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J.Randolph Radney

Why Writer's Block is Your Secret Weapon | Copyblogger - 0 views

  • When you work it right, writer’s block is your secret weapon to becoming a better and more resilient writer. And when your ability to write is what pays the bills, that’s gold.
  • face the fear that any act of writing brings.
  • use writer’s block as a signal to stop and reflect on what you fear and why, because if you don’t acknowledge the fear, you’ll never be able to face it. All it takes to move through fear is facing it, feeling it. Saying to yourself, “Okay, this is scary. But it still needs to be done.”
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  • Take a blank sheet of paper and write down a one-line summary of what you think you’re supposed to be writing.
  • Write down all the ideas and opinions about that topic
  • put that page aside because that’s not the one that’s going to turn your block into a weapon. (In fact, it’s the one that will keep you stuck.)
  • Get another blank sheet of paper. Again, write down what you think you should be writing in the center of the page.
  • Dig deep into what you have to say, what you think, and what your opinion is, stripped away from all of those from the first sheet. Put it all out on the page, and take more pages if you need to. Remember, there is no one to judge you and your task is to write without any reference to the ideas or opinions from that first sheet, but write only from within you.
  • Each time you unblock yourself by writing despite your fears, it builds confidence. You realize, “Hey, I’ve got a lot to say! And I’ve got a unique position!”
  • You teach yourself that even though your job requires you to write to and for other people, you’re really doing it for yourself
  • To be a resilient and fierce writer, you need to write despite your fears. And you need signals, such as writer’s block, to help uncover your fears so you can face them.
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    For those of you who find the writing for this class too much to handle: Read this; read it several times; try to follow it's advice.
J.Randolph Radney

YouTube - Bells Of 59 - 1 views

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    Have you ever felt that a song "carried a piece of [you] away"? What was it about the song that caused that to happen? How might it happen for someone else (if it never has happened to you)?
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    it spoke the words i needed to say but could not muster and it played the melody that i felt but could not release or create.
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    in that way, it was beautiful because it saw right through me and showed me my own sensitive side. It also reinforced that i was not alone in my own feelings.
J.Randolph Radney

"This topic is impossible!": Social Media as Research Panacea? (Part II) « Th... - 1 views

  • Rather than having vague status-update conversations with students, where I’m typically assured that everything is “going well” (a response which, in its vagueness, I can neither confirm nor deny), I, by virtue of being connected to my students’ Diigo networks, would be able to look at their sources, and more importantly, their annotations for those sources, and give them specific feedback about their level of engagement and depth of research. Not only would this ability allow me to see what progress they’ve made on their research, but it will also help students develop a clearer sense of what constitutes valuable active reading and how one distinguishes salient, useful information from that which is less valuable.
    • J.Randolph Radney
       
      This feature would allow me to better coach students in the research process.
  • as I imagine that all students will be connected to one another’s Diigo networks, those working on related topics would be able to share ideas, sources, and insights about their progress. At present, I sense that each student perceives his or her research process to be a very isolated one that is disconnected from his or her peers. By employing a network where students could see the notes their peers have made about the sources they’re reading (though Diigo does offer a “private note” feature, which keeps one’s comments hidden from view by others) as well as those that might be potentially useful, the students will hopefully feel less disconnected and despondent about their progress when they hit a speed bump, and instead will look to their peers for guidance and insight.
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    "However, perhaps the most exciting element of Diigo from my perspective, is the insight it will give me as a teacher into the students' research process. Rather than having vague status-update conversations with students, where I'm typically assured that everything is "going well" (a response which, in its vagueness, I can neither confirm nor deny), I, by virtue of being connected to my students' Diigo networks, would be able to look at their sources, and more importantly, their annotations for those sources, and give them specific feedback about their level of engagement and depth of research. Not only would this ability allow me to see what progress they've made on their research, but it will also help students develop a clearer sense of what constitutes valuable active reading and how one distinguishes salient, useful information from that which is less valuable."
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    This is an evaluation of social media tools for classroom use.
Emmy Sill

