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J.Randolph Radney

How people monitor their identity and search for others online | Pew Internet & America... - 0 views

  • Reputation management has now become a defining feature of online life for many internet users, especially the young. While some internet users are careful to project themselves online in a way that suits specific audiences, other internet users embrace an open approach to sharing information about themselves and do not take steps to restrict what they share.
  • Compared with older users, young adults are not only the most attentive to customizing their privacy settings and limiting what they share via their profiles, but they are also generally less trusting of the sites that host their content.
Marcus Ramirez-Santoyo

What's Wrong with Abortion - the case against abortion - 3 views

  • ul II writes:
  • The common outcry, which is justly made on behalf of human rights -- for example, the right to health, to home, to work, to family, to culture -- is false and illusory if the right to life is not defended with maximum determination.
    • Marcus Ramirez-Santoyo
       
      This is an appeal to religion (since the authors quote a religious authority figure) as well as to morality. Without providing any kind of evidence, the authors attempt to convince people by telling them that it is their duty to oppose abortion.
    • Marcus Ramirez-Santoyo
       
      Ethos
  •  Abortion ruined my life and the woman I was involved with. We chose abortion to "save our careers" but it ended up costing everything.
    • Marcus Ramirez-Santoyo
       
      This is a personal argument based on the author's own personal experience. Although it shows what can happen, the author makes it seem as though it is an inevitable result of abortion. However, it cannot be generalized as other people may have had different experiences and feel differently about the issue.
  • ...24 more annotations...
    • Marcus Ramirez-Santoyo
       
      These pictures try to persuade people by making them believe that God does not condone abortion. It is also a reference to our 'playing God', which happens to be a common religious argument against scientific advancements. Furthermore, the depiction of children serves to demonstrate that children are an essential part of 'God's plan' and must, therefore, be protected. They also look weak and defenseless, which elicits an emotional response also known as the mother's / father's instinct.
    • Marcus Ramirez-Santoyo
       
      Ethos & pathos
    • Marcus Ramirez-Santoyo
       
      This is a picture of a 14-week old fetus. It, too, is supposed to elicit an emotional response, or a protective instinct. Since the 'baby' is fully recognizable as a 'human being' (due to the fact that it certainly looks like one), it serves to reinforce the argument that abortion is murder.
    • Marcus Ramirez-Santoyo
       
      Pathos
    • Marcus Ramirez-Santoyo
       
      The aborted fetus is supposed to make one feel disgusted and devastated as well as angry and sad. However, this is an 11-week old fetus (as opposed to the 14-week old fetus). It may be the case that there is a fundamental difference between an 11-week old and a 14-week old fetus in terms of their development into an actual human being.
    • Marcus Ramirez-Santoyo
       
      Pathos & attempt at logos
  • I'll call this girl "Sara."
    • Marcus Ramirez-Santoyo
       
      By giving the fetus a name and referring to it as "girl", the authors emphasize that it is (in their opinion, that is) a human being.
  • Sara could not protect herself while the "doctor" cut her head off with fore snips. This is what abortion looks like.
    • Marcus Ramirez-Santoyo
       
      This brutal description of what happened to the fetus in the picture once again elicits a strong emotional response. In addition to that, the author also fails to mention that there may be more to abortion than the 'killing' of 'human beings'.
    • Marcus Ramirez-Santoyo
       
      Pathos
  • Sara will never learn how skip or play hopscotch. She will never experience her first date or the prom.
    • Marcus Ramirez-Santoyo
       
      This is an appeal to emotion. The authors make the readers recall certain significant past events such as their prom or their first date. By doing so, the reader is forced to think about what it would have been like if it had been him or her and the authors successfully make it a very personal issue.
    • Marcus Ramirez-Santoyo
       
      Pathos
  • Sara has been denied the right to vote, the right to freedom of speech, the right to work. All these things that women have worked so hard to achieve have been denied to Sara.
    • Marcus Ramirez-Santoyo
       
      The authors then go on to argue that abortion is not only morally wrong but also politically wrong as it takes away several rights from a 'human being'. Furthermore, they compare it to feminist issues (which is also why they chose to call the fetus "Sara" and refer to it as a "girl"), thereby appealing to women and especially to feminists (whether they be male or female).
  • This first question we must ask ourselves when considering our opinion on abortion is this: "Is something being killed?" Everyone familiar with biology will answer yes. The next question is "What is being killed?" A simple way to answer this is to ask "Does it have DNA? The answer is yes. What kind is it? Human. The DNA at 5 minutes after conception is identical to the DNA 85 years after conception.
    • Marcus Ramirez-Santoyo
       
