1,565 Matching Annotations
  1. Jun 2020
    1. Strong ties, typically found in relationships with family and friends, are marked by frequent interactions and strong emotional bonds (Rademacher & Wang, 2014; Gaddis, 2012). Weak ties are more typical of relationships with acquaintances and tend to be less strong and based on less frequentinteractions. Although weak ties do not provide deep emotional bonds, they foster connections across groups and build large,sparsely connected networks

      Strong ties: typically found in family and friends Weak ties: typical of relationship with acquaintances, less-frequent interactions, do foster connections across groups and build large, sparsely connected networks

    2. Because of persistent economic segregation in this country, low-income young people may only have access to those who are in similar economic circumstances as themselves (Albright & Hurd, 2017). Additionally, adolescents tend to only have access to social capital garnered through their relationships with their parents, parents' network, neighbors, and teachers (White & Glick, 2000). Low-income adolescents' access to social capital is thus restricted by their economic segregation, the homogeneity of their parents' network, and their limited access to other relationships(Putnam, 2015). Low-income youth have a clear disadvantage concerning the growth of social capital. An informal mentor, specifically one from outside the young person's community, thus, may play an important and unique role in expanding an adolescent's social capital by compensating for these limitations.

      Challenges economically challenged youth face

    3. umulatively, the literature shows that informal mentors may be an important but scarce resource in promoting economic mobility for low-income youth, may differentially support economic mobility for middle-income youth, and that there may be important differences among mentoring relationships, some of which may better promote mobility than others.

      Literature shows that informal mentors may be important but scarce resource for low-income youth

    4. compensate for the lack of other resources their peers have, such as expansive connected social networks.

      Youth from disadvantaged neighborhoods make greater strides than more-resourced peers when mentored by someone outside the family; can potentially compensate for lack of other resources in youth's life

    5. A young person's neighborhood context is associated with their chance of being mentored and their chance of being economically mobile. Young people living in under-resourced neighborhoods are also unlikely to be upwardly mobile (Chetty & Hendren, 2016a; Chetty, & Hendren, 2016b; Chetty, Hendren, Kline & Saez, 2014b; Goldsmith, Britton, Reese, & Velez, 2017). Low-income children are more likely to live in neighborhoods with higher crime and drug use (Abelev, 2009). Young people from these neighborhoods are more likelytohave lower tests scores (McCullock & Joshi, 2001), drop out of high school, and be unemployed (Ainsworth, 2002). This neighborhood effect is cumulative: the more time spent in under
      • Neighborhood is associated with chance of being mentored
      • youth in under-resourced neighborhoods are more unlikely to be upwardly mobile
      • in these neighborhoods, likely to have higher crime and drug rates, lower test scores, drop out of high school, and be unemployed
    6. Mentoring relationships differ on how the mentor and mentee met, how often they see each other, how long they have known each other, how close the youth feels to the mentor, and what kinds of support the mentor offers the youth

      Variables that factor into mentorship

    7. Cumulatively, these studies suggest that the potential influence of informal mentors on mobility may be most pronounced for those youth who are facing a disadvantage of some kind (family structure, income, etc.) and/or are a racial ethnic minority. Concerning the focus of the present study, this literature would suggest that informal mentoring may be more strongly associated with upward mobility for low-income youth than for middle-or higher-income youth for whom informal mentoring is

      Suggests a stronger influence on disadvantaged or racial ethnic minority youth

    8. In one study, a low-income child was twice as likely to graduate college when mentored. This is in contrast to previous literature that demonstrates consistent but small associations between informal mentoring and college completion for middle-income children (Reynolds & Parrish, 2018). This suggests that youth from low-income families benefit more from mentorship than those who may have a plethora of positiveresources in their life

      Low-income families benefit more from mentorship; one study suggests that mentored low-income children are 2x as likely to graduate college

    9. For instance, much attention has been paid to informal mentoring and educational outcomes: mentored youth are more likely to feel connected to their school (Black, Grenard, Sussman, & Rohrbach, 2010), have better grades (Chang et al., 2010), attend college (DuBois & Silverthorn, 2005a; Reynolds & Parrish, 2017) and receive a bachelor’s degree (Miranda-Chan, Fruiht, Dubon, & Wray-Lake, 2016; Erickson, McDonald, Elder, 2009). Cumulatively, these studies, along with a 2018 meta-analysis (Van Dam et al.) suggest a strong and consistent relationship between having an informal mentor and positive educational outcomes.

