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Weiye Loh

Deep Grammar will correct your text using AI technology - 0 views

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    Deep Grammar works by giving each word a value known as a vector. It then uses that value to determine what context you have used the term in and whether or not it needs changing when it analyzes your text. Mugan gives the example of how Deep Grammar might learn that "I feel worried" is closer to the same meaning as "I feel anxious" than it is to "I feel sleepy." It takes three steps to analyze what has been written - firstly, it computes the likelihood that what's written is what you mean to say and then if needs be, it will replicate the sentence or phrase with something more likely to be what you meant and makes a suggestion to edit.
Gideon Burton

HASTAC | Humanities, Arts, Science, and Technology Advanced Collaboratory - 0 views

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    HASTAC ("haystack") is a very important initiative in the digital humanities, including blogs, contests, projects, and people who are engaged in the cutting edge of moving literature and learning into the digital age.
Sarah Eeee

Dissent Magazine - Arguing The World - Are English Departments Killing the Humanities? - - 0 views

  • The focus of this post is not the thousand-and-one times told tale of how the corporatization of the university and state divestment from higher education has had a particularly disastrous impact upon humanities departments
  • We can treat these realities as facts to be taken for granted.
  • We might wonder if there are conditions of intellectual deprivation for which the institutional structures governing the humanities are partly to blame.
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  • For Arnoldians, literature would play the cultural role once occupied by religion, with beauty civilizing the modern individual.
  • The avatar of that attitude was Harvard’s Douglas Bush, who speaking in 1944 identified the cultural tradition running from the ancient Greeks through Milton as “that heritage for which the war has been fought.”
  • To put it another way, the English department currently labors under a deep paradox: it devotes much of its intellectual energy to declaring the limits of Anglo-American culture while being structurally wedded to that culture in a way that necessarily privileges it.
  • At the risk of being impolite, I will be pointed about their implications: this is not a progressive program of higher education, but is in fact a perniciously anti-progressive one. It confirms the casual undergraduate presupposition that nothing occurring before 1980 is of real significance, that the free market is the culmination of the human desire for liberty, and that digital fora for blather are now fundamental to meditations on our role in the universe.
  • In its youth it promised an education in literature without the hard work of learning languages, much to the dismay of classicists. In its middle age it offered a stripped-down version of philosophy under the banner of critical theory, an intrusion that philosophers bore with Stoic calm. Now in its senescence, the English department is being beaten by communications at its own game of watering down curriculum and reducing humanist traditions to what today’s adolescent will find—to use the favorite malapropism of the text-messaging generation—“relatable.”
  • In an age more forthright in its bigotries, Irving Babbitt advocated a New Humanism that readily embraced a meritocracy of learning. The humanitarian, in Babbitt’s phrase, “has sympathy for mankind in the lump,” where a humanist “is interested in the perfecting of the individual.” The return to the classics, or to great texts traditionally conceived, never seems in my mind fully to dispense with such patrician sensibilities.
  • The humanities programs of the next century might rather be structured around “world humanisms.” In such programs the phrase “great texts” would evoke the Bhagavad Gita every bit as much as it does The Iliad. The learning of at least one world language would be required, be it Arabic, French, or Mandarin. At its center would be neither the vernacular nor an artificially constructed “Western tradition.”
  • Instead it would explore on their own terms, and in their rich cross-fertilization, millenia of world traditions offering insight on the relationships between individual and society; on our ethical obligations to our fellow beings, human and non-human; and on flourishing and justice.
  • An example of a “world humanisms” approach is suggested by a conference that I recently attended in Istanbul, which brought together philosophers and theologians from North America and Turkey. One of the many rich portraits that emerged was of first-century Alexandria, where the Neoplatonism of the Jewish philosopher Philo directly influenced the early Christians Clement and Origen, as well as laying the foundations of Islamic philosophy through al-Kindi and al-Farabi. We are blinded to the study of this kind of influence by a focus on “Western Civilization” that favors Athens and Rome to Alexandria and treats Origen only as a precursor to Saint Augustine, that supposed inventor of an exclusively Christian syncretism between philosophy and theology.
  • Our task as humanists of the twenty-first century is to make those long and deep traditions visible, and to do so in the teeth of those forces that would strip them away, be those forces technological, commercial, political, or intellectual.
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    An alternate take on the "future of the humanities" argument. This author proposes a revamped sort of literature study incorporating modern languages and a fervently international approach to literature, thought, and culture.
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    This one skirts the edges of the digital humanities, by proposing a vision of future literature study. Explicitly digital projects could be useful for finding the international connections this author calls for.
Weiye Loh