Read Free Manga Online at One Manga. Online manga scans reader. - 0 views

  • Welcome to One Manga, where manga scans are made delicious! Naruto, Bleach, One Piece, Claymore, Hana Kimi, Vampire Knight... it's all here and more!
    • Emmy Sill
       
      Here is a site, if you are curious about manga's, what I hope to do someday!!! >_< highly recommend Naruto s THAT poplar!
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    manga! free manga! u can sample before you buy manga which is $9.50 per manga some go for up tp $100 so its wise to check it out before you buy on ebay or order though open book down on oliver! by the way you can oder books and it takes usually 3-6 days to get here! <3
Emmy-Lou Sill

Urban Dictionary, February 3: Vaguebooking - 0 views

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    urband dictionary... somewat some truth to it? it is fun to play with and post it on facebook.
J.Randolph Radney

Monitor: The net generation, unplugged | The Economist - 0 views

  • THEY are variously known as the Net Generation, Millennials, Generation Y or Digital Natives. But whatever you call this group of young people—roughly, those born between 1980 and 2000—there is a widespread consensus among educators, marketers and policymakers that digital technologies have given rise to a new generation of students, consumers, and citizens who see the world in a different way. Growing up with the internet, it is argued, has transformed their approach to education, work and politics.
  • But does it really make sense to generalise about a whole generation in this way? Not everyone thinks it does. “This is essentially a wrong-headed argument that assumes that our kids have some special path to the witchcraft of ‘digital awareness’ and that they understand something that we, teachers, don’t—and we have to catch up with them,” says Siva Vaidhyanathan, who teaches media studies at University of Virginia.
  • Any teenager can choose to join a Facebook group supporting the opposition in Iran or the liberation of Tibet, but such engagement is likely to be shallow. A recent study by the Pew Research Center, an American think-tank, found that internet users aged 18-24 were the least likely of all age groups to e-mail a public official or make an online political donation. But when it came to using the web to share political news or join political causes on social networks, they were far ahead of everyone else. Rather than genuinely being more politically engaged, they may simply wish to broadcast their activism to their peers. As with the idea that digital natives learn and work in new ways, there may be less going on here than meets the eye.
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    While it is impossible to classify an entire generation of people regarding characteristics and accurately apply features to an entire population, this article makes some interesting observations with regard to discrepancies between experience and expertise in using the Web. What could you write about such a topic? What does it mean to be a "digital native"?
J.Randolph Radney

picture-2.png (PNG Image, 849×543 pixels) - Scaled (98%) - 2 views

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    I hope this picture displays properly on students' computers. What do you think of it? What does it seem to be "describing"? How does it make you feel? What would you like to say about it? Does it remind you of anything that has ever happened to you?
J.Randolph Radney

Using Google Chrome and Chrome Extensions for Speed and Productivity - ProfHacker.com - 0 views

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    Some ideas to consider regarding Internet browsers.
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    I don't like google chrome. I don't know why but there's something about it that I dislike. I'm going to stick with my good old Firefox.
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    i love chome :D it works nicely with my laptop :p it is fast with speed with internet :D it LOVES ME lol <3
Emmy-Lou Sill

Biography: Cesare Borgia - European History - Helium - 0 views

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    I have learned of the Borgia's from my readings from Manga. I like Acedemic reading mixed with fiction/fantasy! it makes it more interesting no?
Emmy-Lou Sill

THE BORGIAS - Crime Library on truTV.com - 0 views

  • THE BORGIAS
  • The years of the greatest influence of the Borgias (1435 - 1520) correspond to one of the most important periods in European history. It is the age of the Renaissance, the beginning of the Age of Exploration, and the age of some of the great rulers, artists, and writers who have influenced our Modern Age.
  • The Borgia Era begins about the time of Joan of Arc (1430)
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  • It is the era of the great Medici family of Florence,
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    Borgia and Medisi Families that helped shape this modern world as it is today!
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    Here is more infomation on Borgia and Medisi Family, yet I have not found a BLOG on either Borgia and Medisi. shame, oh i may just create my own BLOG! what do you guys think? :)
Emmy-Lou Sill

