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Mahatma Gandhi, (attributed)
Indian ascetic & nationalist leader (1869 - 1948)
The reasonable man adapts himself to the world; the unreasonable one persists in trying to adapt the world to himself. Therefore all progress depends on the unreasonable man.
George Bernard Shaw (1856 - 1950), Man and Superman (1903) "Maxims for Revolutionists"
You see things; and you say, 'Why?' But I dream things that never were; and I say, "Why not?"
George Bernard Shaw (1856 - 1950), "Back to Methuselah" (1921), part 1, act 1
Don't let fear convince you that you're too weak to have courage. Fear is the opportunity for courage, not the proof of cowardice.
McCain, John (2004, September). In Search of Courage: Finding the Courage Within You. FastCompany, 51-56.
In the search for character and commitment, we must rid ourselves of our inherited, even cherished biases and prejudices. Character, ability and intelligence are not concentrated in one sex over the other, nor in persons with certain accents or in certain races or in persons holding degrees from some universities over others. When we indulge ourselves in such irrational prejudices, we damage ourselves most of all and ultimately assure ourselves of failure in competition with those more open and less biased.
J. Irwin Miller, Chairman of the Board (1951-1977), Cummins Inc. From 1983 letter about diversity at the company.
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March 31, 2006
A Need to Know: The Clandestine History of a CIA Family
I've been waiting for this book for well over a year. At NCA 2004 I attended a presentation panel where Harold L. (Bud) Goodall Jr. talked about his auto/ethnographic work looking into his fathers life as a CIA official, a life he didn't know about until after his fathers death. The book arrived in Wednesday's post, so far I am through the first two chapters and am having trouble putting it down.
My father died, either in Virginia or Maryland, at the age of 53 on the night of March 12, 1976. My mother told me that he died at home in his bed in Hagerstown, Maryland, but the Social Security Death Index indicates that he was pronounced dead in Virginia. The reason for his death was a mystery.
My mother said that she requested an autopsy because three days before he died he had been told that he was run down due to a bad cold and just needed some bed rest. He was given "a shot of something" and sent home. A doctor he saw at the Veteran's Administration Hospital supposedly gave him this diagnosis and the shot, but my mother couldn't recall the name of the doctor and the hospital records do not show that he had any appointments in March.
Nor did I ever see a report of an autopsy. One year later my mother told me that she had been informed--by "the government"--that he had died of "multiple bleeding abscesses on both lungs." This was about the time of a news report that Legionnaire's Disease was responsible for the deaths of several men, all veterans, in Philadelphia. My mother claimed that "the government" now believed that my father, too, had died of Legionnaire's Disease.
That may or may not be true.
My mother never showed me the letter "from the government" that supposedly provided her with this information. She told me she had "thrown it away." I have no doubt that she had done precisely that, if, in fact, there had ever been a letter in the first place. But by then, by March of 1977, I was so disillusioned with the idea of truth in relation to my father's life, much less his death, that I didn't pursue it.
He had led a secret life. And even in death, she kept his secrets.
For those of us born into families where the stories told to us contain more fiction than fact, Goodall's application of academic concepts such as Barthes' "presence of an absence" ring painfully true. I can say that this week I have spent a fair amount of my drive time thinking about my family's "narrative inheritance," the creative fiction that hides much more than it reveals.
I'm sure I will have more posts on this work when I finish reading it.
- Goodall, Harold Lloyd, Jr. (2006). A Need to Know: The Clandestine History of a CIA Family. Walnut Creek CA: Left Coast Press.
Other posts that refer to A Need to Know or Harold L. (Bud) Goodall Jr.:
Wow...time to do other things
Ahhh today is a good day, because:
- All of the papers are graded for my classes, well at least until the final papers come in but they are nowhere near as time consuming to grade as the first drafts.
- BROG's book chapter is complete and heading, shortly, for the editor.
With those things done I have a day or two to do some non-academic things before I throw myself into April:
- More grading, and final lesson planning
- More research
- Conference abstract
- Publication abstract
- And the whole getting ready for Colorado/packing stuff.
So what do I get to do for the next couple of days?
- Financial paperwork, it is that time of year
- Clean the study up
- Odds and ends of things that have been piling up while other things took precedence.
- Annual Report preparation
- Maybe if it stays warm I can go outside and sit and play my flute too. WOW!
March 30, 2006
Mess, mess, messy me
Ok it's now official, I have lost control of the study again...as usual. The picture is not a picture of my study that many people simply would not fit into the space, especially with all the stacks of books I have in here. I am surrounded by almost as many stacks as you see in the picture, well ok close, sorta...there's a lot ok. So I have to take some time this weekend and get things under control.
Why? Well it is just time to do it, but also because I have a recall notice from the library. Where is that book? LOL I'm sure it is hiding in one of the stacks. Oh and I just put in requests for 10, or so, books to use next month when I am writing the MacArthur paper. So I better get it undercontrol now, in truth my world isn't going to slow down enough to take the time to do this until after the first of May - when I will be on the road to Colorado. And I sure can't clean the study from Colorado, my arms are just not that long. *Baa dum bum* So I better just do it now.
How to find good mentors
Tomorrow's Professor Blog has an good post on JUNIOR FACULTY - HOW TO FIND GOOD MENTORS. While it's not strictly for grad students I always think it useful to be looking a step or two ahead. Why? Well mentoring is as important as finding a good first job, in fact I think mentoring is potentially more important. Find a good mentor and your transition to faculty will be smoother and more complete.
Posted by prolurkr at 02:31 PM | Comments (0)
How Can A Mentor Help?
In addition to addressing the skills needed to survive and prosper in academia already mentioned as reasons for seeking a mentor, there follow many other helpful influences a mentor can have on a new faculty member.
* A mentor can provide good advice on the key academic responsibilities of teaching and advising, including negotiating which courses to teach (balancing core and advanced), giving tips for getting good teaching evaluations from students and taking advantage of available resources for improving teaching skills, teaching the basics of students and advising (and where to find all the program and other requirements you will need to have at hand), supervising undergraduate and graduate projects, writing exams, grading strategies, interpreting course evaluations, and preparing for the unpredictable crises you are likely to encounter when advising students. Know your resources!
* A mentor can help guide you through your department's maze. You need to know how to get things done, whom to see for what, how teaching assistants and research assistants are approved and appointed, and, unfortunately, what to do when you encounter cheating or violations of the university ethics or honor codes. These things happen at the best of places. This type of mentoring requires inside knowledge and hence a mentor within your department or school.
* A mentor can be invaluable when you write grant proposals for research funding. They can provide you with successful examples and review your draft proposals. They can also be a big help in dealing with the rejection that often comes with a failed proposal.
* A mentor can be a demystifier of the tenure process, and in planning ahead for the process. This often means encouraging you to maximize your visibility in your field through publications, talks at conferences, talks in industry and other universities, grant applications, and professional service as reviewer, associate editor, program committee, professional society officer, and other visible positions that enhance your field. Key to a successful tenure process will be having people in the field know and like your work.
* A mentor can help build relationships with other colleagues both within your department and elsewhere on campus.
* A mentor can help you to keep things in perspective-they often have a more global and experienced viewpoint that can transcend the daily crises that can beset junior faculty. In particular, mistakes will happen. Get past it. Grants and papers will get rejected, don't take it personally and try again (and make it better).
March 29, 2006
OK I admit that this may only be drop dead hilarious to people who have actually lived in Muncie Indiana but here it is, Lazy Muncie the video.
Back when I was an undergrad Steve Martin made some news by saying that Terre Haute Indiana wasn't the end of the world but you could see it from there. Well those of us at good ole Ball State University, the school that no longer sanctions "Ball U" t-shirts, knew he was looking east toward Muncie when Martin made that comment.
If you don't like it here move your ass to Fort Wayne!
LMAO, thanks Nick for pointing me toward this one.
March 27, 2006
Tim Berners-Lee webcast
Did you know that the Oxford Internet Institute webcasts many of the speakers from their events? Boy I didn't know. Check out the OII webcast list. Tim Berners-Lee's talk "The Future of the Web" is available there.
The hummingbirds are coming...run...run for your lives
Ok, don't let the title of this post fool you I actually love birds. Mostly it's a play on how amazingly fierce and territorial hummingbirds are when together. We tend to think of little things as "cute" but there is nothing cute about a hummingbird battle.
All my life I have lived east of the Mississippi, which means I have only seen one type...the Ruby Throated Hummingbird. It occurred to me, after I found the map of RT migration on Moleskinerie, that if I hang out a feeder in Colorado I might get to see a lot of different hummingbirds. *makes a note*
Well if you like birds, keep an eye on the Spring 2006 Migration of Ruby-throated Hummingbirds to see where they are on their journey northward.
March 26, 2006
My weblog owns a part of me...only a small part though
Does your weblog own you?
March 25, 2006
As usual Walt is right on the money
Of course Walt, one has to have grown up to actually know this to be true.
If today's teenagers grow up to behave and think exactly the same way they did as teenagers, it will be a unique event.
Not to mention that it would be more than a bit frightening.
p.s. I think you ARE one of the cool kids Walt and I bet I'm not alone in that.
Just a Saturday grump brought on by reading the same stuff a few too many times. Maybe it's just as well that I'm not one of the cool kids.
If trackback = 0, don’t print “TrackBack (0)” in the post footer
Every time I post a new entry from RocketPost I double-check it in a browser window. You know weirdness can happen, especially when you post material copied from somewhere else or add pictures. In truth, major weirdness can happen with the CFP's in particular.
Well since I turned off trackbacks, I have to admit that the footer on the posts is bugging me. I have to find out if there is a way, I'm almost sure there is one, to set the "TrackBack (0)" off when trackback is equal to zero. In other words, when there are no trackbacks there is no mention of them in the footer. Of course, if there are trackbacks recorded I want to keep that information with the post. What can I say I'm a blog researcher...more information is a good thing but not at the expense of a smooth flowing design. LOL The scholar and the artist at war again.
The rewards of travel
I just received a reply email from a dear friend from my MIS days. Ok so it was only January 2000 to August 2001 not like its back to the dawn of time or anything. After our degrees were completed, she and her husband moved to New Mexico and, of course, I just moved down the hall and into the Ph.D. program. Well I haven't seen either of them since the move nor have I met their daughter, who was born after they left Indiana. Her email agreed with my original one to her, we just have to get together in the Southwest. You see once I am ensconced in the house in Colorado we will only be 3+ hours apart, I feel a road trip coming on. LOL Sorry folks I'm just jazzed, I really like these people and can't wait to see them in person.
p.s. The picture is of northern Colorado rather then the southwestern part of the state. What can I say it was the prettiest picture of a highway through the Rockies I could find.
March 24, 2006
The reality of a month in Colorado
Well the trip became much more real to me since this morning when I put down the deposit on a vacation rental house in the Four Corners area. The rental process has been interesting, always is. The house I very much wanted to rent is owned by people who don't respond to their email or their voice mail...clearly there is a problem here. It always amazes me how many people who rent vacation properties don't seem to respond to questions or reservation requests. Guess they aren't doing this seriously. Of course I had two owners who were abundantly helpful with lots of information about their properties and the local surroundings. Unfortunately there were huge drawbacks to both because neither was as secluded, or at least not immediately accessible, as I need this to be. I know myself, if I can find outside distractions I will take them. I want to close down as many possibilities as I can in making this rental decision.
Yesterday I was informed by the rental agent that one of the houses I had marked off my list, too big therefore had to be too expensive, was available at my price. Goes to show you should always ask. Today I put down the deposit, remainder do on arrival, and it is mine for a month plus a bit. It is a huge place - four bedrooms, three baths (one with a huge whirlpool tub), and two dining areas both seating up to eight (one of which will undoubtedly become my work area for the stay). The rental place is WAY nicer then my house.
Why so big? Well I didn't really want a place this big but believe it or not I'm paying less here then I would be at either of the smaller places mentioned above or on the Big Island of Hawaii, which was my first choice for a place to spend a month. This house sits on about ten acres and butts into the National Forest so there is lots of potential for nice afternoon walks. It also has great views of the mountains and the valleys below. Remember a quiet view is a working requirement. Oh and I can't wait to curl up in front of the fireplace with all my reading. Finally it has easy enough, though not to easy, access to both Pagosa Springs and Durango. While I am going primarily to work, one does not live by work alone. I plan on having one excursion, besides groceries and such, each week...with a great final reward when I finish the paper.
Yesterday I closed down Borders Bookstore in Bloomington, after a BROG meeting and dinner with Elijah, and bought a copy of the Colorado Atlas & Gazetteer, as well as, a Hidden Colorado guidebook. I learned several things I hadn't known previously just by looking through all the guidebooks before I settled on this one. With both of these in hand I can do some serious exploring...well not as serious as I would like since I don't plan on renting a four-wheel drive to go up into the backcountry by myself. Have to save the ghost towns and abandoned mines for a trip when hubby comes along. Though I will probably hit at least one of the lesser traveled Anasazi excavations. Can't think of a better place to sit and play native american flute.
