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Greg Williams

LDS.org - Ensign Article - Focus and Priorities - 0 views

www.lds.org/...index.jsp

lds priorities information

shared by Greg Williams on 31 Oct 12 - No Cached
  • principle of accountability also applies to the spiritual resources conferred in the teachings we have been given and to the precious hours and days allotted to each of us during our time in mortality.
  • The significance of our increased discretionary time has been magnified many times by modern data-retrieval technology. For good or for evil, devices like the Internet and the compact disc have put at our fingertips an incredible inventory of information, insights, and images. Along with fast food, we have fast communications and fast facts. The effect of these resources on some of us seems to fulfill the prophet Daniel’s prophecy that in the last days “knowledge shall be increased” and “many shall run to and fro”
  • homely story
  • ...15 more annotations...
  • “Do you think we need a bigger truck?”
  • our biggest need is a clearer focus on how we should value and use what we already have.
  • But to what purpose?
  • “knowledge of words, and ignorance of the Word,” in which “wisdom” is “lost in knowledge” and “knowledge” is “lost in information”
  • We have thousands of times more available information than Thomas Jefferson or Abraham Lincoln. Yet which of us would think ourselves a thousand times more educated or more serviceable to our fellowmen than they?
  • I could never complete my assigned task within the available time unless I focused my research in the beginning and stopped that research soon enough to have time to analyze my findings and compose my conclusions.
  • we must begin with focus or we are likely to become like those in the well-known prophecy about people in the last days—“ever learning, and never able to come to the knowledge of the truth” (2 Tim. 3:7).
  • But a bale of handouts can detract from our attempt to teach gospel principles with clarity and testimony.
  • Stacks of supplementary material can impoverish rather than enrich, because they can blur students’ focus on the assigned principles and draw them away from prayerfully seeking to apply those principles in their own lives.
  • Each of us should be careful that the current flood of information does not occupy our time so completely that we cannot focus on and hear and heed the still, small voice that is available to guide each of us with our own challenges today.
  • Our priorities determine what we seek in life.
  • “a man’s life consisteth not in the abundance of the things which he possesseth”
  • Our priorities are most visible in how we use our time.
  • Good choices are especially important in our family life. For example, how do family members spend their free time together? Time together is necessary but not sufficient.
  • I believe many of us are overnourished on entertainment junk food and undernourished on the bread of life.
  • Greg Williams on 31 Oct 12
     
    Available information wisely used is far more valuable than multiplied information allowed to lie fallow.
Erin Hamson

Preliminary Discourse - 0 views

quod.lib.umich.edu/...text-idx

encyclopedia science

shared by Erin Hamson on 23 Sep 10 - No Cached
    • Erin Hamson
      Erin Hamson on 23 Sep 10
       
      doesn't go with the divisions of the knowledge map
    • Erin Hamson
      Erin Hamson on 23 Sep 10
       
