4,823 Matching Annotations
  1. Jun 2017
    1. CASCA. I know not what you mean by that; but I am sure Caesar fell down. If the tag-rag people did not clap him and hiss him, according as he pleased and displeased them, as they use to do the players in the theatre

      Casca associates Ceaser’s behavior to that of an actor performing on a public stage rather than the behavior of a political leader, evident when he says Ceaser’s followers “clap him and hiss him.” Casca’s criticism of Julius Ceaser’s performance and his followers who clap for him is a modern idea that can apply to the politicians of today as well.

  2. May 2017
    1. Tag. Referring to any child as it is demeaning and hurtful.Instead of the child hollering, "You're it!" we recommend,"You're special!"Red Rover. Inappropriate labeling of children as animals. Also,the use of the word red evokes Communist undertones.Sardines. Unfairly leaves one child alone at the end as theloser--a term psychologists have deemed unacceptable.Hide-and-seek. No child need hide or be sought. The modern childruns free in search of himself.Baseball. Involves wrong-headed notions of stealing, errors andgruesome hit-and-run. Players should always be safe, never out.Hopscotch. Sounds vaguely alcoholic, not to mention demeaning toour friends of Scottish ancestry.Marbles. Winning others' marbles is overly capitalistic.Marco Polo. Mocks the blind.Capture the flag. Mimics war.Kick the can. Unfair to the can.

      I love how the author mocks the ban by making lists of other games that should be banned for different reasons.

    1. volksschauspielhaften

      <font color="steelblue" face="arial" size="4"> **volksschauspielhaften**</font><font color="black" face="arial" size="3"></font>

      <font color="black" face="arial" size="3">

      trans. folk spectacle stick

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      </font><font color="steelblue" face="arial" size="4"> **Volk**</font><font color="black" face="arial" size="3"></font>

      <font color="black" face="arial" size="3">

      n. n; -(e)s, Völker 

      1. people; (Nation) auch nation; das deutsche Volk the Germans, the German people (oder nation); die Völker Afrikas the peoples of Africa

      2. nur Sg. (Einwohner) people Pl.; (Masse) the masses Pl.; pej. auch hoi polloi, the plebs Pl.; (Pöbel) mob, rabble; die gewählten Vertreter des Volkes the people's elected representatives; im Namen des Volkes in the name of the people; Volkes Stimme geh. the voice of the people; das Volk Gottes REL God's chosen people, the elect; ein Mann aus dem Volke a man of the people; ein Gerücht etc. unters Volk bringen fam. spread a rumo(u)r etc.; etwas unters Volk bringen fam. (verkaufen) sell, get rid of; sich unters Volk mischen mingle with the crowd; blödes Volk! beleidigend: you stupid lot! fam.; * auserwählt, fahrendII 2*

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      </font><font color="steelblue" face="arial" size="4"> **fahrend**</font><font color="black" face="arial" size="3"></font>

      <font color="black" face="arial" size="3">

      adj. 

      I Part. Präs. fahren 

      II Adj. 

      1. Fahrzeug: moving; auf den fahrenden Zug aufspringen jump on the moving train (fig. on the bandwagon)

      2. (wandernd) travel(l)ing, itinerant; fahrender Ritter HIST knight errant; fahrender Sänger HIST wandering minstrel; fahrendes Volk travel(l)ers, Am. gypsies, migrants

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      </font><font color="steelblue" face="arial" size="4"> **fahren**</font><font color="black" face="arial" size="3"></font>

      <font color="black" face="arial" size="3">

      n. fährt, fuhr, gefahren 

      I v/i. (ist);

      1. Person: (auch reisen) go (mit by); selbst lenkend: drive; auf Fahrrad, Motorrad: ride; längere Strecke: travel (by); auf Schiff: sail; mit dem Aufzug/Bus etc. fahren auch take the lift (Am. elevator) / a (oder the) bus etc.; ich fahre öffentlich (mit öffentlichen Verkehrsmitteln) I use (oder go by) public transport (Am. transportation); fahr rechts (bleib rechts) keep to the right; (bieg rechts ab) turn right; an den Straßenrand fahren pull over to the side of the road; nach Köln fährt man sieben Stunden mit dem Auto: it's a seven-hour drive to Cologne; mit dem Zug: it's a seven-hour train journey to Cologne, it's seven hours on the train to Cologne; langsamer/schneller fahren slow down / accelerate; über einen Fluss etc. fahren cross a river etc.; ich will noch mal fahren auf Karussell etc.: I want another ride

      2. (abfahren) leave, go; wir fahren in fünf Minuten we're leaving in five minutes

      3. (in Fahrt sein) be moving; * fahrend II 1* 

      4. Fähigkeit: sie fährt gut/schlecht she's a good/bad driver

      5. (verkehren) run; das Boot/der Zug fährt zweimal am Tag the boat/train goes twice a day, there are two sailings / two trains a day

      6. AUT etc. (funktionieren) go, run; das Auto fährt nicht (ist kaputt) the car isn't going (oder won't go); das Auto fährt ruhig the car is quiet(-running); mit Benzin/Diesel fahren Fahrzeug: run on petrol (Am. gas) /diesel; Person: have a petrol- (Am. gas) /diesel-engine car; mit Strom fahren be driven by electric power; mit Dampf fahren be steam-driven

      7. mit der Hand etc. durch/über etwas (Akk.) fahren run one's hand etc. through/over s.th.

      8. in etwas (Akk.) fahren Kugel, Messer etc.: go into s.th.; Blitz: hit (oder strike) s.th.; in die Kleider fahren slip into (oder slip on) one's clothes; aus dem Bett fahren jump (oder leap) out of bed; der Hund fuhr ihm an die Kehle the dog leapt at his throat; * Himmel 2, Hölle 1* 

      9. etwas fahren lassen (loslassen) let go of s.th.; alle Hoffnung etc. fahren lassen fig. give up (oder abandon) all hope; einen fahren lassen fam. let one go, fart vulg. 

      10. fig.: sie ist sehr gut/schlecht damit gefahren she did very well/badly out of it; was ist nur in ihn gefahren? what's got into him?; der Schreck fuhr ihm in die Glieder he froze with terror; * Haut 4*, Mund etc. 

      II v/t. 

      1. (hat); (lenken, besitzen) drive; (Fahrrad, Motorrad) ride; er hat das Auto gegen den Zaun gefahren he drove the car into the fence; ein Auto zu Schrott fahren drive a car into the ground; bei einem Unfall: write a car off, Am. total a car; ein Schiff auf Grund fahren run a ship aground; jemanden über den Haufen fahren fam. knock s.o. down, run s.o. over

      2. (hat); (befördern) take, drive; (Güter) auch transport; ** spazieren 

      3. (ist); (Aufzug, Skilift) ride in; (Karussell, U-Bahn etc.) ride on; (Segelboot) sail; (Ruderboot) row; Boot fahren go boating; Rad fahren cycle; Roller fahren scooter; (Motorroller) ride a scooter; Schlittschuh fahren skate; Schlitten fahren (rodeln) toboggan; (Pferdeschlitten) ride in a sledge (Am. sleigh); Ski fahren ski

      4. (hat oder ist); (Strecke) cover, travel; (Kurve, anderen Weg etc.) take; (Umleitung) follow; (Rennen) take part in; (Umweg) make; sie fuhren eine andere Strecke they took a different route; Kurven fahren weave about (Am. back and forth); Slalom fahren do a slalom

      5. (hat oder ist); (Zeit) record, clock; (Rekord) set; wir fuhren gerade 100 km/h, als ... we were doing 62 mph when ...; das Auto fährt 200 km/h (leistet) the car will do (oder can reach) 124 mph

      6. (hat); (Normal, Super) use, run on

      7. TECH (Hochofen) operate; INFORM (Programm) run

      8. (Sonderschicht) work

      III v/refl. (hat): dieser Wagen fährt sich gut this car is pleasant to drive (oder handles well); unpers.: auf dieser Straße fährt es sich gut this is a good road to drive on

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      </font><font color="steelblue" face="arial" size="4"> **Himmel**</font><font color="black" face="arial" size="3"></font>

      <font color="black" face="arial" size="3">

      n. m; -s, - (Pl. selten, meist poet.) 

      1. sky; MET auch skies Pl.; lit. heavens Pl.; am Himmel in the sky; unter freiem Himmel in the open air; unter südlichem Himmel under southern skies; der Rauch steigt zum Himmel (auf) the smoke is rising up into the sky; der Himmel lacht fig. (die Sonne scheint) the sun has got his hat on

      2. REL heaven; im Himmel in heaven; in den Himmel kommen go to heaven; zum oder in den Himmel auffahren oder gen Himmel fahren bibl. ascend into heaven; im Himmel sein euph. be with the angels; Himmel und Hölle in Bewegung setzen fig. move heaven and earth; Himmel und Hölle Hüpfspiel: hopscotch

      3. fig. heaven, paradise; der Himmel auf Erden geh. heaven on earth; den Himmel auf Erden haben geh. live in paradise; aus heiterem Himmel fam. (completely) out of the blue; in den Himmel heben fam. praise to the skies; im sieb(en)ten Himmel sein oder sich [wie] im sieb[en]ten Himmel fühlen fam. be on cloud nine, be walking on air, be in the seventh heaven; ihm hängt der Himmel voller Geigen geh. he thinks life's a bed of roses; das schreit oder fam. stinkt zum Himmel it's a scandal; vom Himmel fallen appear from nowhere; ... fallen nicht (einfach) vom Himmel ... don't grow on trees; Erfolge, Fortschritte etc.: don't (just) happen by themselves; Wolken am politischen Himmel clouds on the political horizon; * Meister 2* 

      4. in Ausrufen: dem Himmel sei Dank! thank heavens!; der Himmel ist oder sei mein Zeuge! altm. as God is my witness!; gütiger oder du lieber Himmel! fam. my goodness!, good Heavens!; um Himmels willen! for Heaven's (oder God's) sake!; weiß der Himmel! fam. God knows; Himmel (noch mal oder Herrgott, Sakrament)! fam. for heaven's sake!; Himmel, Arsch und Zwirn oder Wolkenbruch Sl. bloody hell, Am. holy smoke

      5. vom Bett etc.: canopy; im Auto: roof; fam. (Gaumen) roof of one's mouth

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      </font><font color="steelblue" face="arial" size="4"> **Haut**</font><font color="black" face="arial" size="3"></font>

      <font color="black" face="arial" size="3">

      n. f; -, Häute 

      1. meist Sg. skin; helle/dunkle Haut haben have a fair/dark skin; nass bis auf die Haut soaked to the skin; auf bloßer Haut tragen wear next to one's skin; er trägt die Jacke auf der bloßen Haut auch he's got nothing on under his jacket; sich (Dat.) die Haut aufschürfen graze o.s.; sich (Dat.) die Haut an den Knien etc. aufschürfen skin (oder graze) one's knees etc.; viel Haut zeigen fam. hum. Person: show a lot of bare flesh, be scantily clad; Kleidung: be very revealing

      2. abgezogene, von kleinem Tier: skin; von großem Tier: hide; abgeworfene, einer Schlange etc.: slough; auf Braten: skin; einem Tier die Haut abziehen skin an animal

      3. einer Frucht: skin; meist entfernt: peel; einer Wurst, auf der Milch: skin; auf Flüssigkeiten: film; (Membran) membrane; um Organe: tunic; am Fingernagel: cuticle; TECH, eines Ballons, Flugzeugs etc.: skin; (Überzug) sheathing

      4. nur Sg.; fam. fig.: eine ehrliche/gute Haut an honest / a good soul; mit Haut und Haar(en) completely, hook, line and sinker; aus der Haut fahren go through (oder hit) the roof, go ballistic; es ist zum Aus-der-Haut-Fahren! it's enough to drive you up the wall!; eine dicke Haut haben have a thick skin, be thick-skinned; seine Haut retten save one's skin (fam. hum. bacon); sich seiner (Gen.) Haut wehren defend o.s. (with all one's might); ihr ist oder sie fühlt sich nicht wohl in ihrer Haut she feels (rather) uncomfortable (oder uneasy); ich möchte nicht in seiner Haut stecken I wouldn't like to be in his shoes; er ist nur noch Haut und Knochen he's just skin and bones; es kann eben keiner aus seiner Haut a leopard can't change its spots; das geht einem unter die Haut it gets under your skin; seine Haut zu Markte tragen (sein Leben riskieren) risk one's neck; (sich verkaufen) sell o.s.; Frau: sell one's body; seine Haut teuer verkaufen sell one's life dearly; * faul I 2*, heil

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      </font><font color="steelblue" face="arial" size="4"> **Mund**</font><font color="black" face="arial" size="3"></font>

      <font color="black" face="arial" size="3">

      n. m; -(e)s, Münder mouth; den Mund aufmachen open one's mouth; fam. fig. speak up; mit vollem Mund sprechen talk with one's mouth full; aus dem Mund riechen have bad breath; sie küsste seinen Mund she kissed him on the lips; ein Mund voll fig. a mouthful; Flüssigkeit: auch a gulp; von Mund zu Mund beatmen give mouth-to-mouth resuscitation; es ist in aller Munde everyone's talking about it, it's the talk of the town; Mund und Nase aufsperren oder aufreißen fam. fig gape open-mouthed (in astonishment); halt den Mund! fam. shut up!; den Mund nicht aufmachen oder auftun fam. fig. not utter a word; sie hat den Mund nicht aufgekriegt fam. fig. she didn't say a word; den Mund voll nehmen fam. fig. talk big, shoot one's mouth off; jemandem den Mund verbieten fig. stop s.o. saying anything, silence s.o.; jemandem etwas in den Mund legen fig. put words into s.o.'s mouth; jemandem das Wort aus dem Mund nehmen fam. fig. take the words (right) out of s.o.'s mouth; jemandem das Wort im Mund umdrehen twist s.o.'s words; jemandem nach dem Mund(e) reden fig. echo s.o.'s words; um zu gefallen: say what s.o. wants to hear; jemandem über den Mund fahren fam. fig. cut s.o. short; nicht auf den Mund gefallen sein fam. fig. have the gift of the gab; sich (Dat.) den Mund verbrennen fam. fig. put one's foot in it; von Mund zu Mund gehen Neuigkeit: be passed on from one person to the next, fam. do the rounds; in Redewendungen  auch Maul; * berufen IV 1, Blatt 1, fransig 2, stopfen II 1*, wässrig etc.

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      </font><font color="steelblue" face="arial" size="4"> **spazieren**</font><font color="black" face="arial" size="3"></font>

      <font color="black" face="arial" size="3">

      v. v/i. walk (around), stroll; spazieren gehen go for a walk (oder stroll); er geht gern im Wald spazieren he likes to walk (oder go for walks) in oder through the woods; wir waren im Wald spazieren we went for a walk in (oder through) the woods; spazieren fahren go for a ride (oder run, fam. spin) (in the car); jemanden spazieren fahren take s.o. for a ride (oder run, fam. spin) (in the car); jemanden spazieren führen take s.o. (out) for a walk; den Hund spazieren führen auch walk the dog

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      </font><font color="steelblue" face="arial" size="4"> **Meister**</font><font color="black" face="arial" size="3"></font>

      <font color="black" face="arial" size="3">

      n. m; -s, - 

      1. (im Handwerk) master (craftsman); ein Meister im Bäckerhandwerk a master baker; seinen Meister machen take one's master craftsman's diploma

      2. (Künstler, Könner) master (auch fig., iro.); alter Meister MUS, Kunst etc.: old master; ein Meister im Lügen a master at (oder in the art of) lying; seinen Meister finden fig. find (oder meet) one's match; Übung macht den Meister Sprichw. practice makes perfect; früh übt sich, was ein Meister werden will Sprichw. you can't start too young; es ist noch kein Meister vom Himmel gefallen Sprichw. you can't expect to get it right first time

      3. SPORT etc.: champion; (Mannschaft) champions Pl. 

      4. im Betrieb: foreman

      5. als Anrede, vertraulich: Sl. guv, chief, Am. Mac

      6. in Märchen: Meister Lampe Master Hare; Meister Petz Master Bruin (the Bear)

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      </font><font color="steelblue" face="arial" size="4"> **faul**</font><font color="black" face="arial" size="3"></font>

      <font color="black" face="arial" size="3">

      adj. 

      I Adj. 

