Students get to see something like this "Vocabulary" (they also get a printable flashcard for use on the bus .
Teachers can go to the teachers' site and make up vocabs that are exported to their own server/LMS and if need be contributors (approved teachers) can add words that are currently missing. Though since we have over 500 words already done the need for this should not be huge for an Intro course!
You have seen with your own eyes all that יהוה your God has done...But many people think the introduction of Hebrew characters will unduly interrupt the flow of an Anglophone reader, and would prefer Roman characters:
You have seen with your own eyes all that YHWH your God has done...What do you think?
are distributing daily podcasts that include a short reading and devotional application.Which, I hope, misses the point in two significant ways.
Second, despite the fact that most people are exposed to Scriptures by hearing it, reading is a far more effective means of understanding a text. The best way to understand a text is to sit down and quietly read it.In part this is true. You can more easily engage complexity, decode structure and the like when reading, and re-reading. BUT hearing, and particularly hearing larger swathes of text, means you are more likely to pick up themes and keywords and motifs that are repeated or opperate through a book. Both ways of consuming text have advantages! As the "Bible in an Electronic Context" postgraduate class and I were exploring together last Monday. Maybe one of them will post more on this and I can link to their post ;-)
Which all makes a sort of sense, however, Jason Kottke has revisited the list and thought it through with respect to blogging: "How I Blog". A good post, as Jason implies, takes account of these rules.
No one "sends" an idea unless:
- they understand it
- they want it to spread
- they believe that spreading it will enhance their power (reputation, income, friendships) or their peace of mind
- the effort necessary to send the idea is less than the benefits
No one "gets" an idea unless:
- the first impression demands further investigation
- they already understand the foundation ideas necessary to get the new idea
- they trust or respect the sender enough to invest the time
Though hopefully, today, "What and how to blog" drew you in. And wisdom stolen from others rewarded you!
a. the first impression demands further investigation - I spend a lot of time on getting the description of some linked text, photo, or video just right, so that the reader has a good idea of what they're getting into. Choosing a 1-2 sentence pull-quote that accurately represents the idea of an article is key in getting people's attention in a productive way. "This is an awesome link" is only going to cut it so many times; you need to tell people what the link is and give people an honest reason to click.
With the Web, hypertext has become the paradigmatic rhetorical structure of a global and distributed archive. This paper argues that the scholarly archive is going though a process of hypertextualization that is not adequately accounted for in theories on hypertext.and uses Genette for a theoretical framework to reject
the reductionist opposition of hypertext and the fixed linear text, in favor of a study of the intertexts, paratexts and metatexts that work at the interface between texts and archive.since I'm busy getting students in The Bible in an Electronic Context thinking about just this reductionist opposition this paper comes to my attention at an opportune moment.
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