32 Matching Annotations
  1. May 2019
      • 0:37 - need to recognize the networked nature of today's media
      • 0:37 - need to recognize the networked nature of today's media
      • 0:48 - work within traditional media literacy and build on things that have worked for decades, but recognize what has changed and use the strengths of networked media
      • 1:05 - how do children check sources on the internet
      • 1:20 - one of the simplest ways is to follow the links back to the source
      • 1:34 - when it's a photo, you can do a reverse image search
      • 1:50 can do a news search and sort by date to see if the news story is current
      • 2:45 - misinformation campaigns happening - mixing genuine content with misinformation
      • 3:25 - some create alternate identities or fake accounts
      • 4:25 - important to get a sense of how reliable a source is
      • 4:35 - what is the purpose of the source and what is their business model? - is there accuracy and reliability in this, then likely will trust it as a source
      • 5:10 - impact that we don't get our news from a limited number of sources
      • 5:45 - some of these sources are from friends on social media, others are algorithmically determined
      • 6:08 - some advantages and disadvantages - the old model was news curated in a newspaper; new model has the potential of getting news we may not have gotten in the old model
      • 6:20 but in the old system you had gatekeeping and 'provenance'; in online news it's sometimes an effort to see where the information originates; gate keeping falls to us now
      • 7:05 we need to train young people to do this
      • 7:30 how should we teach this?
      • 7:35 - with the concept approach you don't need to feel like an expert
      • 7:40 - success teaching media literacy from the key concepts for three decades; begin from these
      • 7:52 - media are constructed;
      • 7:55 - they have commercial considerations;
      • 7:58 they have social and political implications;
      • 8:00 that audiences negotiate meaning;
      • 8:05 that each medium has a unique form and the form influences the content
      • 8:20 these can be applied to any form of media and adapted to any grade from K-12
      • 8:30 so the key concepts of digital literacy are paralleled and are in addition to those, they don't replace the original five concepts
      • 8:40 now have implications of digital literacies in that they are networked so we need to understand the idea of the network
      • 8:50 understand that content now is shareable, that this is the default rather than the exception
      • 8:55 - the ways the tools we use influence not just the content but the ways we use them
      • 9:05 - this has an impact, an ethical dimension
      • 9:10 - these can be applied in any context and to any grade level
      • 9:20 - we have a full digital literacy curriculum that we offer (speaking about Media Smarts Canada); it has lessons on seven different aspects that a teacher or school board can use
      • 9:45 - the value of the key concepts is teachers can modify these resources to their contexts
      • 9:50 - teachers have in those key concepts what is essentially a GUIDING STAR to understand what they are supposed to be achieving with these lessons
  2. Dec 2017
    1. Also the whole of his Slaves amounting to 57 in number.

      Among the list of offerings that John Robinson of Rockbridge County is willing to make to the President of the University and the Directors of the Literary fund for locating the University in Lexington, are slaves. Moreover, he is willing to offer all 57 of his slaves. The fact that one individual would own 57 slaves in mind-baffling. 57 slaves are more humans than students in some of my larger classes here at UVA. This line of the Rockbridge Gap Report is cringe inducing for a 21st century reader. Perhaps back in 1818 when the document was written ownership of that large a number of slaves was the norm. It is completely dehumanizing to think that slaves, real humans, could be offered as a trade for a favor. However, the progress that society has made regarding equality of mankind is noteworthy, although much progress remains.

    2. that education like private & individual concerns, should be left to private & individual effort; not reflecting that an establishment

      This is an interesting take on the relationship between an individual and an institution. The writers of the Rockfish Gap Report are saying that what an individual at the University wants to do with theirself is entirely up to that individual and the actions of that individual do not have any reflection upon the values or beliefs of the University as a whole. On one hand, this makes sense as individuals have free will to do as they please and an institution like a University shouldn't really compromise that. However, one could also see it that the University is a governing body responsible for its members and their consequent actions. Therefore, the University could be liable for the actions of its members. Either way, the University's job is to educate its members and should uphold a certain code of conduct - for decency's sake.

    3. In the education of youth, provision is to be made for 1. tuition. 2 diet. 3. lodging. 4. government: and 5. honorary excitements

      This is a statement that seeks to justify the money that is being made by the university for the education of the students that attend. More specifically, it briefly highlights all the categories that expenses can be classified into. Similar to today, I believe that these broad categories are being used to hide little hidden costs. Just like going to college today, these little hidden costs add up to make a significant contribution to the cost of attending college. The rest of the document continues to elaborate more on these categories, but I still feel that there is an element of hidden costs.