      1. Obst, Gemüse, Ei, Zähne etc.: rotten, bad; Fisch, Fleisch: bad, präd. Brit. off, Am. bad; (stinkend) putrid; Holz: rotten; Wasser: foul, brackish; Luft: foul

      2. (träge) lazy, idle; faules Aas fam. pej. Mann: lazy sod (Am. bum) Sl.; Frau: lazy bitch; fam. hum. lazybones (Sg.); auf der faulen Haut liegen oder sich auf die faule Haut legen take one's ease; er, nicht faul, handelte sofort he was on the ball and took immediate action; am Wochenende war ich mal so richtig schön faul I had a really lazy time at the weekend

      3. fig. pej. Ausrede: lame; Kompromiss etc.: shabby; Friede: phon(e)y fam.; Witz: bad; Scheck, Wechsel: dud; (verdächtig) Person: shady; Sache: fishy; fauler Zauber humbug; da ist doch etwas faul there's something fishy about it; etwas ist faul im Staate Dänemark something is rotten in the state of Denmark

      4. (säumig) Zahler: late

      II Adv.: faul herumliegen laze around (oder about); häng hier nicht faul rum, hilf mir lieber fam. instead of hanging around doing nothing you could help me

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      </font><font color="steelblue" face="arial" size="4"> **heil**</font><font color="black" face="arial" size="3"></font>

      <font color="black" face="arial" size="3">

      n. Adj. (unversehrt) Person: unhurt, unharmed, safe and sound; Sache: undamaged, intact; (geheilt) healed, cured; Welt: intact, ideal, sugarcoated iro.; etwas heil überstehen come through (s.th.) unscathed; da bist du noch mal mit heiler Haut davongekommen iro. you got off lightly this time; wieder heil machen fix, mend; Kinderspr. (einen verletzten Finger etc.) make s.th. better; die Vase etc. ist heil geblieben didn't break, is still intact (oder in one piece)

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      </font><font color="steelblue" face="arial" size="4"> **Maul**</font><font color="black" face="arial" size="3"></font>

      <font color="black" face="arial" size="3">

      n. n; -(e)s, Mäuler 

      1. ZOOL mouth; (Kiefer) jaws Pl.; (Schnauze) muzzle, snout

      2. Sl. von Menschen: trap, gob; ein großes Maul haben have a big mouth, be a big-mouth; ein böses/loses Maul haben have a malicious/loose tongue; das Maul halten keep one's mouth shut; halt's Maul! shut up!; sich (Dat.) das Maul zerreißen gossip (über + Akk. about); jemandem das Maul stopfen fam. shut s.o. up; er hat sechs Mäuler zu stopfen fam. fig. he's got six hungry mouths to feed; jemandem übers Maul fahren cut s.o. short; dem Volk aufs Maul schauen listen to what people are saying;  auch Mund

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      </font><font color="steelblue" face="arial" size="4"> **berufen**</font><font color="black" face="arial" size="3"></font>

      <font color="black" face="arial" size="3">

      n. 

      I v/t. (unreg.) 

      1. zu einer Funktion: jemanden zum Vorsitzenden / zu einem Amt berufen appoint s.o. chairman / to an office; jemanden auf oder an einen Lehrstuhl berufen offer s.o. a chair (at university); an einen Ort: nach Berlin berufen werden be called to Berlin

      2. fam. ** beschreien 

      II v/refl. (unreg.): sich berufen auf (+ Akk.) als Autorität, Quelle etc.: cite, quote, refer to; auf jemanden persönlich: mention s.o.'s name; sich auf jemanden als Zeugen berufen appeal to s.o. as a witness; sich darauf berufen, dass ... plead that ...; darf ich mich auf Sie berufen? may I mention your name?; (zitieren) may I quote you?

      III v/i. (unreg.) österr. JUR appeal

      IV Adj. 

      1. (befähigt) qualified, competent; aus berufenem Munde from a reliable source, on good authority, straight from the horse's mouth fam.; berufen sein / sich berufen fühlen zu (+ Inf.) be/feel competent enough (oder qualified) to (+ Inf.); moralisch: have / feel one has a mission to (+ Inf.); ich fühlte mich (nicht) berufen einzugreifen I felt called upon / I didn't feel it was for me to intervene

      2. zum Priester etc. berufen sein have a calling to be a priest (oder to the priesthood etc. ); zur Malerei etc. berufen sein have a vocation for painting etc.; sich zu Höherem berufen fühlen feel one is destined for higher things

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      </font><font color="steelblue" face="arial" size="4"> **Blatt**</font><font color="black" face="arial" size="3"></font>

      <font color="black" face="arial" size="3">

      n. n; -(e)s, Blätter 

      1. BOT leaf; von Blüte: petal; Kelch: sepal; kein Blatt vor den Mund nehmen fig. not mince matters (oder one's words)

      2. Buch: leaf; (Seite) page; (Papier) sheet; hast du ein Blatt Papier? do you have a piece of paper?; 500 Blatt Papier 500 sheets of paper; ist das Blatt voll geschrieben? have you used (oder filled) up that page?; das steht auf einem anderen Blatt fig. 

      a) that's a completely different matter,

      b) that's another story fam.; ** unbeschrieben 

      3. MUS (Notenblatt) sheet; vom Blatt spielen/singen sight-read / sight-sing; etwas vom Blatt spielen/singen auch play/sing s.th. at sight

      4. (Zeitung) (news)paper

      5. Kunst: (Druck) print; (Zeichnung) drawing; (Stich) engraving

      6.

      a) (Spielkarte) card; (gezogene Karten) hand; ein gutes/schlechtes Blatt haben have a good/bad hand; das Blatt hat sich gewendet fig. the tide has turned

      b) Spielfarbe im deutschen Kartenspiel: spade

      7. TECH plate, lamina, (Folie) foil; Säge, Ruder etc.: blade (auch FLUG)

      8. MUS für Blasinstrumente: reed

      9. Jagd: shoulder

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      </font><font color="steelblue" face="arial" size="4"> **fransig**</font><font color="black" face="arial" size="3"></font>

      <font color="black" face="arial" size="3">

      adj. Adj. 

      1. verziert: fringed

      2. (ausgefranst) frayed; sich (Dat.) den Mund fransig reden fam. fig. talk till one is blue in the face

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      </font><font color="steelblue" face="arial" size="4"> **stopfen**</font><font color="black" face="arial" size="3"></font>

      <font color="black" face="arial" size="3">

      v. 

      I vt/i. (Strümpfe etc.) darn, mend; Oma stopft beim Fernsehen Granny does her darning while watching TV

      II v/t. 

      1. (hineinstopfen) stuff (in + Akk. into); (füllen) (Kissen etc.) stuff; (Pfeife, Wurst) fill; sich (Dat.) das Hemd in die Hose stopfen tuck one's shirt into one's trousers; sich (Dat.) Süßigkeiten in den Mund stopfen stuff sweets into one's mouth; jemandem den Mund stopfen fig. silence s.o., shut s.o. up fam.; ** gestopft 

      2. (ausfüllen, zumachen) (Lücke) fill; (Loch) auch plug

      3. (mästen) stuff, fatten

      III v/i. 

      1. (sättigen) be filling; Reis stopft auch rice fills you up

      2. (verstopfen) cause constipation; das stopft auch that gives you constipation

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      </font><font color="steelblue" face="arial" size="4"> **beschreien**</font><font color="black" face="arial" size="3"></font>

      <font color="black" face="arial" size="3">

      v. v/t. (unreg.); fam.: ich will es nicht beschreien touch (Am. knock on) wood, I don't want to put the kiss of death on it

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      </font><font color="steelblue" face="arial" size="4"> **unbeschrieben**</font><font color="black" face="arial" size="3"></font>

      <font color="black" face="arial" size="3">

      adj. Adj. Papier: blank; INFORM empty; ein unbeschriebenes Blatt sein fig. (unbekannt) be an unknown quantity; (unerfahren) be inexperienced; er ist kein unbeschriebenes Blatt fam. fig. (hat schon einiges auf dem Kerbholz) he hasn't kept clear of trouble

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      </font><font color="steelblue" face="arial" size="4"> **gestopft**</font><font color="black" face="arial" size="3"></font>

      <font color="black" face="arial" size="3">

      adj. 

      I P.P. stopfen 

      II Adv. fam.: gestopft voll jampacked, chock-a-block, chock-full

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      </font><font color="steelblue" face="arial" size="4"> **Schauspiel**</font><font color="black" face="arial" size="3"></font>

      <font color="black" face="arial" size="3">

      n. n 

      1. THEA play; drama

      2. fig. spectacle, sight

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      </font><font color="steelblue" face="arial" size="4"> **haften**</font><font color="black" face="arial" size="3"></font>

      <font color="black" face="arial" size="3">

      n. v/i. (für for) (bürgen) be liable, be responsible, answer; (bei einem Schaden etc. belangt werden) be held responsible; haften für (garantieren) guarantee; Sie haften mir persönlich für etwaige Schäden I shall hold you personally responsible for any damage</font>

      </font></font></font></font></font></font></font></font></font></font></font></font></font></font></font></font></font></font></font></font></font>
    1. I feel these two proud black womens on this 2 mins video, because to us black people all lives matter but in general blacks lives matter to us the most. One question, the white people forgot that black people build America , so why is we treated like s**t.

    2. The government of America isn’t doing anything to stop this, its like they with it too, a white cop kills a black male his badge get suspended. The cop don’t even go to trial, but the other way around us black people get 25 years to life in prison .

    1. The cure? All of the experts GreatSchools contacted seemed to agree. “Exercise,” says McEwen, pointing at studies that claim physical activity stimulates hippocampus growth, and group exercise (think team sports lke soccer and games like tag) fosters neuron development.Medina concurs: “Exercise is one of the best things children can do to combat stress. It increases neurons’ creation, survival, and resistance to damage and stress.” Monica R. Fleshner, Ph.D., integrative physiologist at the University of Colorado, also agrees, explaining, “maintaining regular physical activity is one way to help promote both stress resistance and stress resilience.”

      This is true because while the hippocampus can be affected, exercise and doing helpful and healthy things to lower the stress levels can help that brain development. By doing exercise and things to help lower stress, it will be beneficial to the brain as well. I think exercise is a great way to cope and deal with stress and to make it easier. It can be an escape for most people and for many, it's helped them achieve their biggest obstacles.

  3. Apr 2017
    1. FilterBubbler lets you collaboratively “tag” pages with descriptive labels and then analyze any page you visit to see how similar it is to pages you have already classified.

      It would be good to explain why this is like filter bubbles we have in our every day lives? What can we learn from this? What can we teach from this? Why should we do it at all?

    1. The Sea Shall Take Them Home

      As we discussed in class, beautiful, evocative titel but it nees a tag on that lets people know this is about burial/cemeteries

    1. University of Oklahoma

      Sarah and David Wrobel's project here is so cool: they leveraged the Hypothes.is tag feature to have students explore the "layers" of John Steinbeck's The Grapes of Wrath. While the idea of such layers could perhaps be said about any literary text, for Steinbeck there was something explicit about the layers of that particular novel. As he wrote to his editor at the time:

      "The Grapes of Wrath" was published, Steinbeck wrote: "There are five layers in this book, a reader will find as many as he can and he won't find more than he has in himself."

    1. exigence, or an imperfection marked by urgcney

      This is actually a great, succinct definition of exigence. I wanted to tag it because I actually wasn't happy with the definitions of exigence in the previous articles, even though exigence was central to those arguments.

    1. *Marx, Karl. Manifesto of the Communist Party. Generic NL Freebook Publisher, n.d. EBSCOhost, login.ezproxy.csupueblo.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1086199&site=ehost-live&scope=site.http://www.differencebetween.net/miscellaneous/difference-between-communism-and-marxism/http://flowpsychology.com/10-marxism-strengths-and-weaknesses/http://www.historyguide.org/intellect/marx.HTMLhttps://upload.wikimedia.org/wikipedia/commons/6/63/Base-superstructure_Dialectic.pnghttps://thecharnelhouse.org/tag/modernity/https://www.britannica.com/biography/Friedrich-Engels

      use APA style for references

    1. I would love to see the app bring in geography in some way, in order to emphasize local community. If you tag the location of your action, you can then leverage data to show what people are doing all around you. For example – imagine being able to check out your local park and see all the actions people have made towards positive goals there.

      Love the map mashup idea. (übernommen aus Reaktion 1 von Brad F.)

    1. Musk has made clear his near-term goal is is to drop the launch costs to 10% of the current costs, with a longer-term goal of dropping the launch price tag to 1%. If successful, a launch that costs $62 million in 2016 will eventually be $620,000.

      He is definitely smart enough to invent something like this but it will take some years. He is doing the same thing with Tesla. They are expensive cars but his goal is for them to be affordable for everone

    1. In addition, the reference should also include “[dataset]” within the reference citation so that it becomes easily recognizablewithin the production process. This additional tag will not be visible within the reference list of the article.

      Articles should be tagged as data set (not visible in reference list)

    1. we may have to think hard about how online speech can be free – including free as in beer (provided without a monetary cost) or as in kittens (requiring ongoing care)

      Again, I have difficulty with the underlying naivete of this article. There isn't anything that is truly free, especially not "free" beer or "free" kittens (or cute animals of any sort) or free news or free media. Somebody pays for it, one way or another. That "free" beer usually comes with a price tag: cover or door charge (minimum menu purchase); that "free" kitten requires food, care, vet bills, etc. I suggest that we start with defining exactly what we mean by "free" online speech and for what purpose(s) we want to support it and how much it will actually cost in terms of funding (hosting servers), managing (controlling/tracking/indexing) the posts (and archives), and to whom the participants are accountable.

    1. “Conceptually, you could get data about your health, you could get data about your whereabouts, how often you're working, how long you're working, if you're taking toilet breaks and things like that.”

      Oh come on.

      Yes, theoretically you could make an implanted device, of some kind, that can do this. But that's not even close to the same thing as saying that this particular device can do this. Which it can't. It's a NFC tag with no ability to measure or influence the body it's implanted into.

    1. People stink at tagging. They often forget.

      I don't think it's just forgetfulness. Tagging requires exact resolution of an idea to a tag. But when doing exploratory reading, deciding on the correct tag to use is often difficult and time-consuming (and rarely consistent across time).

      A tag recommender would be a cool extension.

  4. Mar 2017
    1. Since most core functionality was solidly in place by this time, it became possible to squash larger numbers of site-wide bugs by relating them to the current sprint’s stories.

      Not sure I understand how this would work. Obviously if there are open issues related to issues that is fine but you can't just tag unrelated work onto an existing ticket.

    1. In most systems, gentilic nouns not identified as such in the Hebrew, but only in Aramaic. See the gentilic adjective.

      Q: did we tag any Hebrew nouns as "gentilic" in our parsing system? If not, should we delete this entry?

    1. eliminated swings from their playgrounds, along with merry-go-rounds, tube slides, track rides, arch climbers and teeter-totters

      And tag? Recess would not be useful if there is nothing to do

    Annotators

    1. Who am I? I am "doing" French history.

      This is fascinating! What an excellent articulation of the self. I'm willing to bet that I'm going to be using the "embodiment" tag a fair number of times in this text, and this is a great place to start.

      Here, Cixous is already recognizing that her "self" is at least partly a racially, historically, and politically situated body. Simply by being the rhetor she is, she is actively "doing" French history by participating in the public sphere. It may not have been as dangerous for her as it was for Douglass or Palmer or Stewart, but much of what she had to say was still revolutionary, and her body is an important part of that revolutionary performance.

    1. d.

      cite source. Use parenthetical citations for all information learned from other sources. the lead in/tag format is most useful. [X explains that . . . . (21).

    1. I would like to see a few changes on this page:

      1. every summary from a secondary source needs to be cited using the lead-in/tag format or the tag only format.

      2. I also think this information is too general and a little misleading. What does Fawcett write about women's roles? How does she set the stage in the work you read? Use quoations, summaries and evidence-based presentation.

    1. You want me to get out and push?

      Excellent taunt. Also: because there is 6 lines that are one line, a single dialogue attribution tag would be helpful right about here.

    1. techniques for efficiency

      I suggest add target="_blank" attribute to the a tag.

      Because the google docs are opening at the same page, it's hard to come back to the reading material.

