explorers' first reaction was one of irrational denial.
This paints the Europeans as so high and mighty that they cannot even fathom the fact that there could be other different people on the planet. It reminds me of the argument that it is selfish and ignorant to believe that Earth contains the only life in the universe.
but even attractive babies are viewedmore positively by their own parents, andstrangers consider them more healthy,affectionate, attached to mother, cheerful,responsive, likeable, and smart (Langlois et al.,2000).
This reminds me of how when babies are born everyone tells them they are more cute and adorable even if the baby looks a little like an alien. So i do disagree with those comment that says strangers and parents are consider babies more affectionate if they are more attractive. I feel like parents are biased and blind by the love of their new born baby for the attractiveness of the baby to even play an effect in the situation.
we prefer stimuli we have seen before over novel ones, a mere-exposureeffect, and we also prefer stimuli that are similar to those we have seen before, a generalizedmere-exposure effect.
This reminds me of how when they say you will find attraction in someone that resembles your father/mother in look and personality. You were use to their stimuli because you see it all of the time so when looking for a significant other you will look for that stimuli in a person.
Integrated Course Design
This process reminds me of how to plan and write papers, starting with big ideas, to finding relationships among those, then arriving at a question based on those relationships
painting
reminds me of when she was describing her parents' dress before Rahul was born
I had a fairly powerful hunch “That he might have me for his lunch.
This reminds me of how when there are people with guns and both don't know if one will shoot or not so the other decides to pull the trigger in fear of him doing the same. Great example with curiosity and fear.
reminds me of how difficult the activity we did on Tuesday's class was
The reason no one’s reading War and Peace is, Shirky asserted, because it’s “too long, and not so interesting.” Instead of mourning the loss of the “cathedral” reading experience offered by a great 19th-century novel, we should be adapting to the “bazaar” culture of the internet.
Literary novel as "cathedral" and Internet as "bazaar." Reminds me of a chapter from Literacy in American Lives (Brandt) called "THE SACRED AND THE PROFANE Reading versus Writing in Popular Memory."
This means I will also expect you to meet with me for individual conferences.
Reminds me of the way Hyman presented his 303 midterm. Does this usually take a long time?
What a tender young creature! what a nice plump mouthful—she will be better to eat than the old woman.
This reminds me of into the woods with Johnny Deep as the wolf
all behaviors can also be unlearned
This reminds me of the saying “you can’t teach an old dog new tricks”, but it is clear we are ever growing and learning. There is no age to stop changing
Teratology-the study ofmonsters-helps us understand who we are and how we defineourselves, by distancing ourselves from the pathologies we proiectonto difference. Monsters unsettle boundaries, reminding us thatthe distinctions we make between nature and culture, the humanand the nonhuman, or reason and instinct are both fragile andfraught
this reminds me of the quote I have on my blog site. we need monsters and ghouls and scary made up creatures because it is innate human nature to wonder about the unknown...specifically the interest in the macabre. Monsters and stories of monsters are a form of escapism, and the context in which the monster was created speaks volumes of how the society was structured at the time, and offers a small glimpse into the darker side of a specific point in history.
Traditional family hasbeen defined as two or more people whoare related by blood, marriage, and—occasionally—adoption (Murdock, 1949).Historically, the most standard version ofthe traditional family has been the two-parent family. Are there people in your lifeyou consider family who are not necessarilyrelated to you in the traditional sense?Harry Potter would undoubtedly call hisschoolmates Ron Weasley and HermioneGranger family, even though they do not fitthe traditional definition. Likewise, Harrymight consider Hedwig, his snowy owl, afamily member, and he would not be alonein doing so
This part of the selection kind of reminds me of my friends here at Lander University. At first I thought they were pretty weird, but as time flies you learn that even the weird colleagues you call your friends can even be consider as family.
students anything directly but, instead, should alwaysallow them to construct knowledge for themselves.
This theory reminds me of the socratic method. This is where teachers try to teach through questions in order to further the student's own thinking, a teacher would never respond a direct answer when using this method.
So farewel Hope, and with Hope farewel Fear, Farewel Remorse: all Good to me is lost; Evil be thou my Good; by thee at least [ 110 ] Divided Empire with Heav'ns King I hold By thee,
This whole passage reminds me of soliloquies by characters in torment in Shakespeare (Hamlet, Othello etc.) MIlton was born during the last decade of Shakespeare's life and probably very familiar with Shakespeare's plays.
Of dauntless courage, and considerate PrideWaiting revenge:
Heroic virtues. Reminds me of the 'wrath of Achilles'
The mind is its own place, and in it selfCan make a Heav'n of Hell, a Hell of Heav'n.
Reminds me of Buddhist thought: how the perceptions and views we have about experience can have a dramatic positive or negative effect on our happiness. It also makes me think the power S.T.Coleridge attributes to the imaginal faculty.
This reminds me of the saying one person's terrorist is another's freedom fighter. Satan and his fallen angels can be perceived as insurgents against God's 'tyranny', putting a whole new spin on the battle between good and evil.
We can’t race through a half-dozen novels. I’m forced to make difficult choices about what I include and what I leave out. Often one novel will provide the center, or core, and I’ll surround it with other texts, role-plays, videos, improvs, museum visits, speakers
This reminds me of the shift that's occurred in our English curriculum. We've gone from having a novel or extended piece at the center and surrounding it with supporting texts to racing through as much as we can. That's what it seems like, at least.
Over the years my curriculum has become a sancocho composed of key pieces: a question that provokes the examination of historical, literary, social “texts”; the study and involvement of students’ lives through poetry and narrative; an essay that allows students to create a passionate response to their learning; and a final project that opens the possibility for students to act on their knowledge—create historical fiction or write and teach lessons about the topic to others. It’s big and it’s
This thinking reminds me of the Literary Design Collaborative thinking.
annotate course blog
a. Ask a question b. Provide a reaction (this reminds me of… I’m scared of this because… I’m most excited about this because…. I had to do this in another class and…) c. Provide a link to another source and explain its connection to the current text d. Provide context e. Propose a definition of “research” based on what the text says
identity why do teens seem strange online?292privacy why do youth share so publicly?543addiction what makes teens obsessed with social media?774danger are sexual predators lurking everywhere?1005bullying is social media amplifying meanness and cruelty?1286inequality can social media resolve social divisions?1537literacy are today’s youth digital natives?1768searching for a public of their own199
Just reading this table of contents reminds me that this "analysis of teens" seems a lot like the perennial contemplations of adults who think that the generations of teenagers coming behind them is different, weird, or even deviant.
A typical case in point is that of the greatest generation looking at the long-haired 60's hippy teens who came after them. "Why do they like rock and roll? They do too many drugs. There's no hope for the future." "Damn kids. Get off of my lawn!"
Is the way that current teens and millennials react to social just another incarnation of this general idea?
I believe, and I try to emphasize to the students, that annotation is a deeply personal activity, my annotations may look different from yours because we think differently.
We often think differently even on different readings. Sometimes upon re-reading pieces, I'll find and annotate completely different things than I would have on the first pass. Sometimes (often with more experience and new eyes) I'll even disagree with what I'd written on prior passes.
This process reminds me a bit of the Barbell Method of Reading
The smile passed away from Gabriel’s face. A dull anger began to gather again at the back of his mind and the dull fires of his lust began to glow angrily in his veins
There seems to be a lot of sharp turns in the mood of the main characters in the story; not long ago Gabriel had been "trembling with delight at her sudden kiss", I wonder if we could see such a pattern of highs followed by significant lows by doing a sentiment analysis on the stories in Dubliners. On the other hand, Gabriel strongly reminds me of Mr. Hammond in Mansfield's The Stranger, as his solicitude, anxiety regarding women, and overprotected-ness of his wife is emphasized several times throughout this story, and in the end a dead man also drives the wedge between the couple.
“Well, we usually go to France or Belgium or perhaps Germany,” said Gabriel awkwardly.
This sentence reminds me Eveline's boyfriend and Joyce himself. Eveline's boyfriend and Joyce, both of them don't like staying in Ireland and they travel to a lot of European countries. I think Joyce uses Gabriel to present his idea to the Irish people.
It was always a great affair, the Misses Morkan’s annual dance.
Skillful writers like using contrast in their stories. The title is "the Dead", however, the story begins at a dance party. It reminds me of the Garden Party which also uses the party to contrast with the death theme.
She felt sure she would win.
This reminds me of the usage of repetition in Dubliners we discussed in today's class.I think the original idea of this sentence is to show the confidence of Mrs. Mooney, but the repetition here weakens this confidence and shows a kind of uncertainty.
“She’s a fine decent tart,” he said, with appreciation; “that’s what she is.”
This is definitely a female objectification! Notice that, the word "tart" has double meanings. But both of the meanings relate to female objectification. I think the theme of this story is promiscuity, which reminds me there was a time period many European died from the sexual transmitted diseases.
NORTH RICHMOND STREET, being blind, was a quiet street except at the hour when the Christian Brothers’ School set the boys free.
This sentence vividly describes a quiet and peaceful scene before the school, indicating that the next event is a thunder after the silence, very interesting. Reminds me of my childhood
priest
Here reminds me of "The sisters". It seems that "priest" is an important role in Dubliners.
I had never spoken to her, except for a few casual words, and yet her name was like a summons to all my foolish blood.
It's the one-side hidden love with foolish ardor. It reminds me of a movie Malela and I think something bad might happen if there's no reaction to love of the boy.
And now that little ancient fellow was climbing down endless flights that led to a glittering, gay dining-room. What legs he had! They were like a spider’s—thin, withered.
Such a description of Mr.Neave's inner world is unique. It's like reality and imagination collapse into the same dimension. It reminds me of The Metamorphosis by Franz Kafka which also use the technique of alienation of men. I'd like to use stylometry to compare the two stories.
And then Charlotte and the girls were always at him to make the whole thing over to Harold, to retire, and to spend his time enjoying himself. Enjoying himself! Old Mr. Neave stopped dead under a group of ancient cabbage palms outside the Government buildings! Enjoying himself! The wind of evening shook the dark leaves to a thin airy cackle. Sitting at home, twiddling his thumbs, conscious all the while that his life’s work was slipping away, dissolving, disappearing through Harold’s fine fingers, while Harold smiled...
