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<title>limited fork &amp; the impact of technology</title>
<link rel="alternate" type="text/html" href="http://mblog.lib.umich.edu/eng280limitedfork/" />
<modified>2012-04-19T02:25:54Z</modified>
<tagline>log of activities for english 280: impact of technology on notions of authorship &amp; ownership</tagline>
<id>tag:mblog.lib.umich.edu,2013:/eng280limitedfork/5748</id>
<generator url="http://www.movabletype.org/" version="3.17">Movable Type</generator>
<copyright>Copyright (c) 2012, thyliasm</copyright>
<entry>
<title>Still here</title>
<link rel="alternate" type="text/html" href="http://mblog.lib.umich.edu/eng280limitedfork/archives/2012/04/still_here.html" />
<modified>2012-04-19T02:25:54Z</modified>
<issued>2012-04-19T01:50:34Z</issued>
<id>tag:mblog.lib.umich.edu,2012:/eng280limitedfork/5748.64512</id>
<created>2012-04-19T01:50:34Z</created>
<summary type="text/plain">It&apos;s so wonderful to be able to share bifurcating ideas, that eventually connect only to separate and reconnect somewhere with something --those moments of intersections are marvelous. just like us, ideas journey also, into and out of this system[s] that...</summary>
<author>
<name>thyliasm</name>
<url>web page</url>
<email>thyliasm@umich.edu</email>
</author>
<dc:subject>recycling</dc:subject>
<content type="text/html" mode="escaped" xml:lang="en" xml:base="http://mblog.lib.umich.edu/eng280limitedfork/">
<![CDATA[<p><img src="http://www-personal.umich.edu/~thyliasm/bifurcation1.JPG" align=left height=300 width=400/>It's so wonderful to be able to share bifurcating ideas, that eventually connect only to separate and reconnect somewhere with something --those moments of intersections are marvelous.  just like us, ideas journey also, into and out of this system[s] that is connected to others.  </p>

<p><font size=4>I'm still here!</font> Though being part of <font size=5>this</font> <i><font size=4>here</i></font> was doubtful this summer.</p>

<p>I am grateful for any, for every connections that happens.  </p>

<p><font size=3>What do we have for interpretation other than human senses --which cannot measure or understand all that exists. </font> </p>

<p>We are limited, as are instruments humanity has made.  A fork is wonderful for some of what must be likely slippage.  Much can, <i><font size=4>does</font></i>, I think fall between tines which can move in any direction through dimensions, on any scale, can curl, curve, behave in any way possible to behave.</p>

<p><font color=FF6666 size=3>I believe that everything has impact; the amount varies as does whether or not human senses can accurately detect this impact</font></p>]]>

</content>
</entry>
<entry>
<title>Aesthetic Impact (some notes &amp; a guide)</title>
<link rel="alternate" type="text/html" href="http://mblog.lib.umich.edu/eng280limitedfork/archives/2007/12/aesthetic_impac_2.html" />
<modified>2007-12-12T20:58:20Z</modified>
<issued>2007-12-11T21:55:50Z</issued>
<id>tag:mblog.lib.umich.edu,2007:/eng280limitedfork/5748.36952</id>
<created>2007-12-11T21:55:50Z</created>
<summary type="text/plain">Let us not overlook how digital interfaces --much of it in the manipulation of a mouse in the palm of a hand, a trackpad under fingertips-- has had substantial impact on what it means to share ideas and content (outcomes...</summary>
<author>
<name>thyliasm</name>
<url>web page</url>
<email>thyliasm@umich.edu</email>
</author>

<content type="text/html" mode="escaped" xml:lang="en" xml:base="http://mblog.lib.umich.edu/eng280limitedfork/">
<![CDATA[<p>Let us not overlook how digital interfaces --much of it in the manipulation of a mouse in the palm of a hand, a trackpad under fingertips-- has had substantial impact on what it means to share ideas and content (outcomes of ideas).  </p>

<p>So much that in  the past has required sophisticated, expensive, large, and specialized equipment now exists in user-friendly compact forms that allow for quick and easy image and sound capture & production, sometimes with results that can begin to rival what expensive professional equipment counterparts can produce.  As an example, check out the musical offerings (visual offerings, too) from <a href="http://www.strexx.com"><b>strexx.com</b></a>, offerings outside of formal studio and publication protocols; some technologically empowered individual initiative.</p>

<p></p>

<p>You can listen to one sonic offering: <b><i>environmental experiment 69 (New Teacher Lessons Crowding Rhythm Catalog Mix)</i></b> from <a href="http://www.strexx.com"><b>strexx.com</b></a> right here:</p>

<p><embed src= "http://www.odeo.com/flash/audio_player_standard_gray.swf" quality="high" width="300" height="52" allowScriptAccess="always" wmode="transparent"  type="application/x-shockwave-flash" flashvars= "valid_sample_rate=true&external_url=http://www.strexx.com/audio/environmental%20experiments/Environmental%20Experiment%2069%20(New%20Teacher%20Lessons%20Crowding%20Rhythm%20Catalog%20Mix).mp3" pluginspage="http://www.macromedia.com/go/getflashplayer"> </embed></p>

<p>The <b>audio</b> (and video) <b><i>remix</i></b> is something that has been greatly facilitated by technological developments, and is overwhelmingly collaborative as in this remix of <i>Like Music</i> by <a href="http://profile.myspace.com/index.cfm?fuseaction=user.viewprofile&friendID=41473370"><i>The Jinks</i></a> also from the <a href="http://www.strexx.com/audiolab.html"><b>strexx audio lab</b></a>:</p>

<p><embed src= "http://www.odeo.com/flash/audio_player_standard_gray.swf" quality="high" width="300" height="52" allowScriptAccess="always" wmode="transparent"  type="application/x-shockwave-flash" flashvars= "valid_sample_rate=true&external_url=http://www.strexx.com/audio/remixed%20environments/the%20jinks/like%20music/Like%20Music%20(Ansted's%20Strexx%20Remix%20Tri-Level%20Bi-Mix).mp3" pluginspage="http://www.macromedia.com/go/getflashplayer"> </embed></p>

<p>_______________________</p>

<p>The amount of sharing that occurs is staggering --I think about the number and range of cyber communities to which I belong, the good fit, the appropriateness of so many of these memberships without certain physical details or other facts (including a certain literary clout & related assumptions) interfering.  </p>

<p>And I can easily --so I will-- inform you about <b>GadgetTrack</b> to help you recover your stolen portable digital devices:</p>

<p><img src="http://inventorspot.com/files/images/usb_trak_works.png"><br />
(<i>how it works</i> diagram from <a href="http://inventorspot.com/articles/pickpockets_beware_ipod_you_stol_7713">InventorSpot.com </a>)</p>

<p>You can watch a <i>Gadget Trak video </i> <a href="http://www.kgw.com/video/index.html?nvid=198199&shu=1">at KGW.com</a>,  and more information is available from <a href="http://www.gadgettrak.com/blog/category/video/"><b>Gadget Trak Recovery System </b>blog</a></p>

<p>Knowledge of this device did not come in time to help someone from <a href="http://www.strexx.com"><b>strexx.com</b></a> who wrote about an <a href="http://blog.mlive.com/annarbornews/2007/12/student_reports_robbery_at_pio.html"><b>aggressive ipod theft</b></a>(at Pioneer High School in Ann Arbor) in <a href="http://strexx.blogspot.com/2007/12/losing-balance.html">this post</a> in the <a href="http://strexx.blogspot.com/"><b>strexx particle lab</b>blog</a>.</p>

<p><i>--Leave some comments at the <a href="http://strexx.blogspot.com/">strexx particle lab</a>blog; okay?  Give strexx some encouragement & support, please--</i></p>

<p>__________________________</p>

<p>I maintain five email accounts, each one in touch with a part of my existence, the umich account, the only one that requires me to be professorial.</p>

<p>But the sharing --that's a <i>Wow!</i> for me; the impulse to make information, aesthetic information and other information, available is stunning.  Whatever someone makes, as long as there is some form of digital conversion, can be placed where there is potential for that thing to be encountered.  This is downright revolutionary.  And with all the shared material, it is easy to capture material generated by others and bring it into my own/your own cyber locations --just amazing, and an example of joint custody.  The sharing, the potential of something I contribute making contact with someone anywhere in the world who may take interest in it is much greater than an impulse to control it; I take pleasure in finding my video poams in Russia, in Japan, in Germany, in Brazil.  </p>

<p>So I can share with you something I find compelling that was shared in other online locations:<br />
Introducing the conceptual text-based visual systems of Jason J Gillingham.<br></p>

<p><img src="http://www-personal.umich.edu/~thyliasm/ToTransformGillingham.jpg"></p>

<p>You are not likely to find work like Gillingham's in most anthologies of poetry, even in anthologies of <b><a href="http://en.wikipedia.org/wiki/Language_poets">L=A=N=G=U=A=G=E poetry</a></b> where there is exploration of the language's inexactitude and uncontrollable interfaces so that its use does not clarify and only seems to because of the trust placed in language without considering the structural and conceptual limits and fallibilities of language.  The fragmentation implicit in language usage in exposed by Language poets; there should not be expectations that groups of words can form reliable coherency when it cannot be determined with any exactitude just what is being connected and what the logic of the connections might be.  </p>

<p>Rather than trying to produce incoherent poems, language poetry extracts the meanings and portions of meanings that might be available in arrangements operating on other logics, often based upon the nature of experiences words have endured in use, misuse, overuse, abuse. negligence, assumption, over trust. etc.</p>

<p><img src="http://www-personal.umich.edu/~thyliasm/ReCreateGillingham.jpg"></p>

<p><b>HIGHLY COMPATIBLE WITH LIMITED FORK POETICS, AND MAY BE CONSIDERED A BRANCH OF LFP</b></p>

<p>Gillingham is not deliberately making poams; while text is a part of his work, the text is not meant to convey meanings based on their definitions.  The words are placed in situations that change them, revealing alternative concealments, often at the expense of kinquisitic and syntactical integrity.  As the words interact with their environments, there is a physical reaction.  Usually, words are representational, but in Gillingham's poams, the words have <i>thingness</i>, and as things they are liberated from representing what they are assigned in language systems.  </p>

<p>Of course it is possible to view Gillingham's text objects as fragmented, but I think of it more as the splitting of pods when growth erupts, the accessing of the interios of the egg; Gillingham opens the words, none of which are empty.</p>

<p>The use of words as objects, and the making of poems that arrange these objects according to systems other than definitions is also compatible with L=A=N=G=U=A=G=E poetry although Gillingham's work, nor the work of Ed Rusha is usually categorized as poetry, as problem with dominant and domineering systems allowed to shape the systems of significance/insignificance that shape the rules and protocols of society.  </p>

<p><br />
<img src="http://www-personal.umich.edu/~thyliasm/RUSCH01.jpg"><br />
<img src="http://www-personal.umich.edu/~thyliasm/RUSCH11.jpg"></p>

<p><br />
<a href="http://www.nga.gov/feature/ruscha/ruschatext.htm"><b>Ed Rusha</b></a>, <b>Lisp, and Lisp detail</b> from <a href="http://www.nga.gov/feature/ruscha/ruscha01.htm">National Gallery of Art</a>.  </p>