    1. gave $10,000 to conservative activist James O’Keefe’s Project Veritas, which works closely with Breitbart and is an unofficial arm of the Trump campaign. Ironically, Project Veritas did actually attempt to infiltrate the campaign of rival candidate Hillary Clinton. It successfully infiltrated outside groups aligned with it, secretly recording and then publishing internal campaign details, which Trump used repeatedly on the stump. The tweets come after multiple investigations into Russian interference in the election. The CIA, FBI and National Security Agency concluded that operatives for Russian President Vladimir Putin did intervene during the campaign. Trump’s administration is under mounting pressure over its alleged communications with Russian officials in the weeks before Trump officially entered the White House. National security adviser Michael Flynn was forced to resign just 24 days into the role over allegations that he’d discussed U.S. sanctions against Russia with its ambassador in the lead-up to Trump taking office. This week, it was widely reported that Attorney General Jeff Sessions met with Russian officials during the presidential campaign, even though he’d previously denied doing so, under oath, to the Senate Judiciary Committee. Sessions has since recused himself from the Russia investigations. This article has been updated with more details, including comment from Kevin Lewis. Related Coverage White House Weighing Policy Of Separating Mothers And Children Crossing U.S. Border Jeff Sessions Recuses Himself From Russia Investigations Bill Maher Shreds The Media For Praising ‘Defective’ Trump’s Speech To Congress Chelsea Clinton And Kellyanne Conway Share Unlikely Friendly Moment On Twitter Do you have information you want to share with the Huffington Post? 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That's why voter registration should be automatic for every eligible citizen. Sign our petition if you agree that voter registration should be automatic. This petition is hosted by The Action Network. By adding your name, you are sharing your information with The Action Network, whose Privacy Policy (https://actionnetwork.org/privacy) applies. .action_letter {display: none;} Petition by Progressive Turnout Project Northbrook, Illinois To: American Lawmakers From: [Your Name] We should be making it easier for people to vote, not harder. That's why voter registration should be automatic for every eligible citizen. Sign our petition if you agree that voter registration should be automatic. Sign This Petition Not in the US? Country * Afghanistan Aland Islands Albania Algeria American Samoa Andorra Angola Anguilla Antarctica Antigua and Barbuda Argentina Armenia Aruba Australia Austria Azerbaijan Bahamas Bahrain Bangladesh Barbados Belarus Belgium Belize Benin Bermuda Bhutan Bolivia, Plurinational State of Bonaire, Sint Eustatius and Saba Bosnia and Herzegovina Botswana Bouvet Island Brazil British Indian Ocean Territory Brunei Darussalam Bulgaria Burkina Faso Burundi Cambodia Cameroon Canada Cabo Verde Cayman Islands Central African Republic Chad Chile China Christmas Island Cocos (Keeling) Islands Colombia Comoros Congo Congo, the Democratic Republic of the Cook Islands Costa Rica Côte d'Ivoire Croatia Cuba Curaçao Cyprus Czech Republic Denmark Djibouti Dominica Dominican Republic Ecuador Egypt El Salvador Equatorial Guinea Eritrea Estonia Ethiopia Falkland Islands (Malvinas) Faroe Islands Fiji Finland France French Guiana French Polynesia French Southern Territories Gabon Gambia Georgia Germany Ghana Gibraltar Greece Greenland Grenada Guadeloupe Guam Guatemala Guernsey Guinea Guinea-Bissau Guyana Haiti Heard Island and McDonald Islands Holy See (Vatican City State) Honduras Hong Kong Hungary Iceland India Indonesia Iran, Islamic Republic of Iraq Ireland Isle of Man Israel Italy Jamaica Japan Jersey Jordan Kazakhstan Kenya Kiribati Korea, Democratic People's Republic of Korea, Republic of Kuwait Kyrgyzstan Lao People's Democratic Republic Latvia Lebanon Lesotho Liberia Libya Liechtenstein Lithuania Luxembourg Macao Macedonia, the former Yugoslav Republic of Madagascar Malawi Malaysia Maldives Mali Malta Marshall Islands Martinique Mauritania Mauritius Mayotte Mexico Micronesia, Federated States of Moldova, Republic of Monaco Mongolia Montenegro Montserrat Morocco Mozambique Myanmar Namibia Nauru Nepal Netherlands New Caledonia New Zealand Nicaragua Niger Nigeria Niue Norfolk Island Northern Mariana Islands Norway Oman Pakistan Palau Palestine, State of Panama Papua New Guinea Paraguay Peru Philippines Pitcairn Poland Portugal Puerto Rico Qatar Réunion Romania Russian Federation Rwanda Saint Barthélemy Saint Helena, Ascension and Tristan da Cunha Saint Kitts and Nevis Saint Lucia Saint Martin (French part) Saint Pierre and Miquelon Saint Vincent and the Grenadines Samoa San Marino Sao Tome and Principe Saudi Arabia Senegal Serbia Seychelles Sierra Leone Singapore Sint Maarten (Dutch part) Slovakia Slovenia Solomon Islands Somalia South Africa South Georgia and the South Sandwich Islands South Sudan Spain Sri Lanka Sudan Suriname Svalbard and Jan Mayen Swaziland Sweden Switzerland Syrian Arab Republic Taiwan Tajikistan Tanzania, United Republic of Thailand Timor-Leste Togo Tokelau Tonga Trinidad and Tobago Tunisia Turkey Turkmenistan Turks and Caicos Islands Tuvalu Uganda Ukraine United Arab Emirates United Kingdom United States United States Minor Outlying Islands Uruguay Uzbekistan Vanuatu Venezuela, Bolivarian Republic of Viet Nam Virgin Islands, British Virgin Islands, U.S. Wallis and Futuna Western Sahara Yemen Zambia ZimbabweUnited States You may receive updates from Progressive Turnout Project, the creator of this petition. 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Subscribe, choose the community that you most identify with or want to learn more about and we’ll send you the news that matters most once a week throughout Trump’s first 100 days in office. Learn more Newsletter 2.06 M 1.15 M 472 K Podcast Add us on Snapchat

      There's a lot you can do with 10,000 dollars good for trump for giving back to the community

    1. Instead of <script class="js-hypothes-config" type="application/json"> just use HTML attributes on the embed.js script itself

      I'm not in favor of this because a) I think JSON is a simple and widely understood format and b) There is one clear obvious way of expressing booleans, arrays and nested data structures in JSON, whereas in HTML you have to invent your own way of doing it.

      One additional complication is that although there is a method document.currentScript which code can use to get a reference the <script> tag which caused it to be run, this property is not supported in IE so we'd need a workaround.

    2. And that tag needs to contain valid JSON (which is all too easy to get wrong)

      I'm really not convinced that this is a problem. JSON is ubiquitous, especially in the field of web development. Additionally, we present a helpful error message if the config fails to parse.

    1. Eating with friends and family and not having everyone glued to their smart devices." Monkey Business Images/Shutterstock"...checking up on the latest post that their friend made on Facebook when they're sitting exactly four feet away." - adamrocks84 var curSlideObj = {}; curSlideObj.title = "&quot;Eating with friends and family and not having everyone glued to their smart devices.&quot;"; curSlideObj.postTitle = "People on Reddit reveal what they miss most about life before the internet"; curSlideObj.url = "http://www.businessinsider.com/what-do-you-miss-about-life-before-the-internet-2015-12/#eating-with-friends-and-family-and-not-having-everyone-glued-to-their-smart-devices-8"; curSlideObj.anchor = "eating-with-friends-and-family-and-not-having-everyone-glued-to-their-smart-devices-8"; curSlideObj.index = 7; curSlideObj.embeds = {}; curSlideObj.slideShareButtonsEnabled = true; curSlideObj.name ="/#eating-with-friends-and-family-and-not-having-everyone-glued-to-their-smart-devices-8";curSlideObj.embeds =[];curSlideObj.html ="";curSlideObj.ads ="\n\t<div data-bi-ad data-ad-container class=\"ad dfp\" data-adunit=\"desktop\/tech\/sai\/slideshow\" data-authors=\"megan-willett\" data-pagetype=\"slideshow\" data-refresh-frequency=\"4\" data-region=\"Slideshow One Page Ad Desktop\" data-responsive=\"null\" data-sizes=\"970x250,728x90,600x200,600x480,300x250\" data-tag=\"features,reddit,internet,digital-culture,tech-insider\" data-url=\"\/what-do-you-miss-about-life-before-the-internet-2015-12\/\" data-views=\"10001-500000\">\n\t<\/div>\n\n\t<script type=\"text\/javascript\">\n\t\t(function() {\n\t\t\t'use strict';\n\t\t\t\/\/ Notify the DFP code that a new ad has just been rendered\n\t\t\tamplify.publish('adRender');\n\t\t}());\n\t<\/script>\n"; BI.vaop.push(curSlideObj); "A certain amount of ignorance." Flickr"Sure, [the internet has] made me more educated about several topics but, in many ways, I feel like I know too much because everything gets posted now." - GirlDontThrowawayMad var curSlideObj = {}; curSlideObj.title = "&quot;A certain amount of ignorance.&quot;"; curSlideObj.postTitle = "People on Reddit reveal what they miss most about life before the internet"; curSlideObj.url = "http://www.businessinsider.com/what-do-you-miss-about-life-before-the-internet-2015-12/#a-certain-amount-of-ignorance-9"; curSlideObj.anchor = "a-certain-amount-of-ignorance-9"; curSlideObj.index = 8; curSlideObj.embeds = {}; curSlideObj.slideShareButtonsEnabled = true; curSlideObj.name ="/#a-certain-amount-of-ignorance-9";curSlideObj.embeds =[];curSlideObj.html ="";curSlideObj.ads =""; BI.vaop.push(curSlideObj); "Everything not being spoiled immediately." Paul Szoldra/Tech Insider- Zandyne var curSlideObj = {}; curSlideObj.title = "&quot;Everything not being spoiled immediately.&quot;"; curSlideObj.postTitle = "People on Reddit reveal what they miss most about life before the internet"; curSlideObj.url = "http://www.businessinsider.com/what-do-you-miss-about-life-before-the-internet-2015-12/#everything-not-being-spoiled-immediately-10"; curSlideObj.anchor = "everything-not-being-spoiled-immediately-10"; curSlideObj.index = 9; curSlideObj.embeds = {}; curSlideObj.slideShareButtonsEnabled = true; curSlideObj.name ="/#everything-not-being-spoiled-immediately-10";curSlideObj.embeds =[];curSlideObj.html ="";curSlideObj.ads =""; BI.vaop.push(curSlideObj); "Being able to have debates/discussions without being sh---y to one another." LaVladina/Flickr"Anonymity is a sure-fire way to make anyone act like a childish a--hole in a reasonable discussion." - VheloGrace var curSlideObj = {}; curSlideObj.title = "&quot;Being able to have debates/discussions without being sh---y to one another.&quot;"; curSlideObj.postTitle = "People on Reddit reveal what they miss most about life before the internet"; curSlideObj.url = "http://www.businessinsider.com/what-do-you-miss-about-life-before-the-internet-2015-12/#being-able-to-have-debatesdiscussions-without-being-sh-y-to-one-another-11"; curSlideObj.anchor = "being-able-to-have-debatesdiscussions-without-being-sh-y-to-one-another-11"; curSlideObj.index = 10; curSlideObj.embeds = {}; curSlideObj.slideShareButtonsEnabled = true; curSlideObj.name ="/#being-able-to-have-debatesdiscussions-without-being-sh-y-to-one-another-11";curSlideObj.embeds =[];curSlideObj.html ="";curSlideObj.ads =""; BI.vaop.push(curSlideObj); "Enjoying the moment or wanting to do something because it's fun." Flickr / JasonParis"People seem like they just want to do things so they can take pictures with their phones and post to social media. [They] just want to show off to their friends and have everyone look at them and be jealous." - drsquires var curSlideObj = {}; curSlideObj.title = "&quot;Enjoying the moment or wanting to do something because it's fun.&quot;"; curSlideObj.postTitle = "People on Reddit reveal what they miss most about life before the internet"; curSlideObj.url = "http://www.businessinsider.com/what-do-you-miss-about-life-before-the-internet-2015-12/#enjoying-the-moment-or-wanting-to-do-something-because-its-fun-12"; curSlideObj.anchor = "enjoying-the-moment-or-wanting-to-do-something-because-its-fun-12"; curSlideObj.index = 11; curSlideObj.embeds = {}; curSlideObj.slideShareButtonsEnabled = true; curSlideObj.name ="/#enjoying-the-moment-or-wanting-to-do-something-because-its-fun-12";curSlideObj.embeds =[];curSlideObj.html ="";curSlideObj.ads ="\n\t<div data-bi-ad data-ad-container class=\"ad dfp\" data-adunit=\"desktop\/tech\/sai\/slideshow\" data-authors=\"megan-willett\" data-pagetype=\"slideshow\" data-refresh-frequency=\"4\" data-region=\"Slideshow One Page Ad Desktop\" data-responsive=\"null\" data-sizes=\"970x250,728x90,600x200,600x480,300x250\" data-tag=\"features,reddit,internet,digital-culture,tech-insider\" data-url=\"\/what-do-you-miss-about-life-before-the-internet-2015-12\/\" data-views=\"10001-500000\">\n\t<\/div>\n\n\t<script type=\"text\/javascript\">\n\t\t(function() {\n\t\t\t'use strict';\n\t\t\t\/\/ Notify the DFP code that a new ad has just been rendered\n\t\t\tamplify.publish('adRender');\n\t\t}());\n\t<\/script>\n"; BI.vaop.push(curSlideObj); "Mix tapes." ramsey everydaypants/Flickr "Like the cassettes. I would sit [for] hours in front of the radio, wait[ing] for just the right song to come on and then [I would] hit record." - rubaduck   var curSlideObj = {}; curSlideObj.title = "&quot;Mix tapes.&quot;"; curSlideObj.postTitle = "People on Reddit reveal what they miss most about life before the internet"; curSlideObj.url = "http://www.businessinsider.com/what-do-you-miss-about-life-before-the-internet-2015-12/#mix-tapes-13"; curSlideObj.anchor = "mix-tapes-13"; curSlideObj.index = 12; curSlideObj.embeds = {}; curSlideObj.slideShareButtonsEnabled = true; curSlideObj.name ="/#mix-tapes-13";curSlideObj.embeds =[];curSlideObj.html ="";curSlideObj.ads =""; BI.vaop.push(curSlideObj); "My work ethic." Adikos/Flickr"90% of my internet use at work is not business related, and those hours cannot be made up. I am not as productive as I once was, and I'm lucky I own the place. Otherwise I'd fire [myself]." - Scrappy_Laue var curSlideObj = {}; curSlideObj.title = "&quot;My work ethic.&quot;"; curSlideObj.postTitle = "People on Reddit reveal what they miss most about life before the internet"; curSlideObj.url = "http://www.businessinsider.com/what-do-you-miss-about-life-before-the-internet-2015-12/#my-work-ethic-14"; curSlideObj.anchor = "my-work-ethic-14"; curSlideObj.index = 13; curSlideObj.embeds = {}; curSlideObj.slideShareButtonsEnabled = true; curSlideObj.name ="/#my-work-ethic-14";curSlideObj.embeds =[];curSlideObj.html ="";curSlideObj.ads =""; BI.vaop.push(curSlideObj); "Kids playing outside a lot more." Shutterstock"Neighborhoods are ghost towns now.” - El_Frijol var curSlideObj = {}; curSlideObj.title = "&quot;Kids playing outside a lot more.&quot;"; curSlideObj.postTitle = "People on Reddit reveal what they miss most about life before the internet"; curSlideObj.url = "http://www.businessinsider.com/what-do-you-miss-about-life-before-the-internet-2015-12/#kids-playing-outside-a-lot-more-15"; curSlideObj.anchor = "kids-playing-outside-a-lot-more-15"; curSlideObj.index = 14; curSlideObj.embeds = {}; curSlideObj.slideShareButtonsEnabled = true; curSlideObj.name ="/#kids-playing-outside-a-lot-more-15";curSlideObj.embeds =[];curSlideObj.html ="";curSlideObj.ads =""; BI.vaop.push(curSlideObj); "I miss my attention span." Reuters/Phil Noble- addywoot var curSlideObj = {}; curSlideObj.title = "&quot;I miss my attention span.&quot;"; curSlideObj.postTitle = "People on Reddit reveal what they miss most about life before the internet"; curSlideObj.url = "http://www.businessinsider.com/what-do-you-miss-about-life-before-the-internet-2015-12/#i-miss-my-attention-span-16"; curSlideObj.anchor = "i-miss-my-attention-span-16"; curSlideObj.index = 15; curSlideObj.embeds = {}; curSlideObj.slideShareButtonsEnabled = true; curSlideObj.name ="/#i-miss-my-attention-span-16";curSlideObj.embeds =[];curSlideObj.html ="";curSlideObj.ads ="\n\t<div data-bi-ad data-ad-container class=\"ad dfp\" data-adunit=\"desktop\/tech\/sai\/slideshow\" data-authors=\"megan-willett\" data-pagetype=\"slideshow\" data-refresh-frequency=\"4\" data-region=\"Slideshow One Page Ad Desktop\" data-responsive=\"null\" data-sizes=\"970x250,728x90,600x200,600x480,300x250\" data-tag=\"features,reddit,internet,digital-culture,tech-insider\" data-url=\"\/what-do-you-miss-about-life-before-the-internet-2015-12\/\" data-views=\"10001-500000\">\n\t<\/div>\n\n\t<script type=\"text\/javascript\">\n\t\t(function() {\n\t\t\t'use strict';\n\t\t\t\/\/ Notify the DFP code that a new ad has just been rendered\n\t\t\tamplify.publish('adRender');\n\t\t}());\n\t<\/script>\n"; BI.vaop.push(curSlideObj); "Serendipity." flequi/Flickr"Running into friends you hadn't seen in a long time, and having a great time without planning it all out. Flipping through the channels one by one, and something catches your attention that you would never watch using a guide." - Piktoggle var curSlideObj = {}; curSlideObj.title = "&quot;Serendipity.&quot;"; curSlideObj.postTitle = "People on Reddit reveal what they miss most about life before the internet"; curSlideObj.url = "http://www.businessinsider.com/what-do-you-miss-about-life-before-the-internet-2015-12/#serendipity-17"; curSlideObj.anchor = "serendipity-17"; curSlideObj.index = 16; curSlideObj.embeds = {}; curSlideObj.slideShareButtonsEnabled = true; curSlideObj.name ="/#serendipity-17";curSlideObj.embeds =[];curSlideObj.html ="";curSlideObj.ads =""; BI.vaop.push(curSlideObj); "Writing." Flickr/daniel sandoval"I used to write when I was bored. Now it's a lot harder to be bored, so I have to actively choose to sit down and write, which means that I write less and there's less variety in topic/format." - laidymondegreen var curSlideObj = {}; curSlideObj.title = "&quot;Writing.&quot;"; curSlideObj.postTitle = "People on Reddit reveal what they miss most about life before the internet"; curSlideObj.url = "http://www.businessinsider.com/what-do-you-miss-about-life-before-the-internet-2015-12/#writing-18"; curSlideObj.anchor = "writing-18"; curSlideObj.index = 17; curSlideObj.embeds = {}; curSlideObj.slideShareButtonsEnabled = true; curSlideObj.name ="/#writing-18";curSlideObj.embeds =[];curSlideObj.html ="";curSlideObj.ads =""; BI.vaop.push(curSlideObj); "Privacy!" Shutterstock"Have you ever googled your full name and city/state/location? It's insane how much personal information you can find about yourself online if you know how to search for it." - Whatsamattahere var curSlideObj = {}; curSlideObj.title = "&quot;Privacy!&quot;"; curSlideObj.postTitle = "People on Reddit reveal what they miss most about life before the internet"; curSlideObj.url = "http://www.businessinsider.com/what-do-you-miss-about-life-before-the-internet-2015-12/#privacy-19"; curSlideObj.anchor = "privacy-19"; curSlideObj.index = 18; curSlideObj.embeds = {}; curSlideObj.slideShareButtonsEnabled = true; curSlideObj.name ="/#privacy-19";curSlideObj.embeds =[];curSlideObj.html ="";curSlideObj.ads =""; BI.vaop.push(curSlideObj); "My innocence." Shutterstock- ParkourPants var curSlideObj = {}; curSlideObj.title = "&quot;My innocence.&quot;"; curSlideObj.postTitle = "People on Reddit reveal what they miss most about life before the internet"; curSlideObj.url = "http://www.businessinsider.com/what-do-you-miss-about-life-before-the-internet-2015-12/#my-innocence-20"; curSlideObj.anchor = "my-innocence-20"; curSlideObj.index = 19; curSlideObj.embeds = {}; curSlideObj.slideShareButtonsEnabled = true; curSlideObj.name ="/#my-innocence-20";curSlideObj.embeds =[];curSlideObj.html ="";curSlideObj.ads =""; BI.vaop.push(curSlideObj); SEE ALSO: Russia is threatening to ban Reddit More: Features Reddit Internet Digital Culture Tech Insider facebook linkedin twitter email print window._taboola = window._taboola || []; _taboola.push({mode:'thumbs-1r', container:'taboola-below-main-column', placement:'below-main-column'}); ×     by Taboola by Taboola Sponsored Links Sponsored Links Promoted Links Promoted Links Recommended from the WebEverQuote Insurance QuotesSan Jose, California: This Brilliant Company Is Disrupting a $1…EverQuote Insurance QuotesUndoHome ChefSan Jose: This Meal Service is Cheaper Than Your Local StoreHome ChefUndoFree Solar EnergyThere Is a No Cost Solar Program in California? 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Dow -32.53 20,921.81 (-0.20%) 1:52:55 PM EST Nasdaq -7.24 5,841.94 (-0.10%) 1:53:22 PM EST S&P 500 -5.75 2,369.56 (-0.20%) 1:58:21 PM EST FTSE 100 -11.13 7,338.99 (-0.20%) 11:35:29 AM EST (function() { 'use strict'; // Notify the DFP code that a new ad has just been rendered amplify.publish('adRender'); }()); Disclaimer Sponsored LinksSponsored LinksPromoted LinksPromoted LinksVideos You May LikeA Navy SEAL explains what to do …UndoMICHAEL MOORE: 'I think …UndoHere's why some people have …UndoThe model who quit Insta…Undoby Taboolaby Taboola window._taboola = window._taboola || []; _taboola.push({mode: 'organic-thumbnails-e', container: 'taboola-right-rail-thumbnails', placement: 'Right Rail Thumbnails', target_type: 'video'}); (function() { 'use strict'; // Notify the DFP code that a new ad has just been rendered amplify.publish(''); }()); Sponsored Links Sponsored Links Promoted Links Promoted Links From The WebNasdaqThis Black Card is Taking SF by StormNasdaqUndoBlue ApronI Tried Blue Apron and Here's What HappenedBlue ApronUndo    by Taboola by Taboola  window._taboola = window._taboola || []; _taboola.push({mode: 'ab_thumbnails-a_2x1', container: 'taboola-right-rail-thumbnails-2', placement: 'Right Rail Thumbnails 2nd', target_type: 'video'}); BI.dianomi.setConfigKey(true); BI.dianomi.init('US'); Featured A Nobel Prize-winning biologist reveals the biggest mistake she made early in her career More "Idea Factory" » We just created the best Google Chrome extension on the market for latest news headlines More "BI Innovations" » Tech Insider Emails & Alerts Get the best of Business Insider delivered to your inbox every day. 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      This would be a good thing to talk about in the interview, this seems to be a major difference. It isn't so much a problem in many situations but when trying to have a family event it can prevent people from connecting in real life.