      Informal mentors can result in and influence positive educational outcomes, help promote ability to "feel connected to their school"

    10. Literature has established that informal mentoring is most commonly associated with psychosocial outcomes such as lower stress levels, higher life satisfaction, and lower rates of depression (DuBois & Silverthorn, 2005a; Chang et al., 2010; Munson & McMillen, 2009) and socioemotional outcomes, including improved social skills, perceived social support, and higher self-esteem (Van Dam et al., 2018; Miranda-Chan et al., 2016).These associations are strong and consistent across studies, suggesting that informal mentoring is positively correlated with positive psychosocial and socioemotional outcomes.

      Informal mentoring is positively correlated with positive psychosocial and socioemotional outcomes

    11. Informal mentors can provide support and role-modeling to these youth without serving as an unwelcomed authority figure, and ultimately influence the fundamental building blocks of mobility (Meltzer, Muir, & Craig, 2016). Previous research has linked informal mentorship toeducational attainment and employment (Erickson, McDonald, Elder, 2009; DuBois & Silverthorn, 2005a), and thusitmay act as a potential catalyst for mobility when used in this key stage of adolescence.

      Informal mentors can serve as role-models during critical times in youth lives; influence building blocks of mobility; may act as a catalyst for mobility when used in key stage/timing

    12. Informal mentoring relationships are also more prevalent than formal ones. One study found that 62% of youth had an informal mentoring relationship, compared to just 15% who reportedhaving a formal mentoring relationship(Bruce & Bridgeland, 2014). There are similar differences in prevalence when asking adults if they have mentored young people: 67% of those who reported mentoring someone in the past year did so informally, while only 31% did so through a formal program, (Oosthuizen, 2017). While coming from a low-income family is one of several risk factors associated withlower exposure toinformal mentors, it is clear that many of these youth are still able to identify caring adults in their lives
      • 62% of youth had an informal mentoring relationship
      • 15% reported formal mentoring relationship
      • 67% of adults claimed to have informally mentored someone in last year
      • 31% did so in a formal program
      • even low-income family youth can identify caring adults in their lives
    13. 10the formal mentoring model, including the mismatching of adult-youth pairs (Spencer et al., 2017), trouble forming a meaningful connection (Freedman, 1993) and relationships ending early and unexpectedly

      Downfalls of formal mentoring

    14. The root of this wide-ranging interest lies in part inWerner and Smith'sinfluentiallongitudinal study (2001), whichfolloweda cohort of high-risk children through adulthood. One of their many findings on what builds resilience in youth was the presence of a caring adult who serves as a mentor. From this initial finding, scholars interested in resilience, positive youth development, and health have all studied the potential power of informal mentoring (Hurd, Varner, & Rowley, 2013; Bowers et al, 2012, DuBois & Silverthorn, 2005a). It is important to note, however, that nostudy to date has directly examined informal mentoring and economic upward mobility as a desired outcome.

      Resilience stems from presence of a caring adult who serves as a mentor

    15. The role of informal mentors may be fulfilled by a variety of adults, including teachers, extended family members, coaches, neighbors, or other community members. Connections between youth and mentors may be of shorter or longer duration and may offer a range of supports, such as companionship, instrumental support, or deep emotional bonds

      Who can be an informal mentor, types of supports from these mentors

    16. Informal mentoring relationships are naturally-occurring relationships between youth and non-parental adults (Sterrett, Jones, Mckee, & Kincaid, 2011) who care about the young person and to whom the young person can turn to for support

      Informal mentor definition

    17. The final type of mobility program, as defined by Ellwood et al.(2016), is an effort that targets "one or several interrelated elements in the long chain of events, institutions, and outcomes that lead to mobility" (Ellwood et al., 2016, p. 5). Such programs focus on one or a few of the key building blocks typically neededfor an individual to be upwardly mobile. Examples of building blocks to mobilityare college enrollment, educational attainment, early employment, and asset accrual in adulthood. Informal mentoring has beendemonstrated to influence some of these building blocksfor mobility(Erickson, McDonald, Elder, 2009; DuBois & Silverthorn, 2005a) and thus fits in to Ellwood et al.'s conceptualization of the many ways we can work to promote economic mobility.