<p>"CREDITS</p>

<p>Web feature written by Sally Shelburne, designed and produced by Donna Mann, and edited by Ulrike Mills. Thanks to Jeffrey Weiss, Barbara Moore, Phyllis Hecht, Lesley Keiner, Ira Bartfield, and Ric Foster for their contributions to this project.</p>

<p>A special note of gratitude to Ed Ruscha and his staff for their generous assistance in the development of this online feature.</p>

<p>NOTES</p>

<p>1. Neal Benezra and Kerry Brougher, with contribution by Phyllis Rosenzweig. Ed Ruscha [exh. cat., Hirshhorn Museum and Sculpture Garden] (Washington, 2000), 144.</p>

<p>2. Benezra and Brougher 2000, 147.</p>

<p>3. Benezra and Brougher 2000, 145 and n. 1.</p>

<p>4. Yve-Alain Bois, Edward Ruscha: Romance with Liquids, Paintings 1966-1969 [exh. cat., Gagosian Gallery] (New York, 1993), 15â€“16."</p>

<p>Text & credits from <a href="http://www.nga.gov/feature/ruscha/ruschacredits.htm">National Gallery of Art</a></p>

<p>__________________________</p>

<p>For some of you, what follows will be an introduction, for others an opportunity to reacquaint yourself with what I consider extremely significant conceptual poam work by two visual makers whose text systems are enclosed by visual systems further enclosed by the placement of text systems within visual systems and by the content of the text systems. </p>

<p>Those of you unable to <i>read</i>the text systems literally, will still be able to read non-literal implications of the text systems.  Do consider the strong possibility that the text system is not necessarily meant to be as read according to the usual protocols of engagement with text.  Opportunities to encounter alternatives to pervasive (and seemingly unchallenged) (deeply embedded) protocols of existing are steadily increasing because explosions in digital technology help innovation to flourish within widespread attempts to determine what this technology can do, can't do.    </p>

<p><b>Shirin Neshat</b> is primarily visual (still and moving) poam maker whose pages (a <i>page</i> is a host of a poam event; where a poam event pccurs) often disallow negative space, text filling any location in the map of the poam that may be filled:</p>

<p><img src="Http://www-personal.umich.edu/~thyliasm/p7Neshat.gif"></p>

<p>This visual poam by Shirin Neshat may be experienced in its source context, and more <br />
of her visual poams may be experienced at <a href="http://www.iranian.com/Arts/Dec97/Neshat/#photos">Iranian.com</a>.</p>

<p><b>Lalla Essaydi</b>, visual poam maker of <a href=http://www.laurencemillergallery.com/essaydi_exhibition.htm>Converging  Territories</a>, a collection of visual poams in which what might otherwise be consigned to negative space is populated with text to an extent that saturated <i>black</i> areas of visual poams may be perceived as areas where text is so dense, so saturated, that individual parts of texts are not discernible, as evident in:</p>

<p><img src="http://www.laurencemillergallery.com/images/essaydi_territories10.jpg"></p>

<p>This visual poam may be experienced in its source context, a neighborhood of other Essaydi visual poams from <i>Converging territories</i> at: <a href="http://www.laurencemillergallery.com/essaydi_exhibition.htm">Laurence Miller Gallery.com</a><br />
______________________</p>

<p>And, of course, this inclusion can remind us of just how strong the impulse is to supplement text with sound and image.  The sharing of idea includes responsiveness to a range of human sensory perception, so sharing includes the writing of sound and image as well as the writing of words.  </p>

<p><br />
What I now consider my work could not exist without these <b>advances in accessible technology</b>.  <br />
The exploration of other possibilities of aesthetic expression has been simplified and made even more meaningful because the accessibility of technology has been accompanied by relatively easy modification of these evolving tools.  I am able to bring more of what I can imagine (and what I can imagine has been extended as well) into a shareable form.   </p>

<p>Not only has my work been transformed, I have been transformed; the very structures that produce my ideas have been reconfigured as a result of my exploring possibilities of making and living that take advantage of an examination of protocols of expectation that had shaped me without my conscious consent.  Once I acquired an identity of maker, an identity as modifier of what exists; once the play-doh and tinker toys were in my hands without the manuals telling me what and how to make, I became aware of how easily restructuring and reconfiguration could occur.  </p>

<p>Looking across scale and identifying the repetition of basic forms, using metaphor as a navigational tool instead of a literary device, investigating how systems form, how they are sustained, how they degrade and come together again as variables come and go --all this helped me understand what and where (other) possibilities were, and I continue to seek ways to utilize what I am still finding with my limited fork.</p>

<p><img src="http://www-personal.umich.edu/~thyliasm/LimitedForkPlant.jpg"></p>

<p>(the <i>Limited Fork plant</i> didn't just sprout, didn't just blossom; it took hold in a fertile area from seeds that came from something enclosed in a system just as fertile)<br />
(image of <i>Limited Fork plant in the Garden of Forked Delight</i> by Proforker T Moss)</p>

<p>The interview <a href="http://poetryfoundation.org/features/feature.onpoets.html?id=179856"><b>Shadows, Boxes, Forks, and â€œPOAMsâ€?</b></a> addresses some of the <b>evolution of Limited Fork interacting systems as an enclosure system</b> for my life.</p>

<p><img src="http://www-personal.umich.edu/~thyliasm/Mosswithforks.gif"><br />
(image by <b>Strexx</b> --<i>rare view of forkergirl in AH 3241</i>)</p>]]>

</content>
</entry>
<entry>
<title>Ersatz Illumination &amp; Illumination of the Ersatz attempts to extract the genuine from genuine and bogus sources (because ersatz is too beautiful a word to have to mean fake)</title>
<link rel="alternate" type="text/html" href="http://mblog.lib.umich.edu/eng280limitedfork/archives/2007/12/ersatz_illumina_1.html" />
<modified>2007-12-12T00:37:37Z</modified>
<issued>2007-12-04T06:28:56Z</issued>
<id>tag:mblog.lib.umich.edu,2007:/eng280limitedfork/5748.35968</id>
<created>2007-12-04T06:28:56Z</created>
<summary type="text/plain">No consideration of authorship and ownership would be complete (not that I uphold that completion actually occurs)without consideration of the speech of Chief Seattle. Here the popular image of CS, the popular mythology, the, some would say, necessary spin: (image...</summary>
<author>
<name>thyliasm</name>
<url>web page</url>
<email>thyliasm@umich.edu</email>
</author>

<content type="text/html" mode="escaped" xml:lang="en" xml:base="http://mblog.lib.umich.edu/eng280limitedfork/">
<![CDATA[<p>No consideration of authorship and ownership would be complete (not that I uphold that <i>completion</i> actually occurs)without consideration of the <a href="http://www.halcyon.com/arborhts/chiefsea.html">speech</a> of <a href="http://www.chiefseattle.com/history/chiefseattle/chief.htm">Chief Seattle</a>.</p>

<p>Here the popular image of CS, the popular mythology, the, some would say, <i>necessary spin</i>:</p>

<p><img src="http://imagecache2.allposters.com/images/pic/145/7146P3~Chief-Seattle-Posters.jpg"><br />
(image from <a href="http://www.allposters.com/-sp/Chief-Seattle-Posters_i333950_.htm">All Posters.com</a> where this inspiring and illuminating poster depicting  idealized Native American sentiment can be purchased.</p>

<p>Growing in popularity is the debunking of the ideal, and the following links will take you to locations aware of the effects of gravity.  </p>

<p><br />
<a href="http://www.runran.net/blog/seattle.html">Unforking the speech of Chief Seattle</a></p>

<p><a href="http://www.synaptic.bc.ca/ejournal/seattle2.htm">Chief Seattle Resources</a> from <i>The eJournal website<br />
Critical Thinkers Resources</i> where Chief Seattle and his speech are  given multi-faceted consideration.</p>

<p>Should the beauty of the speech, should the aesthetic integrity so well imagined in the speech be tarnished and discredited by the knowledge that the speech may in fact be ersatz?</p>

<p>Is it not a lovely idea even if it is a lie?</p>

<p>What should be role of the human skill to fabricate, to create, especially if this skill is used to help humanity grow, to assist with an extension of humanity?</p>

<p>Points made in the, researchers have explained, likely spurious speech are ethical points, ideals of integrity, and quite similar to <i>a Native American Legend retold and illustrated by John Steptoe</i> (from the cover of the Caldecott Honor Book: <i>The Story of Jumping Mouse</i>, shown below):</p>

<p><img src="http://www.ccfpl.org/intranet/children/pictures/jumping%20mouse.jpg"><br />
(image from <a href="http://www.ccfpl.org/intranet/children/The%20Story%20of%20Jumping%20Mouse.htm">ccfpl.org</a>)</p>

<p>This story approaches ultimates, ideals in sharing and sacrifice, so it has incredible usefulness in promoting compassion and ethical behavior</p>

<p>yet even in this story, there are <a href="http://www.katinkahesselink.net/other/mouse1.html">several versions,</a>, Steptoe's (the one with perhaps the most aesthetic accomplishment) emerging as the one best known and widely shared with (<s>American</s>) (North American) children.  </p>

<p><br />
</p>]]>
<![CDATA[<p>Can illumination based on the ersatz be considered <i>real</i> illumination?</p>

<p>What about <i>illuminating visions, dreams, mirages</i>?</p>

<p><a href="http://physics.nyu.edu/~as2/">Alan Sokal's <i>Social Text Affairs</i></a> experiment on the ersatz intellectualism examines some of these implications.  </p>

<p>Perhaps it is useful for us to remember, from time to time, just how much of we interact with are forms of human construction --should this devalue that which is primarily or to some (<i>please specify</i>) degree <i>human construct</i>?  </p>

<p>How would this (humanly constructed) label weaken or undermine or threaten or enhance that which is assigned (by humans) such a label?</p>

<p>Please consult the <a href="http://members.tripod.com/ScienceWars/">Science Wars homepage</a> for more about the ethics of Sokal's experiment.</p>

<p>Where would you place <a href="http://www.cbsnews.com/stories/2003/05/07/60minutes/main552819.shtml">Stephen Glass</a> in this commentary on the ersatz?  Would using the word <i>genius</i> be permissible, the word defined, of course, according to the perception of the one using the humanly-coined term?</p>

<p>Do you think that his creative writing for <i>The New Republic</i> was better than his creative writing in his autobiographical novel <i>The Fabulist</i>?</p>

<p><img src="http://img.slate.com/media/1/123125/122946/2081208/2082355/2083347/030521_fabulist.jpg"><br />
(image from <a href="http://www.slate.com/id/2083348/">Slate.com</a> where you cal also read a review of the novel)</p>

<p>Click <a href="http://www.forbes.com/1998/05/11/otw.html">here</a> to read the <i>Forbes.com</i> story that exposed the beautiful hoax that did in fact bring fame to Mr. Glass.</p>

