7,306 Matching Annotations
  1. Jan 2017
    1. “That is all Utopia,” cried John Pool, the humorist. “The animals, my dear Pollock, will not follow your chemical programme, but will continue to devour one another according to the mysterious laws of creation. The fly will always be the vulture of the microbe, the most harmless bird the eagle of the fly; the wolf will keep on presenting himself with legs of lamb, and the peaceful sheep will continue, as in the past, to be ‘the tiger of the grass.’ Let us follow the general law, and while awaiting our turn to be devoured, let us devour.”

      This passage attracted me attention because the entire story is a list of prophecies, but here it talks about the law of natural. It suggests that we should just follow the law and see what will happen. “The wolf will keep on presenting himself with legs of lamb.” On one hand, it means a bunch of new inventions will emerge and take up the old stuff, but on the other hand, it could also mean that the old basis is always there, because the wolf is still eating the lamb. Personally, I interpret it as that certain things/patterns would retains among the rapid change. The world wouldn’t be Utopia, which has the hidden connotation that the fantastic inventions may substitute many old stuff, but the “advanced” technology would not take up the entire world. People are moving forward, but sometimes they still look back, looking for basis. For instance, after digital camera has prevailed the society for decades, the old film camera again caught people’s attention. Many contemporary photographer has started reentering the dark room and developing films. Here is the law of natural that we have no power to control. The insertion of this paragraph shows a more rational point of view from John Pool. This view stands out among a series of provocative inventions, it forces people to think differently, and makes the story more readable.

    1. Interesting to see what some people think ‘open source’ is these days. Back when the OSI was created with the movement that wanted to call it ‘open source’ instead of ‘free software’, people said ‘don’t do that — it devalues the fundamental point’. And here we are 20 years later, with OSS being hugely well-used, but many of the contributors insisting that licences are irrelevant or just having available source is all that’s needed, or it’s all about the community. Well I guess those of us who though that the ‘Open Source’ naming was a bad plan are proved right about the downside. But of course we’ll never know if it would have been so successful if it had remained as ‘Free Software’ (I don’t see why not, because it’s the process and efficiency that has made it popular).

      This note is aligned with most of my comments on the open source depolitization of free software.

    1. bigger boys a special rule. In the very streetsthey were to keep their two hands within the folds of their coat; they were to walk in silence and without turning their heads to gaze, now here, now there, but rather to keep their eyes fixed upon the ground before them. And hereby it would seem to be proved conclusively that, even in the matter of quiet bearing and sobriety, the masculine type may claim greater strength than that which we attribute to the nature of women.

      I think teaching boys to behave a certain way in public is a strong discipline method. Keeping their eyes fixed on the ground could help them to stay focused without the need to look around and possibly get distracted. The fact that they may be stronger in this area than the nature of women is interesting. If the boys are learning to be dignified in a sense, and women are the same, would more people turn out this way? If the Spartan boys are keeping this mentality as they get older, then marry a woman and have children, would they raise their children as they were brought up?

    1. Harassment is seen as an inevitability for women on the internet, and, as with most awful nonsense, it’s even worse for women of color. I have the privilege of whiteness, but know the onslaught of misogynoir garbage Leslie Jones endured last summer was unique only in scope. If you’re a woman online with anything even remotely resembling an opinion, Twitter eggs will sniff you out like a shark hunting down the scent of blood. They’ll tell you that you deserve to be raped, or that no one would ever sleep with you, that you’re ridden with disease, wearing too much makeup, or not enough makeup, that you’re a whore with bad eyebrows. That… I don’t know, some period joke about the shark’s blood thing. Come get me, trolls, I’m bracing for impact. (Shout out to the orange egg who just messaged me, “Ho, ho, Hitler.”)AdvertisementI think about this too much, and that’s the problem. Online harassment is a theft of my time and energy — time and energy that could have been spent on anything else.The obvious solution seems like it would be not going online. You know, if every time you try to swim laps in a crocodile pit, a crocodile eats one of your limbs, maybe don’t swim in that crocodile pit, right? Except, I don’t know, what if swimming there is needed for your job? Twitter isn’t mandatory for writers, but it can be really important. It’s a gamified means of wasting time, but also a means of networking, while developing and establishing a distinct voice. I’ve gotten most of my work this year through connections built on Twitter. Telling women writers to “just not do that” is like suggesting a New York cab driver relocate to a state where everyone has cars and no one needs cabs. Women already have to stomach enough career disadvantages as it is. Let's think a little more critically about the way bullying exerts itself online. Many times, the targets are women who dare to be anything other than quiet and small. Of course, there are women who are trolls, especially of the celebrity variety, but the overwhelming majority of anonymous trolling takes on the defiant woman, who dares to speak her mind on any of the non-approved subjects.Of course, the ideological and practical have struggled to meet here. Twitter is still trying to wrap its head around basic empathy, despite there being various concrete solutions, and most employers seem to do little more than shrug off the evils of the world. I don’t know that we have to accept that as the way that it is. This isn’t a “men are bad and women are good” argument, though it certainly is gendered. Overall, what if all of us banded together to say, hey, I don’t want to live in a world where people conspire to harass a female writer “until she has a breakdown or goes into porn”? That’s a real thing I saw about myself, by the way.The funny thing is, this argument has been centralized around willful obligation. Women writers and the willful obligation of refusing to give up on an asset to their work, my personal obligation in refusing to be silenced. But there are also women who do things where the word “Twitter” is no weightier than “flutter,” who should be able to participate in a conversation online, just because they want to, without being called a derogatory term.The internet has radically shifted our communication forums, and in many ways the public square has shifted to take place online. Obviously, right? Duh? OK, so what does it mean if women are being ejected from those spaces by sheer force of will? What does it mean if participation comes at a measurable cost of capitalistic forces like time and energy?Anyway, I’m not sure. I’m either a warrior goddess or a triggered snowflake, depending on what side you’re on. If you think the former, I hope you’ll send me a message. This hurts like hell, but I’m in it now, and the support helps a lot.Related: Donald Trump Is Gaslighting AmericaCheck this out: follow usFacebookTwitterPinterest   /* dynamic basic css */ .AR_1.ob-widget .ob-widget-items-container {margin:0;padding:0;} .AR_1.ob-widget .ob-widget-items-container .ob-clearfix {display:block;width:100%;float:none;clear:both;height:0px;line-height:0px;font-size:0px;} .AR_1.ob-widget .ob-widget-items-container.ob-multi-row {padding-top: 2%;} .AR_1.ob-widget .ob-dynamic-rec-container {position:relative;margin:0;padding;0;} .AR_1.ob-widget .ob-dynamic-rec-link, .AR_1.ob-widget .ob-dynamic-rec-link:hover {text-decoration:none;} .AR_1.ob-widget .ob-rec-image-container .ob-video-icon-container {position:absolute;left:0;height:30%;width:100%;text-align:center;top:35%;} .AR_1.ob-widget .ob-rec-image-container .ob-video-icon {display:inline-block;height:100%;float:none;opacity:0.7;transition: opacity 500ms;} .AR_1.ob-widget .ob-rec-image-container .ob-video-icon:hover {opacity:1;} .AR_1.ob-widget .ob_what{direction:ltr;clear:both;padding:5px 10px 0px;} .AR_1.ob-widget .ob_what a{color:#999;font-size:11px;font-family:arial;text-decoration: none;} .AR_1.ob-widget .ob_what.ob-hover:hover a{text-decoration: underline;} .AR_1.ob-widget .ob_amelia, .AR_1.ob-widget .ob_logo, .AR_1.ob-widget .ob_text_logo{vertical-align:baseline !important;display:inline-block;vertical-align:text-bottom;padding:0px 5px;box-sizing:content-box;-moz-box-sizing:content-box;-webkit-box-sizing:content-box;} .AR_1.ob-widget .ob_amelia{background:url('http://widgets.outbrain.com/images/widgetIcons/ob_logo_16x16.png') no-repeat center top;width:16px;height:16px;margin-bottom:-2px;} .AR_1.ob-widget .ob_logo{background:url('http://widgets.outbrain.com/images/widgetIcons/ob_logo_67x12.png') no-repeat center top;width:67px;height:12px;} .AR_1.ob-widget .ob_text_logo{background:url('http://widgets.outbrain.com/images/widgetIcons/ob_text_logo_67x22.png') no-repeat center top;width:67px;height:22px;} @media only screen and (-webkit-min-device-pixel-ratio: 2),(min-resolution: 192dpi) { .AR_1.ob-widget .ob_amelia{background:url('http://widgets.outbrain.com/images/widgetIcons/ob_logo_16x16@2x.png') no-repeat center top;width:16px;height:16px;margin-bottom:-2px; 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    1. CHAPTER FOURTEEN §1§1@:i@j The Panathenaic Procession: Athens' Participatory Democracy on Display? LISA MAURIZIO Introduction The Panathenaia was a state festival celebrated in honor of Athena, Athens' patron divinity.1 It took place over a period of roughly a week and included musical and athletic contests, sacrifices, a boat regatta, a procession, an all-night revelry, a torch race, and, most importantly, a dedication of a garment to Athena. The Panathenaia has been called the "most political" of Athens' festivals and has been treated as distinctly democratic or populist. 2 This modern assessment echoes that of the Athenians themselves, who saw the Panathenaia as the event that occasioned the defeat of the tyrants and the birth of democracy.

      It's interesting to me that this is assumed to be related to democracy, when it has to do with Athena. Isn't it more likely that they were just celebrating Athena.. much as we celebrate God with holidays like Easter and Christmas? The second page seems to agree with this as well - that it being attributed to government may not be so accurate.. but I'm unable to annotate anything after this page. I do think though that the festival would have been, like I said, more closely related to something like Christmas.. different traditions used to celebrate their God. One might think athletic contests, sacrifices, torch races, etc are a weird way to celebrate a God.. but at the same time.. aren't stockings, tree decorations, etc kind of "weird" ways to celebrate a God too when you think about it?

  2. Dec 2016
    1. Verbal Communication An introduction, a presentation, a telephone conversation, a videoconference call: these are all examples of verbal communication because information is transmitted orally. Despite the ubiquitous use of technology in the business world, verbal communication is the most common method of exchanging information and ideas. Verbal communication is powerful, fast, and natural and includes voice inflections that help senders and receivers understand the message more clearly. The downside to verbal communication is that once it is spoken, the words are essentially gone; they are preserved only in the memory of those present, and sometimes the memories of the specific words spoken vary dramatically. The he-said-she-said argument is an example of this. No one really knows who said what unless the words are recorded. Recall is rarely exactly the same between two or more people. Voice inflection, the verbal emphasis you put on certain words, can have a significant impact on the meaning of what you say. In fact, the same words can take on completely different meaning based on the inflection you use. For example, if you say the sentence “I borrowed your book” with an inflection on a different word each time, the sentence communicates something completely different each time. Verbal communication may take place face-to-face, such as an in-person conversation or group meeting, speech, or presentation. It could also take place by phone in an individual conversation, a conference call, or even a voice mail. Other forms of verbal communication include video conferences, podcasts, and Webinars, which are increasingly common in business. All these methods allow you to use inflection to communicate effectively. Face-to-face meetings also provide the opportunity to use and interpret other visual cues to increase the effectiveness of your communication. Verbal communication is especially important throughout the steps of the selling process. Your choice of words can make the difference in someone’s decision to first hear your sales presentation, and your presentation can determine whether that person will purchase your product or service. Nonverbal Communication Imagine that you are in a retail store buying a suit for an interview. When the salesperson approaches you, she smiles, makes eye contact, and shakes your hand. You respond positively. You notice that she is dressed professionally, so she makes you feel as if you will receive good fashion advice from her. When you make your choice, the tailor comes over wearing a tape measure around his neck. You know he is a professional and you can trust him to alter your new suit properly. On the other hand, if the salesperson waits on you only after you interrupt her personal phone call, doesn’t make eye contact or shake your hand, acts as if she is bored being at work, and is dressed in worn jeans and flip-flops, it’s unlikely that you trust her to help you choose your suit. You have, no doubt, used and noticed nonverbal communication in virtually every personal encounter you have had. Think about it: A gesture, a smile, a nod, eye contact, what you are wearing, the fact that you are frequently checking your cell phone for text messages, and how close you stand to someone are all examples of nonverbal communication. Nonverbal communication is extremely powerful. In fact, some studies indicate that the influence from nonverbal communication such as tone and visuals can have a greater impact than the spoken words. Dr. Albert Mehrabian, a famed psychologist and professor emeritus of psychology at University of California, Los Angeles, is considered a pioneer in the area of body language and nonverbal communication. His research includes an equation, called the Mehrabian formula,[18] that is frequently used to define the relative impact of verbal and nonverbal messages based on experiments of communication of feelings and attitudes. Dr. Mehrabian developed the formula shown below, in Figure 3, to define how communication takes place: Figure 3. The Mehrabian Formula The Mehrabian formula is used to explain situations in which verbal communication and nonverbal communication do not match. In other words, when facial expressions contradict words, people tend to believe the facial expressions.[19] Types of Nonverbal Communication Handshake Body language Gestures Nodding or shaking your head Eye contact (or lack of eye contact) Eye roll Facial expressions Touch Space or proximity Dress Multitasking (e.g., texting while listening to someone, earphones in ears while working) Your Handshake Says It All In some countries, you might bow when you meet someone; in others you might kiss; but when you meet someone for a business meeting in the United States, it’s best to shake hands.[20] Although fist bumps and high fives may be trendy as friendly greetings, neither is appropriate in a business setting. The exact history of the handshake is unknown; however, at one time it was used as method to prove that you had no weapons in your hands.[21] A good handshake is essential in business; it is the first nonverbal cue that you give to the person with whom you are meeting. It’s so important to have a good handshake that a recent study conducted at the University of Iowa showed that during mock interviews, those students who scored as having a better handshake were also considered more hirable by interviewers. According to Greg Stewart, a business professor who conducted the study said, “We found that the first impression begins with a handshake and sets the tone for the rest of the interview.”[22] Do you think you have a good handshake? Believe it or not, it’s worth practicing your handshake. Here are five tips for a good handshake: Extend your right hand when you are approximately three feet away from the person with whom you want to shake hands.[23] Keep your wrist straight and lock hands connecting your hand with the same part of the other person’s hand.[24] Apply appropriate pressure; don’t crush the person’s hand. Shake up and down three or four times.[25] Avoid the “wet fish” handshake.[26] This is where practice is really important. The more you shake hands, the less nervous you will be. Smile and make eye contact.[27] This is your opportunity to use multiple types of nonverbal communication to get your meeting or interview off to a good start. Body Language Do you use your hands when you talk? If so, you are using body language to help make your point. But body language includes more than talking with your hands. Body language is what we say without words; nonverbal communication using your body includes elements such as gestures, facial expressions, eye contact, a head tilt, a nod, and even where and how you sit. Body language can indicate an unspoken emotion or sentiment that a person might be feeling either consciously or subconsciously. Body language can indicate if you are listening to someone and are engaged in what he is saying, disagreeing with him, or getting bored. (You might want to think twice about the body language you are using in class.) It’s important that you are aware of what you communicate with your body language and to understand and respond to the cues you are getting from someone else’s body language. Crossed arms: discomfort Spreading fingers: territorial display Mirroring (i.e., mimicking your body position to another’s): comfort Drumming or tapping fingers: frustration Hands on hips: there is an issue Hands behind the back: “leave me alone” Hands clasped, thumbs up: positive Thumbs down: don’t like Hands clasped with fingers forming a steeple: confidence Touch neck: insecurity Crossed legs: comfort Glancing at watch: concerned about time or bored Body language is not just an interesting topic to consider; it’s a proven science that can help you improve your communication.

      suggest deleting.