The last sentence of the paragraph suggests that these all the things above are not what Harold wants. He smiles to not to trouble others, he smiles to not to get himself in any trouble. This paragraph just reminds me of a man at loose ends, a man seemingly having anything but actually having nothing inside his inner being.
No, it was too difficult. “I’ll—I’ll go with them, and write to William later. Some other time. Later. Not now. But I shall certainly write,” thought Isabel hurriedly.
Interestingly, the story reminds me of a lot of other classic stories examining the theme of marriage, such as The Grasshopper by Chekhov, Madame Bovary by Flaubert, and Lady Chatterley's Lover by Lawrence. In these stories, the heroines have similar characteristics but quite different destinies. I'd like to use PCA to see to what extent these novels' styles are alike.
your tie reminds me fearfully of the bow-tie that cats wear in pictures!
"Bow" appears a lot of times in the story. I think it has two meanings: a) Mr. Dove bows to Mrs. Dove, which can be seen as the imbalanced position of the Anne and Reggie. b) Reggie wears his bow-tie to propose to Anne. But it reminds Anne of cats. So bow-tie may also refer to the unconfidence and weakness of Reggie.
bread-and-butter
The "bread-and-butter" reminds me of Hitchcocks' fetishes. What would the "bread-and-butter"mean? Are there any other fetishes in this short-story? Is there a way to figure it out using computational methods for distant reading?
have the opportunity to kind of tinker 04:19 they get to think about something but 04:21 then also actually build it create it
Reminds me of the video about productivity increasing when employees were given creative freedom.
03:29 Yahoo News, the biggest news site on the Internet, 03:32 is now personalized -- different people get different things.
This makes it so much harder to get information about subjects you are not familiar with. The internet chooses what to show you based on your likes/dislikes. Reminds me of advertising rather than providing an objective search.
a resilient system has to be designed in terms of what we don’t want to happen (a negative motivation but a strong one) and a direction of travel that minimises the risk of catastrophic failure,
This reminds me of the Future Backwards facilitation process
Scienti c work ows are used to describe series of structured activities and com-putations that arise in scienti c problem-solving, providing scientists from vir-tually any discipline with a means to specify and enact their experiments [3].From a computational perspective, such experiments (work ows) can be de nedas directed acyclic graphs where the nodes correspond to analysis operations,which can be supplied locally or by third party web services, and where theedges specify the ow of data between those operations.
A definition of scientific workflow, and an operationalization from a computational perspective. It reminds me of work on orchestration graphs in CSCL. Wondering how much standardization there is and whether standardization of workflows is meaningful at all.
I dropped her hand, and rose, and took a turn in the room. Every question that I could put had been answered. Every detail that I could desire to know had been placed before me.
We can know that Franklin wasn't sleepwalking at the time, but what was it that kept him in control and even made him know nothing about it when he woke up?This reminds me of those three indians who came to Lady Verinder’s house and used magical power to confuse a boy to tell them what they wanted. Would Franklin also be hexed by those three indians?
Calls to work on behalf of the community or to the community’s values wind up not only, as I noted in my last post, ignoring community’s supplementary role with respect to capital but also essentializing a highly complex and intersectional set of social relations.
This reminds me of some studies in psychology about why people vote and for whom they vote. It's not always who they would vote for individually, but who would a group of people like them vote? This makes the "community" portion far more complex than it would appear.
I should track down the original references, but I think I remember reading about them via either George Lakoff or possibly Malcolm Gladwell.
what “people like you”
Reminds me of the Cambridge Analytica Facebook scandal.
Can explain concepts, principles, and processes by putting it their own words, teaching it to others, justifying their answers, and showing their reasoning.• Can interpret by making sense of data, text, and experience through images, analogies, stories, and models.• Can apply by effectively using and adapting what they know in new and complex contexts.• Demonstrate perspective by seeing the big picture and recognizing differ-ent points of view.• Display empathy by perceiving sensitively and walking in someone else’s shoes.• Have self-knowledge by showing meta-cognitive awareness, using productive habits of mind, and reflect-ing on the meaning of the learning and experience.
Awesome examples! kind of reminds me of Bloom's taxonomy concept
Stage 1: Desired ResultsWhat long-term transfer goals are targeted?What meanings should students make in order to arrive at important understandings?What essential questions will students explore?What knowledge and skill will students acquire?What established goals/standards are targeted?
This reminds me a lot of Dr. Lanahan's teachings about vertical alignment. You need to know your destination is Tennesse before you leave your driveway, and you need to map it out so you don't accidentally go to Florida.
Understanding by Design (Backward Design)
This model is most interesting to me because it requires more thinking and problem solving since you have your results in mind and are trying to design the process to get those results.
It reminds me of an exercise I would often use with my pupils to help them develop critical thinking skills: solving a maze, but if it is too difficult (e.g. a circular maze), they should start at the END and work their way backwards to the beginning.
it begins with the end in mind and then plans how to get there.
Reminds me of the "backwards" lesson plans we used in Styer's class for middle school.
we _ask whaUs the character or group's place in the narrative (the global system) and how it differentiates itself from other. characters or groups (the elements of the system) who appear -concurrently. our model is. taken from the structural analysis of the narrative: the character-or the group16-is defined neither as an interior s bolo construct. nor as an exterior (real) construct; ut fu s a function in a system of func-tl.ons.1
When taking a symbolic or decoding approach, Kuntzel is saying here that critics have to view narrative as a system of components and characters and groups as those components that construct a narrative. As a component, each character or group is a function within the overarching system of functions that is the narrative. I agree that this approach is overall useful in understanding filmic fact and in also understanding a character as an embedded component in a network of many characters and groups. This approach separates the noise generated by cinematic fact to focus solely on filmic fact. This approach also analyzes a character's role and function within the world the film creates. The world portrayed by the film is best understood when assessing the role that each character and group plays within the world, which constitutes the narrative. It reminds me of the film the Butterfly Effect, which demonstrates this concept. The film shows how the actions of one character or group can have a drastic effect on the lives of others, and the movie's characters and groups serve as a function within a system of functions that constructs the narrative of the film. Question to the class: What are your thoughts on this approach to analyzing the narrative?
The open science and open data communities
This reminds me of what some libraries are doing with their institutional repositories. They have become more than just repositories for final versions of local faculty and student work but also repositories for the research data associated with these works. The benefit of institutional repositories are that they are free to the researcher and student and the work or materials included can be indexed and more easily discoverable to local users via library discovery platforms and other researchers via Google Scholar.
And some questions do have right answers
This reminds me a lot of the work on inquiry as a framework. Students ask questions and that becomes the framework of the topic. There are also different levels of inquiry - structured, controlled, guided and free (swimming analogy). Different parts of a course for me at least have called for different types of inquiry. There's a book called Dive Into Inquiry by Trevor Mackenzie that's really good.
Today, thousands of farm workers live under savage1 conditions—beneath trees and amid garbage and human excrement
This reminds me of Hoovervilles during the Great Depression.
Then an attendant goes out of the dwelling with a cup and liquor, and sprinkles three times to the south, each time bending the knee, and that to do reverence to the fire; then to the east, and that to do reverence to the air; then to the west to do reverence to the water; to the north they sprinkle for the dead.
This reminds me of American Indian traditions paying homage to the four directions and elements air, fire, water and to the dead, which usually represents the earth or ground element. William of Rubrick is a friar and seems to give a very detailed and a non-judgmental account of their lifestyle.
our names do not appear
This reminds me of water just because everything written in sand or paper in water disappears. Everything goes away so the names do not appear. I think thats powerful .
Can I say, I love, especially, "I am not allowed to say"? Because it implies that Siri somehow knows the answer, but she's just not allowed to tell me, which is insane, because she's a machine. Especially because-- flip over the phone. Right here, on the back, it's printed-- "Assembled in China."
This comment reminds me of how I've heard some people say how much they love that Apple is a product made in the United States, but in actuality it's not.
Seeing them feel proud of themselves for having made something is really rewarding. Also it’s rewarding to see them produce something that allowed them to push themselves a little further.
The notion of seeing someone "feel proud" reminds me of when we would use X-Ray Goggles to help kids remix the Google homepage at World Maker Faire and other Hive events (thinking of Summer Quest, Maker Party events, and other spaces where Hive members were programming for youth in public spaces - not necessarily for youth who were already signed up in their programs.
This debt bondage is illegal, but illiterate workers don’t know this, and the bosses are keen to play on their sense of obligation, not alert them to the scam that’s sucking them under.
This reminds me a lot about sharecropping and how in America post-Civil War and liberation many former slaves went back to make a living as sharecroppers however the owners of the land would "lend" them supplies but rack up their debt even more making them property again and it became a family and generational debt.
“They know two Americans came on the helicopter, and Americans make a great target, worth lots of ransom
This reminds me of a story my spanish teacher told me one time. Around the time I was in my third year of her class, two American vacationers were out on jetskis or a boat in the gulf and were kidnapped, on American water, by a Mexican criminal group and held captive for ransom. Makes you wonder what separates us from from other tourists, like Europeans who travel.
On 2015 Jul 15, Holly Brothers commented:
This is really interesting - I'll be happy to get access to the article. It reminds me of the RadioLab episode highlighting Jasper Lawrence who used hookworms to battle his hyperimmune responses (allergies and asthma) http://www.radiolab.org/story/91691-sculptors-of-monumental-narrative/.
keep education separate so we will never confuse what its purpose really is: freedom
nice, reminds me of education as liberatory (Freire, Giroux, McClaren, Leonardo, etc.)
photographs
this section reminds me of the uproar concerning the separated Honduran child on the TIME magazine cover (thinking about how some (white conservatives/supremacists) dismissed the visual once they found out the child was "not separated" whereas the sounds of separation (7 min audio recording of paralyzing screams and tears) have received such an incensed reaction. If seeing (trauma) isn't believing, what does sound do affectively?