<p>Read some of Glass's fabulous fakes originally published in <i>The New Republic</i> as authentic fact instead of authentic fiction at <a href="http://www.forbes.com/1998/05/11/otw.html">Rick McGinnis.com: a tissue of lies</a><br />
</p>]]>
</content>
</entry>
<entry>
<title>SITUATIONS OF FORK</title>
<link rel="alternate" type="text/html" href="http://mblog.lib.umich.edu/eng280limitedfork/archives/2007/12/ersatz_illumina.html" />
<modified>2007-12-12T00:37:49Z</modified>
<issued>2007-12-03T05:25:09Z</issued>
<id>tag:mblog.lib.umich.edu,2007:/eng280limitedfork/5748.35965</id>
<created>2007-12-03T05:25:09Z</created>
<summary type="text/plain">FORK: for attempts at access (including the accessing of illumination) With a fork ~most definitely with a Limited Fork~ we can, we do Bifurcate. ___________________________________ You have considered situations of fork, properties (plural) and property&apos;s (possessive) of fork; multiple and...</summary>
<author>
<name>thyliasm</name>
<url>web page</url>
<email>thyliasm@umich.edu</email>
</author>

<content type="text/html" mode="escaped" xml:lang="en" xml:base="http://mblog.lib.umich.edu/eng280limitedfork/">
<![CDATA[<p><b>FORK: for attempts at access</b></p>

<p>(<i>including the accessing of illumination</i>)</p>

<p><i><b>With a fork ~most definitely with a Limited Fork~ we can, we do Bifurcate.</i></b><br />
___________________________________</p>

<p>You have considered situations of fork, properties (plural) and property's (possessive) of fork; multiple and separate bifurcations can occur in a simultaneity that is not confined to a single increment of time for its measure; each tine or prong of a forking system can approach something different, in different planes of existence, locations of different materials and substances, tines of different materials at different times in different locations --some ideas which may be used as models for situations of human populations in various global locations.</p>

<p><img src="http://www.ebiztutors.com/images/paul/worldmap1.jpg"></p>

<p>(map of Worldwide Internet Usage as of March 2007, from <a href="http://www.ebiztutors.com/index.php/?p=748">eBiz Tutors.com</a> whose source is: <a href="http://www.ipligence.com/worldmap/">iPligence.com</a> where you can see and study this map & related maps full size).</p>

<p><a href="http://www.ipligence.com/worldmap/"><b>iPligence</b></a> also has lists and maps of the number of IP addresses per geographic area, and a comparison of population density with IP addresses.</p>

<p>This is where the XO easily enters again:<br />
 <a href="http://laptop.org" target="_blank" alt="One Laptop Per Child"><br />
    <img src="http://wiki.laptop.org/images/e/e1/Olpc_badge_white.gif"<br />
 </a>  (Refer to <a href="http://mblog.lib.umich.edu/eng280limitedfork/archives/2007/11/kindle_kindness.html">28 November post: Kindle and Kindness</a> for details.)</p>

<p></p>

<p>Whether or not members of these human populations share their poams (which include political, social, religious, and cultural policies), there is direct and indirect, circumstantial sharing of the earth itself: the populations are on (a changing or forking) earth.</p>

<p>This is where (one of several <i>wheres</i>) the practice of <b>Internet Filtering</b> can enter: <a href="http://www.usatoday.com/tech/news/2007-05-18-countries-block-websites_N.htm">Study: 25 Countries Block Websites</a></p>

<p><a href="http://cyber.law.harvard.edu/filtering/">Documentation of Internet Filtering</a></p>

<p><a href="http://www.rsf.org/rubrique.php3?id_rubrique=20">Reporters Without Borders</a> is dedicated to forking information and <a href="http://www.rsf.org/article.php3?id_article=19603">here</a> provides a list, as of November 2006, of <b>13 Internet enemies</b>.</p>

<p><b>RWB</b> is also the source of the following map of internet black holes, locations of filtered access:</p>

<p><img src="http://cache.gawker.com/assets/images/34/2007/08/strangemaps.jpg"><br />
Read about implications of this mapped data at: <a href="http://strangemaps.wordpress.com/2007/08/31/170-a-map-of-the-internets-black-holes/">Strange Maps</a>.</p>

<p></p>

<p></p>

<p><br />
The limited fork functions within the parameters of what is possible for the device (the specific fork used varying according to the situation), those possibilities adapting to what is possible according to the particular iteration of fork in use.</p>

<p><i>These are quite generalized comments; they are not made  in reference to an enhanced or extended or magnified surface or layer or scale of fork dynamic behavior; modifications will be made to account for specifics according to the situational focus of some aspect at some moment in some investigation.</i></p>

<p>Bifurcations may occur at either end, along tines, along the handle, at any location of the forking system of which an eating utensil fork is only a generalized model.</p>

<p><b>A generalized static model of a bifurcating system</b>, image by Linda Wright/Science Photo Library.  <b>Includes interactions with sub-effervescing</b>(<i>a bifurcating form</i>) <b>system</b> and <b>interactions with light</b>.<br />
<p><img src="http://www-personal.umich.edu/~thyliasm/LindaWrightForkSciencePhotoLibrary.jpg"> </p></p>

<p>No information is given at SPL about the material of the fork, the weight, the length, the design of the handle or even whether or not the handle extends.</p>

<p>Here is a generalized diagram of how a fork eating utensil is made:<br />
<p><img src="http://www.madehow.com/images/hpm_0000_0001_0_img0082.jpg"> </p><br />
(from <a href="http://www.madehow.com/Volume-1/Cutlery.html">How Products Are Made: Volume 1: Cutlery</a><br />
 </p>

<p>**<i>Tine shift: <a href=:"http://www.sciencephoto.com/index.html">Science Photo Library</a> is a great location for science-related images which may be freely downloaded in their low-res versions as long as the credit is given fully.  The fork image used here is an example of SPL's low-res quality.</i>**</p>

<p>My favorite limited forking system, my favorite situation of fork, my favorite fork property is the mouth of the Ganges</p>

<p>as shown in this <i>NASA satellite photo of southwest Bangladesh shows where the mouth of the Ganges River meets the Bay of Bengal</i> (as featured on the <a href="http://gtresearchnews.gatech.edu/newsrelease/forecasts.htm">Georgia tech research News</a> site):</p>

<p><img src="http://www-personal.umich.edu/~thyliasm/Ganges.gif"> </p>

<p>A model of the Ganges bifurcating system is available for purchase from <a href="http://www.hiddenartshop.com/product.php?xProd=555&xSec=214&oLoc=dm">Hidden Art Shop</a>.<br />
The <i>Ganges Delta Cube</i> by DH Products<br />
<p> <img src="http://www-personal.umich.edu/~thyliasm/GangesDeltaCubeByDHProductDesignPhotoByFullFocus.jpg"> </p><br />
Photo by Full Focus.</p>

<p><i>The Ganges Delta Cube is based on an aerial photograph. The delta could be seen as a huge evolving drawing made by nature. It is long lasting, in contrast to the transient qualities of lightning.<br />
</i> (from the <a href="http://www.hiddenartshop.com/product.php?xProd=555&xSec=214&oLoc=dm">Hidden Art</a> site)</p>

<p>(<i>recall the <a href="http://205.243.100.155/frames/LF22.html">Lichtenberg Figure</a> as seen below, image from <a href="http://205.243.100.155/frames/home.html">Bert Hickman's Tesla Mania site</a>, gallery 2</i>)</p>

<p> <img src="http://www-personal.umich.edu/~thyliasm/LichtenbergFigure.jpg"> </p>

<p><b>FORK: for attempts at access</b></p>

<p>(<i>including the accessing of illumination</i>)</p>]]>

</content>
</entry>
<entry>
<title>OCW Event Announcement</title>
<link rel="alternate" type="text/html" href="http://mblog.lib.umich.edu/eng280limitedfork/archives/2007/11/ocw_event_annou.html" />
<modified>2007-12-12T00:37:51Z</modified>
<issued>2007-11-29T08:10:50Z</issued>
<id>tag:mblog.lib.umich.edu,2007:/eng280limitedfork/5748.35969</id>
<created>2007-11-29T08:10:50Z</created>
<summary type="text/plain">Shigeru Miyagawa Open CourseWare: Surprises and More Surprises When You Open Up Your Teaching Materials to the World&quot; 29 November at 4:00 p.m. 1110 Ford Classroom, Weill Hall, Gerald R. Ford School of Public Policy Shigeru Miyagawa is Professor of...</summary>
<author>
<name>thyliasm</name>
<url>web page</url>
<email>thyliasm@umich.edu</email>
</author>

<content type="text/html" mode="escaped" xml:lang="en" xml:base="http://mblog.lib.umich.edu/eng280limitedfork/">
<![CDATA[<p><b>Shigeru Miyagawa</b></p>

<p><a href="http://ocw.mit.edu/OcwWeb/web/home/home/index.htm">Open CourseWare</a>:  Surprises and More Surprises When You Open Up Your Teaching Materials to the World"</p>

<p>29 November at 4:00 p.m.</p>

<p>1110 Ford Classroom, Weill Hall, Gerald R. Ford School of Public Policy</p>

<p><img src="http://www.osierra.com/bfiles/031006_mit.jpg"></p>

<p><br />
Shigeru Miyagawa is Professor of Linguistics and Kochi-Manjiro Professor of Japanese Language and Culture, MIT. Miyagawa was on the original MIT faculty team that recommended Open CourseWare.  He has won numerous awards including MIT Class of 1960 Innovation in Education Award, Irwin Sizer Award for the Most Significant Improvement to MIT Education, Best of Show at the MacWorld Exposition, Distinguished Award from Multimedia Grandprix 2000, and was named by the magazine Converge as one of twenty national â€œShapers of the Future.â€? </p>

<p>Refreshments will be served. </p>

<p>About Open CourseWare: <a href="http://www.ocwconsortium.org/"> OCW Consortium</a> and <a href="http://mit.edu/ocw/">MIT Open CourseWare</a> </p>

<p>OCW Speakerâ€™s Series Organizing Committee: Joseph Hardin (School of Information, SAKAI), James J. Duderstadt (U-M President Emeritus and University Professor of Science and Engineering), John King (Office of the Provost), Judith Olson (School of Information, LS&A, and Business Administration), John Wilkin (University Library), Ted Hanss (Medical School), John Merlin Williams (Digital Media Commons) </p>

<p>Questions? Email ocwseries@ctools.umich.edu or call 763.3266.</p>

<p>(<i>image from <a href="http://osierra.com/">osierra.com</a> where it was extracted from <a href="http://ocw.mit.edu/OcwWeb/web/home/home/index.htm">MIT OCW</a>)<br />
(text from an email message from John L. King)</i></p>]]>
<![CDATA[<p>Leading institutions of higher education in the United States, Europe and Asia are embarking on Open CourseWare (OCW) projects. An international discussion is underway around the value to institutions of higher education, their faculty, students, alumni and their states, of making the materials generated in undergraduate and graduate courses available to the world on the web, including:</p>

<p>*  recognition to faculty</p>

<p>*  ease of access to materials for students, of past, present and future courses</p>

<p>*  availability of materials to alumni</p>

<p>*  unlocking the resources of universities to the populations of the states in which they reside</p>