      and then this other paragraph begins the division
  • If one reflects somewhat upon the connection that discoveries have with one another, it is readily apparent that the sciences and the arts are mutually supporting, and that consequently there is a chain that binds them together. But, if it is often difficult to reduce each particular science or art to a small number of rules or general notions, it is no less difficult to encompass the infinitely varied branches of human knowledge in a truly unified system
  • We can divide all our knowledge into direct and reflective knowledge. We receive direct knowledge immediately, without any operation of our will; it is the knowledge which finds all the doors of our souls open, so to speak, and enters without resistance and without effort. The mind acquires reflective knowledge by making use of direct knowledge, unifying and combining it.
  • ...12 more annotations...
  • Let us sto
  • p here a moment and glance over the journey we have just made. We will note two limits within which almost all of the certain knowledge that is accorded to our natural intelligence is concentrated, so to speak. [34] One of those limits, our point of departure, is the idea of ourselves, which leads to that of the Omnipotent Being, and of our principal duties. The other is that part of mathematics whose object is the general properties of bodies, of extension and magnitude. Between these two boundaries is an immense gap where the Supreme Intelligence seems to have tried to tantalize the human curiosity, as much by the innumerable clouds it has spread there as by the rays of light that seem to break out at intervals to attract us. One can compare the universe to certain works of a sublime obscurity whose authors occasionally bend down within reach of their reader, seeking to persuade him that he understands nearly all. We are indeed fortunate if we do not lose the true route when we enter this labyrinth! Otherwise the flashes of light which should direct us along the way would often serve only to lead us further from it. The limited quantity of certain knowledge upon which we can rely, relegated (if one can express oneself this way) to the two extremities of space to which we refer, is far indeed from being sufficient to satisfy all our needs. The nature of man, the study of which is so necessary and so highly recommended by Socrates, is an impenetrable mystery for man himself when he is enlightened by reason alone; and the greatest geniuses, after considerable reflection upon this most important matter, too often succeed merely in knowing a little less about it than the rest of men. The same may be said of our existence, present and future, of the essence of the Being to whom we owe it, and of the kind of worship he requires of us. Thus, nothing is more necessary than a revealed Religion, which may instruct us concerning so many diverse objects. Designed to serve as a supplement to natural knowledge, it shows us part of what was hidden, but it restricts itself to the things which are absolutely necessary for us to know. The rest is closed for us and apparently will be forever. A few truths to be believed, a small number of precepts to be practiced: such are the essentials to which revealed Religion is reduced. Nevertheless, thanks to the enlightenment it has communicated to the world, the common people themselves are more solidly grounded and confident on a large number of questions of interest than the sects  [35] of the philosophers have been.
    • Erin Hamson
      Erin Hamson on 23 Sep 10
       
      The role of religion is to fill in the gaps that man cannot discover on his own. The difference for us is that someday we will know.
  • The advantage men
  • found in enlarging the sphere of their ideas, whether by their own efforts or by the aid of their fellows, made them think that it would be useful to reduce to an art the very manner of acquiring information and of reciprocally communicating their own ideas. This art was found and named Logic. It teaches how to arrange ideas in the most natural order, how to link them together in the most direct sequence, how to break up those which include too large a number of simple ideas, how to view ideas in all their facets, and finally how to present them to others in a form that makes them easy to grasp. This is what constitutes this science of reasoning, which is rightly considered the key to all our knowledge. However, it should not be thought that it [the formal discipline of Logic] belongs among the first in the order of discovery. The art of reasoning is a gift which Nature bestows of her own accord upon men of intelligence, and it can be said that the books which treat this subject are hardly useful except to those who can get along without them. People reasoned validly long before Logic, reduced to principles, taught how to recognize false reasonings, and sometimes even how to cloak them in a subtle and deceiving form. [38]
    • Erin Hamson
      Erin Hamson on 23 Sep 10
       
      The last couple sentences are interesting because they talk about the human perspective timeline, how we seem to think that simply because something was recently discovered doesn't mean it didn't exist before then. Atom for examplke have always existed but we only recently have begun to discover their true nature.
  • Too much communication can sometimes benumb the mind and prejudice the efforts of which it is capable. If one observes the prodigies of some of those born blind, or deaf and mute, one will see what the faculties of the mind can perform if they are lively and called into action by difficulties which must be overcome.
  • The science of communication of ideas is not confined to putting order in ideas themselves. In addition it should teach how to express each idea in the clearest way possible, and consequently how to perfect the signs that are designed to convey it; and indeed this is what men have gradually done.
    • Erin Hamson
      Erin Hamson on 23 Sep 10
       
