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    <title>Information Landscapes</title>
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   <id>tag:www2.evergreen.edu,2006:/blogs/programs/infoland/15</id>
    <link rel="service.post" type="application/atom+xml" href="http://www2.evergreen.edu/mt/mt-atom.cgi/weblog/blog_id=15" title="Information Landscapes" />
    <updated>2006-07-03T22:55:55Z</updated>
    
    <generator uri="http://www.sixapart.com/movabletype/">Movable Type 3.2</generator>
 
<entry>
    <title>Technology as Inquiry</title>
    <link rel="alternate" type="text/html" href="http://www2.evergreen.edu/blogs/programs/infoland/2006/07/technology_as_inquiry.html" />
    <link rel="service.edit" type="application/atom+xml" href="http://www2.evergreen.edu/mt/mt-atom.cgi/weblog/blog_id=15/entry_id=3688" title="Technology as Inquiry" />
    <id>tag:www2.evergreen.edu,2006:/blogs/programs/infoland//15.3688</id>
    
    <published>2006-07-03T22:28:46Z</published>
    <updated>2006-07-03T22:55:55Z</updated>
    
    <summary>Here&apos;s an interesting discussion of what technology is and is not - from a philosophical/epistemological perspective. First - a letter to the editor critiquing an article from the Chronicle of Higher Education. Then a citation to the article itself, which...</summary>
    <author>
        <name>unselj</name>
        
    </author>
            <category term="Cool stuff" />
    
    <content type="html" xml:lang="en" xml:base="http://www2.evergreen.edu/blogs/programs/infoland/">
        <![CDATA[<p>Here's an interesting discussion of what technology is and is not - from a philosophical/epistemological perspective.</p>

<p><strong>First - a letter to the editor critiquing an article from the Chronicle of Higher Education.  Then a citation to the article itself, which has an impoverished and very common understanding of what computer technology is.</strong></p>]]>
        <![CDATA[<p>Text of Letter - Hickman, Larry A, Chronicle of Higher Education; 2/10/2006, Vol. 52 Issue 23, pB17-B18, 2p.</p>

<p>"TO THE EDITOR:</p>

<p>As someone who has followed the career of Vartan Gregorian with great admiration, I was more than a little surprised when I read his gloss on John Dewey's "mistaken" understanding of technology ("Grounding Technology in Both Science and Significance," Information Technology, December 9). Mr. Gregorian writes that Dewey "mistakenly believed that the impact of science and technology was limited to the 'outward' forms of our civilization." Moreover, he "did not see science and technology as having a transforming influence on our thoughts and purposes."</p>

<p>Quite the opposite is true. In the passage from Philosophy and Civilization that Mr. Gregorian cites, Dewey was merely complaining that the technosciences, as of 1931, had not sufficiently progressed in terms of their potential for service to humanity.</p>

<p>In "What I Believe," however, written the previous year, he described that potential. "'Technology,'" he wrote, "signifies all the intelligent techniques by which the energies of nature and man are directed and used in satisfaction of human needs; it cannot be limited to a few outer and comparatively mechanical forms. In the face of its possibilities, the traditional conception of experience is obsolete."</p>

<p>This remark distills Dewey's understanding of technology. First, it differentiates technology from mere tools and techniques: Technology is inquiry into tools and techniques in the same sense in which biology is inquiry into forms of life. Second, technology is not value free, but instead a means of ascertaining whether what is simply valued can be proven to be valuable.</p>

<p>Third, contrary to the position advanced by Mr. Gregorian, technology is not a "derivative" of science. The sciences are specialized forms of practice whose successes since the 17th century have been due to their systematic adoption of technology. Dewey thus provided a rich understanding of technology that has not so far been sufficiently understood or appropriated."</p>

<p><strong>Next - the citation to the original article - Gregorian, Vartan. Chronicle of Higher Education; 12/9/2005, Vol. 52 Issue 16, pB3-B5, 3p.  And a little commentary of my own.</strong></p>

<p>This article is short and readable - and it presents the world wide web - and computers as the access point - simply in terms of providing information access.  The author goes on to discuss the epistemological and social consequences of the increased access.  He sees the influence that information access can have on knowledge production and exchange.  But he doesn't see the value of increased information itself.  In fact, he sees peril.</p>