      Final type of mobility program: focuses on "one or several interrelated elements"; informal mentoring has been shown to influence some of these building blocks

    18. More micro-level programs engage individuals and families over time, with the aim of providing a comprehensive pathway to mobility. These tend to involve an assignedcase manager who works to find the right combination of resources that could help a particular individual or family, ranging from housing vouchers and educational loan programs to engaging with non-profits that provide interview training

      6-level scale: micro-level programs engage individuals and families over time to promote mobility

    19. On a regional level, partnerships among key stakeholders, such as community leaders, businesses, and local government, can develop to promotemobility in a particular area. Other types of programs focus on alleviating the effect of neighborhood poverty, by either addressing issues in the neighborhood itself, or providing opportunities for residents to access essentials (e.g., education, medical care, housing)outside the neighborhood.

      Regional level: partnerships among key stakeholders can promote mobility in certain areas

    20. Moving from the most macro-level downwards, the first level at which mobility interventions work is the recent call to combine big data sources, such as income, housing, and healthcare data, in hopesofprovidingtimely information on mobility and sparkingnew innovation. Another macro-level effort is that of economic or political changes, such as policies that promote individual asset accrual or federal grants to pursue higher education.

      6-level scale: macro-level efforts

    21. Informal mentoring fits on the mostmicro-level of a six-level scale of interventions that promote upward mobility, defined by Ellwood and his colleagues (2016). These levels are not always mutually-exclusive, as an interventionmay fit intomore than one of the levelspresented here.A figure representing the six levels of efforts to promote mobility can be found in Appendix Figure 1.

      6-level scale of interventions that promote upward mobility: informal mentoring fits on most micro-level

    22. Informal mentoring is one small person-level intervention that can influence economic mobility by potentially increasing young people’s attainment of assets that serve as building blocks for economic mobility, including college enrollment,

      Informal mentoring = potentially increasing youth attainment of assets that serve as building blocks for economic mobility

    23. Additionally, there may be important variations in the support mentors provide. The social support literature suggests that relationships providing instrumental, informational, and emotional support may promote economic mobility through a direct association between these types of social support and essential building blocks of mobility (e.g., educational attainment and employment opportunity)
    24. Previousresearch has demonstrated that mentors fromoutside the family, who the young person feels close to, whom they haveknown the young person for a long time, and who sees them often are in the best position to promote positive change
    25. One source of positive relationships are informal mentors, who are caring, non-parental adults whom the youth identify as providingsupport (Sykes, Gioviano, & Piquero, 2014). These mentors have already been associated with key building blocks to mobility, namely increased educational attainment (Miranda-Chan, Fruiht, Dubon, & Wray-Lake, 2016), workforce participation (DuBois & Silverthorn, 2005a), and asset accrual in young adulthood (Greeson, Usher, & Grinstein-Weiss, 2010)

      Informal mentor: someone who is a caring, non-parental adult whom youth identify as supportive

    26. Positive relationships with those in the community may lead to educational attainment and employment, essential building blocks economically mobile people typically have.

      Economically mobile people have educational attainment and employment

    27. Among a number of promising new directions, recent evidence points to positive relationships with caring adultsduring adolescence as potentially promoting upwardmobility

      Research suggests that positive relationships with caring adults can promote mobility

  2. May 2020
    1. In evolutionary terms, certainly, because the individuals that show these traits have a higher chance of survival in the long term.