Yes it's all become very real. As is all of the work that must be done before I leave. If you want to find where your roadblocks lay, just plan on being away for a over a month. The roadblocks make themselves very clear when you give them that kind of timeline. But more on to-do lists later.
March 22, 2006
One man’s blog genre list
eCuaderno has an interesting list of possible blog genres (probably lots are actually sub-genres):
Check out the comments on eCuaderno's post for possible additions.
Writing, prep practices or how to prove academics are obsessive
Parts-n-Pieces has chimed in with A Little Honest Self-Evaluation (about writing spaces). This entry is apparently part of a larger meme, one that I had missed so far.
Be brutally honest with yourself about your work habits.
I've been trying to find the right mix for myself so I can get this work done. I've tried it all, though: writing late at night, writing in the early morning, writing between other activities, writing at home, writing elsewhere, and at various times, none of it has worked well. I've always had to find the time and energy to write when there weren't other things to do. It's not as if I've ever (ever) been able to let the writing be the most important thing I was doing. When I was an undergrad and when I was in grad school, the Bundle was in elementary school and junior high school. I had a job, I was in school, but I also had to cook dinner and help with homework and do laundry and take care of the yard.... and then I had to find time to write. Typically, then, I wrote when the Bundle went to bed, but I'd be so tired... yet I had to crank out the work anyway. As she got older, I was able to write earlier in the day (while I was still mostly awake), but I still had the job . . . now, I'm finding that I need a specific environment to help me write. (As a quick aside: blog writing I can do anytime, anywhere. It's short and easy. Too bad the diss can't be that kind of writing.) But back to the point:
- I need it quiet (or at least not jarringly noisy) as I'm so easily distracted. It helps greatly to not be a home when I have to get the bulk of something done. I can edit at home, but the hard work of getting it all down and semiorganized, I can't be home or in my office. There are just too many distractions.
- I need my hair pulled back off my face.
- I need to be wearing comfortable clothes (these days, yoga pants and a long sleeved t-shirt, thick short socks, no shoes)
- I need to be drinking something cold. (I have no idea why I need this, but it could be 19 degrees outside, and I'd want iced tea or a frappuchino.)
- If I have to be at home, the house needs to be clean. (Really. There can't be dirty dishes in the sink or piles of dirty clothes in the closet.)
- The windows shades can be open, but the overhead lights have to be turned off. A corner lamp is OK. (Actually, I hate overhead lights anytime.)
- It has to be slightly cool in the room.
Here are mine that I know now, I expect to have more during my seclusion:
- It has to be quiet. I can play music but it has to be either instrumental or with soft lyrics in a language I don't understand, Native American and Celtic genres work really well. If I'm really having trouble concentrating, especially in the winter when the house is closed up against the elements, I play environmental sounds. Though sometimes this makes the cats crazy. They think the birds or frogs are actually in the house.
- I need to be wearing comfortable clothes - My working uniform tends to run to loose sweats and baggy t-shirts or leggings and loose denim workshirts. Fleece slippers in the winter no socks and barefeet in the summer.
- I can't work if my workspace is either too clean or to messy, which throws lots of things off. Basically I am a clutter girl but it has to be managed clutter. At the moment my study is currently on the edge of too messy, which means I will shortly have to take time to put stuff away so I can work again. As for the rest of the house, well it depends on how much I am into what I am working on. If I'm into it then the general cleanliness level of the house can be whatever it is. If I'm not into what I'm writing then those dust bunnies behind the fridge will drive me nutz. Hey when was the last time I vac'ed under the bed? (Our bed sits really low to the ground and has to be dismantled so you can get the vacuum under it to sweep.) Why do women revert to cleaning as a form of avoidance? Yes I know I so not alone in this practice.
- Lots of natural light with a peaceful view, if I can get it. The year I actually tired to write in my department's PhD student lounge I almost lost my mind. Thank the gods for wi-fi. Now I can work in the well lite spaces and leave that dark enclosed place behind. p.s. My study window is great for the peaceful view part. I look out on to the west side of the yard which has a tree and lots of shrubs. Beyond are fields, right now they are covered in snow.
- I need to know that the references I require are handy. This is a weird psychological thing that sometimes gets in the way. Should be interesting when I go to Colorado.
- I need a glass of water and tissues at hand.
- I need to have eaten something filling. I keep lots of cheese around when I am writing so I can make cheese sandwiches on the fly. This morning it is almond butter on Ezekiel bread (lots of sprouted grains but no wheat). If I can have a full meal before I start writing it is best...no it doesn't make me sleepy it energizes me.
- Finally I am an afternoon writer. At home I do my "morning bits" first - read and answer email, check on the blogs, read RSS feeds, and maybe do a post (or a few) based on what I read in email and feeds. I can do quantitative data processing in the morning but not qualitative work. All of the texted based stuff works best in the afternoon and into the evening.
Oh god I don't need any more this is way to many exclusionary vibs. LOL Looks like I need to work on it a bit. I've been, probably half-heartedly, trying to learn to work in 15-minute segments. Maybe that only works if you are less OCD about all of it. *sigh*
I agree with Professional Confessions, "In many ways, really understanding how I work best was the most valuable thing I learned during the dissertation process." We have to know what makes it easy for us to work and what gets in the way of writing, since this is going to be a lifelong activity.
World Water Day
Water is a basic bodily requirement. You know the old saying about death - 2 minutes without air, 2 days without water, and 2 weeks without food. Sadly water is a resource we take for granted. While our planet has lots of water, very little of it is potable. More sources of fresh water are needed throughout the world and fewer proposals, such as dismantling water molecules for its hydrogen to use as automobile fuel, should be enacted.
About World Water Day
The international observance of World Water Day is an initiative that grew out of the 1992 United Nations Conference on Environment and Development (UNCED) in Rio de Janeiro.
The United Nations General Assembly designated 22 March of each year as the World Day for Water by adopting a resolution.This world day for water was to be observed starting in 1993, in conformity with the recommendations of the United Nations Conference on Environment and Development contained in chapter 18 (Fresh Water Resources) of Agenda 21.
States were invited to devote the Day to implement the UN recommendations and set up concrete activities as deemed appropriate in the national context.
The Subcommittee welcomes the assistance offered by IRC International Water and Sanitation Centre to contribute to an information network centre in support of the observance of the Day by Governments, as required.
You can check out Events around World Water Day, hopefully there is something going on in your area. If there isn't an activity in your area at least spend some time today being mindful of your own water use and what you can do to conserve.
March 21, 2006
CFP - Technoculture A Special Issue of Interdisciplinary Humanities
Technoculture - A Special Issue of Interdisciplinary Humanities
Dr. Keith Dorwick, The University of Louisiana at Lafayette
Dr. Kevin Moberly, North Carolina Wesleyan College
For a special issue of Interdisciplinary Humanities (IH), guest editors Keith Dorwick and Kevin Moberly seek papers from a broad a range of academic disciplines that focus on issues that could be briefly summed as "technology and society," or, perhaps, "technologies and societies."
IH is published by the National Association for Humanities Education and is a refereed scholarly journal, published twice a year. Potential authors should note that this issue has been accepted for publication already; we will not need to find a publisher.
Successful papers for this special issue should focus on the ways humanists read technology in a range of historical periods and of academic and artistic disciplines as the subject of their work or as a special case of cultural studies.
Topics for this special issue could include depictions of technologies that treat a wide range of subjects related to the humanities. These subjects might include:
- literature, film, theater, and television as technologies;
- the cultural impact of technology on particular cultures or subcultures;
- technology and its affect on the production of contemporary/historical artistic works and/or the work of artists;
- technology as the dream (or nightmare) that drives novelists, poets, artists, playwrights and essayists to their notebooks, brushes, canvasses, stages and screens;
- the economics of technology in the humanities;
- computer/video gaming;
- hypertext (especially hypertext and the arts or literature);
- the dissemination of the arts via technology to broad or to specialized audiences;
- the death of the book;
- the myth of the "death of the book";
- the disappearance of a given technology or technologies and what that disappearance/disappearances means/mean for the archival issues that surround the humanities.
In particular, the special editors are interested in a conception of "technology" and the "humanist impulse" that pushes beyond contemporary American culture and its fascination with computers; we seek papers that deal with any technology or technologies in any number of historical periods from any relevant theoretical perspective. We are not interested in "how to" pedagogical papers that deal with the use of technology in the classroom.
We hope to publish mainly scholarly/critical papers in citation styles relevant to the home discipline of their authors, but creative works including poetry and creative non-fiction are also of interest to us. We also publish art work and are seeking original art (grayscale or line drawings and full color art for the front and back cover) that explores the role of technology in our lives.
Inquiries are welcome, though, again, only full manuscripts will be considered for possible inclusion in this special issue.
Please submit article proposals/abstracts by May 15, 2006. The editors will then request full length drafts from those abstracts still under consideration. Length: 20-25 double-spaced manuscript pages and creative works in any genre to BOTH email@example.com and firstname.lastname@example.org in Word or RTF format for consideration by 05/15/06; requests to review relevant books on this topic may be sent to both addresses as well.
- Article Proposals/Abstracts Due: May 15, 2006.
- Requests for Full Length Drafts from Editors to Authors: June 1, 2006
- Full Drafts to Editors for Comment: Sept 15, 2006.
- Final drafts due to the guest editors: Dec 15, 2006.
- Final proofed text delivered to the journal editor with front and back (color) illustrations, Jan 15, 2007.
- Publication April or May 2007.
CFP - The MacArthur Foundation Series on Digital Media and Learning
My email has been hit regularly in the last 12-hours with the announcement that The New Media Consortium and the Monterey Institute for Technology and Education, working in collaboration with the John D. and Catherine T. MacArthur Foundation will be publishing a series of edited volumes looking at the intersection of digital media and learning.
Ok that is enough to catch my eyes but the listed honorarium made them pop out of my head - $10,000. WOW $10,000 for the stuff I write anyway, ok well mostly the same stuff since this will be much more competitive than even a journal submission...but it is my topic anyway. So I'm going through the unpublished work looking at what can be reconfigured to meet their requirements, and work that can be reconfigured very quickly. I couldn't find the full call online so I am hosting the pdf file I received with details. Take a moment to read The MacArthur Foundation Series on Digital Media and Learning.
The New Media Consortium and the Monterey Institute for Technology and Education, working in collaboration with the John D. and Catherine T. MacArthur Foundation, are soliciting abstracts for chapters to appear in a series of volumes entitled The MacArthur Foundation Series on Digital Media and Learning. The MacArthur Foundation Series will explore the intersection of digital media and learning from the perspectives of experts, visionaries, and thought leaders chosen from across the globe. Authors whose chapters are selected for inclusion in these volumes will receive an honorarium for their contribution.
The working hypothesis of the effort is that digital media tools have advanced significantly in recent years, enabling new forms of knowledge production, social networking, communication, and play. People who have grown up with access to these new digital tools are engaged in an unprecedented exploration of language, games, social interaction, and self-directed education that can be used to support learning. They are different as a result of this exposure to and use of digital media and these differences are reflected in their sense of self, and how they express their independence and creativity, and in their ability to learn, exercise judgment, and think systemically.
Six volumes of such work will be published in the first year of the MacArthur Foundation Series, each with a unifying theme that addresses a critical aspect of this emerging field of study. The themes are Identity and Digital Media, Credibility, Digital Media and Civic Engagement, the Ecology of Games, Incidental Learning and Unexpected Outcomes, and Race and Ethnicity. These volumes are intended for an informed but wide audience. Each volume will include an introductory chapter by the editor, and 7-10 additional chapters that will explore the topics from a variety of perspectives. A summary of each topic is attached.
Authors for the volumes will be chosen in a competitive process, with selections based on a peer review of an abstract of their proposed chapter. Submissions of abstracts are due April 28, 2006. Abstracts will be reviewed by a panel of scholars who will base their selections on the relevance of the content to the planned volume on the topic, the conceptual underpinnings and quality of the ideas represented in the abstract, the publication record or relevant expertise of the author in this area, and other related factors.
March 20, 2006
Forthcoming edited volume - critical cyberculture studies
David Silver has announced the upcoming publication of his new edited volume, critical cyberculture studies. The volume should be out in September, I pre-ordered my copy on Amazon just hit the link from the title to go to the order page.