<p>He displays a bias against "information" as somehow inferior to "knowledge".  Information is crude oil, while knowledge is premium gasoline.  Information is corn mash, while knowledge is fine sippin' whiskey.  Information is second-class, mass-produced, cheap wal-mart stuff, while knowledge is Dolce and Gabbana all the way.  This attitude is starting to get to me.  It reminds me of people who know how to use a microwave, and because of that, think that's the limits of what you can do with heat.</p>]]>
    </content>
</entry>
<entry>
    <title>Summer Film Series Ideas</title>
    <link rel="alternate" type="text/html" href="http://www2.evergreen.edu/blogs/programs/infoland/2006/06/summer_film_series_ideas.html" />
    <link rel="service.edit" type="application/atom+xml" href="http://www2.evergreen.edu/mt/mt-atom.cgi/weblog/blog_id=15/entry_id=2870" title="Summer Film Series Ideas" />
    <id>tag:www2.evergreen.edu,2006:/blogs/programs/infoland//15.2870</id>
    
    <published>2006-06-11T22:45:32Z</published>
    <updated>2006-06-11T22:47:13Z</updated>
    
    <summary>Here&apos;s a couple of film series ideas. Pick an option, try combinations, or suggest something completely different. Options...</summary>
    <author>
        <name>unselj</name>
        
    </author>
            <category term="Cool stuff" />
    
    <content type="html" xml:lang="en" xml:base="http://www2.evergreen.edu/blogs/programs/infoland/">
        <![CDATA[<p>Here's a couple of film series ideas.  Pick an option, try combinations, or suggest something completely different.</p>

<p><a href="http://www2.evergreen.edu/blogs/programs/infoland/quest.html" onclick="window.open('http://www2.evergreen.edu/blogs/programs/infoland/quest.html','popup','width=960,height=542,scrollbars=no,resizable=no,toolbar=no,directories=no,location=no,menubar=no,status=no,left=0,top=0'); return false">Options</a><br />
</p>]]>
        
    </content>
</entry>
<entry>
    <title>Mind your p&apos;s and q&apos;s</title>
    <link rel="alternate" type="text/html" href="http://www2.evergreen.edu/blogs/programs/infoland/2006/06/mind_your_ps_and_qs.html" />
    <link rel="service.edit" type="application/atom+xml" href="http://www2.evergreen.edu/mt/mt-atom.cgi/weblog/blog_id=15/entry_id=2866" title="Mind your p's and q's" />
    <id>tag:www2.evergreen.edu,2006:/blogs/programs/infoland//15.2866</id>
    
    <published>2006-06-11T16:54:37Z</published>
    <updated>2006-06-11T16:59:53Z</updated>
    
    <summary>Check out this article from the NYT about employers checking out applicants online. Some motherly advice - watch what you put on the internet. Conversely, a question - should you have to watch what you put on the internet? More...</summary>
    <author>
        <name>unselj</name>
        
    </author>
    
    <content type="html" xml:lang="en" xml:base="http://www2.evergreen.edu/blogs/programs/infoland/">
        <![CDATA[<p>Check out this article from the <a href="http://www.nytimes.com/2006/06/11/us/11recruit.html?hp&ex=1150084800&en=3886d00a08e539b5&ei=5094&partner=homepage">NYT</a> about employers checking out applicants online.</p>

<p>Some motherly advice - watch what you put on the internet.</p>

<p>Conversely, a question - should you have to watch what you put on the internet?</p>

<p>More motherly advice - put your name on your academic sites so they'll come up for the edification of your prospective employers.</p>]]>
        
    </content>
</entry>
<entry>
    <title>Nanotech Sensors Afford Robots A Light Touch </title>
    <link rel="alternate" type="text/html" href="http://www2.evergreen.edu/blogs/programs/infoland/2006/06/nanotech_sensors_afford_robots.html" />
    <link rel="service.edit" type="application/atom+xml" href="http://www2.evergreen.edu/mt/mt-atom.cgi/weblog/blog_id=15/entry_id=2851" title="Nanotech Sensors Afford Robots A Light Touch " />
    <id>tag:www2.evergreen.edu,2006:/blogs/programs/infoland//15.2851</id>
    
    <published>2006-06-10T13:48:07Z</published>
    <updated>2006-06-10T14:04:14Z</updated>
    
