The Morph Concept by Nokia shows what role nanotechnology can play in facilitating the use of communication devices in everyday life. These gadgets are flexible, they can discern harmful substances in the environment, and they can even be worn as fashion accessories, as this video makes plain.The post contained a link to a You Tube video, which is "no longer available" the post on Britannica has also been pulled over the weekend.
The omelette came with toasted bread that we couldn't identify, but that didn't matter - it looked solid, even stodgy, but was light and delicious. Just like the omelette, really.My Hash Browns with bacon, tomato and aioli were a more mixed experience. The bacon was excellent, good bacon well cooked; the hash browns were interesting pie slices of potato mix deep fried, apart from being a touch greasy they were crisp tasty and unusually seemed homemade (a nice change from supermarket hash); the eggs were perfect; BUT the aioli tasted like a lightly garlicky salad dressing. I think aioli should be made like mayonnaise from egg yolks and good oil, if vinegar adds bit it should be just a light nip.
The coffee was hot and strong.It was. The long black was also an espresso in a bigger cup with hot water in a jug to add - that's the way I like it! BUT it was also just a touch bitter.
For quick and dirty format conversions, resizing and cropping I use IrfanView. Does the trick for most simple tasks and is quick to start up.IrfanView is also brilliant, a fast viewer that also does many of the most commonly needed editing tasks. I have not yet tried out any of the plugins, so up to now I cannot comment on video in IrfanView, but for graphics it is great!
New Study Released By The Center For The Digital Future and AARP Shows Internet Users 50+ Are Rapidly Closing the Digital Divide with Booming Online ActivityThink about it people, round these parts "the Internet" became popular from the early nineties. The early nineties is now ten to fifteen years ago. People who are now just 50+ were then just 35-40+ is anyone really surprised that they actually use the Internet? I'm now 60+ and I've been publishing content and using "social networking" sites and email groups (a surviving pre-Web 2.0 social networking technology) since the early to mid nineties... Back then I did not feel particularly old to be involved, the surprise would be if few people in the 50-70 age bracket were making significant Internet use.
June 19, 2008
Bruce Friedman, who blogs regularly about the use of computers in medicine, also has described how the Internet has altered his mental habits. “I now have almost totally lost the ability to read and absorb a longish article on the web or in print,” he wrote earlier this year. A pathologist who has long been on the faculty of the University of Michigan Medical School, Friedman elaborated on his comment in a telephone conversation with me. His thinking, he said, has taken on a “staccato” quality, reflecting the way he quickly scans short passages of text from many sources online. “I can’t read War and Peace anymore,” he admitted. “I’ve lost the ability to do that. Even a blog post of more than three or four paragraphs is too much to absorb. I skim it.”Reading online is different from reading print, think Jakob Nielsen's studies back in the 90s which showed that online readers scan. Then bring it up to date and apply it to "academic" readers as well as the metaphorical "ordinary user":
As part of the five-year research program, the scholars examined computer logs documenting the behavior of visitors to two popular research sites, one operated by the British Library and one by a U.K. educational consortium, that provide access to journal articles, e-books, and other sources of written information. They found that people using the sites exhibited “a form of skimming activity,” hopping from one source to another and rarely returning to any source they’d already visited. They typically read no more than one or two pages of an article or book before they would “bounce” out to another site. Sometimes they’d save a long article, but there’s no evidence that they ever went back and actually read it.Factor in the fact that today we live online much more than we did then, and the result is obvious: "the Internet" is changing the way we think. Reducing our capacity to process lengthy complex writing. In short, making us stupid!
It is clear that users are not reading online in the traditional sense; indeed there are signs that new forms of “reading” are emerging as users “power browse” horizontally through titles, contents pages and abstracts going for quick wins. It almost seems that they go online to avoid reading in the traditional sense.Carr's argument presupposes that "reading in the traditional sense" is both traditional and good. Yet for the purposes of the "readers" assessed by the study, academics researching prior literature on a topic, reading has perhaps never been the long drawn out sequential process Carr inagines. I have been trying to teach students "How to avoid reading books" for decades. Why? Because scanning not reading works, for researching prior literature scanning beats reading! As MarkG commented "
The idea that our minds should operate as high-speed data-processing machines is not only built into the workings of the Internet, it is the network’s reigning business model as well. The faster we surf across the Web—the more links we click and pages we view—the more opportunities Google and other companies gain to collect information about us and to feed us advertisements. Most of the proprietors of the commercial Internet have a financial stake in collecting the crumbs of data we leave behind as we flit from link to link—the more crumbs, the better. The last thing these companies want is to encourage leisurely reading or slow, concentrated thought. It’s in their economic interest to drive us to distraction.In other words: reading differently is worse because we lose the capacity for sustained attention. This is like Socrates argument in Plato's Phaedrus that the new technology of alphabetic writing (to which ironically we owe our "memory" of Socrates) "will produce forgetfulness in those who have learned it. They will not need to exercise their memories, being able to rely on what is written."