Why I Am Teaching a Course Called "Wasting Time on the Internet" - The New Yorker - 0 views

  • The vast amount of the Web’s language is perfect raw material for literature. Disjunctive, compressed, decontextualized, and, most important, cut-and-pastable, it’s easily reassembled into works of art.
  • What they’ve been surreptitiously doing throughout their academic career—patchwriting, cutting-and-pasting, lifting—must now be done in the open, where they are accountable for their decisions. Suddenly, new questions arise: What is it that I’m lifting? And why? What do my choices about what to appropriate tell me about myself? My emotions? My history? My biases and passions? The critiques turn toward formal improvement: Could I have swiped better material? Could my methods in constructing these texts have been better? Not surprisingly, they thrive. What I’ve learned from these years in the classroom is that no matter what we do, we can’t help but express ourselves.
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    "Web surfing as a form of self-expression. Every click is indicative of who we are: indicative of our likes, our dislikes, our emotions, our politics, our world view. Of course, marketers have long recognized this, but literature hasn't yet learned to treasure-and exploit-this situation. The idea for this class arose from my frustration with reading endless indictments of the Web for making us dumber. I've been feeling just the opposite. We're reading and writing more than we have in a generation, but we are reading and writing differently-skimming, parsing, grazing, bookmarking, forwarding, retweeting, reblogging, and spamming language-in ways that aren't yet recognized as literary."
Krista S

Internet Use and Child Development - 0 views

shared by Krista S on 16 Jun 10 - No Cached
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    In the context of middle class families, elements in the techno-subsystem (e.g., Internet access) may not necessarily facilitate child cognitive development; effective use of those elements, highly dependent upon parent behavior, may promote development. For example, Cho and Cheon (2005) surveyed families and found that parents' perceived control, obtained through shared web activities and family cohesion, reduced children's exposure to negative Internet content. Using the Internet at home to learn was reported in 65 cases, to play was reported in 57 cases, to browse in 35 cases, and to communicate in 27 cases. Fuchs and Wößmann (2005) inferred, having controlled for socioeconomic status, "a negative relationship between home computer availability and academic achievement, but a positive relationship between home computer use for Internet communication" (p. 581). DeBell and Chapman (2006) concluded that Internet use promotes cognitive development in children, "specifically in the area of visual intelligence, where certain computer activities -- particularly games -- may enhance the ability to monitor several visual stimuli at once, to read diagrams, recognize icons, and visualize spatial relationships" (p. 3). Van Deventer and White (2002) observed proficient 10- and 11-year-old video gamers and noted extremely high levels of self-monitoring, pattern recognition, and visual memory. In a comprehensive review of the literature of the time (when interactive digital games were relatively unsophisticated), Subrahmanyam, Kraut, Greenfield, and Gross (2000) concluded that "children who play computer games can improve their visual intelligence" (p. 128). It should be noted, however, that playing video games has also been linked to childhood distractibility, over-arousal, hostility, and aggression (Anderson, Gentile, & Buckley, 2007; Funk, Chan, Brouwer, & Curtiss, 2006).
Stacie Farmer