      The importance of both sharing ideas, for the general benefit of man, and discovering things on our own, for our progression.
  • The general system of the sciences and the arts is a sort of labyrinth, a tortuous road which the intellect enters without quite knowing what direction to take. Impelled, first of all, by its needs and by those of the body to which it is united, the intelligence studies the first objects that present themselves to it. It delves as far as it can into the knowledge of these objects, soon meets difficulties that obstruct it, and whether through hope or even through despair of surmounting them, plunges on to a new route; now it retraces its footsteps, sometimes crosses the first barriers only to meet new ones; and passing rapidly from one object to another, it carries through a sequence of operations on each of them at different intervals, as if by jumps. The discontinuity of these operations is a necessary effect of the very generation of ideas. However philosophic this disorder may be on the part of the soul, [57] an encyclopedic tree which attempted to portray it would be disfigured, indeed utterly destroyed.
  • It is only after having considered their particular and palpable properties that we envisaged their general and common properties and created Metaphysics and Geometry by intellectual abstraction. Only after the long usage of the first signs have we perfected the art of these signs to the point of making a science of them. And it is only after a long sequence of operations on the objects of our ideas that, through reflection, we have at length given rules to these operations themselves.
  • nature of the different minds that determines which route is chosen
Greg Williams

Connectivism - 1 views

www.itdl.org/...article01.htm

Connectivism learning theory education George Siemens

shared by Greg Williams on 12 Sep 12 - Cached
  • Do we acquire it throu
  • These theories, however, were developed in a time when learning was not impacted through technology.
  • In many fields the life of knowledge is now measured in months and years.
  • ...29 more annotations...
  • The amount of knowledge in the world has doubled in the past 10 years and is doubling every 18 months according to the American Society of Training and Documentation (ASTD). To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.
  • Technology is altering (rewiring) our brains. The tools we use define and shape our thinking
  • learning as a lasting changed state (emotional, mental, physiological (i.e. skills)) brought about as a result of experiences and interactions with content or other people.
  • Objectivism (similar to behaviorism) states that reality is external and is objective, and knowledge is gained through experiences. Pragmatism (similar to cognitivism) states that reality is interpreted, and knowledge is negotiated through experience and thinking. Interpretivism (similar to constructivism) states that reality is internal, and knowledge is constructed.
  • Behaviorism states that learning is largely unknowable, that is, we can’t possibly understand what goes on inside a person (the “black box theory”)
  • Cognitivism often takes a computer information processing model. Learning is viewed as a process of inputs, managed in short term memory, and coded for long-term recall.
  • Constructivism suggests that learners create knowledge as they attempt to understand their experiences
  • Constructivism assumes that learners are not empty vessels to be filled with knowledge. Instead, learners are actively attempting to create meaning. Learners often select and pursue their own learning. Constructivist principles acknowledge that real-life learning is messy and complex.
  • learning that occurs outside of people
  • The ability to synthesize and recognize connections and patterns is a valuable skill.
  • In today’s environment, action is often needed without personal learning – that is, we need to act by drawing information outside of our primary knowledge.
  • An entirely new approach is needed.
  • How can we continue to stay current in a rapidly evolving information ecology?
  • We can no longer personally experience and acquire learning that we need to act. We derive our competence from forming connections.
  • Unlike constructivism, which states that learners attempt to foster understanding by meaning making tasks, chaos states that the meaning exists – the learner's challenge is to recognize the patterns which appear to be hidden
  • The capacity to form connections between sources of information, and thereby create useful information patterns, is required to learn in our knowledge economy.
  • A network can simply be defined as connections between entities.
  • Nodes that successfully acquire greater profile will be more successful at acquiring additional connections
  • Finding a new job, as an example, often occurs through weak ties. This principle has great merit in the notion of serendipity, innovation, and creativity. Connections between disparate ideas and fields can create new innovations.
  • Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories.
  • Learning and knowledge rests in diversity of opinions.
  • Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
  • The starting point of connectivism is the individual.
  • This cycle of knowledge development (personal to network to organization) allows learners to remain current in their field through the connections they have formed.
  • the internet leverages the small efforts of many with the large efforts of few.
  • example of a Maricopa County Community College system project that links senior citizens with elementary school students in a mentor program. The children “listen to these “grandparents” better than they do their own parents, the mentoring really helps the teachers…the small efforts of the many- the seniors – complement the large efforts of the few – the teachers.” (2002). This amplification of learning, knowledge and understanding through the extension of a personal network is the epitome of connectivism.
  • Implications
  • The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today. A real challenge for any learning theory is to actuate known knowledge at the point of application.
  • acknowledges the tectonic shifts in society where learning is no longer an internal, individualistic activity
  • Greg Williams on 12 Sep 12
     