On 2014 Jan 04, Tom Kindlon commented:
(I'm posting this e-letter/comment from 2008 here for the same reason as the first e-letter below)
In their reply to my comments, Peter White and colleagues say they are using [i]"several objective outcome measures"[/i] [1]. If they think these tests are useful as objective outcome measures, why is at least one of them not being used as a primary outcome measure rather than the current situation where there are only two subjective outcome measures being used.
I have already made some points on the outcome measures but another one is that the bimodal Chalder Fatigue Scale hardly seems a very good outcome measure for a "CFS/ME" trial where there is likely going to be so many maximum or near maximum scoring initially[2]
Also, there are so many (14) secondary outcome measures in this study, along with so many (18) predictor variables, that it seems unlikely all the different methods of looking at the secondary outcome measures can be explored in the final published paper, given authors are encouraged not to make papers too long (especially journals that have paper editions). The protocol itself is 20 pages long when all the different aspects of it are listed! At least some of the information will need to be re-iterated in the final paper.
It is of course important to take the burden on participants into account when deciding what outcome measures to use. However I find the following point very strange: "Although we originally planned to use actigraphy as an outcome measure, as well as a baseline measure, we decided that a test that required participants to wear an actometer around their ankle for a week was too great a burden at the end of the trial." Firstly they clearly don't find it that great a burden that they drop it altogether as it is being used on patients before the start. If they feel it was that big of a burden, it should probably have been dropped altogether.
Of course, other studies in the area have used measuring over a similar or longer period. For example, Bazelmans [3] used an actometer over 14 days, Black [4] used actigraphy over 14 days, Sisto[5] used actigraphy over 7 days, Vercoulen[6] used an actometer over 12 days and Van der Werf [7] used an actometer for 12 days.
Also if one wants to reduce the burden on patients, why not take out one or both of the exercise tests instead. As the clinicians in the study would know, post-exertional symptoms are part of the condition.
For example, Nijs[8] performed a gentle walking exercise on patients where they walked on average 558m(+/-340) (range: 120-1620) at a speed of 0.9m/s (+/-0.2) (range: 0.6-1.1). This resulted in a statistically significant (p<0.05) worsening of scores in the following areas when comparing pre-exercise, post-exercise and 24 hour post-exercise scores using ANOVA: VAS fatigue, VAS musculoskeletal pain, VAS sore throat, SF-36 bodily pain and SF-36 general health percention. 14 out of 24 subjects experienced a clinically meaningful change (worsening) in bodily pain (i.e. a minimum change of the SF-36 bodily pain subscale score of at least 10).
Those results are similar to another study[9] which involved the acute effects of 10 discontinuous 3-minute exercise bouts on a treadmill in 10 CFS patients. In between exercise bouts, there was a 3-minute recovery period between exercise bouts. The participants walked at a comfortable walking pace self-selected by the subjects. On average, the subjects walked at a speed of 0.71+/-0.20 m/s. Some patients reported experiencing headaches, leg pain, fatigue or sore throats.
In another study, Lapp [10] (not to be confused with Clapp[9]) reported on the effects of 31 patients to his practice who were asked to monitor their symptoms three weeks before to 12 days after a maximal exercise test. 74% of the patients experienced worsening fatigue and 26% stayed the same. None improved. The average relapse lasted 8.82 days although 22% were still in relapse when the study ended at 12 days. There were similar changes with exercise in lymph pain, depression, abdominal pain, sleep quality, joint and muscle pain and sore throat.
These are just a small selection of the studies which show patients experience an exacerbation of their symptoms following exercise testing. So these are the sorts of symptoms the patients may expect following the exercise. This reminds me that there seems to be a lot of concentration on measuring fatigue in this study - there are many other symptoms that are part of "CFS/ME".If they had used actometers instead of, say, doing one of the exercise tests, the response to the exercise could have been followed to see how long and how severe an effect the exercise had on the patient. Or they could have dropped both the exercise tests altogether.
As well as "subjective" findings following exercise testing, there have also been objective findings. Arnold et al[11] found excessive intracellular acidoss of skeletal muscles with exercise. Jammes[12] found an increase of damaging oxidative stress following exercise testing. So patients could not just endure temporary sysptom but possibly also longer-term harm from exercise testing. There are numerous other exercise abnormalities.As the clinicians involved in the study probably hear from patients, one of the frustrating things about ME or CFS is that people don't realise the payback that they can have from doing things. This would have been an opportunity to investigate this as part of the study. But now the effort patients will put in and the payback they will feel in some ways is being wasted as the effects won't be measured.
Anyway, to repeat again, given the authors familiarity with the literature, I find it strange that they would decide using an actometer would be worse than putting patients through two exercise tests.
I also find it surprising that in a study part-funded by the Department of Work and Pensions (DWP) that the objective outcome measures (not involving questionnaires) are all once-off exercise tests. It has been established that patients need to be able to do things on several days during a week before they can be passed fit for work. I have mentioned using actometers following exercise tests after an exercise test above; of course, actometers wouldn't have to be used at that time but also during a "normal week".
Proponents of pacing methods including APT would say that there is a "ceiling of activity" that patients can't go above without experiencing a worsening of symptoms. Black[13] has found evidence of this. Proponents of CBT or GET for "CFS/ME" would suggest that patients can gradually just increase how much activity they can do. Actometers would also have tested the hypothesis. As it stands, the study will not give us information on this as just because patients answer questionnaires saying they're improved (which could simply be because they think they're better) or improve their exercise results (which might simply be because they're willing to push themselves more) doesn't prove that they don't have an activity ceiling above which they experience disabling symptoms (esp. when, as in this study, there is no follow-up period following the exercise testing). This is the real "heart" of the issue but given the current design, the question won't be answered.
This will mean opening thought beyond its articulation in language towards “the movement of thought,” 4engaging it at the immanent limit where it is still fully in the act.
Reminds me of recent work in biosemiotics.
in order to be handsome, to have two stout props, which they call legs
Reminds me of how there is always a standard of beauty
The crew commander, Sukjin Han, an assistant professor of economics at the University of Texas at Austin from South Korea, told me he signed off on most of the important decisions during the mission, but that he made sure to “hear the thoughts and opinions of all crew members beforehand and reflect them in the decisions.” In the tense moments after the accident, Han went with the majority.
This reminds of the "Das Experiment" movie, where students get to play prison guards and inmates and things quickly escalate. Certainly the mission commander has no legal right in any sense of the word to withhold medical treatment from a participant. It is not "his decision." The situation may or may not have been different if this were a military operation, but certainly participating in a simulation does not raise your authority and decision-making rights to such a level. It is only the decision of the injured and if they were incapacitated, it is the obligation of everyone else to make the call.
I offer the term and stance of culturally sustaining pedagogy as an alter-native that, I believe, embodies some of the best research and prac-tice in the resource pedagogy tradition and as a term that supports the value of our multiethnic and multilingual present and futur
The term culturally sustainable pedagogy speaks to me and reminds me of the language that is often used in grants to allocate funding. For every grant I have ever written, it has required a sustainability plan. After the money is gone, how are you going to continue the proposed work? How do you embed the work as common practice? Sustainability implies long term commitment
Critical episode:“Iam a sleeping ca
This reminds me of the pre and post test we used to give as part of the New Literacies Institute. Choose one picture that represents you before and one after,
Pause times
This reminds me of "think time," a crucial tool in the classroom.
understand how perceptions of ability and of resources for coping are enacted even in the ways that curriculum content and instruction are structured. Such orientations can help us move away from the tendency to “blame the victim” rather than to examine the ways that ecologies of learning can address the fundamen-tal human development needs that all youth face
empathy, void of deficit thinking, reminds me of Gorski.
n extension of educational opportunities, and a “responsibility to realise a cosmopolitan understanding of universal rights and acting on that understanding to effect a greater sense of community”
This definition of knowledge-age skills reminds me of the articles previous call for social learning analytics to facilitate the expansion of the learner's network.
Again, these experiences provided multiple opportunities for Black girls in the class to explore social issues across modalities and raise questions about audience, privilege, power, voice, and equity. The questions they raised in discussions and the work they produced drew on multiple literacies that were tied to their identities as Black girls.
This work strikes me as important and reminds me that we can place black women writers and related equity issues at the center of our curriculum for all students. The stories and issues we deem worthy of study communicate their cultural importance.
why computers work to present texts in the way that they do.
Reminds me of the umbrella questions, the essential questions I asked of my students throughout the year as they created and presented text media:
How do researchers investigate successfully? What strategies and processes do collaborators need for success? How do readers and writers determine and develop relevant, accurate, and complete topics? How do publishers design and organize content for their audience and purpose? Why and how do editors and speakers use and edit with the rules for standard English grammar and language ?
By examining the media we see, we found ways to create our messages, and could develop and understand those questions as our own as authors and publishers.
Reflection involves not simply a sequence of ideas, but a consequence—a consecutive ordering in such a way that[Pg 3] each determines the next as its proper outcome, while each in turn leans back on its predecessors.
This reminds me of Gee's circuit of reflective thought. or Kaku's Human consciousnes:
involves the ability to create a model of the world and then simulate the model of the world in order to obtain a goal. Maybe reflection is consciousness. Can one be conscious and not be in a reflective state. Is that the primitive brain?
Or when we are far down on Maslow's scale. Then again a hungry or shlterless person would reflect on that a lot.
Maybe its just when automatcity must take over either due to skill or situation.
He identified Guitar as an example of how anger can twist love into forms that are hard to recognize. He explained, “This can happen to people in a way that gets them confused about what they’re doing and how they try to do it.”
Their are several moments throughout this article such as this one where we see Abraham's ability to give profound insight. It reminds me of the article, "Children Writing Hard Times" by Elizabeth Dutro where the teachers ask the students to write about their understanding of hard times, and the they find that these students are not able to receive the academic recognition they deserve because the curriculum did not allow for all of the different interpretations of hard times that the children had. Abraham is another good example of a student who has knowledge and potential to be tapped into, but that through restricting compositional and writing outlines may struggle had he not had such an understanding and patient mentor or teacher as he did.
because vocational awe refuses to acknowledge the library as a flawed institution, when people of color and other marginalized librarians speak out, their accounts are often discounted or erased
This reminds me of an article I read recently about the erasure of people of color from (once-French-controlled) colonies in the Caribbean on an archival collections level due to the state not prioritizing records about them for preservation and documentation in addition to what happens when librarians of color speak out about professional things.
