From HUGHES AND GEDULD 203-4: "I did not dare to look back" is another reference to the petrifying gaze of the Gorgon (first referenced in Chapter IV). Gorgons are monsters from Greek myths "whose hair was a tangle of writing snakes." Humans were irresistibly tempted to look at them, but doing so would turn the viewer to stone.

Note: See Medusa as an example.

From HUGHES AND GEDULD 204: distance of ~1 mile

From HUGHES AND GEDULD 231: "a railroad bridge about three-quarters of a mile northeast of Woking Station"

From HUGHES AND GEDULD 205: Britain's most prestigious daily newspaper, est. 1788. By the time Wells was writing this novel its politics were mostly Liberal Unionist.

GANGNES: The Dictionary of Nineteenth-Century Journalism lists the Times' date of establishment as 1785 rather than 1788; this discrepancy is due to the fact that it was originally titled the Daily Universal Register before its name change in 1788. In its early days it contained parliamentary reports, foreign news, and advertisements, but soon expanded its contents. Under the editorship of Thomas Barnes in the early 1800s it became a "radical force in the context of the liberalizing reforms of the early part of the [nineteenth] century. It continued to exert a radical influence under subsequent editors (including John Thaddeus Delane). The paper included reports from influential foreign correspondents who covered major European conflicts that were of interest to Britain. When Thomas Cherney became its editor in 1878 and was succeeded in 1884, the paper began to become more conservative and pro-Empire. It has changed ownership but is still published today.

Source:

• Brake, Laurel, and Marysa Demoor, editors. Dictionary of Nineteenth-Century Journalism in Great Britain and Ireland. Academia Press and The British Library, 2009, pp. 627-628.

From HUGHES AND GEDULD 205: "a chemically inactive, odorless, colorless, gaseous element, no. 18 on the Periodic Table of the Elements. It had just been discovered and was in the news. Wells had written it up in 'The Newly Discovered Element' and 'The Protean Gas,' Saturday Review 79 (February 9 and May 4, 1895): 183-184, 576-577."

GANGNES: The above articles from the Saturday Review are available in scanned facsimile here ("The Newly Discovered Element") and here ("The Protean Gas").

From MCCONNELL 125 and 151: The dodo was a large, flightless bird from Mauritius that was hunted into extinction by the seventeenth century. This is the second of two comparisons between the extinction of the dodo and the potential extinction of humans by the Martians; the first is in Chapter I.

From HUGHES AND GEDULD 205: "Later, the very idea of such a bird [as the dodo] was ridiculed ... until skeletal remains came to light in 1863 and 1889."

GANGNES: MCCONNELL is somewhat at odds with HUGHES AND GEDULD and STOVER here; H&G's identification of "Smith" as referring to the newsagent W. H. Smith is important to the print culture of Victorian Britain. I include MCCONNELL to show that critical/annotated editions are not infallible.

From HUGHES AND GEDULD 205: "Cutting into or 'poaching on' W. H. Smith's monopoly of selling newspapers inside the station. The chain of W. H. Smith to this day has the exclusive rights to selling newspapers, magazines, and books in m any British railroad stations."

From MCCONNELL 153: "'Trenching' means encroaching. The newsboy is selling his papers at a station where Mr. Smith has a permanent newsstand."

From STOVER 91: "Reference to W.H. Smith, whose chain of stationery stores to this day has the exclusive rights to sell newspapers, books, and magazines in British railway stations."

From MCCONNELL 154: "Hussars are light cavalry. The Maxim is the Maxim-Vickers, the first truly automatic machine gun, manufactured in the 1880s." The Cardigan regiment is from Cardiganshire: a county in West Wales.

From HUGHES AND GEDULD 206: "The Maxim gun, patented in 1884 by Sir Hiram Stevens Maxim, was an early form of machine gun. After some modification it was adopted by the British Army in 1889. In the field, Maxims were usually mounted on wheeled carriages. ... The Cardigan regiment was named for Cardiganshire, a western county of Wales located between Fishguard and Aberystwyth."

GANGNES: town to the southwest of Woking

From HUGHES AND GEDULD 227: "Since 1855 an important garrison town in Hampshire, thirty miles southwest of London and about ten miles west of Woking, Surrey.

GANGNES: As HUGHES AND GEDULD point out (see below), this is a mistake that was not corrected in any of the novel's revisions. The error is somewhat jarring considering that Wells painstakingly situates the Martian invasion at extremely specific real locations. For more information on where this project situates the landing site, see the map page on The (De)collected War of the Worlds.

HUGHES AND GEDULD 206: "This is a slip. The second cylinder falls to the northeast ... in or near the 'Byfleet' or 'Addlestone' Golf Links (really the New Zealand Golf Course, then the only course thereabouts and the one Wells must mean)."

From HUGHES AND GEDULD 228: "Located about three-quarters of a mile of central Woking. Now known as West Byfleet Golf Course."

From HUGHES AND GEDULD 231: "Eastern sector of the town of Woking, Surrey. The location of the narrator's house and also of Wells's home at the time of the writing of [The War of the Worlds]."

