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discordaccount

Buy Verified Cash App Accounts - 0 views

seosmmseller.com/...buy-verified-cash-app-accounts

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shared by discordaccount on 25 Apr 25 - No Cached
  • buyusaco5465 on 25 Apr 25
     
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  • ...2 more comments...
  • discordaccount on 28 Apr 25
     
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discordaccount

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shared by discordaccount on 25 Apr 25 - No Cached
  • buyusaco5465 on 25 Apr 25
     
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  • ...2 more comments...
  • discordaccount on 28 Apr 25
     
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Florence Dujardin

The (im)possibility of ethics in the information age - 0 views

www.sciencedirect.com.lcproxy.shu.ac.uk/...S1471772701000082

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shared by Florence Dujardin on 18 Feb 12 - No Cached
  • Florence Dujardin on 18 Feb 12
     
    This paper is concerned with the possibility that the ethical claim of the other, that sense of being bound to the other, may becoming more and more difficult to experience as information technology increasingly mediates our social being. The paper will support the supposition of Don Caputo that obligation does not emanate from codes, imperatives or moral arguments. Rather it will argue that obligation takes hold of us from within disaster. Obligation, our being bound-to, finds us when we come face to a face in disaster. The paper will argue that electronic mediation is inducing a sense of hyperreality into our world (Baudrillard). It will argue that this hyperreality is making our ethical sensibility nebulous to the point that we are not coming face to face with our obligations. An analysis of the Baring bank disaster will be used to demonstrate the point. The paper will show that Nick Leeson was in a hyperreal world in which he was not able to come face to face with the victims of the disaster. The electronic hyperreal world of financial markets, where traders deal in abstract numbers, movements on the screen, made it possible for him to look over and past the faces and proper names of the victims; their claim became diffused in the numbers on the screen, not real cash only numbers, not real people with faces and proper names, just numbers. If this supposition seems tenable what are we to do? The paper argues that we do not need more codes, imperatives or moral arguments, as such. Rather we need to keep our lives at the resolution, of faces and proper names-if obligation happens this is where it is likely to be.
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  • Ali Safe on 30 Sep 14
     
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anonymous

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www.youtube.com/watch

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shared by anonymous on 22 Sep 10 - No Cached
  • anonymous on 22 Sep 10
     
    Have you ever wanted to fly? This is just one more thing you can do in a synthetic world that you can't do in reality. This is a montage of my Night Elf druid taking various travel forms in World of Warcraft. I created it in order to share a glimpse of the world through my eyes for those who haven't spent any time there. I created it over the course of a couple of hours using Wegame and Windows Movie Maker. The music is an open license track from CC Mixter (see credits).
Adam Bohannon

Og så alligevel… » Ethnography and the design of new media - 0 views

eskar.dk/blog

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shared by Adam Bohannon on 10 Apr 08 - Cached
  • Adam Bohannon on 10 Apr 08
     
    More and more anthropologists are doing research on new media technologies like mobile phones and social networking sites. Some of them are even being hired by companies to do ethnographic studies to gather the sort of "actionable insight" that can help a better understanding of how these technologies are used, and help inform how new products should be designed.
Adam Bohannon