Is the very computer upon which humanists rely so heavily still a tool, something akin to their medieval writing tablets? Or has it become an environment, its screen no longer a blank sheet on which to write but a window or portal into the entire digital realm
I like that this is a question as well. "No longer a blank sheet on which to write but a window or portal into the entire digital realm" reminds me of just how "connected" people can be in society today. However, personally I find this to decrease real human connections as well as a door way for anyone to be absolutely anyone they claim to be.
There might be a simple linear function that classifies the majority group correctly and there might be a (different) simple linear function that classifies the minority group correctly, but learning a (non-linear) combination of two linear classifiers is in general a computationally much harder problem.
This quote reminds me of what Jon mentioned how there was a distinct difference in customers who were english speaking vs another language speaker. He really mentioned that they were very different and hard to compare. Linear regression might also be a factor that does not help to match up an overarching view compared with each majority vs minority.
This moment reminds me of the movie, ‘Gangs of New York’ where the African Americans and Irish immigrants were treated horribly. And I feel that Toibin might have been trying to capture this in his novel. And since in Ireland it is not as diverse as America, it shows that racism is taught to us and is not an actual trait of a person. While Eilis’s staring at the customers can be deceived as racism, it is her actually just being unaware, since Ireland is mostly just white Irishmen.
Joseph could never understand why I had done something so horrible to myself. I could not explain to him that it was like breaking manacles, an act of freedom
2) Sophie’s grandmother talks of strong black Natives that are lost, in search of an identify, a place to call home for many are lost carrying the world on their shoulders. They do not give up because they have God on their side to help them carry along the road not taken. This scene with Sophie and her grandmother reminds me of the caco women. Elders that lived through it all from the roots of poverty to still hoping and praying. History holds a great significance in “Breath, Eyes Memory”, allowing for memory to be pass down to newer generations.
"Sophie’s grandmother talks of strong black Natives that are lost, in search of an identity, a place to call home for many are lost carrying the world on their shoulders. They do not give up because they have God on their side to help them carry along the road not taken. This scene with Sophie and her grandmother reminds me of the caco women. Elders that lived through it all from the roots of poverty to still hoping and praying. History holds a great significance in “Breath, Eyes Memory”, allowing for memory to be pass down to newer generations.
Our review of the literature indicates that parental participation in schools is strongly shaped by perceptions of parents’ background and of the roles expected of them by school administrators and teachers and by the organizations (whether local or federal) that fund family literacy and parent involve-ment programs
This reminds me of our work we did with unintentional bias in our social foundations course. We have so many biases that come through in our everyday practice as educators that may come through without our knowledge. In the case of family involvement in the school, I think as educators who understand and value the importance of family involvement, it is our job to encourage participation and help the family's come in, whether or not we have a bias as to if they can or want to come into the classroom.
“Powerful parents demand something in return for their commitment to public education—for keeping their children in public schools, as opposed to fleeing to the private schools that many could afford” (p. 139). Affluent parents of successful students are less concerned that all children have access to a quality education and are more concerned that their own children have access to the best type of instruction, are tracked in Advanced Placement and Gifted and Talented Programs, and are recognized with strong letter grades and awards for their academic success (Kohn, 1998). This demand for differentiation (Wells & Oakes, 1996) or advocacy for tracking (McGrath & Kuriloff, 1999) is a type of parent involvement that can be detrimental to students and schools. As Casanova (1996) warns of “con-trolling parents,” they also deprofessionalize teachers and exacerbate the unequal treatment of all parents in schools further stratifying the involved and uninvolved parent along race and class lines.
This section reminds me of some of the parents in my community. I've been teaching in different schools in the Stapleton neighborhood for about three years now. I've observed the behaviors presented in this text myself and have heard numerous observations from colleagues. This presents a really interesting situation for teachers. On one hand, you have parents who are very invested in their child's education. They are super supportive and love to be involved in the classroom and the school. It's great to have parents who are invested and enthusiastic about their child's schooling. But then, the power dynamics come into play like the behaviors Casanova describes. In these situations, teachers feel intimidated by these parents because of the power and influence they hold within the school and community. Parents want the best for their children, so how can we engage them in ways to ensure the best for all of the children in the school? Most of these parents have multiple ways in which they can support the school. I wonder if there's a way for the school to find a way to get them involved in a way that would end up benefiting all students.
Curator Lee Glazer agrees that the Peacock Room is a completely immersive experience. "Even though it's a room, it's really a six-sided painting that you literally walk into," she says.
The design of the peacock room reminds me of Disneyland. Your experience in the park is a cartoon character. Living in a fairy tale world, you can bring exaggerated headwear and unusual clothes. But once you finish your journey in paradise and return to reality, wearing the same outfit, you will feel that you are a different species.
I chose to assess the sea-level trend from 1915-45
This is a blatant case of cherry picking to confirm a Singer’s position while ignoring a significant all other instrumental sea level data that may contradict that position. This fallacy is a major problem in public debate. It reminds me of the Houston and Dean paper that was published by the Journal of Coastal Research which also cherry picked data to support their argument that there is no acceleration in sea level. The Houston and Dean paper caused many problems to the advancement of adaptation practices in the US to sea-level rise.
Human cognition loses its personal character. Individuals turn into data, and data become regnant
Reminds me of The End of Theory. But if we lose the theory, the human understanding, what will be the consequences?
Ain’t no hammah In dis lan’, Strikes lak mine, bebby, Strikes lak mine.
This reminds me of the childhood folklore of John Henry. The idea that a black man with a hammer whom cannot be compared by anyone living. It was only industrialization that took him down.
macroscope
reminds me a little bit of okhams razor, "the more assumptions you have to make, the more unlikely an explanation is" or "the simple explanation is always the best". The more complex the explanation is the less clear it is.
He further describes how this openness of thought is antithetical to arrogance and elitism, “One of the necessary requirements for correct think-ing is a capacity for not being overly convinced of one’s own certitudes . . . correct thinking is in this sense irreconcilable with self-conceited arrogance”
This point reminds me of the importance of recognizing parents as the experts of their own children and their own families and to enter into relationships in our work from an asset based lens, focusing on the capabilities and competencies of those around us rather than their struggles. If we enter into every situation presuming to have all of the answers - with "arrogance and elitism" - not only do we continue the cycle of oppression of others, but we fail to be open to learning ourselves.
The excerpt took me quite some time to process and try to understand. As I read it and re-read it I struggled with the idea of a leadership conversation using "dialogue as a dialectic relationship between the oppressed and the oppressors." I understood it to mean that the leadership role is to become one with "the other" at some point in time, and that because one group's humanization is more complete, they are to lead the other to their level of humanization. If this meaning is even close to applicable then it also reminds me of Maslow's Hierarchy of Needs in so far as one group's humanization is needed for the other group to reach self actualization. The other part of this except that resonated with me was the notion that people in leadership roles assume the goal of empowering others. I never really thought about it this way and if I am trying to think in Freirean terms, embracing that leadership is a necessary power, but it also hinders or possibly negates the goal of shared dialogue and ultimately a shared fate. I also acknowledge that this understanding could be way off and am willing to unpack it with anyone who is willing to do so before Tuesday!.
He writes, “The future is seen not as inexorable but as something that is con-structed by people engaged together in life, in history. It’s the knowledge that sees history as possibility and not as already determined”
This quote reminds me of when Freire talks about "unfinishedness." When we recognize that our knowledge is only partial then we can learn to work together to make future possibilities come true. If we are closed minded then there is no room for growth and possibilities. If there is no learning then possibilities will be already determined and there will be no change.
Dialogue
I wasn't quite sure where this fit in, but this whole section on dialogue reminds me of the iceberg theory. What we see on the surface is almost never the whole story (danger of a single story) and as humans we must never settle and constantly seek to learn more.
http://sailemagazine.com/2014/08/iceberg-theory/#.Wvifw9MvyCQ
In essence, the correct posture of one who does not consider him- or herself to be the sole possessor of the truth or the passive
This quote reminds me of the "white savior" complex and how damaging it is for all parties. When you approach a situation believing you have all the knowledge necessary and are there to "save" students, schools, communities, etc., you are further disenfranchising people and creating more problems.
As these challenging conditions in the United States have continued (par-ticularly in our cities) over the past quarter of a century, educational leader-ship has repeatedly been cited as having profound implications for student and school outcomes (Leithwood & Jantzi, 1999). However, many educators and scholars have been reticent to embrace the perspective that school effec-tiveness is essentially tied to wider community health and fertility.
This reminds me how how in Reggio, after the war, when the community wanted to rebuild they asked themselves, how to we want to educate our children first, what do we think is important to include in their education, which we all seemed to agree was inspiring. They included aspects that cared for the WHOLE child. the education was NOT situated only within the school's walls but there was such fluidity between the community and the students that the education was of the children and the community. They saw that welcoming children into and as an automatic member of the community was the way to foster a healthier, more cohesive, successful community as a whole. This seems to speak to that desire, and the fact that is not how the schools and the educational system is viewed here currently. But to take a look at the schools, it is impossible to not look at the community, even as Brofenbrenner's systems points out - the community has direct impact on the children and they on their community. They are wholes that are interlinked and inseparable.
They all match people in order to explore certain "themes"; and these are dealt with in courses, seminars, and curricula in which presumed "common interests" are prepackaged. Such theme-matching is by definition teacher-centered: it requires an authoritarian presence to define for the participants the starting point for their discussion.
This reminds me of the kind of matchmaking that happens in #ds106's assignment bank and the #clmooc make bank. 
Alas, the wretched children ! they are seeking Death in life, as best to have !
the children rather die then live life, they are looking forward to death then to enjoy their life as they can. seems like these children are suffering. Reminds me of the early 1800's were young children from ages 4 and 6 use to work long hours in factories and during that time, today we would confirmed this as child abuse.
It was the secrets of heaven and earth that I desired to learn; and whether it was the outward substance of things or the inner spirit of nature and the mysterious soul of man that occupied me,
Victor reminds me of the story of Icarus. He seems to be reaching for things he mustn't know, and in the end- he will be burned and he will fall. He's flying way too close to the metaphorical sun here.
mprisoning
This reminds me of the representation of the horrific rates of imprisonment in America and the use of solitary confinement.