    1. Reading: Appropriate Business Communications Appropriate Business Communications You probably learned about table manners, thank-you notes, and other forms of etiquette when you were younger. The way you conduct yourself says a lot about who you are in life and, by extension, in business. Although many companies have a casual dress code, don’t be quick to assume that protocol and established practices aren’t important. It would be easy to misinterpret lack of formality as lack of professionalism. Letters and Memos Despite the use of electronic devices in business, formal written communication such as letters, memos, proposals, reports, and presentations are still major methods of communication in selling. These more official methods of communication reflect factual statements that you are making on behalf of the company. Here are some tips for writing business communications: Use company letterhead where appropriate. For example, letters are always written on letterhead, whether in hard copy or in an electronic format that can be sent via e-mail. Use the formal elements of a business letter shown below in Figure 1, “Business Letter Format”: Figure 1. Business Letter Format For a company memo, use the company format. Most companies have a set format for hard copy and electronic memos. See an example of a company memo below in Figure 2, “Company Memo Example”: Figure 2. Company Memo Example Spell-check and proofread your document carefully before you send it. Be sure it is complete and factually correct and does not include any grammar or spelling errors. Use CC to indicate the names of other people who should also receive a copy of the letter or memo. The term “CC” is short for “carbon copy,” which dates back to the days of typewriters when carbon paper was used to make multiple copies of a document. It can also mean “courtesy copy”: an additional copy provided to someone as a courtesy.[1] Conversations, Meetings, and Presentations Although common sense should prevail in all business communications, here are some tips that will help make your conversations, meetings, and presentations more effective forms of communication: Be prepared; don’t waste anyone’s time or focus. Prepare a written agenda and hand it out at the start of the meeting to keep the group focused on the desired topics. Speak clearly and at a volume that is easy to hear, but not too loud so as to be distracting. Be professional and respectful; don’t interrupt when others are speaking. Use eye contact. At the end, recap your key points and identify next steps. In business, time is money so conducting effective and efficient meetings is critical to your success. High Tech, High Touch The year was 1982, and the world was just beginning to realize the amazing potential of computer technology. John Naisbitt wrote a book called Megatrends: Ten New Directions Transforming Our Lives, in which he coined the term “high tech, high touch,” which he defined as the contradictory state in which people are driven by technology yet long for human interaction. [2] In his 1999 book, High Tech/High Touch, he wrote about how the United States has been transformed from being comfortable with technology to being intoxicated with technology, a state he calls the “Technologically Intoxicated Zone.” You probably can’t imagine living without your cell phone or personal digital assistant (PDA), iPod, computer, or other electronic devices. In fact, it’s likely you can’t even remember what communication was like before the Internet. Technology, with all of its efficiency and benefits, cannot, however, become a substitute for old-fashioned human efforts. “Technology makes tasks easier, but it does not make our lives easier,” July Shapiro said in an article in Advertising Age.[3] Shapiro’s observation is true, especially as it relates to business; sometimes, the crush of technology takes precedence over business etiquette. However, people have begun to rethink the lack of personal interaction and its corresponding etiquette in the workplace. Yes, “there’s even an app for that”; a firm named Etiquette Avenue has recently launched an iPod app for business etiquette. The fact is, technology isn’t personal and can’t behave in the right way at the right time with your customer or on an interview; that’s completely up to you. Now, we’re seeing a bit of a reverse movement: Technology is so pervasive people are actually pushing back on their managers and asking them for more face time and less gadget time. Being Connected vs. Being Addicted In a recent pitch to a potential client, a marketing executive in Manhattan thought it was strange that his potential customer was so engaged with his iPhone that he hardly looked up from it during the meeting. After ninety minutes, someone peeked over the customer’s shoulder and saw that he was playing a racing game on his iPhone. This was disappointing, but not shocking according to the marketing firm that was doing the presentation; they continued with their pitch because they wanted the business. Some are not as tolerant. Billionaire Tom Golisano, a power broker in New York politics, recently announced that he wants to have State Senate majority leader Malcolm A. Smith removed from office because Smith was focused on his iPhone during a budget meeting with him. Recently, in Dallas, Texas, a student lost his opportunity for an internship at a hedge fund when he checked his phone to check a fact during an interview and took an extra minute to check his text messages at the same time. [4]  According to Maggie Jackson, author of Distracted: The Erosion of Attention and the Coming Dark Age, we are living in “an institutionalized culture of interruption, where our time and attention is being fragmented by a never-ending stream of phone calls, e-mails, instant messages, text messages, and tweets.”[5] The need to be connected should not overwhelm respect for colleagues and customers. Although texting has become a national pastime, especially among teenagers, it’s important to know the appropriate etiquette for the use of handheld electronic devices in the business environment. First, it’s best to turn off your electronic devices before you enter every meeting. If you think you can’t live without checking your text messages, think about how you would feel if you went on a job interview and the person with whom you were meeting was checking his electronic device during your interview. Just because some people demonstrate bad behavior and check their electronic devices for messages during a meeting doesn’t make it appropriate. In fact, it will help you stand out as a good listener. Telephone, Cell Phone, Voice Mail, and Conference Calls Sometimes, however, the use of technology is entirely necessary to conduct business when personal interaction is impossible. It’s important that verbal communication that is not face-to-face is effective and professional. Because you don’t have the benefit of using or seeing the receiver’s nonverbal communication, the challenges for effective and appropriate communication are even greater. Here are some dos and don’ts of telephone etiquette: Do be aware of the volume of your voice when you are speaking on the phone in the office or on a cell phone.[6] Do, when using a speakerphone, conduct the call in an enclosed or isolated area such as a conference room or office to avoid disturbing others in the area. Do, when leaving a voice mail message, speak slowly, enunciate, spell your name, and leave your number (this makes it much easier for the recipient to hear your message the first time).[7] Do, when you leave a voice mail message, be specific about what you want: make it easier for the caller to get back to you and include what time you will be available for a callback to avoid playing telephone tag.[8] Do customize your voice mail message: create a different message for each of your customers or prospective customers so the message is personal and relevant.[9] Do speak with enthusiasm: it’s best to convey a smile in your voice, especially if it is the first time you are calling or leaving a message for someone.[10] Don’t take another phone call during a meeting.[11] Don’t discuss confidential or personal issues during business calls. Don’t discuss confidential issues in public areas—you never know who might overhear a conversation in the hallway, on a train, or in other public areas.[12] Don’t leave a long, rambling voice mail message: be prepared with a message that is no longer than sixty seconds.[13] Don’t multitask during a long phone call or conference call—give the other person or people the courtesy of your full attention. E-mails, Text Messages, Instant Messages, and Social Networks Written communication has evolved to include multiple methods, all of which have appropriate places in selling. Notice the operative word here is appropriate. E-mail has become an accepted method of communication in most businesses, whereas text messages, instant messages, and social networks are commonplace for only some companies. That’s why etiquette is especially important when using any of these methods of communication, and you should take time to choose your method carefully. Letters, memos, proposals, and other written communication are considered formal, whether they are sent on paper or transmitted via e-mail. However, text messages, instant messages, and social networking are considered informal methods of communication and should be used only to communicate less formal information, such as a meeting time when schedules have been adjusted during a factory tour. Text and instant messages should never be used to communicate company policies, proposals, pricing, or other information that is important to conduct business with customers. It’s also worth noting that in all these methods your communication is permanent, so it’s a good idea to know the following dos and don’ts of electronic communication: Do use an e-mail subject line that clearly tells the recipient about the content of the e-mail. Do create a short, concise message that uses proper grammar and spelling—use spell-check to be sure all words are spelled correctly.[14] Do, in all electronic communications, use uppercase and lowercase letters as grammar dictates.[15] Do use e-mail, text messages, and instant messages when appropriate, according to your company’s practices, and with your customers to communicate factual information such as to confirm meeting date, time, and location.[16] Do use social networking sites to join the conversation and add value—you can build your personal brand by creating a blog or joining a professional conversation on social networking sites such as Twitter or Facebook.[17] Don’t use all capital letters in an e-mail; it appears that you are shouting or angry.[18] Don’t use “Reply to All” unless it’s absolutely necessary that all the recipients see your response—be selective to avoid mailbox overload. Don’t send an e-mail, text message, or instant message when you are angry: take the time to think about what you send because you can’t take it back after it’s sent.[19] Don’t use abbreviations like “ur,” “2b,” and others—this is not appropriate business communication.[20] Don’t use company e-mail, text message, or instant message accounts to send personal correspondence, and don’t check your personal accounts or pages during company time, as all communication that takes place on company hardware and servers is property of the company. Don’t use electronic communication to transmit bad news: talk to the person first, and if follow-up is necessary, reiterate the information in written form. Don’t use text messages, instant messages, or social networks to communicate information such as pricing, proposals, reports, service agreements, and other company information that should be sent using a more formal method. Music to Your Ears When is an iPod or other MP3 player or a handheld gaming device appropriate at work? Only when it is used for business purposes. “You’re isolating yourself,” says Dale Chapman Webb, founder of The Protocol Centre in Coral Gables, Florida. “You are sending a message that my music is more important than the work at hand.” Mary Ellen Guffey, Business Communication, 6th ed. (Mason, OH: South-Western Publishing, 2008), 175. ↵John Naisbitt, Megatrends: Ten New Directions Transforming Our Lives (New York: Grand Central Publishing, 1998). ↵July Shapiro, “A Digital Myth: Technology Doesn’t Make Life Easier,” Advertising Age, May 11, 2009, (accessed May 12, 2009). ↵Alex Williams, “At Meetings, It’s Mind Your Blackberry or Mind Your Manners,” New York Times, June 22, 2009, A1. ↵Patrick Welsh, “Txting Away Ur Education,” USA Today, June 23, 2009, A11. ↵Joanna L. Krotz, “Cell Phone Etiquette: 10 Dos and Don’ts,” Microsoft, (accessed July 12, 2009). ↵John R. Quain, “Quain’s Top Ten Voice Mail Tips,” Fast Company, December 18, 2007, (accessed July 17, 2009). ↵John R. Quain, “Quain’s Top Ten Voice Mail Tips,” Fast Company, December 18, 2007, (accessed July 17, 2009). ↵Keith Rosen, “Eight Tips on Crafting Effective Voice Mail Messages,” AllBusiness, (accessed July 17, 2009). ↵Keith Rosen, “Eight Tips on Crafting Effective Voice Mail Messages,” AllBusiness, (accessed July 17, 2009). ↵Joanna L. Krotz, “Cell Phone Etiquette: 10 Dos and Don’ts,” Microsoft, (accessed July 12, 2009). ↵Barbara Bergstrom, “Good Etiquette Is Recession-Proof,” Baltimore Business Journal, April 17, 2009, (accessed July 12, 2009). ↵John R. Quain, “Quain’s Top Ten Voice Mail Tips,” Fast Company, December 18, 2007, (accessed July 17, 2009). ↵“Shouting and Other E-mail Faux Pas,” BusinessLine, April 20, 2009. ↵“Shouting and Other E-mail Faux Pas,” BusinessLine, April 20, 2009. ↵Patricia M. Buhler, “Managing in the New Millennium: Six Tips to More Effective Communication,” Supervision 70, no. 7 (July 2009), 19. ↵Norman Birnbach, “10 Twitter Etiquette Rules,” Fast Company, July 2, 2008, (accessed July 17, 2009). ↵“Shouting and Other E-mail Faux Pas,” BusinessLine, April 20, 2009. ↵Paul Glover, “Why We Need E-mail Etiquette,” Fast Company, December 30, 2008, (accessed July 17, 2007). ↵Norman Birnbach, “10 Twitter Etiquette Rules,” Fast Company, July 2, 2008, (accessed July 17, 2009). ↵ Licenses and Attributions CC licensed content, OriginalRevision and adaptation. Authored by: Linda Williams and Lumen Learning. Provided by: Tidewater Community College. License: CC BY-NC-SA: Attribution-NonCommercial-ShareAlikeCC licensed content, Shared previouslyPowerful Selling. Authored by: Anonymous. Provided by: Anonymous. Located at: http://2012books.lardbucket.org/books/powerful-selling/s08-02-your-best-behavior.html. License: CC BY-NC-SA: Attribution-NonCommercial-ShareAlike

      I suggest deleting this section or moving it to the end of the module as an appendix. It's not a priority. More precisely, it is not in our course objectives.

    1. This is great, we all seemed to agree, yet one of us cautioned, “Without that connection with his mentor, though, this playlist might not have even got past the first XP.”

      In some of the assessment work I've done which involved looking closely at the youth submissions in response to playlists, I found it important to ask, "How might these playlists be warm demanders?"

      Reading this post now, I think that a student like Mary might read our playlists as "warm" opportunities because of the creative outlet and social connection she sees. A student like Precious may not see the social connections as safe, nor will she see the demands of the playlists as an opportunity without the help of a mentor or knowledgeable other.

    1. Beyond simply taking better control of our time in the moment, dedicating our time to something meaningful in the long-run is of great importance. To truly be satisfied with ourselves, to know we have spent our time in a positive way is a daunting sentiment. Speaking with Father Francisco Mota, a resident priest here at Boston College, the idea of “time well spent” in life was discussed. It was a tough question to answer, but what was eventually settled on between the two of us in conversation was that time well spent is the moments in our day, the moments in our lives when we lose track of time. Getting lost in a conversation with friends, getting lost in the moment is when we are most engaged and effective. To lose ourselves in the task at hand, to truly live in the moment is when we are at our best. Well, how then to live in the moment consistently, how to “lose ourselves” in the course of a lifetime? Father Mota would assert that we “live in a radical way.” He is not suggesting we live in a way that is dangerous or reckless, but that we dedicate ourselves to a life of importance, in whatever capacity that may be. There is a path to fulfillment in all of our lives, it is up to us to walk it.

      When I interviewed Father Mota, I asked questions on a wide variety of topics: essentially all topics I covered my paper (i.e general time perception, time perception shift with age, slow time, etc.). I had notes on his answers on this wide array of topics and had to decide which ones to use when constructing my original draft. Originally, I was planning on using Father Mota's segment on time perception shift with age, as it was a section of my piece I felt could be enhanced through the use of an outside voice. This was not necessarily a bad idea, but the more I thought about it, the more I realized I wasn't using Father Mota's dialogue to the fullest, I wasn't expressing his true significance. Father Mota is a priest; he is a spiritual man, a teacher, someone who shows others the way to a better life. This led me to think, why not use Father Mota in my essay then to integrate his own expertise: how to better live one's life, how to better take advantage of the time we have been given? I decided to construct a sort of "so what?" paragraph around Father Mota's comments on mindfulness and "living a radical life", a paragraph that would bring the major concepts of my essay to rest in a meaningful way. I thought that giving the reader a sense of resolution, and even "solution", to the heavy issues I had put before them throughout my piece would be a very worthwhile way in which to integrate Father Mota's dialogue. This revision centered on the idea of using a source to its fullest potential, not just haphazardly tossing it in.

  3. techwritingf16.robinwharton.net techwritingf16.robinwharton.net
    1. Specifically, before the exercise I asked some basic questions about partici-pants’current design activities and roles. I also asked—before showing them the38 principles in the exercise, which might bias their responses—what designprinciples they had learned about in their schooling, training, or reading; whatdesign principles they use in practice; and how they would define what a designprinciple is. I worded these questionsto allow a participant to respond that heor she does not know about or has not used design principles. After the exercisegave participants an opportunity to think about design principles, I asked somequestions about when and how we should use design principles, particularlyin relation to the empirical methods of design research.In introducing these survey questions, I asked participants to focus specificallyon visual design principles. All of the questions asked for text responses exceptfor the first pre-survey question, which gave several options of positions fromwhich to choose. I did not require responses to any question except question 1.

      As stated previously it is impossible to eliminate all bias when conducting an experiment. However, these questions may have created bias, they also added validity, uniqueness, and credibility to the experiment.

    2. One would think from this narrative that we have progressed from the murkydays of the craft tradition to the more enlightened and progressive landscape ofempiricism. But, in fact, design training still typically involves an introductionto visual design principles, which persist as criteria for judging designs andas heuristics for making design decisions.

      All things change in time, however foundation and principles usually persist. There are still elements and structures that we hold desigers to, in the same way there are still basic elements that one may use in writing a research paper, making sure the margins are aligned, and font is the same. Or even in scientific subject, there are still several ways to conduct an experiment but in all experiments there is foundation in (1) forming a question; (2) Doing research; and then (3) forming a hypothesis. However, the point is that there is basic foundations o structure in all subjects that one should abide by.

  4. Nov 2016
    1. Speech, writing, math notation, various kinds of graphs, and musical notation are all examples of cognitive technologies. They are tools that help us think, and they can become part of the way we think -- and change the way we think.

      Computer interfaces can be cognitive technologies. To whatever degree an interface reflects a set of ideas or methods of working, mastering the interface provides mastery of those ideas or methods.

      Experts often have ways of thinking that they rarely share with others, for various reasons. Sometimes they aren't fully aware of their thought processes. The thoughts may be difficult to convey in speech or print. The thoughts may seem sloppy compared to traditional formal explanations.

      These thought processes often involve:

      • minimal canonical examples - simple models
      • heuristics for rapid reasoning about what might work

      Nielsen considers turning such thought processes into (computer) interfaces. "Every theorem of mathematics, every significant result of science, is a challenge to our imagination as interface designers. Can we find ways of expressing these principles in an interface? What new objects and operations does a principle suggest?"

    1. Significant learning and development (change in performance) may be a painful experience as learners are required to replace existing assumptions with new ones.

      In another principle earlier this semester, we learned that learning and development can be effective at solving certain needs and one of the conditions was that learners would need to be motivated to learn. Do you think that this principle could connect with the idea that transformation can be painful in the sense that it may act to mediate this relationship? More simply put, do you think that the more motivated learners are, the less painful transformation will be and the easier time they will have at transforming existing assumptions?

    1. My son, though there may be suffering here, there is no death. Remember, remember!

      I realize we talked about this in class, but i think it's rather significant (especially since it is not the first time virgil has done soemthing like this) that while Virgil technically doesnt lie, Dante will still feel pain. It is, as Prof. pointed out, similar to the incident with the trees and the sodomites in Inferno.

    1. The king, who, as I before observed, was a prince of excellent understanding, would frequently order that I should be brought in my box, and set upon the table in his closet: he would then command me to bring one of my chairs out of the box, and sit down within three yards distance upon the top of the cabinet, which brought me almost to a level with his face.  In this manner I had several conversations with him.  I one day took the freedom to tell his majesty, “that the contempt he discovered towards Europe, and the rest of the world, did not seem answerable to those excellent qualities of mind that he was master of; that reason did not extend itself with the bulk of the body; on the contrary, we observed in our country, that the tallest persons were usually the least provided with it; that among other animals, bees and ants had the reputation of more industry, art, and sagacity, than many of the larger kinds; and that, as inconsiderable as he took me to be, I hoped I might live to do his majesty some signal service.”  The king heard me with attention, and began to conceive a much better opinion of me than he had ever before.  He desired “I would give him as exact an account of the government of England as I possibly could; because, as fond as princes commonly are of their own customs (for so he conjectured of other monarchs, by my former discourses), he should be glad to hear of any thing that might deserve imitation.” Imagine with thyself, courteous reader, how often I then wished for the tongue of Demosthenes or Cicero, that might have enabled me to celebrate the praise of my own dear native country in a style equal to its merits and felicity. I began my discourse by informing his majesty, that our dominions consisted of two islands, which composed three mighty kingdoms, under one sovereign, beside our plantations in America.  I dwelt long upon the fertility of our soil, and the temperature of our climate.  I then spoke at large upon the constitution of an English parliament; partly made up of an illustrious body called the House of Peers; persons of the noblest blood, and of the most ancient and ample patrimonies.  I described that extraordinary care always taken of their education in arts and arms, to qualify them for being counsellors both to the king and kingdom; to have a share in the legislature; to be members of the highest court of judicature, whence there can be no appeal; and to be champions always ready for the defence of their prince and country, by their valour, conduct, and fidelity.  That these were the ornament and bulwark of the kingdom, worthy followers of their most renowned ancestors, whose honour had been the reward of their virtue, from which their posterity were never once known to degenerate.  To these were joined several holy persons, as part of that assembly, under the title of bishops, whose peculiar business is to take care of religion, and of those who instruct the people therein.  These were searched and sought out through the whole nation, by the prince and his wisest counsellors, among such of the priesthood as were most deservedly distinguished by the sanctity of their lives, and the depth of their erudition; who were indeed the spiritual fathers of the clergy and the people. That the other part of the parliament consisted of an assembly called the House of Commons, who were all principal gentlemen, freely picked and culled out by the people themselves, for their great abilities and love of their country, to represent the wisdom of the whole nation.  And that these two bodies made up the most august assembly in Europe; to whom, in conjunction with the prince, the whole legislature is committed. I then descended to the courts of justice; over which the judges, those venerable sages and interpreters of the law, presided, for determining the disputed rights and properties of men, as well as for the punishment of vice and protection of innocence.  I mentioned the prudent management of our treasury; the valour and achievements of our forces, by sea and land.  I computed the number of our people, by reckoning how many millions there might be of each religious sect, or political party among us.  I did not omit even our sports and pastimes, or any other particular which I thought might redound to the honour of my country.  And I finished all with a brief historical account of affairs and events in England for about a hundred years past. This conversation was not ended under five audiences, each of several hours; and the king heard the whole with great attention, frequently taking notes of what I spoke, as well as memorandums of what questions he intended to ask me. When I had put an end to these long discources, his majesty, in a sixth audience, consulting his notes, proposed many doubts, queries, and objections, upon every article.  He asked, “What methods were used to cultivate the minds and bodies of our young nobility, and in what kind of business they commonly spent the first and teachable parts of their lives?  What course was taken to supply that assembly, when any noble family became extinct?  What qualifications were necessary in those who are to be created new lords: whether the humour of the prince, a sum of money to a court lady, or a design of strengthening a party opposite to the public interest, ever happened to be the motive in those advancements?  What share of knowledge these lords had in the laws of their country, and how they came by it, so as to enable them to decide the properties of their fellow-subjects in the last resort?  Whether they were always so free from avarice, partialities, or want, that a bribe, or some other sinister view, could have no place among them?  Whether those holy lords I spoke of were always promoted to that rank upon account of their knowledge in religious matters, and the sanctity of their lives; had never been compliers with the times, while they were common priests; or slavish prostitute chaplains to some nobleman, whose opinions they continued servilely to follow, after they were admitted into that assembly?” He then desired to know, “What arts were practised in electing those whom I called commoners: whether a stranger, with a strong purse, might not influence the vulgar voters to choose him before their own landlord, or the most considerable gentleman in the neighbourhood?  How it came to pass, that people were so violently bent upon getting into this assembly, which I allowed to be a great trouble and expense, often to the ruin of their families, without any salary or pension? because this appeared such an exalted strain of virtue and public spirit, that his majesty seemed to doubt it might possibly not be always sincere.”  And he desired to know, “Whether such zealous gentlemen could have any views of refunding themselves for the charges and trouble they were at by sacrificing the public good to the designs of a weak and vicious prince, in conjunction with a corrupted ministry?”  He multiplied his questions, and sifted me thoroughly upon every part of this head, proposing numberless inquiries and objections, which I think it not prudent or convenient to repeat. Upon what I said in relation to our courts of justice, his majesty desired to be satisfied in several points: and this I was the better able to do, having been formerly almost ruined by a long suit in chancery, which was decreed for me with costs.  He asked, “What time was usually spent in determining between right and wrong, and what degree of expense?  Whether advocates and orators had liberty to plead in causes manifestly known to be unjust, vexatious, or oppressive?  Whether party, in religion or politics, were observed to be of any weight in the scale of justice?  Whether those pleading orators were persons educated in the general knowledge of equity, or only in provincial, national, and other local customs?  Whether they or their judges had any part in penning those laws, which they assumed the liberty of interpreting, and glossing upon at their pleasure?  Whether they had ever, at different times, pleaded for and against the same cause, and cited precedents to prove contrary opinions?  Whether they were a rich or a poor corporation?  Whether they received any pecuniary reward for pleading, or delivering their opinions?  And particularly, whether they were ever admitted as members in the lower senate?” He fell next upon the management of our treasury; and said, “he thought my memory had failed me, because I computed our taxes at about five or six millions a-year, and when I came to mention the issues, he found they sometimes amounted to more than double; for the notes he had taken were very particular in this point, because he hoped, as he told me, that the knowledge of our conduct might be useful to him, and he could not be deceived in his calculations.  But, if what I told him were true, he was still at a loss how a kingdom could run out of its estate, like a private person.”  He asked me, “who were our creditors; and where we found money to pay them?”  He wondered to hear me talk of such chargeable and expensive wars; “that certainly we must be a quarrelsome people, or live among very bad neighbours, and that our generals must needs be richer than our kings.”  He asked, what business we had out of our own islands, unless upon the score of trade, or treaty, or to defend the coasts with our fleet?”  Above all, he was amazed to hear me talk of a mercenary standing army, in the midst of peace, and among a free people.  He said, “if we were governed by our own consent, in the persons of our representatives, he could not imagine of whom we were afraid, or against whom we were to fight; and would hear my opinion, whether a private man’s house might not be better defended by himself, his children, and family, than by half-a-dozen rascals, picked up at a venture in the streets for small wages, who might get a hundred times more by cutting their throats?” He laughed at my “odd kind of arithmetic,” as he was pleased to call it, “in reckoning the numbers of our people, by a computation drawn from the several sects among us, in religion and politics.”  He said, “he knew no reason why those, who entertain opinions prejudicial to the public, should be obliged to change, or should not be obliged to conceal them.  And as it was tyranny in any government to require the first, so it was weakness not to enforce the second: for a man may be allowed to keep poisons in his closet, but not to vend them about for cordials.” He observed, “that among the diversions of our nobility and gentry, I had mentioned gaming: he desired to know at what age this entertainment was usually taken up, and when it was laid down; how much of their time it employed; whether it ever went so high as to affect their fortunes; whether mean, vicious people, by their dexterity in that art, might not arrive at great riches, and sometimes keep our very nobles in dependence, as well as habituate them to vile companions, wholly take them from the improvement of their minds, and force them, by the losses they received, to learn and practise that infamous dexterity upon others?” He was perfectly astonished with the historical account gave him of our affairs during the last century; protesting “it was only a heap of conspiracies, rebellions, murders, massacres, revolutions, banishments, the very worst effects that avarice, faction, hypocrisy, perfidiousness, cruelty, rage, madness, hatred, envy, lust, malice, and ambition, could produce.” His majesty, in another audience, was at the pains to recapitulate the sum of all I had spoken; compared the questions he made with the answers I had given; then taking me into his hands, and stroking me gently, delivered himself in these words, which I shall never forget, nor the manner he spoke them in: “My little friend Grildrig, you have made a most admirable panegyric upon your country; you have clearly proved, that ignorance, idleness, and vice, are the proper ingredients for qualifying a legislator; that laws are best explained, interpreted, and applied, by those whose interest and abilities lie in perverting, confounding, and eluding them.  I observe among you some lines of an institution, which, in its original, might have been tolerable, but these half erased, and the rest wholly blurred and blotted by corruptions.  It does not appear, from all you have said, how any one perfection is required toward the procurement of any one station among you; much less, that men are ennobled on account of their virtue; that priests are advanced for their piety or learning; soldiers, for their conduct or valour; judges, for their integrity; senators, for the love of their country; or counsellors for their wisdom.  As for yourself,” continued the king, “who have spent the greatest part of your life in travelling, I am well disposed to hope you may hitherto have escaped many vices of your country.  But by what I have gathered from your own relation, and the answers I have with much pains wrung and extorted from you, I cannot but conclude the bulk of your natives to be the most pernicious race of little odious vermin that nature ever suffered to crawl upon the surface of the earth.”

