possessing genius have a remarkable power of stimulating it. I confess, my dear fellow, that I am very much in your debt.” He had never said as much before, and I must admit that his words gave me keen pleasure, for I had often been piqued by his indifference to my admiration and to the attempts which I had made to give publicity to his methods. I was proud, too, to think that I had so far mastered his system as to apply it in a way which earned his approval. He now took the stick from my hands and examined it for a few minutes with his naked eyes. Then with an expression of interest he laid down his cigarette, and carrying the cane to the window, he looked over it again with a convex lens. “Interesting, though elementary,” said he as he returned to his favourite corner of the settee. “There are certainly one or two indications upon the stick. It gives us the basis for several deductions.” “Has anything escaped me?” I asked with some self-importance. “I trust that there is nothing of consequence which I have overlooked?” “I am afraid, my dear Watson, that most of your conclusions were erroneous. When I said that you stimulated me I meant, to be frank, that in noting your fallacies I was occasionally guided towards the truth. Not that you are entirely wrong in this instance. The man is certainly a country practitioner. And he walks a good deal.” “Then I was right.” “To that extent.” “But that was all.” “No, no, my dear Watson, not all—by no means all. I would suggest, for example, that a presentation to a doctor is more likely to come from a hospital than from a hunt, and that when the initials ‘C.C.’ are placed before that hospital the words ‘Charing Cross’ very naturally suggest themselves.” “You may be right.” “The probability lies in that direction. And if we take this as a working hypothesis we have a fresh basis from which to start our construction of this unknown visitor.” “Well, then, supposing that ‘C.C.H.’ does stand for ‘Charing Cross Hospital,’ what further inferences may we draw?” “Do none suggest themselves? You know my methods. Apply them!” “I can only think of the obvious conclusion that the man has practised in town before going to the country.”

As we live more of our lives via technology, sharing more data online through PCs and smartphones, these risks are set to compound

When the Net absorbs a medium, that medium is re-created in the Net’s image. It injects the medium’scontent with hyperlinks, blinking ads, and other digital gewgaws, and it surrounds the content with thecontent of all the other media it has absorbed. A new e-mail message, for instance, may announce its arrivalas we’re glancing over the latest headlines at a newspaper’s site. The result is to scatter our attention anddiffuse our concentration

Anecdotes alone don’t prove much. And we still await the long-term neurological and psychologicalexperiments that will provide a definitive picture of how Internet use affects cognition. But a recentlypublished study of online research habits, conducted by scholars from University College London, suggeststhat we may well be in the midst of a sea change in the way we read and think. As part of the five-yearresearch program, the scholars examined computer logs documenting the behavior of visitors to two popularresearch sites, one operated by the British Library and one by a U.K. educational consortium, that provideaccess to journal articles, e-books, and other sources of written information. They found that people using thesites exhibited “a form of skimming activity,” hopping from one source to another and rarely returning to anysource they’d already visited. They typically read no more than one or two pages of an article or book beforethey would “bounce” out to another site. Sometimes they’d save a long article, but there’s no evidence thatthey ever went back and actually read it. The authors of the study report: It is clear that users are not reading online in the traditional sense; indeed there aresigns that new forms of “reading” are emerging as users “power browse” horizontallythrough titles, contents pages and abstracts going for quick wins. It almost seems thatthey go online to avoid reading in the traditional sense

But a recentlypublished study of online research habits, conducted by scholars from University College London, suggeststhat we may well be in the midst of a sea change in the way we read and think. As part of the five-yearresearch program, the scholars examined computer logs documenting the behavior of visitors to two popularresearch sites, one operated by the British Library and one by a U.K. educational consortium, that provideaccess to journal articles, e-books, and other sources of written information. They found that people using thesites exhibited “a form of skimming activity,” hopping from one source to another and rarely returning to anysource they’d already visited. They typically read no more than one or two pages of an article or book beforethey would “bounce” out to another site. Sometimes they’d save a long article, but there’s no evidence thatthey ever went back and actually read it. The authors of the study report: It is clear that users are not reading online in the traditional sense; indeed there aresigns that new forms of “reading” are emerging as users “power browse” horizontallythrough titles, contents pages and abstracts going for quick wins. It almost seems thatthey go online to avoid reading in the traditional sense

But a recentlypublished study of online research habits, conducted by scholars from University College London, suggeststhat we may well be in the midst of a sea change in the way we read and think. As part of the five-yearresearch program, the scholars examined computer logs documenting the behavior of visitors to two popularresearch sites, one operated by the British Library and one by a U.K. educational consortium, that provideaccess to journal articles, e-books, and other sources of written information. They found that people using thesites exhibited “a form of skimming activity,” hopping from one source to another and rarely returning to anysource they’d already visited. They typically read no more than one or two pages of an article or book beforethey would “bounce” out to another site. Sometimes they’d save a long article, but there’s no evidence thatthey ever went back and actually read it. The authors of the stu

Deep reading, as Maryanne Wolf argues, is indistinguishable from deep thinking

This emphasis on the right to run, rather than the wisdom of running, is telling. Nader may have seen the citizenry as a collection of frustrated consumers but he departed from the doctrines of his consumer advocacy on one key point. He always demanded that corporations act responsibly, even if it interfered with their ability to sell whatever they want. In politics, however, he celebrates candidates’ freedom to claim their market share and voters’ access to an unfettered political marketplace whatever the cost to their common interests.

Defining oneself through such terms is flawed because such stability does not exist for either the homeless or the housed. The two are not a binary; rather, both encounter varying degrees of stability

At this point an old man said he had a question. "Which is this god of yours," he asked, "the goddess of the earth, the god of the sky, Amadiora or the thunderbolt, or what?" The interpreter spoke to the white man and he immediately gave his answer. "All the gods you have named are not gods at all. They are gods of deceit who tell you to kill your fellows and destroy innocent children. There is only one true God and He has the earth, the sky, you and me and all of us." "If we leave our gods and follow your god," asked another man, "who will protect us from the anger of our neglected gods and ancestors?"

He wasn’t chasing engineering because it would get him a steady job.

The applications of science have built man a well-supplied house, and are teaching him to live healthily therein.

They have improved his food, his clothing, his shelter; they have increased his security and released him partly from the bondage of bare existence.

The world has arrived at an age of cheap complex devices of great reliability; and something is bound to come of it.

the creative aspect of thinking is concerned only with the selection of the data and the process to be employed and the manipulation thereafter is repetitive in nature and hence a fit matter to be relegated to the machine.

Mere compression, of course, is not enough; one needs not only to make and store a record but also be able to consult it, and this aspect of the matter comes later.

Mendel's concept of the laws of genetics was lost to the world for a generation because his publication did not reach the few who were capable of grasping and extending it; and this sort of catastrophe is undoubtedly being repeated all about us

With one item in its grasp, it snaps instantly to the next that is suggested by the association of thoughts, in accordance with some intricate web of trails carried by the cells of the brain

relegated to the machine.

digestion and correction

two spaced glass eyes

and something is bound to come of it.

Science has provided the swiftest communication between individuals; it has provided a record of ideas and has enabled man to manipulate and to make extracts from that record so that knowledge evolves and endures throughout the life of a race rather than that of an individual.

Let us project this trend ahead to a logical, if not inevitable, outcome. The camera hound of the future wears on his forehead a lump a little larger than a walnut. It takes pictures 3 millimeters square, later to be projected or enlarged, which after all involves only a factor of 10 beyond present practice. The lens is of universal focus, down to any distance accommodated by the unaided eye, simply because it is of short focal length.

Extreme 'Whorfianism' is as heavily criticized as extreme technological determinism, but moderate Whorfianism is fairly widely accepted by scholars. Moderate Whorfians argue that the ways in which we use language may have some influence on our thinking and perception, but they stress a two-way relationship between thought and language and also the importance of social context.

We may see this interpretive aspect more clearly if we think of culture as a cogni-tive map. In the recurrent activities that make up everyday life, we refer to this map.

The purpose of studying history or literature or chemistry is not to acquire generic skills. Instead, we care about skills such as critical thinking or analytical ability because they enable students to have better insights and ideas, and to gain more from the subjects they study.

Time is formative. It takes time to foster students’ dispositions, or their virtues and habits. It is not enough that students demonstrate the ability, for example, to write a research paper. Students must come to think of intellectual inquiry as an end in itself, something that they cannot, and would not, avoid.