Gin, Television, and Social Surplus - Here Comes Everybody - 0 views

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shared by Adam Bohannon on 03 May 08 - Cached
  • Desperate Housewives essentially functioned as a kind of cognitive heat sink, dissipating thinking that might otherwise have built up and caused society to overheat.
  • And it's only now, as we're waking up from that collective bender, that we're starting to see the cognitive surplus as an asset rather than as a crisis. We're seeing things being designed to take advantage of that surplus, to deploy it in ways more engaging than just having a TV in everybody's basement.
  • So how big is that surplus? So if you take Wikipedia as a kind of unit, all of Wikipedia, the whole project--every page, every edit, every talk page, every line of code, in every language that Wikipedia exists in--that represents something like the cumulation of 100 million hours of human thought. I worked this out with Martin Wattenberg at IBM; it's a back-of-the-envelope calculation, but it's the right order of magnitude, about 100 million hours of thought.
  • ...6 more annotations...
  • And I said, "No one who works in TV gets to ask that question. You know where the time comes from. It comes from the cognitive surplus you've been masking for 50 years."
  • It's precisely when no one has any idea how to deploy something that people have to start experimenting with it, in order for the surplus to get integrated, and the course of that integration can transform society.
  • At least they're doing something. Did you ever see that episode of Gilligan's Island where they almost get off the island and then Gilligan messes up and then they don't? I saw that one. I saw that one a lot when I was growing up. And every half-hour that I watched that was a half an hour I wasn't posting at my blog or editing Wikipedia or contributing to a mailing list. Now I had an ironclad excuse for not doing those things, which is none of those things existed then. I was forced into the channel of media the way it was because it was the only option. Now it's not, and that's the big surprise. However lousy it is to sit in your basement and pretend to be an elf, I can tell you from personal experience it's worse to sit in your basement and try to figure if Ginger or Mary Ann is cuter.
  • But media is actually a triathlon, it 's three different events. People like to consume, but they also like to produce, and they like to share.
  • One per cent of that  is 100 Wikipedia projects per year worth of participation.
  • I think that's going to be a big deal. Don't you? Well, the TV producer did not think this was going to be a big deal; she was not digging this line of thought. And her final question to me was essentially, "Isn't this all just a fad?" You know, sort of the flagpole-sitting of the early early 21st century? It's fun to go out and produce and share a little bit, but then people are going to eventually realize, "This isn't as good as doing what I was doing before," and settle down. And I made a spirited argument that no, this wasn't the case, that this was in fact a big one-time shift, more analogous to the industrial revolution than to flagpole-sitting.
Mike Wesch