Bells in the town alight with spring converse, with a concordance of new airs make clear the fresh and ancient sound they sing.
In this statement the author talks about how importance of the bells are to these people who live in a town. A-swell the bells being a signal of the season changing. Because of the fresh and ancient sound they sing reminds me of a spring day with the wind blowing against a chime, soothing.
Hi this reply is for Sam F I can’t get out of this section from my phone sorry if it confuses anyone. Perhaps that is why Bronfenbrenner defines human development in such a specific way, a scientific way so as to encompass the vastness of possible influences that affect ones life. It is interesting to note that his first definition suggests that a child’s growth is affected by their relationships in a given setting. We have been offered a variety of readings and engaged in formal and informal learning experiences from the various courses and on our trip to Reggio on the concept of relationships and their importance in the educative practice. I appreciate you noting that children are “social being[s] in all the richness and variety of its forms.” I also agree that we are all connected in our humanness, in our innate sense of ethical endeavors, in our connection to the environments we create in the classroom and ones that are are created within our communities. When we help guide and scaffold experiences within our schools, with our families and with the world beyond those walls, we are not only preparing children for a future of service but are showing them that they are already part of the greater good. If we honor their contributions, thoughts and actions as young citizens as meaningful now, they will perhaps carry with them a greater understanding and respect for the many systems of which they are an important part.
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On May 8, 2018, at 12:00 AM, Stephanie Leen stephslo17@aol.com wrote:
-----Original Message----- From: Hypothesis no-reply@hypothes.is To: stephslo17 stephslo17@aol.com Sent: Mon, May 7, 2018 07:29 PM Subject: samforeman has replied to your annotation
samforeman has replied to your annotation on “Bronfenbrenner_1977_Toward an Experimental Ecology of Human Development.pdf”:
On 07 May at 00:51 Stephslo17 commented:
Bronfenbrenner was influenced by theorists like Leontiev, who favored the idea of trying to understand ways children can learn, transform and develop - broadening their potential for higher learning. By using Leontiev's idea as a springboard which suggests that children are capable of becoming more complex as their base of knowledge expands one can perhaps better understand why. Bronfenbrenner further suggested that the biological, psychological and environmental factors affect how the child can become not only "what he not yet is" but what he already is in conjunction with what he can become. It reminds me of Freire's notion unfinishedness. We are programmed to be learners and continually become what we not yet are. On 07 May at 23:29 samforeman replied:
This reminds me of a quote I found a little while ago. "that realise a person’s actual life in the objective world by which he is surrounded, his social being in all the richness and variety of its forms" (Leont’ev 1977). I feel that there is so much "space" that relate to a childs devlopment that are not engaged with. This concept makes me feel more imporant in life because wheather we believe it or not everything is connected to one another and those conenctions make us who we are. View the thread and respond.
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mely, en-vironmental^ structures, and the processes takingplace within and between them, musT be viewed asinterdependent and must be analyzed in systemsterms. The specification of these interdependen-cies constitutes a major task of the proposed ap-proach.
This reminds me of some of the readings that we did last semester in our Social Foundations and Cultural Diversity course. What it makes me think about are the various screens through which we process information from the world around us; thus, impacting our interactions and experiences with others and our surroundings. Is there a way, that the ecosystems of Brofenbrenner are similar and serve as interconnected screens, and that they are interconnected on levels that impact our thoughts and interactions with others at the various systems? Do these systems create our biases, and by becoming aware of these systems and their impact on us can we alleviate ourselves from the implicit biases we are born into the world with.
ving to discover not 'how thechild came to be what he is, but how he can be-'-come what he not yet is.
Bronfenbrenner was influenced by theorists like Leontiev, who favored the idea of trying to understand ways children can learn, transform and develop - broadening their potential for higher learning.<br> By using Leontiev's idea as a springboard which suggests that children are capable of becoming more complex as their base of knowledge expands one can perhaps better understand why. Bronfenbrenner further suggested that the biological, psychological and environmental factors affect how the child can become not only "what he not yet is" but what he already is in conjunction with what he can become. It reminds me of Freire's notion unfinishedness. We are programmed to be learners and continually become what we not yet are.
A microsystem is the complex of relations be-[ tween the developing person and environment in anI immediate setting containing that person (e.g.,home, school, workplace, etc.). A>.S£liing is de-i fined as a place with particular physical featuresf in which the participants engage in particular ac-tivities in particular roles (e.g., daughter, parent,teacher, employee, etc.) for particular periods oftime. The factors of place, time, physical fea-tures, activity, participant, and role constitute theelements of a setting
This reminds me of the Maria Lugones article, Playfulness, "World" - Travelling, and Loving Perception, about the ability of people to "shift" to other worlds. She noted that, "world" - travellers have the distinct experience of being different in different worlds" (p. 9) I don't know anything (yet) about Brofenbrenner and his theory, but I wonder if he ever considered how race impacts roles and behavior in different microsystems?
It is from this perspective that the primary pur-pose of the ecological experiment becomes not hy-pothesis. testing but discovery—the identificationof those systems properties and processes that af-fect, and are affected by, the behavior and de-velopment of the human being. M
This concept of experiments being about discovery reminds me a lot of our work both in ADAC and social foundations that reminded me of the importance of entering a situation with the mindset of curiosity rather than assumptions or expectations. Here, I am reminded that we also must be curious rather than presumptive about the contexts of our students in the systems they exist in outside of school.
Again, the fact that research results obtained inthe laboratory differ from those observed in thehome cannot be interpreted as evidence for thesuperiority of one setting over the other, exceptin relation to a specific research question. At
This reminds me of behavior that we see at school that parents are not seeing at home. As educators, we may reach out to families for support on addressing an issue, but the parents may not be seeing any of this same behavior at home. Bronfenbrenner does a great job at explaining that every situation one is in, will bring about different results purely based on the environment. In this case, educators may want to shift our own research questions to highlight the differences in environment, and how those are causing a child to act differently in different settings.
ecological research the in-vestigator seeks to "control in" as many theoreti-cally relevant ecological contrasts as possible
This idea of "controlling in" reminds me of the work we did in our ADAC planning, in relation to involving families and the community. The process of making lists of all the possibilities for connection supports this ecological theory of children developing within broader contexts of the classroom.
eciprocal processes and second-order andhigher order effects are the rule, for a develop-mental change in the state and status of onemember of the system invariably alters the rela-tions between the others. Si
This idea of reciprocal processes reminds me of a metaphor of the mountain stream frequently used in dynamic systems theory to view human development. This metaphor is meant to counter the human as computer processing model. Esther Thelen writes:<br> "This is an apt comparison to keep in mind, because a stream is moving all the time in continuous flow and continuous change. Development is continuous—whatever has happened in the past influences what happens in the future. But the stream also has patterns. We can see whirlpools, eddies, and waterfalls, places where the water is moving rapidly and places where it is still. Like the stream, development also has recognizable patterns: milestones and plateaus and ages and stages at which behavior is quite predictable. In the mountain stream, there are no programs or instructions constructing those patterns. There is just water and the streambed under it. The patterns arise from the water and natural parts of the stream and the environment, such as the streambed, the rocks, the flow of the water, the current temperature and wind. The patterns reflect not just the immediate conditions of the stream, however; they also reflect the history of the whole system, including the snowfall on the mountain last winter, the conditions on the mountain last summer, and indeed the entire geological history of the region, which determined the incline of the stream and its path through the mountain. In addition, the stream also carves the rocks and the soil and creates its own environment, which then constrains and directs the water." Bronfenbrenner's work seems to address what is a huge hole in cognitive science which is that we are much more than just a brain in a body, we are also our past experiences and also embedded in systems that have a input in our development.
Leontiev's statement is of course reminiscent ofDearborn's injunction ("If you want to understandsomething, try to change it."), but it goes muchfurther; indeed, in Leontiev's view, it is revolu-tionary in its implications. Soviet psychologistsoften speak of what they call the "transformingexperiment." By this term they mean an experi-ment that radically restructures the environment,producing a new configuration that activates pre-viously unrealized behavioral potentials of the sub-ject.
This idea of the transforming experiment very much reminds me of the work we do with provocations from the Reggio tradition. We as teacher-researchers, in our desire to better understand our learners, attempt to alter or provoke aspects of the learning environment. The idea of co-construction is important here as the authors of this article stated earlier not only does the environment influence the person, but the person influences the environment. Does anyone else see the resemblance?
Leaders in the United States say it is no small task to sustain enthusiasm and plot strategy in the face of policy defeats on a range of issues.
When reading this quote, it reminds me of a particular idea that turns some of my colleagues away from Women Studies classes/pursuits. This idea that women are faced with mass amounts of defeat in regard to political policy. I think it's both ironic and interesting to read the leaders in the United States have shed light on this as they potentially have the power to influence change for the Me Too campaign and women in this country.
Maintains values over self-promotion or profit.
Peyton, again excellent example. This also reminds me of a situation I faced in practice. I think you handled it really well! Approved.
We grew apart as friends on several levels. At the core we were simply becoming who we are/were.”
This reminds me of DuBois's double consciousness; their personalities used to be aligned, but gaining new friendships and fame unleashed a new side to Basquiat's personality, one that does not fit in with his friend's personality.
leaving home at 17 and passing away just a decade later.
Basquiat's short career reminds me of the roaring 20s; they were a period of prosperity and rapid growth in many areas, but they didn't last and crashed at the end of the decade.
entirely new style of graffiti
This kind of reminds me of Ginsberg and his piece “Howl.” It was very much ahead of the time and new which made it controversial. It became very popular, and has a very large influence on poetry and writing today, like Basquiat’s lasting influence on art today.
Political engagement takes many forms. Although often even less recognized as political, many teens have used the tools of internet culture to express themselves politically
Reminds me about the political activism taking place on Tumblr currently
The atmosphere in Gernika before the war was tense for a long time. Franco introduced tough repression of both ideology and culture. There were new regulations and codes of conduct; people were reported to the authorities and searches were carried out on a daily basis, and nothing escaped scrupulous examination by the Civil Guard. The people of Gernika were forced to confront fear, distrust and mutual suspicion. Nobody gave them back the happy, open town they had once known.