    4. To give to every citizen the information he needs for the transaction of his own business.

      This proposed object starts off so optimistically, by saying that the university wishes to provide its students with the knowledge necessary to succeed as a citizen. However, the second half of the proposed object brings up the fact that the schools goal is to provide males with this knowledge. Considering the time period that these proposals were made, this statement is obviously referring to white males. Therefore, this particular object does not give every citizen the information that is needed for the transaction of their own business.

    5. And generally to form them to habits of reflection, and correct action, rendering them examples of virtue to others & of happiness within themselves.

      This objective seems a bit ironic to me especially considering the kind of exclusivity of the type of students that attended when UVA was first founded. Also, it's hard to ignore the fact that at UVA they are meant to "correct action" and "render themselves examples of virtue to others", both good moral values, except while African Americans were being oppressed and not given the same opportunities as these men attending the University. Lauren L.

    1. This doctrine is the genuine fruit of the alliance between church and State

      It's interesting to see the phrase "alliance between church and state" when all throughout my previous history classes they'd focus on the separation of church and state. I don't find this university to be particularly religiously driven. There are religious studies classes available, and any student can choose to take them. There are clubs and organizations for every religion, and there are a multitude of churches on or near grounds, the most notably being the Chapel. Although there are many religious opportunities for students and it maybe tied into the structural foundation of this university, I admire its acceptance of people of different beliefs, creeds, and religions.

    2. These innocent arts furnish amusement & happiness to those who, having time on their hands, might less inoffensively employ it; needing, at the same time, no regular incorporation with the institution

      It is interesting to contrast the views that the Founders of the University had on the Arts as subjects of study compared to the importance they are given at UVA in the present day. By referring to art as a tool to merely "furnish amusement & happiness" represents the attitudes towards fields of study that perhaps weren't seen as practical as the Military or Medicine at the time. This goes against the the aim of providing an 'all-encompassing' education as laid out by the founders and is rather ironic considering the attention paid to the aesthetic layout and construction of the University. Furthermore, it is interesting to note how the massive Art Buildings remains further off from Central Grounds at UVA, an intriguing link to how the Arts weren't a part of the initial plans of the Founders, as well as demonstrating the strong influence that they do possess today. Indeed, through the multiple museums, art installations, and shows on campus, UVA has demonstrated itself as a center for celebration of the arts, a testament to how far it has progressed from its founding visions.

    3. they are of opinion that it should consist of distinct houses or pavilions, arranged at proper distances on each side of a lawn of a proper breadth, & of indefinite extent in one direction at least

      Being a part of an Aesthetic Engagement this semester I am fascinated by the ideas of "proper distances", "proper breadth", and "indefinite extent". These dimensions display a strong sense of uniformity and symmetry that align with the Founder's aims of creating an surrounding intellectual oasis, where one can nurture both the body and the mind. By creating encapsulating buildings around the central lawn, one can feel almost 'enclosed' within a communal space of learning and improvement. Furthermore, these design plans lay testament to Jefferson's focus on architectural beauty and his aim of creating a space that is 'worthy' of being associated with learning and higher education. It is also interesting to see how this focus on aesthetic and architecture has been carried on through the post-Jefferson eras, through the beautiful sculptures, artwork, and murals on UVA's campus today (Eg. Berlin Wall Installation).

  3. Nov 2017
    1. the care of the grounds

      Many students here at the University have no idea why we refer to the grounds in the way we do, myself included. It just seems to be tradition. Here in the Rockfish Gap report, the term "grounds" appears a whopping 2 whole times! I assume that it's from this document that we derive our tradition of calling our university "grounds." It's crazy how something so small has become so engrained in our student culture.

      It may be worth questioning as to whether or not this term invokes a sense of superiority and/or pretentiousness through its use both in the student body and in an outsider's view of the university.

      Jedidiah Park

    1. To enable him to calculate for himself, and to express & preserve his ideas

      This statement stood out to me because it lines up with my belief that college allows one to grow as a person, to be able to become independent, and to be able to find your own path. So far in my short time at UVA, I have been able to begin to figure out my own path. A lot of people close to me tell me I should study something else or I should do this or do that but I don't let that influence what I want to do. I am calculating for myself, and expressing and preserving my ideas.