    "Technology is altering (rewiring) our brains. The tools we use define and shape our thinking." . . . or so this fellow argues in a pretty detailed paper
Andrew DeWitt

BYU Devotional: The Most Important Three Things in the World - Brett G. Scharffs - 0 views

speeches.byu.edu/...reader.php

mormon lds faith byu devotional

shared by Andrew DeWitt on 03 Nov 10 - No Cached
  • Dr. Haught introduced theologian Paul Ricoeur’s concept of the three stages of religious faith
  • The first stage, childlike faith, may be likened to the clear, unimpeded view that one enjoys standing atop a tall mountain.7 As children, our faith is simple and uncritical, and we can see clearly in every direction.
  • The second stage Ricoeur calls the desert of criticism. At some point, often during adolescence, we descend from the mountain of childlike faith and enter the critical world. We might label this world “high school” or, better yet, “college.” Here we find that others do not share our faith. In fact, some openly disparage what we hold dear. We learn that the very idea of faith is thought by many to be childish or delusional. We may become skeptical, perhaps even cynical.
  • ...6 more annotations...
  • The desert of criticism is akin to being in the midst of a blinding sandstorm, where you are forced to lean into the wind and take one step at a time without a clear view of where you are going. Walking by faith becomes difficult. Some of our former beliefs cannot survive the desert of criticism.
  • Ricoeur did not malign the desert of criticism, for some childish beliefs are incorrect and should be abandoned
  • Furthermore, it is only in coming down from the mountain that we are able to enter into the world and engage others who are different from us. To a great extent this is where life is lived and where we can make a difference in the world. Some people never leave the desert of criticism, and in time the memory of their childlike faith may dim. After prolonged exposure to the desert of criticism, some even lose their faith altogether. Ricoeur maintained that once one has entered the desert of criticism, it is not possible to return to the mountain of childlike faith. It is a little like leaving Eden. Something has been lost; life and faith can never be quite so simple again
  • But he held out the possibility of a third stage of religious faith. On the other side of the desert of criticism lies another mountain, not as tall as the mountain of childlike faith, with views that are not quite as clear and unobstructed. But we can, as Dr. Haught explained it, remove ourselves periodically from the desert of criticism and ascend this somewhat less majestic mountain. Ricoeur calls this possibility of a second faith “postcritical” naveté or a “second naveté.”
  • Here the truths and realities of our childlike faith can be reaffirmed or revised
  • Our faith will not be as simple as it once was, but it need not be lost. In fact, I believe our faith may become more powerful than before, for it will have weathered and survived the assaults of the desert of criticism.
  • Andrew DeWitt on 03 Nov 10
     
    My favorite part of this talk is his description of the three stages of faith which I have highlighted.
Bri Zabriskie

Masters of Media » The Customer is Always Right (or at least able to convince... - 0 views

mastersofmedia.hum.uva.nl/...e-the-internet-masses-they-are

web2.0 economy digiciv social media

shared by Bri Zabriskie on 26 Sep 10 - No Cached
  • Bri Zabriskie on 26 Sep 10
     
    This is a fascinating article about how web 2.0 and social media are already HUGELY affecting our economy. Do we even have a choice about where our economy is going or is a leviathan of a different kind taking over?
James Wilcox

Widespread Google outages rattle users | Digital Media - CNET News - 0 views

news.cnet.com/ad-google-outages-rattle-users

digiciv; google

shared by James Wilcox on 07 Oct 10 - No Cached
  • James Wilcox on 07 Oct 10
     
    This goes back to the idea of our dependence on google as our source of all knowledge
Mike Lemon

What Does Learning Look Like? « Classroom as Microcosm - 0 views

siobhancurious.wordpress.com/...what-does-learning-look-like

shared by Mike Lemon on 07 Oct 10 - No Cached
  • Mike Lemon on 07 Oct 10
     
    I believe this ties in well with our discussion of epistemology as well as our assignment right now.
Erin Hamson