Foreword: Dreams of Fields: Possible Trajectories of Internet Studies, by Steve Jones
Introduction: Where Is Internet Studies? by David Silver
PART I Fielding the Field
1. The Historiography of Cyberculture, by Jonathan Sterne
2. Cultural Difference, Theory, and Cyberculture Studies: A Case of Mutual Repulsion, by Lisa Nakamura
3. How We Became Postdigital: From CyberStudies to Game Studies, by Espen Aarseth
4. Internet Studies in Times of Terror, by David Silver and Alice Marwick
5. Catching the Waves: Considering Cyberculture, Technoculture, and Electronic Consumption, by Wendy Robinson
6. Cyberculture Studies: An Antidisciplinary Approach (version 3.0), by McKenzie Wark
PART II Critical Approaches and Methods
7. Finding the Quality in Qualitative Research, Nancy K. Baym
8. Web Sphere Analysis and Cybercultural Studies, Kirsten Foot
9. Connecting the Selves: Computer-Mediated Identification Processes, by Heidi J. Figueroa Sarriera
10. The Structural Problems of the Internet for Cultural Policy, by Christian Sandvig
11. Cultural Considerations in Internet Policy and Design: A Case Study from Central Asia, by Beth E. Kolko
12. Bridging Cyberlife and Real Life: A Study of Online Communities in Hong Kong, by Anthony Fung
13. Overcoming Institutional Marginalization, by Blanca Gordo
14. The Vertical (Layered) Net: Interrogating the Conditions of Network Connectivity, by Greg Elmer
15. The Construction of Cybersocial Reality, by Stine Gotved
PART III Cultural Difference in/and Cyberculture
16. E-scaping Boundaries: Bridging Cyberspace and Diaspora Studies through Nethnography, by Emily Noelle Ignacio
17. An Interdisciplinary Approach to the Study of Cybercultures, by Madhavi Mallapragada
18. An Action Research (AR) Manifesto for Cyberculture Power to "Marginalized" Cultures of Difference, by Bharat Mehra
19. Cyberstudies and the Politics of Visibility, by David J. Phillips
20. Disaggregation, Technology, and Masculinity: Elements of Internet Research, by Frank Schaap
21. Gender, Technology, and Visual Cyberculture: Virtually Women, by Kate O'Riordan
PART IV Critical Histories of the Recent Past
22. How Digital Technology Found Utopian Ideology: Lessons from the First Hackers' Conference, by Fred Turner
23. Government.com: ICTs and Reforming Governance in Asia, by Shanthi Kalathil
24. Dot-Coms and Cyberculture Studies: Amazon.com as a Case Study, by Adrienne Massanari
25. Associating Independents: Business Relationships and the Culture of Independence in the Dot-Com Era, by Gina Neff
Customizing Word when you work on large documents like dissertations
Charles Balch posted a link to his Document Automation Handout on Air-L, the listserv for the Association of Internet Researchers. The handout looks at automation/customization that can help in creating large documents such as dissertations. The page looks very helpful. It has tips on customizations to make within Word and includes several movie clips on such things as the equation editor and EndNote.
News - I’m disappearing for a month
Hubby and I have made a pretty big decision, and it looks like I will be going away for most of May and into June to finish writing my qualifying paper. I need to just hole-up and do it without other distractions, so it gets done quickly.
We've decided I am off to Colorado to hangout in a cabin or house on the side of a mountain and write. The current plan is for me to head west to International Congress of Qualitative Inquiry at University of Illinois May 4-6, then on the 7th I begin a couple of days drive to Southwestern Colorado. I will be gone into either early or mid-June, we will work out the date later today. Total driving distance 1430 from home to Durango CO.
While I have said there are a couple of things the space must have - a covered porch or deck so I can work outside when the weather is nice, and a working fireplace/stove with wood - one thing I have not said I need is high-speed internet. In truth I plan to leave the internet behind; I can do email, at the public library, one day a week when I head into town to get groceries. I plan on writing trip posts and taking pictures in-between postings, but unlike my usual practice of at least one post per day, this will be mass upload probably on a single day.
Right now I am looking at a number of cabins/houses in the 4-Corners area - mostly around Pagosa Springs and Durango - and I hope to make a decision later today. I found a great place, see the picture that accompanies this post, but totally whimped out when I was told that at this elevation the house might still have snow in early May and the only access then would be by snowmobile, which the owner was more than willing to lend me. But even if no snow was present the Forest Service road that takes you up the mountain does not sound compatible with my Honda Insight. *sigh* Love the idea of spending time at this place but probably not until hubby is with me and we can drive his diesel pickup. If you have access to an appropriate vehicle, you can rent them of course, then check out the main website for Vallecito Lake Durango Mountain Meadow Home. I think it is a great remote place to spend some time away...just too remote for a solo trip in May 2006.
Status of Trackback on Professional-Lurker
I like the concept of trackback between blogs. Allowing readers and writers to see how content is being used is important. However I think that the technology currently used, at least in Movable Type, is flawed and the system is abused. First, trackbacks are often not discovered by the software. I can't explain this, maybe someone with more technical competence than I have can comment. I do know that I routinely find sites where prolurkr posts are cited but the trackback wasn't completed. Second, the system is abused. No need to say much about spam...it's pretty much been said already.
I've been thinking about the issue of trackback on prolurkr for some time. As I have said previously, A question to Movable Type users, the blog has not registered a "non-recursive or recursive trackback registered since November 2005." I know this is not an accurate reflection of prolurkr citation because I see the footprints in my referer logs and in my searches. So I think today is a good day to decide to turnoff trackback. I would like to say this is a temporary fix but I don't think that is true. My impression is that trackback may be fixed at some point down the road, but also may not. So I'm adopting a wait and see attitude on the technology.
March 19, 2006
Tips to improve your laptop or tablet use
The Student Tablet PC blog has been collecting user tips. The post Master list of 220 submitted tips, plus some of Tracy's favorites is a useful list not just for tablet users but also for anyone who uses a laptop. Here are a few of the ones I plan on using on my laptop.
- Most tableteers want one-touch access to their favourite programs, but don't like to navigate through the Start menu or put the Quick Launch in taskbar to waste space. To solve this, enable a toolbar (Quick Launch, or create a new toolbar from a folder full of shortcuts) by right clicking on the taskbar when it is unlocked. Now, drag the toolbar onto the desktop, and then onto one of the sides of the screen. You can now right click on this new bar, click Always on Top, and customise it to your liking (e.g. auto-hide, small icons, etc.).
- Earphones/Headphones are good when you are in class and you've forgotten to mute the speakers before shutting down last. Just plug in the headphones when starting up, and the disruptive Windows Sounds won't be heard. Another approach is to go into Sound Properties in the Control Panel, click the sounds tabs, and select the "No Sounds" scheme.
- For those who have tendency to multitask and get distracted often, you can create a set of windows users. Each user will be associated to a context you use your PC, as example, Study, Class, Entertainment, Work, Research. And set those users only the software and the files you use in that context without share information that are not related or deny Internet connection to those contexts were you need concentration.
- BACKUP! Many people use their tablet PCs to store their entire life, and find backup methods such as external hard drives and DVDs cumbersome and expensive. Here is a good way to back things up:
- Use the SyncToy to transfer and keep your Desktop and My Documents folder in sync with your PC over the network
- Be sure to transfer your Outlook PST file (usually located in C:\Documents and Settings\(USERNAME)\Local Settings\Application Data\Microsoft\Outlook) to the PC as well, regularly
- Use the Microsoft Office Settings Wizard (in All Programs>Microsoft Office>Office Tools>Save my Settings Wizard) to keep your toolbar configurations backed up, and save the resulting file on the PC as well
- Take a day to create a CD full of installation files for all of your programs (name the files accordingly). [I need a file I title "Downloads" that includes all my downloaded programs by year, so I always have the install files.]
- Now, you won't have to spend as much money or time backing up.
- Always "optimize" your PDFs. Advanced --> PDF Optimizer. My settings (to minimize HDD space) include Deskew: Automatic, Background removal: Off, Edge shadow removal: Off, Despeckle: Low, Descreen: Automatic, Halo Removal: On.
March 18, 2006
Two links to useful posts on writing
Todays reading brought me two views of writing that I think will be useful. First A Learners Space has Great Day and Useful Writing Techniques. I found this piece very useful to contemplate today, as I did non-writing work. I think it has a nice breakdown for many of the things we haven't been taught since we were children, assuming we were even taught then.
Defining concepts - not a dictionary definition but rather:
- what the concept means in the context of what you are writing about
Working on patterns of problem-solution:
- have you described the situation
- have you identified a problem
- have you described a possible solution
- have you evaluated the solution
Achieving coherence in your writing:
- repetition of key nouns
- use of pronouns
- use of transition signals
- arranging sentences in logical order
Think of transition signals as things that tell your reader when to:
- go forward
- slow down
thus enabling you as author to set: pace, tonality, focus. Examples of use:
- a similar idea - similarly, moreover, etc.
- an opposite idea - on the other hand, in contrast
- an example - for example
- a result - as a result, accordingly, in consequence
- a conclusion - in conclusion, in summary, in brief, in short
Best advice of the day, though, related to the use of Summary Labels and Generic Labels in text analysis. Basically, summary labels are identifications of content which you list down the left-hand side of your text, and generic labels are identifications of kinds of writing, or indications of the author's purpose and you note these down the right-hand side of the text. Combined, these make really good representations for note-taking, article summaries, analysis of a text, identification of key ideas, themes, strength or weakness of an argument, etc.
Some generic labels:
This technique worked so well when it came to analysing Lotman's text on the semiosphere. These activities really help you to focus your thoughts and enable you not only to extract key ideas but also to formulate your own position/thoughts towards/against them in a much clearer way. It's almost as if the labelling acts as a frame that just sets these elements in stark relief so that they are loudly foregrounded and thus become easily accessible.
New Kid in the Hallway tackled the Writer's block - a trip down memory lane giving us a timeline of her writer's block leading to dissertation and, more importantly, what she learned from those semesters.
What lessons have I gleaned from this process? Well, let's see.
1. DO NOT ISOLATE YOURSELF. Seriously. Personally, I got the most done during the times I was teaching or working on campus, and part of a dissertation group, and I got the least done during the quarters I was on fellowship. I got writer's block and I vanished and hid from my advisor and tried never to speak with her about the dissertation. I had no idea how to talk about my work and what I was doing at that point, anyway. It seemed so pointless to walk into her office to say, "Uh, I read some books/documents." I think this was partly because I assumed (actually, pretty much correctly, given this woman's position in the field) that she knew everything that was in those books already, so what was I going to say to her? Now, I realize I totally should have talked to her. But I couldn't at the time. (Partly, of course, because I wasn't reading any books/documents! It was an evil cycle.)
In any case, DON'T HIDE. DON'T DO WHAT I DID. A lot easier said than done, but what happened to me was that my advisor started making stuff up about what I was doing (or not doing). Not that I can blame her - she had no evidence to go on that I was actually doing anything! (Which, much of this time, I wasn't.)
It may feel like you can't possibly face (whoever it is) with as little done as you have. But you know what? NOT facing them, and isolating yourself, and STILL not getting work done, is not going to put you in a better position with this person. Dread is not conducive to productivity. Confessing your sins and moving forward is a much better idea.
Obviously, if you're writing a dissertation, this is much more useful advice than at other points in one's career. A book editor to whom you owe a chapter probably does NOT want chatty reports of what you're up to or a blow-by-blow of your research process (actually, one's advisor may not want that, either, but at least has some context/use for it). But if you're behind on something and you really aren't just about to get it done - you really are going to take a while - it's probably much better to get in touch with the person to whom you owe it to explain yourself and be responsible about it, than just to vanish for months. (I have another story along these lines, but it's probably not worth the energy to write it. Just believe me.)
2. DO NOT PLAN TO WRITE IN EIGHT-HOUR MARATHONS.* Honestly, I was never as relieved as I was the day that I read Joan Bolker's words: "There are not a lot of people who can just write - not stare into space, not get up to make five pots of coffee, not talk on the phone, but write continuously - for more than about two hours a day. You can write for a very long time on any given day, but the trouble is, you can't then do it again the next, and again, and again - and writing daily is the pattern that's best suited to finishing a dissertation." (pp. 53-4, if you're curious.) I mean, it made me realize how utterly wrong-minded I'd been with all my plans to write all day long, but it was nice to realize that I couldn't do that because it was an unrealistic goal, not because I was an undisciplined slacker.
*Unless, of course, this is necessary for meeting a specific deadline. I'm all about the 8-hour-writing-days to finish a conference paper or something. But don't plan on this as a regular schedule for writing, even if you are on fellowship or sabbatical or whatever.
3. IF YOU DON'T ACCOMPLISH WHAT YOU PLANNED TO ON ANY GIVEN DAY, DON'T BEAT YOURSELF UP OVER IT. LET IT GO. This was probably my biggest, biggest problem in the days I describe above. I reached such a pitch of self-loathing about my inability to get done what I'd (unrealistically) planned that I was good for nothing. NOTHING. Not every day is going to go as well as you'd like. If you blow off a day, you are not an evil, bad, self-indulgent person. Just start again on the next day. And do NOT expect yourself to do more on the next day to make up for it, because that's just setting yourself up for failure. (Y'all do realize I'm talking to myself here, right?)