    2. Dormitories, sufficient each for the accommodation of two students only, this provision being deemed advantageous to morals, to order, & to uninterrupted study;

      I wonder why Jefferson believed that dormitories accommodating two students would help with uninterrupted study. In my experience, living with another person doesn't really help with uninterrupted study. The roommate can be distracting even if they don't intend to be. I wonder why Jefferson decided have dorms accommodate two students instead of just having all single rooms. I know in other countries, their dorms are all single and I watched an interview with a foreign student and they too wondered why American dorms are double occupancy.

  4. Oct 2017
    1. It was the degree of centrality to the white population of the state which alone then constituted the important point of comparison between these places

      I find this statement in the document appalling. The founders portray blatant racism within the first paragraph as they decide upon the foundation for the University. I find it baffling that a university designed for the bettering of an entire state would exclude its benefits from such a large segment of the population for which it was designed. Furthermore, it is concerning that issues regarding the exclusion of certain groups of the population remain an issue today amidst the twenty-first century. However, it is encouraging that the University and the larger population of the United States have made great progress towards removing these racist beliefs.

      -Jenna Taylor

    2. Education, in like manner engrafts a new man on the native stock, & improves what in his nature was vicious & perverse, into qualities of virtue and social worth

      I found this section of the document inspiring. This empowering belief regarding education is still held today at the University of Virginia and in today's broader society. Although the founders of the University prove to be quite discriminatory and immoral throughout many sections of the document, their argument here, that education betters a man, brings a hint of optimism to this section of the report.

      -Jenna Taylor

    3. Also the whole of his Slaves amounting to 57 in number.

      This sentence really shows the dichotomy of the present and the past. It is clearly demonstrated that the slaves are not seen as people, but are instead seen as property. The word "also," while being used to show the end of a list, also subtly says that slaves are afterthoughts, even when speaking of properties.

    4. The 1st. duty enjoined on them was to enquire & report a site in some convenient & proper part of the state for an University, to be called the “University of Virginia.”

      I find it very intriguing that the very first task of the commissioners was to look for a site for the school, rather than going over the ideals, values, and goals that are mentioned later on in the report. I read that Jefferson wanted the site to be so beautiful and the school to gain such notoriety that people from even out of state would "drink of the cup of knowledge". Having the physical site in mind could have given the commissioners the motivation and inspiration to set values for the future university.

    5. The board of Trustees of Washington College have also proposed to transfer the whole of their funds, viz, 100 shares in the funds of the James River company. 31 acres of land on which all their buildings stand.

      This really stood out to me. I may be wrong, but it seems as if the administration of Washington College (currently Washington and Lee) proposed the absorption of the school into the new UVA school system. For a school that seems now to pride itself on its independence, it's funny to think that they very well could have ended up as part of the University.

    6. each of these was unexceptionable as to healthiness & fertility.

      The focus on healthiness and fertility reminds me sickeningly of the treatment of slaves and of women throughout history, as land, a place for a school to be built, was regarded in the same way that human beings were -- property; only worthy of life if they met specific criteria. A slave was only useful if it was healthy enough to perform the work necessary of its existence (as the slave owners thought). If a slave could not work in a field or in the home, they were a useless slave and often times killed for their inability to perform. The fertility of a slave and it's ability to reproduce was profitable as slave owners were able to buy a slave (if they raped their females) or two (male and female), and have their slave continue to produce more slaves and therefore more bodies able to do the slaveowner's biding. Such is similar to the view of women, as health and fertility were the most important aspects of a woman to society, besides obedience. Women's fertility could be manipulated and used for gain of both men and society. In some instances, women were only considered worthy of life if they produced male offspring. Such is seen in royalty, as King Henry vehemently believed that Catherine "was condemned by God not to have a boy and that Anne would provide him with one". This belief that the only worth of a woman is their ability to produce male heirs was carried into society for a long time after the Tudor times. And although the thoughts towards women are not as strict in modern society, the stigma towards women unable to have children or who do not want children has continued into modern society.

      source link : http://www.historylearningsite.co.uk/tudor-england/henry-and-divorce/

    7. “the branches of learning,

      I find this phrase "branches of learning" interesting, as it implies that learning stems from a singular object, which in essence is a university. It is a very remarkable way to think of learning, as the university is the foundation for learning, but the different branches (topics) stem from not only what is taught officially at the university in classrooms, but also from the experiences that occur here and people that call this place home. I know that this statement did not mean what I think it means now back when it was written, but I still find it a beautiful way to talk about learning. The metaphor of a tree implies that roots in the university - the land it was built on, the people who built it, the people who used to live on this land - can affect the university and the way students learn from it and on it. Such is so applicable to today as we are attempting to embrace the rotten roots of our dear university, attempting to learn from the injustisces against humanity that occurred on and before our university.