<p>*  a way to enhance traditional learning paradigms</p>

<p>*  contribution to global education</p>

<p> </p>]]>
</content>
</entry>
<entry>
<title>Squeak and Scratch</title>
<link rel="alternate" type="text/html" href="http://mblog.lib.umich.edu/eng280limitedfork/archives/2007/11/squeak_and_scra.html" />
<modified>2007-12-12T00:37:52Z</modified>
<issued>2007-11-28T19:52:41Z</issued>
<id>tag:mblog.lib.umich.edu,2007:/eng280limitedfork/5748.35907</id>
<created>2007-11-28T19:52:41Z</created>
<summary type="text/plain">Remember the innovative made-for-sharing, made for technological illumination, and made for forming/tethering a community Scratch? Well to the scratch possibilities, please add Squeak, an open source, as stated at the Squeak site, full-featured implementation of the Smalltalk programming language and...</summary>
<author>
<name>thyliasm</name>
<url>web page</url>
<email>thyliasm@umich.edu</email>
</author>

<content type="text/html" mode="escaped" xml:lang="en" xml:base="http://mblog.lib.umich.edu/eng280limitedfork/">
<![CDATA[<p>Remember the innovative made-for-sharing, made for technological illumination, and made for forming/tethering a community <a href="http://scratch.mit.edu/">Scratch</a>?</p>

<p>Well to the <i>scratch</i> possibilities, please add <a href="http://www.squeak.org/"><b>Squeak</b></a>, an <i>open source</i>, as stated at the <i>Squeak</i> site, <i>full-featured implementation of the Smalltalk programming language and environment</i> that being <b>object-based</b> should be <b>easy to learn and implement</b>.</p>

<p>The <b>XO</b> (and <b>XO-1</b>) <a href="http://laptop.org" target="_blank" alt="One Laptop Per Child"><br />
    <img src="http://wiki.laptop.org/images/e/e1/Olpc_badge_white.gif"<br />
 </a> can run <i>Squeak</i>!   (read about the XO in <a href="http://mblog.lib.umich.edu/eng280limitedfork/archives/2007/11/kindle_kindness.html">this long 280 limited fork impact post</a> of mine --<i>go ahead; you won't regret it</i>)</p>

<p><br />
Want to try Squeak (could make for quite an aspect of enclosure)?<br />
Then <a href="http://squeakbyexample.org/"><i>Squeak by example</i></a>!</p>

<p><img src="http://squeakbyexample.org/pictures/cover.png"> </p>]]>

</content>
</entry>
<entry>
<title>Kindle &amp; Kindness: the rise of the e-book, outsourcing impact, &amp; a laptop for every child</title>
<link rel="alternate" type="text/html" href="http://mblog.lib.umich.edu/eng280limitedfork/archives/2007/11/kindle_kindness.html" />
<modified>2007-12-12T00:37:57Z</modified>
<issued>2007-11-28T15:13:22Z</issued>
<id>tag:mblog.lib.umich.edu,2007:/eng280limitedfork/5748.35876</id>
<created>2007-11-28T15:13:22Z</created>
<summary type="text/plain">Kindle (active-link version of comment from Leslie&apos;s Blog &amp; more) At this moment, Amazon is heavily promoting Kindle, a new wireless interface reading device whose advanced technology is supposed to simulate the visual qualities/properties of paper (not the texture, of...</summary>
<author>
<name>thyliasm</name>
<url>web page</url>
<email>thyliasm@umich.edu</email>
</author>
<dc:subject>impact</dc:subject>
<content type="text/html" mode="escaped" xml:lang="en" xml:base="http://mblog.lib.umich.edu/eng280limitedfork/">
<![CDATA[<p><b><u>Kindle</b></u> (active-link version of comment from <a href="http://mblog.lib.umich.edu/Eng280Leslie/">Leslie's Blog</a> & more)</p>

<p>At this moment, Amazon is heavily promoting <a href="http://www.amazon.com/gp/product/B000FI73MA/ref=amb_link_5892762_2?pf_rd_m=ATVPDKIKX0DER&pf_rd_s=center-2&pf_rd_r=1WXNA0CPQ3GGK8GY95BY&pf_rd_t=101&pf_rd_p=333788801&pf_rd_i=507846">Kindle</a>, a new wireless interface reading device whose advanced technology is supposed to simulate the visual qualities/properties of paper (not the texture, of course --<i>Limited Fork</i>, by the way, studies interactions in visual (any/all forms) systems and tactile systems --among others);</p>

<p><i>Kindle</i> certainly has texture, but not the texture of paper. And it is a device to hold; there is an expected protocol of intimacy in the use of the device. A book itself is a device.</p>

<p>Anyway, an entire book (100+ pages) can download wirelessly, no computer connection required, in about a minute (or so).</p>

<p>There's also the Sony Reader, side by side with Kindle:</p>

<p> <img src="http://www-personal.umich.edu/~thyliasm/readervskindle2.jpg"></p>

<p>(from <a href="http://gizmodo.com/gadgets/poll/amazon-kindle-vs-sony-reader-bitchfight-324481.php">Gizmodo</a> online gadget guide --read the specs on both).</p>

<p><br />
The laptop keyboard on which I'm typing this, by the way, has interacted with my fingers; there's been structural adaptation on the part of the keyboard, adaptation that reveals patterns of use and variance in pressure as keys are depressed, so there are actual depressions in the metal keys, some deeper than others, some more like greatly-reduced scale glacial gouges. Varying degrees of discoloration, some letters completely worn off the keys. So as I use my laptop more, the laptop increasingly responds to the use, becoming more my laptop. It has been marked; I also mark my books, but in different iterations of mark.</p>

<p>At the moment, it is easier (for me) to overcome protocols that restrict sharing through digital means.</p>

<p>I have about 4,000 books in my home, and I continue to acquire them, continue to enjoy them (but they are turning my home into a warehouse --not a library because I have no space for the display they deserve, so there's quite a bit of stacking and rotation of books from shelves to stacks on the floor.</p>

<p>An electronic system that would allow linking of texts and passages in my library is quite appealing --and <i>Kindle</i> supports note-taking, cross-referencing, linking, and so forth --that sounds good, but I'm not planning on acquiring Kindle this year. Now if someone gives me one, I'll try it out, eager to see whether or not and/or how quickly it's able to show evidence of tactile interactions with my hands.</p>

<p><b><u>More</b></u>:<br />
You should know that <i>Kindle</i> has prior association for me; I've been shaped by what has become a memorable encounter some years ago with the technologically-advenced remake of <i>A Little Princess</i> in which Sara Crewe sings <i>Kindle My Heart</i> as she does in this video tribute to the movie:</p>

<p><object width="425" height="355"><param name="movie" value="http://www.youtube.com/v/jfLDWbEppvA&rel=1"></param><param name="wmode" value="transparent"></param><embed src="http://www.youtube.com/v/jfLDWbEppvA&rel=1" type="application/x-shockwave-flash" wmode="transparent" width="425" height="355"></embed></object></p>]]>
<![CDATA[<p><b><u>Kindness</b></u></p>

<p>The following documentary explores the impact of high-tech outsourcing to India on traditional Indian society and communities:</p>

<p><object width="425" height="355"><param name="movie" value="http://www.youtube.com/v/8quDb3FIUuo&rel=1"></param><param name="wmode" value="transparent"></param><embed src="http://www.youtube.com/v/8quDb3FIUuo&rel=1" type="application/x-shockwave-flash" wmode="transparent" width="425" height="355"></embed></object></p>

<p>Kindly watch the following update to <i>Shift Happens</i>, a video made available to you in <a href="http://mblog.lib.umich.edu/eng280limitedfork/archives/2007/11/more_illuminati.html">a previous Illuminating post</a>:</p>

<p><object width="425" height="355"><param name="movie" value="http://www.youtube.com/v/pMcfrLYDm2U&rel=1"></param><param name="wmode" value="transparent"></param><embed src="http://www.youtube.com/v/pMcfrLYDm2U&rel=1" type="application/x-shockwave-flash" wmode="transparent" width="425" height="355"></embed></object></p>

<p>& now the kindness of giving the gift of technology (+ related impact): the <a href="http://laptopgiving.org/en/give-one-get-one.php"><b>one laptop per child</b> get one/give one program</a> (until 31 December 2007)</p>

<p> <a href="http://laptop.org" target="_blank" alt="One Laptop Per Child"><br />
    <img src="http://wiki.laptop.org/images/e/e1/Olpc_badge_white.gif"<br />
 </a></p>

<p>The following <i>Wall Street Journal</i> video about Nicholas Negroponte's OLPC project and the impact of friendly (both sides for the global good) rivalry between OLPC's AMD-chip based os and  Intel's own low-cost <i>Classmate</i> laptop:</p>

<p><embed src="http://services.brightcove.com/services/viewer/federated_f8/452319854" bgcolor="#FFFFFF" flashVars="videoId=1321240648&playerId=452319854&viewerSecureGatewayURL=https://services.brightcove.com/services/amfgateway&servicesURL=http://services.brightcove.com/services&cdnURL=http://admin.brightcove.com&domain=embed&autoStart=false&" base="http://admin.brightcove.com" name="flashObj" width="486" height="412" seamlesstabbing="false" type="application/x-shockwave-flash" swLiveConnect="true" pluginspage="http://www.macromedia.com/shockwave/download/index.cgi?P1_Prod_Version=ShockwaveFlash"></embed></p>

<p>Read the <i>WSJ</i> article <a href=http://online.wsj.com/article/SB119586754115002717.html?mod=googlenews_wsj">here</a></p>

<p>Explore XO (as the laptop is called) features <a href="http://www.laptopgiving.org/en/explore.php#QuicktimeVR">here</a></p>

<p><a href="http://www.laptopmag.com/Features/Hands-On-with-One-Laptop-Per-Child-XO-Laptop.htm">Here</a> <i>Laptop Magazine</i> offers a comprehensive review of the XO<br />
as seen in this detailed diagram:<br />
<p><img src="http://www-personal.umich.edu/~thyliasm/olpc diagram.jpg"> </p></p>

<p>The interface for XO is <i>Sugar</i> instead of <i>Jaquar</i> or <i>Windows Vista</i>, for instance, and is discussed in full in the following You Tube video:</p>

<p><object width="425" height="355"><param name="movie" value="http://www.youtube.com/v/NHRedFtOQ9w&rel=1&border=0"></param><param name="wmode" value="transparent"></param><embed src="http://www.youtube.com/v/NHRedFtOQ9w&rel=1&border=0" type="application/x-shockwave-flash" wmode="transparent" width="425" height="355"></embed></object></p>

<p> Of course, the XO has unergone evolution since its inception when it was not called <i>XO</i>, and by now (November 2007), the XO itself has been superceded by the <b><i>XO-1</b></i> which is the focus of <a href="http://en.wikipedia.org/wiki/OLPC_XO-1">this Wikipedia entry</a></p>

<p>(which you can compare with the <a href="http://wiki.laptop.org/go/Home">OLPC wiki</a>).</p>

<p><br />
<b>One context in which to consider XO</b> and <a href="http://laptop.org" target="_blank" alt="One Laptop Per Child"><br />
    <img src="http://wiki.laptop.org/images/e/e1/Olpc_badge_white.gif"<br />
 </a><br />
 (by no means the only context) is juxtaposed with <a href="http://www.time.com/time/photogallery/0,29307,1626519,00.html">What the World Eats</a> and with <a href="http://www.pbs.org/wgbh/nova/worldbalance/">Material World</a> (the related books were brought to class on several occasions).</p>

<p><b>Finally</b>, a global lens to further illuminate and possibly shape how you configure/reconfigure  your blog/video components of <b>impact of technology enclosure</b>:</p>

<p><img src="http://www-personal.umich.edu/~thyliasm/GlobalDenim.jpg"> </p>
Image from the <a href="http://www.ucl.ac.uk/global-denim-project/">Global Denim Project</a>, an <i>initative-lens</i> (and form of <i>enclosure</i>) attempting to understand global impact through investigating denim as a phenomenon that crosses cultures, and most global boundaries, in some way.  Spend time, please at the <a href="http://www.ucl.ac.uk/global-denim-project/">Global Denim Project site</a>.