    1. PubChem implements both manual and automated processes

      If a Legacy tag doesn't neccesarily mean the content is outdated, no longer relevant or erroneous, how can its application to compounds reliably be automated? How often are contributions that are perfectly valid and current marked Legacy due to their vendors not updating Pubchem? Michael

    2. If a data contributor is designated as “legacy”, all records deposited by the contributor are also designated as “legacy”. 

      Are their cost implications for vendors regarding the legacy tag for their submissions? Michael

    1. Unlike her musical counterpart, the original poster of Rosie the Riveter did not attempt to motivate or empower female workers.

      Was there one big piece of propaganda used to tag along with our songs? There were no images inside the book

  5. Feb 2017
    1. For my supplemental text I choose to read "The College Amenities Arms Race" by Cara Newlon. More specifically, I selected this article, because the title somewhat stunned me but also resonated with my thinking.

      The article begins with a list of relatively luxurious amenities recently add to some college campuses including "free movies [theaters]", "leisure [pools] with biometric hand scanners", and "climbing [walls] to make exercise interesting". As the article mentions, this may sound like an extravagant getaway, but it is becoming increasingly more common for college campus to possess such amenities or amenities of the same nature. As one might expect, this amenities come with a hefty price tag. In fact, "costs have been on the rise" following the depression, creating an atmosphere of competition between colleges' possession of amenities. However, as Newlon states "some of this construction has been necessary", due to an increase in enrollment.

      This students are much different from the students of the past. They are a product of the amenities "arm race" and not only look for, but almost expect, such amenities to be provided. Although, these added amenities due contribute to the looming debt students face as they exit college and enter into the real world. Students, however, are willing to pay such high prices, which entices colleges to add amenities as a savvy "business decision". And so due to the encouraging business model, colleges continue to invest and compete by adding more and more amenities to catch future students' eyes.

      I feel that this article relates to the main text, because the race for luxurious amenities somewhat takes away from the importance of incorporating nature into the academic environment. On a more obvious level, the amenities must be built on land that was previously unoccupied. This means that natural space is being taken away or at the very least diminished. Furthermore, such amenities promote activities outside of nature in man-made structures. In the same regard, this also diminishes the restorative property of nature for students. Overall, the amenities take away from what nature can offer. If thinking from the perspective of the article, is the business appeal of adding such amenities worth the potential health and happiness of college students?

      Newlon, Cara. "The College Amenities Arms Race." Forbes, 31 July 2014, https://www.forbes.com/sites/caranewlon/2014/07/31/the-college-amenities-arms-race/#73afd2bd4883. Retrieved 19 February 2017.

    1. Across the United States, test publishers, software companies, and virtual charter school companies moved rapidly to sell pressured schools, districts, and states the products that they needed to comply with NCLB, frequently at a high price tag.

      Thus removing the ability of controling assessment from education experts in schools and giving it to large corporations

    1. He is unique because he has limitless resources, he has the resources of this entire community here. Investigation reveals that he can tag resources from Pakistan as well

      Unique case

    1. Sharing Tags By default, the git push command doesn’t transfer tags to remote servers. You will have to explicitly push tags to a shared server after you have created them. This process is just like sharing remote branches – you can run git push origin [tagname]. $ git push origin v1.5 Counting objects: 14, done. Delta compression using up to 8 threads. Compressing objects: 100% (12/12), done. Writing objects: 100% (14/14), 2.05 KiB | 0 bytes/s, done. Total 14 (delta 3), reused 0 (delta 0) To git@github.com:schacon/simplegit.git * [new tag] v1.5 -> v1.5 If you have a lot of tags that you want to push up at once, you can also use the --tags option to the git push command. This will transfer all of your tags to the remote server that are not already there. $ git push origin --tags Counting objects: 1, done. Writing objects: 100% (1/1), 160 bytes | 0 bytes/s, done. Total 1 (delta 0), reused 0 (delta 0) To git@github.com:schacon/simplegit.git * [new tag] v1.4 -> v1.4 * [new tag] v1.4-lw -> v1.4-lw Now, when someone else clones or pulls from your repository, they will get all your tags as well.

      how to push tags to origin.

    1. the drunk-driving arrest of Marquette Frye, an African American man in Los Angeles, had sparked six days of rioting in the city, which killed 34 people, injured 1,000 more, and caused tens of millions of dollars in property damage

      The so-called Watts riots. More background here at Publishing the Long Civil Rights Movement.

    1. (his right hand was broken in a brawl at a meeting in Indiana and never healed prop· erly),

      One of the things I note with embodied rhetoric is that Douglass and the abolitionists weren't the first movement to face physical violence for their beliefs, but they were a movement where physical violence could not be distanced from their advocacy. Douglass not only uses his scars as a rhetorical tool, that scarring is significant to the construction of his own identity. I'm looking to Harriet Wilson's Our Nig, particularly at the end where the protagonist, Frado, contrasts herself against her husband, a fugitive slave who's touring the abolitionist lecture circuit, and notes his "back showed no marks of the lash, erect as if it never crouched beneath a burden." The scars of slavery aren't just a demonstration of his condition, they're a part of how his identity was formed.

    1. Tag. Referring to any child as it is demeaning and hurtful.Instead of the child hollering, "You're it!" we recommend,"You're special!"

      (S) This is too much. I don't think minor things like that can hurt someone (unless someone is really mentally unstable)

      (C) The fun of games, is that they are a challenge, and that it is difficult to complete. That is why you feel special when you win. Taking the challenge away, ruins the fun.

    1. It’s because we can see everyone’s Four Elements

      Clearly, I didn't tag my post correctly because I can't see it here. I typed 4elements into the labels sections on Blogger. I will try again tomorrow in class.

    1. In the United States, automation tools generally have been deployed more aggressively by conservatives, researchers say. Pro-Clinton hashtags, in some cases, got “colonized” by pro-Trump tweets during the election season, according to the paper by Howard and Woolley. And for the third presidential debate, Trump’s supporters — and in some cases, likely bots — began tweeting the “#TrumpWon” hashtag a half-hour before the event began.

      Tag Colonization

    1. A well chosen tag prompts us to think about our own thinking, to reflect upon how it is that one idea is connected to another in our own minds

      Indeed! Thinking about thinking and learning about learning is what Open Learning 17 is about, is it not? To what extent do open web technologies, tagging and collaborative processing of ideas invite us to break open new ways of pursuing and managing learning using tools like Hypothes.is?

  6. Jan 2017
    1. One idea is that when we encode problematic information as memory, unless we tag it as ‘wrong,’ we might accidentally retrieve that wrong info as real

      This counter strategy may backfires.

    1. narrative games

      Esta es una etiqueta tan amplia que resulta poco interesante. La aventura gráfica bien diseñada utiliza mecanismos muy diferentes a los de otras formas de contar historias que se incluyen en este artículo. Si se meten todos en el mismo saco, no es posible profundizar en la cuestión. De hecho es lo que sucede en el texto, intenta abarcar cosas tan diferentes que deriva en una concatenación de vaguedades.

      —————

      This tag is so wide that it is of little interest. Well designed adventure games use much different mechanics than the other storytelling media included in this article. If we put them in the same boat, we cannot talk the matter in depth. That is precisely what happens with this text: it tries to cover things so different that it ends up being vague.

    2. innovation

      En más partes del texto se habla de innovación, aprovechemos ya esta ocasión para despacharlo. Nos solemos llenar la boca con la palabra innovación de manera gratuita. A menudo se llama innovación a algo que alcanza una súbita popularidad en un momento dado, pero que ya existía desde hace mucho. Se trata de una fijación un tanto extraña.

      La innovación es una constante en los primeros estadios del desarrollo de un género. La aventura, tras cuatro décadas, ha vivido un gran número de ellas. Ahora, cuando su lenguaje ha alcanzado un alto grado de sofisticación, en buena lógica es mucho más complicado innovar (como le ha sucedido a cualquier otra forma de contar historias). Eso no quiere decir que no haya margen para la innovación, pero sí que van a ser mucho más espaciadas. No hay que obsesionarse con ellas. Se pueden hacer aventuras gráficas modernísimas y muy refinadas sin introducir innovaciones.

      —————

      Throughout the text, the author talks about innovation -- let's take this opportunity to sort this term out. We tend to overuse the term innovation, or use it for no reason. We commonly tag as innovation something that already existed, but reaches a sudden peak in popularity at a given moment. That is quite a strange fixation.

      Innovation is a constant in the early stages of the development of any genre. Adventure games, spanning four decades, have gone through several of those stages. Now, when the language of the genre has reached a high level of sophistication, innovation is logically more difficult to present (something shared with any other storytelling media). This does not mean there is no margin for innovation, but innovation will be presented in a more spaced out timing. We do not need to be obsessed with innovation. We can make very modern, very refined adventure games without even presenting innovations.

    1. After the French Revolution, this new form of ‘seeing’ afforded physicians and anatomists a more accurate perception and experience of body’s variation allowing them an unparalleled proximity to the ‘truth.’

      Can we perhaps track times that "truth" appears explicitly? I think that might be a useful tag to collect, if we could figure out a way to track all the different invocations of "truth" throughout the semester -- when it appears in scare quotes, when it is capitalized, etc.

      It might turn out to be too big a thing to track, though.

    1. Human targets? What's tag? What's a snowball fight? What's aclose play at second?

      He does a great job here of opening his next paragraph. He keeps his writing interesting, with a good sense of humor.

    2. Referring to any child as it is demeaning and hurtful.

      In games like tag or man from mars, you are often inflicting emotional strain on the child by singling them out in a hurtful way.

    3. What's tag? What's a snowball fight? What's aclose play at second?

      Dodge ball seems like a very violent sport but when you think about it, we do activities for fun everyday that could be just as violent.

    1. 1LORD BYRON: HOURS OF IDLENESS

      See my "page note" for annotating guidelines--& remember our class tag: p2r2017 (you can go back and add it with the "edit" pencil if you forget!)

    1. In other words, we need to conceive culture and its inno-vations as working bottom up through feedback and feed-forward loops. These loops arenecessarily as bio-materialist as they are social.