GANGNES: town to the north of Woking, farther than Ottershaw

From HUGHES AND GEDULD 228: "A small town about three miles north of Woking, Surrey."

From HUGHES AND GEDULD 217: In 1896 H. G. Wells and his agent attempted to get illustrations for The War of the Worlds from Cosmo Rowe, but only succeeded in securing two, both of which appeared in Pearson's and one in Cosmopolitan.

GANGNES: Cosmo Rowe (William John Monkhouse Rowe, 1877-1952) was a British illustrator active during the late Victorian period and thereafter. He was a friend of Wells's and of designer William Morris (1834-1896).

Rowe's illustrations for The War of the Worlds appear in the April 1897 (installment 1, first page) and May 1897 (frontispiece) issues of Pearson's Magazine; they are the only illustrations for the Pearson's War of the Worlds that were not done by Warwick Goble.

Biographical source:

• "Cosmo Rowe," askART.com

More information:

• Portrait of William Morris by Cosmo Rowe

From HUGHES AND GEDULD 197: Reference to Psalm 49: 12 "Nevertheless man being in honour abideth not: he is like the beasts that perish."

From HUGHES AND GEDULD 200: "During the nineteenth century the Royal Astronomical Society (established 1820) acted as an astronomical exchange for observatories within great Britain."

From HUGHES AND GEDULD 200: "Ogilvy is no doubt a fictive name. An astronomer of the same name first observes the approaching cataclysm in Wells's short story 'The Star.'"

From HUGHES AND GEDULD 200: The Daily Telegraph was established in 1855 and to this day is still one of Britain's foremost national newspapers.

From MCCONNELL 127: The Daily Telegraph (founded 1855) catered to the middle class; it featured "flamboyant, often sensational journalism."

GANGNES: Contrary to MCCONNELL, the Dictionary of Nineteenth-Century Journalism writes that the Daily Telegraph (1855-present; founded as the Daily Telegraph and Courier) originally catered to a "wealthy, educated readership" rather than the middle class. Though it became associated with Toryism in the twentieth century, its politics in the nineteenth century were first aligned with the Whigs, especially in its liberal attitude toward foreign policy. This changed somewhat in the 1870s when it supported Benjamin Disraeli, and the paper became more Orientalist under the editorship of Edwin Arnold. The Telegraph also promoted the arts.

Source:

• Brake, Laurel, and Marysa Demoor, editors. Dictionary of Nineteenth-Century Journalism in Great Britain and Ireland. Academia Press and The British Library, 2009, pp. 158-159.

GANGNES: to the northeast of Woking, a little over halfway between Woking and central London

From HUGHES AND GEDULD 230: "Residential district of greater London, just east of Kew Gardens, about eight miles west-southwest of the center of the city."

GANGNES: city near the south coast of England; Woking lies to the northeast midway between Winchester and London

From HUGHES AND GEDULD 235: "A city in southern England, in Hampshire, about sixty miles southwest of London. Famous for its Cathedral (founded 1079) and its public school (Britain's oldest)."

From HUGHES AND GEDULD 202: "William Frederick Denning (1848-1931) was the chief authority on cometary systems and meteorites."

GANGNES: the town in which the first Martian cylinder lands and the first part of the narrative action takes place; the narrator lives in the area

From HUGHES AND GEDULD 235: "A town in Surrey, about four miles north of Guildford and twenty-three miles southwest of central London."

From HUGHES AND GEDULD 230: "Northern sector of Woking, Surrey."

From DANAHAY 47: contiguous English counties

GANGNES: Most of the novel takes place in Surrey and central London.

From HUGHES AND GEDULD 227: Berkshire is "a county of southern England bordered by Oxford and Buckingham (on the north), Gloucester (on the northwest), Hampshire (on the south), Surrey (on the southeast), and Wiltshire (on the west)."

From HUGHES AND GEDULD 234: Surrey is "a county of southern England bordered by Buckingham, Middlesex, and London (on the north), Berkshire (on the northwest), Kent (on the east), Hampshire (on the west), and Sussex (on the southwest). It is drained by the rivers Thames, Wey, and Mole."

From HUGHES AND GEDULD 231: Middlesex is "a major residential district that forms a sizeable part of London's metropolitan area. It borders Essex and London (on the east), Surrey (on the south), Hertford (on the north), and Buckingham (on the west)."

From STOVER 67: The sand-pits are a real topographical feature on Horsell Common.

From HUGHES AND GEDULD 233: "On the east side of Horsell Common, about a mile and a half north of Woking."

GANGNES: a town to the northeast of Woking, between Woking and London

From HUGHES AND GEDULD 235: "a north Surrey town about four miles northeast of Woking and seventeen miles southwest of central London"

From HUGHES AND GEDULD 230: "a canal bridge near the center of Woking"

From HUGHES AND GEDULD 230: "recreational area immediately north of Woking, Surrey, where the first cylinder landed"

From HUGHES AND GEDULD 202: the game of "tag" in Britain

From HUGHES AND GEDULD 228: "A village about three and a half miles northwest of Woking, Surrey. To the southeast it borders on Horsell Common, where the first cylinder landed."