In a way, the thing that's helpful about working full-time when you're trying to get research done (rather than being on fellowship or something) is that it's hard to reach quite that abyss of self-loathing. If you're working, then you're teaching classes and/or going to meetings/accomplishing other admin/service tasks, as well as probably dealing with independent study students, professional associations, articles for review, etc. etc. There's always more that needs to be done; but at least you're doing SOMETHING. And it's hard to feel so bad about yourself if you're running around getting classes taught and meetings held and so on. Sure, it's not research productivity, but it is productivity. Being on fellowship/leave (or even just off teaching for the summer) is, for me, an irresistible temptation to work out, clean the apartment, go shopping, and watch TV - none of which are remotely productive. So I end up feeling much, much worse than I do during the school year.
There is lots of useful advise in both of the full posts.
March 17, 2006
Manditory reading for grad students who want Higher Ed careers
Check out The Academic Departments: Home Base for Doctoral Students and the Center of the Graduate Mission of the Institution from Tomorrow's Professor Blog. This is absolutely mandatory reading for grad students who have an eye toward an academic career. I'm not sure how well this discussion fits non-U.S. institutions but even for international folks it will be interesting reading.
In universities, there are two types of departmental administrators. One is called a head, the other a chair. According to Sirchik (2003), the choice of words is probably not accidental. A head is appointed with no fixed term. Its occupant authorizes all departmental educational, budget, hiring, promotion, and salary decisions. It is a very powerful position and much like headships at other universities.
The chair position, in contrast, has fixed term. Its resident is obligated to attend to the advice of the elected "executive committee" of a department. Responsibilities include submitting a budget on behalf of the department, requesting funding for new appointments, salary increments, secretarial support, office and laboratory space, supplies and equipment and funds for graduate fellowships and assistantships.
The article contains the following sections (just to give you a better taste so you see why you should read it):
How Departments are Administered
- The Role and Distribution of Money
- Differences between the Disciplines
- Departmental Power and Politics
- Faculty Service on Departmental Committees
- Social Relationships in the Academy
- Power Relationships in the Academy
- Where the Money Comes From
- Departmental Structure and Culture
The Best of Technology Writing 2006
Found via Eszter's blog. Go make some nominations.
The Best of Technology Writing 2006
Taking a cue from the open-source movement, we're asking readers to nominate their favorite tech-oriented articles, essays, and blog posts from the previous year. The competition is open to any and every technology topic--biotech, information technology, gadgetry, tech policy, Silicon Valley, and software engineering are all fair game. But the pieces that have the best chances of inclusion in the anthology will conform to these three simple guidelines:
1. They'll be engagingly written for a mass audience; if the article requires a doctorate to appreciate, it's probably not up our alley. Preference will be given to narrative features and profiles, "Big Think" op-eds that make sense, investigative journalism, sharp art and design criticism, intelligent policy analysis, and heartfelt personal essays.
2. They'll be no longer than 5,000 words.
3. They'll explore how technological progress is reshaping our world.
* Nominations must have been published between January and December, 2005.
* The deadline for submissions is 3.31.06.
* The Best of Technology 2006 will be published in Fall 2006 by digitalculturebooks, a new imprint of the Scholarly Publishing Office at the University of Michigan Library and the University of Michigan Press.
* It will be available in book form and on-line.
* The Best of Technology Writing 2006 will include an introduction by award-winning journalist Brendan I. Koerner. Koerner is a contributing editor for Wired, a columnist for both The New York Times and Slate, and a fellow at the New America Foundation. His first book will be published by Henry Holt & Company in 2008.
Questions may be sent to email@example.com .
March 16, 2006
Ode to Spring Break
Oh you lovely Spring Break
a time where my students either leave for warmer venues
or relish their time away from campus.
But for me, lowly grad student/faculty member that I am,
a time to try to complete 1176 hours of work in 168 hours
- otherwise known as trying to do a month's worth of work in a week.
Can April come fast enough?
CFP - Summer 2006 Fellowship Call for Proposals
Summer 2006 Fellowship Call for Proposals
Vectors: Journal of Culture and Technology in a Dynamic Vernacular the University of Southern California?s Institute for Multimedia Literacy is pleased to announce a third annual Fellowship program for summer 2006 to foster innovative research for its digital publishing venture, Vectors: Journal of Culture and Technology in a Dynamic Vernacular.
First launched in 2005, Vectors is an international electronic journal dedicated to expanding the potentials of academic publication via emergent and transitional media. Moving well beyond the text-with-pictures format of much electronic scholarly publishing, Vectors brings together visionary scholars with cutting-edge designers and technologists to propose a thorough rethinking of the dynamic relationship of form to content in academic research, focusing on the ways technology shapes, transforms and reconfigures social and cultural
Vectors adheres to the highest standards of quality in a strenuously reviewed format. The journal is edited by Tara McPherson and Steve Anderson, with Creative Directors Erik Loyer and Raegan Kelly and Lead Programmer Craig Dietrich, and is guided by the collective knowledge of a prestigious international board.
About the Fellowships
Vectors Fellowships will be awarded to up to eight individuals or teams of collaborators in the early to mid- stages of development of a scholarly multimedia project related to the themes of Difference or Memory. Completed projects will be included in Volume 3 of the journal in 2007. Vectors features next-generation multimedia scholarship, publishing work that can only be realized in an online format.
Volume Three, Issue One: Difference
From Charles Babbage's 19th century "Difference Engine" to Derrida's 1980s neographism "Différance," the notion of difference has served as a provocative metaphor for thinking about language, culture, politics, technology and identity. This issue of Vectors encourages diverse examinations of the notion of difference as it plays out in a variety of cultural spheres, discourses and practices. We are interested in a broadly-conceived notion of difference, one that engages technology and culture or that might be productively examined through the format of an interactive multimedia journal. In particular, we seek proposals that foreground the cultural or political manifestations of racial, gender, national, religious, ethnic, geographic, technological or economic differences.
Possible areas of investigation include but are not limited to:
- historical and future conceptions of difference
- rethinking otherness, multi-culturalism, convergence
- technologies of difference
- legacies + limits of 1990s theories and manifestations of difference
- sounding out difference(s)
- afro-futurism, speculative differences, future species
- sameness and/or difference, the logics of both/and
- rethinking identity; difference/multiplicity/fragmentation
- post-Katrina, post-9/11, post-racism
- post-feminist gender differences
- war and ethnic/religious differences
- economic disparity and cultural differences
Volume Three, Issue Two: Memory
Jean Luc Godard's dictum that "only the hand that erases can write" underscores the ironic and contradictory status of memory in postmodern culture. In an age when both history and memory are routinely characterized as being at an end, it is more important than ever to closely examine the epistemological precepts and rhetorical strategies by which we engage, remember and speak about the past. This issue of Vectors explores a range of possible frameworks for thinking about memory as a phenomenon that is fundamentally entangled with the discourses of competing disciplines, political imperatives and cultural contexts. We are particularly interested in proposals that engage the eccentric, disruptive and dynamic potentials of memory as it relates to history, media, technology, and/or the sciences.
Possible areas of investigation include but are not limited to:
- the impact of proliferating technological and prosthetic forms of memory
- scientific and medical visualization
- visual memory, media and popular culture memories
- memorialization, reminiscence, recall
- the role of nostalgia, desire, psychology and narrative
- amnesia, displacement, erasure, regeneration
- the dynamic interplay of remembering and forgetting; "creative forgetting," "active forgetting"
- memory as practice, process and ritual
- reconstruction, reenactment, rescripting and remixing of memories
- counter-memory, chaos and resistance
- discontinuous, fragmentary or disruptive visions of the past
- individual vs. social, cultural and popular memory
About the Awards
All fellowship recipients will participate in a one-week residency June 19-23, 2006 at USC?s Institute for Multimedia Literacy, where they will have access to state of the art production facilities. Fellows work in collaboration with world-class designers and Vectors' technical support and programming team throughout the project?s development, typically during a span of 3-5 months. The residency will include colloquia and working sessions where participants will have the chance to develop project foundations and collectively engage relevant issues in scholarly multimedia. Applicants need not be proficient with new media authoring, but must demonstrate familiarity with the potentials of digital media forms. Evidence of the capacity for successful collaboration and for scholarly innovation is required. Fellowship awards will include an honorarium of $1500 for each participant or team of collaborators, in addition
to travel and accommodation expenses.
About the Proposals
We are seeking project proposals that creatively address issues related to the themes of Difference and Memory. While the format of the journal is meant to explore innovative modes of multimedia scholarship, we are not necessarily looking for projects that are about new media. Rather, we are interested in the various ways that 'old' and 'new' technologies suggest a transformation of scholarship, art and communication practices and their relevance to everyday life in an unevenly mediated world.
Applicants are encouraged to think beyond the computer screen to consider possibilities created by the proliferation of wireless technology, handheld devices, alternative exhibition venues, etc. Projects may translate existing scholarly work or be entirely conceived for new media. We are particularly interested in projects that re-imagine the role of the user and seek to reach broader publics. Work that creatively explores innovations in interactivity, cross-disciplinary collaboration, or scholarly applications for newly developing scientific or engineering technologies are also encouraged.
Proposals should include the following
- Title of project and a one-sentence description
- A 3-5 page description of the project concept, goals and outcome. This description should address questions of audience; innovative uses of interactivity, address and form. Please also detail the project?s argument and its contribution to multimedia scholarship and, more generally, to contemporary scholarship in your field.
- Brief biography of each applicant, including relevant qualifications and experience for this fellowship
- Full CV for each applicant
- Anticipated required resources (design, technical, hardware, software, exhibition, etc.)
- Projected timeline for project development
- Sample media if available (CD, DVD, VHS (any standard), or NTSC Mini-DV); for electronic submissions, URLs are preferred but still images may be sent as e-mail attachments if necessary)
Projects that articulate a clear understanding of the value of multimedia to their execution will be the most successful. Take seriously the questions "Why does this project need to be realized in multimedia? What is to be gained by the use of a rich media format for the argument or experience I aim to present?"
Electronic applications are preferred. Please submit to: firstname.lastname@example.org
Vectors Summer Fellowships
Annenberg Center for Communication
746 W. Adams Blvd.
Los Angeles, CA 90089-7727
Priority will be given to applications received by April 15, 2006. Fellowship recipients will be notified in May 2006.
For additional information about Vectors and the Vectors Summer Fellowship
Program, please visit http://www.vectorsjournal.org
Questions may be directed to Tara McPherson email@example.com or Steve Anderson firstname.lastname@example.org
CFP- Visiting Research Fellowships: The Meaning of the New Networked Age
Visiting Research Fellowships: The Meaning of the New Networked Age
Annenberg Center for Communication
University of Southern California
The Annenberg Center for Communication (ACC) (www.annenberg.edu) at the University of Southern California invites applications for up to eight postdoctoral positions and one visiting scholar position. These Visiting Research fellows will take part in a major multi-disciplinary research initiative to explore the "The Meaning of the New Networked Age: Innovation, Content, Society, and Policy." We welcome researchers from various disciplines including anthropology, architecture, the arts, business, communications, computer science, design, economics, engineering, history, international relations, law, library science, neurosciences, political science, rhetoric, and sociology.
ACC is a research institute devoted to the study of new media from a multi-disciplinary perspective. We are in a period of fundamental transformation in the nature of the networks that connect people, information, objects, and locations. But, what does it mean and what, if anything, should be done to guide the process? The ACC research program will explore the drivers of these changes, their meaning, and their implications for business and government policy. The 2006-2007 theme investigates the structure and evolution of today's political, social, cultural, technological, and knowledge networks.
Topics of interest include, but are not limited to:
- How new technology is transforming politics and citizen engagement worldwide,
- Communication law and policy
- New models of intellectual discourse and citation,
- Peer-to-peer cultural production and distribution,
- The emergence of pervasive mobile and wireless networks.
The ACC intends to convene a multi-disciplinary cohort of scholars to focus on a topic of pressing concern not well addressed in more established disciplinary and departmental institutions. The visiting fellows will work with the ACC's senior fellows and also will be expected to pursue their research in residence at the Annenberg Center during the 2006-2007 academic year. They will collectively be responsible for organizing one conference and a monthly speakers series, and to attend two weekly Fellows' seminars of graduate, postdoctoral,
and faculty fellows on the theme of the meaning of the new networked age. They may not hold any other appointment during the period of the fellowship.
The postdoctoral fellowship is intended for scholars who have completed their Ph.D since 2001, but we also will consider researchers with at least four years of relevant, real- world experience. The ACC fellowship carries a stipend of $45,000 in addition to a limited amount of funds to support research and relocation expenses.