      The authors try to argue deductively. However, they assume that everything they say is based on nothing but facts even though they never prove that everything that 'has human DNA' is in fact a fully developed human being.
    • Marcus Ramirez-Santoyo
       
      Attempt at logos
  • Every major abortion rights organization and doctor admits it is a human being.
    • Marcus Ramirez-Santoyo
       
      The authors present this as a fact even though it is still a very controversial issue.
  • "Jane Roe" in the case has since said it was the worse mistake she ever made. How come you never hear that in the main stream media? She was a puppet for an abortion agenda, another example of the abortion industry's abuse of young women.
    • Marcus Ramirez-Santoyo
       
      The authors try to persuade the readers that the women who decide to get an abortion are actually victims. Surely, some of them regret it but there are also women who do not regret it. By taking one example and presenting it as a general rule of thumb, the authors redirect the reader's anger toward the authorities and the institutions that support abortion.
    • Marcus Ramirez-Santoyo
       
      Ethos
  • Abortion is not the first time this word game of personhood vs. humanity has been played with human life. During the slave trade, it was acknowledged that black people were human beings, but not "persons". During the Holocaust, Hitler acknowledged that Jews were human beings. That's why he performed horrible experiments on them, but he did not acknowledge their "personhood."
    • Marcus Ramirez-Santoyo
       
      By comparing abortion to slavery and to the Holocaust, the authors once again elicit a strong emotional and moral response that leads to the readers thinking about the wrongness of the act. Abortion is thereby inevitably depicted as a crime (or even genocide), which is an attempt to make people want to oppose it.
    • Marcus Ramirez-Santoyo
       
      It seems like the authors are trying to make it look like an appeal to logos rather than pathos.
    • Marcus Ramirez-Santoyo
       
      Once again, this picture's purpose is to convince people that fetuses are fully developed human beings and that nothing really distinguishes them from any of us.
    • Marcus Ramirez-Santoyo
       
      However, just because the fetus is comprised of 46 chromosomes does not necessarily mean that a fetus is the same as a newborn baby.
    • Marcus Ramirez-Santoyo
       
      Attempt at logos
  • A newborn is not as well developed as a toddler. I am more developed than toddler.
    • Marcus Ramirez-Santoyo
       
      This comparison is invalid since the real question is whether a fetus is "alive" yet. Toddlers and the authors are without a doubt alive. Yet, the authors' use of an analogy is quite interesting as it seems to be an attempt to appeal to logic.
    • Marcus Ramirez-Santoyo
       
      Attempt at logs
  • Yes the unborn baby lives in a unique environment. But I do not cease becoming a human when I travel to work, or home. Environment does not determine personhood.
    • Marcus Ramirez-Santoyo
       
      Once again, this analogy is invalid. One's workplace and one's home are both situated in a world outside of the womb whereas a fetus is not a part of 'our' world yet.
    • Marcus Ramirez-Santoyo
       
      Attempt at logos
  • In the last 30 years approximately 21,500,000 women have died violent deaths in the United States. They have had their arms ripped off, they have had their legs ripped off, they have had their heads cut off. These women were defenceless, they could not speak out to defend themselves. They remained silent as they were brutally murdered. These women were not fully grown. They were waiting to be born. These women died from abortion. Most abortionists are men who say that they are in favour of women's rights and they say they shun violence against women. Obviously, they are not in favour of the rights of women in the womb.
    • Marcus Ramirez-Santoyo
       
      Once again, the authors appeal to feminism and claim (without any evidence) that abortion is, indeed, murder. They are thereby taking the peripheral route rather than the central route to persuasion as they focus on the emotional rather than the factual / logical aspects of the matter.
    • Marcus Ramirez-Santoyo
       
      Pathos
  • Half of women carrying babies have a little boy inside them with a penis. Is that penis a part of her body? That would be a first.
    • Marcus Ramirez-Santoyo
       
      The authors' use of sarcasm is quite effective in this case as it helps make a point regarding the difference between a woman's body and the fetus's body.
    • Marcus Ramirez-Santoyo
       