MIT OpenCourseWare | Biology | 7.012 Introduction to Biology, Fall 2004 | Video Lecture... - 0 views

ocw.mit.edu/...embed32

evolution mit science

shared by Erin Hamson on 18 Oct 10 - No Cached
  • And what this means is that if you look at a pedigree like this, and for example, here we have a mother and a father, girls are always round, boys are square. And here you'll see the mitochondrial DNA, it's donated to all of the children, but the fact is that these boys, when they mate, when they have offspring, they will no longer pass along her mitochondrial DNA, so it will be lost. And the only way the mitochondrial DNA can be transmitted is through one of her daughters, who in turn, have daughters.
  • Here's some other interesting principles. Mitochondrial DNA passes always from the mother, so when a fertilized egg is formed, Dad gives his chromosomes, but he doesn't donate for any, doesn't donate any mitochondrial DNA.
  • animals are related to one another. This is kind of a fun undertaking. Look at this. Why is it fun? Well it's, it's kind of an amusing idea, how often were cows domesticated during the history of humanity? How often were sheep domesticated? Pigs, water buffalos, and horses. And what you see here is that cattle were domesticated on two occasions, probably once in Western Asia, the middle east, and once in Eastern Asia. Sheep were domesticated twice, all modern sheep following these two families here
  • ...16 more annotations...
  • And that is, certain genes can evolve progressively over a long period of time, because they don't encode vital functions, or they may even be sequences between genes that don't encode phenotype at all. Imagine, for example, we have a situation were here we have a gene which encodes a vital function, like the eye, here's another gene that encodes another function, oh I don't know, a leg. And here we have intergenic sequences. After all, as you have learned by now, more than 96% of the DNA in our genome, doesn't encode proteins, and probably isn't even responsible for regulating genes. So these sequences, right in here, can mutate freely during the course of evolution, without having a deleterious effect on the phenotype of the organism. There's no evolutionary pressure to constrain the evolution of these genes
  • And many of these neutral mutations, which have no effect on organismic fitness, but are simply evolutionary neutral, are sometimes called polymorphisms. The term polymorphism, -morph is once again morphology, derives from the fact that species tend to be polymorphic, we don't all have blond hair, we don't all have brown eyes.
  • If you look at two chimpanzees living on opposite sides of the same hill in West Africa, they are genetically far more distantly related to one another, than any one of us, by a factor of 10 to 15. Two chimpanzees, they look exactly the same, they have the same peculiar habits, but they're genetically far more distantly-related than we are to one-another, than I am to any one of you, or than any one of you is to one another. And what does that mean? It means that, roughly speaking, the species of chimpanzees is, at least, 10 or 15 times older than our species are. We're a young species, chimpanzees probably first speciated three or four million years ago, if the paleontological record is, is accurate. Paleontology is the study of old, dusty bones, so you can begin to imagine when chimpanzee bones become recognizable in the earth.
  • And what you see already, in such small populations, is that for example, this male here has two girls, and right away, to the extent he had an interesting Y chromosome, that Y chromosome was lost from the gene pool. This girl, here, had an interesting mitochondrial DNA, but right away that's lost, because she has, she has just two boys. And what you see, in very rapid order, in small populations, there's a homogenization of the genetic compliment, just because the alleles are lost within what's called, genetic drif
  • And if you ask that question, the answer is that we all had a common ancestress who lived about 150,000 years ago. All of us trace our mitochondrial DNA to her. Does that mean that there was only one woman alive there, she's called, Mitochondrial-Eve, again, we don't know her name. Does that mean there was only one woman alive, well it doesn't mean that at all because of what I just told you, in small populations the proto-human population.
  • How much are all of our mitochondrial DNA are related to one another, how distantly related are they to one another, given the rate of evolution of mitochondrial DNA sequences?
  • So where do we all come from, all of us human beings? How closely related are we to one another? Here's, here's a measurement of the distances between different mitochondrial DNA's from different branches of humanity. And what you see is something really quite extraordinary and stunning. Here, you'll see that the people, the non-African lineages here and here, are actually relatively closely related to one another.
  • And by the way, all the genes that are present here, the alleles that are present here, can also be found in Africa, but in relatively small proportions in Africa
    • Erin Hamson
      Erin Hamson on 18 Oct 10
       