The visiting scholar position is intended for a mid-career scholar with a well -established track record and demonstrated leadership and expertise related to the theme. The stipend will be commensurate with the scholar's current position. ACC will also provide a limited amount of funds to support research and relocation expenses.
Applicants should clearly indicate whether they are applying for a postdoctoral position or the visiting scholar position. Applications should include a CV, a cover letter including a personal statement, and a brief statement of research goals in relation to the theme. Three letters of recommendation are to be sent directly by the writers (letters may also be faxed to 213-747-4981).
Address all application materials to
Elizabeth Harmon, Annenberg Center for Communication,
University of Southern California, 734 West Adams Boulevard, Los
Angeles, CA 90089-7725. Email contact: email@example.com. The
deadline for receipt in our office is April 30, 2006.
CFP - International Society for the Scholarship of Teaching & Learning (ISSOTL)
ISSOTL is an excellent place to learn about teaching and research issues in the scholarship of teaching and learning. When you read the call, pay particular attention to "The Synthesizer Role," sounds like blogging to me. *S*
Call for Proposals
The objective of the meetings of the International Society for the Scholarship of Teaching and Learning is to bring together researchers, developers, and practitioners to discuss research issues and experience in the scholarship of teaching and learning. The conference will feature invited talks, panel discussions, poster presentations, and working sessions.
Theme: "Making a Greater Difference: Connecting to Transformational Agendas"
Increasing the vitality of the scholarship of teaching and learning depends on the strength of its linkages with larger systems of change. These linkages matter in reciprocal ways: the influence of systems on individual choices of inquiries into teaching and learning and the ways in which those inquiries can have impact beyond individual practice.
The ISSOTL 2006 Conference theme emphasizes how the scholarship of teaching and learning connects with broader currents of transformation. Possibilities include current research in the learning sciences, dialogue around issues of social justice and student ethical development, growing imperatives for globally-conscious education, current approaches to disciplines and interdisciplinary thinking, new modes of teaching and learning through digital technologies, and governmental interests in accountability. These broader currents in turn help shape the role of the scholarship of teaching and learning within the multiple contexts in which we work: classrooms, institutions, disciplines and professions, communities, and local and national educational policy spheres.
The conference solicits papers, posters, and sessions that address these connections in two directions: How do broader currents of change in education influence how the scholarship of teaching and learning gets practiced, developed, and promoted? And conversely, how does the scholarship of teaching and learning make a difference in multiple educational contexts and explicitly contribute to broader agendas? Proposals that deal directly with the idea of making a difference--on learning, on teaching practice, on colleagues, on policy at various levels--will be given priority.
Within the conference theme, we invite proposals for presentations and workshops within one of these three tracks.
1. Theory and Practice: Engaging in the Scholarship of Teaching and Learning
Proposals that address approaches to teaching and learning in the disciplines, learning issues that cross disciplines, linkages between theory and practice, approaches to preparing for and developing the scholarship of teaching and learning.
2. Tools and Processes: Understanding Methods of Inquiry and Dissemination
Proposals that investigate, critique, and model methodologies, data analysis, interpretation of findings, ethical issues, dissemination practices, and methods of sharing findings.
3. Broader Impact: Influencing Multiple Contexts
Proposals that explore strategies for making rigorous work on teaching and learning visible and useful for different audiences and for connecting the scholarship of teaching and learning to emerging policy directions, disciplines and professions, collaborative networks, and modes of institutional commitment to the scholarship of teaching and learning (e.g. strategic research plans or leadership action plans).
Presentation and Dialogue: Single presentations will employ work in the scholarship of teaching and learning as a way of opening up dialogue with conferees. Each presentation will have a MAXIMUM of 20 minutes. The program committee will group single presentations into panels of two with a total presentation time, including questions and dialogue, of 60 minutes, or three with a total time of 75 minutes. One of the presenters will be designated as a facilitator. Sessions will also have a synthesizer, assigned by the program committee.
Poster: A designated session will enable poster presenters to share their intellectual work in person. The presenter must be present during the period assigned for discussion. Posters may have up to two presenting authors to be listed in the program (although multiple authors may be listed on the poster itself).
Panel and Dialogue: Organized panel sessions of 75 minutes will consist of two or three presenters. Another person may be designated to serve as facilitator and synthesizer. Proposals for organized panels should be submitted by the panel organizer and must include an abstract describing the rationale for the panel as a whole AND an individual summary and abstract for each presentation. Panel abstracts will be evaluated for each individual and for the panel as a whole.
Working Sessions: A Working Session of 75 minutes long focuses on interactive development and discussion of ideas (rather than on presentations) and results in a product consisting of a written record or distillation of the discussion useful for others. This written product will be posted on the ISSOTL website as part of the conference proceedings. The proposal should identify the Working Session "leader" and "featured discussants." A synthesizer may be designated in the proposal or can be assigned by the program committee. The program committee is especially interested in proposals around the following topics: organizing campuses or curricular programs to support the scholarship of teaching and learning, linking the learning sciences to SoTL, going public with SoTL through writing for different publishing venues, integrating SoTL professional development into graduate programs, establishing collaborative structures for advancing SoTL, and making SoTL understandable and useful for policy makers.
The Synthesizer Role
A new feature of ISSOTL2006 is the role of synthesizer as a formal part of the program. A synthesizer participates in a session and produces a compact written analysis of the session for posting on the Conference site as part of the proceedings. Individuals may apply to be a synthesizer and will be assigned to a session by the program committee. Panels and Working Sessions may name a synthesizer in their proposal, and should clearly designate the synthesizer role when doing so. An individual serving as a synthesizer may also serve in another presenting role. Computers and uploading capabilities will be available onsite in the Commons at ISSOTL 2006 for synthesizers who wish to post their syntheses during the conference.
May 1, 2006 Proposal submission deadline
July 1, 2006 Notification (email) sent to the submission's primary contact informing them of acceptance or rejection
August 15, 2006 Deadline for submitter to confirm acceptance of invitation to present
October 1, 2006 Early registration ends
November 9, 2006 Conference begins
November 12, 2006 Conference concludes
A question to Movable Type users
Is trackback working properly on your MT blogs? I'm curious, you see on this blog there hasn't been a non-recursive or recursive trackback registered since November 2005. When I check other sources I see that posts are being cited but that citation isn't registering as a trackback. Of course I get a couple of hundred spam trackbacks a day since the change to DreamHost, I can't use htaccess files on their servicers. If trackback isn't working properly on the latest MT upgrades then I may just shut it off. What do you think?
March 15, 2006
CFP - Reception Studies (Special Topic Session)
Reception Studies (Special Topic Session)
Midwest Modern Language Association Convention
Palmer House Hilton
This session is offered in conjunction with the Reception Study Society. It focuses on the relationship between texts and readers, real or implied. Particularly appropriate are papers on designations, assumptions or practices regarding the elevated or lowly nature of texts and readers, as well as crossing, blurring or complicating those binary categories. However, papers on any aspect of reader-response criticism and pedagogy, reception study, history of reading and the book, audience and communication studies, institutional studies and histories, and feminist, black, ethnic, gay, and postcolonial versions of these fields are welcome.
Send 250 word abstracts to firstname.lastname@example.org. Deadline: April 15.
Genevieve West, PhD
Department of Languages and Literature
Ferris State University
This meme is rolling around the academeosphere/bibliosphere, check out My Personal Dna Report . And do your own too, the sliders the test uses are really cool. I particularly like the exercises that deplete the oil cans.
You are an Advocating Inventor.
You are an Inventor
- Your imagination, self-reliance, openness to new things, and appreciation for utility combine to make you an INVENTOR.
- You have the confidence to make your visions into reality, and you are willing to consider many alternatives to get that done.
- The full spectrum of possibilities in the world intrigues you--you're not limited by pre-conceived notions of how things should be.
- Problem-solving is a specialty of yours, owing to your persistence, curiosity, and understanding of how things work.
- Your vision allows you to identify what's missing from a given situation, and your creativity allows you to fill in the gaps.
- Your awareness of how things function gives you the ability to come up with new uses for common objects.
- It is more interesting for you to pursue excitement than it is to get caught up in a routine.
- Although understanding details is not difficult for you, you specialize in seeing the bigger picture and don't get caught up in specifics.
- You tend to more proactive than reactive--you don't just wait for things to come to you.
- Your independent streak allows you to make decisions efficiently and to trust your instincts
- You tend to do things on the spur of the moment, not sticking to a set schedule.
- You do your own thing when it comes to clothing, guided more by practical concerns than by other people's notions of style.
If you want to be different:
- Try applying your creativity to more artistic arenas, and letting your imagination take less practical forms.
How You Relate to Others
You are Advocating
- Being social, empathic, and understanding makes you ADVOCATING.
- Some people find being around others exhausting--but not you! You are energized by spending time with friends, and you are good at meeting new people.
- The world outside your window energizes you, and you can't help but be involved in it.
- One of the reasons you enjoy conversation as much as you do is that you often learn about yourself while talking things out with a friend; you realize things about your own beliefs while discussing them with others.
- One thing that makes you a people person is your insight into what others are thinking and feeling. This ability allows you to be happy for others, and to commiserate when something has gone wrong for them.
- You are highly compassionate, and being conscious of how things affect those close to you leaves you cautious about trusting others too hastily.
- Despite these reservations, you are open-minded when it comes to your worldview; you don't look to impose your ways on others.
- Your sensitivity towards others' plights contributes to an understanding--both intellectual and emotional--of many different perspectives.
- As someone who understands the complexities of the world around you, you are reluctant to pass judgments.
If you want to be different:
- While it's important to think about others, don't forget to take some time for yourself, and occasionally to put yourself first.
- Take some time to spend with a few close friends; although it's difficult to find people to trust, it's worth the effort.
- When you have great ideas, it can be hard to relinquish control, but it can also feel good to take the pressure off and enjoy someone else leading the way.
UK MSN’s Cyberbullying report
David Brake, thank David, sent me a link to a webpage and leaflet on cyberbullying that mentions blogs. MSN Cyberbullying Report: Blogging, Instant Messaging and Email Bullying Amongst Today's Teens is a based on a YouGov study of 518 children (children is never defined).
WHAT IS CYBERBULLYING?
Cyberbullying is similar to other forms of bullying except it takes place online and on mobiles. This report looks at the growing phenomenon of online bullying including blogging, instant messaging (IM) and email bullying.
Whilst occurring in the 'virtual' world, our research reveals cyberbullying can be every bit as devastating as 'real world' bullying, and sometimes more so. One in eight teens (13%) in our study said it was worse than physical bullying.
WHY IS CYBERBULLYING SO DEVASTATING?
As cyberbullying doesn't occur in the physical world, its reach extends well beyond the school gates and into teens' personal time. One in 20 young people said the hardest thing about this type of bullying was its 24/7 nature.
As information on the internet can be easily shared with many people, the network of people accessing the often embarrassing or hateful information can quickly become large, something teens seem painfully aware of.
For 22% the fact more people would potentially know about the bullying than if it happened in the physical world, was the worst thing. And because it's potentially easier to conceal identity in cyberspace, many bullies remain anonymous, an issue that 11% of teens found hard.
Ok, these are the kinds of stats that set me off. Clearly the group has an agenda. "One in eight teens (13%) in our study said it was worse than physical bullying." SO seven out of eight said it wasn't worse? Hummm Maybe we should take on bullying as a concept rather then a subsection of the phenomena. Read the pamphlet yourself to see how the text is riddled with preconceptions. Though, sadly, they do have lots of usable numbers, the statistics will require pretty serious contextualization.
I believe bullying is a serious issue, though by no means a new one. Let's take the initiative to work on the whole problem not just 12.5% of the problem.
The advise to the kids is a first step, though I have to admit there are lots of mis-steps presented. I do think the advise to parents is good. It could easily be broadened out to include any type of bullying.
- Take time to discuss the possible dangers of sharing personal information online
- Make it clear from the moment you give your teen online access that it won't be taken away if they report bullying or abusive behaviour. Only 17% of teens who've been cyberbullied told their parents because they feared having their internet access taken away
- Once they've accepted help, the majority of young people are grateful they did. Two thirds of 12-15 year olds in our study found the help they sought 'very helpful', so team up with your child to source websites and helplines they can turn to for advice
- In extreme cases, alert the police to the activity and make sure the abuse is saved, documented and diarised so it's easier to report
March 14, 2006
A friend sent me this link to a hilarious website. Check out the Isolatr. It's for those days when social computing doesn't sound like fun. LOL I want an IMolatr add-in for ICQ so all those bots that message me lite on fire. LOL Yes pacifists can have destructive thoughts too but only about bits-and-bytes.