      Not surprisingly, nature is a great teacher. Not until the 1950s and Johnny von Neumann did game theory get developed, but it was found that tit for tat with forgiveness is the optimal model. In other words, altruism or as Henry Ford called it, enlightened self-interest (https://www.wikiwand.com/en/Game_theory)

    1. Insight through making suggests that you’ll need to make simultaneous progress in theory-space and system-space to spot the new implications in their conjoined space. Effective system design requires insights drawn from serious contexts of use: you must constantly instantiate new theoretical ideas in new systems, then observe their impact in some serious context of use.

      Very powerful way of wording the implications of Insights through making and the need for serious contexts of use.

      You need to advance in theory-space as well as in system-space to spot the implications for their conjoined space.

      Pragmatically, you must constantly instantiate new theoretical ideas in the system, then observe the effects in some serious context of use.

  3. Apr 2020
    1. Over the coming years, we will work with local and national governments in these processes seeking to radically alter their dominant way of thinking and working and to experimentally develop new distributed models of non-linear systemic governance

      👍on the practical engagement with policy.

      Still not really sure what some of the terms mean e.g. what would "distributed models of non-linear systemic governance" look like

      More generally, i need a clearer sense of what linear vs non-linear (systems) approaches involve. (e.g. don't command and control systems still involve feedback loops etc?)

      I also think i'd like his definition of systems (vs non-system) thinking. I see the term used a lot and i have a sense of this from e.g. Senge or (more precisely) in Commons' MHC "systematic" level.

  4. Mar 2020
    1. Emerging Theories of Learning and the Role of Technology

      This article discusses the social changes introduced by new technologies and how educational environments are trying to prepare students to enter a technologically advanced workforce through integration of technology with curriculum. The author challenges traditional theories of learning by discussing how cognition is situated in the digital, 21st-century learner, and that technology integration should focus on the importance of community within learning environments. Although the article challenges the traditional ideas of technology integration, it fails to provide actionable ways in which educators could infuse technology into their own curriculum. Rating: 6/10

    1. Theories and Frameworks for Online Education: Seeking an Integrated Model

      This article, written by Anthony G. Picciano of City University of New York Graduate Center and Hunter College, seeks to create a theoretical framework by which to posit online education according to learning theories and their specific application. Beginning with a brief outline of the primary learning theories, the author then tries to position each theory within the online learning environment and the practical implications that follow before suggesting an integrated model that combines features of each theory. One of the primary benefits of this article is the way in which the authors show how the theories of learning might be mutated for individual, educational environmental needs. Rating: 7/10

    1. Research in Educational Technology

      This textbook, published by the Oklahoma State University Library ePress, contains a chapter which summarizes the main views of knowledge in educational technology research, including postpositivism, constructivism, advocacy, and pragmatism, as well as each view's research traditions. The chapter suggests an approach to evaluating research articles through the lenses of a consistent learning theory coupled, methodologies that support that learning theory, and the conclusions that are drawn by the researchers supported through their methodologies. This chapter would help educators evaluate how and why they might include technology into their course curriculum. Rating: 7/10

    1. The equality of all sorts of human labour is expressed objectively by their products all being equally values; the measure of the expenditure of labour power by the duration of that expenditure, takes the form of the quantity of value of the products of labour; and finally the mutual relations of the producers, within which the social character of their labour affirms itself, take the form of a social relation between the products.

      Every form of particular, useful labor, that which directs physiological energy towards specific outcomes, is grouped under the category of "abstract labor" under capitalism. The magnitude and duration of "abstract labor" is expressed as exchange value in commodities, which brings products into reducible, quantifiable relation to each other. It is because commodities are all equal to each other insofar as they are bearers of quantifiable exchange value that so many forms of human labor are equated as different magnitudes and durations of "abstract labor" (many value-form theorists and value critics have argued that "labor" as such is not a transhistorical category, but only a category under capitalism by virtue of its being the source of exchange value). The distribution of value amongst commodities indexes and organizes the division and distribution of labor, and this is what Marx means when he writes that "the mutual relations of the producers, [...] take the form of a social relation between the products." That "social relation" is the relation between producers, which is determined by the relations of value between commodities produced for the market.