      Political commentary. How does this King compare to Britain's in Swift's time? How do the policies Gulliver talks about match up to policies today?

    1. Yet a growing body of research makes it clear that children begin to internalize dominant beliefs about gender as early as preschool

      This is such a true statement. I currently work in a preschool and it is very hard to break the typical gender stereotypes that the children already have in their mind. From a young age the children believe that only the girls should play with the dolls or dress up in the kitchen and they boys should be the ones playing with the action figures or matchbox cars. We have kid who are afraid to play in certain centers because of what their peers may think of them. At 3 or 4 kids should not have to worry about what others will think of them and what toys they should and shouldn't be playing with. As educators we need to break this stereotype so children feel comfortable doing or playing with whatever they want.

    1. At some point in the future, project directors seeking government funding could be turned down if they are unable to demonstrate in their grant proposals that the results of their work will be accessible.

      I agree with Williams that in the future, digital equality will become more important as more of our world becomes digital. The withholding of funds has historically been a powerful tactic of the federal government to carry out it's directives both nationally and internationally. If a company is not compliant with the current federal laws, they should not be entitled to any federal funds.

      This is also interesting since this quote bleeds into a similar field which is proposal and grant writing. We could write a brilliant proposal but if there is not enough content that is accessible to the blind, the funding could be withheld. As a proposal writer that has read this article, my mind should already be thinking about ways to include every audience, including for this example, the blind.

      Even a non profit, say the Center for Civic Innovation for example, may have to comply with federal guidelines that protect people with disabilities from being left out of the current digital age. If I was a head of a non-profit, I think working towards this goal of digital inclusivity looks better when the work is pro-active and not reactive. Instead of changing because of a lawsuit, change should be brought on out of a genuine desire to help. Of course being the first to do something always helps garner a bit of positive press. In the capitalist business world, being the first always helps garner more profit.

    2. Online information presented in audio or video format is not accessible to deaf and hard-of-hearing end users without captions. These individuals benefit from online captioning as well as from written transcriptions presented as separate and independent documents. Creating captions and transcriptions makes such information subject to search and computer analysis in ways not currently possible with audio and video alone. Additionally, individuals without disabilities often find transcriptions easier to follow

      Coming from a world of film, many film makers may only think of subtitles as a way to make sure people who speak another language can understand the film. During my undergrad at Georgia State, I can honestly say that trying to make our movies more friendly to people that are hard of hearing was at no point a priority. Now that I'm thinking about video this way, it seems like a super simple element that can be added to a video to make it understandable to those that may be deaf.

      Williams states how, "Creating captions and transcriptions makes such information subject to search and computer analysis..." This part is fascinating since anyone who makes a video for YouTube wants to get as many views as possible. By catering to the deaf and adding captions and transcriptions, a video can now be found easier than it was before. This is another benefit of thinking about universal design when creating content whether it's text or a video.

      Williams also points out that by adding a transcription, people who are not hard of hearing are able to comprehend the content easier as well. So by opening up to audiences with disabilities, we may also be helping audiences without them. To me, this is exactly why we should apply elements of Universal Design to our work. Content that was narrow in it's focus before now has a broader reach and impact.

    1. Thus, The Skin of Religion, offers a metaphor to emphasize the way religion signifies through its materiality, through contact between perceiver and object represented. It also suggests the way vision itself can be tactile, as though one were touching [religious images and objects] with one’s eyes: I term this haptic religiosity. Finally, to think of religion as a skin acknowledges the effect of [symbolic] circulation among different audiences, all of which mark it with their presence. The title is meant to suggest polemically that religion may be thought of as impressionable and conductive, like skin.

      One fun part about this is that it behaves a great deal like my friend Piotr Blumczynski's use of interdisciplinary substitutions to illustrate the process of translation. I imagine we could do a second layer substitution, putting interface in place of skin.

    1. We speak the language of our discipline, which raises two problems: first, we may not understand the languages of the other disciplines; second, more dangerously, we may think that we understand these, but do not, because although the same terms are used in different disciplines, they mean something very different in each.

      I never though of this as being a challenge to interdisciplinary research but it is a very good and important point. For example, while I was in Nursing school you learn the language of the nursing world and not everyone in the healthcare world may understand it which can create confusion and mistakes.

    1. Before you ever start browsing through fonts on your computer or searching for a new one to buy or download, it would be a good idea to brainstorm some of the qualities or characteristics that you want your design to communicate.

      This seems like a simple thing to do, but planning what exactly we want our content to achieve is a great idea. This includes of course, planning what we are going to write, but also what that writing is going to look like. We can plan around images and page sizes, but we also need to plan on how the user reads our content.

      For example, if we are writing for a new part of the AARP website, we should probably choose a font that is thicker and stands out for those who may have trouble seeing. If we look back at our previous reading this is also a tenet of Universal Design. If we're going to be thinking about audience and how we can reach as many people as possible, fonts and type faces have to be a part of that discussion. How we emphasize certain words and sentences with fonts and spacing can determine how easy a user can skim through the content we create.

      But, back to the beginning, planning. Fonts can seem like something to think about last, but the crux of this reading so far, to me, is that this should be a part of the design process from the beginning since it can inform the reader so much about not only the content, but the author as well.

    2. The I/l/1 test: For any font you’re considering for passages of text that include both letters and numbers, try this: Type out a capital I, a lowercase L, and the number one. If two or more look identical, then readers might stumble over certain words or letter/number combinations.

      This is another passage this semester that blew my mind a little bit. I think many of us have been reading, typing or writing and noticed that our 1's, L's and I's look somewhat similar if not totally identical.

      If we are going to be using fonts and typefaces as way to maintain a cohesive design and improve the overall effectiveness of the content, then this test should be tool we all keep in our back pockets. The last thing we want as a content managers is for our content to be confusing. If we look back to elements of universal design, there may be a person who is new to the English language and the similarity of the 1's, L's, and I's may be enough to make the piece to complicated to read or fully understand.

      Even if the reader does have a firm grasp of the language, as the article has explained, by making the fonts easier to understand the reader can access the information they need quicker and thus the content is more useful. This is what we as technical writers need to be attempting in our layouts and design.

  5. techwritingf16.robinwharton.net techwritingf16.robinwharton.net
    1. Isolation Surround important elements with lots of white space. Elements surrounded by generouswww. mintocommercial, com/home. htm),white space are thought to be accorded greater attention. As a result, isolating an element in a dis­play implies that it is more important (Goldsmith

      This quote is another aspect of design that seems so simple that it could easily be forgotten. Personally this is something I've probably noticed thousands of times but have never stopped to think about why a title for example, was surrounded by white space.

      By surrounding elements that require greater attention with white space as the quote implies, we are assigning that element value. In separating a title from the rest of the body copy in an article, we have created value without having to add any other design elements. Without a fancy font or added font thickness, a piece of text just separate and surrounded by white space is easily understood to be worth remembering.

      An example of this could be found when reading an article whether on line or in a magazine when the author takes a quote from their own article and creates white space around it surrounded by body copy. This creates points of emphasis while also breaking up the copy into smaller pieces as well. While they may use a different font or boldness, the separation implies this particular quote is important in regards to the rest of the article.

    2. Good design reveals structure when it visually mimics the logical relationships that exist among elements in a display. The human visual system attempts to find the structure of information—whether in a scene, on a page, or on a screen—very early in its efforts to process it, and it does so by looking for visual patterns.

      To me, this quote is explaining the psychology of good design.

      Humans need structure. Within a structure they are free to improvise, but that structure is what creates a template of understanding. The jazz guitarist can play millions of notes that don't seem to make sense, but he may be actually stringing together multiple scales and arpeggios that to a casual listener sound disjointed, but are actuality a framework for which his seemingly improvised notes are connected.

      This type of thinking can be applied to our designs and layouts as well. While we may all want to be totally unique and innovative, we may want to think about how far we stray from conventional designs and templates. Many of these design conventions may exist due to how they are able to easily guide humans through a website for example. As the quote mentions, the "human visual system" is looking for "visual patterns". We are exploiting that by arranging our content in a way that makes the most sense by using fonts and spacing that can create hierarchies which can guide the reader through our writing even easier.

    3. A number of assumptions are commonly made about the efficacy of icons in graphical user interfaces. They include the notion that icons, because they are pictorial, are almost invariably easy to interpret. A corollary' is that they' are universally interpretable because the key to meaning con­veyed pictorially is not bound to any one language. These assumptions, which are largely incorrect, stem in part from a confusion between the notions of “identification” and “interpretation." While it may well be true that, at least for concrete things and ideas, pictures facilitate rapid, and sometimes universal, identification, it is certainly not al­ways true that they efficiently or unambiguously convey what we intend an object to mean (Salomon 1979; Sebeok 1994; Williams 1996

      This quote is so interesting because it was published back in 2000 and the use of icons or in our futuristic world, emoji's, has only increased.

      One aspect that Salomon, Sebok and Williams all point out in this excerpt is that not all icons are universally understood. One icon in one culture may have another meaning in another. While a smiley face may be universal, a thumbs up may not be. Today we have a wide array of icons or emojis that are used in online publication but also personal communication. However, if one is not totally caught up on pop culture, the meaning of these icons may be lost. While we may think that a picture is worth a thousand words, we as technical writers need to understand that those words may not translate well in a thousand different languages.

      An interesting study would be to find out which emoji's or icons are the most popular in other languages such as French, Chinese, Swahili or Russian for example. In these languages, icons may not even play a significant role in everyday communication as much as they seem to in Western and specifically English speaking cultures.

    4. While ''thematic” pictures may be acceptable when their relationship to the site and its contents can be easily in­ferred, pictures chosen only to decorate a site often con­fuse. At best such pictures provide no assistance to the viewer in acquiring information being conveyed by a site.

      Something that we have touched on all semester is the use of as many modes as possible when we are trying to communicate to as many audiences as possible. One mode we should always think about using is pictures.

      Since we are all somewhat young technical writers in training, we need to be training ourselves to communicate as much as possible as succinctly as possible. In regards to this reading and specific quote, that also means making sure that the images we use are actually useful for the overall content we are creating. As Williams mentions, there will be times when we need a decorative image. But most of the time we will be using images to help convey information as clearly as possible. As we have discussed in class, images can help reach more audiences but also enhance the content by adding a visual element which will enhance the effectiveness of the information we are trying to display.

      We must also remember that some readers may get what they need from our content just by looking at the pictures and the headlines. That is ok. This is an audience we should be planning for. Users are looking for content and want to digest that content quickly. Adding visual elements will help them accomplish that.

    5. "Backgrounds, consequently, should be, as far as possible, devoid of pattern or, if esthetic considerations demand that they be patterned, be very subtle or muted." (pg. 2, Lynch and Horton 1999)

      The above quote points to something so simple that it can easily be overlooked. A background should be simple, that's why it is the background. Think of it as a band with a talented lead singer. The lead singer (the content) is the main attraction. The back up vocalists (the background) are there to support the lead singer (the content). They must know their roles for the entire show to be a success. It was never Smokey Robinson and Jeff, Carl and Glenn. It was Smokey Robinson and the Miracles. There must be order.

      When we add different patterns and bold colors that contrast with the beautiful content we've just created we are doing ourselves and possibly our employers a disservice since the content will not be as useful or in some cases even hard to look at for long periods of time. While thinking about design, everything must work in concert for us to achieve the best results. We may not always get there, but we need be to striving towards that goal.

    1. Functions - Direct the reader's eye to the most important information, express hierarchies of value

      I believe that this is an extremely important factor of layout and format in technical communication that often goes unnoticed. I think that this is partially due to the way that students are taught to write academic essays. For example, when writing an argumentative essay with three main ideas, we are typically taught to present our two strongest ideas at the beginning and end of the body paragraphs, while squeezing less effective points in the middle. On the contrary, in technical communication it is most effective to place strongest points at the top or center of the document, as readers may become less engaged as they read towards the end of the document.

    2. Remember that text and visuals work together to help readers understand complexinformation so they can make decisions.

      Are the words table and figure interchangeable? Is a figure different than a table?

      It is important to make sure that tables are easily understood. Although it may be ideal for tables to be understandable on their own, sentences that elaborate the data found in the table are helpful, and as technical writers we should make sure that tables correlate with the information/research points within the paper or presentation we are working on.

      Placement of tables is another thing to consider when creating a document. The table should probably be on the same page as the text that describes it. A lengthy table can be distracting and difficult for the reader to visualize as a whole. I think the table from the Dragga article we had to read was formatted poorly. It ran across multiple pages, and overlapped into text that wasn't explicitly talking about contents within the table; however, the table in question did not convey data, it illustrated the questions that survey respondents were given to complete.See figure 1 on pages 256-57 in Dragga's "Is This Ethical?" article.

      Sam Dragga (1996). “‘Is This Ethical?’ A Survey of Opinion on Principles and Practices of Document Design.” Technical Communication 43.3: pp. 255-65.

    1. But we need at least 15 – 20 more examples that are as different from current practice as Mike’s fedwiki work is, before we can have a substantive conversation about open pedagogy.

      In addition to examples, I think we need to show teachers through research that this works before they drop their current teaching practices and adopt ones that may feel totally radical.

    1. We also need to recognize the risks of blogging/tweeting, which include opening avenues for abuse. We should not be throwing students into the public domain to discuss sensitive topics without having conversations with them on what they might face and which of these risks they are willing to take, how they would handle it, and how they might support each other. Then we should give them a private option if they so choose.

      Social media can be a very unwelcoming place to be. One word that's wrong and it's like you started WWIII. Although a bit exaggerated, ultimately true. Social media, if anything is a modern day battle ground where people are going to get offended by basically anything and everything. That is why it is better that there are warnings before and during conversations in a public domain, so that students may avoid such conflict, or even create a community where everyone feels comfortable to state their opinions without being shot down, while still keeping it public. I wouldn't necessarily think to put them in a private domain, though the option will always be there, only because students deal with a harsh society on a daily basis, behind a digital surface. There at least needs to be some level of trust given to the students that they can handle themselves in a public environment. I do understand that no one willing wants to put their students in a high-risking environment, and I'm certainly not saying that by doing so will you be a great, or even a bad teacher or professor; but what it really is, is that by putting students in a public domain, it gives them a chance and experience to go not only digital skill, but digital literacy. By having students in a public domain, a domain that they have all experienced one way or another through social media sites, and giving them meaningful tasks to do, you will essentially see digital literacy. Students not only gain digital skills, to effectively use technology, but they also gain awareness for not only their fellow peers, but respect for the public domain as well. If the issue is still that of high-risk, then it is the professor and the student's job to make sure that the the risk level is not as high as it might be. For example, as I mentioned earlier, warning students before and during the tasks of using public domains will help bring the risks down. However if the goal is to in fact gain digital literacy as well as digital skill, would not such a high-risk factor actually go down as these are gained, therefore having public domain be the most efficient way to do so?

  6. www.seethingbrains.com www.seethingbrains.com
    1. “I should say so,” said the cleaning woman and, by way of proof, poked Gregor’s body with the broom a considerable distance more to the side. Mrs. Samsa made a movement as if she wished to restrain the broom, but didn’t do it. “Well,” said Mr. Samsa, “now we can give thanks to God.” He crossed himself, and the three women followed his example.

      This quote embodies the lack of humanity and care that Gregor's family, for whom he previously provided for and loves, care little for him simply because of his appearance. However, the slight detail of Mrs Samsa perhaps wanting to restrain the broom makes one think, does she really care about her dead son, but refuses to show it because of his alternate form? This care is quickly rebutted by Mr Samsa's comment implying he hardly cared about the death, and was happy to have the burden of a large bug off of his shoulders. While this quote doesnt show it, this is in contrast to Grete, who has had a very hard journey coming to the realization that her brother may not be worth her attention anymore. She lies apart from the family in that she truly showed her care for Gregor, but saw it wane over time because of his poorer state.

    1. In my experience, people who report waking up in the middle of the night most commonly do so around 3 a.m. This alone may not be very significant, but many people with insomnia say that they have a hard time falling back asleep. We usually attribute this to being an awakening that occurs after the deep sleep of the night has ended and the time of increasing dream sleep has started. At the end of a sleep cycle we are almost awake and it may not take much, even a full bladder or a sound, to fully wake us. Some people may fall back asleep and not even remember the brief awakening. Others may take a trip to the bathroom and quickly return to sleep. If that doesn’t occur, it is usually because excessive thinking or negative cognitive processes begin. Worrying about not sleeping results in further arousal, which makes it difficult to fall back asleep, which causes more worry that leads to more arousal, and so on. After an hour or so of tossing and turning the person will probably fall back asleep until their alarm goes off. The relationship between excessive nocturnal mental activity and over-arousal that leads to difficulty staying asleep seems clear. But what if there is more going on? There is good reason to believe that this explanation is not the full story. The evidence comes from two different sources: One is historical and the other is based in research done in the 1990s. We will return to this evidence in a bit. I remember being in graduate school and being told that humans don’t sleep like wolves or cats. As anyone who has a feline companion knows full well, frequent naps are a part of a cats' daily routine. Humans, as everyone knows, are typically awake for 16 hours straight and then asleep for eight—one long period of wakefulness and one long period of sleep. Seems simple enough. But in certain areas of the world people have a siesta, a regular afternoon rest period that often includes a nap. And they seem to do just fine. In fact, this may be a better way of living than knocking back a 16-ounce energy drink and going for a brisk walk around the office to try and get through the afternoon slump that frequently happens around 2 p.m. or so. If you have traveled to a developing country, you may have noticed that people seem to be able to nap whenever they can, and that they seem to find this refreshing. If humans seem to need a break for sleep in the middle of the day’s waking period, what about needing to be awake for a period of time in the middle of the night’s sleep period? After all, we generally consider a brief awakening for a trip to the bathroom to be fairly normal. But how normal is it to be able to quickly fall back asleep? Source: Russ Potak, 1988 used with permission. As I mentioned above, there is evidence, and from very different directions, that quickly falling back to asleep after a middle-of-the-night awakening may not be natural for humans. It could be that, left to our natural inclinations in a 24-hour day, humans would have a period of wakefulness, an afternoon siesta, another period of wakefulness, a period of sleep, a period of wakefulness in the middle of the night, and another period of sleep. It may be biologically normal to be up in the middle of the night.article continues after advertisement This idea was first introduced to the public, as far as I can determine, in an excellent 2012 BBC article (link is external). The article briefly reviews several of the major issues involved in what is known as segmented sleep. I was introduced to it at a seminar during the 2013 national sleep conference entitled, “One Sleep or Two? The History and Science of Segmented Sleep.” Ekirch (2001, 2006, 2016), has done important work in documenting different sleep patterns in the preindustrial world. The historical evidence indicates that people in the Middle Ages were up for an hour or more in the middle of the night and thought of sleep as occurring in two segments: first sleep and second sleep. In many ways, this makes sense because being awake during the night has certain advantages. At that time, one could stoke the fire, check the defenses, have sex, and tell tall tales. We don’t think much about it now, but before gas and electric lighting, the night could be a frightening time (link is external). Think about the dangers that might await you if you ventured out in the night without a good source of illumination. In the country, you could fall in a ditch, be attacked by an animal, be attacked by robbers, or simply never be heard from again. In the city, you could also be attacked and never heard from again. Getting up and making sure your residence was warm and safe made a lot of sense. When the industrial revolution occurred, it became necessary to regiment our lives. In the preindustrial era there was little reason to stay up after dark—most people had no easy source of illumination beyond a candle or cooking fire and, again, it was scary outside. With the development of factories and the need for regular work shifts, people had to get their sleep when they could—usually at night. So, by staying up throughout the day, sleep drive was sufficient to get deep enough into sleep that people stayed asleep throughout the night. We are all familiar by now with the impact that light at night has on our circadian rhythm, and how we now stay up later and sleep less than in the past. It makes biological sense to have segmented sleep. If the mid-afternoon siesta has some roots in our evolutionary history, it may be that it served to conserve energy resources and help our ancestors lay low during the hot mid-day sun on the savannas of Africa where weak, slow, formerly tree-inhabiting humans were very vulnerable. At night, they would have been extremely vulnerable in deep sleep, so a period of wakefulness during which they could make sure they were safe made sense.article continues after advertisement It's not just historical data that supports the idea of segmented sleep. Further evidence emerged from work on circadian rhythm. Wehr (1991, 1992) conducted experiments showing that humans could take on a biphasic sleep (link is external) pattern. This occurred when experimental participants were exposed to “winter” conditions with a forced schedule of 10 hours of light and 14 hours of total dark. (Note that total dark is not something most of us are used to. A look around almost any modern bedroom will find many electronic sources of light.) When this schedule was imposed, participants began to naturally adopt a sleep schedule in which they slept for four hours, awakened for one to three hours, and then slept for another four. It seems that, under the right environmental conditions, this could be a natural sleep pattern for humans. Exposure to light is the most important factor in lengthening our days and then (more or less) sleeping through the night. Our sleep patterns have certainly been affected by the invention of electric lighting (link is external) and, before that, but to a lesser degree, by gas lights such as those used to light the streets of Paris since the 1600s. The upshot is that we still have a lot to learn about sleep and insomnia. For individuals who wake up in the middle of the night, the realization that their awakening may just be a throwback to an earlier sleep pattern may reduce some of the frustration and anxiety they feel. This is part of the cognitive behavioral technique of cognitive restructuring, or reducing stress by having more accurate information about sleep. It is also possible that we need to think about other patterns of sleep and not confine ourselves to assuming that the regimented, factory-shift-driven model we’ve all come to know is what we should to strive for.  There is likely more than one way for the Sandman to welcome us to the Land of Nod.