      Logos
  • The abortion industry is a multi billion dollar industry and Planned Parenthood is now exporting this industry to countries around the world like a McDonald's franchise.  I just attended a summit on "Population Control" in Ottawa. It is scary to think that we are now trying to export abortion to countries around the world the way we export wheat. Much of this is being paid by our governments.
    • Marcus Ramirez-Santoyo
       
      Making it seem as though abortion is but a business distracts from other aspects of it such as 'abortion as a result of rape' etc. and redirects anger toward the institutions that support it. Hence, people's desire to put an end to abortion grows (if they do not critically reflect on it, that is). 
    • Marcus Ramirez-Santoyo
       
      Pathos
  • I believe that as Christians we are obligated to step in. The Bible makes it clear that it is wrong to stand by as innocent blood is shed. (Deut 21:5, 7-9; Ezk 22:3-4, Is 1:15-16, Lev 18:21. ) Ruben rescued Joseph (Gn 37:21-22), Hebrew midwives rescued baby boys from the infanticide of Pharaoh (Ex 1:17) The solders of Saul rescued Jonathan from murder (1 Sam 14:45), Obadiah rescued 100 prophets from Jezebel. Esther risked her life to save her people from genocide.
    • Marcus Ramirez-Santoyo
       
      Once again, this is an approach to religion and morality and abortion is depicted as murder and genocide. This also elicits an emotional response.
    • Marcus Ramirez-Santoyo
       
      Ethos
  • 23,000 couples in Canada and 230,000 couples in the US want to adopt children. Many go overseas to find babies because North Americans abort the majority of our unwanted babies.
    • Marcus Ramirez-Santoyo
       
      The authors distract from the real issue at hand and even blame women who decide to have an abortion for the hardship of couples who wish to adopt a child. This might actually help win them over, too.
    • Marcus Ramirez-Santoyo
       
      Logos
  • "Oh Lord give us the strength to not only experience our horror at this holocaust but the courageously stand up and be counted and to follow the heroes who brought down the slave trade and those who saved Jews from the Holocaust."
    • Marcus Ramirez-Santoyo
       
      The repetition of a previously mentioned idea only re-emphasizes its importance and elicits the same emotional response again (and perhaps even a stronger one than before).
    • Marcus Ramirez-Santoyo
       
      Pathos
  • after the Genome project
    • Marcus Ramirez-Santoyo
       
      Mentioning the Human Genome Project makes the authors' claim seem more factual and believable.
    • Marcus Ramirez-Santoyo
       
      Ethos
  • Fertilization is the miracle moment, and all 46 chromosomes are coming together. It's when life begins. It is new human life.
    • Marcus Ramirez-Santoyo
       
      The description of the process ('a miracle') once again adds a religious or a spiritual aspect to it. Claiming that it is in fact a 'new human life' ignores the actual controversy around the issue and effectively introduces the next and final argument.
  • It is the killing of an innocent human. Lord Jesus, let Your prayer of unity for Christians become a reality, in Your way we have absolute confidence that you can bring your people together we give you absolute permission to move Amen
    • Marcus Ramirez-Santoyo
       
      Repeating the main statement (it is murder) and ending the discussion with a 'prayer' emphasizes the wrongness of the act as well as the religious aspect of it. We should not play God because 'in Your way [God's way] we have absolute confidence', meaning that if God wanted it to happen it would happen naturally (by itself). Furthermore, ending the discussion the same it started is also very effective as it demonstrates that it is now 'complete' (like a 'vicious' cycle that one cannot escape).
    • Marcus Ramirez-Santoyo
       
      Pathos & ethos
  • I do not come to the Pro-life movement for some altruistic reason, I come through my own experience and suffering.
    • Marcus Ramirez-Santoyo
       
      The authors are trying to establish credibility (ethos).
J.Randolph Radney

MediaPost Publications 5 Things Marketers Can Learn From Stories 06/12/2012 - 0 views

  • Storytellers cause you to see what you see, but do little to cause the way you think or feel about what you see. Doing so would be like the comedian explaining the punch line of his joke. 
  • Creating a differentiated brand identity may influence buying. But creating strong brand identification will influence joining. It’s always better to have joiners than buyers. Joiners are the ones who remain buyers and wear your logos.  
J.Randolph Radney