f I’ve said that, it would depend on who asked me thequestion and why. To those who insist that my writing isn’t science fiction,I say, yes, it is. To those who insist that it isn’t literature, I say, yes, it is.When I’m simply asked what I write, I use whatever definition I think theaudience will either understand or be curious about. As to my definitionof spec-fic, I describe it as a set of literatures that examine the effects onhumans and human societies of the fact that we are toolmakers. We arealways trying to control or improve our environments. Those tools may betangible (such as machines) or intangible (such as laws, mores, belief sys-tems). Spec-fic tells us stories about our lives with our creations

staff

At first blush, Koenig has done her job as a journalist. She has supported her statement about immigrant parents with a quote from the source. The problem is that Syed never says the word “immigrant.” Instead, he says “parameters,” which is about as neutral and clinical of a word as one could come up with in that situation. It’s possible that there are other parts, not heard, in which Syed explains the point further, but if they exist, they have been excised, meaning that all we’re left with is Koenig’s inference that those “parameters” necessarily mean “immigrant culture.” In a startling omission, the Lee family has not yet appeared in Serial. Without their presence, and Koenig’s insistence on directing the reader towards the typical immigrant family who raised the typical American teenager, the Lees and the Syeds have been rendered as Tiger Parents — overbearing and out-of-touch. The problem isn’t just the leap itself — that we would hear about strict parents and assume they were all similar — but Koenig’s confidence that we will make it with her.It gets worse. Also in the second episode of Serial, Koenig reads passages from Hae’s diary. Koenig notes, “Her diary, by the way — well I’m not exactly sure what I expected her diary to be like but — it’s such a teenage girls diary.” (My emphasis added.) This statement seems to suggest a colorblind ideal: In Koenig’s Baltimore, kids will be kids, regardless of race or background. But I imagine there are many listeners — especially amongst people of color — who pause and ask, “Wait, what did you expect her diary to be like?” or “Why do you feel the need to point out that a Korean teenage girl’s diary is just like a teenage girl’s diary?” and perhaps, most importantly, “Where does your model for ‘such a teenage girl’s diary’ come from?” These are annoying questions, not only to those who would prefer to mute the nuances of race and identity for the sake of a clean, “relatable” narrative, but also for those of us who have to ask them because Koenig is talking about our communities, and, in large part, getting it wrong.The accumulation of Koenig’s little judgments throughout the show — and there are many more examples — should feel familiar to anyone who has spent much of her life around well-intentioned white people who believe that equality and empathy can only be achieved through a full, but ultimately bankrupt, understanding of one another’s cultures. Who among us (and here, I’m talking to fellow people of color) hasn’t felt that subtle, discomforting burn whenever the very nice white person across the table expresses fascination with every detail about our families that strays outside of the expected narrative? Who hasn’t said a word like “parameters” and watched, with grim annoyance, as it turns into “immigrant parents?” These are usually silent, cringing moments — it never quite feels worth it to call out the offender because you’ll never convince them that their intentions might not be as good as they think they are.

Another factor contributing to the difficulty of CMS implementation is thatmost content management systems take a systems-based approach toward manag-ing content/information/knowledge at the cost of considerations for content anduser needs. As Jefferey-Poulter points out, most CMSs do not allow for a widerange of exception and improvisation and may eventually demotivate users

Unfortu-nately, although there are six excellent articles in this issue, itis lacking one aspect I had wanted to cover. As Hackos pointsout in her commentary, most of the articles examine the "whatis" of the present rather than "what might be" in the future.

In general, few usability researchers think about the missions of usability researchers outside their fields. Usability of docu- mentation can illustrate the differing views. Baecker and Bux- ton, in a text that features the importance of usability to the field of human-computer interaction, reflect the marginal posi- tion of documentation to that field as they relegate documenta- tion to a miscellaneous chapter near the end of the book. [ 141 Even their forward-looking text sees writing as “tacked on.” Writers, on the other hand, generally make human-computer interaction just as marginal to their effort. As both Nelson [15] and McDowell [16] point out, human factors is not a recognized part of the education of technical communicators. Thus, we can expect that few technical communicators read what human-computer interaction researchers are saying about users and usability and then think about how that work may apply to the writing of documentation.

Light came out of this river since—you say Knights? Yes; but it is like a running blaze on a plain, like a flash of lightning in the clouds. We live in the flicker—may it last as long as the old earth keeps rolling! But darkness was here yesterday.

Light came out of this river since—you say Knights? Yes; but it is like a running blaze on a plain, like a flash of lightning in the clouds. We live in the flicker—may it last as long as the old earth keeps rolling! But darkness was here yesterday.

But this view may misunderstand what empathy really is, and its many limitations. As philosopher Jesse Prinz explained, “empathy is partial; we feel greater empathy for those who are similar to ourselves,”

An advisor once challenged me to interrogate precisely the things that immobilize my imagination; I’ve never seen such paralysis as when we talk about assault.  Why is it that the conditions we choose are good to think with, while the things that happen to us are not?

It is possible, therefore, that IL BDNF mediates its extinction-like effects through NMDA receptors. To test this, we conditioned rats as previously on day 1. On day 2, in the absence of training, rats received one of the following treatment combinations: (i) saline injection (intraperitoneally) + saline infusion into IL (SAL + SAL), (ii) saline injection + BDNF infusion (SAL + BDNF), or (iii) CPP injection + BDNF infusion (CPP + BDNF). On day 3, all rats were returned to the chambers for a single-tone test

Modern interpreters tend to see all this as evidence that the pieces were originally granted some kind of power – that they did some kind of magic, or were thought to have failed to. Maybe. It would be nice to think that art and iconoclasm have always been twins. But the pit at Kostienki doesn’t seem to have been associated with any sort of ceremony or sanctity. It just filled up with rubbish. You decide if that suggests the figure had lost its ‘aura’ or never had one in the first place.

Thepassionsofhumannaturearemuchthesameinallcountries.

It’s one of the flaws too with how privacy conversations about education technology are usually framed.

multitasking of higher-level projects may take longer than their completion in a linear fashion

In fact, recent experiments provide strong evidence that multitasking is counterproductive, particularly when at least one of the tasks involves higher-level conceptual learning. As one Wall Street Journal columnist quips, multitasking is “the wellspring of office gaffes, as well as the stock answer to how we do more with less when in fact we’re usually doing less with more. What now passes for multitasking was once called not paying attention.” The most convincing of these recent studies succeeded in exposing three fundamental myths that have arisen about the virtues of multitasking.

Twenty years ago, before the "black boxes" became invisible and silent, buzzers alerted us when someone pushed against a boundary. We try to reassure ourselves that today, the road to information has become clearer, unencumbered by bells, whistles, or buzzers.

Effects on behavior and values. One is repeatedly struck by the absurd spectacle of adults insisting that children need to become self-disciplined, or lamenting that “kids just don’t take responsibility for their own behavior” – while spending their days ordering children around. The truth is that, if we want children to take responsibility for their own behavior, we must first give them responsibility, and plenty of it. The way a child learns how to make decisions is by making decisions, not by following directions.As Constance Kamii has written, We cannot expect children to accept ready-made values and truths all the way through school, and then suddenly make choices in adulthood. Likewise, we cannot expect them to be manipulated with reward and punishment in school, and to have the courage of a Martin Luther King in adulthood.(13) In fact, an emphasis on following instructions, respecting authority (regardless of whether that respect has been earned), and obeying the rules (regardless of whether they are reasonable) teaches a disturbing lesson. Stanley Milgram’s famous experiment, in which ordinary people gave what they thought were terribly painful shocks to hapless strangers merely because they were told to do so, is not just a comment about “society” or “human nature.” It is a cautionary tale about certain ways of teaching children. Indeed, an emphasis on obedience, with all the trappings of control that must be used for enforcing it, typically fails even on its own terms: children are less likely to comply with a rule when they have had no role in inventing or even discussing it. And if our goals are more ambitious – if we want children to make good values their own over the long haul – then there is no substitute for giving them the chance to become actively involved in deciding what kind of people they want to be and what kind of classroom or school they want to have. To talk about the importance of choice is also to talk about democracy. At present, as Shelley Berman of Educators for Social Responsibility has drily noted, “We teach reading, writing, and math by [having students do] them, but we teach democracy by lecture.”(14) I believe it is time to call the bluff of every educator who claims to prize democratic principles. Anyone who truly values democracy ought to be thinking about preparing students to participate in a democratic culture or to transform a culture into a democracy, as the case may be. The only way this can happen, the only way children can acquire both the skills of decision making and the inclination to use them, is if we maximize their experiences with choice and negotiation.(15) Ultimately, even virtues that appear to be quite different from an orientation toward participation or a capacity to make intelligent decisions turn out to depend on these things. For example, like many others, I am concerned about how we can help children to become generous, caring people who see themselves as part of a community.(16) But these values simply cannot be successfully promoted in the absence of choice. A jarring reminder of that fact was provided by a man who recalled being “taught that my highest duty was to help those in need” but added that he learned this lesson in the context of how important it was to “obey promptly the wishes and commands of my parents, teachers, and priests, and indeed of all adults…. Whatever they said was always right.” The man who said that was Rudolf Höss, the commandant of Auschwitz.(17) A commitment to helping is important, but if the environment in which such values are taught emphasizes obedience rather than autonomy, all may be lost.

Forty or fifty years ago, the workforce was overwhelmingly a man’s world. In the design field, many women may have been assistants or “office girls” and so few held the top titles, such as art director or creative director. In a basic sense, women’s careers have rarely followed the same path of men’s, since there has historically been immense pressure placed on women to be solely homemakers and nurture families

it’s an intentional design of the classroom experience to help students explore writing in different angles, with different strategies, for different reasons.

Now, this attitude is what we call "privilege", these days: not noticing that things that aren't difficult or a problem for you may be not at all easy for other people. The communities I "grew up in", fannishly speaking, were majority female and heavily queer (LGBTA+ of all stripes). Such people cannot assume that using their legal names and revealing their physical locations is innocuous. This is not just because of the Internet, either. When I got my first phone, back in the 1970s, I had to decide how to have my name listed in the telephone book (unlisted costs more). Being a single woman, I naturally listed myself in the form "Doe J", not "Doe Jane", to reduce the chance I'd get harassing phone calls or active stalking. That was what we all did: the expectation that you could be publicly known by your first name was a "privilege" reserved for men, or for women under cover of men -- "Doe John & Jane". Now I've decided that I really hate calling an expectation of safety and respect "privilege", and I can see why it gets some people's back up. "Privilege" often sounds like the opposite of "right", as in "Having a phone while you're a teenager is a privilege, not a right." Yet the core part of "having privilege" is "being able to count on being treated with basic respect" -- such as not being harassed or stalked in public spaces. These things *should* be rights, given to all people as a matter of course, not "privileges" awarded to a few. Is there another word than "privilege" to use, then, to describe things some people experience as rights and which ought to be rights, but which aren't in practice always easily available to other people? To say to someone, "No, you can't just judge by your own experience, it isn't universal -- but it should be."