GANGNES: You will see below that three different annotated editions of the novel give three different definitions of this reference, and they do not agree as to whether it is Wales or Ireland that is meant to be the "third kingdom."

From HUGHES AND GEDULD 203: England, Ireland, and Scotland

From STOVER 70: Of Great Britain

From DANAHAY 52: England, Scotland, and Wales

GANGNES: road leading to Chobham from Woking

From HUGHES AND GEDULD 228: "a thoroughfare bordering the north side of Horsell Common, located about a mile and a half north of Woking, Surrey"

From HUGHES AND GEDULD 234: "Waterloo (railroad) Station, in Waterloo Road, Lambeth. In the 1890s this station was the terminus of the South-Western Railway, which served points in southern England."

From HUGHES AND GEDULD 203: "No Horsell Manor or Lord Hilton has been traced"; "the local lord was Lord Onslow of Clandon."

From STOVER 71: The name may have been changed for political reasons.

This is also an issue of power.

Being a teenager is hard; there are constant social and emotional pressures that have just been introduced into the life of a middle or high schooler, which combines with puberty to create a ticking time bomb. By looking at the constant exposure to unreasonable expectations smartphones and social media create, we can see that smartphones are leading to an increased level of depression and anxiety in teenagers, an important issue because we need to find a safe way to use smartphones for the furture generations that are growing up with them. Social media is a large part of a majority of young adults life, whether it includes Instagram, Facebook, Snapchat, Twitter, or some combination of these platforms, most kids have some sort of presence online. Sites like Facebook and Instagram provide friends with a snapshot of an event that happened in your life, and people tend to share the positive events online, but this creates a dangerous impact on the person scrolling.​ When teens spend hours scrolling through excluisvely happy posts, it creates an unrealistic expectation for how real life should be. Without context, teenagers often feel as if their own life is not measuring up to all of their happy friends, but real-life will never measure up to the perfect ones expressed online. Picture Picture Furthermore, social media sites create a way for teenagers to seek external validation from likes and comments, but when the reactions online are not perceived as enough it dramatically alters a young adults self-confidence. This leads to the issue of cyberbullying. There are no restrictions on what you can say online, sometimes even annonimously, so often people choose to send negative messages online. Bullying is not a new concept, but with online bullying, there is little to no escape as a smartphone can be with a teenager everywhere, and wherever the smartphone goes the bullying follows.This makes cyberbullying a very effective way to decrease a youth's mental health, in fact, cyberbullying triples the risk of suicide in adolescents, which is already the third leading cause of death for this age group.

​Technology is in constant motion. If we try to ignore the advances being made the world will move forward without us. Instead of trying to escape change, there needs to be an effort to incorporate technology into every aspect of our lives in the most beneficial way possible. If we look at the ways technology can improve our lives, we can see that technology specifically smartphones, have brought more benefits than harm to the academic and social aspects of teenagers lives, which is important because there is a constant pressure to move away from smart devices from older generations. The first aspect people tend to focus on is the effect that technology has on the academic life of a teen. Smartphones and other smart devices are a crucial part of interactive learning in a classroom and can be used as a tool in increasing student interest in a topic. For example, a popular interactive website, Kahoot, is used in many classrooms because it forces students to participate in the online quiz, while teachers can gauge how their students are doing in the class. Furthermore, these interactive tools are crucial for students that thrive under visual learning, since they can directly interact with the material. This can be extended to students with learning disabilities, such as Down Syndrome and Autism,​ research has shown that using specialized and interactive apps on a smart device aids learning more effectively than technology free learning. Picture Picture Another fear regarding technology is the impact it has on the social lives of young adults, but the benefits technology has brought to socializing outweighs any possible consequences. The obvious advantage smartphones have brought to social lives is the ability to easily communicate with people; with social media, texting, and calling all in one portable box there is no longer a struggle to be in contact with family and friends even if they are not in your area. Social media can also be used for much more In recent years, social media has been a key platform in spreading platforms and movements for social change. Because social media websites lower the barrier for communicating to large groups of people, it has been much easier to spread ideas of change across states, countries, or the world. For example, after Hurricane Sandy tore apart the northeastern United States, a movement called "Occupy Sandy" in which people gathered to provide relief for the areas affected was promoted and organized through social media. Other movements that have been possible because of social media include #MeToo, March for Our Lives, #BlackLivesMatter, and the 2017 Women's March. ​

The music we listen to highly impacts our decision making, especially as adolescents. Adolescents are extremely impressionable, and the music they listen to has a great impact on how they decide to live their day to day lives. Popular musicians are seen as role models by the people who idolize them, and adolescents may try to represents the songs in which they favor through their actions every day.

Recent studies have found that adolescents who listen to music that supports substance abuse and violence have a greater chance to act upon what they listen to. What young adults and teenagers listen to through music and popular media will affect their decision making process. Specifically with substance abuse, and there is a direct uptake in use of illegal substances by adolescents who listen to music that promotes such activities. This can cause a whole societal problem considering most of todays popular music among adolescents touches upon substance abuse and violence. Adolescents are extremely impressionable and the music they listen can shape how a person tries to act, or represent themselves.