Texas School Board Set to Vote Textbook Revisions - NYTimes.com - 0 views

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    "By sheer force of its population size, Texas has long held outsize influence on national textbook publishers, some of whom sent curriculum writers to take notes in the boardroom. That influence has waned somewhat in recent years, with the digital age allowing editors to tailor versions of their textbooks to individual states. " Is the ability to "tailor versions of their textbooks to individual states" going to affect the way students are learning? How effective is this really?
Bri Zabriskie

Literary Criticism: Map - 1 views

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    Something I'm learning to do is look for things that have already been done in what I'm trying to do. Check out this map of literary theory. I think it could be "updated" to web 2.0 so it doesn't need as much explanation, but it's functional.
Derrick Clements

Twitters - 3 views

  • Twitter can be tricky to explain to a newbie. So Robin Cooper (well, me with my silly voice) decided to call up some people who could help
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    Okay, so really I just think this video is hilarious.  But also, relating to the Vinge book, this humorous video reminds me of Robert when he started to learn how to use his wearable, especially the silent messaging feature.  This video stays funny with every viewing.
Bri Zabriskie

YouTube - ‪It Happens Online‬‏ - 1 views

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    tech in hs learning ... like a promo vid for it
Weiye Loh

The Mechanic Muse - What Is Distant Reading? - NYTimes.com - 1 views

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    We need distant reading, Moretti argues, because its opposite, close reading, can't uncover the true scope and nature of literature. Let's say you pick up a copy of "Jude the Obscure," become obsessed with Victorian fiction and somehow manage to make your way through all 200-odd books generally considered part of that canon. Moretti would say: So what? As many as 60,000 other novels were published in 19th-century England - to mention nothing of other times and places. You might know your George Eliot from your George Meredith, but you won't have learned anything meaningful about literature, because your sample size is absurdly small. Since no feasible amount of reading can fix that, what's called for is a change not in scale but in strategy. To understand literature, Moretti argues, we must stop reading books.
Weiye Loh

Basic Training | Futility Closet - 0 views

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    "Those were the best rules I ever learned for the business of writing," Hemingway told a reporter in 1940. "I've never forgotten them. No man with any talent, who feels and writes truly about the thing he is trying to say, can fail to write well if he abides with them."
Allison Frost