      @Kplynch re: our earlier "bottom-up" conversation

      p.s. why can I not tag people on this thing

    1. OER also represents an opportunity to have one's own materials enhanced.

      This document talks about educational resources being "enhanced" but some educators and scholars may worry about their work being misused or modified in inappropriate ways or exploited for commercial gain. In "Forking the Academy", Konrad M. Lawson lists disciplinary and personal obstacles to sharing and collaborating:

      • The Economy of Citations
      • The Taboo of Plagiarism
      • The Cult of Originality
      • The Brick in the Wall
      • The Fear of Transparency
      • The Incompleteness Aversion
      • The Stolen Idea
      • The Fear of Misuse

      Read Lawson's ProfHacker series on GitHub for more on how scholars and educators can collaborate on open resources.

    1. “It’s hard to know what could possibly reconcile a history like this,” he said. “What can you do to make amends?”

      That is very true, you can't put a price tag on everything.

    1. This short biographical encyclopedia essay is the counterpoint to the Byron movie; both are part of what I will call the “myth” of Lord Byron. Both are part of the conversation about him, his image, his reputation...

      This essay is roughly twenty years old. Its author, Leslie Marchand, is also the author of the “standard” 3-volume biography of Byron (“standard” meaning accepted by most/many specialists as the best existing biography): he’s a renowned scholar. Of course, this doesn't mean he will have a "neutral" attitude towards Byron...

      If possible, I want you to link your annotations to places in the text where this version and the BBC biopic version of Byron's life seem significantly different; or where the movie treats a particular moment in a manner you think worthy of commenting on.

      You may also make general comments (do the two versions seem to “match”?), using the "Page Note" setting, if you have a point that does not naturally link to any specific text.

      This is the first time we've used Hypothes.is, so part of what we're doing here is practicing with the interface. Be sure to "post to public" (either right away, or reset "only me" annotations after rereading/editing). Remember: you can reply to existing annotations!And please use our course tag (see below): you can add tags after the initial post by editing as well...

    1. one of three axes: URL, tag, or user

      Is there a way to query by 'group' (which is private)? I am teaching a class and having students annotate in a private group would be ideal. But I haven't found a way to use RSS to retrieve a group's annotations.

  7. Dec 2016
    1. Kirk Kaiser has been pitting neural network against neural network — altering images of himself using Google’s DeepDream and uploading them to Facebook for DeepFace to analyse and tag.

      ...I wonder if enough of us did this (and 'enough' is probably a ridiculously impossible number) if we could subvert the utility of such things for the agencies...

    1. entzogen

      bitte Fußnote einfügen: "Vgl. Metze-Mangold, Verena (2016) Wissensgesellschaft als Idee des neuen Humanismus. In: Mittelstraß, Jürgen (2016 et al.) Die Zukunft der Wissensspeicher, S. 17-33, hier S. 26: „Es gibt, wie wir jeden Tag erfahren, zunehmende Begehrlichkeiten, ‚proprietäre Systeme‘ zu entwickeln, d.h., […] den Zugang nur unter bestimmten Bedingungen zu gewähren, beispielsweise der Bedingung zu zahlen oder abgeschöpft zu werden, und so Wissen kontrolliert zu vertei-len.“

    1. Reading: Appropriate Business Communications Appropriate Business Communications You probably learned about table manners, thank-you notes, and other forms of etiquette when you were younger. The way you conduct yourself says a lot about who you are in life and, by extension, in business. Although many companies have a casual dress code, don’t be quick to assume that protocol and established practices aren’t important. It would be easy to misinterpret lack of formality as lack of professionalism. Letters and Memos Despite the use of electronic devices in business, formal written communication such as letters, memos, proposals, reports, and presentations are still major methods of communication in selling. These more official methods of communication reflect factual statements that you are making on behalf of the company. Here are some tips for writing business communications: Use company letterhead where appropriate. For example, letters are always written on letterhead, whether in hard copy or in an electronic format that can be sent via e-mail. Use the formal elements of a business letter shown below in Figure 1, “Business Letter Format”: Figure 1. Business Letter Format For a company memo, use the company format. Most companies have a set format for hard copy and electronic memos. See an example of a company memo below in Figure 2, “Company Memo Example”: Figure 2. Company Memo Example Spell-check and proofread your document carefully before you send it. Be sure it is complete and factually correct and does not include any grammar or spelling errors. Use CC to indicate the names of other people who should also receive a copy of the letter or memo. The term “CC” is short for “carbon copy,” which dates back to the days of typewriters when carbon paper was used to make multiple copies of a document. It can also mean “courtesy copy”: an additional copy provided to someone as a courtesy.[1] Conversations, Meetings, and Presentations Although common sense should prevail in all business communications, here are some tips that will help make your conversations, meetings, and presentations more effective forms of communication: Be prepared; don’t waste anyone’s time or focus. Prepare a written agenda and hand it out at the start of the meeting to keep the group focused on the desired topics. Speak clearly and at a volume that is easy to hear, but not too loud so as to be distracting. Be professional and respectful; don’t interrupt when others are speaking. Use eye contact. At the end, recap your key points and identify next steps. In business, time is money so conducting effective and efficient meetings is critical to your success. High Tech, High Touch The year was 1982, and the world was just beginning to realize the amazing potential of computer technology. John Naisbitt wrote a book called Megatrends: Ten New Directions Transforming Our Lives, in which he coined the term “high tech, high touch,” which he defined as the contradictory state in which people are driven by technology yet long for human interaction. [2] In his 1999 book, High Tech/High Touch, he wrote about how the United States has been transformed from being comfortable with technology to being intoxicated with technology, a state he calls the “Technologically Intoxicated Zone.” You probably can’t imagine living without your cell phone or personal digital assistant (PDA), iPod, computer, or other electronic devices. In fact, it’s likely you can’t even remember what communication was like before the Internet. Technology, with all of its efficiency and benefits, cannot, however, become a substitute for old-fashioned human efforts. “Technology makes tasks easier, but it does not make our lives easier,” July Shapiro said in an article in Advertising Age.[3] Shapiro’s observation is true, especially as it relates to business; sometimes, the crush of technology takes precedence over business etiquette. However, people have begun to rethink the lack of personal interaction and its corresponding etiquette in the workplace. Yes, “there’s even an app for that”; a firm named Etiquette Avenue has recently launched an iPod app for business etiquette. The fact is, technology isn’t personal and can’t behave in the right way at the right time with your customer or on an interview; that’s completely up to you. Now, we’re seeing a bit of a reverse movement: Technology is so pervasive people are actually pushing back on their managers and asking them for more face time and less gadget time. Being Connected vs. Being Addicted In a recent pitch to a potential client, a marketing executive in Manhattan thought it was strange that his potential customer was so engaged with his iPhone that he hardly looked up from it during the meeting. After ninety minutes, someone peeked over the customer’s shoulder and saw that he was playing a racing game on his iPhone. This was disappointing, but not shocking according to the marketing firm that was doing the presentation; they continued with their pitch because they wanted the business. Some are not as tolerant. Billionaire Tom Golisano, a power broker in New York politics, recently announced that he wants to have State Senate majority leader Malcolm A. Smith removed from office because Smith was focused on his iPhone during a budget meeting with him. Recently, in Dallas, Texas, a student lost his opportunity for an internship at a hedge fund when he checked his phone to check a fact during an interview and took an extra minute to check his text messages at the same time. [4]  According to Maggie Jackson, author of Distracted: The Erosion of Attention and the Coming Dark Age, we are living in “an institutionalized culture of interruption, where our time and attention is being fragmented by a never-ending stream of phone calls, e-mails, instant messages, text messages, and tweets.”[5] The need to be connected should not overwhelm respect for colleagues and customers. Although texting has become a national pastime, especially among teenagers, it’s important to know the appropriate etiquette for the use of handheld electronic devices in the business environment. First, it’s best to turn off your electronic devices before you enter every meeting. If you think you can’t live without checking your text messages, think about how you would feel if you went on a job interview and the person with whom you were meeting was checking his electronic device during your interview. Just because some people demonstrate bad behavior and check their electronic devices for messages during a meeting doesn’t make it appropriate. In fact, it will help you stand out as a good listener. Telephone, Cell Phone, Voice Mail, and Conference Calls Sometimes, however, the use of technology is entirely necessary to conduct business when personal interaction is impossible. It’s important that verbal communication that is not face-to-face is effective and professional. Because you don’t have the benefit of using or seeing the receiver’s nonverbal communication, the challenges for effective and appropriate communication are even greater. Here are some dos and don’ts of telephone etiquette: Do be aware of the volume of your voice when you are speaking on the phone in the office or on a cell phone.[6] Do, when using a speakerphone, conduct the call in an enclosed or isolated area such as a conference room or office to avoid disturbing others in the area. Do, when leaving a voice mail message, speak slowly, enunciate, spell your name, and leave your number (this makes it much easier for the recipient to hear your message the first time).[7] Do, when you leave a voice mail message, be specific about what you want: make it easier for the caller to get back to you and include what time you will be available for a callback to avoid playing telephone tag.[8] Do customize your voice mail message: create a different message for each of your customers or prospective customers so the message is personal and relevant.[9] Do speak with enthusiasm: it’s best to convey a smile in your voice, especially if it is the first time you are calling or leaving a message for someone.[10] Don’t take another phone call during a meeting.[11] Don’t discuss confidential or personal issues during business calls. Don’t discuss confidential issues in public areas—you never know who might overhear a conversation in the hallway, on a train, or in other public areas.[12] Don’t leave a long, rambling voice mail message: be prepared with a message that is no longer than sixty seconds.[13] Don’t multitask during a long phone call or conference call—give the other person or people the courtesy of your full attention. E-mails, Text Messages, Instant Messages, and Social Networks Written communication has evolved to include multiple methods, all of which have appropriate places in selling. Notice the operative word here is appropriate. E-mail has become an accepted method of communication in most businesses, whereas text messages, instant messages, and social networks are commonplace for only some companies. That’s why etiquette is especially important when using any of these methods of communication, and you should take time to choose your method carefully. Letters, memos, proposals, and other written communication are considered formal, whether they are sent on paper or transmitted via e-mail. However, text messages, instant messages, and social networking are considered informal methods of communication and should be used only to communicate less formal information, such as a meeting time when schedules have been adjusted during a factory tour. Text and instant messages should never be used to communicate company policies, proposals, pricing, or other information that is important to conduct business with customers. It’s also worth noting that in all these methods your communication is permanent, so it’s a good idea to know the following dos and don’ts of electronic communication: Do use an e-mail subject line that clearly tells the recipient about the content of the e-mail. Do create a short, concise message that uses proper grammar and spelling—use spell-check to be sure all words are spelled correctly.[14] Do, in all electronic communications, use uppercase and lowercase letters as grammar dictates.[15] Do use e-mail, text messages, and instant messages when appropriate, according to your company’s practices, and with your customers to communicate factual information such as to confirm meeting date, time, and location.[16] Do use social networking sites to join the conversation and add value—you can build your personal brand by creating a blog or joining a professional conversation on social networking sites such as Twitter or Facebook.[17] Don’t use all capital letters in an e-mail; it appears that you are shouting or angry.[18] Don’t use “Reply to All” unless it’s absolutely necessary that all the recipients see your response—be selective to avoid mailbox overload. Don’t send an e-mail, text message, or instant message when you are angry: take the time to think about what you send because you can’t take it back after it’s sent.[19] Don’t use abbreviations like “ur,” “2b,” and others—this is not appropriate business communication.[20] Don’t use company e-mail, text message, or instant message accounts to send personal correspondence, and don’t check your personal accounts or pages during company time, as all communication that takes place on company hardware and servers is property of the company. Don’t use electronic communication to transmit bad news: talk to the person first, and if follow-up is necessary, reiterate the information in written form. Don’t use text messages, instant messages, or social networks to communicate information such as pricing, proposals, reports, service agreements, and other company information that should be sent using a more formal method. Music to Your Ears When is an iPod or other MP3 player or a handheld gaming device appropriate at work? Only when it is used for business purposes. “You’re isolating yourself,” says Dale Chapman Webb, founder of The Protocol Centre in Coral Gables, Florida. “You are sending a message that my music is more important than the work at hand.” Mary Ellen Guffey, Business Communication, 6th ed. (Mason, OH: South-Western Publishing, 2008), 175. ↵John Naisbitt, Megatrends: Ten New Directions Transforming Our Lives (New York: Grand Central Publishing, 1998). ↵July Shapiro, “A Digital Myth: Technology Doesn’t Make Life Easier,” Advertising Age, May 11, 2009, (accessed May 12, 2009). ↵Alex Williams, “At Meetings, It’s Mind Your Blackberry or Mind Your Manners,” New York Times, June 22, 2009, A1. ↵Patrick Welsh, “Txting Away Ur Education,” USA Today, June 23, 2009, A11. ↵Joanna L. Krotz, “Cell Phone Etiquette: 10 Dos and Don’ts,” Microsoft, (accessed July 12, 2009). ↵John R. Quain, “Quain’s Top Ten Voice Mail Tips,” Fast Company, December 18, 2007, (accessed July 17, 2009). ↵John R. Quain, “Quain’s Top Ten Voice Mail Tips,” Fast Company, December 18, 2007, (accessed July 17, 2009). ↵Keith Rosen, “Eight Tips on Crafting Effective Voice Mail Messages,” AllBusiness, (accessed July 17, 2009). ↵Keith Rosen, “Eight Tips on Crafting Effective Voice Mail Messages,” AllBusiness, (accessed July 17, 2009). ↵Joanna L. Krotz, “Cell Phone Etiquette: 10 Dos and Don’ts,” Microsoft, (accessed July 12, 2009). ↵Barbara Bergstrom, “Good Etiquette Is Recession-Proof,” Baltimore Business Journal, April 17, 2009, (accessed July 12, 2009). ↵John R. Quain, “Quain’s Top Ten Voice Mail Tips,” Fast Company, December 18, 2007, (accessed July 17, 2009). ↵“Shouting and Other E-mail Faux Pas,” BusinessLine, April 20, 2009. ↵“Shouting and Other E-mail Faux Pas,” BusinessLine, April 20, 2009. ↵Patricia M. Buhler, “Managing in the New Millennium: Six Tips to More Effective Communication,” Supervision 70, no. 7 (July 2009), 19. ↵Norman Birnbach, “10 Twitter Etiquette Rules,” Fast Company, July 2, 2008, (accessed July 17, 2009). ↵“Shouting and Other E-mail Faux Pas,” BusinessLine, April 20, 2009. ↵Paul Glover, “Why We Need E-mail Etiquette,” Fast Company, December 30, 2008, (accessed July 17, 2007). ↵Norman Birnbach, “10 Twitter Etiquette Rules,” Fast Company, July 2, 2008, (accessed July 17, 2009). ↵ Licenses and Attributions CC licensed content, OriginalRevision and adaptation. Authored by: Linda Williams and Lumen Learning. Provided by: Tidewater Community College. License: CC BY-NC-SA: Attribution-NonCommercial-ShareAlikeCC licensed content, Shared previouslyPowerful Selling. Authored by: Anonymous. Provided by: Anonymous. Located at: http://2012books.lardbucket.org/books/powerful-selling/s08-02-your-best-behavior.html. License: CC BY-NC-SA: Attribution-NonCommercial-ShareAlike

      I suggest deleting this section or moving it to the end of the module as an appendix. It's not a priority. More precisely, it is not in our course objectives.

    1. The rule of silence, also referred to as the silence is golden rule, is an important part of the Unix philosophy that states that when a program has nothing surprising, interesting or useful to say, it should say nothing. It means that well-behaved programs should treat their users' attention and concentration as being valuable and thus perform their tasks as unobtrusively as possible. That is, silence in itself is a virtue

      Rule of Silence

      The Rule of Silence is part of the Unix philosophy: if there is nothing interesting for a system to say, it should say nothing.

      It is related to John Seely Brown's idea of Calm Tech

    1. Calm technology is a type of information technology where the interaction between the technology and its user is designed to occur in the user's periphery rather than constantly at the center of attention. Information from the technology smoothly shifts to the user's attention when needed but otherwise stays calmly in the user's periphery. Mark Weiser and John Seely Brown describe calm technology as "that which informs but doesn't demand our focus or attention."

      Calm Technology

      Calm technology only demands the user's attention when there is something to do. Otherwise it stays in the periphery.

      It is related to Unix's Rule of Silence

    1. For example, we might simply ask that each participant refrain from using hashtags as a final thought because that is a form of sarcasm or punchline that can be misconstrued or shut down honest debate or agreeable disagreement.

      We could ask respondents to reply to any comment that they read twice because of tone to use "ouch" as a tag or a textual response. The offending respondent could respond with "oops" in order to preserve good will in an exchange of ideas.