If you stay at Motel 6, prepare to have your latino-tinged data handed over to the authorities who are looking to harm you permanently.

Bear in mind that this "ownership" is common practice with Amazon, Apple, Google, Kobo, Barnes and Noble, and other ones as well.

It's not this way with non-DRM books, that you can download, and reuse as with physical books.

BAN dumb names. Just "123 Main Street" allowable.

statistics that divide users of ride sharing services into different categories

evidence with facts and figures.

facts and figures

This page, Top Tools for Learning, is updated every year. It lists and briefly describes the top tech tools for adult learning. For the current (2018) list, they are YouTube, PowerPoint, and Google Search. The list proceeds through the top 200 and there are links to each tool. The purpose of this page is to list them; tutorials, etc. are not offered. Rating 4/5

Edutech wiki This page has a somewhat messy design and does not look very modern but it does offer overviews of many topics related to technologies. Just like wikipedia, it offers a good jumping off point on many topics. Navigation can occur by clicking through categories and drilling down to topics, which is easier for those who already know the topic they are looking for and how it is likely to be characterized. Rating 3/5

This is one of many discussions of Kirkpatrick's four levels of evaluation. More of the page is taken up with decoration and graphics than needs to be the case but this page is included in this list because it offers a printable guide and because the hierarchy of the four levels is clearly shown. The text itself is printed in black on a white background and it is presented as a bulleted list (the bullets are not organized as well as they could be). Nonetheless it is a usable presentation of this model. rating 3/5

This page offers general guidelines for facilitating class discussions. It is written for college environments and in usable in adult learning and training settings also. The presentation is straightforward but the content is not in depth. Part of the value of the page is links on the left side that address other teaching topics related to course design and course management. Rating 2/2

This is the website of the American Association for Adult and Continuing Education. This website offers information on the annual conference, as well as online journals and scholarly publications. There is information about membership. Rating 3/5 The site does not contain a great deal of information but it seems important to include a professional association in this set of links.

Italy joined Belt and Road Initiative in March 2019.

z

class II and class IV antiarrhythmics are effective in slowing conduction in the SA and AV nodes. This is because their end result in SA and AV action potential generation is the same. Both classes prevent calcium influx and slow phase 0. PKA which is activated via beta adrenergic receptor activation phosphorylates L-Ca2+ leading to Ca2+ influx and phase 0, so beta blockers prevent this event while Ca2+ blockers directly inhibit L-Ca2+

World-class print and packaging solutions for enhancing the efficiency of all printing processes from A.T.E., a leading print and packaging equipment system manufacturer in India. We manufacture various equipment like register control system, web video system which is useful in the print and packaging industry.

What would Ong say about this??

Here it is with a "u."

I'm beginning to think the contemporary insistence (can I say "fanaticism?") with spelling is just that: contemporary.

Perhaps another gift from Strunk and White.

lol. This guy really loves locke.

His emphasis on emotion reminds me of Aristotle, one of the few classical thinkers to take into account a person's emotions in a rhetorical context.

This reminds me of the "Q" question, the assumption that just exposure to literature will inculcate an upstanding character: the banner model for humanities education.

I think that this is also a form of protection against an enemy.

Is he reasoning that we can understand another species language but we can always understand tone?

No interchange of language

ATE provides various kinds of Industrial mixers and blenders are majorly used for combining any type of liquid or solid during the manufacturing process. These are largely used in cosmetic, pharmaceutical, chemical, agricultural, pulp and paper, automotive, water treatment, adhesive, and sealant industries. These mixer and blenders are easy to install, and very little maintenance cost required.

It is sobering to think that no amount of augmentation was going to allow Engelbart in 1962 to even imagine that there might be a problem, however persistent, in referring to a "given human being" as if it could be anyone, when in fact it was such a small and privileged segment of humanity that could participate in the dozens of disciplines to which he refers as a means of intellect augmentation. Perhaps we need to supplement this solving of problems through the application of augmented intellect with a stepping back to consider the shortcomings in our conception of both the problem and the means to resolving it.

is it possible that any idea can have no connection to nature or the natural world?

How many copies of Blair's Lectures (62 editions, 51 abridgments, and 10 translations) did he stumble across? (see Rhetorical Tradition Enlightenment intro)

Is language seen as a means to an end?

Well, Locke, when you call it "dry truth and real knowledge," is it any surprise "wit and fancy" win out?

I'm struck through here (and the liquor example) how prescient Locke's inquiries are for our own investigations into rhetoric and the question of "what is human?" It feels like he's anticipating Barad's argument that each definition of gold -- its color, its weight, its malleableness, etc. -- creates a cut, a boundary around what gold means for each person that cares to define it. Barad sees these "local determinations" not as final but as fluid, even while being exclusionary (821). Locke is keying in on these exclusionary definitions and the problems they might pose to an empirical approach.

I assume that's a typographical f that's intended as an s (Wise as opposed to Wife, Wise to counter Foolish)?

Parallels again to Pizan, who urged women to use both manners and silence with rhetorical precision, as well as to Ratcliffe and Glenn's Silence and Listening as Rhetorical Arts

"omit needless words!"