March 13, 2006
Free journal articles
To celebrate the 25th anniversary of Behaviour & Information Technology (BIT), Taylor & Francis are offering free online access to the five most highly cited original research papers published in the Journal over the last 10 years.*
A proposed index of usability: A method for comparing the relative usability of different software systems
H. X. Lin, Y. Y. Choong and G. Salvendy
Volume 16, Issue 4-5, 1997
Attitudes, satisfaction and usage: Factors contributing to each in the acceptance of information technology
S. S. Al-Gahtani and M. King
Volume 18, Issue 4, 1999
Software evaluation using the 9241 evaluator
R. Oppermann and H. Reiterer
Volume 16, Issue 4-5, 1997
Aesthetics and preferences of web pages
B. N. Schenkman and F. U. Jonsson
Volume 19, Issue 5, 2000
User involvement in the systems design process - A practical guide for users
Volume 15, Issue 6, 1996
For further information about the Journal, please visit the BIT website. To learn more about the full range of Taylor & Francis journals in your subject area, come and visit the Taylor & Francis booth at CHI 2006 in Montreal.
* Citation data obtained from Thomson ISI Web of Science®.
CFP - Special JSPR Issue on Personality and Personal Relationship Processes
Call for Papers - Special JSPR Issue on Personality and Personal Relationship Processes
Guest Editor: Stanley O. Gaines, Jr., School of Social Sciences and Law, Brunel University (United Kingdom).
The term "personality" covers a wide range of individual-difference variables outside the domain of cognitive ability. In his interpersonal theory of personality, Harry Stack Sullivan (1953) argued that personality cannot be properly understood outside the context of personal relationships in which individuals are embedded. However, during the decades that have passed since Sullivan described personality as inherently interpersonal, studies examining the impact of personality variables on personal relationship processes have not kept pace with studies examining the impact of social-psychological variables on personal relationship processes.
The objective of this special JSPR issue is to bring together several cutting-edge studies of personality influences on personal relationship processes, within a single edition. Both original research reports and summaries of research programs will be considered. Topics are likely to include (but are not necessarily limited to) traits, motives, moods, emotions, attitudes, and values as influences on personal relationship processes. Given the multidisciplinary nature of scholarship in JSPR (and, indeed, scholarship in the field of personal relationships), the guest editor extends an invitation to all scholars - whether from psychology or communication studies, sociology or family studies, or other academic domains - who work with personality variables.
Submission Information: Manuscripts should be electronically submitted directly to the guest editor (acknowledgement will be sent upon receipt of manuscripts):
Stanley O. Gaines, Jr. (e-mail: email@example.com )
Please submit one copy in Word format with author names, affiliations and contact information (identifying information should be limited to the title page). Submitted papers should not have been previously published nor be currently under consideration for publication elsewhere. Reviewing and selection of papers for publication will be carried out according to the standards of JSPR. Authors should consult the general instructions for authors at the following Web address: http://www.sagepub.com/journalManuscript.aspx?pid=47&sc=1
The submission deadline is May 1, 2006.
It is anticipated that the special issue will be published in 2007.
CFP - MHRA Working Papers in the Humanities
The MHRA Working Papers in the Humanities (http://www.mhra.org.uk/ojs/index.php/wph) is a new electronic publication forum intended to allow researchers to present initial findings or hypotheses such as might, at a more advanced stage, become eligible for publication in established scholarly journals. As such it will be of particular interest to postgraduate researchers, though established scholars are also invited to submit papers.
Submissions for the first issue of the Working Papers, to be published in October 2006, are invited on any topic, but the editorial panel aims to choose half of the papers from submissions that relate to the theme of 'Youth and Age'. Authors might consider, among other things: the cultural construction and symbolization of youth and age (e.g. notions of 'young blood', coming of age, seniority); the role these terms play in constructions of gender, ethnicity, etc.; the symbolization of political or artistic succession in terms of youth and age (e.g. 'the old guard' / 'young Turks'); and the privileging, in cultural discourses about generational succession, of the male 'line' over female-female and mixed-gender relations. Authors may also want to dismantle the opposition youth / age to consider more complex models of life stages.
Papers may come from any field in the 'modern humanities', which includes the modern and medieval languages, literatures, and cultures of Europe (including English and the Slavonic languages, and the cultures of the European diaspora). History, library studies, education and pedagogical subjects, and the medical application of linguistics are excluded.
THE SUBMISSION DEADLINE IS 1ST MAY 2006.
Any questions can be directed to the editors at firstname.lastname@example.org
About the MHRA (www.mhra.org.uk):
The MHRA (Modern Humanities Research Association) plays a major role in promoting academic endeavour in the modern humanities by facilitating the publication of original scholarly work of the highest standard.
As well as publishing scholarly articles (in print and electronic form), the Association supports scholarly publishing projects including postgraduate work http://www.mhra.org.uk/Membership/PostgradMembership.html). It plays a major role in peer review, maintaining the highest editorial standards and supporting breadth of approach.
March 12, 2006
CFP - Doctoral Colloquium AoIR 2006
Association of Internet Researchers (AoIR) Annual Conference 2006, Brisbane, Australia
The AoIR 7.0 Doctoral Colloquium offers PhD students working in internet research or a related field a special forum on 27 Sep 2006 where they will have a chance to present their research plans and discuss them with peers and established senior researchers. Interested students should prepare a 2 page summary of their research. This should provide a context for the research, describe the methods being used, the progress to date with a focus on issues and concerns, as well as the expectations and hopes from the colloquium.
Please submit your 2 page application by 1 April 2006 to: Marcus Foth at email@example.com
PhD students are encouraged to submit an application for the Doctoral Colloquium (by 1 April) as well as a paper for the AoIR conference (by 21 Feb) if they wish. Applicants will be notified of acceptance to the Doctoral Colloquium by 1 June 2006. Successful applicants will be asked to prepare an 8 page report on their research by 1 August 2006. It will be distributed to all Doctoral Colloquium attendees to prepare for an informed discussion, Q&A and feedback from the chairs on the day. All attendees of the Doctoral Colloquium are required to register for the AoIR conference.
Barbara Adkins, Queensland University of Technology, Australia
Nancy Baym, University of Kansas, USA
Steve Jones, University of Illinois at Chicago, USA
Randolph Kluver, Nanyang Technological University, Singapore
Host and Sponsor:
Creative Industries Faculty, Queensland University of Technology
If you haven't looked at Reader2 lately, I mean you have not physically gone to the site, I recommend you do so as soon as possible. WOW does it look different, really nice and slick. I've been using this service for some time now and the programming improvements they keep making are really impressive.
Reader2 is an online tool for sharing reading lists. I enter information to the site for new books I find, or buy. I am not very good at actually keeping the site updated with descriptions or reading status, though I usually do put that information on prolurker so it is available online.
Working with Reader2 makes me wonder when Reference Manager and EndNote will have "look-up" capabilities so some of the information can be added automatically. Oh and the cover picture would be a nice addition to citation software as well. That way I can double check my references visually as well as textually. Oh well I can dream can't I.
Ruggedize your standard laptop
I've written before about OtterBox's on prolurker, see OtterBoxs save digital electronic gear. Well I was doing some surfing today and found that OtterBox is releasing rugged laptop cases in three sizes to fit up to 13", 15", and 17" screens. No prices yet, but you can sign-up for email notification on their website. I've already signed up and will probably be buying one for hubby to use on the road. Not sure I need one now since I have an "A" sticker, and should have one into the foreseeable future, so don't have to walk into campus from Outer Mongolia. I will have to see how much they cost before I decide.
March 10, 2006
Teens as ‘SuperConnectors’
ClickZ has an interesting article from Enid Burns called "Worldwide Teen Generation Dubbed 'SuperConnectors.'"
American teens' stronghold over technology in the 1990s has given way to a worldwide class of "SuperConnectors." This global group is defined in "GenWorld: The new Generation of Global Teens," a research report published by Energy BBDO.
Globally, teens aged 13-18 are very concerned about the world and their own future. These concerns have made them self activists, creative, and highly adaptable to emerging technologies. The report identifies seven shifts in attitudes and behaviors within this group. It also looks at ways for marketers to approach this group and stay relevant.
Fifty-six percent of teens age 13-18 are SuperConnectors according to the GenWorld study. This group has an active lifestyle and uses multiple means of connectivity at any given time. Connectivity tools at this generation's disposal include such lean-forward mechanisms as cell phones, text messaging, the Internet, e-mail, instant messaging and search engines. Even when they're taking part of lean-back media, the group finds new levels of engagement.
"What we see is that often, they are doing both at the same time, they may be multitasking or doing an activity with friends," said Chip Walker, EVP and director of account planning at Energy BBDO. "The days of using technology purely to veg out seem to be gone."
Social networks play a large role with this group. Family communication takes place in-person, though friendships within a teen's network spreads out over the Web and other enabled devices. The same activities may be occurring, but technology expands the capabilities teens have to communicate.
< Snip >
The GenWorld Teen Study was commissioned by Energy BBDO to gauge lifestyle, values, attitudes and brand perceptions among teens aged 13 to 18. The survey was fielded to 3,322 teens in the summer of 2005 in 13 countries including the U.S., Mexico, Brazil, the U.K., France, Germany, Spain, Australia, Russia, Poland, China, Taiwan and India.
Writing the New Ethnography
|I've been thinking on a book I finished some time ago but have not yet presented to you - Goodall, H. L., Jr. (2000). Writing the New Ethnography. Lanham MD: AltaMira. Bud Goodall is the Director of the Hugh Downs School of Human Communication at Arizona State University. I have always liked his take on communication as a discipline:
I believe that Communication is a transdisciplinary field of study, which means that Communication theories, methods, activities, and practices shape and inform all other disciplines and subjects. Ours is an infinitely complex field of study because communication between and among people is an always evolving symbolic phenomenon. One reason I selected Communication as a field of study is that it is sufficiently complex to embrace a lifetime of inquiry. As the philosopher Georges Gudorf once put it, "Communication calls the world into being."
I am very taken with this book and am well aware that I will be rereading it again shortly. I know I haven't pulled all the wisdom out of it yet, maybe I never will. This slim volume is packed with perspective on writing "new" ethnography.
By new ethnography, I mean creative narratives shaped out of a writer's personal experiences within a culture and addressed to academic and public audiences.
For the last couple of years I have made a point of attending the National Communication Association (NCA) Ethnographic Division Pre-Conference to soak up what Goodall and other great ethnographers like Nick Trujillo, and Robin P. Clair, to name a few, have to share from their experience writing ethnographic works. I plan on continuing this practice. In short a day with these folks is well worth the cost of the trip to NCA and I plan on making the trip to San Antonio later this year, primarily for the pre-conference.
If you are interested in ethnography either old or new I strongly recommend you read this book. Decide to use it or decide against it, but either way there is very valuable information inside it. Goodall explains the goals of the book as:
Four tasks are involved in learning how to become an ethnographer:
I should note that Goodall's book is part of AltaMira's Ethnographic Alternative Book Series which also includes Markham, Annette M. (1998). Life Online: Researching Real Experience in Virtual Space. Walnut Creek CA: AltaMira Press
Two pieces of information about the blogosphere
Burn This! - The FeedBurner Weblog has links to two very interesting sites. First see Technorati 100 Here Today Gone Tomorrow which details the movement into, out of, and within the Technorati top 100. It's a very interesting read...there is much more movement than I would have expected.
Second, I found a very cool graphic illustrating the growth of the blogosphere from Feedburner's launch up to the recent point where they announced they have 200,000 feeds under management. If you like data viz you will like this one...it moves. LOL
- Blue drops represent text feeds, orange drops are podcasts.
- The placement and position of the drops are random.
- The pace at which the drops drop is representative of the general growth curve of all FeedBurner-managed feeds mapped to our actual dataset.
- There are roughly 1,200 drops from start to finish, so imagine that number times 200 for a sense of the actual scale.
- The larger drops are mapped to the emergence of the most highly subscribed feeds.
- Turn on your audio to get a better sense for the initially sparse and then rapidly growing number of rich media feeds.
The TNL.net Research Grant
Genesis of the idea
The TNL.net research grant was born out of my own experience over the years. When I was in college, I applied for a journalism grant of $500 to cover phone calls and research in paid databases like Lexis-Nexis. This money allowed me to complete several articles I would not have been able to do as a college student because I did not have the funds to do so otherwise.
What is the TNL.net Research Grant?
The TNL.net Research Grant is a $1,000 grant to fund interesting research that may require some money. For example, someone might want to do research using the Alexa platform but not be able to pay for the transaction costs associated with using the Alexa web service. Or someone may need access to certain resources that are behind a pay bridge. The TNL.net research grant is here to ensure that such issue is not the barrier to that research being done.
I am personally committing 350 dollars to kick off the fund (10 dollars for each year I've spent on earth) and hope that others will join me by following and forwarding the link to the TNL.net Research Grant pay page on Amazon. I've set the goal to a high of 10,000 dollars, which would allow for 10 grants to be made.