      Finally, the first part of a flash mob might occur here, in the page notes, where norms could be quickly negotiated and agreed upon with a form of protocol.

    1. Sure, we believe in gender equality... but don’t call us feminists.

      Since they're all for gender equality and don't consider themselves feminists, it's clear that they don't know the real definition of feminism. It's that they consider feminists to be the "bitch type" and to overreact to every little thing that doesn't go their way. Obviously some feminists are a little extreme but that doesn't mean that being a feminist isn't a good idea. Standing up for women's rights is a huge deal in today's society and that is what being a feminist is. In regard to my topic, gender equality is right along with it. This topic is about gender equality and how people refuse to put their name with the tag feminist, and my topic is gender inequality with the US women's soccer team and how they're treated with disrespect in terms of media and of wages. This article is perfect for my topic due to the commonality between this article and my topic.

    1. 24 Und Gott sprach: „Die Erde bringe verschiedenste Arten von lebendigen Tieren hervor: Verschiedenste Arten von Vieh, Kriecher und wilden Tieren.“ Und es geschah also. 25 Und Gott machte verschiedenste Arten von wilden Tieren, verschiedenste Arten von Vieh und all die verschiedenen Arten von Boden-kriechern. Und Gott sah, daß es gut war. 26 Und Gott sprach: „Ich will Menschen machen als mir ähnlichen Stellvertreter! Sie sollen herrschen über die Fische im Meer und über die Vögel am Himmel und über das Vieh und über die ganze Erde und über alle Kriecher, die auf Erden kriechen.“ 27 Und Gott schuf den Menschen als seinen Stellvertreter, Zum Bilde Gottes schuf er ihn; Männlich und weiblich schuf er sie. 28 Und Gott segnete sie. Er sprach zu ihnen: „Seid fruchtbar und mehrt euch und füllt die Erde und macht sie euch untertan und herrscht über die Fische im Meer und über die Vögel am Himmel und über alle Lebewesen, die auf Erden kriechen!“ 29 Und Gott sprach: „Hiermit gebe ich euch alles Samen tragende Getreide, das auf der Oberfläche der ganzen Erde ist, und alle Bäume, die in ihren Baumfrüchten Samen tragen, zu eurer Speise, 30 und allem Getier auf Erden und allen Vögeln am Himmel und allen Kriechern auf Erden, die Leben in sich haben, gebe ich alle Pflanzen zur Speiße.“ Und es geschah also. 31 Und Gott sah, dass alles, was er gemacht hatte, sehr gut war. Es wurde Abend und es wurde Morgen: der sechste Tag.

      Eine schöne Eigentümlichkeit dieses Abschnitts ist sein Variationsreichtum und seine Betonung der Fünfzahl. Die "Kriecher" etwa - die Reptilien also - werden in fünf Versen mit fünf verschiedenen Bezeichnungen versehen:

      • V. 24: "Kriecher"
      • V. 25: "Alle Bodenkriecher"
      • V. 26: "Alle Kriecher, die auf Erden kriechen"
      • V. 28: "Alle Lebewesen, die auf Erden kriechen"
      • V. 30: "Alle Kriecher auf Erden, die Leben in sich haben".

      Ein anderes Beispiel ist die Reihenfolge der drei Landtierfamilien, die drei Mal in Folge variiert und im letzten Vers zum Fünfschritt erweitert wird:

      • V. 24: Vieh - Kriecher - wilde Tiere
      • V. 25: Wilde Tiere - Vieh - Kriecher
      • V. 26: [Fische - Vögel -] Vieh - wilde Tiere - Kriecher

      Dazu kommt allgemein die starke Häufung der Betonung der Vielfalt; das "verschiedenste Arten von..." etwa fällt fünf Mal allein in Vv. 24f.

      Ein Effekt dieser beiden Stileigentümlichkeiten ist sicher die Hervorhebung des Menschen unter allen Landtieren. So vieles Verschiedenes hat Gott geschaffen, und doch ragt unter den verschiedensten Arten von Schöpfungswesen an den ersten 5 Tagen jenes letzte des 6. Tages besonders hervor: Der Mensch, der Stellvertreter Gottes; die "Krone der Schöpfung", zu der ersten fünf Schöpfungstage hingeführt haben.

    2. der erste „Tag“

      W. "1 Tag" (statt "ein Tag"): Vv. 3-5 berichten von der Schöpfung der zeitlichen Ordnung, nicht von der Schöpfung der Helligkeit. Funktion der Formel "Es wurde Abend usw." ist hier also nicht nur, davon zu berichten, dass der erste Schöpfungsabschnitt nun abgelaufen ist, sondern ineins damit wird vorgeführt, wie Gott die zeitliche Ordnung ins Sein setzt. Nach der Unterscheidung von Hellem und Finsterem, von Tag und Nacht, muss es 1x Abend und 1x Morgen werden, dann ist die Zeitspanne von "1 Tag" vergangen. Vv. 6ff. berichten dann von der Einsetzung des Raumes.

      Vgl. dazu Sasson 1992, S. 191; Steinmann 2002, S. 583f. u.a.


    3. etwas Helles

      Mit "dem Hellen" ist wahrscheinlich nicht die "Helligkeit" gemeint (da die Lichtspender ja erst in Vv. 14-19 geschaffen werden), sondern der Tag als Einheit zur Zeitrechnung: Wie im restlichen Kapitel ruft Gott zuerst etwas nur abstrakt Bezeichnetes ins Sein und gibt dem dann einen Namen (z.B. "etwas Schalenförmiges" in Vv. 6-8 für den "Himmel", "Trockenes" in Vv. 9f. für "Erde" usw.; vgl. gut Good 2009, S. 12).


      • Good, Edwin M.: Genesis 1-11. Tales of the Earliest World. A New Translation and Essays. Stanford, 2009.
    4. Nicht und Nichts: Nur Dunkelheit war auf der Meerestiefe.

      Die Vorstellung einer Welt, die uranfangs im Dunkeln liegt und von Wasser bedeckt ist, ist im ganzen Alten Orient verbreitet:

      Bibel

      Ps 104,6-8:

      *6 Mit der Tiefe deckst du [die Erde] wie mit einem Kleide, / und Wasser standen über den Bergen. 7 Aber vor deinem Schelten flohen sie, / vor deinem Donner fuhren sie dahin. 8 Die Berge gingen hoch hervor, / und die Täler setzten sich herunter zum Ort, / den du ihnen gegründet hast.*


      Ägyptisch

      Die Weltschöpfung in der Esna-Tradition:

      Der Vater der Väter, die Mutter der Mütter, die uranfängliche Wesenheit, die am Anbeginn der Zeit entstand, war nun körperlich in Erscheinung getreten, als sie sich (noch) inmitten des Urgewässers befand, während die Erde (noch) in Finsternis lag, der Tag (noch) in Dunkelheit gehüllt war, bevor (noch) die Erde (aus dem Urgewässer) hervorgetreten war und bevor es Vegetation gab. (Üs.: TUAT III/5, S. 1079)

      Sargtext 80 [Die Rede ist von der Schöpfung der acht Götter, die dem Gott Schu bei der Schöpfung helfen]:

      Oh, ihr acht Unendlichen - unendliche Zahl Unendlicher! - / die ihr den Himmel mit euren Armen umfasst, / die ihr zusammenzieht Himmel und Horizont Gebs! / Schu gab euch Geburt / aus der Flut, aus den Wassern, / aus der Verlorenheit, aus der Dunkelheit... (Üs. nach COS 1.8)


      Babylonisch

      Enuma Elisch:

      Als oben der Himmel noch nicht existierte / und unten die Erde noch nicht entstanden war - / gab es Apsu, den ersten, ihren Erzeuger, / und Schöpferin Tiamat, die sie alle gebar; / sie hatten ihre Wasser miteinander vermischt, / ehe sich Weideland verband und Röhricht zu finden war... (Üs.: TUAT III/4, S. 569)


      Hethitisch:

      Telipinu und die Tochter des Meeres:

      Früher, als das große M[eer der Alleinherrscher war - als aber] Himmel, Erde (und) Menschhe[it geschaffen wurden,] (da) wurde es streitsüchtig und holte [den Sonnengott des Himmels] herunter und [hielt] ihn [versteckt]. Dies [hatte] im Lande schlimme [Folgen], (da) Dunkelheit hereinbrach. Das Me[er tobte], (und) niemand konnte ihm widerstehen. (Üs.: TUAT III/4, S. 811)


      Sumerisch

      Kosmogonie aus Nibru

      An, der Herr, erhellte den Himmel, die Erde war dunkel, / in die Unterwelt wurde nicht geschaut, / aus der Tiefe wurde noch kein Wasser geschöpft, / nichts wurde geschaffen... (Üs.: TUAT III/3, S. 353)

  8. Nov 2016
    1. Ten of My Poems

      We will set up a page for you, and ten (or fewer) of your poems will show up in this slider if you add a tag to each.

      The tag is: 10poems

      (just the number and word without a hashtag)

      Add the tag 10poems to each poem that you want to show up in this space.

    1. Using Aristotle’s argument, we would watch violent movies and play violent video games to release the pent up feelings of aggression.

      Makeofuse. com has stated that playing video games does in fact release stress among genders, or any age. A 2010 study at Texas A&M conducted by Associate Professor Dr. Christopher J. Ferguson showed that both men and women who play violent video games long-term seem to be able to adopt mental skills to handle stress, become less depressed and get less hostile during stressful tasks."http://www.makeuseof.com/tag/video-game-stress-reduction-need-start-playing-right-now/

    1. The first, is a container-based behaviour, also suggested by JATS [21] by means of the element fn-group, that allows one to specify footnotes (through the element ft) by using a tag that is totally separated from the main text from which it is referenced (usually through XML attributes), as shown in the following excerpt:

      It's worth pointing out that fn-group and ft are JATS-specific elements that are not part of HTML5

  9. connex.csc.uvic.ca connex.csc.uvic.ca
    1. The PRLG chunker systematically getsDT JJ NN trigrams as chunks.

      So the adjective is never assigned the "B" tag - it's like saying that adjectives can't be at the end of constituent. And the transition probability from a previous determiner word would make sure this is the case - did I understand that right?

    2. ossible tag transitions as a state diagram

      This diagramm is key to their approach. B will with high likelyhood generate words that are likely to be followed by non-stop words. I does the same for words that are likely to follow non-stop words.

    3. they im-pose a hard constraint on constituent spans, in thatno constituent (other than sentence root)

      This heuristic is not entirely true:

      Ich denke, [ dass Marie denkt, [ dass John nicht nachgedacht hat] ]

      but it is a useful heuristic much like assuming one tag per word type is helpful in unsupervised part-of-speech tagging.

    1. 41 Da dankten sie Gott, dem gerechten Richter, der das Heimliche so an den Tag gebracht hatte, 42 und baten ihn, er wolle ja um dieser Sünde willen sie nicht alle vertilgen. Und der Held Judas vermahnte den Haufen, daß sie sich forthin vor Sünden bewahren wollten, weil sie vor ihren Augen sähen, daß diese um ihrer Sünde willen erschlagen wären. 43 Danach hieß er sie eine Steuer zusammenlegen, zweitausend Drachmen Silber; die schickte er gen Jerusalem zum Sündopfer. Und er tat wohl und fein daran, dieweil er dachte an die Auferstehung. 44 Denn wo er nicht gehofft hätte, daß die, so erschlagen waren, würden auferstehen, wäre es vergeblich und eine Torheit gewesen, für die Toten zu bitten. 45 Weil er aber bedachte, daß die, so im rechten Glauben sterben, Freude und Seligkeit zu hoffen haben, ist es eine gute und heilige Meinung gewesen. 46 Darum hat er auch für die Toten gebeten, daß ihnen die Sünde vergeben würde.

      Kontroverstheologisch sehr bedeutsamer Abschnitt:

      • Leistungen, die für Gottes Gnade "erbracht" werden
      • Fegefeuerlehre statt "automatische Erlösung"
      • Geld an Jerusalem übertragbar auf Peterspfennig
      • ...
    1. This property is not strictly true of linguisticdata, but is a good approximation: as Lee et al.(2010) note, assigning each word type to its mostfrequent part of speech yields an upper bound ac-curacy of 93% or more for most languages

      But if we assign each word type only one tag, it'll never be perfect! 93% is a lot but the word "run" will never be perfectly represented. I suppose it's the drawback of "unsupervised" methods

    1. The Macbook future, at least for a short while, is a rag-tag spaghetti junction of dongles strewn across a desk or stuffed into a bag.

      Dongles are going to be a pain to travel with because they can get lost very easily, and the person needs it for their MacBook to function, so they would have to go out and buy another one.

    1. AB_10903191

      Proper Citation: (Abcam Cat# ab117492, RRID:AB_10903191)

      Antibody ID: AB_10903191

      Cat Num: ab117492

      Clonality: monoclonal antibody

      Comments: manufacturer recommendations: IgG1; IgG1 ICC/IF; Immunocytochemistry; Immunofluorescence

      Host Organism: mouse

      Proper Citation: (Abcam Cat# ab117492, RRID:AB_10903191)

      Reference:

      Target Antigen: DDDDK tag antibody [M2] (DyLight® 650)

      Vendor: Abcam


      resolver lookup

    1. "Let us go, nevertheless. The cold is merely nothing. Amontillado! You have been imposed upon. And as for Luchresi, he cannot distinguish Sherry from Amontillado."

      It seems the reader persists on having Fortunato come tag along. Is it to his death?

  10. Oct 2016
    1. IETF language tag An IETF best practice, currently specified by RFC 5646 and RFC 4647, for language tags easy to parse by computer. The tag system is extensible to region, dialect, and private designations. en – English, as shortest ISO 639 code. en-US – English as used in the United States (US is the ISO 3166‑1 country code for the United States) Source: IETF memo[1] es – Spanish, as shortest ISO 639 code. es-419 – Spanish appropriate for the Latin America and Caribbean region, using the UN M.49 region code

      I think this section points to the relevant standards underlying using "en-US" to specify English in the USA locale.

    1. Notification targeting: the actors for all objects in the object, target, inReplyTo or tag fields

      In AS2, the domain of the 'actor' property is said to be only 'Activity'. The class of Activities is disjoint from the class of Objects. i.e. 'actors for all objects' doesn't make sense to me in the context of AS2 as objects cannot have actors.

      Let's say the Activity was "Ben Liked the Note by Amy". Then for the purposes of notification it seems like the more important properties would be .attributedTo (Amy) and .url of the Note itself (looking for a Inbox for the Note?).

    1. "Here is the land of opportunity -- money and success," Mr. Guarnizo said. "But social life is also important to Dominicans. They talk a lot, sharing, hanging out with friends. Here they work so hard they have to give a lot of that up. They have to strengthen their culture here to keep going in a society that appears hostile. They love their country. They recreate Dominicanness here."

      have to strengthen their culture here to keep going in society..."

    1. n this task, participants were asked to locate the first image added to the archive. Successful completion of this task could be completed in 3 steps, by first clicking on “View Collection,” then “Browse by Date Added (Ascending),” and then the thumbnail for the first image in the list,http://omeka.wustl.edu/omeka/items/show/8262. However, this was another task that none (0%) were able to accomplish. Most participants clicked on “View the Collection,” and werethen unsure why they were seeing items starting from November 29, 2014. While users noted the ability to browse by date, tag or map, none took the appropriate action to complete the task

      Again, this seems like it speaks to a more general "how do you internet" kind of problem you could've escaped with a different demographic for the usability study.

    1. Fourth and finally, it is the right thing to do.

      I think this hits the nail on the head when it comes to universal design. It's just the right thing to do; being inclusive is just the morally sound thing to do. In primary school, we are taught to play with everyone and include everyone in birthday parties, games of tag, and giving out valentines. Why should that stop especially when by neglecting a portion of the population, we are in turn withholding information that is accessible to able bodied people around the globe? Technology shouldn't be used to disregard or neglect people. Technology is for and should be accessible to everyone. As technical writers, we need to think about what the purpose of technology is and why using it to withhold information from a certain type of person is, in a sense, failing to do our job.

    1. Catherine's post here is still one of the best summaries of the point of Visitors and Residents workshops--this one was conducted by me and Dave White, at Catherine's invitation. This post is a great "outside eye" description of what we do, when we talk to rooms of people about V&R

    1. My colleague James Clay has a series of posts on his blog talking around, and about some of the work we've done together, or of mine that he's commented on in some way.

