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wjack3047

App Store Optimization & ASO Services | App Marketing Companies - 0 views

www.geekschip.com/...ore-optimization-services.html

asoservices asocompany appmarketingcompanies appstoreoptimizationpackages

shared by wjack3047 on 28 Dec 17 - No Cached
  • wjack3047 on 28 Dec 17
     
    As more and more mobile apps are ruling the interent world, there is a high initiative towards optimising the apps. Geekschip emphasises on potential optimisation tactics on your web, mobile, IOS and Android apps for stimulating growth over the digital sphere.
settleviaus

Student Visa Australia, 489 visa Australia, 189 visa Australia - Settleviaus - 0 views

settleviaus.com/...australia-study-visa

Student Visa Australia 489 visa Australia 189 visa Australia

shared by settleviaus on 15 Oct 19 - No Cached
  • settleviaus on 15 Oct 19
     
    Looking for student visa Australia? Check out documents required, application process, fees, exam scores, new rules and how to apply for 189 visa Australia and 489 visa Australia.
ring11

Selecting the right Promise Rings for Men to make it appear special - 0 views

www.storeboard.com/...725653

Promise Rings for Men

shared by ring11 on 26 Nov 16 - No Cached
  • ring11 on 26 Nov 16
     
    Rings often are imprinted externally and internally with individual vows and messages. There are rings available ready in the leading stores and sites for both him and her. Promise Rings for men can be worn in any of the fingers on the right or left hand as desired. There is no hard and fast rule present for wearing the ring the 'right way'.
Mike Wesch

U.S. Copyright Office - Anticircumvention Rulemaking - 0 views

www.copyright.gov/1201

copyright dvd video

shared by Mike Wesch on 26 Jul 10 - Cached
  • Bill Genereux on 26 Jul 10
     
    New rules on circumventing technological access controls for copyright fair use.
Mike Wesch

The WELL: Bruce Sterling: State of the World, 2009 - 0 views

www.well.com/...-State-of-the-Worl-page01.html

Sterling future

shared by Mike Wesch on 05 Jan 09 - Cached
  • I have to love a guy who talks about a "collapse gap." He's got a blog called "ClubOrlov" at http://cluborlov.blogspot.com/, and in his intro to a guest post on December 23, he says " I called it as I saw it, and, unfortunately, I seem to have called it correctly. The US is collapsing before our eyes. Stage 1 collapse is very advanced now; stages 2 and 3 are picking up momentum."
  • So that leaves the Americans -- the global wealthy are clinging to 'em like a drunk to a lamppost.
  • I notice that John Robb, one of my favorite prophets of doom, has formed some tacit New Urbanist alliance with James Howard Kunstler, also one of my favorite prophets of doom.
  • ...10 more annotations...
  • In my futurist book TOMORROW NOW I was speculating that there might be a post-national global new order arising in cities. Cities as laboratories of the post-Westphalian order.
  • I was on a call recently with a business that produces "resilient cities" planning, database-intensive digital planning.
  • if we allow ourselves to buy into the fragmentation of postmodernity, where positionality, diversity and ennui rule the day, we lose sight that there are big, tangible players who have the power to behave in ways with their political clout, capital, manufacturing and commerce that are either earth-friendly or not earth-friendly.
  • Instead, I hope we will approach a critical mass in the populace where we persistently insist––politically, economically, spiritually––that our business and government leaders adopt behaviors that embrace a new global consciousness
  • The same goes for Americans trying to rebel against Wall Street. There's no visible other space. There's no liberated territory. It's like rebelling against a funhouse mirror because it makes you look so fat and stupid.
  • his is not just a bad vibe happening. Merrill Lynch is gone. Enron is long gone. Madoff is a crook. The big boys are hurting. Cities are broke, states are broke, the feds are a laughingstock. The Congress and the former Administration have fully earned the public's contempt. You can't "blame the media" for that. Even the media's broke -- ESPECIALLY the media.
  • I agree that there's an irrational panic now. There are also a large crowd of severe, real-world, fully rational, deeply structural problems that have gone unconfronted for years.
  • This is a frank recognition of the stakes. It's aimed at the adults in the room.
  • People become happy when they have something coherent to be enthusiastic about.
  • When you can't imagine how things are going to change, that doesn't mean that nothing will change. It means that things will change in ways that are unimaginable.
Mike Wesch