China's Orwellian Internet | The Heritage Foundation - 0 views

  • However, for China's 79 million Web surfers-the most educated and prosperous segment of the country's popula­tion-the Internet is now a tool of police surveil­lance and official disinformation.
  • Democratic reform in China is highly unlikely to come from the top down, that is, from the Chi­nese Communist Party. It will have to emerge from the grass roots. If the Internet is to be a medium of that reform, ways will need to be found to counter China's official censorship and manipulation of digital communications. The cultivation of demo­cratic ideals in China therefore requires that the U.S. adopt policies that promote freedom of infor­mation and communication by funding the devel­opment of anti-censorship technologies and restricting the export of Internet censoring and monitoring technologies to police states.[
  • As the central propaganda organs and police agencies maintain and tighten their grips on information flow and private digital communications, the average Chinese citizen now realizes that political speech on the Internet is no longer shrouded in anonymity: Private contacts with like-minded citizens in chat rooms, or even via e-mail text messaging, are not likely to escape police notice.
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  • On July 31, 2004, hundreds of villagers of Shiji­ahecun hamlet in rural Henan province demon­strated against local corruption. Provincial police from the capital at Zhengzhou dispatched a large anti-riot unit to the village, which attacked the crowd with rubber bullets, tear gas, and electric prods.[12] Propaganda officials immediately banned media coverage of the incident, and the outside world might not have learned of the clash if an intrepid local "netizen" had not posted news of it on the Internet. The Web correspondent was quickly identified by Chinese cybercops and arrested during a telephone interview with the Voice of America on August 2. While the infor­mant was on the phone with VOA interviewers in Washington, D.C., he was suddenly cut short, and the voice of a relative could be heard in the back­ground shouting that authorities from the Internet office of the Zhengzhou public security bureau (Shi Gonganju Wangluchu) had come to arrest the interviewee. After several seconds of noisy strug­gle, the telephone connection went dead
  • In April 2004, The Washington Post described a typical cyberdissidence case involving a group of students who were arrested for participating in an informal discussion forum at Beijing University. It was a chilling report that covered the surveillance, arrest, trial, and conviction of the dissidents and police intimidation of witnesses. Yang Zili, the group's coordinator, and other young idealists in his Beijing University circle were influenced by the writings of Vaclav Havel, Friedrich Hayek, and Samuel P. Huntington. Yang questioned the abuses of human rights permitted in the "New China." His popular Web site was monitored by police, and after letting him attract a substantial number of like-minded others, China's cyberpolice swept up the entire group. Relentlessly interrogated, beaten, and pressured to sign confessions implicat­ing each other, the core members nevertheless with­stood the pressure. The case demonstrated that stamping out cyberdissent had become a priority state function. According to the Post, Chinese leader Jiang Zemin considered "the investigation as one of the most important in the nation." In March 2003, the arrestees were each sentenced to prison terms of between eight and ten years-all for exchanging opinions on the Internet.[9] Then there is the case of Liu Di, a psychology student at Beijing Normal University who posted Internet essays under the screen name of Stainless Steel Mouse. She is an exception among cyberdis­sidents-after a year behind bars, she is now out of jail. The then 23-year-old Liu was influenced by George Orwell's 1984 and became well known for her satirical writing and musings on dissidents in the former Soviet Union. She defended other cyberdissidents, supported intellectuals arrested for organizing reading groups, attacked Chinese chauvinists, and, in a spoof, called for a new polit­ical party in which anyone could join and every­one could be "chairman." Arrested in November 2002 and held for nearly one year without a trial, she became a cause célèbre for human rights and press freedom groups overseas and apparently gained some notoriety within China as well. Although she had been held without trial and was never formally charged, she was imprisoned in a Beijing jail cell with three criminals. In December 2003, she was released in anticipation of Premier Wen Jiabao's visit to the U.S. Yet nine months after returning to the Beijing apartment that she shares with her grandmother, Liu still finds police secu­rity officers posted at her home. She has found it impossible to find a regular job, and police moni­tors block her screen name Stainless Steel Mouse from Web sites
  • In January 2004, Amnesty International documented 54 cases of individuals arrested for "cyberdissent," but concluded that the 54 cases were probably just "a fraction" of the actual number detained.[
  • Although President Hu's anti-porn crusade has superficially lofty goals, the nationwide crackdown conveniently tightens state control over the spread of digital information. In fact, more than 90 per­cent of the articles in China's legal regime govern­ing Internet sites is "news and information," and less than 5 percent is "other inappropriate con­tent."[
  • In February 2003, a mysterious virus swept through the southern Chinese province of Guang­dong, decimating the staffs of hospitals and clinics. According to The Washington Post, "there were 900 people sick with SARS [sudden acute respiratory syndrome] in Guangzhou and 45 percent of them were health care professionals." The Chinese media suppressed news of the disease, apparently in the belief that the public would panic, but: [News] reached the Chinese public in Guangdong through a short-text message, sent to mobile phones in Guangzhou around noon on Feb. 8. "There is a fatal flu in Guangzhou," it read. This same message was resent 40 million times that day, 41 million times the next day and 45 million times on Feb. 10.[36] The SARS epidemic taught the Chinese security services that mobile phone text messages are a powerful weapon against censorship and state control of the media. The Chinese government announced in 2003 new plans to censor text mes­sages distributed by mobile telephone.
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    written in 2004, a bit outdated, but gives great background into China's stance on internet censorship and individual accounts of citizens arrested and held (sometimes years without trail) for crimes committed online
Krista S