  5. Feb 2020
    1. A Theory of Justice

      A Theory of Justice is a 1971 work of political philosophy and ethics by the philosopher John Rawls, in which the author addresses the problem of distributive justice (the socially just distribution of goods in a society). The theory uses an updated form of Kantian philosophy and a variant form of conventional social contract theory. Rawls's theory of justice is fully a political theory of justice as opposed to other forms of justice discussed in other disciplines and contexts.

      The resultant theory was challenged and refined several times in the decades following its original publication in 1971. A significant reappraisal was published in the 1985 essay "Justice as Fairness", and a subsequent book under the same title, within which Rawls further developed his two central principles for his discussion of justice. Together, they dictate that society should be structured so that the greatest possible amount of liberty is given to its members, limited only by the notion that the liberty of any one member shall not infringe upon that of any other member. Secondly, inequalities – either social or economic – are only to be allowed if the worst off will be better off than they might be under an equal distribution. Finally, if there is such a beneficial inequality, this inequality should not make it harder for those without resources to occupy positions of power – for instance, public office.[1]

      First published in 1971, A Theory of Justice was revised in 1975, while translated editions were being released in the 1990s it was further revised in 1999. In 2001, Rawls published a follow-up study titled Justice as Fairness: A Restatement.

      https://en.wikipedia.org/wiki/A_Theory_of_Justice

    1. There are at least six elements in Marx’s works that are of key relevance for understanding communications today (Fuchs, 2016b; Fuchs and Mosco, 2016a, 2016b):(1) Praxis communication: Marx was not just a critical political economist but also a critical journalist and polemicist, whose writing style can inspire critical thought today.(2) Global communication: Marx stressed the connection of communication technol-ogy and globalization. In an age, where there are lots of talk about both the Internet and globalization, we should remind ourselves that technology-mediated globalization has had a longer history.(3) Dialectical philosophy: Marx elaborated a critical theory of technology that is based on dialectical logic. Dialectical philosophy can help us to avoid one-sided analyses of the media (Fuchs, 2014c).(4) Class analysis: Marx stressed the relevance of the connection of labour, value, commodities and capital. He analysed modern society as a class society. Focusing on class today can counter the positivism of analyses of society as information society, net-work society, knowledge-based society, post-industrial society and so on.(5) Crisis and social struggles: Marx described class struggle and crisis as factors in the historical dynamics of class societies. Class structures and struggles are in complex ways reflected on and entangled into mediated communication.(6) Alternatives: Marx envisioned alternatives to capitalism and domination. Given capitalist crisis and monopoly control of social media today, it is important to envision alternatives to capitalism and capitalist social media.
    1. Finally, the utility of video lessons can be maximized by matching modality to content. By using both the audio/verbal channel and the visual/pictorial channel to convey new infor-mation, and by fitting the particular type of information to the most appropriate channel, instructors can enhance the germane cognitive load of a learning experience.

      matching modality to content. So if you want to talk about history, or a book, or just some reflection, it makes less sense to do it over video, but if you want to talk about art history maybe you want to have a video component or be primarily video

    2. Weeding, or the elimination of interesting but extraneous information that does not contribute to the learning goal, can provide further benefits. For example, music, complex back-grounds, or extra features within an animation require the learner to judge whether he or she should be paying attention to them, which increases extraneous load and can reduce learn-ing.

      Weeding + definition, removing flash and bells and whistles that might cause the student to be distracted

    3. Signaling, which is also known as cueing (deKoning et al., 2009), is the use of on-screen text or symbols to highlight important information. For example, signaling may be provided by the appearance of two or three key words (Mayer and John-son, 2008; Ibrahim et al., 2012), a change in color or contrast (deKoning et al., 2009), or a symbol that draws attention to a region of a screen (e.g., an arrow; deKoning et al., 2009).

      Signaling definition + examples

    4. he second component of any learning experience is germane load, which is the level of cognitive activity necessary to reach the desired learning outcome—for example, to make the comparisons, do the analysis, and elucidate the steps necessary to master the lesson.

      the level of cognitive activity needed to learn the learning outcome (memorize a few words), define terms, recall a history event, draw something.