    <summary>People at the University of Nebraska have announced they&apos;ve coated robot hands with a pressure sensitive, light emitting film of some kind that renders the sensitivity of human touch. They say that this will enable robots to do many things...</summary>
    <author>
        <name>unselj</name>
        
    </author>
            <category term="Cool stuff" />
    
    <content type="html" xml:lang="en" xml:base="http://www2.evergreen.edu/blogs/programs/infoland/">
        <![CDATA[<p>People at the University of Nebraska have announced they've coated robot hands with a pressure sensitive, light emitting film of some kind  that renders the sensitivity of human touch.  They say that this will enable robots to do many things that human beings do, including medical surgeries.</p>

<p><a href="http://www.extremetech.com/article2/0,1697,1974249,00.asp">http://www.extremetech.com/article2/0,1697,1974249,00.asp</a></p>

<p>In a related matter - check out the latest, hottest trend .... video blogging.</p>

<p><a href="http://www.helloworld.com/US/defaultwww.aspx?ID=www">http://www.helloworld.com/US/defaultwww.aspx?ID=www</a></p>

<p>I have GOT to get a web cam.</p>

<p>And don't forget - URLs and grafitti show the bleed through of the matrix.  </p>]]>
        
    </content>
</entry>
<entry>
    <title>Potluck</title>
    <link rel="alternate" type="text/html" href="http://www2.evergreen.edu/blogs/programs/infoland/2006/06/potluck.html" />
    <link rel="service.edit" type="application/atom+xml" href="http://www2.evergreen.edu/mt/mt-atom.cgi/weblog/blog_id=15/entry_id=2812" title="Potluck" />
    <id>tag:www2.evergreen.edu,2006:/blogs/programs/infoland//15.2812</id>
    
    <published>2006-06-06T22:56:00Z</published>
    <updated>2006-06-06T22:57:54Z</updated>
    
    <summary>Hey, hey, everybody! Sign up for what you want to bring to the potluck on Friday here! I choose...cookies! Take it away, class....</summary>
    <author>
        <name>Evan</name>
        
    </author>
    
    <content type="html" xml:lang="en" xml:base="http://www2.evergreen.edu/blogs/programs/infoland/">
        <![CDATA[<p>Hey, hey, everybody!  Sign up for what you want to bring to the potluck on Friday here!  I choose...cookies!</p>

<p>Take it away, class.</p>]]>
        
    </content>
</entry>
<entry>
    <title>Scholarship on the Web</title>
    <link rel="alternate" type="text/html" href="http://www2.evergreen.edu/blogs/programs/infoland/2006/06/scholarship_on_the_web.html" />
    <link rel="service.edit" type="application/atom+xml" href="http://www2.evergreen.edu/mt/mt-atom.cgi/weblog/blog_id=15/entry_id=2809" title="Scholarship on the Web" />
    <id>tag:www2.evergreen.edu,2006:/blogs/programs/infoland//15.2809</id>
    
    <published>2006-06-06T22:08:06Z</published>
    <updated>2006-06-06T22:10:03Z</updated>
    
    <summary>Here&apos;s a wonderful resource about managing &amp; presenting footnotes and endnotes on websites using CSS. http://www.archiva.net/footnote/index.htm...</summary>
    <author>
        <name>amy</name>
        
    </author>
    
    <content type="html" xml:lang="en" xml:base="http://www2.evergreen.edu/blogs/programs/infoland/">
        <![CDATA[<p>Here's a wonderful resource about managing & presenting footnotes and endnotes on websites using CSS.<br />
<a href="http://www.archiva.net/footnote/index.htm">http://www.archiva.net/footnote/index.htm</a></p>]]>
        
    </content>
</entry>
<entry>
    <title>Class Cyborg Photo</title>
    <link rel="alternate" type="text/html" href="http://www2.evergreen.edu/blogs/programs/infoland/2006/05/class_cyborg_photo_1.html" />
    <link rel="service.edit" type="application/atom+xml" href="http://www2.evergreen.edu/mt/mt-atom.cgi/weblog/blog_id=15/entry_id=2496" title="Class Cyborg Photo" />
    <id>tag:www2.evergreen.edu,2006:/blogs/programs/infoland//15.2496</id>
    