Paulo Freire, Pedagogy of the Oppressed - 0 views

www.marxists.org/...ch03.htm

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shared by Mike Wesch on 08 Jan 09 - Cached
  • When a word is deprived of its dimension of action, reflection automatically suffers as well; and the word is changed into idle chatter, into verbalism, into an alienated and alienating “blah.”
  • since dialogue is the encounter in which the united reflection and action of the dialoguers are addressed to the world which is to be transformed and humanized, this dialogue cannot be reduced to the act of one person’s “depositing” ideas in another; nor can it become a simple exchange of ideas to be “consumed” by the discussants.
  • Dialogue cannot exist, however, in the absence of a profound love for the world and for people.
  • ...32 more annotations...
  • Because love is an act of courage, not of fear, love is commitment to others.
  • If I do not love the world — if I do not love life — if I do not love people — I cannot enter into dialogue.
  • dialogue cannot exist without humility.
  • Dialogue further requires an intense faith in humankind, faith in their power to make and remake, to create and re-create, faith in their vocation to be more fully human
  • the “dialogical man” believes in others even before he meets them face to face.
  • Founding itself upon love, humility, and faith, dialogue becomes a horizontal relationship of which mutual trust between the dialoguers is the logical consequence.
  • naming of the world
  • Whereas faith in humankind is an a priori requirement for dialogue, trust is established by dialogue.
  • Nor yet can dialogue exist without hope. Hope is rooted in men’s incompletion, from which they move out in constant search
  • critical thinking — thinking which discerns an indivisible solidarity between the world and the people and admits of no dichotomy between them — thinking which perceives reality as process, as transformation, rather than as a static entity — thinking which does not separate itself from action, but constantly immerses itself in temporality without fear of the risks involved.
  • We must never merely discourse on the present situation, must never provide the people with programs which have little or nothing to do with their own preoccupations, doubts, hopes, and fears — programs which at times in fact increase the fears of the oppressed consciousness. It is not our role to speak to the people about our own view of the world, nor to attempt to impose that view on them, but rather to dialogue with the people about their view and ours. We must realize that their view of the world, manifested variously in their action, reflects their situation in the world. Educational and political action which is not critically aware of this situation runs the risk either of “banking” or of preaching in the desert.
  • Often, educators and politicians speak and are not understood because their language is not attuned to the concrete situation of the people they address. Accordingly their talk is just alienated and alienating rhetoric.
  • he dialogue of education as the practice of freedom
  • oncept of a generative theme
  • t is as transforming and creative beings that humans, in their permanent relations with reality, produce not only material goods — tangible objects — but also social institutions, ideas, and concepts
  • Generative themes can be located in concentric circles, moving from the general to the particular.
  • I consider the fundamental theme of our epoch to be that of domination — which implies its opposite, the theme of liberation, as the objective to be achieved.
  • For example, underdevelopment, which cannot be understood apart from the relationship of dependency, represents a limit-situation characteristic of societies of the Third World.
  • I must re-emphasize that the generative theme cannot be found in people, divorced from reality; nor yet in reality, divorced from people; much less in “no man’s land.” It can only be apprehended in the human-world relationship.
  • For precisely this reason, the methodology proposed requires that the investigators and the people (who would normally be considered objects of that investigation) should act as co-investigators.
  • Actually, themes exist in people in their relations with the world, with reference to concrete facts.
  • We must realize that the aspirations, the motives, and the objectives implicit in the meaningful thematics are human aspirations, motives, and objectives.
  • a common striving towards awareness of reality and towards self-awareness,
  • As a process of search, of knowledge, and thus of creation, it requires the investigators to discover the interpenetration of problems, in the linking of meaningful themes.
  • the comprehension of total reality
  • Thus, the process of searching for the meaningful thematics should include a concern for the links between themes, a concern to pose these themes as problems, and a concern for their historical-cultural context.
  • Just as the educator may not elaborate a program to present to the people, neither may the investigator elaborate “itineraries” for researching the thematic universe, starting from points which he has predetermined.
  • That is, they must consist of communication and of the common experience of a reality perceived in the complexity of its constant “becoming.”
  • Human beings are because they are in a situation. And they will be more the more they not only critically reflect upon their existence but critically act upon it.
  • One of these basic themes (and one which I consider central and indispensable) is the anthropological concept of culture. Whether men and women are peasants or urban workers, learning to read or enrolled in a post-literacy program, the starting point of their search to know more (in the instrumental meaning of the term) is the debate of the concept. As they discuss the world of culture, they express their level of awareness of reality in which various themes are implicit. Their discussion touches upon other aspects of reality which comes to be perceived in an increasingly critical manner These aspects in turn involve many other themes.
  • I am more and more convinced that true revolutionaries must perceive the revolution, because of its creative and liberating nature, as an act of love
  • This affirmation contains an entire dialogical theory of how to construct the program content of education, which cannot he elaborated according to what the educator thinks best for the students.
  • Mike Wesch on 08 Jan 09
     
    For precisely this reason, the methodology proposed requires that the investigators and the people (who would normally be considered objects of that investigation) should act as co-investigators.
Steven Kelly