'Online Social Networking on Campus' :: Inside Higher Ed :: Higher Education's Source f... - 0 views

www.insidehighered.com/...network

facebook campus academia ELI2009

shared by Mike Wesch on 08 Jan 09 - Cached
  • Facebook, for example, is understood by students as “real” with a complex web of rules that guide playful misrepresentation, for example.
  • In our study, it was evident that student use of Facebook was governed by the degree to which students felt that they controlled self-presentation or digital agency
  • A code of Facebook ethics for faculty currently exists on the site and I would recommend that faculty review it.
  • ...3 more annotations...
  • I don’t see a problem with accepting a students’ friend request. And you can do so as a professor, and still make your profile as personal as you want it for your friends. How? Facebook has amazing privacy settings. You can make a friend list (all students, for instance) and then restrict how much of your profile they can see, and how much of your activity they can see. Students can see my basic work, school and contact info, but cannot see my status updates, photos tagged of me, or what my friends write on my wall.
  • There are ways to interact with students via Facebook without being friends. Facebook provides the Groups feature, but I recommend building your own application or choosing an application provider like ourselves. Applications allow users to interact with one another outside of being Facebook Friends. In our app, Instructors can send gifts, post on walls, share links, see status updates, and play a name game — all without being friends.
  • As someone who has built an LMS on Facebook, I can tell you the more you move towards “instructional tool” the more resistance and less use you will end up with.
Mike Wesch

YouTube - No way! A bunch of viral clips and an overused song! - 0 views

www.youtube.com/watch

4chan b anonymous video youtube funny autoethnography

shared by Mike Wesch on 08 Jan 09 - Cached
  • blackUP2424 (8 hours ago) Show Hide Marked as spam Reply | Spam a happy place where people post interesting pictures that discuss philosophy and the very essence of humanity. They're a bunch of swell guys, go check em out. MichealNBurress (10 hours ago) Show Hide Marked as spam Reply | Spam and wtf is /b/?
  • I did this video forever and a fucking half ago and no longer care for it so save the "rule 1 & 2" bullshit because no one cares
Brin Miller

Document View - 0 views

proquest.umi.com.er.lib.ksu.edu/pqdweb

shared by Brin Miller on 30 Jan 09 - No Cached
  • TextAnalyst processes textual data through what is termed "natural language text analysis." Using linguistic rules and "artificial neural network technology," the program mimics human cognitive analytical processes. It begins by processing each document as a sequence of symbols, generating a hierarchical semantic network structure based on the frequency of terms and the relationships between them. After analyzing the document, each term (or theme) within the network is assigned an individual statistical weight (range 0-100) relative to its importance within the entire text. Additionally, the relationships between terms are also assigned a statistical weight, in effect highlighting the strength of thematic associations. TextAnalyst then engages in the process of renormalization - adjusting the statistical weight of each term based on its relationship to others. The renormalized values are termed "semantic weights" and can be arranged into a semantic network. High semantic weights are indicative of a term or theme having considerable significance within the overall text. Inter-item weights, also presented in the figures to follow, suggest significant association between text themes.
    • Brin Miller
      Brin Miller on 30 Jan 09
       