Of course, a museum emphasizing how tragic the bombing of Guernica was would make it clear that the aftermath of the bombing forever altered how the town operated. Analyzing the quote specifically, Franco instituted a real authoritarian state over the entire town, turning the townspeople against one another. It reminds me very much so of how the Nazis treated the German citizenry through using the Gestapo to instill fear and distrust. Studying how the Gestapo turned German people against one another, Franco and his regime did very much so the same thing. Paraphrasing from the website, people basically had no rights, their rights as citizens were routinely violated by the regime, which is something that the website emphasizes repeatedly.
[6] I think they've redesigned the Web site three or four times since they made the decision to treat the primary Web site as a marketing site. You think that they could have spent some of that time and effort on figuring out what to do with all the materials and users that they tossed off the primary Web site (other than saying "It belongs behind a password wall on GrinCo", which they promised us wouldn't be all that they would do).
Reminds me of xkcd cartoon #773
ncriticalliteracy,anapproachthatpromotesdeepercomprehension,readersmovebeyondpassivelyacceptingthetext’smessagetoquestion,examine,ordisputethepowerrelationsthatexistbetweenreadersandauthors.Thesereadersponderwhattheauthorwantsthemtobelieve,takeaction,andpromotefairnessbetweenpeople.Criticalliteracyfocusesontheproblemanditscomplexity.Itaddressesissuesofpowerandpromotesreflection,action,andtransformation(Freire,1970).
This reminds me of the more simplified bloom's taxonomy lesson that our group presented earlier this year. Here is a link to that again. https://www.teacherspayteachers.com/Product/Blooms-Taxonomy-Questions-Activities-Robot-Detective-Judge-and-Inventor-1617034
an OLPC effort was rolled out with little support for teacher training, and few resources for upkeep, and equipment quickly faded into a state of disrepair.
Reminds me of stories from Fullan about the failure of administrators to either fully fund or think through the roll out of a large shift in teaching and learning
Careful observers may foretell the hour (By sure prognostics) when to dread a shower:
This reminds me of a saying I was told when I was little. "Red skies at night, a sailor's delight. Red skies in morning, sailors head warning."
My mother is serious. She looks into my eyes demanding my attention. "One cup rice, two cup water, put all in rice cooker, press button." She turns toward the simple, white machine.
I can feel the seriousness behind their mothers eyes. Reminds me of my mom whenever she needs something done, there is always that look they give you when they mean business.
This kind of reminds me of my grandmother who still believes of gender roles how women are suppose to do in house chores while men work outside
a successful school system schools parents and pupils to the supreme value of a larger school system,
Reminds me of how much money colleges spend telling how important a college education is.
educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing, and caring.
This reminds me of Laura's amazing #ds106 video
nce of civic engagement through digital platforms, citing digital citizenshi
Reminds me of the fake nes discussion and civic online reasoning as a new learning outcome (Stanford)
This cultural divide, in Snow’s view, entailed serious consequences for our creative, intellectual, and everyday life.
This cultural divide reminds me of the cultural divide we have in today's politics. There are many consequences as a result of this division.
Due to the fact that not many were literate, lessons were passed on verbally.
This reminds me of the game telephone. There must have been a lot of false information going around. Not intentionally but I cant believe that all information was passed on exactly the same as it was told the first time by Plato himself.
Discussing the importance of being specific when typing questions into a search engine reminds me of http://www.bristol.ac.uk/library/support/findinginfo/search-engines/ which goes into detail about how to make the best out of a search engine. https://video.search.yahoo.com/video/play;_ylt=AwrC5pk5VtZaEHoABTg0nIlQ;_ylu=X3oDMTByZWc0dGJtBHNlYwNzcgRzbGsDdmlkBHZ0aWQDBGdwb3MDMQ--?p=how+to+use+a+search+engine+effectively&vid=9bf0d5d37d4dc51cd871e871b3a39b28&turl=https%3A%2F%2Ftse4.mm.bing.net%2Fth%3Fid%3DOVP.61buA0jkcYnUo5UPzPB40wEsDS%26pid%3D15.1%26h%3D210%26w%3D300%26c%3D7%26rs%3D1&rurl=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DL6mvnMW_nnY&tit=How+to+use+the+Google+Search+Engine+more+Effectively.&c=0&h=210&w=300&l=434&sigr=11bdiha8i&sigt=11lisflue&sigi=12r61em25&age=1260459057&fr2=p%3As%2Cv%3Av&fr=yhs-arh-001&hsimp=yhs-001&hspart=arh&type=zxy_5e685049fc1e67cf88&tt=b
This YouTube video also, specifically using Google search, gives similar tips to this article on how to search effectively and get the answers you're looking for.
The idea that there are people who regard search-engines as authoritative is one that I really haven't considered. Being that we are a very internet-based society, most students do all of their research online. This guide gives some pros to using online sources for research but warns not to use only online sources as well as offering the pros to using more traditional sources such as libraries to conduct research. This reminds me of the times in class we've discussed using librarians and library databases in order to get sources.
When Rheingold talks about the design of a website being a clue to the legitimacy of a source, it reminds me of a lesson I had in a computer class called "Presentation Etiquette." In this lesson we discussed the importance of keeping presentations and websites organized and easy to read. I've always found this to be helpful in determining whether a website is written by a company, a professional writer, or a novice. It also helps tell if the source is for entertainment or for education.
To know they dreamed and are dead;
I think the poet is trying to be peaceful about the death that is happening, because this line reminds me of talking about someone "being in a better place" or "they won't suffer anymore", which is very sad to say but it's looking on the bright side of death, if possible, to ease the mind.
For God who counsels her gave her A greater heart than any man.
Kind of reminds me of Silence here
When Fortune casts him on his face.
This reminds me of the depiction of the wheel of fate
Here is my longer set of reflections about this work. This is a new version of the pdf. I do not know how to change the PDF and load a new version.
What did I learn from engaging this work?
This work has made me read, think, reflect, and reengage again and again with who I am, what I think, why I think that way, ……. Helps me re-examine my interactions, expressions, and perspectives in life.
For me, this has been a journey of love, tears, smile, love, and deeper reflections as a person and an educator, but more importantly as a human that I hope to be…
There are many angles, perspectives, and cultural and human issues beautifully entangled in this work. Almost every verse, ever set of words are connected and make you think.
What do we think? Why do we think and act the way we do? Perhaps it is time to review how and why we think the way we do.
There are also multiple angles for me, as a student and faculty who grew up in a multicultural, multiethnic, and Multilanguage society with a dominance of one language and the first part of my life. I saw this, lived it, but did I ever really see, and in what ways? Did I cause the pains and in what ways?
Each of us, are made of and makers of connected stories. We are connected to our backgrounds, our families, friends, schoolings, experiences, and economical and cultural heritages. There is so much potential for better connections, better empathy, love, acceptance, and learning from each other….but are the social/economical/educational assumptions, and cultural biases stopping us to be stronger connected members of the human race? The answer is always yes…but we do not want it to be.
This work shows me that even when I wanted to be kind and loving to people from different ethnical and economical backgrounds when I was growing up, and even now a an educator, my words could not mean the same from their perspectives.
This work, that comes from the pure thoughts and soul of a colleague, engineer, educator, and thinker helps me reflect again and again that we need to keep on keeping on to connect better to the only race that we know, the human race, and advance our cultural growth, for better connection and better cultural evolution….We need to have better united front of thinkers and since the fights remains and struggles remain mostly focused on social justice and other battels that the "civilized world" needs to truly engage in.
This work reminds me of the following. (the word "play" is strange here, I think I mean doing what comes natural to the moment and jus getting involved and experience it…
“Man is only completely human when he plays” according to Jacques Rancière, examining and interpreting a sentence from the philosopher Freiderick von Shiller. The meaning of such a proclamation: that there is a specific sensory experience – the aesthetic – that holds the promise of both a new world of Art and a new life for individuals and the community. Aesthetics is politics. http://classes.dma.ucla.edu/Winter14/252B/content/readings/ranciere.jacques.aesthetics.as.politics.pdf
I think being a poem, this work truly creates a new and touching impact. A new spark to care and act upon. It is us who need to get inspiration from the sparks and make the fire to make the world a better place.
What questions am I left with?
This is a hard question. I am left with my own questions, who am I and How do I deal with the issues of inclusivity….how can I learn more, act better, and connect more understandingly to all people whom I am blesses to know, interact, and learn from. How many of these opportunities would I not admire and weaken with my words, body language,……
What would I like to know more about?
Truly after reading this work…I want to know more about…..
Finally, I try to better understand microaggression….but I truly love to know everyone's story and am willing to not only listen but also celebrate their stories….I see my students, new people in my life who make me want to know them, and for many of them my questions is….Wow, I love knowing you and having you in my class/friendship……tell me your story…share with me what you like me to know and I will love it and celebrate it with you… some of my friends tell me that this is microaggression….But my intention is to embrace them not to exclude them and question them…
However, with all good intentions, words can hurt, and our friends and associates can interoperate them differently from the intention…
But our responsibility is to keep on keeping on, try and keep trying to make things better, …
through poetry, it was always safe to communicate.
I agree that through poetry, one can communicate their feeling and what they want to express figuratively. Through the use of figurative language in poetry, the reader is open to susception, because we aren't certain what the authors intent is.
This reminds me of our lesson about certain vs chaos.
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This reminds me of how people say when we appreciate wilderness, let's start with the wilderness in our backyard instead of associating conservaiton and being into the wild means these big great places and activities that are associated with the maintsteam idea of how this should be done
Though he probably based it on notes dictated by Windrip—himself no fool in the matter of fictional imagination—Sarason had certainly done the actual writing of Windrip's lone book, the Bible of his followers, part biography, part economic program, and part plain exhibitionistic boasting, called Zero Hour—Over the Top.
Sarason is "the guy behind the guy" here, the brains in a symbiotic relationship. Reminds me of the Harding Gang, where the front man was manipulated by his backers. The religious aspect indicates a cult of personality, and the description makes it sound like a clone of My Struggle.