    8. The best mode of government for youth in large collections, is certainly a desideratum not yet attained with us. It may well be questioned whether fear, after a certain age, is the motive to which we should have ordinary recourse. The human character is susceptible of other incitements to correct conduct, more worthy of employ, and of better effect. Pride of character, laudable ambition, & moral dispositions are innate correctives of the indiscretions of that lively age; and when strengthened by habitual appeal & exercise, have a happier effect on future character, than the degrading motive of fear; hardening them to disgrace, to corporal punishments, and servile humiliations, cannot be the best process for producing erect character. The affectionate deportment between father & son offers, in truth, the best example for that of tutor & pupil

      This excerpt from the Rockfish Gap Report draws an intriguing parallel between the founding ideals of the University of Virginia and the honor systems in place today. It can lucidly be seen that Thomas Jefferson placed a strong emphasis on self-evaluation and moral conduct as the defining principles of the UVA community. The focus on “moral dispositions” and “character” rather than “the degrading motive of fear” are timeless principles that have served the university well in its aim of ingraining “qualities of virtue and social worth” amongst the student body. Indeed, one of the hallmarks of the present-day Honor Code at UVA is its ability to create a definite standard of conduct to be upheld by members of the community, a standard that inherently relies on the virtue of honor in each and every individual. This idea of self-governance is one that has transcended time and has come to characterize being a student at UVA. This is one of many fascinating instances in the Report of founding principles bearing the test of time. Furthermore, the relationship between administration and students being likened to “the affectionate deportment between father and son” offers us an insight into the constructive and nurturing vision Jefferson had for education and conduct at the university.

    9. What, but education, has advanced us beyond the condition of our indigenous neighbours? and what chains them to their present state of barbarism & wretchedness, but a besotted veneration for the supposed supe[r]lative wisdom of their fathers and the preposterous idea that they are to look backward for better things and not forward, longing, as it should seem, to return to the days of eating acorns and roots rather than indulge in the degeneracies of civilization.

      This excerpt lays testament to the infamous ‘supremacist’ and racial background associated with the University of Virginia’s founding. Thomas Jefferson in his book ‘Notes on the State of Virginia’ offers a critique on the society of the “indigenous neighbors” by stating that “great societies cannot exist without government”. Indeed, by further alluding to their “barbarism and wretchedness” Jefferson clearly condemns their people on account of their rural and unstructured way of life. The writing hence emphasizes the power of education as a means to move “forward” rather than indulge in such a “besotted veneration” for the past. A strong paradox is hence created about the true value of an education. The Report stresses the esteemed values of “virtue and social worth” and the “well-being of mankind” as celebrated fruits of learning. However, these notable accomplishments remain at odds with the racist views expressed in the report. The inability of education to reconcile advancement and social inclusion, emphasize the discrimination present at the time. One of many instances that question the ideals of the founding document. Furthermore, this offers a distinct contrast to the open-minded nature of knowledge and learning present at UVA today, where inclusion and acceptance of other societies remains a forefront priority.

    10. Spanish is highly interesting to us, as the language spoken by so great a portion of the inhabitants of our Continents, with whom we shall possibly have great intercourse ere long; and is that also in which is written the greater part of the early history of America.

      This is a perfect example of the "pan-american" independence movement many of the founders envisioned for all of the western hemisphere. It is often forgotten that many Americans hoped that our revolution would inspire the other colonies in North and South America to revolt as well. Eventually most of them did, but not as soon as Jefferson or the rest of the founders expected. The line "with whom we shall possibly have great intercourse ere long" and the reference to "our Continents" shows their hopefulness for a free and allied America. It is no coincidence that for many years South American flags were flown alongside that of the United States on July 4th.

    11. The advantages of this plan are, greater security against fire & infection; tranquillity & comfort to the Professors, and their families thus insulated; retirement to the Students, and the admission of enlargement to any degree to which the institution may extend in future times.