6 Maps of Digital Desires: Exploring the Topography of Gender and Play in Online Games - 1 views

  • Women in many MMOs perceive the game culture rather than the game mechanics to be the primary deterrent to poten-­ tial female gamers
  • On average, respondents spend twenty-­two hours each week in an MMO. The median was twenty hours per week—the equivalent of half a workweek. There were no significant gender or age differences in usage patterns; players over the age of forty play on average just as much as players under the age of twenty
  • While about 27 percent of female players were introduced to the game by a romantic partner, only 1 percent of male players were introduced in this way.
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  • Overall, about 25 percent of players play an MMO with their romantic partner. Female players are more likely to be playing with a romantic partner than male players (see figure 6.1). About two-­ thirds of female gamers are playing with a romantic partner, while less than one-­fifth of male gamers are
  • Men are allowed relatively free access to online games, but a woman’s presence in an online game is seen as legitimate only if it occurs via a relationship with a man.
  • It isn’t the case that women play only for socializing or that men play only to kill monsters. On the other hand, there are gender differences in these self-­identified motivations. Male players score higher in the Advancement, Mechanics, and Competition motivations, while female players score higher in the Relationship and Customization motivations. There were very small or no gender differences in the other five motivations—Socializing, Teamwork, Discovery, Role-­Playing, and Escapism.
  • In a recent survey, I asked female gamers about what they saw as potential deterrents to female gamers in the MMO they played. Almost every respondent cited the proportions and clothing options of the female avatars as problematic.
  • To a certain extent, this encourages players to think about women as token spectacles rather than actual players.
  • More important, many female players have learned that it is danger-­ ous to reveal your real-­life gender in MMOs because they will be branded as incompetent and constantly propositioned; In other words, they must either accept the male-­subject position silently, or risk constant discrimination and harassment if they reveal that they are female
  • Also, there are very few other places (in physical or virtual worlds) where high-­school students are collaborating with professors, retired war veterans, and stay-­at-­home moms
Audrey B

Henry Thoreau and 'Civil Disobedience' - 0 views

  • Prior to his arrest, Thoreau had lived a quiet, solitary life at Walden, an isolated pond in the woods about a mile and a half from Concord. He now returned to Walden to mull over two questions: (1) Why do some men obey laws without asking if the laws are just or unjust; and, (2) why do others obey laws they think are wrong?
    • Audrey B
       
      The two questions that led Thoreau to go to Walden Pond.
  • Transcendentalism became Thoreau’s intellectual training ground. His first appearance in print was a poem entitled “Sympathy” published in the first issue of The Dial, a Transcendentalist paper. As Transcendentalists migrated to Concord, one by one, Thoreau was exposed to all facets of the movement and took his place in its inner circle. At Emerson’s suggestion, he kept a daily journal, from which most of Walden was eventually culled. [12]     But Thoreau still longed for a life both concrete and spiritual. He wanted to translate his thoughts into action. While Transcendentalists praised nature, Thoreau walked through it.
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      So while Thoreau was living at Walden Pond in solitude, he was also apart of the Transcendentalist movement. "Thoreau was exposed to all facets of the movement and took his place in its inner circle...he kept a daily journal from which most of Walden was eventually culled." Thoreau lived as an observer and researcher of other people's actions. He wanted to learn more and eventually "translate his thoughts into action." Translating his thoughts to action took years but eventually lead to "Civil Disobedience"--an essay written in result of turning thoughts into action.
Sam McGrath

BoomWriter - Schools - 1 views

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    This is an interesting online tool to help students develop their writing skills and maybe even learn to love it. It makes assignments much more relevant.
Gideon Burton

eBook: digital media and learning - 0 views

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    An important report about literacy and new media
Aly Rutter

Learning Is Messy - Blog | :Roll up your sleeves and get messy - 0 views

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    Really awesome teacher's blog who is doing much of the same things in his classroom as we are doing in ours... but for 5th graders!
Andrea Ostler

Why eBooks Matter - 1 views

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    An interesting blog I found that talks about the changing times and the importance of technology in learning
Sam McGrath

Using Google Docs in 3rd Grade Classroom Newspaper - 0 views

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    Very relevant to what we are talking about. These kids are learning and growing collaborative skills and remixing while using Google Docs
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