    1. Logistics and Information Management The physical movement of goods is called logistics, and as you can guess, it is a staggeringly complex and important function. Imagine trying to keep track all of this information—from the initial order forecast to production, warehousing, and transportation. It’s obviously not a job that a human, or even a team of humans, could easily do on a large scale. As global supply chains have grown more complex, businesses have created systems to manage and optimize the supply chain. In 2013, the market for supply chain management software was $8.944 billion.[5]. Put simply, companies are buying expensive systems to help manage the complexity of the supply chain. An RFID tag allows interested parties to track the location of packages in transit. Have you ever tracked a package that you were sending or receiving and seen its progress through the supply chain? This is done using track-and-trace software that monitors the progress of physical goods through the supply chain process, often by means of a radio-frequency identification tag. Radio-frequency identification (RFID) uses electromagnetic fields to automatically identify and track tags attached to objects. The tags contain electronically stored information. Passive tags collect energy from a nearby RFID reader’s interrogating radio waves. RFID tags are used in many industries—for example, an RFID tag attached to an automobile during production can be used to track its progress through the assembly line, and RFID-tagged pharmaceuticals can be tracked through warehouses in the supply chain process. Information throughout the supply chain process is captured in systems that allow supply chain professionals to analyze results and identify improvements that will lead to more reliable, faster, and less expensive delivery to customers throughout the supply chain.

      Interesting but I am having trouble seeing the connection clearly to marketing here.

    1. Annotations are typically used to convey information about a resource or associations between resources. Simple examples include a comment or tag on a single web page or image, or a blog post about a news article.

      w3c annotations

  11. Sep 2016
    1. Another problem is that you can’t click on a music file and choose to play it through SoundSeeder; you have to open SoundSeeder and then find the song. With apps like Apollo or Play Music, you get the option to play them just from clicking the file.

      ascknaslcknasc

    1. idea that spaces themselves have racial meanings.

      It would be an understatement to say that spaces have racial meanings; they most certainly do. Each "space" has its own history of exclusion that gives it a certain tag, an identity almost. Take for example Auburn Avenue, or "Sweet Auburn" to residents, in Atlanta. That space was known for its thriving African American population, a thriving business center that was recognized nationally as the economic hub for black Americans. The exclusion the African Americans felt propelled the streets identity, giving the area meanings associated with the black community.

    1. Annotation assignment:

      I want you each to make one original annotation, and one response (Please use the tag KIR020 / KIR900.)

      Specific possibilities:

      1) Annotate and respond critically to one claim, a claim you think important, in one of the two readings.You might challenge it based on its scope, its relation to evidence, or other grounds; you might find it ultimately persuasive, but still want to qualify it or otherwise engage with it]

      2) Annotate and respond to one moment where the author makes the stakes of their argument apparent (the “motive”/“so what”?)—or fails to do so…

      3) Annotate and engage with one moment where the author grounds their analysis effectively in “close reading”

      4) Annotate and engage with one moment where the author’s analysis depends on something OTHER than “close reading”

      —Respond by engaging with ANY one of these annotations left by a fellow student!

      Remember, you can make OTHER annotations too; in particular, you can annotate privately, for your own benefit, if you choose to read online.

    1. Annotation assignment:

      I want you each to make one original annotation, and one response. (Please use the tag KIR020 / KIR900.)

      Specific possibilities:

      1) Annotate and respond critically to one claim, a claim you think important, in one of the two readings.You might challenge it based on its scope, its relation to evidence, or other grounds; you might find it ultimately persuasive, but still want to qualify it or otherwise engage with it]

      2) Annotate and respond to one moment where the author makes the stakes of their argument apparent (the “motive”/“so what”?)—or fails to do so…

      3) Annotate and engage with one moment where the author grounds their analysis effectively in “close reading”

      4) Annotate and engage with one moment where the author’s analysis depends on something OTHER than “close reading”

      —Respond by engaging with ANY one of these annotations left by a fellow student!

      Remember, you can make OTHER annotations too; in particular, you can annotate privately, for your own benefit, if you choose to read online.

    1. hat we are all each other’s audience and we sort of perform

      I'll bring up again the subjective nature of rational and perception. Human capital, or social capital, assumes that the rational is concurrent with all actors. That's not the case as can be exemplified in numerous interactions online via Catfish type interactions. For those directly involved in those situations the behavior exhibited is totally rational and acceptable. Those outside of it potentially find amusement, and therefore apply that capital in a different way. Are both wrong, right, or is one distinctly correct over the other? Ten years ago the collective would argue that the norm leans towards the behavior is not rational. Now, with more and more solidarity with internet interaction occurring what's the norm? I feel it's less convincing from ten years ago. That lens is ever changing according to social norms, and norms applied to one's self.

    2. phenomenon of “the free rider”. The free rider problem is an individual’s rational decision not to participate in group activity if it’s not worth their time, energy, money, etc. But! They stand to be

      The free rider in this theory can actually be the intellectual personality that we are studying can't it?. What's wrong with the free riding actor? There is no such thing as a utopia, so why would we expect the collective to be all encompassing? This part of the theory I wasn't a fan about. As generations cross over and old methodologies morph into new ones, the free riders are required to question the system. Why can't the free riders be the actors to help keep the collective in check? Just food for thought.

    3. rational choice is playing a role with the actors, and a mental scale of the costs and benefits is present.

      Rational choice is exactly that, rational. Defining what is rational does not have a universal standard. So as the weight test of pros, cons, and best decision process occur in the actor(s) minds, what is rational to one actor may not be rational to another. The mental scale isn't one that can truly be measured. Rationality is subjective in nature and it's important that as decisions are made that are considered against the "norm" effort is made to first define the rational before perusing any further.

    4. It is almost Shakespearean in nature!

      Shakespeare is a great example for illustrating presentation of self and it's relation to rational choice/exchange theory, IMO.

    5. reflection of yourself based on the appraisals we get

      Yep, and here is the potential cost or benefit to actors, which is decided based on their control of self presentation and their success at the theatricality of interaction. In a way, both are assets/goods and are costs/benefits. (If your reflected appraisals turn negative, your confidence may suffer, affecting your success with social "acting.")

    6. When an actor interacts with another individual, the actor is attempting to control the impression the individual forms of him. Meanwhile, the individual is trying to form an impression of the actor based on the interaction.

      Here we are, presentation. I think control of self-presentation and image is a "good" one owns and seeks to retain control over. Personal capital, if we want to go there. I appreciate considering these concepts alongside Exchange Theory.

    7. The free rider problem is an individual’s rational decision not to participate in group activity if it’s not worth their time, energy, money, etc.

      I find parallels with the free rider issue to my own experience with workplace dynamics. I work in a bureaucracy which is especially non-social, which creates little collective cohesiveness or interests, except for justifying each's job within the bureaucracy -- an idea which Collins detailed heavily in his description of the evolution of universities and governments. This provides incentive for free riders, but little ability of groups (not being social or cohesive) to react to that behavior.

    8. there is a lot of calculation occurring within these exchanges, and rational choice is playing a role with the actors, and a mental scale of the costs and benefits is present

      While rational choice provides valuable perspective, I have a lot of difficulty believing we calculate this way, explicitly. I think much of the calculation, for many people, is present but occurs on the gut level -- either way, our mental scales are skewed (Dozens of examples to point to, but I am thinking to an extent about the multiracial study and how monoracial online daters might justify interactions which reveal biases.) Exchange Theory, critically elevates and complicates this with the less tangible social "goods" -- status, relationship dynamics, knowledge, etc. -- which affect emotional and intuited responses.

    9. actors

      (Dramaturgy!) I like the word actors specifically because it implies both the emotional/social (acting, self-presentation, rituals/ceremony, convolution in interactions) and also the rational -- we're just people, doing things.

    10. If (a) and (b) are true, and if it costs me anything to help produce the good, then the rational actor will not contribute to the good. 

      This article seems to simplify the free rider problem by implying that it's the only rational choice. ADE offers several solutions that fit within rational choice theory: 1) selective incentives that reward individuals who bear the cost of the goods, 2) intangible benefits of participation, 3) enforcing participation or using negative sanctions for not contributing to the public good.

    11. altruism and philanthropic behaviors are adequately explained as still being rational behaviors

      Coleman's discussion of norms applies to why altruism is a rational individual choice if a society chooses to value philanthropy, promoting it with positive consequences (good reputation) or imposing sanctions (disapproval and bad reputation).

    12. The free rider problem can be described with a simple equation:  (a) There are some goods (or benefits) where the use of the good cannot be restricted to those who helped produce or help participate in the production of the good

      In ADE, page 218, line 22-23, a very valid and important consideration for all rational choice theorists- explaining how groups and more perplexingly successful groups form from a group of individuals when rational thought places more weight on cost than benefit- why would an individual act out against rational thought. Critics of Rational Choice Theory state that not persons do not always act out of rational thought and emotion impacts their rational thought processes. An example being those who decide to eat undercooked food when rational thinking says not to

    13. Coleman additionally describes the phenomenon of “the free rider”. The free rider problem is an individual’s rational decision not to participate in group activity if it’s not worth their time, energy, money, etc.

      Per Coleman from ADE, the "free rider" will engage in a cost/benefit analysis to determine their level of engagement in an activity based upon rational thought. The two examples of involvement in environmental efforts and the lack of working classes in the U.S. to act collectively to redistribute wages are great examples. Another example that comes to mind since I am involved is one's decision to join the Chesapeake Bay Foundation (CBF). There is argument to this day the bay has not in many years made significant improvement and trying to persuade others to join the CBF is linked to "free riders". Those considering joining the CBF weight the benefits of joining versus the monetary costs (membership dues) and ultimately determine if they will join or not based upon what they will receive versus what it will cost in terms of time, money, etc.

    14. Coleman looks at capital through a functionalist perspective.

      As Pryor writes there are various sociological theories that apply to the production of capital and the triangle diagram works well as a representation. The Rational Choice theorist would examine the diagram and view individual choices taking place at each level to determine the greater effect(s) on the generation of human capital but this diagram functions most appropriately to diagram Symbolic Interactionism and show how individual components function as a group to generate in this case the phenomena of human capital

    15. there is a lot of calculation occurring within these exchanges, and rational choice is playing a role with the actors, and a mental scale of the costs and benefits is present.

      In reflection of the video it is important to mention that critics of Rational Choice Theory would say that not all persons engage in rational thought and additionally persuasions brought about by factors other than individual choice may affect decisions such as social pressures.

    16. Coleman conceptualizes the meaning of “trust” within social processes (which is just a fancy way of saying social exchanges).

      Mirroring much of Rucha's comments Coleman discusses trust as a means of a decision making process based upon evaluation of others' judgment and performance. Placing trust in someone is part of the process of maximizing personal gain by placing trust in another. Important to note per ADE and Coleman's examination of trust, that rewards for trust are not equally distributed but rather according to social dynamics such as sex, gender, and class to name a few. The topic of trust includes two key players, the trustor and trustee. The trustor would be placing trust in another while the trustee is the person acting as confidant or trusted person. ADE cites the example of Julia and Malika, whom are involved in a financial situation of trust. Another example appropriate for studying digital sociology would be the level of trust established between purchasers (trustors) and sellers (trustees) in a digital exchange of information online.

    17. The free rider problem

      This also reminds me of Michael Hechter's article on Sociological Rational Choice theory in 1997. In describing how members of church face a collective action problem, Hechter explains that strict churches often impose 'costly and esoteric' requirements on their members, which helps them solve 'free riders' problem as only those who are really committed to church will join the church, making churches more successful and strong.

    18. Exchange theory explains the individual, while rational choice theory explains the collective.

      Exchange theory can be thought of as the application of rational choice theory based upon the various levels of social interaction, involving a cost/benefit analysis and involving or weighing the socially approvable behavior or socially unapprovable behavior while seeking to maiximize profits

    19. Exchange/Rational Choice theories describes how social exchanges are a system of rewards and costs

      In addition it is important to mention from reading ADE a basic principle of Homan's that individual choices that result in action(s) are occur along the continuum of rationality and individual to collectiveness so to better understand Rational Choice Theory it includes individual choice based upon rewards and costs and the choices one makes occur as a result of a level of rational thinking and individual or collective choice.

    20. phenomenon of “the free rider”

      ADE and Collins both discuss the problem of 'free rider' in their books. This issue was formulated by Mancur Olson in 1965. Olivia does a great job of explaining how rational actors 'free ride'. In my opinion, many of us are guilty of 'free riding'. At least, I am. The basic assumption behind it is, "whether I make a contribution to the cause or not, the output will not change, then why to bother?" Collins explains the 'free rider' problem by giving an example of free bus service and ADE describes by giving an example of the fight for the protection of natural environment. In a rational mind, it makes sense to not contribute to some cause if the benefits will be free anyway when other people contribute to it. Olivia doesn't mention here but both Collins and ADE explain the different solutions offered by rational choice theorists which can help prevent 'free rider' problem. For example, selective incentives - when those who participate are rewarded exclusively, and negatively sanctioning those who do not participate in the cause to the public good.

    21. This calculated exchange is exampled in the book like so:

      ADE provides the same example for describing the role of trustor and trustee in an exchange. Olivia does a great job by presenting this example, as in my opinion, all of us can relate to it because all of us have been through similar kind of situation where we had to weigh our gains and losses. If the gain in this situation outweighs the possible losses, one might consider the risk worth taking. The 'trust' in another person depends on the rational calculations which are based on the information available on another person (their reputation of being trustworthy). In the case of Julia and Malika, Malika will be able to make her decision based on a rational calculation of if she can place a bet on Julia's trustworthiness. As given in ADE, it is of advantage for Julia to be trustworthy to receive benefits ($200) and it is of advantage for Malika to trust Julia to when possible gain outweighs the possible loss.

    22. while rational choice theory explains the collective

      The content in ADE emphasizes that exchange theorists focus their attention on the strategic decision-making of the individuals and how these particular decisions can have an impact on social relationships within small groups. On the other hand, rational choice theorists examine how these strategic decisions and rational interactions between the individuals can have an influence on group dynamics in broader social conditions by "producing group solidarity, norms, and control of resources" (ADE).

    1. Becoming Rhizome Researchers

      A few of us are working on an open research project examining literacy practices and text moves and leadership development in open online classes.

      We will use the tag #rhizome as we read and develop subtags such as #methodology or #literature.

    Tags

    Annotators

  12. Aug 2016
    1. Tag Plugins For Relative Path Referencing

      按照此页方法可以在index和archive页面都显示图片,但是正常的markdown编辑器就不能看了。 一个trick就是同时在source/image和post_source/image都放入images,这样在两个地方都可以正常看图

    1. The image represents all participants converging to create a mesh of resources and opportunities.

      Not quite. There are two other classes of participants: lurkers and virtual connectors. I am one of the virtual participant who is both allied to one of your inner circle of participants, @vconnecting, and as a free agent. For example, I wanted to share the keynotes via the video annotation cloud program, Vialogues.com. For some reason they are unembeddable, Your cloud tag of participants has an impermeable boundary that keeps my message from getting through. I finally did make contact with @cogdog and Alan tweeted out some support. As of now...no response. Is this because you have a pre-set mesh, is it because the IRL demands of the institute demand inner focus, or is it because designing for virtual participation was at best an afterthought?

