betajames

Since I scaffold my sequences of writing assignments so that smaller papers serve to build up to larger papers, I do not comment on the smaller ones myself — although they do undergo the peer review process described above and are included in the midterm and final collected-works portfolio. (This is a method advocated by John Bean in his influential book Engaging Ideas, for all teachers of writing.) Instead, once students have written the larger paper (usually three per term) I meet with each writing group in person. We all sit around the computer screen and read each person’s paper and supply interactive commentary. Usually I write in the notes and commentary for the students. But sometimes, depending, I’ll have students write the notes and commentary themselves. I end up spending about the same amount of time per paper as I would commenting in isolation.

Markey then created his own model...and used it to help predict the effects of violent video games in a sample of 118 teenagers. Each participant played a violent or a non-violent video game and had his or her hostility levels assessed. The teenagers who were highly neurotic, less agreeable and less conscientious tended to be most adversely affected by violent video games, whereas participants who did not possess these personality characteristics were either unaffected or only slightly negatively affected by violent video games.

At the same time, Obama's job approval rating fell to 48 percent. This isn't really news, though. Studies have shown that the biggest factor in a president's rating is economic performance. Connecting the minute blip in the polls with Obama's reluctance to emote or alleged failure to send enough boom to the Gulf is, frankly, absurd.

Democrats have also slipped in their standing among "independent voters." That phrase, by the way, is meaningless. Voters may self-identify as "independent" but in almost all cases they lean toward one party.

A cognitive map featuring that level of detail, as you might imagine, requires a fair amount of storage space, and, sure enough, University College London neuroscientist Eleanor Maguire found that the back part of the hippocampus in London taxi drivers is enlarged compared with that of the general population. The longer they’ve been driving, the bigger the gap. Maguire also found, though, that the front part of the hippocampus gets correspondingly smaller. “So there is a price to pay for their expertise,” she says. This difference showed up in tests of visuo-spatial memory, including one in which the drivers were asked to memorize the position of sixteen objects on a table, then put them back in place after they’d been removed. “They were incredibly poor at doing that,” she says. While it isn’t yet clear whether this happens because the requirements of storing a map of London take over other parts of the brain or because of some other process, what these studies do make clear is the brain’s plasticity: its very structure is shaped by the demands we place on it.

My old method was to have a bunch of different Word documents open, and to move between them with a lot of time spent searching for windows and a lot of redundant writing. For [his undergraduate thesis], I ended up with something like 40 documents of which I only ever used 8 or 10. In Scrivener everything is instantly accessible and easy to switch to, which paradoxically means that I can write more haphazardly-- I can paste large block quotes from sources instead of putting a link, I can keep multiple outlines going at the same time as I'm writing. To say nothing of the full screen mode. I'm completely baffled that appleworks, word, and textedit haven't done something as simple as allow document loading from a side bar, or implement a fullscreen button (or if they have, I'm baffled at my and my friend's ignorance of these features). I'm convinced that if I had Scrivener when I was writing the [thesis], I could have saved literally dozens of hours of redundant work simply from better organization.

But that's just the point. At one time, nobody knew what Volvo or Wii or Band-Aid were. For that matter, there was a time when Computer Science and Cultural Studies and Anthropology were neologisms that had to be defended against accusations of absurdity or mere unfamiliarity. So it is for new areas of interest today, which require determined effort on the part of their proponents to lend them coherence and definition.

The fancies of our brains have shifted so little from the real to the virtual that tens of thousands of children in China are earning a living by causing avatars to graduate to higher levels in various digital games before reselling them for a good prize to boys in America who like to play those games but have not the time nor patience to earn enough “points” for their aliases. When Segolène Royal, the French presidential candidate, bought a piece of real estate on Second Life to start a campaign headquarters there she paid for it in hard cash.

If it is rather useless to try to decide whether we are ready to upload our former selves into these virtual worlds or not, it is more rewarding to notice another much more interesting difference between the two industries and technologies of imagination. Apart from the number of copies sold and the number and length of reviews published, a book in the past left few traces. Once in the hands of their owners, what happened to the characters remained a private affair. If readers swapped impressions and stories about them, no one else knew about it.

It's hard to ever call it a day and enjoy your "free time," since you can always be working on another paper, another proposal, sitting on another program committee, whatever. For years I would leave the office in the evening and sit down at my laptop to keep working as soon as I got home. I've heard a lot of advice on setting limits, but the biggest predictor of success as a junior faculty member is how much of your life you are willing to sacrifice.

In essence, just as word processing comes standard with a computer to compose essays, Final Cut Pro, iMovie, or Avid (or whatever the software platform du jour) will become the standard for creating media stylos. Indeed, our students increasingly arrive in the classroom having already experimented with moving images to create or critique meaning (imagine saying that 10 years ago). Of course, talent and creativity are still necessary but, unfortunately, not essential skills. Knowing how to technically use Microsoft Word doesn't necessarily make for a good writer and the same goes for filmmaking. Especially for creating media, more people are learning the technical ability to create works but fewer are learning the aesthetic sensibilities to create interesting works. This gap between technique and aesthetics presents a crucial opportunity for critical media. Indeed, this is why Lars Von Trier warned in the Dogme '95 manifesto that the avant-garde must take on an educating function particularly during times of technological democratization. Just because anyone can make a movie doesn't mean they should. Our job as educators now turns on the teaching of critical innovation over technical skills.

we cannot make higher education more accessible, affordable, and effective if we do not reveal to the public how we spend money and why we think it is a good thing for people to support our endeavors.