    <published>2006-05-23T22:26:03Z</published>
    <updated>2006-05-23T22:26:20Z</updated>
    
    <summary>View image...</summary>
    <author>
        <name>amy</name>
        
    </author>
    
    <content type="html" xml:lang="en" xml:base="http://www2.evergreen.edu/blogs/programs/infoland/">
        <![CDATA[<p><a href="http://www2.evergreen.edu/blogs/programs/infoland/class_cyborgs.html" onclick="window.open('http://www2.evergreen.edu/blogs/programs/infoland/class_cyborgs.html','popup','width=1000,height=480,scrollbars=no,resizable=no,toolbar=no,directories=no,location=no,menubar=no,status=no,left=0,top=0'); return false">View image</a><br />
</p>]]>
        
    </content>
</entry>
<entry>
    <title>New photoshop fun!</title>
    <link rel="alternate" type="text/html" href="http://www2.evergreen.edu/blogs/programs/infoland/2006/05/new_photoshop_fun.html" />
    <link rel="service.edit" type="application/atom+xml" href="http://www2.evergreen.edu/mt/mt-atom.cgi/weblog/blog_id=15/entry_id=2492" title="New photoshop fun!" />
    <id>tag:www2.evergreen.edu,2006:/blogs/programs/infoland//15.2492</id>
    
    <published>2006-05-23T21:15:08Z</published>
    <updated>2006-05-23T21:20:33Z</updated>
    
    <summary>Similiar to the Renaissance Robot mod photoshop contest, here is the RenMonster mod: Renaissance Monster Mod...</summary>
    <author>
        <name>halaus05</name>
        
    </author>
            <category term="Cool stuff" />
    
    <content type="html" xml:lang="en" xml:base="http://www2.evergreen.edu/blogs/programs/infoland/">
        <![CDATA[<p>Similiar to the Renaissance Robot mod photoshop contest, here is the RenMonster mod:</p>

<p><a href="http://www.worth1000.com/cache/contest/contestcache.asp?contest_id=10374&display=photoshop#entries">Renaissance Monster Mod</a></p>]]>
        
    </content>
</entry>
<entry>
    <title>The Library of Babel</title>
    <link rel="alternate" type="text/html" href="http://www2.evergreen.edu/blogs/programs/infoland/2006/05/the_library_of_babel.html" />
    <link rel="service.edit" type="application/atom+xml" href="http://www2.evergreen.edu/mt/mt-atom.cgi/weblog/blog_id=15/entry_id=2168" title="The Library of Babel" />
    <id>tag:www2.evergreen.edu,2006:/blogs/programs/infoland//15.2168</id>
    
    <published>2006-05-09T22:03:21Z</published>
    <updated>2006-05-09T22:55:28Z</updated>
    
    <summary> &quot;The Library of Babel&quot; represents all the trademark attributes of a Borges story. The first is that the story itself is only about 10 pages in length, yet the style of writing is dense and picked with different ideas,...</summary>
    <author>
        <name>Evan</name>
        
    </author>
    
    <content type="html" xml:lang="en" xml:base="http://www2.evergreen.edu/blogs/programs/infoland/">
        <![CDATA[<div align="center"><img src="http://academic.evergreen.edu/w/whieva24/Escher_circle_limit_1.jpeg" width="322" height="326" border="0"></div>

<p>"The Library of Babel" represents all the trademark attributes of a Borges story.  The first is that the story itself is only about 10 pages in length, yet the style of writing is dense and picked with different ideas, allusions, and enigmatic, self-contained references (such as the "Crimson Hexagon").  Borges often wrote his stories as if the universes he depicted existed before he wrote about them and would continue to exist after.  In fact, one of his favorite ideas was an imaginative reality becoming so popular and ubiquitous that it would replace the current reality (such as "Tlon").  Another trademark attribute of "The Library of Babel" is that it represents a mathematical concept (such as infinity) through language.  Borges is often compared to Escher, as both artists repeatedly sought to represent infinity in different art forms.  One website theorized that the above painting by Escher, imagined as a sphere, could be thought of as a visualization of the world of "The Library of Babel."</p>