      I was not able to find access to any of the original research. But I was able to find an article on split sleep. Arnulf, Brion, Pottier, and Gomard conducted a research on Cloistered monks and nuns adaptation to split sleep. They had 10 willing participants both monks and nuns. As a control group they had the same amount of people that slept through the night. They tested this for six months.

      In their research they found that the monks tend to "have longer sleep latency, shorter sleep time, higher morning fatigue, and more complaints of memory lapses than" (Arnulf, I. et. al., 2011, 935) those who slept through the night. So according to this research split sleep is not the best for people, but the monks have done it for centuries. So I feel there should be more research on the topic of split sleep, and not have it so focused on one author and their research.

                               Reference 
      

      Arnulf, I., Brion, A., Pottier, M., & Golmard, J. L., (2011). Ring the bell for matins: Circadian adaptation to split sleep by cloistered monks and nuns, Chronobiology international: The journal of biological & medical rhythm research, 28(10), 930-941. Doi: 10.3109/07420528.2011.624436

  7. Oct 2016
    1. it’s evidence that a cultural truce over gender expression might not be possible.

      I don't think people will ever really reach a truce on anything. As Tick says in "His & Hers", we are on the move towards a time where post-gender will affect our designs, but I think that some people themselves will never truly be able to give up their natural hatreds. In fact, it may also be that we never reach an ethnical truce, a racial truce, a religions truce, or any kind of truce. Not until our history is able to vanish or our minds augmented and uploaded will we be able to drop our biases.

    1. Perhaps its removal may cause cureless deformity; or it may be the stain goes as deep as life itself. Again: do we know that there is a possibility, on any terms, of unclasping the firm gripe of this little hand which was laid upon me before I came into the world?”

      As I read this, I think it means that if they go along with the surgery, what if something goes wrong? What if everything is for a reason and this birth mark is meant to be on her cheek?

    1. even worse.

      This was really interesting to me because if you read further, he refers to Bush's presidency and how a lot of his actions went against what he says using words such as liberty, freedom and repetition of the word. It makes people not really think about the definition of freedom but knows that everything is okay because he keeps saying it so that means America is doing good because we are free people. However they may not be aware of what other countries struggles may be due to us and our actions as a free country.

    1. In this tutorial, you’ll learn how to use GIMP’s layers in a different manner. Unlike it’s default composite function, using GIMP as an animation package requires you to think of every layer as of an animation frame. We’ll discuss the two different frame disposal methods later on. For now let us think about every layer as of a separate frame.

      I honestly cannot STAND Gimp. It's the cheap, cop-out to Photoshop, and it gave me such a hard time, that I ended up just going to the computers in the convergence center and used the Photoshop software that's available to us as students. I realize that we may not always have that access, but in this case, I'd choose to do that, as opposed to dealing with the weird set-up and constant crashing that Gimp has to offer.

  8. thecoverpage.pushpullfork.com thecoverpage.pushpullfork.com
    1. A presence that inspires not ideas of grandeur or adventure, nor ideas of hope and higher callings to greater paths. No this book inspires the basest of human emotion and thought. Fear, terror, paranoia, the feeling that perhaps the world is not so simple, that there is a hidden curtain waiting to be pulled back so that what is hidden may be shown to the audience, and the audience become consumed by what is shown. This story brings back feelings we had as children that led us to turning the light next to our bed on in panic, the quick sudden scrambling to reach that hidden flashlight under the pillow to chase away the shadows and whatever may be lurking in them. The feeling of abject horror as you descend into the darkest basement, one that is coated in cobwebs and smells of damp rot and the promise that something sinister is lurking in the gloom

      This is fantastic. I enjoyed reading how describe what you think about The Hound of the Baskervilles. You covered all!

    1. According to Grunewald colleges must be redesigned as completely interdisciplinary. I couldn’t even imagine my excitement if I attended a school with zero majors. If every single person build his or her degree from the bottom up, how creative and amazing would that be? I feel like many students these days are pressured into certain degrees, and they may not actually wish to utilize that degree for the rest of their life.

      This would be amazing. I think this is the push we need to make students make their education their priority

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

      I think everyone should and does have some form of interdisciplinary into their major or career. Being strictly apart of one field is not reasonable in today's society. We have to broaden our knowledge.

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

      I agree with this. I think this degree gives you an advantage. You have more skills and more well rounded knowlege.

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

      As more people become aware of the inequalities in the work field, in technical writing and beyond, more articles are being published on the subject. I think this is beneficial because it creates a dialogue about race again and also educates those in the majority about problems we may not think about or experience on a day to day basis. It is these people who have power to make changes as well as the minorities who are marginalized.

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

      In the end, universal design is meant to help everyone. The innovations that come from trying to make digital media accesible could end up changing how we all consume and interact with media. By failing to adhere to universal design, creators are "dooming" society's growth and prosperity. Technical writers can use this information to think about how we present information and how we communicate to people who may not be able bodied. Learning how to communicate to different kids of people is an essential to technical communication. Universal design allows for personal and societal growth. It should not be ignored. We should all make a better effort as creators to make things more accessible.

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

      This section caught my attention in that it is outlining how in the academic world, many professors might balk at using a proprietary software to share their work, but may not give a second thought as to how the format or design of their content could exclude others (current professor not included...) all the same.

      This grabbed my attention since I'm not sure I would think that way at first as well. In my opinion, the academic world is a perfect place to begin implementing universal design elements where possible. Looking at my own blog, I'm very confident that there was no thought into how someone with a disability or someone who is unable to access a computer could process the information I have assembled. To go off the first part of this article, I have a "free" blog because I have paid my tuition. So technically it is a proprietary format as well.

      One step I could begin within my own blog is to simply try to access and use it from my cell phone. Is there another theme that makes the content easier to scroll through? Could my fonts be bigger or bolder? Would it be possible to add pertinent videos that have subtitles? I think trying to add elements of universal design will be good training to get my mind rolling in that direction when thinking about my own work in the future. This will only make me more employable as well.

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

      This passage in the article details the benefits of Universal Design with a great, but simple example. Williams explains how the creation of a simple "curb cut" in a side walk that was created to assist people in wheel chairs could also have unintended benefits unknown to the creator.

      Williams writes that curb cuts could also be used when, "making a delivery with a dolly...pulling luggage on wheels...pushing a child in a stroller". By trying to solve one problem, the curb cut actually solved numerous problems. Another example would be using captions and an accompanying transcription for a video. While the captions and transcriptions help the deaf watch the video, they also increase search optimization as well as helping non-disabled users understand the content even better.

      So while we can solve one problem by applying universal design, we may also be able solve problems we didn't even think about just by being open to trying something new and different. As technical writers we should keep this open minded approach and try to see what we do from the point of view of the user.

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

      Universal Design as mentioned in the article is a concept centered around the idea of designing all products and environments to be usable to as many people as possible. Universal Design is also a theme that runs through the Goddard and Hsy article as well. From these two articles, when finding ways to improve access to technology for people with disabilities, Universal Design has to be a part of the discussion.

      Audiences are the most important aspect of creating content. We need to know who we are writing for and make sure our content can be easily accessed by that audience. As we have learned, we want to reach as many different audiences as possible so that our writing can be as effective as possible. We have also discussed how adding as many modes as possible to our work can increase the effectiveness of our work. All of these elements lend perfectly to assisting those with disabilities.

      If we are increasing accessibility we should be planning on how we could potentially help those with special needs. They are a part of "all people" as mentioned in the article. I would think being able to reach special needs audiences could make a writer very marketable since many writers may think of audience in terms of race, age, sex and education.

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

      This coincides with the "Virtual Offices" that are being used in the field of law. People are pushing their business online rather than having a physical location.

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

      I think the text below the video should be either rephrased (in a very short way) or deleted, since it is the same information as in the video. What we can also do, if we decide to delete the this text and leave only a short summary of the video, is to have the transcription of the video available for downloading.

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

      Right here is where the author really impressed me. In this paragraph, the author uses the they say / i say strategy in admitting that his previous evidences were just anecdotes, whether they be personal or expert testimonies. Then, he follows up with a completely new kind of evidence in the form of a research study. By conceding the fact that his past evidences were just anecdotes (a relatively weak form of evidence), the author draws readers back in by providing an even stronger piece of a different kind of evidence. The rhetorical strategy used in this paragrpah really helps persuade the audience.

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

      The author of this article is not listed and is most likely a group of people. It was published by the EuroStemCell, an independent organization signed to, "help European citizens make sense of stem cells." Before I say anything Europe, especially the United Kingdom, has far less regulation of embryonic stem cell research compared to the United States. In the UK, as long as the research furthers human knowledge of how to treat disease and help people, then it is legal. That being said, there is a possibility that their research could be of higher value due to the little restrictions in their country compared to ours where it is very difficult to do research. I think that EuroStemCell is a fairly reliable source, however, they do not cite any of their sources which does hurt their credibility. This article talks about a lot of interesting and important things but the major part of the article I would like to talk about is the clinical uses of each type of stem cell. ESCs are just starting clinical trial after over 15 years of research on them and they are still in the very early stages of trials. They are thought to have the least amount of complications in clinical usage compared to iSPCs and umbilical cord iSPCs. What does this mean for iSPCs? It could mean that much more research needs to be done with them in order to be prepared for clinical trial. It is still unclear the exact clinical uses that they could have but among the ones listed in this article are patient specific treatments to decrease or eliminate the possibility of rejection. Overall, I think the article does a very nice job of outlining the progress made in stem cell research, especially in each field individually. It's important to remember, as I noted earlier, this source is not completely credible so it may not be completely accurate. EuroStemCell is obviously a stakeholder on the issue but we cannot assume their stance on the issue of embryonic research. The article does a fairly nice job of establishing ethos and making them as credible as they can be, however, they could easily make this article a more reliable source by adding citations or references. Questions I would have for this article would be where they obtained their information and what, exactly, they do as an organization and they fit into all of this.

      "Types of Stem Cells and Their Current Uses." EuroStemCell. EuroStemCell, 17 Aug. 2012. Web. 11 Oct. 2016.

      Outside Sources Used: "About Us | Europe's Stem Cell Hub | EuroStemCell." About Us | Europe's Stem Cell Hub | EuroStemCell. EuroStemCell, n.d. Web. 11 Oct. 2016.

      Dhar, Deepali, and John Hsi-en Ho. "Stem Cell Research Policies around the World." The Yale Journal of Biology and Medicine. YJBM, Sept. 2009. Web. 11 Oct. 2016.

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

      The authors of this article are researchers from Stanford University and the University of California San Diego School of Medicine. The article is a scholarly journal meant to compare embryonic stem cells (ESCs) and induced pluripotent stem cells (iPSCs) and their potential. The article does a great job outlining that the two of them have been found very similar in their gene expression and almost indistinguishable in their genomes. Although the two stem cells are very similar in their gene expression, iPSCs have subtle differences that cause them to act differently and they believe that it is due to their epigenetic genome which is their genome after being modified and reprogrammed form their original somatic cell. The molecules that are used to reprogram iPSCs sometimes cause them to have a different genetic background and expression that causes them to act differently than ESCs. The article talks largely on their differences and whether they are important and what their effects may be. The main claim made is that although ESCs and iPSCs have different genome expressions, iSPCs could have the same uses and less differences than we think. Also, iSPCs do not have the ethical dilemmas that ESCs do and are available in abundance while embryos are difficult to obtain. Therefore, they could be very useful, maybe even more than ESCs. After briefly addressing the reason for iPSC research and advantages, the authors spend practically the rest of the article talking about the differences in the two stem cells and why it could be problematic. They also address the fact that the differences could be less problematic than we think and iPSCs could be used for more specific applications. Such as using different cell lines for different applications. The evidence used is very reliable. They cited all of their sources and the sources all of links to the article, website, etc.. The authors use logos and ethos to appeal to their audience. Their sources are a great example of ethos because it makes them very credible. Also the study based information presented in the article is an example of how they used logos to appeal to the audience.

      Narsinh, Kazim H., Jordan Plews, and Joseph C. Wu. "Comparison of Human Induced Pluripotent and Embryonic Stem Cells: Fraternal or Identical Twins?" Molecular Therapy 19.4 (2011): 635-38. Web. 10 Oct. 2016.

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

      I think this is a great quote about how the world has and does view those with special needs. As a past history major one always has to research a little more when the word "eccentric" is used. Often that word can describe a whole litany of conditions when used in older texts.

      I also like the phrase that Rick uses, "Eccentric and extraordinary bodies have the potential to puncture the illusion of the universal..." People that have special needs are actually the people that can be the reason that the needle of technology is pushed forward. As Williams mentions, "All technology is assistive in the end." Some may look at those with disabilities as holding back efficiency by requiring assistance. But that assistance is what can push technology forward, especially when applied to universal design. By making technology easier to use for as many audiences as possible, we are improving not only the tech but helping puncture the illusion that Rick mentions in the above quote.

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

      American Sign Language uses embodied actions, manual gestures and facial expressions. Jonathan explains that all of these expressions are crucial in creating a system of grammar for those with speaking disabilities. He mentions that Flash Video clips are crucial for content. I'm not sure how exactly this helps, but in my own experience I have seen this help with autistic and disabled children from my time as a substitute teacher with Atlanta Public Schools.

      During my day with an elementary level special needs class I noticed that at times the students could easily work on a task such as math for a few minutes, no longer, before losing interest or becoming frustrated. However, when they were placed in front of a computer and provided a video about math, they were not only immediately engaged, but visibly happier. Having taken this class thus far, I now find that experience even more interesting considering our reading assignment. When other modes of communication were presented to children with learning disabilities the same information that had minutes before been ignored on paper was now, it seemed, being learned and a more full comprehension accomplished.

      In our strategy, we need to see where we might be able to add a video or a visual element that may help not only a child, but an adult as well. These children will eventually become adults and will need this type of assistance in the future. Since technical writers are in the business of taking something that is complex and making it simpler and easier to understand, it would behoove us think about this when possible in creating our content. Text only content is boring to most, but with someone who may be suffering from a learning disability it could be almost impossible to understand the material. This would be very frustrating if the content was a necessary part of their daily life.

  9. techwritingf16.robinwharton.net techwritingf16.robinwharton.net
    1. Judy Wajcman, like Stanley, observes that "we tend to think about tech­nology in terms of industrial machinery and cars .. . ignoring other technolo­gies that affect most aspects of everyday life" (137). Ruth Schwartz Cowan notes in More Work for Mother, her history of household technology, that we "do not ordinarily associate 'tools' with 'women's w ork'—but household tools there nonetheless are and always have been" (9). Stoves and spinning wheels are two such examples; the sewing machine is one such tool used in the household and in industry.

      This statement supports the claim of how the perspective of women's contributions has had insignificance even though their contributions have been all and useful in everyday households, work, and workplaces. It also suggests the normal perspective of the word "technology" seeing it as male suited are. Through this perspective it downplays women and their historical contributions in technical communications and dominance. Although the contributions may be quite different that does not make them insignificant.

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

      once again I think this perfect for radio broadcast beause the amount of intereation going on. Radio its about talking and interaction makes it better!

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

      This would be a good scene for a radio version because I imagine that Sherlock would have a very suspicious tone of voice during the scene, but at the same time it is confident in Watson's ability to assess the situation.

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

      This would be a good interaction for radio because of the amount of dialogue that is said in quick succession as well as how it progresses the plot. There is a lot of emotions going through this dialogue, from puzzlement to excitement. It would be a nice range of emotions for a radio version.

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

      I think that this would be a good scene to open a Sherlock Holmes movie. It would let the audience know exactly what Sherlock is like, how he is a genius, but also kind of does not understand how people cannot use his methods.

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

      This may be true but in my personal opinion, I don't think anyone is going to slow down with technology. If anything it's going to advance and we will eventually have to do something about the invasion of our privacy, or we just wont have any privacy at all.

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

      This paragraph forces the reader to think about their own experiences with the web as he refers to himself and the reader as we. The reader can relate to the distractions that come with surfing the web and can then further follow the author's argument.

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

      Reading in the traditional sense has become much less popular. The internet allows us to get information quicker and by putting in less work. We can skim articles to obtain the information we would while reading an entire novel.

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

      Supporting evidence that as humans we prefer more concise versions of things. I.e. shortcuts

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

      Supporting evidence: In current society, it is rare to truly read something fully. We want a shorter, faster form of everything, and literature is no different. We are accustomed to shortcuts: "skimming".

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

      Carr is still continuing to reinforce that we must not lose track of our ability to think deeply. Although the Internet may make finding information easier and more efficient, we are warned to not allow it to overshadow our own ability to understand and think.

  10. Sep 2016
    1. This emphasis on the right to run, rather than the wisdom of running, is telling. Nader may have seen the citizenry as a collection of frustrated consumers but he departed from the doctrines of his consumer advocacy on one key point. He always demanded that corporations act responsibly, even if it interfered with their ability to sell whatever they want. In politics, however, he celebrates candidates’ freedom to claim their market share and voters’ access to an unfettered political marketplace whatever the cost to their common interests.

      I think that's kind of a weak point. On the business side, we want to fight monopoly domination, which removes choice. On the political side, Nader also wants to increase choice, taking a market-based "marketplace of ideas" approach.

      So, the point "you can't just do what you want" is broadly the same, but a more focused point might be "you have to give people more choices, not less".

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

      What I think the author is trying to say is that while a housed person does have a more stable shelter than a homeless person, It does not correlate with having a stable life. There are so many other factors in everyone's lives that affect different aspects so while one area may be better it does not mean that they all are. It is just more apparent for homeless people that they are in a very unstable condition. This would connect to the idea in Schindler's essay about how people perceive those who are poor as lesser or unstable so we try to separate them when in reality we are all dealing with the issues.

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

      This annotation is connecting to the question, "What "cracks" do you see in Igbo culture that make it receptive to missionaries?"