There are various aspects of the debate on human enhancements that frustrate the possibility of reaching consensus on their value
In the quote the author is talking how we value things a lot and sometimes we value things to the point where we do not care about our health. For example, a lot of people value money as it is more important for their health. Many people stress and do not care for their heath. This reminds me of some college student how they value their GPA instead of their health. I think in college it is important to stay healthy so you could focus more on your studying. For Many college students, their professor says study hard. The professor does not mean to study hard to the point where you feel health is unnecessary.
To hold a belief with a false consciousness is to hold it whilebeing ignorant of, or self-deceived about
Reminds me of the definition or similar circumstance of "bad faith" presented by Birt
An’ some folks sits dere waitin’ wid deir aches an’ miseries, Till Ma comes out before dem, a-smilin’ gold-toofed smiles
This reminds me of Hughes because his poems similarly address fear, and no matter the success of blacks, their is always something that is going to get in the way of getting what is truly deserved.
An’ Slim Say, “Peter, I really cain’t tell, The place was Dixie That I took for hell.” Then Peter say, “you must Be crazy, I vow, Where’n hell dja think Hell was, Anyhow?
This sort of irony reminds me of an M. Night Shamalan plot twist. The point of the story is powerful though: the south is a living hell for black folks.
The strong men . . . coming on The strong men gittin’ stronger. Strong men. . . . Stronger. . . .
This part reminds me of "They Feed They Lion" because it talks about an eminent presence. Here, Brown is implying that black folks are going to continue to grow and populate the country, and that they cannot be contained by racism and segregation.
Dey stumble in de hall, jes a-laughin’ an’ a-cacklin’, Cheerin’ lak roarin’ water, lak wind in river swamps.
I thought of Langston Hughes, "My soul has grown deep like the rivers." Powerful currents/rivers are akin to a strong spirit. It is a sign of life and connection to the Earth. The river itself reminds me of veins, carrying blood to organs the same way civilizations set up near rivers for agricultural purposes. It gathers people, gives life, and is a sign of wealth (wealth of land, food, unity, resources)
They heard the laugh and wondered; Uncomfortable; Unadmitting a deeper terror. . . . The strong men keep a-comin’ on Gittin’ stronger. . . .
White American society benefits from the labor and exploitation of people of color, but in their fault of dehumanizing them they didn't consider the humanity and strength that cannot be fully diminished. The ellipses signifies that the strength of the marginalized people and communities will continue growing. There is a sense of anticipation. This idea sort of reminds me of "They Feed They Lion" by Phillip Levine.
noticed an image of the Leutze painting in a dramatic gilded frame dominated by a 12-foot-wide American-eagle crest at the top.
Eagle reminds me of America, it is the core symbol for America.
This means that instead of using coping mechanisms, various “a-critical techniques” (42) that students develop during their schooling, students are taught to address puzzling elements and confront that what they do not know
This reminds me what what Jerome McGann says about "quantum poetics" in his book, Radiant Textuality. Basically, that there are an almost infinite number of ways of proceeding through a text, and digital tools help to bring out and reveal the multiple pathways.
I have often observed that in married households the champagne is rarely of a first-rate brand.
This reminds me of some of the past readings that have been presented to us. A lot of them deal with social classes and how certain people are superior to others (Rich people, white people, and men over women). The way that drinks are portrayed here shows that servants aren't supposed to drink . the same thing as the people who they are serving for, because they are not seen as equal. This is similar to how people of color and women are shown in society as not having the same advantages as whites or men.
But please remember: we are not the experts; we are the adventurers. We’re learning every day, and we’re failing too. We’d love to share some of our story, but you’ve got to clear your own path. And for cat’s sake, please be kind to yourself throughout your journey. Ask for help when you need it. And hike up your knickers – you’re in for a wild one
I love her writing style, it reminds me more of a manifesto. I recognize that it is a blog, it's just so refreshing compared to the literary journals I'm used to reading.
Also, by stating "we are not the experts" it presents this level of transparency, which is aids refuting any possible criticism.
Keep It Simple Starting (KISS)
I really like the idea of starting out simple with a few new tools since I have been feeling a little overwhelmed this semester. It reminds me that I don't have to be an expert at this right away, and really it isn't possible.
storyboard
The term is slightly confusing - this reminds me of storyboards in paper prototypes, and that one was more like a comic strip with a user case. Does this storyboard have something to do with that one?
What happens to a dream deferred?
This reminds me of the quote "justice too long delayed is justice denied". Dr. King used that quote in his Letter From Birmingham Jail. I'm sure it existed prior to that letter, but it is a sentence that attaches itself to the minds of the oppressed.
He did a lazy sway . . . He did a lazy sway . . . To the tune o’ those Weary Blues.
The jazz/blues imagery reminds me of Blue Dementia, and a lot of other odes to music from black poets during the "new negro movement".
Since 1949, when Chiang Kai-shek’s Nationalist Party fled to Taiwan with imperial treasures in tow as the Communist Party took over Mainland China, cultural stewardship has been a first-order concern for the Taiwanese government.
This reminds me of Old Summer Palace. Our country has many treasures drained in other countries because of the war.
“Here they are everywhere.” And they are: American flags and the signs in English that he cannot understand.It’s a gorgeous sunny day, and Osbek’s clearly enjoying the trip. A small plane flies overhead. “That plane reminds me of the Coast Guard,” he says, with a big yawn. “That’s how they caught us the first time. They spotted us from a plane like that.”
The island has struck terror into these Cuban athletes. They are worried they will have to go back.
sophisticated video game aimed to make calculus class a little less daunting.
That's a huge endeavor, however it reminds me of the teachers I work with using Angry Birds Space to teach Physics.
Get all the materials and print it yo’ damn self
This reminds me of the reading we did on self-publishing and the discussions we had in class. Interesting to see Gap Riot endorsing self publishing!
We believe that artists and writers have a communal responsibility to respond creatively to the world
Correlating artists with writers reminds me of this article that I read which discusses how writers are the loneliest artists compared to the rest.
For all three of these teachers, autobiographical memories of experi- ences with literature informed their ideas about their imagined roles and methods of teaching. L
After reading this, I have reflected on my own experiences with literature. Thinking of certain books reminds me of happy memories and feel very nostalgic. I have always pictured them in my future classroom because of what I associate with them. However, I will be carefully and more closely look at whether or not they belong in my classroom.
Adding words can return more precise answers, yet that means restricting the scope of the results. Frequently, at the beginning of a series of searches, you want to start more broadly. "Choose keywords that you think will appear on the page you seek, put yourself in the mind-set of the
The idea of choosing specific and key words to advance a search reminds me of metadata we learned this semester. To advance search a material, it is best to start out broad and then to narrow down the search.
“No,” said Lizzie, “No, no, no; Their offers should not charm us, Their evil gifts would harm us.”
Lizzie is trying to avoid herself and Laura from eating the fruit. She knows the fruit would not do them no good but harm them because the fruit is evil. This stanza reminds me of Adam and Eve when Adam and God warn Even not to eat the beautiful evil Apple.
The whisper of “I want to be white” runs silently through their minds.
This poem -- specifically this line -- reminds me of the writings of Toni Morrison. Much of what Morrison writes is about the black experience in white america. Here, it is clear that the pressures to be "american" are one in the same with whiteness.
“I want to be a poet–not a Negro poet,” meaning, I believe, “I want to write like a white poet”; meaning subconsciously, “I would like to be a white poet”; meaning behind that, “I would like to be white.”
This reminds me of a quote from Toni Morrison: "The question of what constitutes the art of a black writer, for whom that modifier is more search than fact, has some urgency. In other words, other than melanin and subject matter, what, in fact, may make me a black writer?" Both ponder the relationship race, art, and identity.
These results provide apprecia-ble evidence in support of Hypothesis 1a: contact with the criminal justice system is associated with higher odds of not obtaining medical care when individuals thought they needed it.
This reminds me of intervening variables. What if contact with the criminal justice system can be associated with lower income, which might explain why someone would not obtain medical care?
stun cuffs that deliver 80,000 volts to detainees via remote control allow users to avoid direct responsibility for the human suffering they cause
This reminds me of the slave collars in Octavia Butler's Parable of the Talents.
YetPilate's wife finds her present moral strength through her original defeat,for had she been successful in preventing the Crucifixion she would haveblocked humanity's redemption.
This reminds me of the verse Ecclesiastes 3:1-15, which states how God sets the time for everything that happens in the world. I assume Pilate's wife would also relate to that sentiment because she didn't block humanity's redemption.
hit him again, he cut my pay check Dempsey.
The abuse reminds me of "They Feed Thy Lion" and how there is a want for change.
welcome this spring! this burning first of May
This reminds me of the Waste Land because of spring being described as "the burning first" similar to April being the cruelest month.
grown
There is a lot of mentioning about growth and growing throughout the poem. It reminds me of the burial of the dead and the blooming.
Comrade Lenin of Russia, High in a marble tomb, Move over, Comrade Lenin, And give me room.
Almost every other stanza in this poem is composed of this one, and it reminds me a responsorial psalm at a Catholic mass. It's like how a follower of Christ would call back to God making some sort of request for assistance. I'm not sure how this relates to the modernist poetry we've read but I thought it was interesting enough to point out.
I am Chang from the foundries
This is one of three voices in the multi-voiced poem. This reminds me of the plurality of voice in "The Waste Land"
am Chico, the Negro Cutting cane in the sun. I lived for you, Comrade Lenin. Now my work is done.
This reminds me of not only the numerous voices in T.S. Eliot's "The Wasteland", but also the order in Stein's "Sacred Emily" with the repetition of certain lines, as well as the voices speaking to each other before the verse moves on to someone else. Each voice represents a significant role in the poem and passes their verse off to the next one.
The million men and a million boys, come out of hell and crawling back
This reminds me of "The Wasteland" when it comes to the idea of the zombie, living between life and death. Gregory is speaking of the horrors of World War I and the PTSD that the soldiers ("million men and a million boys") whom suffered from the experience of war. "Come out of hell and crawling back" is straight out of a George Romero movie, and the conditions in the trenches and DMZ were its own wasteland. I find it interesting that Jack Dempsey is being used as the the representation of these returning soldiers especially since Dempsey did not partake in WWI and got a lot of criticism for it.