<p>In "The Library of Babel," the universe is depicted as a series of hexagonal, interconnected rooms, all containing the same amount of books, each containing the same amount of characters.  Eventually, it is discovered that no two books are the same and the universe itself is composed of all the possible variations of text.  If we do some simple math, 410 pages * 40 lines * 40 characters = 1,312,000 characters.  Each position of each character has 25 different possibilities.  So 25^1,312,000 is the number of possible books.  As has been pointed out again and again, this is a number which makes the number of atoms in the universe microscopic. </p>

<p>The inhabitants of Borges' universe become obsessed with finding the book that will predict their future or decipher the universe.  Madness ensues, as the sheer amount of books means that no one will ever find the one they want.  In addition, even if they found a book catered to them, there is no way to know whether or not it was factual, given the amount of books that would contain false predictions.  The overriding irony is that, since all variations are contained, each book has a corresponding translation book that would assign it meaning.  Yes, Borges was way ahead of the postmodern curve. </p>

<p>In 1621, Oxford University scholar, mathematician, and St. Thomas Church vicar Robert Burton wrote The Anatomy of Melancholy.  A confessed melancholic himself, Burton intended his book to be a study of depression throughout the ages and various beneficial remedies.  The quote that prefaces "The Library of Babel" ("By this art you may contemplate the variation of the 23 letters...") is from the section on mental exercise, specifically mathematics.  Burton writes, </p>

<blockquote>
let him demonstrate a proposition in euclid, in his five last books, extract a square root, or study algebra: than which, as Clavius holds, 'in all human discsiplines nothing can be more excellent and pleasant, so abstruse and recondite, so bewitching, so miraculous, so ravishing, so easy withal and full of delight,'…  By this means you may define ex ungue leonem, as the diverb is, by his thumb alone the bigness of Hercules, or the true dimensions of the great Colossus, Solomon’s temple, and Domitian’s amphitheatre out of a little part.  By this art you may contemplate the variation of the twenty-three letters, which may be so infinitely varied, that the words complicated and deduced thence will not be contained within the compass of the firmament; ten words may be varied 20,320 several ways: by this art you may examine how many men may stand one by another in the whole superficies of the earth, some say 148,456,800,000,000, assigning a square foot to each; how many men, supposing all the world as habitable as France, as fruitful and so long-lived, may be born in 60,000 years; and so may you demonstrate with Archimedes how many sands the mass of the whole world might contain if all sandy, if you did not but first know how much a small cube as big as a mustard-seed might hold; with infinite such.  But in all nature what is there so stupend as to examine and calculate the motion of the planets, their magnitudes, apogeums, perigeums, eccentricities, how far distant from the earth, the bigness , thickness, compass of the firmament, each star, with their diameters and circumference, apparent area, superficies, by those curious helps of glases, astrolabes, sextants, quadrants, of which Tycho Brahe in his Mechanics, optics (divine optics), arithmetic, geometry, and such-like arts and instruments? 
</blockquote>

<p>Shortly before this passage , Burton comments on the bible as a cure for melancholy, writing </p>

<blockquote>
    Nay, what shall the Scripture itself?—which is like an apothecary’s shop, wherein are all remedies for all infirmities of mind, purgatives, cordials, alteratives, corroboratives, lenitives, etc. 'Every disease of the soul,' saith Austin, 'hath a peculiar medicine in the Scripture; this only is required, that the sick man take the potion which God hath already tempered.'  Gregory calls it 'a glass wherein we may see all our infirmities,'
</blockquote>

<p>These two themes are found in "The Library of Babel."  The first is the idea that any conceptualization of the universe can only exist in our thoughts, as the actual size would be much too big for us to measure.  Mathematics allows us to envision the unimaginable, using relativity (of size, not general relativity).  The second is the idea that reading (specifically, reading the Bible) leads to an infinite variety of interpretations, with each reader using his own life and reading experiences as a rosetta stone to seek a possible "cure".  This would become the foundation of postmodern literary theories. </p>

<p>In our internet age, "The Library of Babel" certainly seems prescient.  We now have instant accsess to more information than we could ever possibly read in a lifetime.  As a result, "Babel" is often called upon as an example of information overload.  One interesting thing about computers, is that, now people have actually created working models of "The Library of Babel" with the aid of computer programming.  Computers have made possible what once purely existed in thought.  Below is a computer rendered depiction of what one of the chambers might look like and a link to the library itself.</p>