Davos - World Economic Forum News - The New York Times - 0 views

  • The World Economic Forum has for decades served as a Alpine playground where politicians, chief executives, academics, writers and celebrities socialize and exchange ideas. Established in 1971 as the European Management Forum, it has become better known simply as Davos, for the Swiss skiing resort where it is held each January.
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    here is new york tiimes, i enjoy reading it. lots of infomation
J.Randolph Radney

City Brights: Howard Rheingold : Crap Detection 101 - 0 views

  • "Who is the author?" is the root question. If you don't find one, turn your skepticism meter to the top of the dial. And use easywhois.com to find out who owns the site if there is no author listed. If the author provides a way to ask questions, communicate, or add comments, turn up the credibility meter and dial back the skepticism. When you identify an author, search on the author's name in order to evaluate what others think of the author - and don't turn off your critical stance when you assess reputation. Who are these other people whose opinions you are trusting? Is the site a .gov or .edu? If so, turn up the credibility a notch. If it helps, envision actual meters and dials in your mind's eye - or a thermometer or speedometer. Take the website's design into account - professional design should not be seen as a certain indicator of accurate content, but visibly amateurish design is sometimes an indicator that the "Institute of Such-and-Such" might be an obsessive loner.
  • More good questions to use as credibility probes: Does the author provide sources for factual claims, and what happens when you search on the names of the authors of those sources? Have others linked to this page, and if so, who are they (use the search term "link: http://..." and Google shows you every link to a specified page). See if the source has been bookmarked on a social bookmarking service like Delicious or Diigo; although it shouldn't be treated as a completely trustworthy measurement, the number of people who bookmark a source can furnish clues to its credibility. All the mechanics of doing this kind of checking take only a few seconds of clicking, copying and pasting, searching, and judging for yourself. Again, the part that requires the most work is learning to do your own judging.
  • I use martinlutherking.org as an example with my students today - it's not owned by admirers of the late civil rights leader, but you wouldn't know that at first glance. Another, less sinister but equally sobering teaching story: "The parody site Gatt.org once duped the Center for International Legal Studies into believing it was the Web site of the World Trade Organization.
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  • on the cutting edge of community-based filtering tools, Intel labs' Dispute Finder Firefox Extension "highlights disputed claims on web pages you browse and shows you evidence for alternative points of view."
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    This site has some very helpful tips for research evaluation.
Emmy-Lou Sill

Rise Above Confrence - 0 views

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    I have been to this confrence! it was a sad expereince hearing from individuals telling how and what happened the catholic schools they were taken too. You understand why first nations are they way they are today. There are no guildance to how to get out of that hole of their past when all they need is God to heal them and themselves to accept what happened to them many years ago. It helped change the way i see the world, being first nation myself i saw their pain and hardships. it made me care for other discriminated nations by "assimilation"
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    And i plan on going again to learn more!! to see the brave first nations coming to this, and facing their inner demons. it give me courage to see the next day. Also God is a good God, he does not take away he gives life. but our **own** choices leads to destruction. We are all given a free will to choose our path. :D thought i would let you guys know!!! His love is greater than what we can comprehend. he forgives. Seek the kingdom first then all* else is added to your life :) my fave verse is John 1 3:16
Jak McKinnon

The IT Student Blog » Blog Archive » Work in trance - 1 views

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    This is blog about how IT students and professionals tend to like the same genre of music in large numbers
J.Randolph Radney

Gender Mainstreaming in Poverty Eradication and the Millennium Development Goals - 1 views