      This section seems to be very important when the missionaries are being questioned by the members of the community. The missionaries are later trying to find their ground in the culture because no one believes that their Gods are not going to hurt the people. In a few paragraphs below, where I didn't highlight, the Igbo people think its absolutely ridiculous that God has a son but no wife. This is one of the main differences between the two cultures, and they can't really seem to grasp the concept of the other one. This is also part of the language barrier, because the Igbo people aren't taking it very seriously whenever the missionaries say "buttocks" meaning myself. It is extremely humorous to both the readers and the Igbo people but the missionaries have no idea. This could be a crack in the culture though, because though they let the missionaries into their area, they are just mocking them. Another crack is that they are so confused about the possibility of another single God that they joke about it. The missionaries seem very innocent in the fact that they just want the Igbo people to stop being paranoid about a God that may or may not be real, just like the one they are preaching. Another flaw in the Igbo peoples culture is that while some of them are poking fun at the new religion some are taking it seriously, and they refuse to recognize this. Nwoye takes the song, about the existence of the God we know, very literally and in the text it says he's "captivated." He felt relieved while the rest of his clan thought it was ridiculous. Even having one positive person lets the missionaries have confidence in staying. As the readers we know that later it was worth it and they end up bringing in more people than just Nwoye.

  11. eng110scsuannotations.wordpress.com eng110scsuannotations.wordpress.com
    1. He wasn’t chasing engineering because it would get him a steady job.

      This is something we as people need to think more about. A major may interest you, but will it assure you a job in the future?

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

      I like this analogy because with science we can "refurnish" what is understood to be true, and can replace old ideas with new and improved ones.

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

      There are also other very useful improvements to life besides just the things mentioned. Science has vastly improved medicine, allowing us to live longer and healthier lives. Furthermore, there has been advancements in how we communicate, which bring us closer together as a world.

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

      New technology is always developing and growing so rapidly, part of the reason "complex devices" can now be cheap

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

      The internet has plenty of things that are not real or that are manipulated, It is up to us to do research.

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

      That is done now. All we need are keywords typed in a search engine, and we will find a lot about the subject a click away.

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

      I think thatis crazy. It is so easy for us to document what we are thinking, whether we are keeping it for ourselves or making it public. Without something like Mendel's concept of genetics we can only ask "what if?' when that could have beena missing piece in someone's research.

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

      Something used against us in internet advertisements

    8. and something is bound to come of it.

      And now that our species has unlimited information within magic rectangles that live in our pockets, we spend most of our time staring with blank faces at videos and pictures of other people doing things

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

      And here I am, commenting on this article online where other people can see it instantly. Pretty neat

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

      quite similar to a go pro today

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

      I think it is a very interesting analysis that language plays a part in the way we think and perceive things but can be very flawed to a certain extent.

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

      Look at map to see which places do what

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

      I completely agree with this statement. I believe we should gain skills from our classes that we may use outside of class as well. I think that's what school itself is about. Gaining skills that can be useful out in the real world.

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

      Class time is essential for a person to learn and grow in their studies because it allows them to interact with whatever it is they're learning. Although some skills may seem remedial and unnecessary it is what we make of our further understanding of each concept that helps us and allows us to succeed in the "real world." Instead we should be learning more practical skills, or focusing more on that spectrum rather than reiterating formulas and memorizing other people's ideas; we should be creating our own thoughts and stance in different arguments and learn how to be a person on your own.

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

      Nalo is vague in answering the specific question of her genre, apparently, to create a wider mystique about her storytelling..She insinuates that there are non-human societies (which I assume are mythical) that she describes as toolmakers -- rule makers.

    1. staff

      Interested in how this category is changing, though, as more faculty work (like advising) is getting outsourced to staff (internal and external). As courses get bought and sold as packages and some institutions think the teachers may be somewhat beside the point, I wonder if we will see more and more staff and fewer and fewer faculty. Not to pit one group against the other at all, but curious about whether all of these shapes are changing, and maybe in ways that are not always good for the intellectual project at the heart of highered?

      Hmm. Wonder if highered is an intellectual project...sigh...

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

      This is a very interesting article. Basically it's pointing out all the little things Koenig does that hints she may have a bit a racial bias in her. Jay leads this section with a statement about how in koenig's words, "parameters" means rules set by "immigrant parents". I find this interesting because i overlooked these things the first time i read the parts he's bringing up, but now that he mentions it, it is clear that koenig is bringing race and ethnicity as a factor in a very subtle way. I suppose that's what Jay means as "White Reporter Privilege". There are times while listening to "Serial" that i had forgotten about Adnans heritage all together. Most of that is probably due to my lack of remembrance but at the same time, looking back its very easy to see how that would happen as Koenig very rarely reminds the listener of Adnans cultural background. At the same time Jay brings up Hae's diary and how Koenig acted "surprised" that is entailed everything standard about a teenage girl's diary. As Jay says, she acts like she expected something different than a teenage girl's diary when opening up Hae's diary. This article itself is going to change how i listen to the podcast. As i will likely be looking deeper into the words Koenig uses and how she uses them.

      Link:https://cdn1.lockerdome.com/uploads/e5fd0293d953f0cf2df7b6f36c04f61710f8c5c89fb4ce9450e731f541fac8d0_large

  12. techwritingf16.robinwharton.net techwritingf16.robinwharton.net
    1. Another factor contributing to the difficulty of CMS implementation is thatmost content management systems take a systems-based approach toward manag-ing content/information/knowledge at the cost of considerations for content anduser needs. As Jefferey-Poulter points out, most CMSs do not allow for a widerange of exception and improvisation and may eventually demotivate users

      Further shows the difficult of implementing CMS and how its not that adaptable. I think the main problem with CMS is that its too long and since we live in the age of technology where everything happens in the "right now" it fails to take take into account want the audience wants.

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

      This passage for me, brings to light how the study of technical writing is lacking. While many in the academic world seem to focus on the state of technical writing right now, Albers wants to focus more on "what might be". I think by creating a discourse that is grounded in the future of technical communication we can all become more proactive as the industry continues to evolve.

      When speaking about technology, the idea of "what might be" is a powerful one. New technology is created to solve a problem. That means technology can be created to solve existing problems, but also to solve problems that may not exist yet. By at least following the trends of where the next major developments in technology will come from, technical communication will always have a place in the modern business world.

      The need to understand where the industry is going, not where it is currently is the most important aspect of this article.

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

      I found this paragraph really interesting, just because we kind of get the sense of where people in different job settings take human-computer interactions seriously. Writer's generally aren't concerned with this, but when it comes to technical writers the research that they look into for this will affect their career I'm sure.

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

      This passage caught my eye from the very beginning. Actually Marlow's whole speech here caught my attention, but not in the way I think it was intended to. I read mainly the fantasy genre and I am also currently writing a fantasy trilogy. In this genre, the terms "light" and "darkness" come up a lot. And even though these terms mean slightly different things in every story, they still follow the lines of people's hearts. Light and darkness almost always refers to their actions, emotions, and motivation. So upon reading this passage, I immediately took it as one, or both, of two meanings. That Marlow was talking about the hearts of men and how there is light but darkness was just here. Or that he was talking about light and darkness as in events that happen.

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

      This passage make me think that Marlow is saying we were all savages at some point. at even as they stand on the river Thames he says that not too long ago there was darkness here. Not to long ago, in a flicker of light there were nights conquering the land.

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

      I agree that I think as humans empathy has many limitations and what can be expected is also limited. Our brains are not able to evolve during a day, therefore it might take longer to instinctively become empathetic to everyone not specifically similar.

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

      Choice requires power. When we are studying up things may happen to us, and these are the things that must be studied.

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

      The authors think that BDNF may be working through NMDA receptors. They test this by treating rats with an NMDA antagonist (injected peripherally), to see whether it blocks the effects of BDNF infusion (directly into brain).

      Rats that received the NMDA antagonist have freezing behavior similar to that of controls, suggesting that BDNF is indeed acting through NMDA receptors in this situation.

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

      It's common that viewers always tend to think that there is some meaning lying under a piece of art work. However, from the perspective of global art :-D, the correlation between the iconography and art work might be wrong. The iconography started in the medieval christian art, and affected the western art since then. However, other forms of art-----eastern, paleolithical...may not have the tradition of imply something under the art work. So maybe we can infer that the paleolithical art means and symbols nothing in the first place.

    1. Thepassionsofhumannaturearemuchthesameinallcountries.

      The ideas that passion of human nature are the same for each country during this time feels a little farfetched. I believe this because people were not treated equal during this time. Some countries were higher than others and some nations looked down on others. That is if we look at it in the sense that people care about each other regardless of race, religion or gender. If we look at it in the light that we all have the same desires, I still see it as not true. People from Native American cultures did not have a sense of ownership while Europeans did. I believe when it is pertained to this text Seabury believes that European cultures all have the same idea of how to prosper and succeed in this life. He is technically right, speaking about their ideas of trade, industry and the desire to survive.He can be pointing at that humans will do whatever to survive and if they suffer they will do whatever it takes to prosper. An example, taking revenge by raiding and fighting with America from suffering from trade restrictions with America. I still am on the edge about that idea the he proposed and cannot fathom what he really meant by this idea. I may be over thinking it but it is a generalized saying and I think that it can be interpreted in many different ways. Any thoughts on what Seabury meant?

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

      By this i think they mean technology in the educational world is very undermined to the the teachers who grew up with out it. Older teachers put technology down more, then embracing it. Not realizing how much good technology has. This could happen for many reasons. Mostly because the teachers would have to learn a different teaching style and don't want to or they don't want to feel as if they aren't the alpha in a classroom with a bunch of students who grew up in the technology world and may be more capable of doing it better then they can.

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

      I do agree with this statement, because when we need to get something complicated done, it takes a lot of focus. By multitasking and focusing on other things as well, the "higher-level" project can take much longer than it would if we just focused on that one project and nothing else. I think it is very possible to multitask with day-to-day things, but when it comes to major assignments or complicated things it much more efficient to just do that task and nothing else.

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

      I personally do not agree. While I do think that multitasking may spread your attention and focus to detail on a task, I don't don't it is necessarily believe it's counterproductive. You can still be just as productive with each task you are simultaneously working on. It's a part of life to learn how to juggle tasks.

  13. Aug 2016
    1. Twenty years ago, before the "black boxes" became invisible and silent, buzzers alerted us when someone pushed against a boundary. We try to reassure ourselves that today, the road to information has become clearer, unencumbered by bells, whistles, or buzzers.

      There is such an important distinction here; what was public--and shaming--was at least apparent. Now it is implicit, and with that people aren't even aware its occurring. We may think our world is expanded and complete without being aware of how narrow we are allowed to see (feeling very Truman Show?)

      Do we as educators make that boundary more clear? Do we embrace the invisible boundaries and teach our students to push back at everything, seeking out those invisible barriers and rail against them?

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

      I think this is really important!

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

      Unfair for women, none of the men think women have the ability to be wise

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

      I know this is what we do as teachers...we design. We construct 'safe' environments for students. Up to a certain age I think the only skin in the game that learners should have is what they decide to ante up themselves, their passion for learning, no grades just observations. But at some point, they gotta eat some dirt. I am not for throwing kids in the deep end (see this week's This American Life: http://goo.gl/NfuhNo) but that scaffolding has got to come down at some point and their ladders have to come out. It may be a weak analogy, but they have to get strong. Tools like Troy Hicks MAPS are just that, a tool. There are others. Like weight training regimen, most of them work until they don't. Why? Because we don't make them our own. It is somebody else's template. And that is fine up to a point. I can rarely get folks to agree with me on this, but in the end learning must be personal and mostly idiosyncratic. And by that I don't mean that all learners are iconoclasts but rather that all learners worthy of that name have their own style, angle, strategies, and reasons. You must move past the intentional design to an internal design that is you, unique as your voice and as singular as your brain waves.

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

      While I don't have a suggestion for a word to replace "privilege" in this context, I think the point being made here is quite an important one.

      When we talk about one's privilege and the checking thereof, I think it's about raising one's level of awareness and empathy, as well as starting off interactions with new people and situations by observing and listening rather than speaking and asserting.

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

      I think so. Or there may be approaches, like Virtual Reality, that lets them live in the world they think they live in.

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

    Annotators

    URL

  14. Jul 2016
    1. In "As We May Think", Bush describes a memex as an electromechanical device enabling individuals to develop and read a large self-contained research library, create and follow associative trails of links and personal annotations, and recall these trails at any time to share them with other researchers.

      Sounds like hypothes.is ;)

    1. Good old fashioned press work beats social media.

      I think you missed the point here. He wrote under this sub-head:

      "First, unclassified newspaper articles were as important to policymakers as the classified information generated inside the government."

      " the Internet has not yet become an important source of information for policymakers, despite its ease of accessibility and the generally succinct nature of the presentation of its content."

      "we also ought to consider whether the internet suffers from weaknesses vis-à-vis traditional print media that dilute its influence"

      "The plethora of internet news and opinion outlets, many of questionable reliability, combined with the lack of an authoritative source among them, may mean that the internet will continue to lag behind the elite print media because it exacerbates the signals to noise problem for policymakers."

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

      there are so many reasons for allowing students to read what they want, even books at what we may think is their frustration level. one of those reasons is student interest. if a student wants to read something they may have strong background knowledge in that topic and will be able to figure out difficult words

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

      I find this especially interesting. I think this goes back to the Design Process, specifically the Empathize component. We need to know our learners - what do they need and what do they expect?

    1. Figure 1. The TPACK' Framework

      = We continue to see this same image for the TPACK framework, which I like. I think it would be helpful to showing teachers who may be resistant to including more technology in their practice, as it shows that it isn't meant to overtake pedagogy and content, but instead it is a supplement, a key part.

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

      The heart of his critique. But Harman seems to think that "If you think about Kant, there are probably two basic things going on in Kant. One of them, of course, is that there are things in themselves that can be thought but not known, and so philosophy becomes a meditation on the conditions of human access to the world instead of about the world itself. That’s one feature of Kant. The other feature, however, which doesn’t get quite as much attention, is the fact that it’s always a matter of human and world, which later gets called correlationism by Meillassoux, which means that in Kant’s framework you can’t talk about the interaction of two inanimate entities. All you can talk about is how humans come to perceive that collision between two entities in terms of the categories of the Understanding and space and time? You’re never going to talk about the world in itself without humans being there. And so philosophy becomes a kind of epistemology" (here

      "Now, since there are two aspects to Kant, two major aspects to Kant, there are two major ways you can reverse him. Now the first way is what the German Idealists do, which is to say Kant was great except that he had this naïve, old-fashioned, dogmatic thing about the things-in-themselves, so we can get rid of that. And they also held that the distinction between thought and reality is actually internal to thought. This gave us German Idealism and now it gives us Žižek and Badiou. And it gives us Meillassoux. "

      He further adds: " I would prefer to reverse the other aspect of Kant. I think finitude is a decisive step forward. I don’t think we can get out of that, but I think instead of reversing that, we can reverse the human world priority in Kant. So, GRAHAM HARMAN in other words, instead of finitude being this tragic human predicament—where poor humans are trapped in our categories and we’re trapped in space and time and we can never know the in-itself the way God would—I hold this to be true of all relations whatsoever. Whatever the two terms are, whether there’s a human there or not. Any relation involves finitude. Any relation including brute, inanimate causal relation involves a kind of finitude. Things are withdrawing from each other even at the inanimate level."

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

      Thank you for allowing us all to learn from this experience and become active participants in this journey. At some point, as we all continue to value the thoughts of others and think about the ways that our past has kept cultures and people from obtaining the very things that we hold dear, I am honored to be a part of this learning network. May someday this struggle not be at the forefront of everything that we do, until that day comes, thank you for your continued leadership of ethical, just and inclusive education.

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

      The article then explains why we do not have the exciting missions currently that we like to think of when space exploration comes up. We currently do not know enough to send astronauts off to other places safely. In order to get there, NASA needs to to more research as to just how to get there, and how to handle the many different types of situations that might arise. I think NASA is essentially telling people to be patient with them, and that what they are doing now may seem unimportant, but that it is necessary in order to take the next step.

  15. Jun 2016
    1. ensure that you’re solving the right problem

      Lots to be said about misdirected problem-solving. Much of it has to do with people who are extremely competent at their job but whose job is narrower than it could be. For instance, engineers are unbelievably adept at finding a solution to almost any problem. But it’s relatively common for them to work on “the wrong problem”, something which may not even need solving in some cases or a solution which may bring completely new problems. Those who think of the human condition as a problem to be solved may apply this type of mindset to an inappropriate extreme. Hence Soylent and VR goggles for prisoners.

    1. individual work

      I think this is cultural thing for Americans as a whole. We are very focused on the individual and it isn't surprising that we teach this way. It's also common for students to complain about "being bad at group work" to such an extent that it may make teachers hesitant to assign a significant amount.

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

      While it’s easy to agree with the thrust of this piece (pretty much a Langdon Winner-style “LMS have politics”), this needs not follow. When we say that it’s not primarily about the tool, we’re not saying that tools don’t matter, that LMS affordances are irrelevant, that the exact same learning experience would occur whether or not we used tools. We’re saying that the tool is part of a broader equation, not the ultimate focal point. There’s a very general “fault line” (in seismological terms), a distinction to be made between technopedagogy and “EdTech”. As with any distinction, it shouldn’t be carried too far and there’s obviously a whole lot of overlap. But there clearly are actions which are technocentred. A common orientation in EdTech is towards the tools themselves (listicles about apps, inspira-/promotional videos, etc.) with sound pedagogy following naturally from “tried and true”, “studies have shown” “best practices”. This may sound like a caricature but “you know the type”. On the other hand, technopedagogy tends to be oriented towards high-concept “think pieces” with enough namedrops (from Freire and Vygotsky to Illich and Dewey) to require an encyclopedia. Again, a caricature. But we also “know the type”. In this “camp”, the #DigPedPosse has been quite prominent over the last little while. Despite being attracted to this sphere of agency, got several hints that “people need practical solutions to solve the simple problems in their everyday teaching”.

      Sooo… This is a minor quibble, as the rest of the piece does resonate with me (apart from the serious issue, near the end). But, given its location so early in the post, it’s important to acknowledge.

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

      Is it really so hard to believe that the "real world" is one characterized by people that are self-serving, self-dealing, often corrupt, and willing to do whatever it takes to win, including cheating?

      Aren't we continually bombarded by news reports that uncover pretty much exactly these types of events? Instead of thinking of them as massive 'conspiracies' perpetrated by tinfoil hat wearing nutters, why not simply think of this as the natural predisposition of our race-- that where advantage may be had, directly or indirectly, that people at all levels will push for it and often do. Particularly in high-stakes sports like NBA basketball.

      Clearly we need look no further than FIFA to know that what we would call 'conspiracy' is actually the normal functioning modality of some sports.

      Your guess may be correct that there is nothing to see here. But to dismiss it out of hand is incredibly naive.

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

      Wow. In 2016, we're thinking about a decentralized implementation.

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

      As we are talking about what we want to discuss with our students about putting their voices out in the open public, and maybe sharing cautionary tales with them, I think these four sentences are also so important to include. Let's talk more about marginalized voices as well as those who may not be acknowledging their privilege.

    1. :

      [we should remove this colon, and add an introductory paragraph below it]

      Loss, danger, and joy are three emotions that people experience in relation to the prospect of a changing climate. Dandelions provide a material focus for these emotions, as we may find them risky (spreading to our neighbors lawns!) and also tantalizingly joyous. As we learn to look for them to think through these various climate challenges, we may also start to miss dandelions in those times of year they aren't with us -- and, by association, to think through the various losses, replacements, dangers, joys, and other emotions that may come along with our efforts to grapple with climate, rising seas, etc.

      The questions and responses below record a series of conversations exploring how people feel about climate and dandelions. These conversations are ongoing in person, and online.