Applying to the TNL.net Research Grant
I'm still working on figuring this out but, for starters, I've got some ground rules:
* All data acquired through a TNL.net Research Grant will be made available to the general public through a Creative Commons "By Attribution Share-Alike" license
* An exact accounting of where every dollar was spent will be shared in the same fashion
* All research and all results will be distributed under the same license
* No piece of data or result from the research will be hidden from the general public
* The research results will have to be published in a format that is readable by all. No DRM should be used to protect it and all data should be distributed as widely as possible. As such, publishing it fully as a blog entry or set of entry is highly encouraged and even recommended if you are not publishing it in another form.
* All tools created as a result of this grant should also be put in the public domain.
* The research cannot last more than a month and all results should be reported within 30 days of receiving a grant.
These are the basics. Your proposal, which you can post in the comments section of this entry, will include: A description of what you are looking to investigate; a description of the resources you plan to use the money on; a description of other existing research in this arena (or prior art);
When I've raised $1,000, I will start posting the different proposal to this site and will ask my readers to comment further or ask for more evaluation of the idea. Hopefully, others around the blogosphere will get involved in discussing the idea of the research.
This idea will evolve over time but I think that it might be a good way to get some solid research funded in the online world. I hope TNL.net readers will join me in raising funds and defining the way to move forward on this effort.
March 09, 2006
An interesting, introspective, and validating week
This week, so far, has been a very good one - very busy but very good. There have been moments of fairly deep introspection and equally high moments of validation.
Monday I had a conversation with a colleague that amounted to a fairly swift kick on my backside asking when I was going to get this degree completed. In truth I've been thinking about the same thing for a couple of weeks, but this was the last straw...or I guess the lub to get me moving. More on what "moving" means in this context in a near-future post.
Tuesday I put together an updated version of my computer and information ethics lecture for my intro class. It's a good lecture with group activities. Plus I like ethics so it's fun to teach. After the class was laid out and ready to roll I took a break. Coming back up to the office in the elevator I ran into the departments director of community relations. Ended up spending some time talking to him about PhD programs in general, and my work in specific. He's looking into possible media contacts for interviews to discuss my work. Very cool it is all works out.
Tuesday's class went well, as I would have expected. After class I had dinner with an old friend, John, from undergrad, see Ok...so I didn't talk about EVERYONE from my undergrad days for background. It was great to sit and talk with someone who really did know me when. I have been blessed to have a few friends who seem to keep me in their viewfinders even when I am to self-absorbed to do the same for them. I thank all of them because they really are my heart.
Wednesday I taught the computer and information ethics class to my smaller section in Columbus. Sometime ago I had asked a local master teacher to sit in on my class and give me feedback. I wanted his opinion on what I can do now to improve me teaching and I wanted to have him available to write recommendations for me in the future. So Wednesday was the night he sat in and watched me run a class. After the students left we sat and talked about the class. He had some very good recommendations on things I can do to increase participation. It was good to get someone else's opinion on spots where I was missing some opportunities to move my skills to a higher level. I was so pleased that in the wrap up he said that I was an engaging teacher who had almost made him "go native." Seems he was getting into the lecture and the discussion to the point that he had to remind himself that he was observing. I'm not sure there is a higher complement than that I engaged a master teacher to the point that he almost forgot his purpose in the room. That reward will stay with me for a while.
Thursday, today, I went to main campus to attend a colloquia given by Lawrence Grossberg. Grossberg's topic was Cultural Studies: In Search of Modernities. It was a very interesting talk that hit many points I've been thinking about as I yell back at narrow minded mass media announcers. Issues like why must modernity be defined using western terms, isn't that colonialism? I've got notes that I will be posting but for now I want to think on all of it before I sit down to do any writing. Here's the abstract for the talk:
ABSTRACT: Asking the right question--that is often the hardest part of cultural studies. Unfortunately, too many critical scholars allow theory to define their questions, as if theory were sufficient to describe and intervene in the world. This talk begins from the argument that the contemporary conjuncture poses a new political question: that of a multiplicity of modernities. It then goes on to rethink the current U.S. political climate through a double process: on the one hand, by engaging with current writings on modernity from around the world; and on the other, by considering concrete historical formations of alternative modernities. The focus here will be on changes in American modernity during its history and on the Levantine culture centered around Islamic Spain.
|I've ordered a copy of Grossberg's book Caught in the Crossfire: Kids, Politics, and America's Future. It looks like the perfect book for me to be reading as I watch all of the "terror" over MySpace and the concerns about kids online in general. I'll keep you posted on what I think about the book after I've actually read it.
What's going on in America? Caught in the Crossfire offers an original and compelling vision of the forces changing the ways people live their lives, through the unique lens of America's children. Grossberg reveals how the United States has been gradually shifting from a society that celebrates childhood into one that is hostile to and afraid of its own children. Today kids are often seen as a threat to our social and moral values. Grossberg gathers evidence from the media, schools, courts, medicine, economics, and family life.
CFP - CREATIVE ETHICAL PROBLEM SOLVING IN HUMAN RESEARCH: Challenges and Solutions for Researchers and Ethics Committees
CREATIVE ETHICAL PROBLEM SOLVING IN HUMAN RESEARCH:
Challenges and Solutions for Researchers and Ethics Committees
Conference - July 28, 2006, San Francisco Bay Area
What can be done with research ideas that seem ethically and scientifically sound but that are innovative and might not be compliant with regulations? A conference described at
http://www.csueastbay.edu/JERHRE/conference/index.html will answer that question. At the conference, unconventional new research practices that deserve to be tested, but that raise regulatory and ethical concerns in some quarters, will be examined by a panel of experts, including Dr. Bernard Schwetz, Director of the U.S. Office of Human Research Protection. Regulatory-compliant protocols for experimenting with those innovative research ideas be developed and publicized.
Be in time for early-bird rates. Deadline for submitting abstracts: April 15, 2006. FULL CASES due by May 15, 2006
CALL FOR CASE ABSTRACTS
Cases are descriptions, up to 500 words long, of a scientific and ethical problem you or others sought to solve, the barriers to such research, and any solutions attempted or considered. Cases will fall into two main categories: successful cases (innovative research ultimately approved by an IRB/RERB and carried out), and cases that were stymied for some reason in the planning stage. Both are encouraged. (See Examples of Case Topics.)
Abstracts of cases are preliminary submissions of up to 200 words in length due by April 15. Abstracts will be evaluated for appropriateness, and accepted abstracts are to be developed into full cases by May 15 . Related sets of cases will be allocated to panel members for their review prior to the conference.
Please submit case abstracts to firstname.lastname@example.org
Submission of Abstracts: Please submit your abstract in the illustrated in the following sample format, using the Online Abstract Template (doc).
Example of Abstract
Author: Mary Doe, University of Atlantis, email@example.com, (510) 333-4444
Tentative Title: Interviewing Involuntarily Committed Mentally Ill Persons
Main issue(s) involved: vulnerability, privacy
Brief description of case: Care givers need to understand the experience of being committed to psychiatric care (involuntarily) by one's family, in order to best serve this population. Interviews conducted shortly after being admitted to psychiatric care, with follow up interviews until time of release, would provide useful insights into the experience and needs of this population; and there is some evidence that such interviews would have therapeutic value. Informal conversation with such patients has revealed that they would greatly welcome an opportunity to discuss their experience and feelings about being involuntarily committed. However, IRBs/RERBs opine that such interviews would unacceptably invade privacy and exacerbate negative feelings. An opportunity to conduct such interviews and assess subjects' responses to this experience in debriefing and follow up interviews would make it possible to evaluate this risk/benefit assessment.
Academic toolkit addition
David Brake took up the challenge, still waiting for you Anya, and posted his list of do or die software at An academic's toolkit.
March 08, 2006
A friend introduced me to Joshua Kadison's music probably around 10 years ago. His thoughtful introspective lyrics with simple piano accompaniment caught my ear and have held it ever since. Well for a long time he didn't have an updated web presence, but now he does. Check out JoshuaKadison.com if you like acoustic music, free downloads available.
But it’s the context of the class?
I read these stories and I am taken aback, I teach real-world stuff. Messy stuff. And I have always been concerned about how students accept the language used online, the pictures, the themes...it's real but it's certainly not all politically correct. Especially my teen stuff...political correctness and teens, please. So then I read today's Inside Higher Ed and find George Carlin Need Not Apply.
When the semester started, Stephen E. Williams was teaching history at the Lancaster branch of Harrisburg Area Community College. But early in the semester, he stopped showing up, and his students received calls confirming the reason why: He had used the word "fuck" in class.
Officially, administrators at the college will not say why Williams was suspended or why the institution recently reached an agreement under which the tenure-track (but non-tenured) professor ceased to be an employee. But students in his classes started getting calls from officials soon after he left, asking if they had heard him swear in class.
Speaking generally, Early said, "we feel that academic freedom is essential to a high quality environment, but the use of profanity when it is not directly connected to the subject matter is something that is not covered by academic freedom." Early said that the use of profanity would be O.K. in cases such as where the words are part of the lyrics of a song being studied.
Ok now I'm would NOT classify my teaching style as "including profanity" as Williams students did in the article, not even close. When I use chat or blog examples I use the best example of the phenomena...which may include profanity, innuendo, etc. And in my advanced classes, designed but not taught at this point, students will be expected to spend time in online communities where the use of profanity and god-knows-what-else is outside my individual control, exposure is a given. *sigh* It does give a teacher pause...where is the line between teaching and protecting adults? Sorry I don't live in a politically correct world. Do you? Does anyone?
CFP - MLA The Talk of the Town: Gossip, News, and Secrets
This panel invites writers to consider how gossip and its related forms negotiate the distance between high and low culture and public and private spheres. Does gossip function as a conservative or subversive force? What happens when scandalous talk circulates in print? How do "high" literary genres (such as biography) mimic the content or strategies of "low" forms (such as scandal sheets)? Does gossip function as a trope or a threat for authorship? How can scandal be commodified--as news, talk shows, published diaries, scandal sheets, even blackmail? When a secret becomes public knowledge, whose story is it? We hope these questions serve as a springboard to generate papers from many theoretical positions and historical periods.
Please send a 500-word abstract to Dr. Paula Reiter, Mount Mary College (Milwaukee, Wisconsin), firstname.lastname@example.org by April 15, 2006.
Fourth Amendment Packing Tape from EFF
Now this is cool! The Electronic Frontier Foundation (EFF) is selling packing tape. State your personal belief on privacy and tell others to keep their hands off your stuff, all for just $8.00 a roll.
Fourth Amendment Shipping Tape Declare your right to privacy with new EFF shipping tape, and remind prying eyes to stay out of your packages, presents, suitcases, and more.
March 06, 2006
Productivity and/or creativity enhancement tools challenge
BusinessWeek recongnizes Urbanhonking
Jill Walker wins Meltzer Foundation’s prize for excellence in research dissemination - aka academic blogging
If I were ever asked to name the Grand Dame of academic blogging the name would trip lightly off my tongue...Jill Walker. Reading Jill/txt is, without a doubt, the fire that helped many academic bloggers decide to not only blog but also to blog under our own names. I have to admit I was just this side of a giddy fan when I met her in person.
In a time where people are still debating the career impact of blogging for academics - will we be passed over for hiring because we blog; and will our blogs count for something in the amazing melee that is teaching, research, and service - Jill has taught, published, moved into administration, and continued to have a personal life all of which are discussed on her blog. Now Jill's accomplishment as a blogger has been rewarded with a Meltzer Foundation prize for excellence in research dissemination through blogging. The prize includes an award of 100,000 kroner, which if the Universal Currency Converter is correct is about $16,104 (USD). Blogging has arrived as a communication tool for researchers.
Congratulations Jill, I'm sure you didn't set out on this path to pave the way for the rest of us but you have done so never the less. We thank you and keep up the good work.
March 05, 2006
A Prairie Home Companion, the movie
February 2006 Advisory Committee Report
Another month finished, another Advisory Committee Report is written. It's good to keep an accounting of what has been accomplished.
What is it with the caps for USB Drives?
Ok will someone please explain to me why USB Drives don't come with locking caps? They advertise them as being something to add to your keychain and then you lose the cap instantly. *sigh* Where is the utility of that? Sandisk 1GB Cruzer Titanium's come close with their retractable USB port...hummmmm.
Poductivity and/or creativity enhancement tools
Early last week DIYPlanner had a post on "What five items for enhancing your productivity and/or creativity can you not be without?" I hit me that this meme might be really helpful for prolurker readers, and for me when I read what y'all do to keep your productivity up. SO here are my top tools and a bit of explanation on why they make the list. p.s. I use a paper planner so there is no calendar program on this list.
