The Same Person

How can we conceptualize curriculum and school knowledge to better address important questions of social change, contingency of knowledge, life in mediated worlds, and inequalities? This question was given to me by Dr. Brent Talbot for my final presentation in Music 149, Social Foundations of Music Education. The purpose of this assignment was to synthesize the knowledge of various philosophies and models of music education covered in this course while utilizing the course material given to us throughout the semester. After Dr. Talbot’s emphasis on creativity and having already written too many papers to count, I decided to write and perform a short play. I drew upon the fact that many considered Dr. Talbot and I to be doppelgängers. In this scene, I play both myself and Dr. Talbot, who is the voice in my head. I often considered what Dr. Talbot would say in regards to my projects for the class, so his voice in my head was all too familiar. This format made the most sense as a summation of my experiences and research in Social Foundations of Music Education

This Time It's Personal: from PIM to the Perfect Digital Assistant

Interacting with digital PIM tools like calendars, to-do lists, address books, bookmarks and so on, is a highly manual, often repetitive and frequently tedious process. Despite increases in memory and processor power over the past two decades of personal computing, not much has changed in the way we engage with such applications. We must still manually decompose frequently performed tasks into multiple smaller, data specific processes if we want to be able to recall or reuse the information in some meaningful way. "Meeting with Yves at 5 in Stata about blah" breaks down into rigid, fixed semantics in separate applications: data to be recorded in calendar fields, address book fields and, as for the blah, something that does not necessarily exist as a PIM application data structure. We argue that a reason Personal Information Management tools may be so manual, and so effectively fragmented, is that they are not personal enough. If our information systems were more personal, that is, if they knew in a manner similar to the way a personal assistant would know us and support us, then our tools would be more helpful: an assistive PIM tool would gather together the necessary material in support of our meeting with Yves. We, therefore, have been investigating the possible paths towards PIM tools as tools that work for us, rather than tools that seemingly make us work for them. To that end, in the following sections we consider how we may develop a framework for PIM tools as "perfect digital assistants" (PDA). Our impetus has been to explore how, by considering the affordances of a Real World personal assistant, we can conceptualize a design framework, and from there a development program for a digital simulacrum of such an assistant that is not for some far off future, but for the much nearer term

Websites development and maintenance technology

The student training program in courses related to the computer sciences, includes laboratory classes, using a server running Unix-like operating systems. However, methods and tools for the labs for the "Operating Systems" courses and WEB-technologies courses are differentВ программу обучения студентов по направлениям, связанным с информатикой, входят лабораторные занятия, использующие сервер под управлением Unix-подобных операционных систем. Однако методы и инструменты для лабораторных занятий по курсам «Операционные системы» и WEB-технологии различн

ICT facilities and Orang Asli education at Royal Belum, Gerik, Perak

An effective teaching and learning using Information and Communication Technology (ICT) is necessary to facilitate students to the world of knowledge at their fingertips. The use of ICT essentially leads to significant impact on a condusive learning environment and also on the students’ achievements. In Malaysia, the students come from different background and ethnics, which include orang Asli. The urban students might face less difficulties in accepting the ICT in their lessons. A question then raised regarding the readiness of the Orang Asli students, particularly in remote areas, like Royal Belum, Malaysia. This paper investigates the readiness of the primary students, namely from the Jahai group, in Royal Belum on the use of ICT devices, such as notepad and laptop. In addition to that, we studied the internet facilities and its connectivity at the schools, including some other related issues. Outcome of the observations show positive readiness of Orang Asli students in using ICT devices. Nevertheless, a substantial effort from the ICT teachers seems crucial to the effective delivery of the ICT syllabus. Additionally, the schools suffer with slow connectivity as the data rate of 20 Mbps needs to be shared with other nearby schools. This has affected the students’ learning and also the teachers’ daily tasks, for instance, in meeting District Education Department (PPD) requirements regarding uploading marks online. Therefore, it is appropriate for the government agencies to search some initiatives in solving the current issues