“There’s not a lot of research on how best to socially, emotionally, environmentally, support Alzheimer’s patients, that might ameliorate their own anxiety, their own stress — maybe the disease, as horrible as it is, would be less horrible through a better care structure, but we do very little research on that.”

Baylor University, called for a “personal cyberinfrastructure” where students:not only would acquire crucial technical skills for their digital lives but also would engage in work that provides richly teachable moments…. Fascinating and important innovations would emerge as students are able to shape their own cognition, learning, expression, and reflection in a digital age, in a digital medium. Students would frame, curate, share, and direct their own ‘engagement streams’ throughout the learning environment.In developing this “personal cyberinfrastructure” through the Domain of One’s Own initiative, UMW gives students agency and control; they are the subjects of their learning, not the objects of education technology software.Having one’s own domain means that students have much more say over what they present to the world, in terms of their public profiles, professional portfolios, and digital identities. Students have control over the look and feel of their own sites, including what’s shared publicly. This means they have some say — although not complete — over their personal data, and in turn they begin to have an understanding of the technologies that underpin the Web, including how their work and their data circulate there.At the simplest level, a Domain of One’s Own helps students build their own digital portfolio. They can be used in a classroom setting in order for students to demonstrate their learning. These portfolios can contain text, images, video and audio recordings, giving students opportunities to express themselves in a variety of ways beyond the traditional pen-and-paper test or essay. One student uses her domain to showcase her artwork. Another chronicled her semester abroad. A third student has built a living CV, highlighting her academic research as well as her work experience.Since UMW launched Domain of One’s Own in 2013, other schools have picked up on the program’s relevance in today’s world — including Emory University, the University of Oklahoma, and Davidson College, as well as at several high schools. Domain of One’s Own has also spun out a startup of sorts, Reclaim Hosting, that provides low-cost Web hosting and helps educators offer their students their own domains.Clarence Fisher introduced Domains last year to his high school students at the Joseph H. Kerr School in Snow Lake, Manitoba. “The kids came in to the class with what I would call fair and average teen tech skills,” he said. “Lots of iPods, iPads, and laptops. Lots of Facebook and Instagram. But none of them had a presence online they were in control of before this.”This observation was echoed by Bryan Jackson, who has implemented Domains at Gleneagle Secondary School in Coquitlam, British Columbia. “I wanted them to see and be aware of all of the options and the control that they are giving up when services such as Facebook are their primary web presence,” he said. By contrast, he introduced his students to open source platforms like WordPress, teaching them about Web standards like HTML and CSS.Often when schools talk to students about their presence on the Web, they do so in terms of digital citizenship: what students need to know in order to use technology “appropriately.” Schools routinely caution students about the things they post on social media, and the tenor of this conversation — particularly as translated by the media — is often tinged with fears that students will be seen “doing bad things” or “saying bad things” that will haunt them forever.While some schools are turning to social media monitoring firms to keep an eye on students online, rarely do schools give students the opportunity to demonstrate the good work that they do publicly. Nor do schools give students the opportunity to decide what and when and how that public, online display should look like. It’s a drawback to our digital citizenship conversations — we’re concerned about what students do online but we fail to probe the “appropriateness” of the demands on data and content that (education) technology companies increasingly make on the students in turn.It’s one of the flaws too with how privacy conversations about education technology are usually framed. Debates about what happens to student data — who it’s shared with, for example — seldom include students’ input. These debates do not recognize the ways in which students have already developed rich social lives online and could use help, not punishment or paternalism, in understanding how to think through the data trails they’re leaving behind.<img class="progressiveMedia-noscript js-progressiveMedia-inner" src="https://cdn-images-1.medium.com/max/600/1*FM8VCiLKF6U5V8f1alJYcg.jpeg">There is an understandable learning curve to helping students manage their online presence via their own domain. “At first there was a fair amount of fumbling around, Googling solutions, and trying to understand their options,” said teacher Clarence Fisher. “Within a week, the kids were able to understand what their options were and how their site was affected by changes they made. As time went on, we talked a lot more about technical issues (backup, recovery, privacy options, hosting laws in different countries, etc). But we also talked a lot more about digital citizenship, safety, control, design, etc. The kids saw the site much more as their own and their responsibility.”The importance of giving students responsibility for their own domain cannot be overstated. This can be a way to track growth and demonstrate new learning over the course of a student’s school career — something that they themselves can reflect upon, not simply grades and assignments that are locked away in a proprietary system controlled by the school.And if a student owns their own domain, as she moves from grade to grade and from school to school, all that information — their learning portfolio — can travel with them.Education technology — and more broadly, the culture of education — does a terrible job with this sort of portability and interoperability. When a student moves to a new school, for example, they often have to request their transcript, a document that lists their courses and their grades. A transcript is by definition a copy of their education record. The transcript is often printed on a piece of paper with formal letterhead, perhaps with a watermark or stamp to show that it’s “official.” This lack of portability continues in much digital schoolwork too. Even if students are encouraged to create online portfolios or to use services like Google Apps for Education in order to store all their work, they don’t actually get to take that work with them when they move or graduate. (In the case of Google Apps, you can download your files. But then you’ll need to find a new place to store them.) Too often, students’ work in these systems gets deleted over the summer months as schools aren’t in the business of permanently storing student work. School district IT is not the right steward for student work: the student is.Giving students their own digital domain is a radical act. It gives them the ability to work on the Web and with the Web, to have their scholarship be meaningful and accessible by others. It allows them to demonstrate their learning to others beyond the classroom walls. To own one’s domain gives students an understanding of how Web technologies work. It puts them in a much better position to control their work, their data, their identity online.“I want to know where my ones and zeros are stored,” said Bryan Jackson, referring to the basic binary code in which computers ‘think.’ “And I want my students to know that that’s something they can ask about, and learn to manage for themselves.”Illustrations by Lisk FengBright is made possible by funding from the New Venture Fund, and is supported by The Bill & Melinda Gates Foundation. Bright retains editorial independence.TechEducationPrivacy1323BlockedUnblockFollowFollowingAudrey Watterseducation writer, recovering academic, serial dropout, ed-tech’s Cassandra, author of The Monsters of Education Technology. 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It gives them the ability to work on the Web and with the Web.”","bodyModel":{"paragraphs":[{"name":"20a0","type":4,"text":"","markups":[],"layout":5,"metadata":{"id":"1*zTiQIpnkQ7xj-BR3A-HWvQ.jpeg","originalWidth":1800,"originalHeight":900}},{"name":"3404","type":2,"text":"The Web We Need to Give Students","markups":[],"alignment":2},{"name":"ea63","type":13,"text":"“Giving students their own digital domain is a radical act. It gives them the ability to work on the Web and with the Web.”","markups":[],"alignment":2},{"name":"2e04","type":1,"text":"By Audrey Watters","markups":[{"type":1,"start":0,"end":17}],"alignment":2},{"name":"02fd","type":4,"text":"","markups":[],"layout":1,"metadata":{"id":"1*cvWFjw2-RYZPuudEbl4lAQ@2x.png","originalWidth":300,"originalHeight":71}},{"name":"f11d","type":1,"text":"Student privacy has become one of the hottest issues in education, with some 170 bills proposed so far this year that would regulate it. These legislative efforts stress the need to protect students when they’re online, safeguarding their data from advertisers as well as from unscrupulous people and companies. There’s some pushback against these proposals too, with arguments that restrictions on data might hinder research or the development of learning analytics or data-driven educational software.","markups":[{"type":3,"start":72,"end":95,"href":"https://www.edsurge.com/n/2015-06-15-are-we-overregulating-student-data-privacy","title":"","rel":"","anchorType":0},{"type":3,"start":410,"end":425,"href":"http://www.nytimes.com/2015/06/14/upshot/when-guarding-student-data-endangers-valuable-research.html","title":"","rel":"","anchorType":0}]},{"name":"cfc0","type":7,"text":"But almost all arguments about student privacy, whether those calling for more restrictions or fewer, fail to give students themselves a voice, let alone some assistance in deciding what to share online. Students have little agency when it comes to education technology — much like they have little agency in education itself.","markups":[]},{"name":"caf7","type":1,"text":"The Domain of One’s Own initiative at University of Mary Washington (UMW) is helping to recast the conversation about student data. Instead of focusing on protecting and restricting students’ Web presence, UMW helps them have more control over their scholarship, data, and digital identity.","markups":[{"type":3,"start":0,"end":34,"href":"http://umw.domains/","title":"","rel":"","anchorType":0}]},{"name":"48f3","type":1,"text":"The Domains initiative enables student to build the contemporary version of what Virginia Woolf in 1929 famously demanded in A Room of One’s Own — the necessity of a personal place to write. Today, UMW and a growing number of other schools believe that students need a proprietary online space in order to be intellectually productive.","markups":[{"type":2,"start":125,"end":144}]},{"name":"dedd","type":1,"text":"As originally conceived at the Virginia liberal arts university, the Domains initiative provides students and faculty with their own Web domain. It isn’t simply a blog or a bit of Web space and storage at the school’s dot-edu, but their own domain — the dot com (or dot net, etc) of the student’s choosing. The