      I think it's amazing how much consideration went into the planning of the living arrangements. Jefferson's plan had great emphasis on comfort and education. His plans also took into account potential problems like fires and sickness. I think we as a community at UVA overlook how much time, effort, and consideration went into each detail of where we live and learn and it's nice to look back on this report to see where we started.

    12. In this enquiry they supposed that the governing considerations should be the healthiness of the site, the fertility of the neighbouring country, and it’s centrality to the white population of the whole state

      It is clear that the University of Virginia did not people of color to attend or even be in close proximity of the University. Did they think that being in a centrally white populated area would keep the site healthy? Is that what they meant by "healthiness of the site?"

    13. To expound the principles & structure of government, the laws which regulate the intercourse of nations, those formed municipally for our own government, and a sound spirit of legislation, which banishing all arbitrary & unnecessary restraint on individual action shall leave us free to do whatever does not violate the equal rights of another.

      This passage, though seemingly intuitive and well- meaning, was very troubling for me. What I found troubling about it was not in the words of Jefferson and the other founders, but rather in how those principles are carried out at UVa today. In essence, I agree with Jefferson - students at UVa should be taught to understand the "principles and structure of government" and in particular their own government. I agree with him in that I think we should all have a right to be free from unnecessary restraint. However, when he says that we shall be free to do whatever does not violate the equal rights of another, I cannot help but think of the events on August 12th. It seems to me that in protecting freedom of speech by allowing these people on our grounds, we also blatantly disregarded one of our founding principles. Do confederate and nazi flags not violate the rights of blacks and jews respectively? -Ben Kava

  5. Jul 2016
    1. This principle is, I will show, a convenient fiction in this new work, enabling the philosopher to hear the call of things and to speak to and for them, despite the new rule that we cannot think of objects as being-for-us and must reject older philosophies smacking of "presence" and traditional ontology or ontotheology

      So this is the leap. But what about work like this?

      "Answers to this question are beginning to emerge from an area of work I see as connected to rhetorical ecologies, the study of object-oriented ontologies (OOO), led by Graham Harman, Levi Bryant, and Ian Bogost. Bogost’s self-described “elevator pitch” for this area of inquiry reads as the following:

      Ontology is the philosophical study of existence. Object-oriented ontology (“OOO” for short) puts things at the center of this study. Its proponents contend that nothing has special status, but that everything exists equally–plumbers, cotton, bonobos, DVD players, and sandstone, for example. In contemporary thought, things are usually taken either as the aggregation of ever smaller bits (scientific naturalism) or as constructions of human behavior and society (social relativism). OOO steers a path between the two, drawing attention to things at all scales (from atoms to alpacas, bits to blinis), and pondering their nature and relations with one another as much with ourselves. (bogost.com)

      There’s much more to this area, of course, no surprise given its relationship to Heidegger’s work, but this statement makes the case for a focus on things, just as theories of rhetoric as ecological inform my research methods. While OOO rejects the disproportionate historical focus of study on all things human, often referred to as correlationism, focusing on objects does not mean dismissing human-based studies so much as looking with equal rigor at all the innumerable phenomena that populate the world. This is a question of balance, as becomes clear with Bogost’s call in the last phrase of his blurb to consider objects in their “relations with one another as much with ourselves” (emphasis mine). As those concerned with activism—i.e., action mostly on behalf of people—our anthropocentrism will never recede so very much, but work like that of rhetorical ecologies and OOO opens space for us to consider the existence, movement, and effects of objects in new ways. Hence, my claim that adapted flags might do a kind of activist work on their own. From this angle, any flag objects than trigger thoughts or actions on behalf of D.C.’s disadvantaged would be doing the work of activism."

  6. Apr 2016
    1. A system that assumes a "quite good" institution is unable to get better, and thus denies them the funds that would enable them to get better, is probably not an optimal system for promoting merit. A system that rewards in proportion to merit would at least be able to recognise and reflect the dynamism of university research; research groups wax and wane as people come, go, get disheartened, get re-invigorated.

      On the importance of funding middle-ground

    2. it could be argued that we don’t just need an elite: we need a reasonable number of institutions in which there is a strong research environment, where more senior researchers feel valued and their graduate students and postdocs are encouraged to aim high. Our best strategy for retaining international competitiveness might be by fostering those who are doing well but have potential to do even better

      capacity requires top and middle.

  7. Mar 2016