Why You Learn More Effectively by Writing Than Typing - 10 views

lifehacker.com/#!5738093/why-you-learn-more-effectively-by-writing-than-typing

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shared by Steven Kelly on 18 Feb 11 - No Cached
  • {"data":[{"original":{"url":"http:\/\/cache.gawker.com\/assets\/images\/lifehacker\/2011\/01\/1300-writing-is-better-than-typing.jpg","width":"1280","height":"720"},"xlarge":{"url":"http:\/\/cache.gawkerassets.com\/assets\/images\/17\/2011\/01\/xlarge_1300-writing-is-better-than-typing.jpg","width":"640","height":"360"},"medium":{"url":"http:\/\/cache.gawkerassets.com\/assets\/images\/17\/2011\/01\/medium_1300-writing-is-better-than-typing.jpg","width":"300","height":"169"},"small":{"url":"http:\/\/cache.gawkerassets.com\/assets\/images\/17\/2011\/01\/small_1300-writing-is-better-than-typing.jpg","width":"190","height":"107"}},{"original":{"url":"http:\/\/cache.gawker.com\/assets\/images\/lifehacker\/2011\/01\/screen_shot_2011-01-19_at_1.45.44_pm.png","width":"340","height":"284"},"xlarge":{"url":"http:\/\/cache.gawkerassets.com\/assets\/images\/17\/2011\/01\/xlarge_screen_shot_2011-01-19_at_1.45.44_pm.png","width":"340","height":"284"},"medium":{"url":"http:\/\/cache.gawkerassets.com\/assets\/images\/17\/2011\/01\/medium_screen_shot_2011-01-19_at_1.45.44_pm.png","width":"300","height":"251"},"small":{"url":"http:\/\/cache.gawkerassets.com\/assets\/images\/17\/2011\/01\/small_screen_shot_2011-01-19_at_1.45.44_pm.png","width":"190","height":"107"}}],"lookup":{"\/assets\/images\/lifehacker\/2011\/01\/1300-writing-is-better-than-typing.jpg":{"transform":"original","pos":0},"\/assets\/images\/17\/2011\/01\/xlarge_1300-writing-is-better-than-typing.jpg":{"transform":"xlarge","pos":0},"\/assets\/images\/17\/2011\/01\/medium_1300-writing-is-better-than-typing.jpg":{"transform":"medium","pos":0},"\/assets\/images\/17\/2011\/01\/small_1300-writing-is-better-than-typing.jpg":{"transform":"small","pos":0},"\/assets\/images\/lifehacker\/2011\/01\/screen_shot_2011-01-19_at_1.45.44_pm.png":{"transform":"original","pos":1},"\/assets\/images\/17\/2011\/01\/xlarge_screen_shot_2011-01-19_at_1.45.44_pm.png":{"transform":"xlarge","pos":1},"\/assets\/images\/17\/2011\/01\/medium_screen_shot_2011-01-19_at_1.45.44_pm.png":{"transform":"medium","pos":1},"\/assets\/images\/17\/2011\/01\/small_screen_shot_2011-01-19_at_1.45.44_pm.png":{"transform":"small","pos":1}}} Please confirm your birth date: Please enter a valid date Please enter your full birth year This content is restricted. .toppic .post-body img.image_0 { display: none; } Full size writing jQuery( '#fbPlaceholder' ).append( '' ) Share this post × var twEl = document.createElement( 'script' ); twEl.type="text/javascript"; twEl.src = 'http://platform.twitter.com/widgets.js'; jQuery( '#twitterPlaceholder' ).append( twEl ); (function() { var s = document.createElement('SCRIPT'), s1 = document.getElementsByTagName('SCRIPT')[0]; s.type = 'text/javascript'; s.async = true; s.src = 'http://widgets.digg.com/buttons.js'; s1.parentNode.insertBefore(s, s1); })(); 3diggsdigg Why You Learn More Effectively by Writing Than Typing Melanie Pinola — The act of writing helps you clarify your thoughts, remember things better, and reach your goals more surely. Here's a look at the science and psychology behind writing, and why the pen may be mightier than the keyboard.
    • Kelsey Duck
      Kelsey Duck on 18 Feb 11
       
      This is awesome. Do you have any sights where I can look this kind of "keyboard" up
  • Steven Kelly on 18 Feb 11
     
    Interesting article about the learning benefits of traditional writing vs. typing.
descendants1 descendants1

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Notre ancêtre n'est d'ailleurs pas pour rien dans cette disparition, puisqu'il prend de plus en plus de place.»Un million d'années plus tard, tandis que s'achève pour les paléoanthropologues l'hist...

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