      Good for linguistic stuff
Brin Miller

Document View - 0 views

proquest.umi.com.er.lib.ksu.edu/pqdweb

linguistic textanalyst

shared by Brin Miller on 30 Jan 09 - No Cached
  • TextAnalyst processes textual data through what is termed "natural language text analysis." Using linguistic rules and "artificial neural network technology," the program mimics human cognitive analytical processes. It begins by processing each document as a sequence of symbols, generating a hierarchical semantic network structure based on the frequency of terms and the relationships between them. After analyzing the document, each term (or theme) within the network is assigned an individual statistical weight (range 0-100) relative to its importance within the entire text. Additionally, the relationships between terms are also assigned a statistical weight, in effect highlighting the strength of thematic associations. TextAnalyst then engages in the process of renormalization - adjusting the statistical weight of each term based on its relationship to others. The renormalized values are termed "semantic weights" and can be arranged into a semantic network. High semantic weights are indicative of a term or theme having considerable significance within the overall text. Inter-item weights, also presented in the figures to follow, suggest significant association between text themes.
Mike Wesch

Arab Media: The Web 2.0 Revolution - 0 views

www.carnegie.org/...index.html

facebook web2.0 politics esra protest phantom

shared by Mike Wesch on 16 Feb 09 - Cached
  • The Cairo News Company, which provided satellite services and equipment for Al Jazeera, the BBC and CNN, was raided by police after it transmitted footage of the food riots.
  • But new media applications were changing the rules. This was demonstrated by the arrest of a journalism student from Berkeley named James Karl Buck, who was detained along with his Egyptian interpreter as he photographed a street protest. Buck used the Twitter application on his cell phone to send a snapshot of himself and the text message “arrested” to a list serve of his contacts. His friends used the message to prompt intervention from Berkeley and the U.S. consulate. Buck was soon able to Twitter the word “free,” and mounted an online campaign to release his interpreter.
  • police finally located him and tortured him for his Facebook password and names of the other group members (the vast majority of which he didn’t know).
  • ...4 more annotations...
  • But in the United States, many would-be activists have been frustrated by the gap between an online click and concrete participation. Facebook groups and causes often swell, crest and dissipate without leaving a mark on the outside world. 
  • As of August 5, 2008, Facebook listed 484,137 members in the Egypt Network. The 6 April group was alive and well with 72,274 members (six of them new).
  • There are still important differences in the way content is generated as well. The print tradition of knowledge creation tends to require more research, reflection and refinement in the process of transforming an idea from impulse to public distribution. The online environment encourages instant, reflexive responses. So the Internet as we know it has two powerful functions: as conveyor of its own immediate data, and as an extraordinary portal to traditional repositories of knowledge: the published books, reports, journalism, legal briefs and scholarly articles.
  • The Arab world has had a fundamentally different relationship to print culture, and modern published resources are sorely lacking.
Mike Wesch

Being Real - by Judith Donath - 0 views

smg.media.mit.edu/...BeingReal.html

authenticity donath identity reality research youtube

shared by Mike Wesch on 29 May 08 - Cached
  • This chapter will address the problem of teleidentity: how do we - or do we - "know" another person whom we have encountered in a mediated environment?
  • Knowing something about a person's social identity is fundamental for knowing how to act toward them, for the complex rules of social conduct that govern our behavior toward each other cannot function in the absence of information about the other
  • When we first meet someone, we perceive only a few details about them: perhaps their appearance, a few words they utter, the context in which we meet them. Yet our impression of them is much deeper. As George Simmel wrote in his influential 1908 article How is Society Possible? we do not see merely the few details we have actually observed, but "just as we compensate for a blind spot in our field of vision so that we are no longer aware of it, so a fragmentary structure is transformed... into the completeness of an individuality."
Mike Wesch