    1. Firestein mentions that there was accelerated progress in science and technology, made within the last 400 years, (page 50 and 93) but does not indicate that (at least not that I have noticed) the fact that the age of enlightenment was 400 years ago. I think this is particularly significant in terms of the context of rapid advancement as we moved from the dogma of the church to the illuminating torch of science as a better way to arrive at truths. In terms of scientific knowledge, moving out of the dark ages and away from the church has energized the advancement of science. The author alludes to the negative influence of the church in the dark ages, and tends to skirt around the issue of how the church held science back. I suspect this was a way for the author to not offend those who are faithful to the church. I suspect he is an atheist or agnostic, as many scientists, and rational thinkers are. Yet still there are some scientists which try to reconcile faith vs. reason. It baffles me as to how they can do that. When I speak of the church I am referring to all of the major religions of the world. Of course the Catholic church probably had the most oppressive influence against the efforts of science, even in the beginning of the age of enlightenment, do to the efforts of the Roman Empire in spreading Christianity across Europe and ultimately to the United States of America, but we still see, even in modern times, religious dogma and faith overruling reason, as is the case with the Religious Right’s infiltration into the Republican party, and their collective stances on climate change denial, as well as intelligent design/creationism vs. evolution theory, and their incessant attempts to dismantle the first amendment’s establishment clause, which protects freedom of religion in the United States of America, as well as the right to NOT be religious. 57% of Republicans are in favor of installing Christianity as a national religion, which is in opposition to the tenets of the establishment clause. They want to create a theocratic government, which would be a disaster not only to science but to the very freedoms we enjoy in this nation. Their constituents believe, erroneously, that the nation was founded as a Christian nation, which is patently misinformed. This type of belief system moves many away from reason and rational inquiry, which is the very foundation of science. This may seem to be a political rant, and to some degree it is, on my part, but the frequency of which the author refers to 400 year progress, directly coincides with the transition from the dark ages to the age of enlightenment, which was the historical period when people began to move away from the dogma of the church and embrace rational inquiry, critical observation as a better way to arrive at truths, and so I would be remiss if I didn’t point this out, since the author seems to avoid actually stating that the church has been and remains oppressive to science. (Terry Hale)

  16. May 2016
    1. Megan— 1) Well stated thesis (your parenthetical “I think” is something you should return to in the essay, or cut for clarity (but I’m not asking you to cut it! it might work well in your conclusion) 2) Your paragraphs are very effectively constructed! We talked about adding evidence from “Fare The Well” to your final paragraph, thus making it into what I will call an ACE synthesis (multiple sources) paragraph: you will be USING those Marchand citations as tools to help you analyze “Fare Thee Well.” 3) Following from 2) new concluding paragraph, in which you speculate about how B. himself might have felt re. distinguishing celebrity and achievement, seems like a good idea. (I wonder: could you perhaps go all the way back to “A Fragment” re. that distinction?) 4) The lines that you associate with Mary Chatworth might, of course, also be associated with Augusta (“could n’er be his”!). At the top of p. 3 (sorry for missing this point in conference!) you misread some VERY fancy dedicatory prose from Byron: he is referring to his friend Moore as “the man”, in order to imply something like: “If I wanted to persuade my readers I was not as bad a man as the characters in my works, the best evidence would be that you willing to be my friend.” So you may want to quote differently….(Notice how sneaky B. is being here: he is talking to Moore, in a dedication, and implying his readers aren't listening--except they are listening, if they choose to read the dedication--and Byron knows they are listening...)

  17. www.seethingbrains.com www.seethingbrains.com
    1. no one can criticize us

      As the story of Gregor’s transformation progresses, we see that his identity and the way he is perceived by his family also changes. Right after his transformation, Gregor is still perceived as family - a human in a bug’s body. As time passes, however, his appearance becomes his identity. In the eyes of his family, he is a bug. His actions become more critter-like, and less human. He does not try to communicate with them, nor show that he still has these human thoughts. Of course, we cannot blame Gregor for the outcome. It is the expectations of his family that encouraged him enclose himself in this hole in the first place. Their disgust and horror cause him to avoid contact with them, and in order to lessen the inconvenience he presents to them - therefore becoming less of a human. It is this concern for them that aids him in his downfall.

      The point at which he is totally considered a bug - no longer family and no longer human - is in Section 3, where Grete says, “We must try to get rid of it. We’ve tried to look after it and put with it as far as is humanly possible, and I don’t think anybody could reproach us in the slightest.” [Note: This is the Muir translation.] As the readers, privy to Gregor’s more humanlike thoughts and feelings, this is a moment in which we feel for Gregor and for some, condemn Grete. But of course, we must consider this moment from the point of view of Grete and her human family. The beauty of Kafka’s work, or any older classic work that we, as modern readers, reflect upon, is the lack of a stark contrast between black and white, but rather a vast grey area that allows for interpretation. While we may seek to so condemn Grete and her family, criticizing her for her abandonment of her brother, someone who sacrificed his happiness for their financial security (especially given the historical context of World War II and the German’s treatment of the Jewish population) - what would we do in her stead? Idealistically, we would pledge to stay by his side, looking past his vermin exterior. But as humans, ones who often fall folly to selfishness and “human nature”, wouldn’t we typically do the same as Grete? Gregor had become a burden, having zero characteristics with the brother Grete has grew up knowing - therefore no longer viewed as blood. In biology, altruism is seen as a behavior in which an individual reduces its own fitness to help and improve the fitness of another individual. Such a behavior is more likely to happen, however, if the two individuals are closely related, in order to improve the chance of passing on similar genes. Between Grete and Gregor, he has become so different from her and her family, it is easy to see why she could no longer consider him her kin after time - and therefore her altruistic (in the biological sense) behavior of caring for him has decreased as he became more and more secluded and distanced.

      Could we, as readers, criticize Grete and her family? Knowing the thoughts of Gregor, we are put in his place and feel for him - especially the disgust of his family. However, the situation is not black and white, reflecting the world we live in today, and the reason why there are so many interpretations of the novel as a whole. While we may feel for Gregor and wish that Grete and her family never turned their back on him, even criticize them, we must understand their reasons for doing so. (Natalia)

    1. A Nike campaign targeting AIDs reduction. Think Retail

      Already you can see that these "corporate-driven" benefits are even from high-profile corporations that we all know such as Nike. Something that seems so innocent may not be what it really seems.

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

      I think this is being used as a fear tactic, that the enemy is of course out to get them, and that is why they must carry out this mission. and for carrying out this mission they are promised God's approval, and no pain.

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

      This brings me back to the story I wrote about annotation, honestly. I think we need to combat these sorts of awful applications of technology with an ethic, not more laws. Maybe it's hopeless.

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

      I think it's humorous that ACT scores are considered accurate indicators of intelligence. Perhaps it is precisely the students who excel in the controlled conditions of the testing environment (no tech, etc.) that suffer the most from laptops, rather than simply intelligent kids?

    1. prescriptive reading

      Kang raises an interesting point about trigger-warnings; viz., that they prescribe reading texts in a certain way, much like his professor's comment about Lolita prescribed reading it in a particular way.

      I'm not sure what I think about this as a general claim. I imagine that this may be true in certain cases, but not in others. It is also important to note that even if we accept the truth of this claim, it doesn't immediately follow that this is a criticism of the practice.

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

      I think that this is a great point. I was in a reading group in elementary school, and I was never particularly interested in reading as a child, but this group really made me excited about reading. We had a book that we would all read on our own time and meet up once a week to discuss the portion of the book that we were to read that week. We had great conversations and brought new perspectives that we may not have thought of on our own. I think that reading in a group like this is a great way to get students to enjoy reading.

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

      Knowing all of this gives technology a very human quality. As is, technology does not act on its own. Though we may think of google and certain things a magical technology all of these things have been compiled and ordered by human. Technology only creates access, it does not create material.

  18. Apr 2016
    1. Play is critical inquiry

      I think this may be my favorite quote. Its such a salient point. When he was little, learning everything he could about dinosaurs, it was play; it was fun, and by choice. In contrast, education often frowns upon the notion of fun, especially as grade-level increases. The view that education is some serious stuff, that learning must be taken seriously and strenuously to be rigorous kills me. And with increased availability it of a wide variety of information, it is essential we stay aware of accessibility. And, the personal epistemology and skills necessary for navigating the information available and making decisions about its worth. Which, I wholeheartedly agree, can be done as play.

    1. measures your implicit bias for or against women in leadership positions

      one caveat that might be worth noting depending on how deeply gender-theoretic we want to go: roman political and military leadership may be more intensely gendered, and especially more connected with survival via violence, than modern american political and business leadership (plenty of modern corporations do see their male leaders as 'paterfamilias' but plenty do not; in the united states, legal prioritization of the father or husband varies significantly by state (i think this correlates with first european colonists -- iirc first-spanish areas like texas give women significantly better consideration in e.g. divorce cases than in first-english areas) but in general american fathers do not have the authority over household life and death that roman fathers did)

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

      This is so true. Most children that I've worked with prefer and are used to "black and white" thinking. When asking students to think about something, the idea of multiple answers could confuse them. It's something that definitely needs to be worked on and kids should be pushed to their highest potential.

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

      Some may not think same sex marriage is a problem , but there's Christians out there who turn there nose up about same sex relationships. They believe its a sin and they are going to be punished for it

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

      Although I believe they are closer, I still think that this line of reasoning will lead to a research dead end. As an academic exercise, replace the words "video games" with "books." It very quickly becomes silly because we know that some books are very useful, while other books are less. Ultimately, it comes down to how the books are being used. A great quality book can quickly become useless in bad pedagogical setup, whereas an awful book can still be highly useful if it is used properly (usually as an example of what not to do). I suspect that games can (and will) be understood similarly.

      Simply accounting for social interactions may not be enough.

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

      Most of the articles we have read discuss the importance of encouraging reading to develop lifelong readers. I agree with all of them but find this article unique in saying that picture books themselves should be read through out ones life not just in childhood. I think this is a good message to get across because people may stop reading because they feel as if they should be reading "more adult" books when any book can be beneficial.

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

      the improve may make our life convenience but the disadvantage is the product you buy may only you think is fit you but not anyonelse

  19. Mar 2016
    1. Appleman, chapter 6 (kindle version doesn't have page numbers):

      "As school populations become more diverse, the task of helping students see themselves in the literature they read becomes more challenging for teachers. As more immigrants and refugees enter our classrooms, we must consider a broader range of literary texts in order that they may see themselves and their circumstances in the work they read. In addition, we need to consider the perspectives and identities of populations who historically have not seen themselves as part of the American mainstream. If we can successfully demonstrate for them that alternative ideologies belong within the American imagination, we will demonstrate as well the liberating power of literary interpretation."

      It should definitely be a top priority for teachers to use a variety of texts that reflect the diversity of their classrooms and of today's American society because it empowers underrepresented groups while it simultaneously educates and brings awareness to agent groups. Students need to see that their cultures and groups are valued contributors of ideas and also help shape discourses. I personally think this is even more important than teaching them how great Shakespeare was and other idolized white men. And by that I don't mean we shouldn't study the "canonical" texts produced by these white men, but that they should be presented and studied differently. We need to explicitly point out what they are lacking, and because of which criteria they are valued so much, and WHO values them and develops this criteria. So it is an approach that avoids the internalization process that students (especially students who belong to target and minority groups) have always gone through in schools. It is an approach that empowers them.

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

      This is something that I've been thinking about lately, especially with the Posey Leadership talk. As anthropologists, we're supposed to be objective, respect others' beliefs and practices as a part of their cultural context, and understand that no belief or practice is greater or less than another. But when it comes to ethics and morality... it seems to be more complicated. In our society, many view rape as the evil of all evils, but there are other societies in which rape is part of a culture. As human beings with moral standards, we may think that's awful, but as objective anthropologists... Where is the line drawn?

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

      Nice!!!

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

      Why indeed! This makes me think of the opposite(?) question; why is Critical considered Unloving?

      I think sometimes when we feel and express love it may be seen as a weakness,.and when we practice critical inspection it may be taken as an act of aggression. but are they? I think they can be if they are separated.

      These are my thoughts and the scene they are creating: For Love and critical inspection to be creative forces for the good I imagine them in an embrace, perpetually dancing, always expanding the circle. Who leads will depend on the context and situation but one thing must always accompany the couple like a delicious perfume, that is The intention of love.

      Love is a feeling, an expression and it is also an intention.

      The intention of love adds beauty to the couple's presence and everyone around them. Then as the couple dance. whichever one leads, the perfume will always announce the presence of love.

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

      Antonides, G. M., Verhoef, P.C., & van Aalst, M. (2002). Consumer Perception and Evaluation of Waiting Time: A Field Experiment. Journal Of Consumer Psychology (Lawrence Erlbaum Associates), 12(3), 193-202. http://search.ebscohost.com.libprox1.slcc.edu/login.aspx?direct=true&db=pbh&AN=7431243&site=ehost-live

      Cassidy, G. R., & MacDonald, R.A.R., (2010). The effects of music on time perception and performance of a driving game. Scandinavian Journal Of Psychology, 51(6), 455-464. http://search.ebscohost.com.libprox1.slcc.edu/login.aspx?direct=true&db=pbh&AN=55450148&site=ehost-live

      Kellaris, J. J., & Kent, R.J. (1992). The Influence of Music on Consumer's Temporal Perceptions: Does Time Fly When You're Having Fun?. Journal Of Consumer Psychology (Lawrence Erlbaum Associates), 1(4), 365. http://search.ebscohost.com.libprox1.slcc.edu/login.aspx?direct=true&db=pbh&AN=4815723&site=ehost-live

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

      In the article "Advertising the Domestic," Van Engen argues that Bradstreet invites the public readers into her private home setting.In the title alone, Bradstreet reveals one wife's experience and feelings without her husband (8).

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

      I think that Sunni Brown makes a very good point on the importance of doodling. Doodling can be used for many things, but above all, helping us think. Doodling should be a part of every process in work. Maybe I should think about doodling when doing my homework, so I can think more efficiently. Maybe doodling isn't a distraction, but actually a strategy.

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

      Diving into this you see that there may have been some red herring with Governor Kasich trying to divert the question of Obamacare. With Bush's response to this question you see that the audience is mostly likely the younger generation. I think this because he feels compelled to acknowledge children and grandchildren. In turn you find that this is extremely appealing to the audience. When talking about the younger generations as a candidate you hit the bell, most everyone cares about how the choices we make today affect the future and by acknowledging this you create a great amount of credibility for yourself .

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

      Within the title for this article I think that this author is coming from a really clear view of how to perceive identity. The author Myra Mendible is Professor in the Language and Literature Department at Florida Gulf Coast University in Ft. Myers. She is also serving as Interim Director of FGCU's Judaic, Holocaust, and Human Rights Studies Center. Her work in the human rights makes her credible and perfect to use for my research. This title Post-Racial America: New Myth for a New Age? This shows the importance of the view for post (isms) when it comes to any identity. Many believe because we have moved into a society where for the first time in the history of our country one of our presidents does not have the same skin tone of the 43 that preceded we can now get rid of all the thoughts of racism. I think that the topic runs much deeper than that. There is still a large part of our government that does not represent many superordinate groups our president may be black but he is still heterosexual, of able body, and a big one MALE, like the 43 presidents that he proceeds. I think that the claim is right here in the title. Claiming that the way that some Americans see isms is that they don't exist but this article proclaims the post-racial view as a myth. I particularly like this because it acknowledges that we still have so far to grow in this area and this is something that I push for personally. (AB annotation 4)

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

      Claim: Human involvement placed wolves in a small area but wolves are wolves and go where the want when they want and have the know how and stamina to do so. We humans like to think we can tweek nature to our foreseen outcome, but we are idiots. Nature solves itself one way or another. This wolf debacle is a fantastic example of how human involvement just creates more chaos. First off they forgot that there are multiple species of wolves and placed the big bad Canadian version in our back yard, the ones that are built to cover hundreds of miles a day and are bigger and hungrier then the small local population (which has now been killed of driven out by these new wolves). Whoops, now they are everywhere and livestock are being killed on a scale 5% more then usual and those beloved Elk and Deer that everyone loves to watch from their cars on the side of the highway, they are disappearing too.<br> This claim of the author may come of as sarcastic but it carries meaning if you understand that people in a totally different area and culture decide what to do with the land others have pioneered and fought out a living on.

    1. through state regulations and/or international conventions

      Then because we can't be responsible as a whole society, we think laws and regulations will help. So we take away human rights and choices from those that may be working hard to make everything work. The point is it doesn't matter it takes away all choice and therefore, responsibility. Then it creates resentment, not towards those who make these flawed laws and regulations, but towards the animal or habitat its supposed to protect. It all boils down to educating people and fixing our humanities lack or responsibility.

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

      Although sometimes ranked grouping of students may not be the best, for phonics and reading skills I think it is so important. Since we never finish learning how to be good readers, children should never be "strung along" to keep up with the more advanced students nor should the more advanced be "dragged backwards" by those whose literacy skills are just not improving as rapidly.

    1. Many of the characters have animations.

      Being able to literally "have the characters come to life" digitally of course, is probably so cool. Except, it may change how students think about characters. Of course, only if they were to use this tool every time. Often times as we read we create a mental representation or illustration of the characters in our heads, and if the characters become electronically manipulated it may make it so everyone has the same visions which may not allow the same "magical illusion" of reading many of us have.

  20. Feb 2016
    1. After administering the marijuana, the research team gauged each participant’s ability to complete cognitive tasks that included two types of creative thinking. The first task: "Think of as many uses as you can for a pen"

      After reading what these researchers think is a test of the creative thinking that is the subject of this study, I can think of one use for the pen that involves the phrase, "...and put it where the sun don't shine!"

      P.S. And as a proud owner of a Mya-Moe ukulele, I am disturbed at the article's theme-image implication that we ukulele players are a bunch of joint-honking, creativity-lacking slackers, the Millennial equivalent of Beat Poets!

      P.P.S. Upon further reflection, it has been brought to my attention that the tiny instrument in the article's theme image has, in fact, six strings not four. This then puts into question the appropriateness of my outrage over the article's apparent disparagement of ukulele players. Fair enough, it may be a small bodied guitar. But it may also be a six-string ukulele, depending on its tuning.

      I am inclined to go with it being a six-string uke, but am reserving my outrage until we have further evidence to go on.

      If you have an opinion about whether said instrument is guitar or ukulele... OR if you'd care to comment on whether creativity can be measured by things like the "pen use test," annotate away in response, please.

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

      I think this is one of the most important parts to have in the readers workshop because it allows for students to finish up their time by coming back together as a class to share what they learned or discovered and to also hear what other students learned during their time. This sharing of ideas can help students to look for different things in the text the next time they read that they might not have caught this time.

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

      I think this last piece of Readers Workshop is extremely important. It brings closure to Readers Workshop by gathering students together to collectively discuss and respond to the literature. Each student can share his/her reading and the inferences they made about that reading, which is a wonderful way to ensure that everyone's thoughts and progress in learning are being appreciated, acknowledged, and respected.

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

      Isn't it almost sad that this is what these books have degenerated to? People explored and poured hours into trying to make discoveries about niche aspects of the world and humanity, and know we pass by thousands of these books without much of a second thought, too consumed with our own discoveries. This part created a lot of emotion and thought for me as a reader, so I think if you wanted to expand it in a direction kind of like the one I'm suggesting, it could really hit that sight -> insight aspect superbly. -jack

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

      Does anyone have an idea of what Mauss means here? What he says immediately after could easily apply to Neanderthals, so maybe he's using a funny definition of fixed species.

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

      I think this is great that the study is basically handing tools to students about how to handle this situation when you're in it and may have a classmate or know someone who is "gender variant or transgender" and also tools for students who may be experiencing gender identity issues themselves. This is also a great way to set it in students heads that being different is okay, and if they are learning this in school then they are all learning it. Whereas, now it is up to parents to have this conversation with their children about gender and gender roles. And we all know hoe parents can be with their own ideas and placing those in their children's heads.

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

      The fact that research shows that children begin to develop their own beliefs about gender in preschool is enough for me to believe that we should be teaching young children about gender at this age. We don't want students to grow up without answers to their questions about their gender beliefs and become confused when they reach puberty. I think it is important that they know all of the options that are out there and don't feel boxed into society's typical standards for boys and girls.

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

      These two, broad opinions about the common core standards truly resonate with me. In regard to whether they are developmentally appropriate or not, I feel that many of the standards require too many complex cognitive processes. The truth is, early childhood students have yet to develop most of these complex processes. It is almost as if the CCSS are attempting to speed natural development of children. I think this point also relates to the next statement, "whether too much emphasis has been placed on non-fiction at the cost of literature." While non-fiction is beneficial to readers, in the sense that it is both instructional and informational, I feel it takes away from the enjoyment in literacy and learning. I am not sure if I can speak on how non-fiction texts tap into the imaginative and creative processes that which fiction texts do. I fear we may be trimming our future generations of their true, expressive, and creative selves.

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

      On potential conflict of interest in allowing grant holders to serve as grant reviewers (i.e. gate keepers).

  21. inst-fs-iad-prod.inscloudgate.net inst-fs-iad-prod.inscloudgate.net
    1. However, we would have the same confidencein her empirical findings as we do in Alfonse’s statements that stereotypethreat reduces performance.

      It's funny that I wouldn't typically think of empirical as applying here, but it does. Just because the findings may not extend to a large population it does not mean they aren't empirical evidence.