Ezra 9-10 is narrated with a gaze. It gazes at the “peoples of the lands” not merely to identify, but also to belittle and discriminate against. In this paper, I offer a Tongan reading of Ezra 9-10 with attention to objects of deriding gazes, and the myth/ideology behind the gaze vis-à-vis the colonial construction of the Oceanic island 'natives.' This reading is situated in the social location of Tongan commoners (tu'a), and theorized with the Tongan notion of fonua (land, place, sea, and people). Methodologically, it weaves together insights from various methods and categories from Tongan culture. This interpretive framework provides the lenses for enga[g/z]ing (gaze back at) the text.
There's glory for you!'There's what I think is a fine example of Humpty Dumpty theology quoted on Mary's blog - I can't comment there as to stop the dreaded spammers she has comments set so that only people with a login to her blog can comment :(
`I don't know what you mean by "glory,"' Alice said.
Humpty Dumpty smiled contemptuously. `Of course you don't -- till I tell you. I meant "there's a nice knock-down argument for you!"'
`But "glory" doesn't mean "a nice knock-down argument,"' Alice objected.
`When I use a word,' Humpty Dumpty said in rather a scornful tone, `it means just what I choose it to mean -- neither more nor less.'
`The question is,' said Alice, `whether you can make words mean so many different things.'
`The question is,' said Humpty Dumpty, `which is to be master - - that's all.'
Alice was too much puzzled to say anything, so after a minute Humpty Dumpty began again. `They've a temper, some of them -- particularly verbs, they're the proudest -- adjectives you can do anything with, but not verbs -- however, I can manage the whole of them! Impenetrability! That's what I say!'
See Lewis Carrol, Through the Looking Glass, "Humpty Dumpty" here
It comes from a wonderful small book called The Practice of Communicative Theology, by Matthias Scharer and Bernd Jochen Hilberath. On page 38 of that book they write:Whatever the Latin ad gradere meant - and although no Latin scholar I suspect that (or perhaps even more relevant what the range of meaning of agressus was the English "aggression" simply does not mean what these authors want to make it mean - no dictionary I have consulted permits it, and even the recent usage in phrases like "an aggressive advertising campaign" permit it either. Aggression means attack, whatever the Humpty Dumpty theologians wish. The etymological fallacy is still a fallacy, even as we near the half-centenary beyond the publication of Barr, James. The Semantics of Biblical Language. London: OUP, 1961.
The word “aggression,” from the Latin ad gradere
(”moving toward”) has a positive as well as a negative meaning. It includes no only the life-destroying forces of exclusion but also that force which can find expression in a living, loving relationship. All-encompassing peace and harmony among all creatures without doing away with their differences are ideals corresponding to the transformation of life that God promises for God’s future…
This is much fuller and richer than the simple binary choice we plan to give to authors of the HBC_ volumes. We just offer the choice of "explanation" or "justification" and links to HBD_ articles or Bible references. But then our goals are much more focused... Her "descriptive" sounds like our "explanation" but I don't find in her list anything that corresponds to our "justification" yet intuitively I suspect that we are not the only ones wanting to link to material that gives in more details the reasons that justify a particular ideas expressed.
- Denotative: The link goes to a node that provides either the site or text itself (such as a link to Google) or a definition or clarification of the linked word or phrase. This is a common type of link in encyclopedias, newspapers, etc.
- Connotative: The link between the origin text and destination text implies something that is not explicitly stated--the originating node gives a new context to the destination node that can suggest some other meanings are lurking under the surface.
- Similar or repetitive: The link goes to a similar node or a continuation of the same theme as the originating text.
- Opposition or contradiction: The link goes to a node that contradicts or opposes the originating text.
- Descriptive: The link goes to a further description or explanation of the linked word or originating text.
- Advertisements: The link goes to a site that sells that particular item. While this is a common type of link in commercial websites (as many sites receive their funding from these links by counting hits and click throughs), this has been used in electronic literature. The link from Deena Larsen's Disappearing Rain: "How many credit cards are in it?" goes to a credit card site. (These outside links are thus commented on within the story and subvert these commercial endeavors into playing a role in tracking down Anna, a missing character from the novel).
- Political: The piece hopes to provoke a reaction in the reader and provides a link to follow up on that reaction. For example, Jennifer Ley's War Games shows the horrors of land mines and connects to Adopt a Minefield.
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