The only discipline that remained constant throughout the centuries was “Humanities”, which was composed of philosophy, classical and modern languages, history, art history, and religious studies.
his reminds me of Interdisciplinary because we are combining different majors into one and naming it something like this
In actuality many White Americans are ignorant to the own hidden racist agendas due to their lack of knowledge towards other races cultural and ethical ideas,
Reminds me of people being way to "un-racist", where they try to be as non-racist as possible but end up grouping people together and treating them differently, which in of itself is racist. Some politicians are so scared of the label of racist that they go overboard and start treating groups of people differently.
. No amount of scientific study will find in it anything like a purpose. But from another perspective this misses the point. After all, no scientific study will find in a 1000 yen note what makes it money. Not everything is a physical or chemical property of matter. Perhaps technologies, like bank notes, have a special way of containing value in themselves as social entities.
This reminds me of technologies as stories from earlier in the class. A sword is just a sword but Excalibur is more because of the mythology incorporated into it. I like thinking of technology this way, and the distinction hadn't occurred to me before this course.
face anxiety at the prospect of backlash
This reminds me of the conversation we had about the "triggered generation" and how people are hyperactive in reacting. Is this type of reaction a bad thing? I would argue otherwise, in fact I think it's important for authors to be responsible for what they writing about and who they are writing for. Anxiety for backlash could be a good catalyst for cultural appropriateness
sense of social conscience, not to mention a strong market incentive, is elevating stories that richly reflect the variety of human experience.
Again, the market is a primary driving force behind content production. This reminds me of the popularity of the Ms. Marvel comic.
flexibility
Being able to adapt is such a vital part of being an effective OT practitioner (reminds me of the dinosaur analogy).
Unger believes that unconscious bias and structural racism aren’t the biggest problems his students face; he feels CUNY’s graduates are at a disadvantage in an industry in which class can be a factor in hiring decisions.
Really interesting point - unfortunately, this reminds me of a conversation I had with my cousin a few years back. She is a CEO and founder of an online company in the UK. Upon asking her questions regarding the hiring of her staff, she blatantly told me that before she interviews anyone she will disregard their resume and look at their photo because "she can tell a lot by their image". This example, sadly, is point and case of this entire passage.
“Let me die a thousand deaths, rather than stain thy conscience.
this reminds me of a quote from the story of Julius Caesar
“Cowards die many times before their deaths; The valiant never taste of death but once. Of all the wonders that I yet have heard, It seems to me most strange that men should fear; Seeing that death, a necessary end, Will come when it will come.” ― William Shakespeare
Fundamentally, how, where and when something is made available for purchase infl uences who will purchase it
This reminds me of how I became interested with comics in the first place... it was a happenstance of stumbling across a small comic book store on Granville. I entered the store, and there was something just so cool about it - even the smell. From this perspective, having comics in stores vs. online allows potential customers a greater likelihood to stumble across something they would be receptive to.
normal order of business.
this reminds me of the phrase "banality of evil" coined by Hannah Arendt re Nazi trials: https://www.brainpickings.org/2017/02/07/hannah-arendt-the-banality-of-evil/
These same adjectives and verbal markers are not typically coupled with White people who engage in riots following sporting events and festivities.8
Reminds me of the president's now-infamous comment blaming both sides for Charlottesville... perfectly infuriating example of this double standard in action.
Many media outlets described Roof as a “white supremacist lone wolf” and commented, “we don’t know why he did this.”
This reminds me of the response to the White male shooter in Las Vegas. I remember some coverage of Trump's immediate emphasis on condoling families, rather than calling out the shooter. And coverage of this in contrast to attacks in NYC at the time: https://www.cnn.com/2017/11/01/politics/trump-response-new-york-las-vegas/index.html
Pedagogies of healing and critical media literacy are important, especially in the wake of racial violence when mainstream media work to stigmatize, characterize, and marginalize Black youth by projecting them as dangerous Others
The first line reminds me of the authors' description of the background of this piece. https://youtu.be/N5NVySOiu1U
techne is a bringing-forth
Reminds me of poesis and physis.
Those crafts required some persons to be free from the constant tilling of the land and led to the growth of towns in which guilds of free craftsmen could work their arts and in which trade could flourish.
Reminds me of slavery in America. The South lagged behind trying to hold on to slavery, an inhumane, outdated, and inefficient mode of economic and societal growth.
Technology, once born, outgrows its social cradle and shatters the relations of production that called it forth.
Reminds me of the results of new technology and methods; it's initially praised until it begins killing entire industries.
Throughthistransaction,onereUgiousgroupaffirmedtheidentityofanother.AgroupofChristianshadgivenaJewishcongregationabuilding,land,andmoneytomaintaintheproperty
This reminds me of the reading we did for wednesday where the paster opened his doors to a different religion to help them out. This is also refreshing to see that it is not something that had only happened once and I am seeing it more and more around my home town with different religions being under one roof taking care of the same building
rgues that this suffering love itself becomes a part of the soul ’ s identifi cation with Christ.
This reminds me of some of last uint, where it is "ok" to suffer because Christ did too so we must also suffer as well
A people starved and stabbed in th’ untilled field; An army, whom liberticide and prey Makes as a two-edged sword to all who wield;
Liberticide, According to Oxford English Dictionary this means "Destruction or removal of liberty. In this sentence it seems like there is a group of people who are on a field looking for food because they are starving. These people have no freedom I guess because they are also getting brutally beaten and stabbed by others who have power and conroll over them. This reminds me of slavery.
Then they lament and cry and say that these same women have bewitched their children and that the lads be spell bound and cannot leave them and are never at ease save when they are with them. But, whatever they may say, it is no witchcraft, but it is for the sake of the love, the care, the intimacies, joys and pleasures that these women show unto them in all things and, on my soul, there is none other enchantment. For whoever giveth all its pleasure to a bear, a Wolf, or a lion, that same bear, wolf, or lion will follow after him, and so the other beasts might say, could they but speak, that those thus tamed must be bewitched. And, on my soul, I trow that there is none other witchcraft than well doing, and no man can be better bewitched than by giving him what pleaseth him.
Reminds me of Capellanus's "The Art of Courtly Love"
many webcomics include themes and deal with issues that mainstream comics do not. Many of them are written by people with offbeat interests for people with similar interests.
This reminds me of the conversation we had in class - what makes a publication important? Is it that many people view it? Or is it more the concept that it is published in general?
The web allows webcomic creators to write comics with content which is outside of the acceptable bounds for typical mass-released comics.
This reminds me of our conversation around podcasting and Chris Anderson's theory of the Digital Long Tail. The Long Tail being the proliferation of niche content that has arisen with the the internet. The Long Tail provides creators and consumers more choice and Anderson sees this as a new marketable space outside of corporatized content.
The information wasn't sent to the Miami office, and the FBI did not investigate
This reminds me of when I went to Florida when I was in 8th grade and we saw my grandma and grandpa. We were there for a wedding.
Suppose that you wished to understand the Soviet-American Cold War. Suppose further that you were interested in fathoming this entire conflict, not merely one or another of its aspects. A few years and a few bookshelves later, you might realize that most experts have failed to arrive at a self-contained portrait because they examined this subject from a single disciplinary perspective. An integrated approach, you might conclude, holds a greater promise of bringing you closer to a firm grasp of this complex subject than any important but one-sided study.
Reminds me of film makers like documentary films. They get multiple perspective of the subject and leave you, the viewers to decide for yourself what the conclusion is. but they never seem to wrap the film up themselves with all those perspectives in mind. I would say that documentary can be very interdisciplinary.
“And of this place,” thought she, “I might have been mistress! With these rooms I might now have been familiarly acquainted! Instead of viewing them as a stranger, I might have rejoiced in them as my own, and welcomed to them as visitors my uncle and aunt. But no”
This reminds me of when Mr. Collins was showing Lizzy around their home and it seemed like he was trying to show her all that she could have had. However in that instance she did not care at all but now that she sees Pemberley she really does think about what she could have had if she agreed to marry Darcy.
At the violet hour, when the eyes and back
The violet hour reminds me of the sunset when the sky turns purple, which signals to me a transition from the day into the night. This is parallel with the seasons and zombie theme, as the violet hour is a moment in time where it feels as though it is not quite day, but not quite evening. Starting this stanza with this romanticized image of transition sets the tone for the rest of the piece.
I was neither Living nor dead
Reminds me off Revelations 3:16, "So because you are lukewarm, and neither hot nor cold, I will spit you out of My mouth."
“You gave me hyacinths first a year ago; “They called me the hyacinth girl.” —Yet when we came back, late, from the Hyacinth garden, Your arms full, and your hair wet, I could not Speak, and my eyes failed, I was neither Living nor dead, and I knew nothing, Looking into the heart of light, the silence.
This line reminds me of the lines after the first German phrase in the first stanza. In both sections, the speaker (perhaps the same speaker. Both are women) reminisces about times past.
ap
Refers to America as "she" rather than "it." Interesting, kind of reminds me of "motherland," which evokes a sense of nostalgia...longing for what America could accomplish but because of the limitations "she" faces (i.e. corrupt democracy/capitalism, racism, discrimination) she can never "attain her ideal," but perhaps slowly progress towards it
appeal to the United Nat ions and ask that organization in the proper way to take cognizance of a situation which deprives this group of their rights as men and citizens, and by so doing makes the functioning of the United Nations more difficult, if not in many cases impossible.
This reminds me of what we talked about earlier in the semester--even though human rights are supposed to be universal, someone's, or a group of people's ability to receive those rights depends on the government of their nation. How does someone go about reporting and getting justice for human rights violations when their nation is the one violating them? How does a group of people receive the justice and recognition they deserve because they are human (and therefore have human rights) when some domestic issues of violence are often not seen as important in the world of international human rights? How can a country effectively and honestly protect international human rights as part of the UN when they are violating human rights within their own state?
Critical Interdisciplinarity:
i think that critical interdisciplinarity is really interesting. it reminds me of when we study open education