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

      "Though the Earth, and all inferior Creatures be common to all Men, yet every Man has a Property in his own Person. This no Body has any Right to but himself. The Labour of his Body, and the Work of his Hands, we may say are properly his. Whatsoever then he removes out of the State that Nature hath provided, and left it in, he hath mixed his Labour with, and joined to it something that is his own, and thereby makes it his Property. It being by him removed from the common state nature placed it, it hath by his labour something annexed to it, that excludes the common right of other Men. For this Labour being the unquestionable Property of the Labourer, no Man but he can have a right to what that is once joined to, at least where there is enough, and as good left in common for others." -John Locke, Second Treatise of Government

      Even with the hotly contested and somewhat vague Lockean Proviso, I think the notion of mixing labor and capital is core to the idea of private property.

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

      This scares me. This is because first it goes against the laws of religion just a little too far. God gave each person a gift. This gift is Parkinson's disease, strokes, ect. By using stem cells, we are playing God. Think about it. If we have control of people's lives, whether they live or die, doesn't that make us God? In addition, this is leading to the point of cloning. Cloning is defined as to propagate an organism as a clone. Stem cell research allows for therapeutic cloning. Therapeutic cloning occurs when an adult undergoes a cloning procedure to duplicate his own cells in order stop personal disease, illness or the effects from sudden and serious injury. This procedure also begins by creating a clone of the adult through somatic cell transfer because you are using someone else's cells. Cloning has always been a controversy in the Catholic church. If we are injecting cells from other people into ourselves,doesn't that make us clones of them? If this doesn't stop, we could get to the point in the book Unwind, where people cannot control their ligaments because they have been infused with other people's cells.

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

      When i hear about parents shaping who people are, I start to think about what really made me who i am today. I know that there are tons and tons of different factors who have made me Justin Alberico. To talk about each and everyone or to try to specify what was the greatest impact is a difficult tasks to accomplish. Not only are their friends, families, memories, past history, there is also what that person believes on the inside too. I could have parents that smoke all the time or friends who get in trouble. I could have a past experience that traumatized me for life. But in the end, to my understanding and what i believe makes a person who they are, is the decisions they make in their life and what they see as important to them. Yes their may be factors that influence them, but if they decide to stray away and be their own person, they have the choice to do so.

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

      I think there is something to be said about the human experience here: how are we different in the digital space than we are in face-to-face interactions? As Monica mentioned, attaching a face to a troll online kind of solidifies the actual human experience of bullying and other negative comments. In the digital sphere, users are protected by a screen; even if they are on social media with a profile picture and a bio, other users don't experience their physical body. There is something very potent about the human experience, arguably so potent that it cannot be replicated in a digital space. It begs the question of how embodied a digital space really is: is it more of an individual or personal embodiment? As Rushkoff writes, there may not be any kind of software or program that can truly represent the human experience. We may feel strongly about our online personas, but regardless of how accurately (or inaccurately) reflect our actual beings, other internet "bodies" can never experience us as feeling human beings.

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

      He explains that we try to demonize other countries (Communist China) that oppose our national beliefs and views, specifically our democratic political system, meanwhile we are the actual ones that are creating world-wide destruction and is, in turn, evil to its world and even its own people. He says that the hate we try to frame on other countries is actually present in our own through racism. Selma, Alabama was the starting location for a march that ended in Montgomery for voting rights for black citizens as well as the context of “Bloody Sunday”. Bloody Sunday occurred when police officers shot down several peaceful protestors for refusing to turn around and to continue their protest. When he moves on to talk about how we spent four days in space, he is explaining how during this time as well, the Cold War was a prevalent issue for the government, because of our power-fetishized ideology. During this time, much media coverage was on our advancements in scientific technology to arrive in space, in competition to Communist Russia’s and China’s. We tried to use this scientific progress as a way to change the subject and direct the listening-citizen’s attention away from the real issues at hand. Even if we travel to space and get distracted for a few days, we still have to come back to reality and to our country that kills if their political and social ideals are opposed.

  22. Jan 2016
    1. Harpers 1873 the telegraph, pp. 359-360

      Discusses the future importance of the telegraph in terms of its impact on knowledge: will free language from philology and allow us to make improvements on that. Mentions the beginnings of the typewriter.

      "The immense extension of the general telegraphic system, and its common use for business and social correspondence and the dissemination of public intelligence, are far more important to the community than any of these incidental applications of the system. The telegraph system is extending much more rapidly than the railroad system, and is probably exerting even a greater influence upon the mental development of the people than the railroad is exerting in respect to the material and physical prosperity of the country. It has penetrated almost every mind with a new sense of the vastnessof distance and the value of time. It is commonly said that it has annihilated time and space--and this is true in a sense; but in a deeper sense it has magnified both, for it has been the means of expanding vastly the inadequate conceptions which we form of space and distance, and of giving a significance to the idea of time which it never before had to the human mind. It lifts every man who reads its messages above his own little circle, gives him in a vivid flash, as it were, a view of vast distances, and tends by an irresistible influence to make him a citizen of his country and a fellow of the race as well as a member of his local community.

      In other respects its influence, though less obvious, will probably prove equally profound. So long as the mysterious force employed in the telegraph was only known in the mariner’s compass, or by scientific investigations, or in a few special processes of art, the knowledge of the electric or magnetic force had, so to speak, a very limited soil to grow in. By means of the telegraph many thousands of persons in this country are constantly employed in dealing with it practically--generating it, insulating it, manipulating it. The invention of Morse has engaged some one in every considerable town and village in studying its properties, watching its operation, and using it profitably. Nothing could be better calculated to attract general attention to this newfound power, and to disseminate that knowl edge of it from which new applications may be expected to result.

      The tendency of scientific pursuits to promote the love of truth and the habit of accuracy is strikingly illustrated in the zeal and fidelity with which the minute and long-continued investigations have been pursued that have led to the development of this new realm of knowledge and this new element in human affairs.

      But perhaps the most extended and important influence which the telegraph is destined to exert upon the human mind is that which it will ultimately work out through its influence upon language.

      Language is the instrument of thought. It is not merely a means of expression. A word is a tool for thinking, before the thinker uses it as a signal for communicating his thought. There is no good reason why it should not be free to be improved, as other implements are. Language has hitherto been regarded merely in a historical point of view, and even now philology is little more than a record of the differences in language which have separated mankind, and of the steps of development in it which each branch of the human family has pursued. And as a whole it may be said that the science of language in the hands of philologists is used to perpetuate the differences and irregularities of speech which prevail. The telegraph is silently introducing a new element, which, we may confidently predict, will one day present this subject in a different aspect. The invention of Morse has given beyond recall the pre-eminence to the Italian alphabet, and has secured the ultimate adoption through-out the world of that system or some improvement upon it. The community of intelligence, and the necessary convertibility of expression between difl‘erent languages, which the press through the influence of the telegraph is establishing, have commenced a process of assimilation, the results of which are already striking to those who carefully examine the subject. An important event transpiring in any part of the civilized world is concisely expressed in a dispatch which is immediately reproduced in five or ten or more different languages. A comparison of such dispatches with each other will show that in them the peculiar; and local idioms of each language are to a large extent discarded. The process sifts out, as it were, the characteristic peculiarities of each language, and it may be confidently said that nowhere in literature will be found a more remarkable parallelism of structure, and even of word forms, combined with equal purity and strength in each language, than in the telegraphic columns of the leading dailies of the capitals of Europe and America. A traveler in Europe, commencing the study of the language of the country where he may be, finds no reading which he can so easily master as the telegraphic news column. The telegraph is cosmopolitan, and is rapidly giving prominence to those modes of speech in which different languages resemble each other. When we add to this the fact that every step of advance made by science and the arts increases that which different languages have in common by reason of the tendency of men in these pursuits the world over to adopt a common nomenclature, and to think alike or in similar mental processes, we see the elements already at work which will ultimately relegate philology to its proper and useful place among the departments of history, and will free language from those restrictions which now forbid making any intentional improvements in it. With the general use of the telegraphic system other things begin to readjust themselves to its conditions. Short-hand writing is more cultivated now than ever before. The best reporter must understand both systems, and be able to take his notes of a conversation while it passes, and then by stepping into an office transmit it at, once without writing out. There is now in practical use in the city of New York a little instrument the size of a sewing-machine, having a keyboard like the printing telegraph, by which any one can write in print as legibly as this page, and almost as rapidly as a reporter in short-hand. When we consider the immense number of people that every day by writing a telegram and counting the words are taking a most efficient lesson in concise composition, we see in another way the influence of this invention on the strength of language. If the companies should ever adopt the system of computing all their charges by the number of letters instead of words, as indeed they do now for all cipher or unintelligible messages, the world would very quickly be considering the economic advantages of phonetic or other improved orthography.

      These processes are in operation all the world over, and in reference to the use of one and the same alphabet. By the principle which Darwin describes as natural selection short words are gaining the advantage of long words, direct forms of expression are gaining the advantage over indirect, words of precise meaning the advantage of the ambiguous, and local idioms are every where at a disadvantage. The doctrine of the Survival of the Fittest thus tends to the constant improvement and points to the ultimate unification of language.

      The idea of a common language of the world, therefore, however far in the future it may be, is no longer a dream of the poet nor a scheme of a conqueror. And it is significant of the spirit of the times that this idea, once so chimerical, should at the time we are writing find expression in the inaugural of our Chief Magistrate, in his declaration of the belief “ that our Great Maker is preparing the world in His own good time to become one nation, speaking one language, and when armies and navies will be no longer required.”

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

      So what are you going to do about meta-analyses, NEJM?

      Will you require that all authors of all original papers be authors of the meta-analysis? The protocol advocated here seems to demand as much.

    1. "The fox said," Do not shoot me, for I will give you good counsel; I know what your business is, and that you want to find the golden bird. You will reach a village in the evening; and when you get there, you will see two inns opposite to each other, one of which is very pleasant and beautiful to look at: go not in there, but rest for the night in the other, though it may appear to you to be very poor and mean.' But the son thought to himself, 'What can such a beast as this know about the matter?'"

      The wisdom portrayed by the fox is important because in our life, wisdom like that comes to us from the strangest of places and when we do not listen to that wisdom we suffer. Sometimes, we do not think that we are suffering because of the pleasure we feel but later on when the consequences are presented, then we understand our suffering. The fox is a symbol of the wisdom that we experience in our lives that we should not take for granted because we never know when that wisdom would save our life.

    1. A Declaration and Remonstrance Of the distressed and bleeding Frontier Inhabitants Of the Providence of Pennsylvania, Presented by them to the Honourable the GOVERNOR and ASSEMBLY of the Province, Shewing the CAUSES Of their late Discontent and Uneasiness and the GRIEVANCES Under which they have labored, and which they humbly pray to Have redress’d Printed in the Year M,DCC,LXIV.

      (3)

      A Delaration &c.

      INasmuch as the killing those Indians at Conestogo Mannor and Lancaster, has been, and may be the Subject of much Conversation; and by invidious Representations of it, which some, we doubt not, will industriously spread, many, unacquainted with the true State of Affairs, may be led to pass a severer Censure on the Authors of those Facts, and any other reasons of those like Nature, which may hereafter happen, than we are persuaded they would if matters were duly understood and deliberated: We think it therefore proper thus openly to declare ourselves, and render some brief Hints of the Reasons of our Conduct; which we must, and frankly do confess nothing but Necessity itself could induce us to, or justify us in; as it bears an Appearance of flying in the Face of Authority, and is attended with much Labour, Fatigue and Expence.

      OURSELVES then, to a Man, we profess loyal Subjects to the best of Kings, our rightful Sovereign GEORGE the THIRD, firmly attached to his Royal Person, Interest and Government: And of Consequence equally opposite to the Enemies of his Throne and Dignity,

      (4)

      whether openly avowed or more dangerously concealed under a Mask of falsly pretended Friendship, and chearfully willing to offer our Substance and Lives in his Cause.

      THESE Indians known to be firmly connected in Friendship with our openly avowed imbittered Enemies; and some of whom have, by several Oaths, been proved to be Murderers; and, who, by their better Acquaintance with the Situation and State of our Frontiers, were more capable of doing us Mischief, we saw with Indignation cherished and caressed as dearest Friends—But this alas! is but a Part, a small Part of that excessive Regard manifested to Indians beyond his Majesty’s loyal Subjects, whereof we complain: And which together with various other Grievances have not only enflamed with Resentment the Breasts of a Number, and urged them to the disagreable Evidence of it, they have been constrained to give, but have heavily displeased, by far, the greatest part of the good Inhabitants of this Province.

      SHOULD we here reflect to former Treaties, the exorbitant Presents, and great Servility therein paid to Indians, have long been oppressive Grievances we have groaned under. And when at the last Indian Treaty held at Lancaster, not only was the Blood of our many murdered Brethren tamely covered but our poor unhappy captivated Friends abandoned to Slavery among the Savages, by concluding a Friendship

      (5)

      with the Indians and allowing them a plenteous Trade of all kinds of Commodities without those being restored, altho’ a spirited Requisition was made of them; how general Dissatisfaction those Measures gave, the Murmers of all good People (loud as they dare to utter them) to this Day declare: And had here, infatuated Steps of Conduct and a manifest Partialtity [sic] in favour of Indians made a final Pause, happy had it been; we perhaps had grieved in silence for our abandoned, enslaved Brethren among the Heathens. But matters of a later Date are still more flagrant Reasons of Complaint. When last Summer his Majesty’s Forces under the Command of Col. BOUQUET marched through this Province and a Demand was made by his Excellency Gen. AMHERST of Assistance to escort Provisions &c. to relieve that important Post, Fort Pitt, yet not one Man was granted, altho’ never any Thing appeared more reasonable or necessary, as the Interest of the Province lay so much at stake and the Standing of the Frontier Settlements in any manner, evidently depended, under God, on the almost despaired of Success of his Majesty’s little Army, whose Valour the whole Frontiers with Gratitude acknowledge as the happy Means of having saved from ruin great part of the Province. But when a Number of Indians falsly pretended Friends, and having among them some proved on Oath to have been guilty of Murder, since this War

      (6)

      begun, when they together with others known to be his Majesty’s Enemies and who had been in the Battle against Col. BOUQUET, reduced to Distress by the Destruction of their Corn at the Great Island, and up the East Branch of Susquehanna, pretend themselves Friends, and desire a Subsistance they are openly caressed, and the Publick, that could not be indulged the Liberty of contributing to his Majesty’s Assistance, obliged, as Tributaries to Savages, to support those Villains, those Enemies to our King and our Country. Nor only so, but the Hands that were closely shut, nor would grant his Majesty’s General one single Farthing against a Savage Foe, have been liberally opened, and the publick Money lavishly prostituted to hire, at an exorbitant Rate, a mercenary Guard, to protect his Majesty’s worst of Enemies, those falsly pretended Indian Friends, while at the same Time hundreds of poor distressed Families of his Majesty’s Subjects, obliged to abandon their Possessions, and flee for their Lives at least, except a small Relief, at first, in the most distressing Circumstances, were left to tarve neglected, save what the friendly Hand of private Donations has contributed to their Support; wherein they, who are most profuse towards Savages, have carefully avoided having any Part. When last Summer the Troops raised for Defence of the Province, were limited to certain Bounds, nor suffered to attempt

      (7)

      annoying our Enemies in their Habitations, and a Number of brave Voluntiers, equipped at their own Expence, marched in September up the Susquehanna, met and defeated their Enemy with the loss of some of their Number, and having others dangerously wounded, not the least Thanks or Acknowledgment was made them from the Legislature for the confessed Service they had done, nor any the least notice or Care taken of their wounded. Whereas, when a Seneca Indian, who, by the Information of many, as well as by his own Confession, had been through the last War an inveterate Enemy had got a Cut in his Head last Summer, in a Quarrel he had with his own Cousin, and it was reported in Philadelphia that his Wound was dangerous; a Doctor was immediately employed and sent to Fort Augusta to take care of him and cure him if possible. To these may be added, that though it was impossible to obtain thro’ the Summer or even yet any Premium for Indian Scalps or Encouragement to excite Volunteers to go forth against them, yet when a few of them known to be the fast Friends of our Enemies, and some of them Murderers themselves; when these have been struck by a distressed, bereft, injured Frontier, a liberal Reward is offered for apprehending the Perpetrators of that horrible Crime of killing his Majesty’s cloaked Enemies: And their Conduct painted in the most atrocious Colours, while the

      (8)

      horrid Ravages, cruel Murders and most shocking Barbarities committed by Indians on His Majesty’s Subjects are covered over and excused under the charitable Term of this being their Method of making War.

      BUT to recount the many repeated Grievances Whereof we might justly complain, and Instances of a most violent Attachment to Indians, were tedious beyond the Patience of a Job to endure. Nor can better be expected nor need we be surprized at Indian Insolence and Villainy when it is considered, and which can be proved from the publick Records in a certain County, That some time before Conrad Weiser died, some Indians belonging to the Great Island or Wyaloosing assured him that [Israel Pemberton] (an ancient Leader of that Faction, which for so long a Time have found Means to enslave the Province to Indians) together with others of the Friends, had given them a Rod to scourge the white People that were settled on the purchased Lands; for the ONAS had cheated them out of a great deal of Land, or had not given near sufficient price for what he had bought. And that the Traders ought also to be scourged; for that they defrauded the Indians by selling Goods to them at too dear a Rate, and that this Relation is matter of fact, can easily be proved in the County of Berks. Such is our unhappy Situation, under the Villany, Infatuation and Influence of a certain Faction that have got the

      (9)

      political Reigns in their Hand and tamely tyrannize over the other good Subjects of the Province! And can it be thought strange, that a Scene of such Treatment as this, and the now adding in this critical Juncture to all our former Distresses, that disagreeable Burden of supporting, in the very Heart of the Province, at so great an Expence, between One and Two Hundred Savages, to the great Disquietude of the Majority of the good Inhabitants of this Province, should awaken the Resentment of a People grossly abused, unrighteously burdened, and made Dupes and Slaves to Indians? And must not all well disposed People entertain a charitable Sentiment of those, who at their own great Expence and Trouble, have attempted, or shall attempt rescuing a laboring Land from a Weight so oppressive, unreasonable and unjust? It is this we Design, it is this we are resolved to prosecute, tho’ it is with great Reluctance we are obliged to adopt a Measure, not so agreeable as could be desired, and to which Extremity alone compels.

      GOD Save the KING,

      February, 1764.

      (10)

      To the Honourable JOHN PENN, Esquire, Governor of the Province of Pennsylvania, and of the Counties of New-Castle, Kent and Sussex, on Delaware; and to the Representatives of the Free-Men of said Province, in Assembly met.

      WE Matthew Smith, and James Gibson, in behalf of ourselves, and his Majesty’s faithful and loyal Subjects, the Inhabitants of the Frontier Counties of Lancaster, York, Cumberland, Berks, and Northampton, humbly beg Leave to remonstrate, and to lay before you, the following Grievances, which we submit to your Wisdom for Redress.

      1st. WE apprehend, that as Free-Men and English Subjects, we have an indisputable Title to the same Privileges and Immunities with his Majesty’s other subjects, who reside in the interior Counties of Philadelphia, Chester and Bucks, and therefore ought not be excluded from an equal Share with them in the very important Privilege of Legislation. Nevertheless, contrary to the Proprietors Charter, and the acknowledged principles of Common Justice and Equity, our five Counties are restrained from electing more than ten Representatives, viz, Four for Lancaster, Two for York, Two for

      (11)

      Cumberland, One for Berks, and one for Northhampton; while the Three Counties (and City) of Philadelphia, Cluster, and Bucks, elect Twenty-six; this we humbly conceive is oppressive, unequal and unjust, the Cause of many of our Grievances, and an infringement of our natural Privileges of Freedom and Equality, wherefore we humbly pray, that we may be no longer deprived of an equal Number with the Three aforesaid Counties, to represent us in Assembly.

      2dly. WE understand that a Bill is now before the House of Assembly, wherein it is Provided, that such Persons as shall be charged with killing any Indians in Lancaster County, shall not be tried in the County where the Fact was committed, but in the Counties of Philadelphia, Chester, or Bucks. This is manifestly to deprive British Subjects of their known Privileges, to cast an eternal Reproach upon whole Counties, as if they were unfit to serve their Country in the Quality of Jury-Men, and to contradict the well known Laws of the British Nation, in a point whereon Life, Liberty, and Security essentially depend: Namely, that of being tried by their Equals in the Neighbourhood where their own, their Accusers, and the Witnesses Character and Credit, with the Circumstances of the Fact are best known, and instead thereof, putting their Lives in the Hands of Strangers, who may as justly be suspected of Partiality to, as the Frontier Counties can be of Prejudices against Indians; and

      (12)

      this too in favour of Indians only, against his Majesty’s faithful and loyal Subjects. Besides it is well known that the Design of it is to comprehend a Fact committed before such a Law was thought of. And if such Practices were tolleratcd, no man could be secure in his most invaluable Interests. We are also informed to our great Surprize, that this Bill has actually received the Assent of a Majority of the House, which we are persuaded could not have been the Case, had our Frontier Counties been equally represented in Assembly: However, we hope, that the Legislator of this Province will never enact a Law of so dangerous a tendency, or take away from his Majesty’s good Subjects, a Privilege so long esteemed sacred by English Men.