A refrain of Strunk's. This Sprat fellow sounds like he would get along with Strunk and White.

Amazing. This is a noteworthy comment on how economics can also shape knowledge. It's still a hotly debated issue today, with the whole private/charter/public school discourse circling around the intersection of money, resources, and, curriculum.

Key players in shaping rhetoric and university curriculum in the 18th and 19th centuries (Cf. James Berlin's account of composition instruction in American universities)

Hume and Locke seem to agree here -- they both feel that there exists some kind of external, fixed reality (observed in nature), and if we all just practiced enough we could see it

I originally read practice in this context as exposure, the idea that if you just study a lot of literature you'll develop a taste for the good stuff (basically the dominant model of lit studies). But now I'm wondering if Hume saw practice as actually doing the art. Like, instead of just studying poetry, I actually went out and wrote some poetry. My taste, then, would develop through a combination of external and internal experience; it would be practice of both input and output.

I love this.

trading algorithms

Ong talks about this on Orality and Literacy--if an idea is written down, it is understood as being more "real" than ideas that are spoken. I wonder how this translates into digital communication?

Is it true that post humanism takes issue with the cause and effect pattern? In the sense that these two things are separate entities? (Referring to Burke's belief that we are naturally divided from other people)

Cf. Muckelbauer and Hawhee's discussion, where "humans, animals, and machines [are linked] so intimately that it makes very little sense to attempt to distinguish among these three categories" (767)

I think this meaning is that "Resurrection" is the return of a Manifestation in another human frame. And this is stated to be clearly more glorious than the literal interpretations of past scripture.

Why is it clearly more glorious?

1. Everyone has access. And it leads to empowerment.
2. It allows us to keep science, which is pretty awesome.
3. It doesn't allow us to just wait for the rapture - see point 1 about empowerment.
4. It allows us to see all religions as united in spirit.
5. Related to point 3 and 4, it allows us to unite with non-religious people.
6. All of this without "doing violence to the facts".

Definition of attachment.

Also, if your actions are due to addiction but you're consciously trying to counter it (or even, if you don't have help in quitting, just disliking it), perhaps that's different from allowing something to "intervene between him and God".

The next world isn't another world. It's a way of being in this world. Using this idea alone, no surviving memory or individuality is required after death.

The discussion in book 6 after this quote explores what a duty is. It presents the idea that, like eating, laws in the Faith to pray or teach are not arbitrary rules, but statements about our nature, and conducive to our growth. This implies that they should also be sources of joy.

What's the difference between a professed Baha'i who (purposefully?) breaks the laws, and people who do not accept the next Manifestation when They come?

How does this fit with, for example, alcohol addiction? Is that conduct that is contradicting someone's professions? Maybe not if your professions are "alcohol is bad, we shouldn't do it, but I am addicted and trying to recover", as opposed to "Baha'u'llah says alcohol is bad, but I drink anyway and don't see it as a problem".

We're at it again friends. This time, as you annotate, concentrate on the moves you see--even if you can't name them--and how they work to produce an effect on you the reader.

The claim here that "the rhetorical occasion always includes an audience" seems challenged by Rickert, who argues for a rhetorical situation involving an isolated shaman painter in a dark cave.

Based on this statement, could it be inferred that Muckelbauer places importance on not only the answer to the question (end) but also the process by which that answer is sought (means)? If so, how might the process of discovery be as important as the discovery itself?

Lanham is his chapter explains that no scholar has been able to prove that rhetoric is virtue compared to a vice. By Muckelbauer only including "civic virtue", I believe he is largely neglecting the idea the rhetoric can be used as a tool for vicious action.

read: the executives and high-salary concept engineers "found that it engaged far more of the human personality than the highly ritualized and spiritualized competitive atmosphere at Pepsi" -- let's not forget that Pepsi and Apple are both hugely successful businesses that profit from low-wage labor; whether they're "second wave" or "third wave," the economic outcome is the same: a product consumed by millions of people. I take Lanham's point that the latter emphasizes form in relation to content and flexibility over rigidity, which (debatably) produces a better product (though I agree that a curriculum founded on these principles can produce a better student), but I question the utility in the corporate analogy here. What makes an Apple-flavored student superior to a Pepsi-flavored one? If we accept Lanham's metaphor, aren't both companies successful? Probably splitting more hairs here, but I'm always wary when we start using economic language to describe aspects of life not explicitly related to the market. To his credit Lanham prefaces this paragraph with a nod to not "sentimentalizing the life of a volatile corporation."

Does this sound like Mark Zuckerberg's idealism before it devolved into a data-mining project in the service of neoliberal economics?

A comment at the bottom by Barbara H Partee, another panelist alongside Chomsky:

I'd like to see inclusion of a version of the interpretation problem that reflects my own work as a working formal semanticist and is not inherently more probabilistic than the formal 'generation task' (which, by the way, has very little in common with the real-world sentence production task, a task that is probably just as probabilistic as the real-world interpretation task).

This article makes a solid argument for why statistical and probabilistic models are useful, not only for prediction, but also for understanding. Perhaps this is a key point that Noam misses, but the quote narrows the definition to models that approximate "unanalyzed data".