The New Atlantis » Is Stupid Making Us Google? - 0 views

www.thenewatlantis.com/...is-stupid-making-us-google

Carr Bowman socialmedia critic learning effects

shared by Mike Wesch on 03 Jan 09 - Cached
  • “as we come to rely on computers to mediate our understanding of the world, it is our own intelligence that flattens into artificial intelligence.”
  • what we are witnessing is not just an educational breakdown but a deformation of the very idea of intelligence.
  • Even those who have come to the Web late in life are not so very different, then, from the fifth-graders who, as an elementary school principal told Bauerlein, proceed as follows when they are assigned a research project: “go to Google, type keywords, download three relevant sites, cut and paste passages into a new document, add transitions of their own, print it up, and turn it in.”
  • ...11 more annotations...
  • even those who are most gung-ho about new ways of learning probably tend to cling to a belief that education has, or ought to have, at least something to do with making things lodge in the minds of students—this even though the disparagement of the role of memory in education by professional educators now goes back at least three generations, long before computers were ever thought of as educational tools.
  • adapting its understanding of what education is to the new realities of how the new generation of “netizens” actually learn (and don’t learn) rather than trying to adapt the kids to unchanging standards of scholarship and learning.
  • “lower-order skills” in comparison with the spatial, information-gathering, and pattern-recognition skills fostered by hours at the computer screen
  • can’t imagine a mathematician saying the same thing about math, or a biologist about biology, yet, sad to say, scholars, journalists, and other guardians of culture accept the deterioration of their province without much regret.
  • humanities stopped being, or even wanting to be, “guardians of culture” a long time ago.
  • In other words, the “mentors” have not only betrayed their pupils, they have denounced the very idea of mentorship in anything but the tools of deconstruction which allow them to set themselves up as superior to—rather than the humble acolytes of—the culture they study.
  • redefining education as the acquisition of information-retrieval skills
  • No one has ever taught them that books can be read for pleasure or enlightenment—or for any other purpose than to be exposed as the coded rationalization for the illegitimate powers of the ruling classes that they really are
  • But while Bauerlein takes Johnson to task on several points, he seems to suggest that all our educators have to do is expose their charges to some superior alternative to “the ordinary stuff of youth culture”
  • “Young people,” he rightly notes, “need mentors not to go with the youth flow, but to stand staunchly against it, to represent something smarter and finer than the cacophony of social life.” He’s also right that they need more time away from the computer in order to acquire the skills of “deep reading” recommended by Nicholas Carr.
  • But they are not likely to get either one so long as so many educators cling as they do now to the axiomatic belief not just that “learning can be fun” but that it must be fun, and the equally axiomatic rejection of that which may cause pain and humiliation, even if these are productive of real learning
    • Kevin Champion
      Kevin Champion on 04 Jan 09
       
      Well, learning certainly is fun! The process of learning can often times be difficult, terrifying, exciting, depressing, saddening etc. What's interesting is that there is no mention of relevance here. Learning is not always fun, but I think it is always fun when it is relevant. It also seems that the subjective experience of learning only occurs when it is fun. It doesn't feel like learning to me unless it is relevant to me; if it is relevant to me, it is fun! By extension, perhaps we benefit from thinking about learning from both subjective and objective perspectives, including both singular and collective objects (learning of an individual subjectively and objectively + learning of a group subjectively and objectively).
Mike Wesch