<p><br />
The Abstract for <i>A Manifesto for the Study of Denim</i> by Daniel Miller and Sophie Woodward:</p>

<p>This paper considers the challenge to anthropology represented by a topic such as global denim. <i>Using the phrase â€˜blindingly obviousâ€™ it considers the problems posed by objects that have become ubiquitous. While there are historical narratives about the origins, history and spread of denim, these leave open the issue of how we make compatible the ethnographic study of specific regional appropriations of denim and its global presence in a manner that is distinctly anthropological. Ethnographies of blue jeans in Brazil and England are provided as examples. These suggest the need to understand the relationship between three observations: its global presence, the phenomenon of distressing and its relationship to anxiety in the selection of clothes. As a manifesto, this paper argues for a global academic response that engages with denim from the global commodity chain through to the specificity of local accounts of denim wearing. Ultimately this can provide the basis for an anthropological engagement with global modernity.</i></p>]]>
</content>
</entry>
<entry>
<title>THE IMPACT FACTOR: Impact Videos: must see docs about academic/technology interfaces (&amp; reform)</title>
<link rel="alternate" type="text/html" href="http://mblog.lib.umich.edu/eng280limitedfork/archives/2007/11/impact_video_a.html" />
<modified>2007-12-12T00:38:00Z</modified>
<issued>2007-11-28T12:44:06Z</issued>
<id>tag:mblog.lib.umich.edu,2007:/eng280limitedfork/5748.35872</id>
<created>2007-11-28T12:44:06Z</created>
<summary type="text/plain">The first video in this post has a Creative Commons share-alike license inviting reworkings, extractions, transformations, enhancements, &amp; so forth, of content, so you are encouraged to download and use some/all of this footage in some form --provided you give...</summary>
<author>
<name>thyliasm</name>
<url>web page</url>
<email>thyliasm@umich.edu</email>
</author>

<content type="text/html" mode="escaped" xml:lang="en" xml:base="http://mblog.lib.umich.edu/eng280limitedfork/">
<![CDATA[<p>The first video in this post has a <a href="http://creativecommons.org/">Creative Commons</a> <b>share-alike license</b> inviting reworkings, extractions, transformations, enhancements, & so forth, of content, so <i><b>you are encouraged to download and use some/all of this footage in some form --provided you give the proper source credit and that you in turn share it-- in preparing your impact videos</i></b>.</p>

<p>Download options are available at this <a href="http://www.youtube.com/watch?v=dGCJ46vyR9o"> You Tube link</a>.</p>

<p>The second video is a response to the first.</p>

<p><object width="425" height="355"><param name="movie" value="http://www.youtube.com/v/dGCJ46vyR9o&rel=1"></param><param name="wmode" value="transparent"></param><embed src="http://www.youtube.com/v/dGCJ46vyR9o&rel=1" type="application/x-shockwave-flash" wmode="transparent" width="425" height="355"></embed></object></p>

<p><br />
<object width="425" height="355"><param name="movie" value="http://www.youtube.com/v/vZ1jFaXgTnw&rel=1&border=0"></param><param name="wmode" value="transparent"></param><embed src="http://www.youtube.com/v/vZ1jFaXgTnw&rel=1&border=0" type="application/x-shockwave-flash" wmode="transparent" width="425" height="355"></embed></object></p>

<p>The next video, from the same university introduces a class studying <b>You Tube</b> (& related online) Culture --<i>Oh the impact value!</i>:</p>

<p><object width="425" height="355"><param name="movie" value="http://www.youtube.com/v/tYcS_VpoWJk&rel=1"></param><param name="wmode" value="transparent"></param><embed src="http://www.youtube.com/v/tYcS_VpoWJk&rel=1" type="application/x-shockwave-flash" wmode="transparent" width="425" height="355"></embed></object></p>]]>
<![CDATA[<p>The <b>Impact Factor</b> continues with more impacted fillmmaker videos about the impact of technology:</p>

<p><object width="425" height="355"><param name="movie" value="http://www.youtube.com/v/Fnh9q_cQcUE&rel=1"></param><param name="wmode" value="transparent"></param><embed src="http://www.youtube.com/v/Fnh9q_cQcUE&rel=1" type="application/x-shockwave-flash" wmode="transparent" width="425" height="355"></embed></object></p>

<p>Next a consideration of the <i>impact of innovation</i> in math education on math education (followed by a few video responses to that impact):</p>

<p><object width="425" height="355"><param name="movie" value="http://www.youtube.com/v/Tr1qee-bTZI&rel=1"></param><param name="wmode" value="transparent"></param><embed src="http://www.youtube.com/v/Tr1qee-bTZI&rel=1" type="application/x-shockwave-flash" wmode="transparent" width="425" height="355"></embed></object></p>

<p>Response 1:<br />
<object width="425" height="355"><param name="movie" value="http://www.youtube.com/v/U1tPHInrEk0&rel=1"></param><param name="wmode" value="transparent"></param><embed src="http://www.youtube.com/v/U1tPHInrEk0&rel=1" type="application/x-shockwave-flash" wmode="transparent" width="425" height="355"></embed></object></p>

<p>Response 2:<br />
<object width="425" height="355"><param name="movie" value="http://www.youtube.com/v/wOH9gwImyXg&rel=1"></param><param name="wmode" value="transparent"></param><embed src="http://www.youtube.com/v/wOH9gwImyXg&rel=1" type="application/x-shockwave-flash" wmode="transparent" width="425" height="355"></embed></object></p>

<p>Response 3:<br />
<object width="425" height="355"><param name="movie" value="http://www.youtube.com/v/ymvSFunUjx0&rel=1"></param><param name="wmode" value="transparent"></param><embed src="http://www.youtube.com/v/ymvSFunUjx0&rel=1" type="application/x-shockwave-flash" wmode="transparent" width="425" height="355"></embed></object></p>

<p>(By the way, how did you learn math in middle and high school, and what was the impact of the calculator on that math education?)</p>]]>
</content>
</entry>
<entry>
<title>Hey: check this out: The Future of Books SUPPLEMENT (aka The Future of Libraries plus revival of links dead elsewhere)</title>
<link rel="alternate" type="text/html" href="http://mblog.lib.umich.edu/eng280limitedfork/archives/2007/11/hey_check_this_1.html" />
<modified>2007-12-12T00:38:13Z</modified>
<issued>2007-11-28T11:54:07Z</issued>
<id>tag:mblog.lib.umich.edu,2007:/eng280limitedfork/5748.35871</id>
<created>2007-11-28T11:54:07Z</created>
<summary type="text/plain">Tine extension (from a comment in Leslie&apos;s Blog where the links in the comment are not active): What about the future of libraries? Physical space of libraries may not permit the warehousing of all titles, so criteria of selection related...</summary>
<author>
<name>thyliasm</name>
<url>web page</url>
<email>thyliasm@umich.edu</email>
</author>
<dc:subject>Books</dc:subject>
<content type="text/html" mode="escaped" xml:lang="en" xml:base="http://mblog.lib.umich.edu/eng280limitedfork/">
<![CDATA[<p><b>Tine extension</b> (from a comment in <a href="http://mblog.lib.umich.edu/Eng280Leslie/archives/2007/11/the_future_of_b.html">Leslie's Blog</a> where the links in the comment are not active):</p>

<p>What about the future of libraries?</p>

<p>Physical space of libraries may not permit the warehousing of all titles, so criteria of selection related to significance, local user need, shared inventory avoiding duplication of certain titles in a region, those books available to customers via loans.</p>

<p>So books are routinely withdrawn from circulation, others added.</p>

<p>And not all books are likely committed to some form of digital preservation.</p>

<p>Physical copies of newspapers may not be stored intact, some? many? not stored at all.</p>

<p>This article, <a href="http://www.dlib.org/dlib/july01/snowhill/07snowhill.html">E-books and Their Future in Academic Libraries</a> is from a Journal with content directed toward porfessional librarians.</p>

<p>A few years ago, Nicolson Baker published <a href="http://www.nytimes.com/books/first/b/baker-fold.html">Double Fold: Libraries and the Assault on Paper</a>, a book that ignited quite a furor among Librarians, Patrons of libraries, and other lovers of books, including those whose livelihood is book-related.</p>

<p> <img src="http://www.powells.com/cgi-bin/imageDB.cgi?isbn=9780375504440"> </p>

<p>The following excerpt is from part of the enraged part of the Library community against Baker's Book:</p>

<p><i>Pulling no punches, novelist Baker (Vox) is a romantic, passionate troublemaker who questions the smug assumptions of library professionals and weeps at the potential loss of an extensive, pristine run of Joseph Pulitzer's New York World. For him, the wholesale destruction of books and newspapers to the twin gods of microfilming and digitization is an issue of administrators seeking storage space not of preserving a heritage. He contends that the alarmist slogans "brittle books" and "slow fires" are intended to obscure the reality and the destruction. Throughout his book, Baker hammers away at the Orwellian notion that we must destroy books and newspapers in order, supposedly, to save them. Particularly singled out for opprobrium are University Microfilms Inc. and the Library of Congress. This extremely well-written book is not a paranoid rant. Just this past October, Werner Gundersheimer, director of the Folger Shakespeare Library, said at LC's "Preserve and Protect" symposium that, amid all the smoke and fury, Baker was essentially pleading for "a last copy effort of some kind." Double Fold is the narrative of a heroic struggle: Picture Baker as "Offisa Pup" defending "Krazy Kat," of the printed word, against the villainous "Ignatz Mouse" of the library establishment all in glorious, vivid color on brittle (but unbowed) newsprint. Highly recommended for all libraries. <br />
-- Barry Chad, Carnegie Lib. of Pittsburgh; Library Journal, 12/00</i></p>

<p><br />
The following links go to articles and commentaries that respond to the implications of Baker's expos<i>e</i> (that italicized e is a proxy for an accented e) and/or to the death by digital technology of the book:<br />
<a href="http://rjhatl.livejournal.com/168349.html">"Preserving" vs. "Conserving": Librarians and their hatred of paper</a><br />
<a href="http://www.aaup.org/AAUP/pubsres/academe/2003/MJ/Feat/mash.htm">Libraries, Books, and Academic Freedom</a>: Can academic freedom survive the death of the book?<br />
<a href="http://www.santacruzpl.org/science/books/doublefold_review.html">A review of Double Fold from Science Matters Bookclub</a><br />
<a href="http://www.uu.edu/centers/faculty/articles/article.cfm?ID=17">Do Online Resources Destroy Student Research Papers?</a> by John Jaeger, Reference Librarian<br />
<a href="http://www.nytimes.com/books/01/04/15/reviews/010415.15gatest.html">Paper Chase</a>:Nicholson Baker makes a case for saving old books and newspapers<br />
<a href="http://www.cslib.org/presinfo.htm">Preservation Advice for Libraries, Historical Societies and Home Collections</a> from The Connecticut State Library<br />
<a href="http://www.arl.org/preserv/presresources/Baker_Q_and_A.shtml">Q and A in Response to Nicholson Baker's Double Fold</a> from ARL: Association of Research Libraries</p>