However, it seems clear from this article that the successes of ML models have gone beyond approximating unanalyzed data.

Scientific insight isn't the same as metaphysical questions, in spite of having the same question word. Asking, "Why do epidemics have a peak?" is not the same as asking "Why does life exist?". Actually, that second question can be interested in two different ways, one metaphysically and one physically. The latter interpretation means that "why" is looking for a material cause. So even simple and approximate models can have generalizing value, such as the Schelling Segregation model. There is difference between models to predict and models to explain, and both have value. As later mentioned in this document, theory and data are two feet and both are needed for each other.

This page discusses different types of models

• statistical models
• probabilistic models
• trained models

and explores the interaction between prediction and insight.

Wasn't one of Chomsky's ideas that humans are uniquely suited to language? The counter-perspective espoused here appears to be that language emerges, and that humans are only distinguished by the magnitude of their capacity for language; other species probably have proto-language, and there is likely a smooth transition from one to the other. In fact, there isn't a "one" nor an "other" in a true qualitative sense.

So what if we discover something about the human that appears to be required for our language? Does this, then, lead us to knowledge of how human language is qualitatively different from other languages?

Can probabilistic models account for qualitative differences? If a very low, but not 0, probability is assigned to a given event that we know is impossible from our theory-based view, that doesn't make our probabilistic model useless. "All models are wrong, some are useful." But it seems that it does carry with it an assumption that there are no real categories, that categories change according to the needs, and are only useful in describing things. But the underlying nature of reality is of a continuum.

This seems to be, essentially, that models are useful for prediction, but prediction of unknowns in the data instead of prediction of future system dynamics.

Or how to interpret that data in the light of complex systems.

But how do you tell the value of an explanation? Should it not empower you to some new action or ability? It could be that the explanation is somewhat of a by-product of other prediction-making theories (like how plate tectonics relies on thermodynamics, fluid dynamics, and rock mechanics, which do make predictions).

It might also make predictions itself, such as that volcanoes not on clear plate boundaries might be somehow different (distribution of occurrence over time, correlation with earthquakes, content of magma, size of eruption...), or that understanding the explanation for lightning allows prediction that a grounded metal pole above the house might protect the house from lightning strikes. This might be a different kind of prediction, though, since it isn't predicting future dynamics. Knowing how epidemics works doesn't necessarily allow prediction of total infected counts or length of infection, but it does allow prediction of minimum vaccination rates to avert outbreaks.

Nonetheless, a theory as a tool to explain, with very poor predictive ability, can still be useful, though less valuable than one that also makes testable predictions.

But in general, it seems like data -> theory is the explanation. Theory -> data is the prediction. The strength of the prediction depends on the strength of the theory.

Good summation of Bijker's and Winner's STS work

Thermal inertia is the ability of a body or object to maintain its temperature when ambient temperature changes. Larger objects have higher thermal inertia, so larger fish lose heat more slowly than smaller fish. Larger fish also have larger hearts, which can pump more blood.

The increased temperature range allowed the tuna to forage and obtain energy more efficiently.

Lower energy intake during migrations.

Austen reiterates the idea of gossip that is mistaken and misconstrued, and it is both relatively innocuous and sometimes effective to the plot by introducing conflict. For example, in Pride and Prejudice with the gossip over Mr. Bingley and who would join his party, the story of Mr. Darcy's treatment of Mr. Wickham, and then the suggested engagement between Darcy and Lizzy Bennett.

This phrase is often used in Austen's works, referring to the particular society or selected families a person interacts with, and which usually indicates a level of social class. In Pride and Prejudice, Mrs. Gardener says she "moved in different circles" from the Darcys, and in Emma, Mrs. Elton hopes to install Miss Fairfax as a governess in a better circle than she might be able to procure on her own.

Sir Edward's passionate praise of the Romantic novel is reminiscent of Marianne's dramatic speeches in Sense and Sensibility. This is slightly ironic considering that Edward's earlier rejection of the novel in favor of works that can be used to better oneself falls more under Sense than Sensibility.

Overall scientific credibility: 'low' to 'very low', according to scientists who analyzed this article.

Find more details in Health Feedback's analysis

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$$Net Profit = (EBT) - (Tax)$$

$$ Retained Earnings = (Net Profit) - (Dividends)$$

Her interview with a realtor confirmed her belief that bike infrastructure (like the Midtown Greenway) causes the value of nearby properties to rise. She also talked to the board of Twin Cities Greenways, and consulted the work of Melissa Checker, who studies the appropriation of eco-friendly language by high-end developers.