      Suggesting that all people came from Africa
  • So, what happens there, that's a testimonial to the tragic fate of the Indians, where the conquistadors from Spain came in, killed all the men, and took all the women, to be their brides. How else can you explain the fact that there's no Indian Y chromosomes, there's all, there is instead only European Y chromosomes.
  • When you do genetic counseling of family these days, one of the strictures is, that you never tell the family if the children have genetic polymorphisms that don't match that of the person whom they think is their father. They don't look like their, the person whom they regard as father, but that's always assumed to be a role of the genetic dice.
  • Here's a fun story I like to tell each year, and it's about the Cohen and Y chromosome, and you'll see what an amusing story this is, just from genetics. Now the name Cohen, in Hebrew means, a high priest, and you've heard people named Cohen, it's not such an uncommon name among the Jews. And it says, in the Bible, in Genesis and Exodus, that all the high priests in the Bible are the descendants of Aaron, the brother of Moses.
  • hen it should be the case that all male Cohen's should have the same Y chromosome, right?
  • Because keep in mind, any single affair with the milkman or the mailman, over 3,000 years, would've broke this chain of inheritance, any single incidence of non-paternity. It's a really astounding story, and it's hard, there can be no artifact to it, there's no bias in it, there's no other way to explain it.
  • And what they found was that all members of the, almost all members of the ruling cast among the Lembas, had the same Y chromosome, and the Y chromosome had exactly the same polymorphisms of the Cohen Y chromosome
  • What I'm telling you is that these two genes are totally interchangeable, that they are effectively indistinguishable from one another, functionally they have some sequence relatedness, but in terms of the way they program development, they are effectively equivalent. And what this means is that the progenitor of these two genes must've already existed at the time that the flies and we diverged, which six or seven-hundred million years ago, and in the intervening six or seven-hundred million years, these genes have been totally unchanged.
  • once the gene was developed, evolution could not tinker with it, and begin to change it in different ways, ostensibly because such tinkering would render these genes dysfunctional, and thereby would inactivate them, thereby depriving the organism of a critical sensory organ.
  • Erin Hamson on 18 Oct 10
     
    An excellent discourse on who evolution works, and what it means for us today.
anonymous

Twitter, Facebook, and social activism : The New Yorker - 2 views

www.newyorker.com/...101004fa_fact_gladwell

activism socialmedia

shared by anonymous on 03 Feb 12 - No Cached
Gideon Burton liked it
    • anonymous
      anonymous on 03 Feb 12
       
      Do you agree with this?
  • This is in many ways a wonderful thing. There is strength in weak ties, as the sociologist Mark Granovetter has observed. Our acquaintances—not our friends—are our greatest source of new ideas and information. The Internet lets us exploit the power of these kinds of distant connections with marvellous efficiency. It’s terrific at the diffusion of innovation, interdisciplinary collaboration, seamlessly matching up buyers and sellers, and the logistical functions of the dating world. But weak ties seldom lead to high-risk activism.
  • The evangelists of social media don’t understand this distinction; they seem to believe that a Facebook friend is the same as a real friend and that signing up for a donor registry in Silicon Valley today is activism in the same sense as sitting at a segregated lunch counter in Greensboro in 1960.
  • ...7 more annotations...
  • Boycotts and sit-ins and nonviolent confrontations—which were the weapons of choice for the civil-rights movement—are high-risk strategies. They leave little room for conflict and error. The moment even one protester deviates from the script and responds to provocation, the moral legitimacy of the entire protest is compromised.
    • anonymous
      anonymous on 03 Feb 12
       