<p>These links go a little further out on the tine, but <i>what impact</i>:<br />
<a href="http://centripetalnotion.com/2007/09/13/13:26:26/">Book Autopsies</a> by Brian Dettmer for aesthetic purposes<br />
<a href="http://www.boingboing.net/2007/10/23/hollowed-out-edition.html">Hollowed out editions of your favorite books</a></p>

<p><img src="http://futurefeeder.com/wp-content/Winston-Side-2Email_398.jpg"></p>

<p>(<i>image of Brian Dettmer's Book Autopsy from <a href="http://futurefeeder.com/">Future Feeder.com</a></i>)</p>]]>
<![CDATA[<p><b>Here's something else</b> (also from my comments in <a href="http://mblog.lib.umich.edu/Eng280Leslie/archives/2007/11/the_future_of_b.html">Leslie's Blog</a> with the links made active):</p>

<p>Whether or not a manuscript becomes a book free-of-charge to the writer is usually up to book publishers who often have an economic decision to make, and an aconomic reason for making those decisions --I'm not approving/disapproving that right now</p>

<p>because I want to emphasize that some manuscripts are not going to become print books unless the writers absorb some or all of the cost. A variety of online companies including/notably <a href="http://www.lulu.com/en/?gclid=CPXyrLbl_48CFSBMGgodzjw9uA">Lulu.com</a> and <a href="http://www.cafepress.com/?CMP=KNC-G-EF">Cafe Press</a> are offering self-publication services, including, especially with Lulu, available (for a fee) distribution services, both domestic and international. --This is quite a shift from the vanity presses of the past. <a href="http://www.blurb.com/create/book/info?ce=google_brand&gclid=CMbYoPrl_48CFUWoGgodDEOpsw">Blurb</a> is offering a service to turn blogs into print books.</p>

<p>So digital means of text production & text delivery (the only way to submit work --for audio and video discs also, and an assortment of 3D objects including T-shirts -- to Lulu, Cafe, Blurb is via digital interface, I believe) are extending/enhancing the life of print objects. The sense of touch itself is powerful, and touch still dominates in how digital devices/materials are used. We get a feel for what we use.</p>

<p>Anyway, both Lulu and Cafe Press offer their authors storefronts and print-on-demand services, so customers can purchase print object or digital versions. Online bookstores (and other cyber retailers) also sell some of the Lulu and Cafe Press merchandise. Blurb, too, has an online store, but last time I checked, no separate storefront for each Blurb author.</p>

<p>Amazon is inviting authors to submit direct-to-<a href="http://www.amazon.com/gp/product/B000FI73MA/ref=amb_link_5892762_2?pf_rd_m=ATVPDKIKX0DER&pf_rd_s=center-2&pf_rd_r=06PQJQ93S26F5WW958Y0&pf_rd_t=101&pf_rd_p=333788801&pf_rd_i=507846">Kindle</a> work.</p>

<p>I began this comment with economic choices and conventional publishing (publisher-controlled author work, permission to use portions can be granted/denied by the publisher, usually not by the author) and return now to that tine, the other bifurcations adding texture/context to what follows:</p>

<p>I have amassed a number of manuscripts that my publisher has deemed unmarketable. Now if I insist upon conventional publication, I can revise the work, so that it adheres better to protocols consistent with economic hopes of the publisher for the book (the costs for book production must be recovered, and surely, some reasonable --at a minimum-- profit margin, or I can submit it to other publishers until, if ever, there's acceptance of the ms. on terms mutually agreeable to publisher, author, and, often, also to an agent who will try to negotiate the best contract for a work the agent considers marketable (<i>we all have to eat</i>).</p>

<p>That said, I've set up <a href="http://stores.lulu.com/store.php?fAcctID=1475686">e-fib</a> e-(<i>forked indie books</i>) where I'm thinking about offering some of my conventionally unmarketable print poams in both electronic and print object forms (so it's set up just in case for if and when I commit to this idea). I'm also using the blog <a href="http://forkergirl.typepad.com/">A Limited Forker Girl's Tines</a> as a place to deliver active content, content in which the behavior and activity of a neural network specifically, and other dynamic systems more generally, is important to the emerging themes.</p>

<p>Work there, such as <a href="http://forkergirl.typepad.com/a_limited_forker_girls_ti/2007/10/neurological-wi.html">Neurological Winter</a>, subverts conventional publication protocols and allows display more compatible with the implied structure of the poam; even reveals meanings of structure as well as meanings of content --even renders/can render implied structure active through links and motion graphics.</p>]]>
</content>
</entry>
<entry>
<title>Hey: check this out: The Future of Books</title>
<link rel="alternate" type="text/html" href="http://mblog.lib.umich.edu/eng280limitedfork/archives/2007/11/hey_check_this.html" />
<modified>2007-12-12T00:38:14Z</modified>
<issued>2007-11-28T07:11:58Z</issued>
<id>tag:mblog.lib.umich.edu,2007:/eng280limitedfork/5748.35868</id>
<created>2007-11-28T07:11:58Z</created>
<summary type="text/plain">Hey; check out this 280 post by Leslie: The Future of Books as you think about the packaging, the system(s) of enclosure you&apos;re going to use to (temporarily) conclude (for the purposes of a class) your 280 blogs with a...</summary>
<author>
<name>thyliasm</name>
<url>web page</url>
<email>thyliasm@umich.edu</email>
</author>
<dc:subject>technology</dc:subject>
<content type="text/html" mode="escaped" xml:lang="en" xml:base="http://mblog.lib.umich.edu/eng280limitedfork/">
<![CDATA[<p>Hey; check out this 280 post by Leslie: <a href="http://mblog.lib.umich.edu/Eng280Leslie/archives/2007/11/the_future_of_b.html">The Future of Books</i></a></p>

<p>as you think about the packaging, the system(s) of enclosure you're going to use to (temporarily) conclude (for the purposes of a class) your 280 blogs with a showstopping bang concerning well, of course, given an anticipated <i>showstopping bang</i>,  <i><b>impact</i></b>, technology, and what's </i>yours</i> in that, what has joint ownership (covert and overt) in that, and so forth.</p>

<p><i>I'm so looking forward to the videos!</i><br />
(need help with that?)</p>

<p>_____________________</p>

<p>I'll be posting the fatter packaged entry on packaging soon.<br />
Remember to re-visit, offer further comments on posts in this blog and posts in your blog and the other 280 blogs --and yes; you can leave comments on your own posts (<i>oh the lovely layering, the meeting of so many interior/exterior surfaces</i>).  </p>

<p>(<a href="http://mike-eng280.blogspot.com/">Mike C</a> has links (in a <i><b> link list</i></b>) to most of the 280 blogs in his 280 blog, so that link list (that's in a convenient/prominent <b>dedicated</b>--<i>static</i>, that is-- blog location) can easily function as a 280 blog-access hub.  Leave a comment with your blog's URL if you're not on the list, and Mike C --you will, won't you?-- will add your blog to the link list --<i>Oh, Mike C.; please add <b><a href="http://mblog.lib.umich.edu/eng280limitedfork/">this blog</a></b> and the related <a href="http://forkergirl.typepad.com/limited_fork_academic_spl/">Limited Fork Academic Split Tine</a> to the list --that is, if you don't mind --I promise not to hold it against you if you do mind.  Thanks</i>)</p>

<p><i>--how's that for pressure, mild</i> abuse <i>of power?</i>)</p>]]>

</content>
</entry>
<entry>
<title>eWaste or after the thrill is technically gone</title>
<link rel="alternate" type="text/html" href="http://mblog.lib.umich.edu/eng280limitedfork/archives/2007/11/ewaste.html" />
<modified>2007-12-12T00:38:24Z</modified>
<issued>2007-11-27T11:22:43Z</issued>
<id>tag:mblog.lib.umich.edu,2007:/eng280limitedfork/5748.34840</id>
<created>2007-11-27T11:22:43Z</created>
<summary type="text/plain">So, what to do about the old technology&apos;s buildup of devices? What have you been doing with your old devices? What can/should be done do with (your) eWaste? --feel free to poll others Here&apos;s a view of some of what...</summary>
<author>
<name>thyliasm</name>
<url>web page</url>
<email>thyliasm@umich.edu</email>
</author>
<dc:subject>technology</dc:subject>
<content type="text/html" mode="escaped" xml:lang="en" xml:base="http://mblog.lib.umich.edu/eng280limitedfork/">
<![CDATA[<p>So, what to do about the old technology's buildup of devices?<br />
What have you been doing with your old devices?<br />
What can/should be done do with (your) eWaste?</p>

<p><i>--feel free to poll others</i></p>

<p>Here's a view of some of what happens to eWaste:</p>

<p><object width="425" height="355"><param name="movie" value="http://www.youtube.com/v/EXzsqTFwV3Q&rel=1"></param><param name="wmode" value="transparent"></param><embed src="http://www.youtube.com/v/EXzsqTFwV3Q&rel=1" type="application/x-shockwave-flash" wmode="transparent" width="425" height="355"></embed></object></p>]]>
<![CDATA[<p>Read <a href="http://www.wired.com/science/discoveries/news/2003/01/57151">e-Waste: Dark Side of the Digital Age</a> from <i>Wired</i>.</p>

<p>At <a href="http://www.ewaste.com/">eWaste.com</a>, you can find solutions for eWaste from <i><b>technology end-of-life specialists</i></b> --2,800 clients nationawide; what fraction of need do you think this number might represent?</p>

<p>Here's the Wikipedia offering on <a href="http://en.wikipedia.org/wiki/E-waste">electronic waste</a>.</p>

<p><a href="http://ban.org/">BAN</a> would like to <i>turn back the toxic tide</i></p>

<p>The thrill of innovation, of empowering developments can be incredibly strong.  Cyles of growth and demise while natural, and often helpful, still present situations that require attention to how to respond to the waste products of demise.  </p>

<p>As one area is relieved of eWaste, does that area also relieve itself of responsibility for the eWaste now in possession of another geographical area?</p>

<p>There are (at least) two sides to surfaces; please do not overlook <b>gestures <i>and</i> the related consequences</b></p>

<p>Here are two video responses to the wasteland that the Salton Sea became:</p>

<p><object width="425" height="355"><param name="movie" value="http://www.youtube.com/v/8XRmMFzHmsI&rel=1"></param><param name="wmode" value="transparent"></param><embed src="http://www.youtube.com/v/8XRmMFzHmsI&rel=1" type="application/x-shockwave-flash" wmode="transparent" width="425" height="355"></embed></object></p>

<p><object width="425" height="355"><param name="movie" value="http://www.youtube.com/v/QhB2ZvHVFls&rel=1"></param><param name="wmode" value="transparent"></param><embed src="http://www.youtube.com/v/QhB2ZvHVFls&rel=1" type="application/x-shockwave-flash" wmode="transparent" width="425" height="355"></embed></object></p>