1. negotiated meaning
2. task-based
3. new model. negotiated routines: trigger, indicator, response, and reaction-response SCMC negotiated interaction in lexical acquisition

2.1.1 Cognitive and psycholinguistic theories of SLA One of the main theoretical frameworks on the cognitive side is the input–interactionist paradigm (Long, 1996), and the early research on online interaction in FL/SL contexts focused on the development of linguistic competence in in-class interaction, e.g., comparing online synchronous interaction with face-to-face student interaction. Many of these studies used a quantitative methodology, involving control groups of students engaged in face-to-face interaction that were compared to experimental groups of learners participating in online interaction or intra-class studies in which the same students took part in both face-to-face and online interaction (Warschauer, 1996b). What was often counted and categorized were linguistic features and language functions (e.g., Chun, 1994; Kern, 1995), and researchers showed how negotiation for meaning occurs in intra-class online chat (e.g., Blake, 2000). Similarly, studies of online interaction based on psycholinguistic theories of SLA (e.g., Ellis’ (2006) Associative Cognitive CREED and Schmidt’s (1990) Noticing Hypothesis) have found that text-based chat promotes noticing of grammatical and lexical features or errors (e.g., Lai & Zhao, 2006; Lee, 2008). Other studies of interclass interactions between learners and native speakers (Tudini, 2003) or tandem learning partnerships (Kötter, 2003; O’Rourke, 2005) have investigated form-focused interaction, negotiation of meaning and code switching, primarily linguistic aspects of SL/FL learning.

In both SLA and CALL (computer-assisted language learning) research, a new perspective may be found in ecological approaches, e.g., van Lier (2004), who takes an ecological world view and applies it to language education. Ecology broadly studies organisms in their relations with their environment. Van Lier’s approach thus incorporates many different perspectives with regard to language learning, e.g., sociocultural theory, semiotics, ecological psychology, and the concepts of self and identity. Key constructs in this approach to language learning are affordances and scaffolding, with an affordance defined as the relationship between an organism and something in the environment that can potentially be useful for that organism. Technology is viewed as a source of affordances and learning opportunities for language learners. Appropriate scaffolding, i.e., help from peers, teachers, or technology itself, might also be necessary, and this is a core feature of telecollaboration.

2.1.2 Sociocultural theories of SLA In contrast to interactionist research, Block (2003) proposed the “social turn” taken by the field of SLA, and variations of socially based theories and approaches have flourished. For example, socio-cognitive paradigms (Kern & Warschauer, 2000), which view language as social and place emphasis on the role of cultural context and discourse, are often used in the research on telecollaboration. Many studies have been influenced by sociocultural theory (Belz, 2002; Thorne, 2003; Ware, 2005). In the Vygotskian perspective, language is viewed as a mediating tool for learning, and the entire language learning process must by necessity be a dialogic process (see, e.g., Basharina, 2007; Blin, 2012, who rely on Activity Theory and Cultural Historical Activity Theory, respectively, for their analyses of telecollaboration). Other studies make visible the development of linguistic, pragmatic, and intercultural competence in both intra-class telecollaboration (e.g., Abrams, 2008) and inter-class interactions (e.g., Belz & Thorne, 2006; Jin & Erben, 2007). Chun (2011) reports on advanced German learners in the United States engaging online with advanced English learners in Germany, as they used different types of speech acts to indicate their pragmatic ability and to show their developing ICC. Specifically, some learners realized that they could exhibit curiosity and interest (a component of ICC) by engaging in multi-turn statements and did not need to use questions to convey their intent.

The results of the paired-groups experimental study proves "are interpreted as being supportive for the interactionist perspective on SLA, especially the importance of attention". The study focuses on the acquisition of lexical meaning through negotiated interaction on NNS-NNS synchronous CMC. Check into Long's Interaction Hypothesis.

The benefits of CMA in language learning: interactionist perspective.

"Researchers have found that cognitive interactionist and sociocultural SLA theories offer a means of interpreting prior research on CALL and suggest a point of departure for designing future studies of CALL activities that are based on human–computer interaction and computer-mediated communication."

Chapelle. C. A 2007. theories expand from interactionist to cognitive interactionist and sociocultural theory cognitive interactionist: Human-computer interaction. sociocultural: CMC (Computer-Mediated Communication)

Chapelle CA (2006) focus on the theory of interactionist SLA theory

Sociocultural Approaches to SLA and Technology (Steven Thorne): Sociocultural approaches (SCT) to second language acquisition draw from a tradition of human development emphasizing the culturally organized and goal-directed nature of human behavior and the importance of external social practices in the formation of individual cognition. This paper describes the principle constructs of the theory, including mediation, internalization, and the zone of proximal development, and will describe technology-related research in these areas. Vygotskian SCT shares foundational constructs with distributed and situated cognition, usage-based models of language acquisition, language socialization, and ecological approaches to development, all of which have contributed to new applications of SCT in the areas of language research and pedagogical innovation. A discussion of methodological challenges and current practices will conclude the presentation.

Ecological Approaches to SLA and Technology (Leo van Lier): Ecological approaches to SLA are premised on a holistic view of human-world interrelations and the notion of affordance-effectivity pairings that help to better understand human activity and functioning. To many educators, technology and ecology are irreconcilable opposites. Yet, educationally speaking, they turn out to be perfectly compatible. This presentation examines the ways in which the Internet is an emergent resource, a social tool, and a multimodal repository of texts. The ecological affordances of CALL will be illustrated in terms of activity through, with, at and around computers.