    1. Baylor University, called for a “personal cyberinfrastructure” where students:not only would acquire crucial technical skills for their digital lives but also would engage in work that provides richly teachable moments…. Fascinating and important innovations would emerge as students are able to shape their own cognition, learning, expression, and reflection in a digital age, in a digital medium. Students would frame, curate, share, and direct their own ‘engagement streams’ throughout the learning environment.In developing this “personal cyberinfrastructure” through the Domain of One’s Own initiative, UMW gives students agency and control; they are the subjects of their learning, not the objects of education technology software.Having one’s own domain means that students have much more say over what they present to the world, in terms of their public profiles, professional portfolios, and digital identities. Students have control over the look and feel of their own sites, including what’s shared publicly. This means they have some say — although not complete — over their personal data, and in turn they begin to have an understanding of the technologies that underpin the Web, including how their work and their data circulate there.At the simplest level, a Domain of One’s Own helps students build their own digital portfolio. They can be used in a classroom setting in order for students to demonstrate their learning. These portfolios can contain text, images, video and audio recordings, giving students opportunities to express themselves in a variety of ways beyond the traditional pen-and-paper test or essay. One student uses her domain to showcase her artwork. Another chronicled her semester abroad. A third student has built a living CV, highlighting her academic research as well as her work experience.Since UMW launched Domain of One’s Own in 2013, other schools have picked up on the program’s relevance in today’s world — including Emory University, the University of Oklahoma, and Davidson College, as well as at several high schools. Domain of One’s Own has also spun out a startup of sorts, Reclaim Hosting, that provides low-cost Web hosting and helps educators offer their students their own domains.Clarence Fisher introduced Domains last year to his high school students at the Joseph H. Kerr School in Snow Lake, Manitoba. “The kids came in to the class with what I would call fair and average teen tech skills,” he said. “Lots of iPods, iPads, and laptops. Lots of Facebook and Instagram. But none of them had a presence online they were in control of before this.”This observation was echoed by Bryan Jackson, who has implemented Domains at Gleneagle Secondary School in Coquitlam, British Columbia. “I wanted them to see and be aware of all of the options and the control that they are giving up when services such as Facebook are their primary web presence,” he said. By contrast, he introduced his students to open source platforms like WordPress, teaching them about Web standards like HTML and CSS.Often when schools talk to students about their presence on the Web, they do so in terms of digital citizenship: what students need to know in order to use technology “appropriately.” Schools routinely caution students about the things they post on social media, and the tenor of this conversation — particularly as translated by the media — is often tinged with fears that students will be seen “doing bad things” or “saying bad things” that will haunt them forever.While some schools are turning to social media monitoring firms to keep an eye on students online, rarely do schools give students the opportunity to demonstrate the good work that they do publicly. Nor do schools give students the opportunity to decide what and when and how that public, online display should look like. It’s a drawback to our digital citizenship conversations — we’re concerned about what students do online but we fail to probe the “appropriateness” of the demands on data and content that (education) technology companies increasingly make on the students in turn.It’s one of the flaws too with how privacy conversations about education technology are usually framed. Debates about what happens to student data — who it’s shared with, for example — seldom include students’ input. These debates do not recognize the ways in which students have already developed rich social lives online and could use help, not punishment or paternalism, in understanding how to think through the data trails they’re leaving behind.<img class="progressiveMedia-noscript js-progressiveMedia-inner" src="https://cdn-images-1.medium.com/max/600/1*FM8VCiLKF6U5V8f1alJYcg.jpeg">There is an understandable learning curve to helping students manage their online presence via their own domain. “At first there was a fair amount of fumbling around, Googling solutions, and trying to understand their options,” said teacher Clarence Fisher. “Within a week, the kids were able to understand what their options were and how their site was affected by changes they made. As time went on, we talked a lot more about technical issues (backup, recovery, privacy options, hosting laws in different countries, etc). But we also talked a lot more about digital citizenship, safety, control, design, etc. The kids saw the site much more as their own and their responsibility.”The importance of giving students responsibility for their own domain cannot be overstated. This can be a way to track growth and demonstrate new learning over the course of a student’s school career — something that they themselves can reflect upon, not simply grades and assignments that are locked away in a proprietary system controlled by the school.And if a student owns their own domain, as she moves from grade to grade and from school to school, all that information — their learning portfolio — can travel with them.Education technology — and more broadly, the culture of education — does a terrible job with this sort of portability and interoperability. When a student moves to a new school, for example, they often have to request their transcript, a document that lists their courses and their grades. A transcript is by definition a copy of their education record. The transcript is often printed on a piece of paper with formal letterhead, perhaps with a watermark or stamp to show that it’s “official.” This lack of portability continues in much digital schoolwork too. Even if students are encouraged to create online portfolios or to use services like Google Apps for Education in order to store all their work, they don’t actually get to take that work with them when they move or graduate. (In the case of Google Apps, you can download your files. But then you’ll need to find a new place to store them.) Too often, students’ work in these systems gets deleted over the summer months as schools aren’t in the business of permanently storing student work. School district IT is not the right steward for student work: the student is.Giving students their own digital domain is a radical act. It gives them the ability to work on the Web and with the Web, to have their scholarship be meaningful and accessible by others. It allows them to demonstrate their learning to others beyond the classroom walls. To own one’s domain gives students an understanding of how Web technologies work. It puts them in a much better position to control their work, their data, their identity online.“I want to know where my ones and zeros are stored,” said Bryan Jackson, referring to the basic binary code in which computers ‘think.’ “And I want my students to know that that’s something they can ask about, and learn to manage for themselves.”Illustrations by Lisk FengBright is made possible by funding from the New Venture Fund, and is supported by The Bill & Melinda Gates Foundation. Bright retains editorial independence.TechEducationPrivacy1323BlockedUnblockFollowFollowingAudrey Watterseducation writer, recovering academic, serial dropout, ed-tech’s Cassandra, author of The Monsters of Education Technology. (And coming soon: Teaching Machines)FollowBrightInnovation in EducationResponsesWrite a response…Show all responses×Don’t miss Audrey Watters’s next storyBlockedUnblockFollowFollowingAudrey Watters .u-accentColor--borderLight {border-color: #898832 !important;} .u-accentColor--borderNormal {border-color: #898832 !important;} .u-accentColor--borderDark {border-color: #767530 !important;} .u-accentColor--iconLight .svgIcon,.u-accentColor--iconLight.svgIcon {fill: #898832 !important;} .u-accentColor--iconNormal .svgIcon,.u-accentColor--iconNormal.svgIcon {fill: #898832 !important;} .u-accentColor--iconDark .svgIcon,.u-accentColor--iconDark.svgIcon {fill: #767530 !important;} .u-accentColor--textNormal {color: #767530 !important;} .u-accentColor--hoverTextNormal:hover {color: #767530 !important;} .u-accentColor--textNormal.u-accentColor--textDarken:hover {color: #6B6B2E !important;} .u-accentColor--textDark {color: #6B6B2E !important;} .u-accentColor--backgroundLight {background-color: 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The school facilitates the purchase of the domain; it helps with installation of WordPress and other open source software; it offers both technical and instructional support; and it hosts the site until graduation when domain ownership is transferred to the student.","markups":[]},{"name":"0e9d","type":1,"text":"And then — contrary to what happens at most schools, where a student’s work exists only inside a learning management system and cannot be accessed once the semester is over — the domain and all its content are the student’s to take with them. It is, after all, their education, their intellectual development, their work.","markups":[]},{"name":"4283","type":4,"text":"","markups":[],"layout":3,"metadata":{"id":"1*YRKFndAQ5gr0adimVGuzUg.jpeg","originalWidth":1500,"originalHeight":723}},{"name":"432a","type":1,"text":"Intellectual productivity on the Web looks a bit different, no doubt, than it did at Woolf’s writing desk. But there remains this notion, deeply embedded in Domain of One’s Own, that it is important to have one’s own space in order to develop one’s ideas and one’s craft. It’s important that learners have control over their work — their content and their data. In a 2009 article that served as a philosophical grounding of sorts for the initiative, Gardner Campbell, then a professor at Baylor University, called for a “personal cyberinfrastructure” where students:","markups":[{"type":3,"start":507,"end":517,"href":"http://www.educause.edu/ero/article/personal-cyberinfrastructure","title":"","rel":"","anchorType":0}]},{"name":"b4b9","type":6,"text":"not only would acquire crucial technical skills for their digital lives but also would engage in work that provides richly teachable moments…. Fascinating and important innovations would emerge as students are able to shape their own cognition, learning, expression, and reflection in a digital age, in a digital medium. Students would frame, curate, share, and direct their own ‘engagement streams’ throughout the learning environment.","markups":[]},{"name":"48c5","type":7,"text":"In developing this “personal cyberinfrastructure” through the Domain of One’s Own initiative, UMW gives students agency and control; they are the subjects of their learning, not the objects of education technology software.","markups":[{"type":1,"start":146,"end":154},{"type":1,"start":182,"end":189}]},{"name":"9699","type":1,"text":"Having one’s own domain means that students have much more say over what they present to the world, in terms of their public profiles, professional portfolios, and digital identities. Students have control over the look and feel of their own sites, including what’s shared publicly. This means they have some say — although not complete — over their personal data, and in turn they begin to have an understanding of the technologies that underpin the Web, including how their work and their data circulate there.","markups":[]},{"name":"f11c","type":1,"text":"At the simplest level, a Domain of One’s Own helps students build their own digital portfolio. They can be used in a classroom setting in order for students to demonstrate their learning. These portfolios can contain text, images, video and audio recordings, giving students opportunities to express themselves in a variety of ways beyond the traditional pen-and-paper test or essay. One student uses her domain to showcase her artwork. Another chronicled her semester abroad. A third student has built a living CV, highlighting her academic research as well as her work experience.","markups":[{"type":3,"start":415,"end":435,"href":"http://www.terrasadek.com/","title":"","rel":"","anchorType":0},{"type":3,"start":445,"end":475,"href":"http://www.suzyinitaly.com/","title":"","rel":"","anchorType":0},{"type":3,"start":497,"end":514,"href":"http://www.candiceroland.org/","title":"","rel":"","anchorType":0}]},{"name":"6a8c","type":1,"text":"Since UMW launched Domain of One’s Own in 2013, other schools have picked up on the program’s relevance in today’s world — including Emory University, the University of Oklahoma, and Davidson College, as well as at several high schools. Domain of One’s Own has also spun out a startup of sorts, Reclaim Hosting, that provides low-cost Web hosting and helps educators offer their students their own domains.","markups":[{"type":3,"start":295,"end":310,"href":"https://reclaimhosting.com/","title":"","rel":"","anchorType":0}]},{"name":"7a91","type":7,"text":"Clarence Fisher introduced Domains last year to his high school students at the Joseph H. Kerr School in Snow Lake, Manitoba. “The kids came in to the class with what I would call fair and average teen tech skills,” he said. “Lots of iPods, iPads, and laptops. Lots of Facebook and Instagram. But none of them had a presence online they were in control of before this.”","markups":[]},{"name":"a43b","type":1,"text":"This observation was echoed by Bryan Jackson, who has implemented Domains at Gleneagle Secondary School in Coquitlam, British Columbia. “I wanted them to see and be aware of all of the options and the control that they are giving up when services such as Facebook are their primary web presence,” he said. By contrast, he introduced his students to open source platforms like WordPress, teaching them about Web standards like HTML and CSS.","markups":[]},{"name":"b3e0","type":1,"text":"Often when schools talk to students about their presence on the Web, they do so in terms of digital citizenship: what students need to know in order to use technology “appropriately.” Schools routinely caution students about the things they post on social media, and the tenor of this conversation — particularly as translated by the media — is often tinged with fears that students will be seen “doing bad things” or “saying bad things” that will haunt them forever.","markups":[{"type":3,"start":92,"end":111,"href":"http://www.digitalcitizenship.net/","title":"","rel":"","anchorType":0}]},{"name":"76d5","type":1,"text":"While some schools are turning to social media monitoring firms to keep an eye on students online, rarely do schools give students the opportunity to demonstrate the good work that they do publicly. Nor do schools give students the opportunity to decide what and when and how that public, online display should look like. It’s a drawback to our digital citizenship conversations — we’re concerned about what students do online but we fail to probe the “appropriateness” of the demands on data and content that (education) technology companies increasingly make on the students in turn.","markups":[{"type":3,"start":6,"end":18,"href":"http://www.cnet.com/news/florida-public-schools-to-spy-on-students-social-media/","title":"","rel":"","anchorType":0}]},{"name":"8b21","type":1,"text":"It’s one of the flaws too with how privacy conversations about education technology are usually framed. Debates about what happens to student data — who it’s shared with, for example — seldom include students’ input. These debates do not recognize the ways in which students have already developed rich social lives online and could use help, not punishment or paternalism, in understanding how to think through the data trails they’re leaving behind.","markups":[{"type":3,"start":185,"end":215,"href":"https://www.edsurge.com/n/2015-05-29-student-voice-in-the-edtech-conversation-more-measured-than-you-d-think","title":"","rel":"","anchorType":0}]},{"name":"39ad","type":4,"text":"","markups":[],"layout":4,"metadata":{"id":"1*FM8VCiLKF6U5V8f1alJYcg.jpeg","originalWidth":1601,"originalHeight":1375}},{"name":"1d72","type":1,"text":"There is an understandable learning curve to helping students manage their online presence via their own domain. “At first there was a fair amount of fumbling around, Googling solutions, and trying to understand their options,” said teacher Clarence Fisher. “Within a week, the kids were able to understand what their options were and how their site was affected by changes they made. As time went on, we talked a lot more about technical issues (backup, recovery, privacy options, hosting laws in different countries, etc). But we also talked a lot more about digital citizenship, safety, control, design, etc. The kids saw the site much more as their own and their responsibility.”","markups":[]},{"name":"09f8","type":7,"text":"The importance of giving students responsibility for their own domain cannot be overstated. This can be a way to track growth and demonstrate new learning over the course of a student’s school career — something that they themselves can reflect upon, not simply grades and assignments that are locked away in a proprietary system controlled by the school.","markups":[]},{"name":"2e26","type":1,"text":"And if a student owns their own domain, as she moves from grade to grade and from school to school, all that information — their learning portfolio — can travel with them.","markups":[]},{"name":"4377","type":1,"text":"Education technology — and more broadly, the culture of education — does a terrible job with this sort of portability and interoperability. When a student moves to a new school, for example, they often have to request their transcript, a document that lists their courses and their grades. A transcript is by definition a copy of their education record. The transcript is often printed on a piece of paper with formal letterhead, perhaps with a watermark or stamp to show that it’s “official.” This lack of portability continues in much digital schoolwork too. Even if students are encouraged to create online portfolios or to use services like Google Apps for Education in order to store all their work, they don’t actually get to take that work with them when they move or graduate. (In the case of Google Apps, you can download your files. But then you’ll need to find a new place to store them.) Too often, students’ work in these systems gets deleted over the summer months as schools aren’t in the business of permanently storing student work. School district IT is not the right steward for student work: the student is.","markups":[]},{"name":"af96","type":1,"text":"Giving students their own digital domain is a radical act. It gives them the ability to work on the Web and with the Web, to have their scholarship be meaningful and accessible by others. It allows them to demonstrate their learning to others beyond the classroom walls. To own one’s domain gives students an understanding of how Web technologies work. 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      Yikes Baylor is having a hard time right now.

    1. A Genius spokesperson wrote, “Users can currently tag @genius-moderation to report any abusive content. So far, there have been no instances of abuse, but we recognize that this is an entirely valid concern as usage of the tool increases.” Second, let sites opt out of annotation. If that sounds extreme, its worth noting that Google has let sites opt out of appearing in search results for a long time. It is tough to imagine a much more significant layer over the Internet than Google search results.

      These would seem to be reasonable good first attempts at preventing abuse.

      Ref: https://hypothes.is/blog/preventing-abuse/

  13. Jul 2016
    1. This may be due in part to the rising popularity of social media apps, such as SnapChat, Instagram, and Vine, in which people tell and tag their informal stories through photos and video snippets

      Everyone, including our students, has a story to tell, and there is value in their story.

    1. Just this morning I saw a boy (maybe around 11) running down the street with his smartphone in his hand, he came to an abrupt stop at one point, for which I can only assume he was catching a Pokémon.

      Do we need to tag these kids with "car alert" beepers? I'm going to be having nightmares about this aspect...

    1. Monkey, all JavaScript values are represented by thetypejsval. Ajsvalis machine word in which up to the 3 of theleast significant bits are a type tag, and the remaining bits are data.See Figure 6 for details. All pointers contained injsvalspoint toGC-controlled blocks aligned on 8-byte boundaries.JavaScriptobjectvalues are mappings of string-valued p

      test

    1. When I tag and bookmark a Website, a video, an image, I make my decisions visible to others

      Maybe talk about this a little bit? This happens with Google and Facebook as we click on ads and they learn our habits.

    1. It is interesting to see the debate between animal rights and animal welfare issues.

      I think that this ties nicely with what is going on digitally too- there are a lot of view point as to what is right and wrong.

    2. here are federal regulations and then there are local regulation on top of those that require an additional inspection of safety practices.

      And there are really none for all this chatting and such that we do in this digital affinity space- hmmm

    3. When it comes to digital story telling I have a hard time stepping outside of it having to be a video production of sorts. I know this to be wrong of me but I continue to go back to videos. So seeing a blog as a digital story is quite intriguing.

      And I keep reading things and forget to look at videos, memes and everything else. digital Story telling encompasses so much and there are so many different ways to go about it.

    4. I struggled with was having those who comment be considered co-authors.

      I too was a little confused about this, do people really go in a change what they wrote in a blog because or for a comment? I would think that it would spark another convo, but not editing the current. I fell like that is like saying, um forget I said that during a conversation and then editing in something else, we don't forget, and really it would be hard for me not to focus on it then!

    5. I am not the only one that struggles

      Of course not, we all have our own 'hang' ups. For some blogging is easy where annotating is harder, it is all a learning process! Learn on!