Teaching in Social and Technological Networks « Connectivism - 0 views

  • Technological networks have transformed prominent businesses sectors: music, television, financial, manufacturing. Social networks, driven by technological networks, have similarly transformed communication, news, and personal interactions. Education sits at the social/technological nexus of change – primed for dramatic transformative change. In recent posts, I’ve argued for needed systemic innovation. I’d like focus more specifically on how teaching is impacted by social and technological networks.
  • social and technological networks subvert the classroom-based role of the teacher. Networks thin classroom walls. Experts are no longer “out there” or “over there”. Skype brings anyone, from anywhere, into a classroom. Students are not confined to interacting with only the ideas of a researcher or theorist. Instead, a student can interact directly with researchers through Twitter, blogs, Facebook, and listservs. The largely unitary voice of the traditional teacher is fragmented by the limitless conversation opportunities available in networks. When learners have control of the tools of conversation, they also control the conversations in which they choose to engage.
  • Course content is similarly fragmented. The textbook is now augmented with YouTube videos, online articles, simulations, Second Life builds, virtual museums, Diigo content trails, StumpleUpon reflections, and so on.
  • ...14 more annotations...
  • Thoughts, ideas, or messages that the teacher amplifies will generally have a greater probability of being seen by course participants.
  • The following are roles teacher play in networked learning environments: 1. Amplifying 2. Curating 3. Wayfinding and socially-driven sensemaking 4. Aggregating 5. Filtering 6. Modelling 7. Persistent presence
  • Views of teaching, of learner roles, of literacies, of expertise, of control, and of pedagogy are knotted together. Untying one requires untying the entire model.
  • Fortunately, the experience of wayfinding is now augmented by social systems.
  • I found my way through personal trial and error. Today’s social web is no different – we find our way through active exploration. Designers can aid the wayfinding process through consistency of design and functionality across various tools, but ultimately, it is the responsibility of the individual to click/fail/recoup and continue.
  • The curator, in a learning context, arranges key elements of a subject in such a manner that learners will “bump into” them throughout the course. Instead of explicitly stating “you must know this”, the curator includes critical course concepts in her dialogue with learners, her comments on blog posts, her in-class discussions, and in her personal reflections.
  • Sensemaking in complex environments is a social process.
  • Perhaps we need to spend more time in information abundant environments before we turn to aggregation as a means of making sense of the landscape.
  • magine a course where the fragmented conversations and content are analyzed (monitored) through a similar service. Instead of creating a structure of the course in advance of the students starting (the current model), course structure emerges through numerous fragmented interactions. “Intelligence” is applied after the content and interactions start, not before.
  • Aggregation should do the same – reveal the content and conversation structure of the course as it unfolds, rather than defining it in advance.
  • Filtering resources is an important educator role, but as noted already, effective filtering can be done through a combination of wayfinding, social sensemaking, and aggregation. But expertise still matters. Educators often have years or decades of experience in a field. As such, they are familiar with many of the concepts, pitfalls, confusions, and distractions that learners are likely to encounter.
  • To teach is to model and to demonstrate. To learn is to practice and to reflect.”
  • Apprenticeship learning models are among the most effective in attending to the full breadth of learning.
  • Without an online identity, you can’t connect with others – to know and be known. I don’t think I’m overstating the importance of have a presence in order to participate in networks. To teach well in networks – to weave a narrative of coherence with learners – requires a point of presence. As a course progresses, the teacher provides summary comments, synthesizes discussions, provides critical perspectives, and directs learners to resources they may not have encountered before.
  •  
    Here are some additional thoughts that relate to my teaching approach in courses.
J.Randolph Radney