school facilitates the purchase of the domain; it helps with installation of WordPress and other open source software; it offers both technical and instructional support; and it hosts the site until graduation when domain ownership is transferred to the student.","markups":[]},{"name":"0e9d","type":1,"text":"And then — contrary to what happens at most schools, where a student’s work exists only inside a learning management system and cannot be accessed once the semester is over — the domain and all its content are the student’s to take with them. It is, after all, their education, their intellectual development, their work.","markups":[]},{"name":"4283","type":4,"text":"","markups":[],"layout":3,"metadata":{"id":"1*YRKFndAQ5gr0adimVGuzUg.jpeg","originalWidth":1500,"originalHeight":723}},{"name":"432a","type":1,"text":"Intellectual productivity on the Web looks a bit different, no doubt, than it did at Woolf’s writing desk. But there remains this notion, deeply embedded in Domain of One’s Own, that it is important to have one’s own space in order to develop one’s ideas and one’s craft. It’s important that learners have control over their work — their content and their data. In a 2009 article that served as a philosophical grounding of sorts for the initiative, Gardner Campbell, then a professor at Baylor University, called for a “personal cyberinfrastructure” where students:","markups":[{"type":3,"start":507,"end":517,"href":"http://www.educause.edu/ero/article/personal-cyberinfrastructure","title":"","rel":"","anchorType":0}]},{"name":"b4b9","type":6,"text":"not only would acquire crucial technical skills for their digital lives but also would engage in work that provides richly teachable moments…. Fascinating and important innovations would emerge as students are able to shape their own cognition, learning, expression, and reflection in a digital age, in a digital medium. Students would frame, curate, share, and direct their own ‘engagement streams’ throughout the learning environment.","markups":[]},{"name":"48c5","type":7,"text":"In developing this “personal cyberinfrastructure” through the Domain of One’s Own initiative, UMW gives students agency and control; they are the subjects of their learning, not the objects of education technology software.","markups":[{"type":1,"start":146,"end":154},{"type":1,"start":182,"end":189}]},{"name":"9699","type":1,"text":"Having one’s own domain means that students have much more say over what they present to the world, in terms of their public profiles, professional portfolios, and digital identities. Students have control over the look and feel of their own sites, including what’s shared publicly. This means they have some say — although not complete — over their personal data, and in turn they begin to have an understanding of the technologies that underpin the Web, including how their work and their data circulate there.","markups":[]},{"name":"f11c","type":1,"text":"At the simplest level, a Domain of One’s Own helps students build their own digital portfolio. They can be used in a classroom setting in order for students to demonstrate their learning. These portfolios can contain text, images, video and audio recordings, giving students opportunities to express themselves in a variety of ways beyond the traditional pen-and-paper test or essay. One student uses her domain to showcase her artwork. Another chronicled her semester abroad. A third student has built a living CV, highlighting her academic research as well as her work experience.","markups":[{"type":3,"start":415,"end":435,"href":"http://www.terrasadek.com/","title":"","rel":"","anchorType":0},{"type":3,"start":445,"end":475,"href":"http://www.suzyinitaly.com/","title":"","rel":"","anchorType":0},{"type":3,"start":497,"end":514,"href":"http://www.candiceroland.org/","title":"","rel":"","anchorType":0}]},{"name":"6a8c","type":1,"text":"Since UMW launched Domain of One’s Own in 2013, other schools have picked up on the program’s relevance in today’s world — including Emory University, the University of Oklahoma, and Davidson College, as well as at several high schools. Domain of One’s Own has also spun out a startup of sorts, Reclaim Hosting, that provides low-cost Web hosting and helps educators offer their students their own domains.","markups":[{"type":3,"start":295,"end":310,"href":"https://reclaimhosting.com/","title":"","rel":"","anchorType":0}]},{"name":"7a91","type":7,"text":"Clarence Fisher introduced Domains last year to his high school students at the Joseph H. Kerr School in Snow Lake, Manitoba. “The kids came in to the class with what I would call fair and average teen tech skills,” he said. “Lots of iPods, iPads, and laptops. Lots of Facebook and Instagram. But none of them had a presence online they were in control of before this.”","markups":[]},{"name":"a43b","type":1,"text":"This observation was echoed by Bryan Jackson, who has implemented Domains at Gleneagle Secondary School in Coquitlam, British Columbia. “I wanted them to see and be aware of all of the options and the control that they are giving up when services such as Facebook are their primary web presence,” he said. By contrast, he introduced his students to open source platforms like WordPress, teaching them about Web standards like HTML and CSS.","markups":[]},{"name":"b3e0","type":1,"text":"Often when schools talk to students about their presence on the Web, they do so in terms of digital citizenship: what students need to know in order to use technology “appropriately.” Schools routinely caution students about the things they post on social media, and the tenor of this conversation — particularly as translated by the media — is often tinged with fears that students will be seen “doing bad things” or “saying bad things” that will haunt them forever.","markups":[{"type":3,"start":92,"end":111,"href":"http://www.digitalcitizenship.net/","title":"","rel":"","anchorType":0}]},{"name":"76d5","type":1,"text":"While some schools are turning to social media monitoring firms to keep an eye on students online, rarely do schools give students the opportunity to demonstrate the good work that they do publicly. Nor do schools give students the opportunity to decide what and when and how that public, online display should look like. It’s a drawback to our digital citizenship conversations — we’re concerned about what students do online but we fail to probe the “appropriateness” of the demands on data and content that (education) technology companies increasingly make on the students in turn.","markups":[{"type":3,"start":6,"end":18,"href":"http://www.cnet.com/news/florida-public-schools-to-spy-on-students-social-media/","title":"","rel":"","anchorType":0}]},{"name":"8b21","type":1,"text":"It’s one of the flaws too with how privacy conversations about education technology are usually framed. Debates about what happens to student data — who it’s shared with, for example — seldom include students’ input. These debates do not recognize the ways in which students have already developed rich social lives online and could use help, not punishment or paternalism, in understanding how to think through the data trails they’re leaving behind.","markups":[{"type":3,"start":185,"end":215,"href":"https://www.edsurge.com/n/2015-05-29-student-voice-in-the-edtech-conversation-more-measured-than-you-d-think","title":"","rel":"","anchorType":0}]},{"name":"39ad","type":4,"text":"","markups":[],"layout":4,"metadata":{"id":"1*FM8VCiLKF6U5V8f1alJYcg.jpeg","originalWidth":1601,"originalHeight":1375}},{"name":"1d72","type":1,"text":"There is an understandable learning curve to helping students manage their online presence via their own domain. “At first there was a fair amount of fumbling around, Googling solutions, and trying to understand their options,” said teacher Clarence Fisher. “Within a week, the kids were able to understand what their options were and how their site was affected by changes they made. As time went on, we talked a lot more about technical issues (backup, recovery, privacy options, hosting laws in different countries, etc). But we also talked a lot more about digital citizenship, safety, control, design, etc. The kids saw the site much more as their own and their responsibility.”","markups":[]},{"name":"09f8","type":7,"text":"The importance of giving students responsibility for their own domain cannot be overstated. This can be a way to track growth and demonstrate new learning over the course of a student’s school career — something that they themselves can reflect upon, not simply grades and assignments that are locked away in a proprietary system controlled by the school.","markups":[]},{"name":"2e26","type":1,"text":"And if a student owns their own domain, as she moves from grade to grade and from school to school, all that information — their learning portfolio — can travel with them.","markups":[]},{"name":"4377","type":1,"text":"Education technology — and more broadly, the culture of education — does a terrible job with this sort of portability and interoperability. When a student moves to a new school, for example, they often have to request their transcript, a document that lists their courses and their grades. A transcript is by definition a copy of their education record. The transcript is often printed on a piece of paper with formal letterhead, perhaps with a watermark or stamp to show that it’s “official.” This lack of portability continues in much digital schoolwork too. Even if students are encouraged to create online portfolios or to use services like Google Apps for Education in order to store all their work, they don’t actually get to take that work with them when they move or graduate. (In the case of Google Apps, you can download your files. But then you’ll need to find a new place to store them.) Too often, students’ work in these systems gets deleted over the summer months as schools aren’t in the business of permanently storing student work. School district IT is not the right steward for student work: the student is.","markups":[]},{"name":"af96","type":1,"text":"Giving students their own digital domain is a radical act. It gives them the ability to work on the Web and with the Web, to have their scholarship be meaningful and accessible by others. It allows them to demonstrate their learning to others beyond the classroom walls. To own one’s domain gives students an understanding of how Web technologies work. It puts them in a much better position to control their work, their data, their identity online.","markups":[]},{"name":"312a","type":1,"text":"“I want to know where my ones and zeros are stored,” said Bryan Jackson, referring to the basic binary code in which computers ‘think.’ “And I want my students to know that that’s something they can ask about, and learn to manage for themselves.”","markups":[]},{"name":"eff6","type":1,"text":"Illustrations by Lisk Feng","markups":[{"type":2,"start":0,"end":26}],"alignment":2},{"name":"54a9","type":4,"text":"","markups":[],"layout":1,"metadata":{"id":"1*Zg4eMIcgSAQ6-bpqGRxKfg@2x.png","originalWidth":300,"originalHeight":48}},{"name":"e7f7","type":1,"text":"Bright is made possible by funding from the New Venture Fund, and is supported by The Bill & Melinda Gates Foundation. 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In "As We May Think", Bush describes a memex as an electromechanical device enabling individuals to develop and read a large self-contained research library, create and follow associative trails of links and personal annotations, and recall these trails at any time to share them with other researchers.