- ActiveWords - ActiveWords has become such an integral part of what I do that I forgot to add it to the original draft of this list, I simply forget that it is there. ActiveWords acts as a cross-software spell checker, and a quick key program. I have key combinations set-up to then expand into full phrases or coding across programs. This is particularly useful when I'm writing up research. Repeated word phrases can be quick-keyed to cutdown on typing. There is a free trial version and I'm sure that if you try it you will buy it.
- Concetta Mindmap - one of several good mindmapping tools available. I find myself using this more and more to pull together what I need to do and what I'm thinking about. I'm not sure there is an end to what can be worked through with a mindmap. Check for academic pricing.
- CountDown Clock - keeping me on task...sometimes it's a problem in that I get sucked into what I'm doing and lose all track of time. CountDown lets me set a time limit on what you are doing and then tells you the time has expired with a message you set.
- eWallet - Remembers all of those things I don't have space for in my head - passwords, connection info for the blogs and email accounts, software license numbers, etc. Oh and it runs on palm and many cell phones too.
- GoBinder - I'm still learning this one but I see lots of value in using it for my students. I plan to have my semester plan for I101 programmed in beginning in the fall, so students can download the file directly into their GoBinder.
- Mobimate WorldMate - I first found this program when I was using a palm, now it is desktop too. WorldMate helps me schedule conference trips and keeps me on-time when I travel. It is an annual subscription but it's not very expensive if you just have the desktop version.
- UltraRecall - My digital electronic brain. I use the program as both a planning tool and an archive. I set-up my academic goals for submissions, conference, etc. a year or more in advance (depending on when conferences are announced and CFPs are issued). I archive each completed year for posterity, I have individual activities archived elsewhere so this file isn't my primary dossier. The file structure from my UR installation is shown on the right, just to give you an idea what can be done with the program. If you aren't already using a PIM or if you aren't happy with the one you have, I recommned you give UltraRecall a testdrive.
- VIP Simple To Do List - VIP is my GTD trusted location. I enter everything I have to do into VIP and set-up goals for completion. Things that don't have a current due date are entered as due on my 100th b'day. Mostly this is a sort order thing in that activities without dates are sorted before the current date rather then after, so my 100th b'day is way after today. Oh and the "Simple" version of the program is very inexpensive.
Academic recordkeeping tools
- FileMaker Pro - A recordkeeping and research tool. I'm still learning my way around it but have found it very useful in keeping my professional activities stored for monthly and annual reports.
- Movable Type - Allows me to keep my online CV up-to-date. I hacked together a pretty cool page to create a dynamic CV that I'm very proud of and will be improving as time allows.
- Scanner and tools - Indispensable, I use it to scan in dossier type stuff, conference programs, letters, etc. Also use it to manage my IRB forms so I can keep on top of my active work.
- ATLAS.ti - I have a older version of the program. After quals I have resolved that I will upgrade the program and attend a training workshop to really learn to use it.
- Concordance - Concordance is a nice simple program for doing word frequencies. I use it quite a bit when I'm doing research, helps me build the story of the data even if the results don't appear in the final paper. The company offers a 30-day free trial for personal evaluation.
- Detagger - Was a great find. It allows me to strip as much or as little HTML from pages as I need removed. Often I want to retain some of the coding as part of the study of performance, though rarely do I need all of it for analysis. Detagger gives me a lot of flexibility when doing research. I can convert picture and font tags to text then remove all remaining html to get down to the data I want. The company offers a 30-day free trial for personal evaluation.
- InfoRapid Search and Replace - I use the search most, have used the replace to cleanup old html documents in my archives. InfoRapid Search is not as powerful as Google Desktop but it doesn't have all the privacy issues either, that I like.
- Linguistic Inquiry and Word Count - LIWC is a great analysis tool. Like Concordance I use LIWC to find the story in my research. Usually I work with the default dictionaries but I am slowly building a "teen" dictonary to use as needed. Play with this tool and I'm sure you will be hooked.
- Microsoft Excel - My analysis tool of choice. What can I say I'm pretty good at programming, so I save lots of time doing data analysis in Excel.
- Microsoft Word - Where would any of us be without Word?
- Reference Manager - I keep so much in RefMgr, citations, full text of blog posts and articles, to-read-lists, it's an amazing tool. Plus it has cite-while-you-write which is wonderfully powerful.
- RocketPost - Is a powerful tool for updating and managing blogs. I have RocketPost set-up to be used with both of my blogs. It's one of those tools I use throughout the day on every computer with which I interact.
- SnagIT - SnagIT lets me grab clean screenshots for papers, and avatars for research. I seem to use it a lot to post pictures to the blogs as well as adding new desktops to the computers. It's a very handy tool I recommend it. I used it to grab the section of a screen shot from UtlraRecall you see with this post. All nice and neat.
- WinHTTrack - HTTrack is a free website archiver and offline browser. I use it to grab research materials and archive them for processing. HTTrack is the best program I have used, others for which I have paid cash didn't do as good a job in archiving and took up incredible amounts of resources while doing their work.
- WinZIP - Great for packing files for archive or for distribution among collaborators. I've tried other programs and keep coming back to WinZIP.
Ok I'm tagging three of you to get this ball rolling - David Brake, Angela Thomas, and A Learner's Space.
p.s. One of the nice things about doing a list like this periodically is you find out which of your programs have updates available. LOL Several of these were updated or plans were made to update for those that I must buy a-new.
CFP - Darwinian Perspectives on Electronic Communication
Darwinian Perspectives on Electronic Communication
A Special Issue of the Journal:
IEEE Transactions on Professional Communication
Ned Kock, Texas A&M International University http://www.tamiu.edu/~nedkock/
Guest Associate Editors:
Donald Hantula, Temple University
Stephen Hayne, Colorado State University
Gad Saad, Concordia University
Peter Todd, Indiana University at Bloomington
Richard Watson, University of Georgia
IEEE TPC Editor:
Kim S. Campbell, University of Alabama
The list below includes possible topics to be explored from a Darwinian
perspective for this Special Issue:
- Online consumer behavior on the Web.
- Electronic mating behavior, such as in Internet dating.
- Deception identification through electronic communication media.
- "Foraging" behavior by online consumers.
- Media naturalness and cognitive effort in complex group tasks.
- Trust building through electronic communication media.
- Information overload induced by Web interface design choices.
- "Flashbulb memorization" and surprise-enhanced computer-mediated learning.
- Compensatory adaptation and online learning.
- Vertical distortion and the design of electronic communication interfaces.
The topics above are not a comprehensive list of all possible topics for this Special Issue. They are provided here for illustration purposes only. Much related research has been conducted in various fields of inquiry that can serve as a basis for authors of submissions to this Special Issue. Authors are encouraged to draw on ideas from the following fields of inquiry (and related fields) while working on their submissions: sociobiology, evolutionary psychology, biological anthropology, and (to a certain extent) ethology.
Submissions to this Special Issue should address the topics above (as well as other related topics) explicitly from a Darwinian evolutionary perspective. For example, submissions addressing the topic of information overload in Web-based communication from a cognitive science perspective, but not explicitly building on a Darwinian evolutionary basis, will fall
outside the scope of this Special Issue.
Below are tentative dates for all the main steps involved in the production
and publication of the Special Issue:
- August 1, 2006: All submissions are due to the Guest Editor.
- October 15, 2006: Decisions and review comments are sent to authors.
- January 1, 2007: Revised and resubmitted manuscripts are sent back out for review.
- March 1, 2007: Final decision letters are sent to authors.
- April 1, 2007: Final manuscripts are sent to Editor for pre-publication editing.
- June 15, 2007: Special Issue goes to IEEE for publication.
- August 1, 2007: Proofs go to authors.
- September 1, 2007: Special Issue is published.
All submissions must be in English, and should represent the original work of the authors. Improved versions of papers previously published in conference proceedings are welcome, provided that no copyright limitations exist. Submissions must be made electronically via e-mail to the Guest Editor (using one of the e-mail addresses below). The manuscript should be
included as an attachment in MS Word or RTF format.
Preferred e-mail address for submission:
Alternative e-mail address for submission:
Manuscripts should ideally be between 4000 and 6000 words in length.
Submissions should include the following:
- In the subject of the e-mail message: the text "IEEE TPC submission by:" followed by the last names of the co-authors - e.g., "IEEE TPC Submission by: Rodriguez, Choi, and Wright".
- In the body of the e-mail message, for each author: Name, university/organization affiliation, e-mail, mailing address, and phone/fax numbers. Please indicate who the contact author for the submission is.
- Also in the body of the e-mail message: the names and full contact information of at least two suggested reviewers, who should be "neutral" (e.g., no former advisors or students please), followed by a statement to the effect that there is no conflict of interest between the suggested reviewers and any of the co-authors.
- In the manuscript submission: Submission title, an abstract of the submission, keywords, the main body of the submission, and references. Please do not include the names of the authors in the manuscript, or any information that would allow for their identification. Reviews will be blind.
The submission review process will be managed through e-mail. The receipt of submissions will be quickly confirmed by e-mail. Submissions should follow the bibliography style guidelines for IEEE Transactions on Professional Communication (see URL below), or the APA referencing style. All accepted submissions will have to comply with the bibliography style guidelines for IEEE Transactions on Professional Communication. http://ieeepcs.org/activities_publications_transactions.php Information on camera-ready copy preparation will be provided to authors upon acceptance.
March 04, 2006
Informatics Goes Global: Methods at a Crossing Conference
I'm spending the day at Informatics Goes Global: Methods at a Crossing Conference at Indiana University. A good way to broaden my view of Informatics and ICTs in the developing world.
March 03, 2006
Viral Marketing Experiment
Last week I joined many other blogs in announcing a great software deal under Confessions of a software junkie. Today Hamid Shojaee, CEO of Axosoft, posted a very interesting discussion of viral marketing, How Axosoft Sold $1.3 Million Worth of Software in 3 Days.
A portion of the blogosphere had Axosoft centered in its crosshairs, and we were feeling it. By noon, orders reached 300 - doubling over the previous 2 hours. By 5 o'clock over 700 units of OnTime STE had zoomed out the door. The entire office was buzzing with talk about units sold and site traffic. Emails were flying back and forth, linking to newly discovered blog stories.
Mary Gray Colloquia Slides
On February 17th I attended Mary L. Gray's Rob Kling Center for Social Informatics Colloquium, Mary is a faculty member in the Department of Communication and Culture at Indiana University. Her talk was entitled You Can't Do That! The Pragmatics and Ethics of Ethnographic Approaches To New Media Research (ppt files). The "You Can't Do That!" is that wonderful phrase all of us that work with minors have heard from an IRB at one time or another. The talk was videotaped, so I will have to find the link and share it here.
From the beginning of my research on new media use among queer and questioning rural youth, my Institutional Review Board's (IRB) investments in the appearance of distance, objectivity, and propriety were palpable. Each review of my IRB proposal came back with recommended tweaks to my research design that revealed little knowledge or experience dealing with material realities that define many rural communities. Requested revisions also spoke to the then (arguably current) uncertainty of how to conceptualize and regulate the Internet as a "field site." This discussion offers a detailed review of how my project's methodological approach uses information communication technologies (ICTs) as both tools and sites of ethnographic research. I show how the approach I took connects to and departs from the broader literature on studies of rurality, identity, and research of queer youth sexualities and genders. I move from the particularities of my investigation as it developed in the field to a brief overview of some of the dilemmas ethnographic studies of new media and sexuality face in defining a clear object of study. Earlier studies are examined to show how the implications of framing the unit of analysis as "new" and "sexual" played out in the research design of my investigations. The third and final part of this presentation explores what I call the "plasticity of vulnerability": the construction of youth (among a growing list of subjects) as vulnerable. This construction of youth-as-vulnerable is mapped through an analysis of the IRB approval process for this project. I unravel any presumptions of moral clarity and ethically driven structure to the research protocols built into this study. Instead, I scrutinize the politics and assumptions that led to the ad-hoc tailoring of ethical stipulations, by me and through campus IRB mandate. The IRB's imagining of rural places and queer youth as calling for "special accommodations" played a significant role in the decisions of who to include in this study and how to go about gathering their stories. The IRB process for this research casts an argument for deeper reflection on the critical role negotiations of methods, ethics, and politics play in constructing scientific knowledge about queer and questioning youth.
March 01, 2006
Indiana does DST in 2006
Oh my goodness, I just received an email reminder from the university that:
Daylight Saving Time changes coming April 2. This spring, most Indiana counties will observe Daylight Saving Time (DST) for the first time since 1970. In 2006, DST begins at 2am on the first Sunday in April (April 2), and ends at 2am on the last Sunday in October (October 29).
Ok now for most of the world this is no big deal but for Indiana it is groundbreaking. You see we have been one of only three states in the good old US of A that didn't do Daylight Savings Time. Microsoft even had a special category for us under "time zone" (GMT -05:00 Indiana (East)). Now we have to run around the house resetting everything from Indiana time to standard eastern time. This is going to be so weird.