  • Chapter 1 provides a brief history of the changing policy discourse and the processes that led to the greater visibility of both poverty reduction and gender equality
  • Chapter 2 charts the gradual evolution of macroeconomic analysis from its earlier gender-blindness to current attempts to make it more gender aware.
  • Chapter 3 sketches out an ‘institutional framework’ for the analysis of gender inequality within the economy and explores its variation across the world.
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  • Chapter 4 turns to a more detailed examination of the relationship between gender inequality and poverty at regional and national levels, drawing on findings from three different approaches to poverty analysis: the poverty line approach; the capabilities approach (using human development indicators); and participatory poverty assessments.
  • Women’s role as economic actors – and its critical importance to the livelihoods of the poor across the world – is considered in Chapter 5.
  • Chapter 6 focuses on the human development concerns of the MDGs.
  • Chapter 7 reinforces the critical importance of certain resources to women’s capacity to exercise agency, but this time focuses on forms of agency that are in the interests of women themselves – in other words, those that serve the goals of women’s empowerment and gender justice.
  • The final chapter (Chapter 8) attempts to draw out the implications of the relationship between gender equality and pro-poor growth for policy efforts to achieve the MDGs.
  • Millennium Development Goal (MDG) on poverty eradication.
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    poverty is my main topics for my essays. so i think this is interesting to me
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    "In September 2000, at the United Nations Millennium Summit, 189 governments across the world made a commitment to take collective responsibility for halving world poverty by 2015."
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    So far, one of the few countries making progress on-track to achieve this goal is (surprisingly) Bangladesh (cited in Yunus, Mohammad. _Creating a World Without Poverty_)
J.Randolph Radney

Singular 'They': a Footnote - Lingua Franca - The Chronicle of Higher Education - 0 views

  • As English teachers, one of our responsibilities is to ensure that students master the conventions of standard edited English, so that they will not be judged in negative ways based on their formal writing. Whether it is fair or not, others (including other teachers and future employers) may judge a construction like singular they as “wrong”—as evidence that a writer is not well trained and “does not know better.”
  • I tell students that they are welcome to use singular they&nbsp; in writing for my class, but they should footnote it the first time they use it and in the footnote explain their rationale for using singular they.
  • A fundamental goal of writing instruction, including instruction in grammar and style, is to encourage students to be highly aware of the decisions they are making as writers, from the level of the word, phrase, and sentence to the terrain of the paragraph and essay as a whole.
J.Randolph Radney

Next Time, Fail Better - Commentary - The Chronicle of Higher Education - 0 views

  • Humanities students are not used to failure. They want to get it right the first time. When they are new to the game, they want to get good grades on what are essentially first drafts. Once they learn how much work it is to write and edit a really good essay, their goals shift—from getting A's on papers written the night before to getting A's and making the difficult process look effortless.
  • I had a colleague who had a poster in his dining room with Samuel Beckett's "Ever tried. Ever failed. No matter. Try again. Fail again. Fail better." We may tell ourselves that, but we don't tell our students. Maybe we should post it in our classrooms, not our dining rooms.
J.Randolph Radney

TeachPaperless: Fountain of Youth: Reflections on Teaching Uses of Social Tech to Young... - 1 views

  • Because we need our teachers to understand that it's not about 'using tech', but rather is about fully engaging in the reality of the 21st century. And we need them to understand that -- if anything -- social tech is a fountain of youth when it comes to learning and ideas.
    • J.Randolph Radney
       
      The claim implied here is that the new Web 2.0 technology like social media, social bookmarking, blogs, and the like are not going to go away. Rather, they are going to become the paradigm for social interaction at a distance. How may the development of such technology and its use in classes encourage greater interest among students in what is taught? How can such technology make it easier for students to complete coursework?
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.
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  • 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.
  • 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.
  • 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.
  • Fortunately, the experience of wayfinding is now augmented by social systems.
  • 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.
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    Here are some additional concepts that are a part of my approach to teaching.
J.Randolph Radney

Reviews - 2 views

  • No matter how much money and sense of security we have banked, I think inside each of us there is, at some time, a barefoot and hungry vagabond, seeking shelter from the cold; someone who feels misplaced, worn to the bone, despondent. I have had many dreams about being homeless myself, forced to share a bed or sleep in a room with strangers. In one dream, I found shelter at a friend’s house. I was sitting on the couch until I realized it was her husband’s favored spot for watching T.V. and moved away. Her husband looked me in the eye and said, “It could happen to anyone.”
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    This is a wonderful 2-page essay with a haunting conclusion that I have highlighted. Please read the essay and comment on the social topic the essay discusses. (You can comment on this link directly in Diigo.)
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    This essay is about the poverty in society, and the way people deal with it. I feel knowing how you can personally deal with this issue will help society.
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