Good old fashioned press work beats social media.

. We certainly want readers to have opportunities to read texts that are not difficult for them, but we also want readers to have access to texts that challenge them. Although it has long been rec-ommended that we prevent readers from reading frustration-level texts, it is becoming clear that challenging texts, at least as determined by word-reading accuracy, may not in fact be frustrating to students

"culture blind," stating that the con-cept of self-directed learning and the concept of the student’s establishing a non-threatening relationship with the teacher as facilitator of learning may neglectraces and cultures that value the teacher as the pri-mary source of knowledge and direction.

Figure 1. The TPACK' Framework

Well, you would write something about "withdrawn objects," as Harman does, just as Kant would write of things-in-themselves—with the key difference being that philosophers who absorb the Kantian lesson know the limits of their discourse, whereas those who flout that lesson take off into flights of pure reason, speculating about the interior life of objects and getting inside the heads of things. (The other key difference for Harman, of course, is Heidegger, whom Harman needs to revise because he does not help with this one Kantian fundamental: Heidegger admits that human attention and awareness—that is, what constitutes a subject—are special aspects of human consciousness needing philosophical analysis.) The Kantian problem remains in place: if there is something that cannot be thought, then maybe it cannot be thought. You cannot write your way any closer to the object, circle the wagons of indirection and allusion around it as you may.

now welcome an open and honest conversation about what it means construct more vibrant learning opportunities and environments.

The space station's microgravity environment makes research possible that can't be achieved on Earth, leading to breakthroughs in understanding Earth, space and physical and biological sciences.

ensure that you’re solving the right problem

individual work

It would be like saying the utensils you use to cook are irrelevant to the food you produce - when we all know the difference a pot or oven can make, regardless of content.

than I would the real one, where chaos reigns, humanity is fallible, and players kick each other in the nuts multiple times only by accident

A memex is a device in which an individual stores all his books, records, and communications, and which is mechanized so that it may be consulted with exceeding speed and flexibility. It is an enlarged intimate supplement to his memory.

Twitter as a tactical public allows for abuses, and for defenses of power and privilege. It also allows for bodies marked by race, gender, class, queerness, disability, and intersections of these and other identity facets to publicly resist being made to stand in the gap. It forces a reckoning with the ways that casual, even ephemeral public speech can reinforce the marginalization of others. It has become a space less tolerant of speech unwilling to account for its own power relations and assumptions.

:

no one can criticize us

A Nike campaign targeting AIDs reduction. Think Retail

" And say: "Oh Lord, take your anger out on [the enemy] and we ask You to protect us from their evils." And say: "Oh Lord, block their vision from in front of them, so that they may not see." And say: "God is all we need, He is the best to rely upon." Remember God's words: "Those to whom the people said, 'The peo-ple have gathered to get you, so fear them,' but that only increased their faith and they said, God is all we need, He is the best to rely upon."7 After you say that, you will find [unclear] as God promised this to his servants who say this supplication: 1) They will come back [from battle] with God's blessings 2) They were not harmed 3) And God was satisfied with them

But Kabakov said, as a philosophy graduate, he believes we cannot stop technological progress so must work with it and make sure it stays open and transparent.

Among students with high ACT scores, those in the laptop-friendly sections performed significantly worse than their counterparts in the no-technology sections. In contrast, there wasn’t much of a difference between students with low ACT scores — those who were allowed to use laptops did just as well as those who couldn’t. (The same pattern held true when researchers looked at students with high and low GPAs.) These results are a bit strange. We might have expected the smartest students to have used their laptops prudently. Instead, they became technology’s biggest victims. Perhaps hubris played a role. The smarter students may have overestimated their ability to multitask. Or the top students might have had the most to gain by paying attention in class.

prescriptive reading

groups of readers who work together to understand what they are reading while exploring their own responses will have a richer experience than when reading alon

Yet electronic archives—the source materials of so much text analysis, data mining, and visualization methodologies—are always assembled behind very real stone walls, by very real people. Jerome McGann, in writing about the “categorical systems and subsystems (‘cross-references’)” used by archives, libraries, and museums, implies that any database is the result of an interface between a person and an archive:

Play is critical inquiry

measures your implicit bias for or against women in leadership positions

Read As We May Think again

As we all know, young children are most comfortable with clear rules and "black and white" thinking. The idea that a situation may have multiple answers that depend upon variables and context is a foreign and complex notion to children (and even many adults).

Same sex marriage may be fashionable today but that doesn’t make it right in God’s eyes.  He see’s it as sin as we will later see from the Scriptures.

social interactions that make learning “situated” must be accounted for before the educational affordances of games can be fully described

  I think we are in rats’ alley Where the dead men lost their bones.

Reading contributes to lifelong learning. However, the small number of adults who continue to read indicates that we need to further encourage our students to become lifelong reade

In the mid-century, convenience was defined as a place to shop within your town, within a 5- or 10-minute drive from your house,” Wood says. “Whereas our notion of convenience now is not leaving our houses. These ideas of self-sufficiency and self-service have been pushed so far that you go on Amazon and you just say, ‘This is what I want.’ Amazon says, ‘Okay, here’s everything we have that matches that description,’ and then you choose. In actuality, I think Amazon is highly inefficient if you don’t know what you’re buying because you don’t have anyone to help you and say, ‘No, actually, this is better than that.’ Today, we shop as if we know about everything that we’re shopping for, but in the mid-century, you trusted that your department store was going to sell you something that was good

In any case the anthropologist is not concerned, as an anthropologist, with whether such things as slavery or cannibalism, or the institutions of the United States or Russia, are or are not right, good, reasonable or just.

But I see some promising changes that align with the emphasis in the Framework on creating rather than consuming, on understanding systems of information rather than how to find stuff, on context and making critical judgments that go beyond making convenient consumer choices. If we think about information as something communities create in conversation within a social and economic context rather than as a consumer good, we may put less emphasis on being local franchises for big information conglomerates and put more time, resources, and creativity into supporting local creativity and discovery. We may begin to do better at working across boundaries to support and fund open access to research rather than focusing most of our efforts on paying the rent and maintaining the security of our walled gardens. And as we make this shift, we may be able to stop teaching students how to shop efficiently for information that won’t be available once they graduate. We may help them think more critically about where knowledge comes from and how they can participate in making sense of things.

Why is love considered uncritical when in fact it is only that fragile care for our fields that inspires the critical inspection that eventually grows into rigor?

#68. Music Changes Your Ability to Perceive Time

 In researching whether music causes a change in time perception, it appears that, yes, there is some truth to this, but not in the way you would think. There are many experiments testing this with hold music, wait time in lines, and video games. In all of the research I read, there is a link between music and time perception, but the consensus seems to be that it has more to do with whether the music is entertaining, stimulating, or preferred. It seems that when people choose and like the music, time goes more slowly. This may be because when music is more familiar/pleasing to us, we pay more attention to it. This causes us to allocate more “brain power” toward the music and less toward processing/perceiving length of time (Kellaris & Kent). This was true across the board with the exception of a study for hold music. There, music had a positive effect however, it didn’t really change time perception.  
 In addition to preference and familiarity, pitch and tempo have an effect on time perception as well. When participants played a driving game listening to music chosen by researchers, their estimated times were off by a great deal as compared to with their own music. Basically, the music they liked made them think the driving course took longer than it actually did. When the music was more stimulating and up tempo, they thought they were finishing the course faster than they actually did (Cassidy & McDonald, 2010). 
 Basically, time does not necessarily fly when you are having fun and in fact it may slow significantly. Our perception is affected. 