<p>Now: <b><i>THE ART OF e-WASTE</b></i>:</p>

<p>Looking for <a href="http://ewasteguide.info/galleries/e-waste-ar">e-waste Art</a>? Then backtrack a few characters and click on it.  <br />
While you're at the site, be sure to check out more of the <a href="http://ewasteguide.info/ewaste_guide">e-Waste guide</a>.</p>

<p>More galleries of e-Waste <a href="http://www.news.com/2300-1041_3-6154049-1.html?part=rss&tag=6154049&subj=news">here</a></p>

<p><b>Does ART provide some solutions?  How much can ART do?  What are the limits of <i>ART as eWaste Intervention</i>?</b> What are the consequences of ART as eWaste intervention?</p>

<p>Take a look at the <a href="http://en.wikipedia.org/wiki/Heidelberg_Project">Heidelberg Project</a>: <a href="http://detroityes.com/art/12heidelberg.htm">Art Among the Ruins</a></p>

<p>Finally (for this post): T. S. Eliot's <a href="http://eliotswasteland.tripod.com/"><i>The Wasteland</i></a> as hypertext.  </p>

<p><b><i>Read, Experience, Think, React, Respond, Embrace</i> in any/all of the ways that you can meaningfully respond.</b></p>

<p><i>Oops!</i> --an addendum already:<br />
<a href="http://www.rhymes.org.uk/jack_sprat.htm">Jack and Joan Spratt</a> had a solution to waste that allowed, between two of them, a platter licked clean</p>

<p>& Don't forget about the use found for an old kettle in <a href="http://www.sterlingtimes.org/kettlehead2.htm">The Story of Little Kettle-head</a>  But which was <i>better</i> according to which specified lens/context/<b>mode of enclosure</b>; the kettle replacement head or the doll head as replacement head?  </p>

<p>How do the multiple lenses trained on a particular situation of fork (here used as a bifurcation stream in a larger system) work together?  What is the relationship between the multiple lenses focused on a particular situation?  Etc.</p>

<p>--<i>okay; that's it</i>.</p>

<p>________________________________________</p>

<p>Little Kettlehead, after acquisition of the Kettle:<br />
<p> <img src="http://www.sterlingtimes.org/kettle202.jpg"></p><br />
(from <a href="http://www.sterlingtimes.org/kettlehead2.htm">Sterling Times</a>)</p>]]>
</content>
</entry>
<entry>
<title>More ILLUMINATION  (resisting, for as long as possible, a Lights Out philosophy &amp; policy)</title>
<link rel="alternate" type="text/html" href="http://mblog.lib.umich.edu/eng280limitedfork/archives/2007/11/more_illuminati.html" />
<modified>2007-12-12T00:38:32Z</modified>
<issued>2007-11-20T21:03:20Z</issued>
<id>tag:mblog.lib.umich.edu,2007:/eng280limitedfork/5748.35491</id>
<created>2007-11-20T21:03:20Z</created>
<summary type="text/plain">To know that we are in fact seeing, to be able to recognize (our own, self-constructed) barriers â€”there&apos;s need to determine what those barriers could be, what they are, and whether or not these barriers may be manipulated. Once somehow...</summary>
<author>
<name>thyliasm</name>
<url>web page</url>
<email>thyliasm@umich.edu</email>
</author>
<dc:subject>technology</dc:subject>
<content type="text/html" mode="escaped" xml:lang="en" xml:base="http://mblog.lib.umich.edu/eng280limitedfork/">
<![CDATA[<p>To know that we are in fact seeing, to be able to recognize (our own, self-constructed) barriers â€”there's need to determine what those barriers could be, what they are, and whether or not these barriers may be manipulated.  </p>

<p>Once somehow determined that we are in fact seeing, perhaps we will be more able to take advantage of what is illuminating, what can be illuminated, what we have the power to shine light on.</p>

<p>Hence your opportunity to play <i>The Situation of Fork</i> mind-tech game.</p>

<p><b>Please record the situations and how well the situation illuminates the fork, is illuminated by the fork.</b><br />
What happens as the situation changes?  what happens as the fork changes?<br />
What are the limits of seeing --as suggested by the situations you construct?<br />
What are the limits of fork --as suggested by the situations you construct?<br />
What are the qualities of your seeing? How can you use <i>really seeing</i> the fork to help with other seeing?<br />
How does transparency affect the situations of fork?  How does transparency affect <i>really seeing</i> and the <i>sameness</i> of your forks?<br />
How do you determine the situations in which you attemot to see the fork?<br />
How do you determine that seeing has occurred?  That <i>really seeing</i> has occurred?<br />
Have you seen the fork in the situations that best exemplify the possibilities of fork?<br />
Etc.</p>

<p><b>By the way, are there differences in illuminating the fork and in being illuminated by the fork?</b><br />
Please elaborate.</p>

<p><br />
In debate, the spotlight can bounce back and forth; a light show, a substitute for either aurora in the light play, borealis, australis.</p>

<p>And that light bounce brings to mind (awareness: inner illumination, firing of a neural network) searchlights, the 20th Century Fox twin columns of moving light, the light columns standing in for the WTC, police searching for perpetrators with light). </p>

<p>--Have you visited one of the course resources <a href="http://www.malaran.com/">Malaran.com</a>?  Specifically, have you seen her photo essay <a href="http://www.watchingthechanges.com/"><b>Watching the Changes</b></a>?  --a slideshow of photographs, taken from her East Village bedroom window, of the NYC skyline over a period of years, including images, as was her routine, of the skyline (with WTC+ and WTC-) on the morning of 11 September 2001.  A <i>Watching the Changes</i> poster is available.  Cynthia malaran's project began as a tribute to the view she grew up with from her bedroom window.  --Did you know that the exterior of the WTC twin towers was a system of forks?  See that <a href="http://911research.wtc7.net/mirrors/guardian/WTC/fig-2-4.jpg"><b>here</b></a>, a large-scale (on some scales) <b>situation of fork</b>.</p>

<p><b>Cynthia Malaran's <i>Watching the Changes</i> poster</b>:<br />
<p> <img src="Http://www-personal.umich.edu/~thyliasm/wtcMed.jpg"></p><br />
(poster by <href="http://www.malaran.com"></a>Cynthia Malaran, and available at the link.  All Rights Reserved)</p>

<p><b>WTC forked</b>:<br />
<p> <img src="http://www-personal.umich.edu/~thyliasm/wtcForked.jpg"></p><br />
(image from: <a href="http://911research.wtc7.net/mirrors/guardian/WTC/WTC_ch2.htm">9-11 Research</a>)</p>

<p></p>

<p>______________________________________________________</p>

<p>SO I AM THANKFUL<br />
(okay, so there might be some coercion from the approaching holiday; if you like, check out, out some light on <a href="http://www.poets.org/viewmedia.php/prmMID/19080">The Culture of Glass</a>, a poem about Columbo at poets.org)</p>

<p>for the technology, for the machinery of the mind that can be used to reshape, reconfigure, reassess.</p>

<p>(rendering of Columbo with fork (<b>!</b>) --<b>Trident Columbo--</b>from: <a href="http://openlsd.free.fr/en/TriDenTCoLUMBO.html">OpenLSD</a><br />
<p> <img src="http://openlsd.free.fr/en/res/openlsd/columbo.jpg"></p></p>

<p>_____      _____</p>

<p>Let us consider, for a few moments, the technology of <b>The Limited Fork</b>, the primary technology I use to reshape, to reconfigure, to reassess; my light source so as to see better what is occurs in the reshaping, the reconfiguring, the reassessing.</p>

<p>**Please note: to <i>re</i>shape implies shaping has previously occurred; to <i>re</i>configure implies that configuring has occurred before; to <i>re</i>assess implies that assesment has occurred before** </p>

<p><i>And to do it again requires giving some thought to the prior shape, the prior configuration, the prior assessment.</i></p>

<p><b><i>WE'RE GOING TO TALK FORK</b></i></p>]]>
<![CDATA[<p>Take your fork, examine it; come up with (at least) 10 properties of fork, and 10 ways that each property could have some impact on reshaping, reconfiguring, reassessing.</p>

<p>Work solo or in groups.</p>

<p>Enlist input (including me) from others or do not.</p>

<p>Reconvene at 8 p.m.</p>

<p>Read & listen to <a href="http://www.poetryarchive.org/poetryarchive/singlePoem.do?poemId=5560"><i>Fork</i></a> by Charles Simic.</p>

<p>Using <i>the technology, the machinery of the mind to reshape, reconfigure, reassess</i> is to use that technology to make, remake; to keep structures active, maybe even an attempt to make structures (more) accountable (according to some criteria --that must be made); <a href="http://www.makezine.com/"><b>Make</a></b> magazine might help keep the illumination going in the mind (at the very least, a <i>forked</i> experience).</p>

<p>I'm going to shine a spotlight on an article from <i>Make's Heirloom Technology</i> section:<br />
<a href="http://www.make-digital.com/make/vol12/?pg=162&pm=2&u1=friend&cookies=1"><i><b>The Widowmaker: Cutting Down a TREE</i></b></a>.</p>

<p>Please also check out <a href="http://mocoloco.com/"><b>Moco Loco</b></a> for forked disign.</p>

<p><i>--okay; of course you can eat some turkey with your fork--</i></p>

<p>(that is: remember to have fun with your fork; Alan Sokal did; read/re-read all about the <a href="http://www.physics.nyu.edu/faculty/sokal/"><b><i>Social Text</i> Affair</a></b>).</p>

<p><b><i>Re</i>think, <i>re</i>configure, <i>re</i>form</b>: watch this video:<br />
<object width='448' height='336'><param name='movie' value='http://www.glumbert.com/embed/shift'></param><param name='wmode' value='transparent'></param><embed src='http://www.glumbert.com/embed/shift' type='application/x-shockwave-flash' wmode='transparent' width='448' height='336'></embed></object><div><a href='http://www.glumbert.com/media/shift'>glumbert - Shift Happens</a></div></p>

<p>and visit <a href=" http://www.orlan.net//"><b>Orlan.net</b></a>.</p>]]>
</content>
</entry>
<entry>
<title>ILLUMINATION</title>
<link rel="alternate" type="text/html" href="http://mblog.lib.umich.edu/eng280limitedfork/archives/2007/11/illumination.html" />
<modified>2007-12-12T00:38:34Z</modified>
<issued>2007-11-13T22:15:01Z</issued>
<id>tag:mblog.lib.umich.edu,2007:/eng280limitedfork/5748.35148</id>
<created>2007-11-13T22:15:01Z</created>
<summary type="text/plain">Give me this one, please: Art illuminates, positively or negatively. It focuses the observer&apos;s gaze (for someperiod of time) positively or negatively. Art extends us in some direction for some period of time. The effects of art may not be...</summary>
<author>
<name>thyliasm</name>
<url>web page</url>
<email>thyliasm@umich.edu</email>
</author>