    5. This processing is a prerequisite for encoding into long-term memory, which has virtually unlimited capacity. Because working memory is very limited, the learner must be selective about what information from sensory mem-ory to pay attention to during the learning process, an observa-tion that has important implications for creating educational materials
    6. Cognitive load theory, initially articulated by Sweller (1988, 1989, 1994), suggests that memory has several components. Sensory memory is tran-sient, collecting information from the environment. Information from sensory memory may be selected for temporary storage and processing in working memory,

      Cognitive load theory

    1. Exchange value

      Exchange value appears as the property of a commodity that is exchangeable for other commodities. It also presupposes societies who produce commodities and exchange them. While all societies have things with use values, exchange value is relative to a specific time and place.

      Additionally, exchanging commodities must also presupposes a way to determine proportionality between different commodities, so that they can be exchanged in the first place.

      Exchange therefore requires some other measure that stands above the two commodities meant to be exchanged. If there were no ways in which iron and corn were found similar to a society, for example, then we would not exchange them and they would have no exchange value.

      Marx will contend that what each commodity must contain crystalized within it is value (formally) and that the substance of value is labor (viz. the common factor of both iron and corn is labor). Marx will call this kind of labor abstract labor.

  6. Jan 2020
    1. M2 Theory & Scholarship

      theory

      • records in the literature of a field
      • summaries that become authoritative
      • a map to show what is known and can be further explored
      • where new research is needed
      • shared perspective and common vocabulary
      • theory is one of the keys to good practice.
    1. no difference

      The nature of the wants that commodities satisfy makes no difference. This is perhaps somewhat surprising to readers, given the extent to which everyday critiques of capitalist society often center around the role that consumerism plays and the subjective effects that this produces, namely, the way that consumer society creates all sorts of desires (as well as the obverse--many will defend capitalism on the grounds that it is able to satisfy our inordinate appetite for novelty by producing an enormous proliferation of desirable commodities). Yet, for Marx, the nature of these desires "makes no difference."

      It is worth pointing out that the critique of the appetites that consumer society spawns is by no means new (a rather early moment in the history of consumer society). We find it already on display in Book II of Plato's Republic. In looking to shift the terrain of the analysis of justice from the individualistic, social contractualist theory of justice elaborated by Glaucon, Socrates founds a 'city' based on the idea that no one is self-sufficient, that human beings have much need of one another, and that the various crafts--farming, weaving cloth, etc.--fare best when each person specializes in that craft to which they are most suited by nature. After sketching out a kind of idyllic, pastoral community based on the principle of working together to satisfy our natural appetites, Socrates aristocratic companion Glaucon objects, describing this city as a 'city fit for pigs'. At this point, Socrates conjures what he calls the 'luxurious city', at which point a whole host of social ills are unleashed in order to satisfy Glaucon's desire for the luxuries to which he is accustomed. Currency and trade are introduced, along with a more complex division of labor (and wage labor!), and quite quickly, war. On the basis of the principle of 'one person, one craft', Socrates argues that making war is itself a craft that requires specialization (and thus a professional army).

      For Plato, this represents the beginning of class society, as the profession military becomes a class distinct from the class of producers and merchants.

      Plato thus anticipates a version of a view that becomes one of the key theses of the Marxist theory of the state, namely, the idea that the state exists only in societies that have become "entangled in an insoluble contradiction within itself" and which are "cleft into irreconcilable antagonisms which it is powerless to dispel," (Engels, The Origin of the Family, Private Property, and the State). The state emerges as "a power apparently standing above society...whose purpose is to moderate the conflict and keep it within the bounds of 'order'" Engels writes, "this power arising out of society, but placing itself above it, and increasingly separating itself from it, is the state." Lenin cites this passage in the first pages of State and Revolution in order to critique the 'bourgeois' view that the state exists in order to reconcile class interests. In Lenin's reading of Marx, the state exists as "an organ of classs domination, an organ of oppression of one class by another," a view articulated in The Communist Manifesto, (cf. V.I. Lenin, State and Revolution in V.I.Lenin: Collected Works, Vol. 25, pp. 385-497).

      Marx cites this same passage from Republic in a long footnote to his discussion of the Division of Labor and Manufacture on pp. 487-488, which also happens to be the sole place in Capital where Marx cites Plato.