Anne Bradstreet (1612-1672) Header A Dialogue between Old England and New A Letter to Her Husband A Love Letter to Her Husband Another Another (II) The Author to her Book Before the Birth of One of Her Children By Night when Others Soundly Slept Contemplations Deliverance from a Fit of Fainting Deliverance from Another Sore Fit Epitaphs The Flesh and the Spirit Here Follow Several Occasional Meditations In Honour of that High and Mighty Princess, Queen Elizabeth In Reference to her Children, 23 June 1659 In Thankful Remembrance for My Dear Husband's Safe Arrival Sept 3, 1662 Meditations Divine and Moral Of the Four Ages of Man The Prologue Spirit To Her Father with Some Verses To my Dear and Loving Husband Upon a Fit of Sickness,Anno 1632 Aetatis Suae, 19 Upon My Dear and Loving Husband his Going into England Jan. 16, 1661 Upon Some Distemper of Body The Vanity of All Worldly Things Verses upon the Burning of our House, July 18th, 1666 We May Live Together A Dialogue between Old England and New New England. Alas, dear Mother, fairest Queen and best, With honour, wealth, and peace happy and blest, What ails thee hang thy head, and cross thine arms, And sit i' the dust to sigh these sad alarms? What deluge of new woes thus over-whelm The glories of thy ever famous Realm? What means this wailing tone, this mournful guise? Ah, tell thy Daughter; she may sympathize. Old England. Art ignorant indeed of these my woes, Or must my forced tongue these griefs disclose, And must my self dissect my tatter'd state, Which Amazed Christendom stands wondering at? And thou a child, a Limb, and dost not feel My weak'ned fainting body now to reel? This physic-purging-potion I have taken Will bring Consumption or an Ague quaking, Unless some Cordial thou fetch from high, Which present help may ease my malady. If I decease, dost think thou shalt survive? Or by my wasting state dost think to thrive? Then weigh our case, if 't be not justly sad. Let me lament alone, while thou art glad. New England. And thus, alas, your state you much deplore In general terms, but will not say wherefore. What Medicine shall I seek to cure this woe, If th' wound's so dangerous, I may not know? But you, perhaps, would have me guess it out. What, hath some Hengist like that Saxon stout By fraud and force usurp'd thy flow'ring crown, Or by tempestuous Wars thy fields trod down? Or hath Canutus, that brave valiant Dane, The regal peaceful Sceptre from thee ta'en? Or is 't a Norman whose victorious hand With English blood bedews thy conquered Land? Or is 't intestine Wars that thus offend? Do Maud and Stephen for the Crown contend? Do Barons rise and side against their King, And call in Foreign aid to help the thing? Must Edward be depos'd? Or is 't the hour That second Richard must be clapp'd i' th' Tower? Or is it the fatal jar, again begun, That from the red, white pricking Roses sprung? Must Richmond's aid the Nobles now implore To come and break the tushes of the Boar? If none of these, dear Mother, what's your woe? Pray, do not fear Spain's bragging Armado. Doth your Ally, fair France, conspire your wrack, Or doth the Scots play false behind your back? Doth Holland quit you ill for all your love? Whence is this storm, from Earth or Heaven above? Is 't drought, is 't Famine, or is 't Pestilence? Dost feel the smart, or fear the consequence? Your humble Child entreats you shew your grief. Though Arms nor Purse she hath for your relief-- Such is her poverty,--yet shall be found A suppliant for your help, as she is bound. Old England. I must confess some of those Sores you name My beauteous Body at this present maim, But foreign Foe nor feigned friend I fear, For they have work enough, thou knowest, elsewhere. Nor is it Alcie's son and Henry's Daughter Whose proud contention cause this slaughter; Nor Nobles siding to make John no King, French Louis unjustly to the Crown to bring; No Edward, Richard, to lose rule and life, Nor no Lancastrians to renew old strife; No Crook-backt Tyrant now usurps the Seat, Whose tearing tusks did wound, and kill, and threat. No Duke of York nor Earl of March to soil Their hands in Kindred's blood whom they did foil; No need of Tudor Roses to unite: None knows which is the Red or which the White. Spain's braving Fleet a second time is sunk. France knows how of my fury she hath drunk By Edward third and Henry fifth of fame; Her Lilies in my Arms avouch the same. My Sister Scotland hurts me now no more, Though she hath been injurious heretofore. What Holland is, I am in some suspense, But trust not much unto his Excellence. For wants, sure some I feel, but more I fear; And for the Pestilence, who knows how near? Famine and Plague, two sisters of the Sword, Destruction to a Land doth soon afford. They're for my punishments ordain'd on high, Unless thy tears prevent it speedily. But yet I answer not what you demand To shew the grievance of my troubled Land. Before I tell the effect I'll shew the cause, Which are my sins--the breach of sacred Laws: Idolatry, supplanter of a N ation, With foolish superstitious adoration, Are lik'd and countenanc'd by men of might, The Gospel is trod down and hath no right. Church Offices are sold and bought for gain That Pope had hope to find Rome here again. For Oaths and Blasphemies did ever ear From Beelzebub himself such language hear? What scorning of the Saints of the most high! What injuries did daily on them lie! What false reports, what nick-names did they take, Not for their own, but for their Master's sake! And thou, poor soul, wast jeer'd among the rest; Thy flying for the Truth I made a jest. For Sabbath-breaking and for Drunkenness Did ever Land profaneness more express? From crying bloods yet cleansed am not I, Martyrs and others dying causelessly. How many Princely heads on blocks laid down For nought but title to a fading Crown! 'Mongst all the cruelties which I have done, Oh, Edward's Babes, and Clarence's hapless Son, O Jane, why didst thou die in flow'ring prime?-- Because of Royal Stem, that was thy crime. For Bribery, Adultery, for Thefts, and Lies Where is the Nation I can't paralyze? With Usury, Extortion, and Oppression, These be the Hydras of my stout transgression; These be the bitter fountains, heads, and roots Whence flow'd the source, the sprigs, the boughs, and fruits. Of more than thou canst hear or I relate, That with high hand I still did perpetrate, For these were threat'ned the woeful day I mocked the Preachers, put it fair away. The Sermons yet upon record do stand That cried destruction to my wicked Land. These Prophets' mouths (all the while) was stopt, Unworthily, some backs whipt, and ears crept; Their reverent cheeks bear the glorious marks Of stinking, stigmatizing Romish Clerks; Some lost their livings, some in prison pent, Some grossly fined, from friends to exile went: Their silent tongues to heaven did vengeance cry, Who heard their cause, and wrongs judg'd righteously, And will repay it sevenfold in my lap. This is fore-runner of my after-clap. Nor took I warning by my neighbors' falls. I saw sad Germany's dismantled walls, I saw her people famish'd, Nobles slain, Her fruitful land a barren heath remain. I saw (unmov'd) her Armies foil'd and fled, Wives forc'd, babes toss'd, her houses calcined. I saw strong Rochelle yield'd to her foe, Thousands of starved Christians there also. I saw poor Ireland bleeding out her last, Such cruelty as all reports have past. Mine heart obdurate stood not yet aghast. Now sip I of that cup, and just 't may be The bottom dregs reserved are for me. New England. To all you've said, sad mother, I assent. Your fearful sins great cause there 's to lament. My guilty hands (in part) hold up with you, A sharer in your punishment's my due. But all you say amounts to this effect, Not what you feel, but what you do expect. Pray, in plain terms, what is your present grief? Then let's join heads and hands for your relief. Old England. Well, to the matter, then. There's grown of late 'Twixt King and Peers a question of state: Which is the chief, the law, or else the King? One saith, it's he; the other, no such thing. My better part in Court of Parliament To ease my groaning land shew their intent To crush the proud, and right to each man deal, To help the Church, and stay the Common-Weal. So many obstacles comes in their way As puts me to a stand what I should say. Old customs, new Prerogatives stood on. Had they not held law fast, all had been gone, Which by their prudence stood them in such stead They took high Strafford lower by the head, And to their Laud be 't spoke they held 'n th' Tower All England's metropolitan that hour. This done, an Act they would have passed fain No prelate should his Bishopric retain. Here tugg'd they hard indeed, for all men saw This must be done by Gospel, not by law. Next the Militia they urged sore. This was denied, I need not say wherefore. The King, displeased, at York himself absents. They humbly beg return, shew their intents. The writing, printing, posting to and fro, Shews all was done; I'll therefore let it go. But now I come to speak of my disaster. Contention's grown 'twixt Subjects and their Master, They worded it so long they fell to blows, That thousands lay on heaps. Here bleeds my woes. I that no wars so many years have known Am now destroy'd and slaughter'd by mine own. But could the field alone this strife decide, One battle, two, or three I might abide, But these may be beginnings of more woe-- Who knows, the worst, the best may overthrow! Religion, Gospel, here lies at the stake, Pray now, dear child, for sacred Zion's sake, Oh, pity me in this sad perturbation, My plundered Towns, my houses' devastation, My ravisht virgins, and my young men slain, My wealthy trading fallen, my dearth of grain. The seedtime's come, but Ploughman hath no hope Because he knows not who shall inn his crop. The poor they want their pay, their children bread, Their woful mothers' tears unpitied. If any pity in thy heart remain, Or any child-like love thou dost retain, For my relief now use thy utmost skill, And recompense me good for all my ill. New England. Dear mother, cease complaints, and wipe your eyes, Shake off your dust, cheer up, and now arise. You are my mother, nurse, I once your flesh, Your sunken bowels gladly would refresh. Your griefs I pity much but should do wrong, To weep for that we both have pray'd for long, To see these latter days of hop'd-for good, That Right may have its right, though 't be with blood. After dark Popery the day did clear; But now the Sun in's brightness shall appear. Blest be the Nobles of thy Noble Land With (ventur'd lives) for truth's defence that stand. Blest be thy Commons, who for Common good And thy infringed Laws have boldly stood. Blest be thy Counties, who do aid thee still With hearts and states to testify their will. Blest be thy Preachers, who do cheer thee on. Oh, cry: the sword of God and Gideon! And shall I not on them wish Mero's curse That help thee not with prayers, arms, and purse? And for my self, let miseries abound If mindless of thy state I e'er be found. These are the days the Church's foes to crush, To root out Prelates, head, tail, branch, and rush. Let's bring Baal's vestments out, to make a fire, Their Mitres, Surplices, and all their tire, Copes, Rochets, Croziers, and such trash, And let their names consume, but let the flash Light Christendom, and all the world to see We hate Rome's Whore, with all her trumpery. Go on, brave Essex, shew whose son thou art, Not false to King, nor Country in thy heart, But those that hurt his people and his Crown, By force expel, destroy, and tread them down. Let Gaols be fill'd with th' remnant of that pack, And sturdy Tyburn loaded till it crack. And ye brave Nobles, chase away all fear, And to this blessed Cause closely adhere. O mother, can you weep and have such Peers? When they are gone, then drown your self in tears, If now you weep so much, that then no more The briny Ocean will o'erflow your shore. These, these are they (I trust) with Charles our king, Out of all mists such glorious days will bring That dazzled eyes, beholding, much shall wonder At that thy settled Peace, thy wealth, and splendour, Thy Church and Weal establish'd in such manner That all shall joy that thou display'dst thy banner, And discipline erected so, I trust, That nursing Kings shall come and lick thy dust. Then Justice shall in all thy Courts take place Without respect of persons or of case. Then bribes shall cease, and suits shall not stick long, Patience and purse of Clients for to wrong. Then High Commissions shall fall to decay, And Pursuivants and Catchpoles want their pay. So shall thy happy Nation ever flourish, When truth and righteousness they thus shall nourish. When thus in Peace, thine Armies brave send out To sack proud Rome, and all her vassals rout. There let thy name, thy fame, and valour shine, As did thine Ancestors' in Palestine, And let her spoils full pay with int'rest be Of what unjustly once she poll'd from thee. Of all the woes thou canst let her be sped, Execute to th' full the vengeance threatened. Bring forth the beast that rul'd the world with's beck, And tear his flesh, and set your feet on's neck, And make his filthy den so desolate To th' 'stonishment of all that knew his state. This done, with brandish'd swords to Turkey go,-- (For then what is it but English blades dare do?) And lay her waste, for so's the sacred doom, And do to Gog as thou hast done to Rome. Oh Abraham's seed, lift up your heads on high, For sure the day of your redemption's nigh. The scales shall fall from your long blinded eyes, And him you shall adore who now despise. Then fullness of the Nations in shall flow, And Jew and Gentile to one worship go. Then follows days of happiness and rest. Whose lot doth fall to live therein is blest. No Canaanite shall then be found 'n th' land, And holiness on horses' bells shall stand. If this make way thereto, then sigh no more, But if at all thou didst not see 't before. Farewell, dear mother; Parliament, prevail, And in a while you'll tell another tale. TOP A Letter to Her Husband Absent upon Public Employment

