Thursday, September 01, 2005
Hurricane Katrina - Wikipedia, the free encyclopedia
Tuesday, August 30, 2005
Technorati: Home
Saturday, August 27, 2005
Jester: The On-Line Joke Recommender
Friday, August 26, 2005
UHS: The Longest Journey Hints
Wednesday, August 24, 2005
Neuromancer
Neuromancer 2.0: A Game
Technolgy in Mary Shelley's Frankenstein and William Gibson's Neuromancer
Neuromancer entry in Wikipedia, the free encyclopedia
Study Guide for William Gibson: Neuromancer (1984)
MoveOn.org: Democracy in Action
Democracy For America
Tuesday, August 23, 2005
Kubrick 2001: The space odyssey explained
Monday, August 22, 2005
Exmple Site: Radius
Wednesday, August 17, 2005
Wednesday, August 10, 2005
Monday, August 08, 2005
Ask Dave Taylor!
Sunday, August 07, 2005
Virtual Reality Treatment
Tuesday, July 26, 2005
Barbara Feldman: Internet Publishing Resources
Sunday, July 24, 2005
Total Training presents: The Essentials of Adobe Audition 1.5 with Jason Levine
Friday, July 22, 2005
Sothink Web Page Templates
Wednesday, July 20, 2005
BBC - OpenSource
Sunday, July 17, 2005
MIT OpenCourseWare
College and University Distance Learning Programs
Saturday, July 16, 2005
Friday, July 15, 2005
A Pattern Language - Menu of Patterns
Thursday, July 14, 2005
Dartmouth News Center: RSS
Tuesday, July 12, 2005
Understanding MARC Bibliographic: Machine-Readable Cataloging
Sunday, July 10, 2005
Tweakheadz
Friday, July 08, 2005
RSS Submissions
Thursday, July 07, 2005
JazzPlusPlus Midi Sequencer
MarcEdit
LiveJournal: Theatre of the Mind's Journal
FlashFavorite
Podcast Software - The best in their class!
Wednesday, July 06, 2005
New American Radio
or distributed works:
• conceptual new drama
• associational documentary
• language explorations
• sonic meditations
• environmental compositions
• musical explorations
• works that pioneer new
• dimensions in acoustic space
• a primer of radio art-making in America"
Monday, July 04, 2005
Salt Institute for Documentary Studies - Fall 2004 Radio Pieces
Salt Institute for Documentary Studies
"We try to make something extraordinary out of the ordinary. We seek to capture a moment in the lives of people around us, and to do justice to that moment. To do so, we work long hours at honing our craft. Some people say we're intense. We keep trying. Our shooting might be a split-second off. Our words won't quite describe what we mean. The sound editing will be cumbersome. So we go back to work again. As many times as are needed. There are no competitors here. There is no "right" way of doing things. We try to help each other step beyond the merely good. We don't fit into any neat categories. We combine discipline and imagination, breadth and detail. When we succeed in what we're doing, we sit back for a minute view and listen to what we've created."
RSS Workshop - a Tutorial
6X6X6 Netscape Color Palette Map
Two4U's Color page
How-To: Podcasting - Engadget (vintage)
Podcasting - Wikipedia (vintage)
Colonial Williamsburg: Past to Present: Podcasts
Friday, July 01, 2005
Wednesday, June 15, 2005
PREP workshop on Quantitative Literacy
He cited four core concepts that their approach considers central:
- Arithmetic comparisons ("% more than")
- Ratios (percentages, rates, probability, risk/chance)
- Comparisons of ratios ("more likely", "more prevalent")
- Standardizing (comparing apples to apples)
Questions that come up that students should be able to cope with include:
- What is the metric?
- Difference between "percentage change" and "percentage point difference"
- Students should recognize the difference between "the percent of men who are runners" and "the percent of men among runners" -- they should understand which is the pie and which is the slice.
- Students should recognize when a statement containing a statistic or percentage is a prediction and when it is a confirmation of something already known.
- Students whould understand ways in which confounding factors help to create misimpressions. They should learn to spot confounders.
The idea is always to focus on numbers in conext, asking "what are the vulnerabilities of a given statistic?" Sheild suggested that students "take CARE" -- that is -- methodically inspect for Confounding factors, ask how the nyumber was Assembled (what's the data, what's the calculation, how were cases selected), and should understand that they can guard against randomness with a large sample. Finally, students should be alert to measurement Error and/or Bias.
I also learned about something called Simpson's Paradox -- an arithmetic situation in which a comparison can favor one side consistently in "partial" explorations of data, but the other other side can have the best record "overall" -- e.g., two batters -- one has a higher batting average in each of five games, while the other has a higher batting average overall. It happens.
Schield says he thinks the two most important groups to touch with this stuff are people who will go on to touch others -- he focuses on journalists and teachers. Journalism students, and education students or teachers in training.
By September 15 I plan to: develop a module for COM314 that teaches critical use of numbers in news stories. Moreover, I will engineer it so my third year review sessions have this going on, and in that way I can unobstrusively demonstrate both the value of doing this, and a way to do it, to my colleagues in Humanities.
Related Links to check out:
Friday, May 27, 2005
Netfit
Tuesday, May 24, 2005
Computer-Mediated Communications Networks and the Organizational Life of Schools
I published this article in 1996 in John December's Computer Mediated Communications Magazine. It uses theory presented in Reframing Organizations to explore the potential impact of computer-mediated communications networks on the structural, human resources, symbolic and political dimensions of school life.