      3dly. DURING the late and present Indian Wars, the Frontiers of this Province have been repeatedly attacked and ravaged by Skulking parties of the Indians, who have with the most savage Cruelty, murdered Men, Women and Children, without distinction; and have reduced near a Thousand Families to the most extream Distress. It grieves us to the very Heart, to see such of our Frontier Inhabitants as have escaped from savage Fury, with the loss of their Parents, their Children, their Husbands, Wives, or Relatives, left destitute by the Public, and exposed to the most cruel Poverty and Wretchedness; while upwards of One Hundred and Twenty of the Savages, who are with great Reason suspected

      (13)

      of being guilty of these horrid Barbarities, under the Mask of Friendship, have procured themselves to be taken under the Protection of the Government, with a view to elude the Fury of the brave Relatives of the Murdered; and are now maintained at the public Expence: Some of these Indians now in the Barracks of Philadelphia, are confessedly a part of the Wyalusing Indians, which Tribe is now at War with us; and the others are the Moravian Indians, who living amongst us under the Cloak of Friendship, carried on a Correspondence with our known Enemies on the Great-Island. We cannot but observe with Sorrow and Indignation, that some Persons in this Province are at pains to extenuate the barbarous Cruelties practised by these savages on our Murdered Brethren and Relatives, which are shocking to human Nature, and must pierce every Heart but those of the hardened Perpetrators or their Abettors. Nor is it less Distressing to hear others pleading, that altho’ the Wyalusing Tribe is at War with us, yet that part of it which is under the Protection of the Government may be friendly to the English, and Innocent. In what Nation under the Sun was it ever the Custom, that when a neighbouring Nation took up Arms, not an individual of the Nation should be touched, but only the Persons that offered Hostilities? Who ever proclaimed War with a part of a Nation, and not with the Whole? Had these Indians disapproved of the

      (14)

      Perfidy of their Tribe, and been willing to cultivate and preserve Friendship with us, why did they not give Notice of the War before it happened, as it is known to be the Result of long Deliberations, and a preconcerted Combination amongst them? Why did they not leave their Tribe immediately, and come amongst us before there was ground to suspect them, or War was actually waged with the Tribe? No, they stayed amonst them, were privy to their Murders and Ravages, untill we had destroyed their Provisions, and when they could no longer subsist at Home, they came, not as Deserters, but as Friends, to be maintained thro’ the Winter, that they may be able to scalp and butcher us in the Spring.

      AND as to the Moravian Indians, there are strong grounds, at least to suspect their Friendship, as it is known that they carried on a Correspondence with out Enemies, on the Great Island. We killed three Indians going from Bethelem to the Great-Island, with Blankets, Ammunition and Provisions; which is an undeniable Proof, that, the Moravian Indians were in confederacy with our open Enemies. And we cannot but be filled with Indignation, to hear this Action of ours, painted in the most odious and detestable Colours, as if we had inhumanly murdered our Guides, who preserved us from perishing in the Woods; when we only killed three of our known Enemies. who attempted

      (15)

      to shoot us when we surprized them. And besides all this, we understand that one of these very Indians is proved by the Oath of Stenton’s Widow to be the very Person that murdered her Husband. How then comes it to pass, that he alone of all the Moravian Indians should join with the Enemy to murder that Family? Or can it be supposed that any Enemy Indians contrary to their known Custom of making War, should penetrate into the Heart of a settled Country, to burn, plunder and murder the Inhabitants, and not molest any Houses on their Return, or ever be seen or heard of? Or how can we account for it that no Ravages have been committed in Northampton County since the Removal of the Moravian Indians, when the Great Cove has been struck since? These things put it beyond doubt with us, that the Indians now at Philadelphia, are His Majesty’s perfidious Enemies, and therefore to protect and maintain them at the public Expence, while our suffering Brethren on the Frontiers are almost destitute of the Necessaries of Life and are neglected by the Public, is sufficient to make us mad with Rage, and tempt us to do what nothing but the most violent Necessity can vindicate. We humbly and earnestly pray therefore that these Enemies of his Majesty may be removed as soon as possible out of the Province.

      4thly. WE humbly conceive that it is contrary to the Maxims of good Policy and extreamly

      (16)

      dangerous to our Frontiers, to suffer any Indians of what Tribe soever, to live within the inhabited Parts of this Province, while we are engaged in an Indian War; as Experience has taught us that they are all Perfidious, and their Claim to Freedom and Independency puts it in their Power to act as Spies, to entertain and give Intelligence to our Enemies, and to furnish them with Provisions and warlike Stores. To this fatal Intercourse between our pretended Friends and open Enemies we must ascribe the greatest Part of the Ravages and Murders that have been committed in the Course of this and the last Indian War. We therefore pray that this Grievance be taken under consideration and remedied.

      5th. WE cannot help lamenting that no Provision has been hitherto made, that such of our Frontier Inhabitants as have been wounded in defence of the Province, their Lives and Liberties, may be taken care of and cured of their Wounds at public Expence. We therefore pray that this Grievance may be redressed.

      6thly. IN the late Indian War this Province, with other of his Majesty’s Colonies gave rewards for Indian Scalps, to encourage the seeking them in their own Country, as the most likely Means of destroying or reducing them to reason. But no such Encouragement has been given in this War, which has damped the Spirits of many brave Men, who are willing to venture their Lives in Parties against the Enemy. We

      (17)

      therefore pray that public Rewards may be proposed for Indian Scalps, which may be adequate to the Dangers attending Enterprises of this Nature.

      7th. WE daily lament that Numbers of our nearest and dearest Relatives are still in Captivity amongst the savage Heathen, to be trained up in all their ignorance and Barbarity, or be tortured to death with all the Contrivances of Indian cruelty, for attempting to make their Escape from Bondage. We see they pay no regard to the many solemn Promises which they made to restore our Friends, who are in Bondage amonst them; we therefore earnestly pray that no Trade may hereafter by permitted to be carried on with them, untill our Brethren and Relatives are brought home to us.

      8thly. WE complain that a certain Society of People in this Province in the late Indian War and at several Treaties held by the Kings Representatives, openly loaded the Indians with Presents and that [Israel Pemberton] a Leader of the said Society, in defiance of all Government not only a betted our Indian Enemies, but kept up a private Intelligence with them, and publickly received from them a Belt of Wampum, as if he had been our Governor or authorized by the King to treat with his Enemies. By this Means the Indians have been taught to dispise us as a weak and disunited People and from this fatal Source have arose many of our Calamities

      (18)

      under which we groan. We humbly pray therefore this Grievance may be redressed and that no private Subject be hereafter permitted to treat with or carry on a Correspondence with our Enemies.

      9thly. WE cannot but observe with sorrow that Fort Augusta which has been very expensive to this Province, has afforded us but little assistance, during this or the last War. The Men that were stationed at that Place neither helped our distressed Inhabitants to save their Crops, nor did they attack our Enemies in their Towns, or patrole on our Frontiers. We humbly request, that proper Measures may be taken to make that Garrison more serviceable to us in our Distress, if it can be done.

      N.B. WE are far from intending any Reflection against the Commanding Officer stationed at Augusta, as we presume his Conduct was always directed by those from whom he received his Orders.

      SIGNED on Behalf of ourselves, and by Appointment of a Great Number of the Frontier Inhabitants.

      MATTHEW SMITH. JAMES GIBSON.

      February 13th, 1764.

      FINIS.

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

      We can never be truly aware of when things will go bad for us, so Franklin urges us to stay out of the hands of debtors and creditors, and to free ourselves from their dependence to keep us as free citizens.

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

      I think Franklin is stating here that we simply cannot hope to better our lives simply because we want them to be better. We have to endure the "pains" of hard work in order to appreciate the "gains" of success. I believe he meant this to be true of all classes of people. We still see this occurring today.

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

      I think that Franklin's use of sayings and expressions makes his writing unique in the sense that it provides embedded advice alongside an informational piece. I feel that it adds a more personal tone to the piece, and makes it feel like a conversation overhead when someone is giving a friend advice.

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

      This statement is neither applicable to most of america at the time nor to most of its citizens except a white male. This statement makes me think that this article was targeted to specifically white middle to upper class men, who historically would most likely be the only literate ones, as shared in the 18th Century headnote. Additionally, I think this is a very one sides statement that carries no sympathy for the marginalized and oppressed around them, which is hard to imagine today, but was the norm in the 18 century.

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

      This is an interesting bit because I'm getting the vibe that Watters is undermining the importance of digital citizenship being taught in schools. I understand and agree that giving young people their own independent web domain is a great case for individuality, but I'd sooner have a high schooler learn about the repercussions of cyber bullying than running a website. I find this ironic because she seems to think this isn't as important but later mentions that students who were given domains still talked frequently about proper digital citizenship. I may not be understanding her properly, but I'm not exactly following this train of thought.

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

      So, yeah, he's talking about hyperlinks and annotations as two separate aspects of the memex.

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

      What's missing here is the power of peer to peer sharing of such scaffolding. It doesn't need to be only "master to disciple."

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

      Really does sound like the networked PC.

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

      Is this the point at which the kind of annotation imagined by Bush becomes social? Where one person's trail of associations becomes useful to another?

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

      The funny thing is that if you look around you can find many examples of exactly the things envisioned here. I think we just need to market them more i.e. the scholarly landscape. The future is already here it's just unevenly distributed.

  23. Dec 2015
    1. Episodic memories are rich in detail, much of which may be of no great significance. Episodes are associated with a particular time and place.

      Think of this as a "story". How we make use of stories is of growing interest to researchers and may play a significant role in skilled performance. As we explain what makes a story useful, is tagging - remembering that a story is an example of something.

    1. “You appear to be astonished,” he said, smiling at my expression of surprise. “Now that I do know it I shall do my best to forget it.” “To forget it!” “You see,” he explained, “I consider that a man’s brain originally is like a little empty attic, and you have to stock it with such furniture as you choose. A fool takes in all the lumber of every sort that he comes across, so that the knowledge which might be useful to him gets crowded out, or at best is jumbled up with a lot of other things, so that he has a difficulty in laying his hands upon it. Now the skillful workman is very careful indeed as to what he takes into his brain attic. He will have nothing but the tools which may help him in doing his work, but of these he has a large assortment, and all in the most perfect order. It is a mistake to think that that little room has elastic walls and can distend to any extent. Depend upon it there comes a time when for every addition of knowledge you forget something that you knew before. It is of the highest importance, therefore, not to have useless facts elbowing out the useful ones.”

      This is word for word from chapter 2 of A Study in Scarlet, the first Sherlock Holmes story. Watson was shocked that Holmes claimed ignorance of the solar system.

      "But the Solar System!" I protested.

      "What the deuce is it to me?" he interrupted impatiently; "you say that we go round the sun. If we went round the moon it would not make a pennyworth of difference to me or to my work."

    1. research object[De Roure and Goble, 2009, Bechhofer et al., 2010], a container for a number of related digital objects—for example a paper with associated datasets, workflows, software packages, etc., that are all the products of a research investigation and that together encapsulate some new understanding. Publishing of research objects is not necessarily publishing as we know it today, achieved by the same mechanisms as used for traditional scholarly articles. It consists of providing free and open access to the component parts of the research object, that may or may not have been individually reviewed by others either pre- or post-publication

      Research objects seem to be a very forward looking concept. However, my feeling is that it does not have a real "home" to develop it further, to expose it to the scholarly community, academic institutions, funders, etc. There is a W3C Community Group that is fairly silent. I think that Force11 may have to do some concerted effort to do something like that. ( I say "something" because RO-s may evolve significantly, changing its nature, and we have to embrace that if it happens.)

    1. we often forget to acknowledge the historical presence

      historical context?

      Also, maybe you can restate this so you're not attacking a straw man. I think a stronger transition might be something like: Bornstein's methodology is especially effective for re-reading a poet like Georgia Douglas Johnson. When her poems are isolated and read solely for their linguistic codes, they may seem conventional and even unoriginal. But when read in the context of their bibliographic codes, the poems generate more complex meanings, drawing attention to the intersectional demands of race, class, and gender that she had to negotiate. As an African American female writer...

    1. I think what the author want to tell us is that we should always remember those things that are accompany with us when we are growing up, since no matter what kind of different things we will experience in future, the memories related to childhood and family are supposed to be the things that we cherish all the time and that can always make us feel warm, since they have been a part of our personalities. The author choses her family as the focus of her life and admits that her mother’s tongue is what she should cherish. However, no everyone will make this sane choice. Everyone’s life will change with the time going. The existence of limitation imposed by tradition or by family may affect us to pursue more exciting life and to explore the novelties in the world. When what we cherish in the past conflicts with what we are going to pursue in future, how do we find a balance between them?

      I believe that the point I make in here is not easy to find but the most of us will face in our lives. The author can get used to her mother's tongue and eventually accept her, but some other people are still shamed of their own tradition and identity, not because they are betrayer of their own family and identity, but because they think that people should look forward and to pursue whatever they want. Usually, if we follow tradition and accept the thing that our parents imposed on us, we have to sacrifice part of our freedom.

    1. Zuckerberg’s idea of personalised learning has three major flaws. First, education has always been about acquiring knowledge and skills relevant to a profession, but also about acquiring general knowledge. By feeding children only the content they’re interested in, we may end up with many specialists and few generalists.

      I think personalized learning's success will come down to how it is implemented. I agree that we do not want our children to only learn about the things they are interested in, however leveraging their interests as an entry point to engage in other topics would be a sensible tactic to try and keep engagement levels high.

  24. Nov 2015
    1. "Am I under arrest?" "You're going to be more cooperative, Marcus, starting right now." She didn't say, "or else," but it was implied. "I would like to contact an attorney," I said. "I would like to know what I've been charged with. I would like to see some form of identification from both of you." The two agents exchanged looks. "I think you should really reconsider your approach to this situation," Severe Haircut woman said. "I think you should do that right now. We found a number of suspicious devices on your person. We found you and your confederates near

      Habeas Corpus Suspension

      First, you may be wondering what habeas corpus is. Habeas corpus is defined as a legal action detainees can take to argue against unlawful/illegal imprisonment (“Habeas”). Contrary to popular belief, habeas corpus doesn't actually prevent an arrested individual from being charged with resisting arrest, regardless of the legality of the arrest. That said, Marcus' arrest and consequent detainment is conducted with shaky justification at best, justified by his proximity to the attack; however, due to these charges he is classified as an enemy combatant, a group of individuals whose legal rights are constantly a source of debate. Technically, the Patriot Act authorizes the suspension of habeas corpus for potential affiliates of terrorist organizations or other enemies of the United States. However, following the Supreme Court case Rasul vs. Bush, it was concluded that US courts have the jurisdiction to consider legal appeals on behalf of foreigners detained by the US military, specifically those at Guantanamo Bay (“Rasul”). This ruling established the precedent that one’s ability to claim habeas corpus was not reliant on citizenship, and gifted to those arrested the ability “to challenge their treatment and detention” (Elsea). Following that ruling, there were several advances made to improve habeas review for these detainees; however, under the Obama Administration, the standard has come to mirror those initially held under the Bush administration (Elsea).

      “Honest people don’t have anything to hide.”This statement by Severe Haircut pairs really well with this political cartoon, in my opinion:

      Obama Indefinite Detention  Bill Source: http://www.cagle.com/tag/habeas-corpus/

      Said cartoon is commentary on the Indefinite Detention Bill, amongst whose provisions include those that make it increasingly difficult to transfer detainees out of military custody. However, what also proves controversial about the bill is the fact that it authorizes the US government to detain anyone, including US citizens, who are believed to be in collusion with terrorist organizations (“Explaining”). With the Patriot Act, this was not a concern for the majority of people in the US, as we believed the only ones at risk were those who weren’t citizens; we are protected by the Constitution, or so we thought. Ultimately, the fact that Obama signed this bill means that all of us now face the potential of being in Marcus’ situation. All it takes is for us to be in the wrong place at the wrong time.

      I’m really curious about what other people think about this issue or if you have any other information about the repercussions (if any) of the bill’s signing.

      Sources:

    1. The Ukrainian crisis has caused destruction, death and near economic collapse, but the main victim of the military confrontation seems to have become a relationship between the Ukrainian and ethnic Russian people who share ancestors and a long path of rough history.

      Let's add the following to just before the headline, as Imad suggested:

      Two years after Ukraine's Euromaidan protests began, we examine a country in turmoil and a people divided.

      And then I think we can change the summary to:

      They share a long, rich and sometimes bloody history, but today, the relationship between ethnic Ukrainians and ethnic Russians may be the greatest casualty of the Ukrainian crisis. We hear their stories.

    1.      I think the author made a really good point as to why an online test should be administered over an in-class final exam. I have to agree that issuing an online exam can limit the test anxiety that one may have when taking the test and it may improve the overall performance done by students to have the final in an environment that it more comfortable for them.  According to American Test Anxieties Association “About 16—20 % of students have test anxiety, making this the most prevalent scholastic impairment in our school today” (American Test Anxieties Association). Therefore to add to the anxiety one may become even more anxious, for instance, if they start to see and hear that there other classmates get up and leave. This may bring on the anxiety or give then the idea that they need to hurry and finish, though which may affect  the overall  performance of that individual.
      

      Also to add, this the whole semester we were gratefully given online Quizzes and I feel as though consistency should be a key factor to administering all assessments including the final. From experience while working at a day care where consistency is given at all times, the children act relatively calm since they know what to consider throughout the day. Although the minute something changes, like the environment or the task, they get all stressed and their performance and abilities are affected. In result, with this being said, consistency is also key to the wellness of performance on the test for all of students.<br> In addition, I as well commute to VCU every day. So having the privilege of take and have the test administered online can be more convenient for me. The stress of arriving late or having car trouble would no longer be a factor. I think we all have experienced this situation of having to be somewhere on time and bad luck happening. Also another great aspect is that our dear professor wouldn’t have to come in during the December weather and she can spend the extra time with her family, do more holiday shopping and the professor can get her coffee from Starbucks. Another thing is if we have an in-class exam, which means the professor will be just sitting in the front chair for hours doing nothing and being bored. I’m also a pretty slow test taker so I will, respectfully; guarantee I would be there the whole LONG exam period time. So if the exam is in-class bring a book perhaps, or coupons to cut out. Lastly, in class, professor shared that she doesn’t do well with authority. Therefore if it happened that the professor is running late the day of the in-class final, she may be at risk due to rushing, which may lead to a higher risk factor of getting another ticket. I personally, sincerely wouldn’t want that to occur which is why if the exam was online, this issue wouldn’t happen. Instead the professor would be home relaxing!

      Source American Test Anxieties Association. (n.d.). Retrieved November 20, 2015, from http://www.amtaa.org/

    1. Essential to being able to break the partial view, is the shifting of the “point of awareness” from being within that which is observed to that subjective Place wherein It is that which is what is observed—the all-inclusive, infinite experience of being as Conscious Being. It is only the intuitive perception of our Infinity as Conscious Being—prior to our “expansion”—which gives us the guts to expand. That intuition gives us the perspective to see that we are expanding into what we already Are, and that we are not expanding into the unknown at all! True, we may not know the details of our Infinity, but it’s the details that we cannot see until the Universal Nature of our Self becomes an accepted Fact and basis from which to be. This is so essential to understand, and you are beginning to see this. Excellent!

      To Awaken we must shift awareness from being within what is observed to being what is observed, all that is.

      Our intuition, the feeling that we are more than we think, is what gives us the guts to expand, to step into what appears to be unknown.

    1. mindset matters. If we think we are worse at something, we will be worse at it; let go of that belief, and performance may improve along with the new freedom.

      Thesis: The explicit and targeted labels that we place on others will manifest in the victim of this insensitive and benighted act, causing these offenses to directly control the way in which they interact with others as well as many other pertinent avenues of their lives.

      Thoughts are very powerful. This can be a great advantage, but if we choose to let our thoughts become negative, they will destroy us. #rvc1

    1. Still I hear a voice saying that the gods cannot be deceived, neither can they be compelled. But what if there are no gods? or, suppose them to have no care of human things—why in either case should we mind about concealment? And even if there are gods, and they do care about us, yet we know of them only from tradition and the genealogies of the poets; and these are the very persons who say that they may be influenced and turned by 'sacrifices and soothing entreaties and by offerings.'

      This is a very atheistic argument for such an early time. It gives us insight into Greek society - the Greeks didn't think anywhere near as highly of gods as our society does now. This is a valid argument, and it also provides insight into human nature. In this case, Glaucon is denying the existence of god in order to promote his argument. Often, people will reject hypotheses because they want increased freedom of action.