The Postmodern Condition by Jean-Francois Lyotard. 1979 - 0 views

www.marxists.org/...lyotard.htm

categorization information lyotard pomo web2.0

shared by Mike Wesch on 22 Jan 08 - Cached
  • The nature of knowledge cannot survive unchanged within this context of general transformation.
  • Along with the hegemony of computers comes a certain logic, and therefore a certain set of prescriptions determining which statements are accepted as “knowledge” statements.
  • thorough exteriorisation of knowledge with respect to the “knower,”
  • ...15 more annotations...
  • will one day fight for control of information
  • he form of value
  • Knowledge is and will be produced in order to be sold
  • Wittgenstein, taking up the study of language again from scratch, focuses his attention on the effects of different modes of discourse; he calls the various types of utterances he identifies along the way (a few of which I have listed) language games.
  • especially if it is to undergo an exteriorisation with respect to the “knower” and an alienation from its user even greater than has previously been the case
  • revealing that knowledge and power are simply two sides of the same question: who decides what knowledge is, and who knows what needs to be decided? In the computer age, the question of knowledge is now more than ever a question of government.
  • New legal issues will be raised, and with them the question: “who will know?”
  • the observable social bond is composed of language “moves.”
  • One can decide that the principal role of knowledge is as an indispensable element in the functioning of society, and act in accordance with that decision, only if one has already decided that society is a giant machine.
  • For brevity’s sake, suffice it to say that functions of regulation, and therefore of reproduction, are being and will be further withdrawn from administrators and entrusted to machines. Increasingly, the central question is becoming who will have access to the information these machines must have in storage to guarantee that the right decisions are made. Access to data is, and will continue to be, the prerogative of experts of all stripes. The ruling class is and will continue to be the class of decision makers. Even now it is no longer composed of the traditional political class, but of a composite layer of corporate leaders, high-level administrators, and the heads of the major professional, labor, political, and religious organisations.
  • This breaking up of the grand Narratives (discussed below, sections 9 and 10) leads to what some authors analyse in terms of the dissolution of the social bond and the disintegration of social aggregates into a mass of individual atoms thrown into the absurdity of Brownian motion.
  • It would be superficial to reduce its significance to the traditional alternative between manipulatory speech and the unilateral transmission of messages on the one hand, and free expression and dialogue on the other.
  • What is needed if we are to understand social relations in this manner, on whatever scale we choose, is not only a theory of communication, but a theory of games which accepts agonistics as a founding principle.
  • Rather, the limits are themselves the stakes and provisional results of language strategies, within the institution and without.
  • This, I think, is the appropriate approach to contemporary institutions of knowledge.
Mike Wesch

Everything Is Miscellaneous - Chapter One - 0 views

www.everythingismiscellaneous.com/...eim-sample-chapter1.html

categorization information web2.0

shared by Mike Wesch on 22 Jan 08 - Cached
  • Such features are not just cool tricks. They change the basic rules of order.
Mike Wesch

Who's Really Participating in Web 2.0 | TIME - 0 views

www.time.com/...0,8599,1614751,00.html

ksudigg web2.0

shared by Mike Wesch on 22 Jan 08 - Cached
  • Far less than 1% of visits to most sites that thrive on user-created materials are attributable as participatory, the remaining 99% are passive visits.
    • Mike Wesch
      Mike Wesch on 22 Jan 08
       
      Note that this is referring to VISITS, not users.   So the 80/20 rule is really not being tested here.
  • Mike Wesch on 22 Jan 08
     
    Intepretation of the stats is flawed.  Just because less than 1% of VISITS to pages are not participatory does not mean that less than only 1% of USERS are participating.
presentsavage

Why I Ban Laptops in my Classroom - 3 views

www.britannica.com/...-i-ban-laptops-in-my-classroom

ban laptops classroom rules teachers and technology luddite

shared by presentsavage on 12 Feb 11 - Cached
  • presentsavage on 12 Feb 11
     
    Professor thinks laptops encourage thoughtless transcription of lectures, give bored students something to do. It's only a matter of time before he goes this far: http://www.ebaumsworld.com/video/watch/80925439/
xchen123

Remote Control: How the Media Sustain Authoritarian Rule in China - 1 views

cps.sagepub.com.er.lib.k-state.edu/...0010414010394773.abstract

China ANTH522 project mediated cultures firewall

shared by xchen123 on 09 Mar 11 - No Cached
  • xchen123 on 09 Mar 11
     
    Most recent published article about media control in China...
Certificate IV Assessment

Qualified Trainers with Certificate IV in Training and Assessment - 1 views

With a talent for helping others and teaching, becoming a trainer is the perfect career progression for me. To train myself and become recognised in my chosen field, I enrolled to get a Certificat...

Certificate IV in Training and Assessment

started by Certificate IV Assessment on 26 Sep 11 no follow-up yet
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