In the winter of 1969, Virginia Scofield faced a daunting challenge. It was a recurring challenge—more like a nightmare—and she had already failed miserably at her first attempt. This particular obstacle was one that most people consider themselves lucky to never face: undergraduate organic chemistry. Article Continues Below 24 comments Share this on Translations Italian Job Board At the time, Virginia was a biological sciences student at the University of Texas. Her career plan bumper sticker could have read “Ph.D. or Death!” as there was no alternate route to pursuing her doctorate. She had to learn, integrate, and retain organic chemistry’s masochistic detail, and time was not on her side. Having exhausted traditional learning methods such as highlighting, note-taking, and rote memorization, Virginia chose to unleash a powerful, primitive tool that ultimately turned out to be her savior: The Doodle. Virginia decided to draw rudimentary visual representations of every concept in her Morrison and Boyd textbook. She deployed a problem-solving technique that defied conventional wisdom and all the academic advice she had received. And the story has a happy ending. Not only did Virginia ace her organic chemistry final and eventually become Dr. Scofield, she also became a celebrated immunologist, earning accolades for one of the biggest scientific breakthroughs related to HIV transmission. She credits much of her success, then and now, to her world-turning decision to doodle. So what exactly does it mean “to doodle?” If you reference any standard dictionary, it will offer up a variety of disreputable definitions: To dilly-dally, to fiddle around, to make meaningless marks, or to do something of little value, substance, or import. But considering what doodling did for Dr. Scofield and what it does for hordes of humans around the world, these definitions are nothing short of obnoxious. People have been solving problems and making sense of the world using simple visual language for over 30,000 years. A more appropriate definition is long overdue. Doodling may be better described as ‘markings to help a person think.’ Most people believe that doodling requires the intellectual mind to shutdown, but this is one misrepresentation that needs correcting. There is no such thing as a mindless doodle. The act of doodling is the mind’s attempt to engage before succumbing to mindlessness. Doodling serves a myriad of functions that result in thinking, albeit in disguise. This universal act is known to: increase our ability to focus (especially when handling dull or complex subject matter), increase information retention and recall, activate the “mind’s eye,” or the portions of the visual cortex that allow us to see mental imagery and manipulate concepts, enhance access to the creative, problem-solving, and subconscious parts of the brain, while allowing the conscious mind to keep working, and unify three major learning modalities: visual, auditory, and kinesthetic. That last benefit of the doodle is no slouch. Learning experts assert that, for information to be truly integrated, it must incorporate at least two of the major learning modalities or it must incorporate one modality coupled with a strong emotional experience. For the doodle to offer up the possibility of all three modalities and an emotional experience is an impressive feat for such an outwardly simple behavior. Lo and behold, this “useless act” is really a highly functional technique with broad applications for the way we work and the way we think. It’s no happy accident that Thomas Edison was a prolific doodler and also one of our most applauded inventors. Neither is it a coincidence that many of the most innovative companies use doodling and visual language to stay ahead of the curve.The strategic doodle#section1 Overturning decades of semantic disgrace won’t happen overnight, hence my term the strategic doodle. To doodle strategically is to doodle to track auditory or text-based information and display it back to an audience (it can be an audience of one). Strategic doodling is where powerhouse learning and problem solving take place, which is why it’s beyond justifiable at school and at work.Please, doodle at work#section2 The doodle is the perfect office device: It’s user-friendly, it costs next to nothing to adopt and it’s accessible to all of us—not just the artistically inclined. What’s more, the doodle is the friendliest stepping-stone imaginable to mapping out serious process and design challenges. To apply doodle power at work, we first need to give ourselves permission to doodle. Next, we need a 101 skill set with which to begin.The visual alphabet#section3 The use of a hand-drawn visual language starts with an alphabet. Namely, a visual alphabet. As complex as we perceive the world to be, when reverse-engineered, there are only twelve forms that make up our visual landscape. You can doodle every one. The forms below are the fundamental building blocks for drawing everything in the known universe. Get comfortable with these forms individually and in recombination with each other to make shapes, and you’ve already moved through the doodle doorway. Every shape you need to draw a persona, a wireframe, or a logo is before your eyes.Fig. 1: The 12 elements of the visual alphabet. ©sunnibrown.com The strategic doodling “basix”#section4 Strategic doodling at its best involves the intentional construction of meaningful visual displays. This means that the more we can make information contextual, the better our display will be. When we doodle to show relationships between bits of information, to reveal a bigger picture of a system, or to decipher the efficiency of a workflow, we are embedding layers of meaning into what may otherwise be a more superficial use of the visual alphabet. Six basic elements help you add information richness to your display.1. Lettering#section5 Make no mistake; a strategic doodle includes text. Our minds process letters as discrete images, so text is right at home in a doodle. But the idea is to selectively showcase the most relevant words and use them to complement the subject you’re communicating, not to write a novel on your page. President Kennedy often engaged in what could be called “word doodling,” in that he repeatedly traced over the same letters as he mulled over a problem. This multi-modal process helped him think and make decisions. So text emphasis and “word pictures” (below) are effective ways to show others what you mean and to sear information into your brain while you doodle.Fig. 2: Lettering and word pictures help people to communicate ideas and retain them. ©sunnibrown.com 2. Bullets#section6 Because the strategic doodle allows for text, bullets come in handy as markers to distinguish one text-based concept from the next. Just like the pin drop on an iPhone map, bullets serve as landmarks to tell us that something important is in a particular space. Bullets are versatile, too. They can take almost any shape—circles, squares, stars, checkmarks, and an endless range of icons. The shape and color of bullets can also be used to elevate them in importance for the viewer. A red exclamation mark, for example, will likely attract more attention than a yellow sun.3. Frames#section7 Just like what we see in flow charts, frames create small fields to separate content from its neighbors, to indicate that there’s a discrete bit of information. And like connectors, frames can be designed to indicate the nature of the content they’re related to. They can look like standard boxes to suggest “normalcy,” or like a flowing line to suggest fluidity, or like comic book-style explosions to indicate something thrilling.4. Connectors#section8 Connectors show the relationships between bits of information. All knowledge is in association with other knowledge, so connectors allow us to link systems and the components of those systems. Connectors can also indicate the type of connectedness between two or more elements—hierarchical or parallel—and the nature of that connectedness—whether it’s static or dynamic, weak or strong, uni- or multi-dimensional, etc.Fig. 3: Bullets, frames, and connectors create connection and contrast. ©sunnibrown.com 5. Faces and figures#section9 People are integral to systems and processes so it’s worthwhile to know how to doodle faces and stick figures. And don’t worry if you think they look ridiculous; our perceptual system is very forgiving of imperfections in visual representations. (It’s our judgment that’s not.) When gazing at something, we often want it to resemble a person so we can relate to it. More importantly, because the goal of the strategic doodle is to build a meaningful visual landscape, there’s no way to avoid the need to incorporate simple faces and figures. (Besides, how else are you going to tease your coworkers?)Fig. 4: Doodling faces and figures helps to create a meaningful visual landscape and lets you tease your coworkers. ©sunnibrown.com 6. Shadows and shading#section10 For beginner doodlers, shadows and shading aren’t essential, but it is one of the most effective ways to make your images look more realistic and interesting to the viewer. Merriam-Webster defines shading as “the use of marking made within outlines to suggest three-dimensionality, shadow, or degrees of light and dark in a picture or drawing.” Shadows differ from shading in that they are defined as “the dark figure cast upon a surface by a body intercepting the rays from a source of light.” In other words, shading is on the object and shadows are not. The images below offer a small sample of the many ways you can use shadows and shading to create three-dimensionality and volume in your objects and people. It’s often all you need to make your doodles pop.Fig. 5: Adding shadows and shading creates visual interest and realism, making your doodles three-dimensional. ©sunnibrown.com Because strategic doodling is about comprehension and communication rather than “art,” advancing beyond the basix doesn’t need to be a goal. Being able to effectively use text, bullets, frames, connectors, and so forth can make you a solid problem solver. And this may come as a surprise, but it’s important to note in today’s interconnected workplaces: one need not doodle alone.Applications for a group doodle#section11 We usually think of doodling as a solitary activity, but group doodles exploit the power of participatory design and co-creation, and there are a slew of ways you can doodle with your co-workers to share insights and solve real problems. Below are just a few suggestions. Doodle your company’s bigger picture. Rarely do employees in large organizations know what all of the moving parts of the company do. Use flip chart paper to group-doodle a system map of the company’s operations and get invaluable insights from the process. Think of the first effort as version 1.0. Don’t be precious about the look or even the accuracy of the information. Just make a messy first attempt and then re-doodle after everyone has contributed his or her ideas. Hone the big picture; it will gradually appear.Clean up a workflow. Despite the fact that employees generally tell you that they “know” what a process involves, if you ask them to draw you a picture, you’ll likely get wildly different takes. Together, strategically doodle the sequential steps of a process. The ah-has will be unexpected, and having a visual display of a flow helps everyone see what’s happening and allows them to streamline it.Get breakthrough thinking on an old problem. When we rely solely on text and/or auditory conversations to solve a problem, we can fall into a linear solution loop. The beauty of visual language is that it’s inherently spatial and creative, so it increases the chance that a different solution will emerge. Instead of writing down a problem or discussing it, draw a picture of it and ask other people to draw their solutions. Their thinking about solutions is what changes when they move into a doodling space. A literally different frame of mind inevitably opens up possibilities.Doodle your company’s future. As a group, make a large-scale visual display out of a few flip chart pages and intentionally doodle the future direction of the company. We often charge ahead without intention, but ideally our future moves are strategic. Holding a meeting designed to draw the future actually allows people to create it, rather than reacting to it as it unfolds. And if you’re curious, you can find dozens of other doodle-related meeting activities at gogamestorm.com. Like infants and dynamite, the doodle is deceptively simple. A staggering number of scientific, mathematical, and business breakthroughs have come via the act of making inelegant marks on paper. The beauty of the doodle is that it requires no educational degrees, no financial status, no training. It only asks that we unleash it and let it do what it does best: help us think.