      The fact that Marx here expresses indifference to the particular appetites that commodities satisfy is thus intriguing and ambiguous. Given that this question both clearly animates Plato's discussion of the origin of class society in Republic and, additionally serves as an alternative to the social contractarian view of justice that descends from Glaucon through Hobbes and the 18th century 'Robinsonades', this seemingly technical point also touches upon questions concerning Marx's engagement with both classical and modern political theory.

      If for Plato, the unruly appetites represent the seed of which class-divided society is the fruit, Marx's dismissal of the question of the nature of the appetites that are satisfied by commodities points to exchange-value and the social forms that it unleashes as being key dimensions of the particular form that class-antagonism takes in capitalist society.

    2. prevails

      In the original German, 'prevails' is rendered "herrscht." Herrscht shares a common root with the ordinary German word Herr (Mister, or, more evocatively, Master). 'Lordship' (as, in the chapter of Hegel's Phenomenology of Spirit, on 'Lordship and Bondage' is rendered Herrschaft.)

      My own reading of Capital tends to center upon the question of domination in capitalist societies, and throughout chapter 1 (in particular, in The Fetishism of Commodities and the Secret Thereof) Marx is especially attuned to the distinguishing how the forms of domination that are prevalent in capitalist societies are distinct from the relations of "personal dependence" that characterize pre-capitalist modes of production.

      It seems prudent, therefore, to take note of the way that the seemingly innocuous notion of 'prevalence' is, for Marx, in his original formulation, already evocative of the language of mastery, domination, perhaps even something like 'hegemony'.

      Furthermore, the capitalist mode of production prevails--it predominates. Yet, as Louis Althusser observes in his discussion of the concept of the 'mode of production' in On the Reproduction of Capitalism, every concrete social formation can be classified according to the mode of production that is dominant (that prevails--herrscht). In order to dominate, something must implicitly be dominated, or subordinate. "In every social formation," Althusser writes, "there exists more than one mode of production: at least two and often many more." Althusser cites Lenin, who in his analysis of the late 19th c. Russian social formation, observes that four modes of production can be distinguished (Louis Althusser, On the Reproduction of Capitalism, Verso 2014, p. 19.)

      In our analysis of social formations, the concrete specificity of each can be articulated by carefully examining the multiplicity of modes of production that coincide within it, and examine the way in which capitalism tends to dominate a multiplicity of subordinate modes of production that, on the one hand, survive from past modes of production but which may also, on the other, be emerging in the present (i.e. communism). Thus even if capitalism tends towards the formation of a contiguous world-system dominated by its particular imperatives, this does not mean that this process is homogenous or unfolds in the same way in each instance.

      For some commentators, capitalism is defined by the prevalence of wage labor and the specific dynamics that obtain therefrom. Yet this has often led to confusion over, whether, in analyzing the North American social formation prior to 1865, in which slavery coexists with wage-labor, the mode of production based on slave-labor is pre-capitalist. Yet as we find here in ch. 1, what determines the commodity as a commodity is not that it is the product of wage labor, rather that it is produced for exchange. As Marx writes on p. 131, "He who satisfies his own need with the product of his own labor admittedly creates use-values, but not commodities. Insofar as the slave-system in North America produced commodities (cotton, tobacco, etc.) for exchange on the world market, the fact that these commodities were produced under direct conditions of domination does not have any bearing on whether or not we identify this system of production as 'capitalist'. Wage-labor is therefore not likely the determinative factor; the determinative factor is the production of commodities for exchange. It is only insofar as commodities confront one another as exchange-values that the various modes of useful labor appear as expressions of a homogenous common substance, labor in the abstract

      It is in this sense that we can observe one of the ways that the capitalist mode of production prevails over other modes of production, as it subordinates these modes of production to production for exchange, and thus the law of value, regardless of whether wage-labor represents the dominant form of this relation. Moreover, it provides a clue to how we can examine, for example, the persistence of unwaged work within the family, which has important consequences for Social Reproduction Theory.