      But it was just a phone.
  • A networked, weak-tie world is good at things like helping Wall Streeters get phones back from teen-age girls.
  • These events in the early sixties became a civil-rights war that engulfed the South for the rest of the decade—and it happened without e-mail, texting, Facebook, or Twitter.
  • The cadre of prominent bloggers, like Andrew Sullivan, who championed the role of social media in Iran, Esfandiari continued, misunderstood the situation. “Western journalists who couldn’t reach—or didn’t bother reaching?—people on the ground in Iran simply scrolled through the English-language tweets post with tag #iranelection,” she wrote. “Through it all, no one seemed to wonder why people trying to coordinate protests in Iran would be writing in any language other than Farsi.”
  • “It is time to get Twitter’s role in the events in Iran right,” Golnaz Esfandiari wrote, this past summer, in Foreign Policy. “Simply put: There was no Twitter Revolution inside Iran.”
  • What mattered more was an applicant’s degree of personal connection to the civil-rights movement.
anonymous

How The World Spends Its Time Online | - 3 views

www.visualeconomics.com/nds-its-time-online_2010-06-16

shared by anonymous on 27 Sep 10 - Cached
Andrew DeWitt liked it
    • anonymous
      anonymous on 27 Sep 10
       
      I love the graphics on this page. I think I gained a substantial amount of info in bout 2 minutes by just glancing through.
    • autumn gardner
      autumn gardner on 28 Sep 10
       
      to me it's too much. we are spending our lives online in a world that can be valuable, but most of the time is not. it is so hard to balance time online with time doing other productive things. So much of our lives requires us to be on the computer, ugh.
  • Gideon Burton on 27 Sep 10
     
    I'm as interested by the host site for this graphic (visualeconomics.com) as I am the information it reveals about how we spend time online.
  • Andrew DeWitt on 27 Sep 10
     
    So, this begs the question... are we spending too much time on the Internet, too little? Or are we using our time online poorly or wisely? (We - personally, nationally, globally).
Mike Lemon

Wordsworth Poems - 0 views

quotations.about.com/...Wordsworth.htm

shared by Mike Lemon on 07 Oct 10 - No Cached
  • he world is too much with us; late and soon, Getting and spending, we lay waste our powers: Little we see in Nature that is ours; We have given our hearts away, a sordid boon!
  • Mike Lemon on 07 Oct 10
     
    Whet your appetites with these snippets of poetry
Kristi Koerner

Can We Change Our Genes? - 1 views

www.the-biomatrix.net/can-we-change-our-genes.htm

shared by Kristi Koerner on 19 Oct 10 - No Cached
    • Kristi Koerner
      Kristi Koerner on 19 Oct 10
       
      While it is true that over time species can change due to lifestyle factors, it must be a chemical/genetic change in order to be passed down. A body builder will not have tiny Arnold the Governator babies.
  • Clint Peterson on 19 Oct 10
     
    Interesting thoughts on evolution and changing our DNA
Brian Earley

Life's Lessons Learned - 0 views

new.lds.org/...lifes-lessons-learned

digiciv thoreau

shared by Brian Earley on 12 Oct 10 - No Cached
    • Brian Earley
      Brian Earley on 12 Oct 10
       
      Thoreau put his priorities on understanding himself.  We must make our priorities and work diligently for them.
  • I have known many great men and women.
  • they all have this in common: they work diligently and persistently towards achieving their goals
  • ...1 more annotation...
  • “If one advances confidently in the direction of his dreams,” wrote Henry David Thoreau, “and endeavors to live the life which he has imagined, he will meet with a success unexpected in common hours.”1     UAdd a Note In other words, never take your eye off the ball.
  • Brian Earley on 12 Oct 10
     
    I love this football story, but it emphasizes following simple principles in a complex system.  "Keep your eye on the . . ." We each decide what fills the blank.  Let's see our dreams and advance confidently in that direction.
Morgan Wills

Freud, "Civilization and its Discontents," 1930 (excerpt) - 0 views

www.historyguide.org/...freud_discontents.html

shared by Morgan Wills on 30 Oct 10 - No Cached
  • If private property were abolished, all wealth held in common, and everyone allowed to share in the enjoyment of it, ill-will and hostility would disappear among men.
  • But I am able to recognize that the psychological premises on which the systems based are an untenable illusion.
    • Megan Stern
      Megan Stern on 30 Oct 10
       