BUSH: Look, I admire the fact that Governor Kasich is supporting spending more money on drug treatment and mental health. I think that’s a high priority all across this country, but expanding Obamacare is what we’re talking about, and Obamacare’s expansion, even though the federal government is paying for the great majority of it, is creating further debt on the backs of our children and grandchildren

Post-Racial America: New Myth for a New Age?

In central/eastern Idaho, the U.S. Fish and Wildlife Service (USFWS) released Canadian gray wolves in 1995. Theoretically, the wolves were supposed to stay in the backcountry and eat elk, but the wolves apparently didn’t read the fine print.

through state regulations and/or international conventions

hich skills to teach to particular children. Setting up needs groups for skill instruction is more efficient and sensible than offering blan ket instruction for all children, some of whom may already know what you are teaching.

Many of the characters have animations.

After administering the marijuana, the research team gauged each participant’s ability to complete cognitive tasks that included two types of creative thinking. The first task: "Think of as many uses as you can for a pen"

udent sharing time (5-10 minutes) As a daily closing activity in the RW, we recommend a sharing time where teachers and children come together for a few minutes to share with the group the activities, books, po etry, projects, etc., with which they were working. Student groups may share progress reports on their literature response projects, i.e., play practices, murals, or Readers' The atre scripts. Individual students may share the books they were reading during SSR. Others may share their responses and thoughts about the book discussed in their literature response group. Teachers may comment on individual reading conferences and commend individual children or share a part of a book the

udent sharing time (5-10 minutes) As a daily closing activity in the RW, we recommend a sharing time where teachers and children come together for a few minutes to share with the group the activities, books, po etry, projects, etc., with which they were working. Student groups may share progress reports on their literature response projects, i.e., play practices, murals, or Readers' The atre scripts. Individual students may share the books they were reading during SSR. Others may share their responses and thoughts about the book discussed in their literature response group. Teachers may comment on individual reading conferences and commend individual children or share a part of a book the

Roaming the contents of the Bapst basement, you’re likely to come across titles such as Ivory Carvings in Early Medieval England or A Treasury of Japanese Wood Block Prints or even Studies in Byzantine Islamic and Near Eastern Silk Weaving. While these texts may not be relevant to anything you and I concern ourselves with, I cant’ help but feel that simply being in the presence of these texts gives you a feeling of heightened intelligence. The strangest part is that you don’t even have to open them. Simply reading titles like The Art of the Pen: Calligraphy of the 14th to 20th Centuries can make you feel a bit smarter.

I think we may regard Neanderthal as a fixed species; whereas we cannot yet say that of Homo Sapiens.

Through the design, implementation, and analysis of a curricular intervention that emphasizes gender diversity, the study offers principles for supporting gender fluency, or a set of skills and dispositions that enable a learner to identify and critique assumptions about gender; and transmedia fluency, defined as the set of skills and dispositions that enable a learner to follow, critique, and inscribe messages across multiple media platforms.

Yet a growing body of research makes it clear that children begin to internalize dominant beliefs about gender as early as preschool (Martin, 1998, 2009) and that these beliefs, if left unexamined, may solidify and become accepted as unquestioned fact well before puberty

whether they are developmentally appropriate and whether too much emphasis has been placed on non-fiction at the cost of literature.

We feel that by allowing grant holders to serve as grant reviewers, a conflict of interest becomes inescapable. Exceptional creative ideas may have difficulty surviving in such a networked system. Scientists who think creatively may be discouraged by the funding process and outcomes, or might not have time to contribute as reviewers to a process that is arduous and not perfectly meritocratic.

However, we would have the same confidencein her empirical findings as we do in Alfonse’s statements that stereotypethreat reduces performance.

Political economy throws no light on the cause ofthe division between labor and capital, and between capitaland land.

In order for stem cell therapy to become an effective form of disease treatment, scientists will have to first figure out a way to bypass that stem cell through each person’s individual immune system. The science behind stem cell research seems hopeful and in the future, stem cells could cure spinal cord injuries, Parkinson’s disease, strokes, diabetes, liver disease, heart disease, poor circulation, hemophilia, Muscular dystrophy, sickle cell disease and fanconi anemia. The science behind stem cell research is politicized because of the use of the embryo, but it seems that future stem cell treatments may save more people than stem cell research “kills.”

When we say things like “That’s the way I was raised,

“I doubt there’s a computer simulation on the horizon capable of accurately representing all the activity in a single cubic centimeter of soil or the entire sensory experience of clipping one toenail, much less an entire social world of thousands of human users” (Rushkoff 2013, 64).

Think of all the hate there is in Red China Then take a look around to Selma, Alabama You may leave here for four days in space But when you return it’s the same old place

We think it should happen symbiotically, not parasitically. Start with a novel idea, one that is not an obvious extension of the reported work. Second, identify potential collaborators whose collected data may be useful in assessing the hypothesis and propose a collaboration. Third, work together to test the new hypothesis. Fourth, report the new findings with relevant coauthorship to acknowledge both the group that proposed the new idea and the investigative group that accrued the data that allowed it to be tested.

disdain the chain, preserve your freedom; and maintain your independency: be industrious and free; be frugal and free. At present, perhaps, you may think yourself in thriving circumstances, and that you can bear a little extravagance without injury; but,

"So what signifies wishing and hoping for better times. We may make these times better if we bestir ourselves. Industry need not wish, as Poor Richard says, and he that lives upon hope will die fasting. There are no gains, without pains,

"So what signifies wishing and hoping for better times. We may make these times better if we bestir ourselves. Industry need not wish, as Poor Richard says, and he that lives upon hope will die fasting. There are no gains, without pains, then help hands, for I have no lands, or if I have, they are smartly taxed. And, as Poor Richard likewise observes, he that hath a trade hath an estate, and he that hath a calling hath an office of profit and honor; but then the trade must be worked at, and the calling well followed, or neither the estate, nor the office, will enable us to pay our taxes. If we are industrious we shall never starve; for, as Poor Richard says, at the working man's house hunger looks in, but dares not enter. Nor will the bailiff nor the constable enter, for industry pays debts, while despair encreaseth them, says Poor Richard. What though you have found no treasure, nor has any rich relation left you a legacy, diligence is the mother of good luck, as Poor Richard says, and God gives all things to industry. Then plough deep, while sluggards sleep, and you shall have corn to sell and to keep, says Poor Dick. Work while it is called today, for you know not how much you may be hindered tomorrow, which makes Poor Richard say, one today is worth two tomorrows; and farther, have you somewhat to do tomorrow, do it today. If you were a servant, would you not be ashamed that a good master should catch you idle? Are you then your own master, be ashamed to catch yourself idle, as Poor Dick says. When there is so much to be done for yourself, your family, your country, and your gracious king, be up by peep of day; let not the sun look down and say, inglorious here he lies. Handle your tools without mittens; remember that the cat in gloves catches no mice, as Poor Richard says. 'Tis true there is much to be done, and perhaps you are weak handed, but stick to it steadily, and you will see great effects, for constant dropping wears away stones, and by diligence and patience the mouse ate in two the cable; and little strokes fell great oaks, as Poor Richard says in his almanac, the year I cannot just now remember.

So what signifies wishing and hoping for better times. We may make these times better if we bestir ourselves. Industry need not wish, as Poor Richard says, and he that lives upon hope will die fasting. There are no gains, without pains,

Vannevar Bush's seminal 1945 essay that envisioned the modern, hypertext-driven information machine was called "As We May Think"

digital citizenship: what students need to know in order to use technology “appropriately.” Schools routinely caution students about the things they post on social media, and the tenor of this conversation — particularly as translated by the media — is often tinged with fears that students will be seen “doing bad things” or “saying bad things” that will haunt them forever.

Occasionally he inserts a comment of his own, either linking it into the main trail or joining it by a side trail to a particular item.

There is a new profession of trail blazers, those who find delight in the task of establishing useful trails through the enormous mass of the common record. The inheritance from the master becomes, not only his additions to the world's record, but for his disciples the entire scaffolding by which they were erected.

He can add marginal notes and comments

A memex is a device in which an individual stores all his books, records, and communications, and which is mechanized so that it may be consulted with exceeding speed and flexibility. It is an enlarged intimate supplement to his memory.

Wholly new forms of encyclopedias will appear, ready made with a mesh of associative trails running through them, ready to be dropped into the memex and there amplified.

Voder

Terms in electronic documents may be automatically disambiguated and semantically defined by linking to standard terminology repositories, allowing more accurate retrieval in searches; complex entities mentioned in documents may be automatically expanded to show diagrams or pictures that facilitate understanding; citations to other documents may be enhanced by summaries generated automatically from the cited documents. Documents may be automatically clustered with others that are similar, showing their relationship to others within their scholarly context, and their place in the ongoing evolution of ideas. Ancillary material that augments the text of the scholarly work may be linked to or distributed with the work; this may include numerical data (from experiments), images and videos (showing procedures or scenarios), sound recordings, presentational materials, and other elements in forms of media still on the horizon. Extracts and discussions of scholarly work on social media such as blogs, online discussion groups and Twitter may greatly broaden the visibility of a work and enable it to be better evaluated and cross-linked to other information sources.