EBSCOhost: Footprints in the Digital Age - 0 views

  • A recent National School Boards Association survey (2007) announced that upward of 80 percent of young people who are online are networking and that 70 percent of them are regularly discussing education-related topics.
  • these shifts demand that we move our concept of learning from a "supply-push" model of "building up an inventory of knowledge in the students' heads" (p. 30) to a "demand-pull" approach that requires students to own their learning processes and pursue learning, based on their needs of the moment, in social and possibly global communities of practice.
  • Last December, in an effort to honor the memory of her grandfather who had died the year before, Laura decided to do one good deed each day in the run-up to Christmas. She decided, with her mother's approval, to share her work with the world.Laura's blog, "Twenty-Five Days to Make a Difference" (http://twentyfivedays.wordpress.com), quickly caught the eye of some other philanthropic bloggers.
  • ...5 more annotations...
  • Laura is not just publishing, and others are not just reading. Now when she wants ideas for charities to work for as her project enters its 11th month, Laura says, "I ask my readers" (Richardson, 2008).
  • In addition, under her mother's guidance and care, Laura is learning online network literacies firsthand. As Stanford researcher Danah Boyd (2007) points out, we are discovering the potentials and pitfalls of this new public space. What we say today in our blogs and videos will persist long into the future and not simply end up in the paper recycling bin when we clean out our desks at the end of the year. What we say is copyable; others can take it, use it, or change it with ease, making our ability to edit content and comprehend the ethical use of the content we read even more crucial. The things we create are searchable to an extent never before imagined and will be viewed by all sorts of audiences, both intended and unintended.
  • These new realities demand that we prepare students to be educated, sophisticated owners of online spaces. Although Laura is able to connect, does she understand, as researcher Stephen Downes (2005) suggests, that her network must be diverse, that she must actively seek dissenting voices who might push her thinking in ways that the "echo chamber" of kindred thinkers might not? Is she doing the work of finding new voices to include in the conversation? Is she able to make astute decisions about the people with whom she interacts, keeping herself safe from those who might mean her harm? Is she learning balance in her use of technology, or is she falling into the common pattern of spending hours at the keyboard, losing herself in the network? This 10-year-old probably still needs to learn many of these things, and she needs the guidance of teachers and adults who know them in their own practice.
  • More than ever before, students have the potential to own their own learning — and we have to help them seize that potential. We must help them learn how to identify their passions; build connections to others who share those passions; and communicate, collaborate, and work collectively with these networks.
  • Will Richardson is the author of Blogs, Wikis, Podcasts, and Other Powerful Tools for Classrooms (Corwin Press, 2006) and cofounder of Powerful Learning Practice (http://plpnetwork.com). He blogs at http://weblogg-ed.com and can be reached at weblogged@gmail.com.
  •  
    This item is about safeguarding your identity and your privacy as you use Web 2.0 tools. Review it carefully.
Annie Wong

Apple: It's All About the Brand - 1 views

    • Annie Wong
       
      This site appeals to many readers because of all the different sections they provide. The tabs keep the page organized and easy to use.
    • Annie Wong
       
      Paragraphs are kept short, and with spacing in between.. allows for an easier read
  • Move over Michael Bull, there's a new "Professor iPod" in town
    • Annie Wong
       
      There is a tone in this sentence.. can't quite put my finger on it.. I almost want to say sarcasm/humorous? Or like a radio announcer..
  • ...19 more annotations...
    • Annie Wong
       
      the ads on the side here are slightly distracting.. makes the eye wander from the actual content.
  • Giesler has researched and written extensively on technology, consumption and marketing. He has
    • Annie Wong
       
      This whole article uses the element of exemplification. The author is Leander Kahney, but not once in the article does he speak/have input.. it is all based on his interview of Markus Giesler and his research findings/experiences.
  • storing the soundtrack of a lifetime, as well as names, addresses, calendars and notes.
    • Annie Wong
       
      iPod is a person's second brain
  • entirely new beas
  • IPod and user form a cybernetic unit," said Giesler. "We're always talking about cyborgs in the context of cultural theory and sci-fi literature, but this is an excellent example that they're out there in the marketplace.... I have seen the future, and it is called the cyborg consumer
  • users give their iPods names
  • hybrid entertainment matrix -- iPod, computer and music store
  • "Consumers often say the iPod has become part of themselves," Giesler said. "The iPod is no longer just an instrument or a tool, but a part of myself. It's a body extension. It's part of my memory, and if I lose this stuff, I lose part of my identity.
    • Annie Wong
       
      Points out to readers and consumers just how much the iPod means to them.. makes them realize just how much they rely on their iPods.. and just how sad/devastating it could be if they lost it.. pulls on the emotional strings
    • Annie Wong
       
      Refers to iPod as a part of themselves, would be lost without them
  • allow consumers to become "technotranscendent
  • They're not sitting in front of the TV, they're inside the game
  • "They're not sitting in front of the TV, they're inside the game
    • Annie Wong
       
      gives examples of what he means by transcendence
  • "hybrid entertainment matrix"
  • online music stores,
  • iPod, a computer, the internet,
  • a revolutionary device that transforms listeners into "cyborgs" through a process he calls "technotranscendence."
    • Annie Wong
       
      and to the listeners as "cyborgs" or robots
    • Annie Wong
       
      personification.. refering to the iPod as a beast..
  • only really useful when it's interconnected
  • Pod is important
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