The Interaction Approach and CMC (Bryan Smith): The Interaction Approach(IA) in second language acquisition studies suggests that there is a link between interaction and learning. This approach focuses on three major components of interaction — exposure (input), production (output), and feedback. Many CALL researchers have adopted this theoretical perspective in exploring the relationship between CMC and instructed second language acquisition, exploiting many of the argued affordances offered by this medium in relation to the key tenets of the IA. This paper will provide a conceptual overview of the IA and explore specifically how CALL researchers have sought to study SLA from this theoretical perspective. We will discuss several methodological hurdles facing researchers engaged in this type of research and will offer some suggested strategies for conducting sound SLA/CALL research from an IA.

the interaction approach overlaps with psycholinguistic approach under the cognitive theory

Psycholinguistics, SLA, and Technology (Scott Payne): Investigating second language acquisition and CALL from a psycholinguistic perspective entails examining how language learners process, store, and retrieve information from memory and how cognitive capacity impacts acquisition and influences performance. This paper will provide an overview of psycholinguistic approaches to SLA research highlighting research findings relevant to the field of CALL. This discussion will include some of the challenges and opportunities for researchers interested in employing psycholinguistic methods for studying SLA in classroom and computer-mediated contexts.

(https://paperpile.com/view/d6077af8-b494-0c5b-bcbe-71ea1d198029)

This article explores how learning styles and computer skills impact student online learning. Further consideration is also given to course format and participants who were first time online learners. This is a complex study that investigates possible skills and abilities of first time online students. It would be interesting to conduct the same study, ten years latter to see if the changes in technology has improved the learners' computer skills and therefore the results of the study.

RATING: 7/10

The authors discuss the fact that traditional learning has been an intersection of content knowledge and pedagogical knowledge, but with today's learning environment, it must also intersect with technological knowledge which requires further professional growth and development. The authors further discuss the challenges keeping up with the rate of change of technology and suggest that this is just a foundation for the ongoing research in educational technology.

RATING: 7/10

Create is a non-profit organization dedicated to providing resources for the development and creation of educational technology to enhance the independence and productivity of older adult learners.

The sight includes publications, resources, research, news, social media and information all relevant to aging and technology. It is the consortium of five universities including: Weill Cornell Medicine,University of Miami, Florida State University,Georgia Institute of Technology, and University of Illinois at Urbana-Champaign.

RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

The six basic requirements

Federalism has the capability of being both bad and good. It just depends who you ask. On one side the advantages of fedaralism is it creates more effectiveness and makes the government stable. On the other hand federalism is risky it gets expensive, lead to a complex tax system and is slow in responses to crisis.

Snapchat reaches around 30 million 18-24 year old users; important ages that are more recently able to vote and take political action. Instagram and snapchat are most popular amongst younger users.

Rhetoric of Space and Place.

I dont believe some of this, blacks never had a voice during . That time if they were to speak up during that time they would often get punished. Blacks had no say in there freedom, slavery wasn't abolished to help slaves, Abraham Lincoln didn't do it out of the kindness out of his heart.

I believe people in sometimes feel they have no voice are say. There are pathways were people try there best to find change and still see no result i believe to have to change we have to write congress men and people in the government letters to how we may feel. We must be aware together but, its better sometimes to be the odd person out the bunch. It takes one person doing something different to see results.

To add to "More scholarship about CC licenses" and to support unit 4.1: Bishop, Carrie. “Creative Commons and Open Access Initiatives: How to Stay Sane and Influence People.” Art Libraries Journal 40.4 (2015): 8–12. Web.

Bishop presents a cheerful exploration of the Tate’s mammoth enterprise to digitize and release into the public Web 52,000 works of art, many of which are still under copyright. Commonly, galleries and museums would like to broaden exposure to the artwork in their collections, but when artists or their descendants are still actively monitoring use and income, there can be a barrier between connecting the public with the art work and the needs of the artistic community. Bishop describes the Tate’s desire to license the newly digitized images under a Creative Commons license to provide clear guidelines to the public, but at the same time to respond to the fears, hopes, and wishes of their artists. The Tate decided that it could best realize its goal to "democratize access" and to connect the public with British artists through applying the CC-BY-NC-ND license—both making the images available and quelling the concerns of the artists or their estate managing family members. The article provides an interesting perspective to the discussion of “open culture” or “free culture.” Some of this freedom may come about in incremental doses. The CC license might make it possible to allow an artist to connect their work with a larger public, at the same time that it makes them confident that their work won’t be misused or appropriated in an undesired manner. Aart museums seem to have a difficult relationship with open access and Creative Commons licensing. The Getty, for instance, has a fairly complicated statement of terms that make murky all that CC transparency, so there is viewing the material and then there is repurposing the material. The result is that a slow, measured pace, while nurturing the artist along, may be the way to ultimately make CC and Open Access a norm rather than an exception.

45.24

83.33

75

75

83.21

57.48

82.14

86.36

75

74.11

14.91

29.51

89.17

65.61

The recurrence of "meringues" until this point warrants further examination. In addition to tracing this motif and performing contextual analyses, we can use word collocations and concordances to better understand the physical and figurative resonances of this dessert. This reading could then feed into a broader analysis of all of the story's ingestible substances.