      Nonetheless, we can say that insofar as commodities confront each other on the market in a scene of exchange that they implicitly contain some 'third thing' which enables us to compare them as bearers of a magnitude of value. This 'third thing', as Marx's demonstration shows, is 'socially necessary labour time', which anticipates the way that wage-labor will become a dominant feature of capitalist society.

  7. www.c3l.uni-oldenburg.de www.c3l.uni-oldenburg.de
    1. PROGRAMME STRUCTUREThe second set of variables that determine transactional distance are the elements in the course design, or the ways inwhich the teaching programme is structured so that it can be delivered through the various communications media.Programmes are structured in different ways to take into account the need to produce, copy, deliver, and controlthese mediated messages. Structure expresses the rigidity or flexibility of the programme's educational objectives,teaching strategies, and evaluation methods.
    2. INSTRUCTIONAL DIALOGUEDialogue is developed by teachers and learners in the course of the interactions that occur when one gives instructionand the others respond. The concepts of dialogue and interaction are very similar, and indeed are sometimes usedsynonymously. However, an important distinction can be made. The term 'dialogue' is used to describe aninteraction or series of interactions having positive qualities that other interactions might not have.

      Instructional dialogue

    3. The transaction that we call distance education occurs between teachers and learners inan environmenthaving the special characteristic of separation of teachers from learners. This separation leads to special patterns oflearner and teacher behaviours. It is the separation of learners and teachers that profoundly affects both teachingand learning.

      each transaction will create a type of pattern that's observable and measureable? Is that where this is going?

    4. This universe of relationships can be ordered into a typology that is shaped around themost elementary constructs of the field - namely, the structure of instructional programmes, the interaction betweenlearners and teachers, and the nature and degree of self-directedness of the learner

      organization:

    1. Holmberg's (1989) theory of distance education, what he calls "guid-ed didactic conversation," falls into the general category ofcommunication theory. Holmberg noted that his theory had explanatoryvalue in relating teaching effectiveness to the impact of feelings ofbelonging and cooperation as well as to the actual exchange of ques-tions, answers, and arguments in mediated communication

      Holmberg proposed theory

    2. He notes that in traditional school settings learners are very dependenton teachers for guidance and that in most programs, conventional anddistance, the teacher is active while the student is passive.

      traditional vs distance

    3. 1. The student and teacher are separated.2. The normal processes of teaching and learning are carried out inwriting or through some other medium.3. Teaching is individualized.4. Learning takes place through the student's activity.5. Learning is made convenient for the student in the student's ownenvironment.6. The learner takes responsibility for the pace of learning, withfreedom to start and stop at any time.

      Wedemeyer space-time barriers

    4. 1. Be capable of operating any place where there are students—evenonly one student—whether or not there are teachers at the sameplace, at the same time;2. Place greater responsibility for learning on the student;3. Free faculty members from custodial-type duties so that moretime can be given to truly educational tasks;4. Offer students and adults wider choices (more opportunities) incourses, formats, and methodologies;5. Use, as appropriate, all the teaching media and methods proveneffective;6. Mix and combine media and methods so that each subject or unitwithin a subject is taught in the best way known;7. Cause the redesign and development of courses to fit into anarticulated media program;8. Preserve and enhance opportunities for adaptation to individualdifferences;9. Evaluate student achievement simply, not by raising barriersregarding the place, rate, method, or sequence of student study;and10. Permit students to start, stop, and learn at their own pace.

      10 components

    1. My friend Marc again to the rescue. He suggested that since there was 10,000+ people RT'ing and following, I could just pick a random follower from my current total follower list (78,000 at this point), then go to their profile to check if they RT'd it and see. If they didn't, get another random follower and repeat, until you find someone. With 78,000 followers this should take about ~8 tries.

      Technically he said it would be random among those who retweeted, but he's chose a much smaller subset of people who are BOTH following him and who retweeted it. Oops!

    1. it was held recently in the AfD discussion about Saikat Chakrabarti that coverage of other aspects of the person's like (which our article on her details a fair bit of) satisfied those concerns even if the coverage was in news stories otherwise about the "1E"

      Article for Deletion discussion Coverage Notable