<div align="center"><img src="http://academic.evergreen.edu/w/whieva24/babel.jpg" width="750" height="500" border="0"></div>

<p><a href="http://www.tlon.com/TLibrary_F/simBabel.html">Library of Babel simulation</a></p>]]>
        
    </content>
</entry>
<entry>
    <title>Do your homework or I&apos;ll kick your ass.</title>
    <link rel="alternate" type="text/html" href="http://www2.evergreen.edu/blogs/programs/infoland/2006/05/do_your_homework_or_ill_kick_y.html" />
    <link rel="service.edit" type="application/atom+xml" href="http://www2.evergreen.edu/mt/mt-atom.cgi/weblog/blog_id=15/entry_id=2049" title="Do your homework or I'll kick your ass." />
    <id>tag:www2.evergreen.edu,2006:/blogs/programs/infoland//15.2049</id>
    
    <published>2006-05-05T02:07:22Z</published>
    <updated>2006-05-05T04:30:23Z</updated>
    
    <summary></summary>
    <author>
        <name>unselj</name>
        
    </author>
    
    <content type="html" xml:lang="en" xml:base="http://www2.evergreen.edu/blogs/programs/infoland/">
        <![CDATA[<p><img alt="roboteacher.jpg" src="http://www2.evergreen.edu/blogs/programs/infoland/roboteacher.jpg" width="500" height="291" /></p>]]>
        <![CDATA[<p><strong>I MEAN IT!  </strong></p>

<p><img alt="smallkickass.jpg" src="http://www2.evergreen.edu/blogs/programs/infoland/smallkickass.jpg" width="500" height="294" /></p>]]>
    </content>
</entry>
<entry>
    <title>Virtual Inequality - IT and social research </title>
    <link rel="alternate" type="text/html" href="http://www2.evergreen.edu/blogs/programs/infoland/2006/05/virtual_inequality_social_rese.html" />
    <link rel="service.edit" type="application/atom+xml" href="http://www2.evergreen.edu/mt/mt-atom.cgi/weblog/blog_id=15/entry_id=1943" title="Virtual Inequality - IT and social research " />
    <id>tag:www2.evergreen.edu,2006:/blogs/programs/infoland//15.1943</id>
    
    <published>2006-05-02T04:11:17Z</published>
    <updated>2006-05-02T16:57:28Z</updated>
    
    <summary>Our book for this week mentions lots of interesting things. Favorite quotes - &quot;Technical competence and information literacy, though linked, represent distinct skill sets within the overarching idea of technological literacy. As skill sets, they should transcend operating system platforms,...</summary>
    <author>
        <name>unselj</name>
        
    </author>
    
    <content type="html" xml:lang="en" xml:base="http://www2.evergreen.edu/blogs/programs/infoland/">
        <![CDATA[<p>Our book for this week mentions lots of interesting things.</p>

<p>Favorite quotes - </p>

<p>"Technical competence and information literacy, though linked, represent distinct skill sets within the overarching idea of technological literacy.  As skill sets, they should transcend operating system platforms, software programs, computer makes andmodels, and database interfaces."  Virtual Inequality, 40.</p>

<p>"Information technology requires a set of computer-specific skills that we call technical competencies, but many uses of the Internet also demand more general information literacy, rooted in basic literacy."  Virtual Inequality, 54.</p>

<p>"The Internet combines the audiovisual components of traditional forms of media such as newspaper and television with the interactivity and speed of telephone and mail.  It facilitates flexibility, allowing individuals to choose what information to access and when to access it.  Technology also permits users to exchange large amounts of information quickly, regardless of distance."  Virtual Inequality, 87.</p>

<p>Here are some of the data sources the authors use - </p>]]>
        <![CDATA[<p><a href="http://www.ntia.doc.gov/reports/anol/index.html">A Nation Online</a> - the Department of Commerce report that the Bush admin used to justify closing the TOP and CTC programs.</p>

<p><a href="http://www.umich.edu/~nes/">American National Election Studies</a> - ANES - a social research project at the University of Michigan since 1948.</p>

<p>Pew Charitable Trust <a href="http://www.pewinternet.org/">Internet and American Life Project</a> - dissed by these authors but respected by many others</p>

<p>US Department of Education CTC (community technology centers) program, <a href="http://www.americaconnects.net/">America Connects</a></p>