<content type="text/html" mode="escaped" xml:lang="en" xml:base="http://mblog.lib.umich.edu/eng280limitedfork/">
<![CDATA[<p>Give me this one, please: Art illuminates, positively or negatively.  It focuses the observer's gaze (for someperiod of time) positively or negatively.  Art extends us in some direction for some period of time.  The effects of art may not be permanent, but it has some, which may be ignored, but it has some.</p>

<p>So now we turn toward the impact of technology on <i><b>illumination</b></i> as a means of extending us</p>

<p>--and to be extended requires some thought about what/where we are, so that extension has a reference point: extended from which location(s) (since the extension may not be the same for all of us)</p>

<p>So, please <b>specify some reference points for the extension<br />
and examine the following</b> (in your blogs, identify additional high/lo tech illuminations, of course): </p>

<p><br />
<object width="425" height="355"><param name="movie" value="http://www.youtube.com/v/IkmpIXd9Q90&rel=1"></param><param name="wmode" value="transparent"></param><embed src="http://www.youtube.com/v/IkmpIXd9Q90&rel=1" type="application/x-shockwave-flash" wmode="transparent" width="425" height="355"></embed></object></p>

<p>Now some <b><i>ILLUMINATION by design</b></i>:</p>

<p><object width="425" height="355"><param name="movie" value="http://www.youtube.com/v/FMqftVhOuTw&rel=1"></param><param name="wmode" value="transparent"></param><embed src="http://www.youtube.com/v/FMqftVhOuTw&rel=1" type="application/x-shockwave-flash" wmode="transparent" width="425" height="355"></embed></object></p>

<p><br />
This is a site where you can be illuminated by illumination: <a href="http://205.243.100.155/frames/frameindex.html"<b>Bert Hickman's TeslaMania</b></a></p>

<p>Enjoy! --and ask to take a look at my <i><b>Lichtenberg figure</i></b> (it's among us right now â€”in DL1<br />
(<i>my <b>queen ant in amber pendant</b></i> is here, too â€”ask to see it)   **The Lichtenberg and the queen ant in amber illuminate me**</p>

<p>Next: The <b>Illumination of Word/Meaning Mapping as Neural Network</b><br />
â€”I hope that you enjoy (and use often) this funky <a href="http://www.visuwords.com/"<b>online graphical dictionary</b></a></p>

<p>Finally (for now, that is), I hope that recall the collection of photogrpahs by blind photographers <a href="http://www.seeingwithphotography.com/swpc_shooting_blind.html"<b><i>Shooting Blind</b></a> and <a href="http://hubblesite.org/newscenter/archive/releases/2002/28"<b><i> Touch the Universe</b></i></a> the first ever book of images from the Hubble Space Telescopes in Braille</p>

<p>because illumination for you and for the blind continues with <a href="http://www.seeingwithsound.com/"<b><i>Seeing with Sound</b></i></a>: <b>Vision Technology for the Totally Blind</b> --be sure to try the downloads (the application is for windows only at this time, but the other downloads are mac compatible), the examples, the everything the site offers:  <b><i>See</i></b> for yourself!</p>]]>

</content>
</entry>
<entry>
<title>(Arts &amp; Crafty?) Media: Authors &amp; Owners of Cultural Identity?</title>
<link rel="alternate" type="text/html" href="http://mblog.lib.umich.edu/eng280limitedfork/archives/2007/11/rich_media.html" />
<modified>2007-12-12T00:38:35Z</modified>
<issued>2007-11-08T11:31:10Z</issued>
<id>tag:mblog.lib.umich.edu,2007:/eng280limitedfork/5748.34841</id>
<created>2007-11-08T11:31:10Z</created>
<summary type="text/plain">Let&apos;s try to measure some of the impact of technology on (our) cultural identity through keeping an impact diary in which you record each instance of contact with technology (low &amp; high) that seems to have shaping your behavior/decisions/choices/thinking as...</summary>
<author>
<name>thyliasm</name>
<url>web page</url>
<email>thyliasm@umich.edu</email>
</author>

<content type="text/html" mode="escaped" xml:lang="en" xml:base="http://mblog.lib.umich.edu/eng280limitedfork/">
<![CDATA[<p>Let's try to measure some of the impact of technology on (our) cultural identity<br />
through keeping an <b>impact diary</b> in which you record each instance of contact<br />
with technology (low & high) that seems to have shaping your behavior/decisions/choices/thinking as part of the technology's purpose.</p>

<p>Please keep this <b>impact diary</b> in your blog.<br />
Of course, the impact diary may take multiple forms  --including a graphic novella.</p>

<p>Please also â€”try the Mujo, other Pierpont Commons locations, and other local gatherings (other than clases)â€” conduct a brief <b> impact survey</b> of (at least) five persons you find on north campus; record/make a list of their encounters today with technology that could influence their behavior/decisions/choices/thinking etc.</p>

<p>Please return to DL1 after you've spoken with the five or by 7:30 pm â€”whichever comes first.</p>

<p>Then, please watch and comment on (in your blogs, of course; also leave a comment at youtube on the video's page if you like) the following videos about this impact. </p>

<p><object width="425" height="355"><param name="movie" value="http://www.youtube.com/v/MfRXaORNSK8&rel=1"></param><param name="wmode" value="transparent"></param><embed src="http://www.youtube.com/v/MfRXaORNSK8&rel=1" type="application/x-shockwave-flash" wmode="transparent" width="425" height="355"></embed></object></p>

<p><object width="425" height="355"><param name="movie" value="http://www.youtube.com/v/WjxjZe3RhIo&rel=1"></param><param name="wmode" value="transparent"></param><embed src="http://www.youtube.com/v/WjxjZe3RhIo&rel=1" type="application/x-shockwave-flash" wmode="transparent" width="425" height="355"></embed></object></p>

<p><br />
<object width="425" height="355"><param name="movie" value="http://www.youtube.com/v/Ko_N4BcaIPY&rel=1"></param><param name="wmode" value="transparent"></param><embed src="http://www.youtube.com/v/Ko_N4BcaIPY&rel=1" type="application/x-shockwave-flash" wmode="transparent" width="425" height="355"></embed></object></p>

<p><br />
<object width="425" height="355"><param name="movie" value="http://www.youtube.com/v/_FpyGwP3yzE&rel=1"></param><param name="wmode" value="transparent"></param><embed src="http://www.youtube.com/v/_FpyGwP3yzE&rel=1" type="application/x-shockwave-flash" wmode="transparent" width="425" height="355"></embed></object></p>

<p><object width="425" height="355"><param name="movie" value="http://www.youtube.com/v/5Nr_nQrlRS4&rel=1"></param><param name="wmode" value="transparent"></param><embed src="http://www.youtube.com/v/5Nr_nQrlRS4&rel=1" type="application/x-shockwave-flash" wmode="transparent" width="425" height="355"></embed></object></p>]]>
<![CDATA[<p>Where do you go when you're seeking reliable information?<br />
Where do you get the news?<br />
Do you crosscheck information or make other efforts to verify<br />
the information that you receive?<br />
Do your favorite/trusted news outlets give you a sense of the world?  of your local community?</p>

<p>What are the alternatives for information to the sources you've indicated?</p>

<p>Are more alternatives needed?<br />
Be as detailed as you can in explaining how these alternatives would be structured, managed, reviewed, etc.</p>

<p>And please exceed these questions; start here, and keep gpoing!</p>

<p>Thanks.</p>

<p>Have a nice and informative day!</p>

<p><b>**ADD-ON ALERT!  ADD-ON ALERT!</b><br />
To the above videos and links, I'm adding this video link to <a href="http://www.ifc.com/static/sections/kelly/trapped.html"<b>R Kelly's <i>Trapped in the Closet</b></i></a>, a hip hop opera, hip hop video novella <b><i>media hyped</b></i> as <i>innovative</i>, <b><i>genius</b></i>, and you where such comments go...and go...and go....</p>

<p>â€”Is this <i>innovative</i>?<br />
â€”Is this <i>genius</i>?<br />
â€”<i>What</i> does this illuminate?<br />
</p>]]>
</content>
</entry>
<entry>
<title>Oh the Possibilities!</title>
<link rel="alternate" type="text/html" href="http://mblog.lib.umich.edu/eng280limitedfork/archives/2007/11/oh_the_possibil.html" />
<modified>2007-12-12T00:38:58Z</modified>
<issued>2007-11-06T21:06:05Z</issued>
<id>tag:mblog.lib.umich.edu,2007:/eng280limitedfork/5748.34744</id>
<created>2007-11-06T21:06:05Z</created>
<summary type="text/plain">For you to consider as we enter a conversation about the impact of technology on the theme of Composing, please examine the following emerging forms of expression derived from hybrids of artististic expression, technological and other scientific research: Subfusion: an...</summary>
<author>
<name>thyliasm</name>
<url>web page</url>
<email>thyliasm@umich.edu</email>
</author>

<content type="text/html" mode="escaped" xml:lang="en" xml:base="http://mblog.lib.umich.edu/eng280limitedfork/">
<![CDATA[<p>For you to consider as we enter a conversation about the impact of technology on the theme of <b>Composing</b>, please examine the following emerging forms of expression derived from hybrids of artististic expression, technological and other scientific research:</p>

<p><a href="http://www.subvergence.net/"><b>Subfusion</b></a>: an audio visual thesaurus<br />
<a href="http://www.amorphoscapes.com/"><b>Amorphoscapes</b></a>: code-based artworks<br />
<a href="http://www.soundtoys.net/"><b>Sound Toys</b></a>: net place for new works by audio visual artists<br />
<a href="http://www.thecentralcity.co.uk/"><b>The Central City</b></a>: explorations of the organic identity of the city<br />
<a href="http://www.genomixer.com/"><b>Genomixer</b></a>: DNA portraits, prints, and interactive bio art<br />
<a href="http://www.seeingwithsound.com/"><b>Seeing with Sound</b></a>: vision technology for the totally blind<br />
<a href="http://tashian.com/multibabel/"><b>Lost in Translation</b></a>: for <i>Babelizing</i> text in multiple languages<br />
<a href="http://bananaslug.com/"><b>Banana Slug search engine</b></a>: adds a random element (from specified parameters) to internet search results<br />
<a href="http://www.googlism.com/index.htm?ism=Tish&type=1"><b>Googlism</b></a>: Google search modified poetry</p>]]>
<![CDATA[<p>To start, offer definitions of <i>compose</i> and <i>composition</i> that try to correspond to your sense of US social, economic, academic, political, and tech culture.</p>

<p>What can you imagine as futures for <i>composing</i> in ten years, twenty years?</p>

<p><br />
Some related articles:<br />
<a href="http://chronicle.com/free/v53/i50/50b00801.htm"><i>Literature in a Digital Age</i></a><br />
<a href="http://chronicle.com/wiredcampus/article/2299/on-literary-criticism-in-the-digital-age"><i>Literary Criticism in the Digital Age</i></a><br />
<a href="http://www.wide.msu.edu/widepapers/devoss_porter_plagiarism"><i>Rethinking Plagiarism in the Digital Age</i></a><br />
<a href="http://printisdeadblog.com/2007/08/29/20-be-or-not-20-be-creation-and-computers/"><i>Print Is dead</i></a><br />
<a href="http://wordsworth2.net/projects/tccfacultyforum2002.htm"><i>Redefining Writing</i></a></p>]]>
</content>
</entry>

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