      Freud says something worthwhile.
  • It is always possible to bind together a considerable number of people in love, so long as there are other people left over to receive the manifestations of their aggressiveness
  • ...17 more annotations...
  • horrors of the recent World War
    • Erin Hamson
      Erin Hamson on 01 Nov 10
       
      Something people would like to forget, but which shapes their world views. 
    • Morgan Wills
      Morgan Wills on 02 Nov 10
       
      definitely. Looking at much of Europe's reticence to join the US in armed conflict is a case in point.
  • s the factor which disturbs our relations with our neighbor and which forces civilization into such a high expenditure [of energy]
  • civilized society is perpetually threatened with disintegration
    • Erin Hamson
      Erin Hamson on 01 Nov 10
       
      Tyranny to Anarchy to Tyranny
  • instinctual passions are stronger than reasonable interests.
  • commandment to love one's neighbor as oneself -- a commandment which is really justified by the fact that nothing else runs so strongly counter to the original nature of man
  • liverance from our evil
  • The communists believe they have found  the path to de
  • Since everyone's needs would be satisfied, no one would have any reason to regard another as his enemy; all would willingly undertake the work that was necessary.
    • Erin Hamson
      Erin Hamson on 01 Nov 10
       
      The problem is that people have more than needs. 
  • but we have in no way altered the differences in power and influence which are misused by aggressiveness, nor have we altered anything in its nature. Aggressiveness was not created by property
  • If we were to remove this factor, too, by allowing complete freedom of sexual life and thus abolishing the family, the germ-cell of civilization, we cannot, it is true, easily foresee what new paths the development of civilization could take; but one thing we can expect, and that is that this indestructible feature of human nature will follow at there.
  • We can now see that it is a convenient and relatively harmless satisfaction of the inclination to aggression, by means of which cohesion between the members of the community is made easier
  • n this respect the Jewish people, scattered everywhere, have rendered most useful services to the civilizations of the countries that have been their hosts;
  • find its psychological support in the persecution of the bourgeois
  • s Civilization imposes such great sacrifices not only on man's sexuality but on his aggressivity, we can understand better why it is hard for him to be happy in that civilization.
  • primitive man was better off in knowing no restrictions of instinct.  To counterbalance this, his prospects of enjoying this happiness for any length of time were very slender.
  • Civilized man has exchanged a portion of his possibilities of happiness for a portion of security.
    • Erin Hamson
      Erin Hamson on 01 Nov 10
       
      John Locke
  • But I shall avoid the temptation of entering upon a critique of American civilization; I do not wish to give an impression of wanting myself to employ American methods.
David Potter

Overview Of Accessible Solutions From Google - 0 views

labs.google.com/...overview.html

digiciv media web2.0

shared by David Potter on 19 Nov 10 - Cached
  • David Potter on 19 Nov 10
     
    Google provides a wide variety of services that are mostly accessed with a Web browser. Our users visit Google from a large number of browsers and platforms; in addition, we also understand that every user is special and may have special needs. Accessibility at Google is about making sure that our services work well for all our users, independent of the user's needs and abilities at any given time
Child Therapy

Developing Self Confidence In Children - 1 views

started by Child Therapy on 29 Nov 12 no follow-up yet
Gideon Burton

We're Creating a Culture of Distraction | Joe Kraus - 2 views

joekraus.com/ating-a-culture-of-distraction

distraction multitasking technology consume

shared by Gideon Burton on 27 May 12 - No Cached
  • Gideon Burton on 27 May 12
     
    A potent and sobering call for reflection about our uses of tech and media. This has the merit of not being dismissive and of being realistic and helpful. Worth reading.
Ariel Szuch

Academic Evolution: Dear Students: Don't Let College Unplug Your Future - 1 views

www.academicevolution.com/...dear-students.html

academic evolution

shared by Ariel Szuch on 17 Dec 11 - No Cached
  • Ariel Szuch on 17 Dec 11
     
    An excellent, must-read post by our very own Dr. Burton.
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