<p>US Department of Commerce 2003 <a href="https://www.esa.doc.gov/2003.cfm">Digital Economy</a> report that determined the digital economy is no longer "emerging" but is already here</p>

<p>US Labor Secretary's Commission on Achieving Necessary Skills <a href="http://wdr.doleta.gov/SCANS/">SCANS</a> - the Labor dept's advice for workers</p>

<p>US Department of Labor <a href="http://www.jobsearch.org/common?action=about_us">America's Job Bank</a> - the biggest jobs site on the web</p>

<p><a href="http://www.firstgov.gov/">First Gov</a> - US Govt citizen Portal to public and federal information</p>]]>
    </content>
</entry>
<entry>
    <title>Here&apos;s my cyborg</title>
    <link rel="alternate" type="text/html" href="http://www2.evergreen.edu/blogs/programs/infoland/2006/04/heres_my_cyborg.html" />
    <link rel="service.edit" type="application/atom+xml" href="http://www2.evergreen.edu/mt/mt-atom.cgi/weblog/blog_id=15/entry_id=1883" title="Here's my cyborg" />
    <id>tag:www2.evergreen.edu,2006:/blogs/programs/infoland//15.1883</id>
    
    <published>2006-04-28T23:01:10Z</published>
    <updated>2006-05-02T16:39:41Z</updated>
    
    <summary>Cyborgggggg!...</summary>
    <author>
        <name>Kelsie Pottenger</name>
        
    </author>
    
    <content type="html" xml:lang="en" xml:base="http://www2.evergreen.edu/blogs/programs/infoland/">
        <![CDATA[<p>Cyborgggggg!</p>]]>
        <![CDATA[<p><img alt="cyborg1.gif" src="http://www2.evergreen.edu/blogs/programs/infoland/cyborg1.gif" width="432" height="301" /></p>]]>
    </content>
</entry>
<entry>
    <title>The Feeling of Power</title>
    <link rel="alternate" type="text/html" href="http://www2.evergreen.edu/blogs/programs/infoland/2006/04/the_feeling_of_power.html" />
    <link rel="service.edit" type="application/atom+xml" href="http://www2.evergreen.edu/mt/mt-atom.cgi/weblog/blog_id=15/entry_id=1875" title="The Feeling of Power" />
    <id>tag:www2.evergreen.edu,2006:/blogs/programs/infoland//15.1875</id>
    
    <published>2006-04-28T17:54:21Z</published>
    <updated>2006-04-28T18:41:38Z</updated>
    
    <summary>The Feeling of Power, by Isaac Asimov. Whenever I took a math class, and I know I&apos;m not alone in this, I would frequently bother my teachers with &quot;why do I have to learn long division, or fractions, or multiplication,...</summary>
    <author>
        <name>halaus05</name>
        
    </author>
            <category term="etext Presentation" />
    
    <content type="html" xml:lang="en" xml:base="http://www2.evergreen.edu/blogs/programs/infoland/">
        <![CDATA[<p><a href="http://downlode.org/etext/power.html">The Feeling of Power, by Isaac Asimov.</a></p>

<p>Whenever I took a math class, and I know I'm not alone in this, I would frequently bother my teachers with "why do I have to learn long division, or fractions, or multiplication, or what have you, when I could just use a calculator instead?"  </p>

<p>"Because, Austin, it's important that you know how to do this one your own."</p>

<p>"But why?"</p>

<p>"Because I said so."</p>

<p>I'm sure my routine got old quick, however my teacher turned out to be correct.  It's important that I know how to do certain things without the aid, or the crutch, of technology.<br />
</p>]]>
        <![CDATA[<p>In <em>The Feeling of Power</em>, Isaac Asimov tells a rather short, but very prescient story about what could happen if we let technology take over and control too many everyday functions:  we lose power.  In the story, computers have become such a staple of everyday life that as a society we have forgotten how to do simple multiplication.  Basic arithmetic has been replaced with little pocket computers.</p>

<p>Obviously, that's all find and good, and I doubt you could find many a third grader who would disagree that this sounds like a great idea.  However, Asimov also touches on something that is already happening to some extent today, that being computers being built by computers.  Computers are frequently used in the creation of newer and better machines, but we have not come as far as to allow computers to create other computers all by there lonesome.  In the story there is a war going on, where each side is fighting with computers.  One side fires missiles, their sides’ computers figure out where to fire to shoot the missiles down, vice versa, ad infinitum.  Better computers get built on both sides, and there is a stalemate.  </p>

<p>But along comes the lowly technician Myron Aub, with a hobby for ancient arithmetic, and soon they realize that people can be computers too.  </p>

<p>As the President of the Terrestrial Federation said "Computing without a computer is a contradiction in terms."<br />
 <br />
Along with the discovery of this technician, this human computer, comes the discovery that computers used to be built by humans.  Of course these were very simple machines, but their inner workings can still be understood.  </p>

<p>Asimov created a world that could soon occur.  Education in this country is terrible; many people are behind the curve on media literacy and computer skills.  Pretty soon, computers will be building themselves and no one will know how to multiply nine times seven.  Eventually, Aub realizes that his passion for numbers will soon help destroy human lives, instead of bettering humanity, and he takes his own life.  Although a grand gesture of sacrifice and a demonstration of his beliefs, his death comes too late, and the power that he had has been shared with too many people.  Soon there are planes in the works of human-computer run spacecraft, and even manned missiles.  The ludicrously of this is apparent, but crazier things have been done.</p>

<p>Do check out Isaac Asimov’s wikipedia entry as well, pretty cool, with a great picture of the author: <a href="http://en.wikipedia.org/wiki/Isaac_Asimov">http://en.wikipedia.org/wiki/Isaac_Asimov</a><br />
</p>]]>
    </content>
</entry>
<entry>
    <title>Sarah Horton&apos;s Universal Design Site</title>
    <link rel="alternate" type="text/html" href="http://www2.evergreen.edu/blogs/programs/infoland/2006/04/sarah_hortons_universal_design.html" />
    <link rel="service.edit" type="application/atom+xml" href="http://www2.evergreen.edu/mt/mt-atom.cgi/weblog/blog_id=15/entry_id=1731" title="Sarah Horton's Universal Design Site" />
    <id>tag:www2.evergreen.edu,2006:/blogs/programs/infoland//15.1731</id>
    
    <published>2006-04-25T22:33:38Z</published>
    <updated>2006-04-25T22:44:18Z</updated>
    
    <summary>Amy talked to us today about universal design in web development. We worked with a great website from a workshop she did last year with Sarah Horton of Dartmouth College....</summary>
    <author>
        <name>unselj</name>
        
    </author>
            <category term="Cool stuff" />
    
    <content type="html" xml:lang="en" xml:base="http://www2.evergreen.edu/blogs/programs/infoland/">
        <![CDATA[<p>Amy talked to us today about universal design in web development.  We worked with a <a href="http://www.dartmouth.edu/~shorton/nmc2005/">great website</a> from a workshop she did last year with Sarah Horton of Dartmouth College.</p>]]>
        
    </content>
</entry>
<entry>
    <title>Robot Renaissance</title>
    <link rel="alternate" type="text/html" href="http://www2.evergreen.edu/blogs/programs/infoland/2006/04/robot_renessaince.html" />
    <link rel="service.edit" type="application/atom+xml" href="http://www2.evergreen.edu/mt/mt-atom.cgi/weblog/blog_id=15/entry_id=1727" title="Robot Renaissance" />
    <id>tag:www2.evergreen.edu,2006:/blogs/programs/infoland//15.1727</id>
    
    <published>2006-04-25T21:05:53Z</published>
    <updated>2006-04-25T21:07:28Z</updated>
    
    <summary>http://www.worth1000.com/cache/contest/contestcache.asp?contest_id=10027&amp;display=photoshop#entries Awesome....</summary>
    <author>
        <name>halaus05</name>
        
    </author>
            <category term="Cool stuff" />
    
    <content type="html" xml:lang="en" xml:base="http://www2.evergreen.edu/blogs/programs/infoland/">
        <![CDATA[<p><a href="http://www.worth1000.com/cache/contest/contestcache.asp?contest_id=10027&display=photoshop#entries">http://www.worth1000.com/cache/contest/contestcache.asp?contest_id=10027&display=photoshop#entries</a></p>

<p>Awesome.</p>]]>
        
    </content>
</entry>

</feed> 

