I have not used this blog for a while.
In fact, I have not blogged for some time.
I'm completing my dissertation, revising chapters for my committee, so I
will bring this to a close soon.
Best to everyone!
gz
Monday, August 29, 2011
Friday, May 21, 2010
hyperlink from Issuu
i am still attempting to determine which linking system and embedding system is better for documents.
please let me know what you think!
gz
embedding from Issuu:
i am still attempting to determine which linking system and embedding system is better for documents.
please let me know what you think!
gz
embedding from Issuu:
Saturday, February 27, 2010
Moved Again
i'm using a forum instead of a blog at this point.
you can find me here: http://gregoryzobel.com/
the more personal daily journal stuff is on this board:http://www.gregoryzobel.com/board/journal.html
thanks for reading!
hope you are all well...
best,
gz
you can find me here: http://gregoryzobel.com/
the more personal daily journal stuff is on this board:http://www.gregoryzobel.com/board/journal.html
thanks for reading!
hope you are all well...
best,
gz
Thursday, September 3, 2009
New Blog Location
I am continuing most of my blogging efforts over at WordPress.
Here's the link to the gz7comp blog.
Here's the link to the gz7comp blog.
Tuesday, September 1, 2009
Sunday, August 30, 2009
Thacker & Galloway on Protocol
Taken from their article, Networks, Control and Life-Forms:
PROTOCOLS
The principle of political control we suggest is most helpful
for thinking about biological and informatic networks is
"protocol," a word derived from computer science butwhich resonates in the life sciences as well. Protocol
abounds in techno-culture. It is a totalizing control
apparatus that guides both the technical and political
formation of computer networks, biological systems and
other media. Put simply, protocols are all the conventional
rules and standards that govern relationships within
networks. Quite often these relationships come in the form
of communication between two or more computers, but
"relationships within networks" can also refer to purely
biological processes as in the systemic phenomenon of gene
expression. Thus by "networks" we want to refer to any
system of interrelationality, whether biological or
informatic, organic or inorganic, technical or natural--with
the ultimate goal of undoing the polar restrictiveness of
these pairings.
In computer networks, science professionals have, over the
years, drafted hundreds of protocols to govern email, web
pages, and so on, plus many other standards for
technologies rarely seen by human eyes. The first protocols
for computer networks were written in 1969 by Steve
Crocker and others. If networks are the structures that
connect people, then protocols are the rules that make sure
the connections actually work. From the large technological
discourse of white papers, memos, and manuals, we can
derive some of the basic qualities of the apparatus of
organization which we here call protocol:
· protocol facilitates relationships between
interconnected, but autonomous, entities;
· protocol's virtues include robustness, contingency,
interoperability, flexibility, and heterogeneity;
· a goal of protocol is to accommodate everything, no
matter what source or destination, no matter what
originary definition or identity;
· while protocol is universal, it is always achieved
through negotiation (meaning that in the future
protocol can and will be different);
· protocol is a system for maintaining organization
and control in networks.
In many current political discussions, networks are seen as
the new paradigm of social and political organization. The
reason is that networks exhibit a set of properties that
distinguishes them from more centralized power structures.
These properties are often taken to be merely abstract,
formal aspects of the network--which is itself characterized
as a kind of meta-structure. We see this in "pop science"
books discussing complexity and network science, as well
as in the political discourse of "netwars" and so forth. What
we end up with is a metaphysics of networks. The network,
then, appears as a universal signifier of political resistance,
be it in Chiapas, Seattle, Geneva, or online. What we
question is not the network concept itself, for, as a number
of network examples show, they can indeed be effective
modes of political struggle. What we do question is the
undue and exclusive reliance on the metaphysics of the
network, as if this ahistorical concept legitimizes itself
merely by existing.
PROTOCOLS
The principle of political control we suggest is most helpful
for thinking about biological and informatic networks is
"protocol," a word derived from computer science butwhich resonates in the life sciences as well. Protocol
abounds in techno-culture. It is a totalizing control
apparatus that guides both the technical and political
formation of computer networks, biological systems and
other media. Put simply, protocols are all the conventional
rules and standards that govern relationships within
networks. Quite often these relationships come in the form
of communication between two or more computers, but
"relationships within networks" can also refer to purely
biological processes as in the systemic phenomenon of gene
expression. Thus by "networks" we want to refer to any
system of interrelationality, whether biological or
informatic, organic or inorganic, technical or natural--with
the ultimate goal of undoing the polar restrictiveness of
these pairings.
In computer networks, science professionals have, over the
years, drafted hundreds of protocols to govern email, web
pages, and so on, plus many other standards for
technologies rarely seen by human eyes. The first protocols
for computer networks were written in 1969 by Steve
Crocker and others. If networks are the structures that
connect people, then protocols are the rules that make sure
the connections actually work. From the large technological
discourse of white papers, memos, and manuals, we can
derive some of the basic qualities of the apparatus of
organization which we here call protocol:
· protocol facilitates relationships between
interconnected, but autonomous, entities;
· protocol's virtues include robustness, contingency,
interoperability, flexibility, and heterogeneity;
· a goal of protocol is to accommodate everything, no
matter what source or destination, no matter what
originary definition or identity;
· while protocol is universal, it is always achieved
through negotiation (meaning that in the future
protocol can and will be different);
· protocol is a system for maintaining organization
and control in networks.
In many current political discussions, networks are seen as
the new paradigm of social and political organization. The
reason is that networks exhibit a set of properties that
distinguishes them from more centralized power structures.
These properties are often taken to be merely abstract,
formal aspects of the network--which is itself characterized
as a kind of meta-structure. We see this in "pop science"
books discussing complexity and network science, as well
as in the political discourse of "netwars" and so forth. What
we end up with is a metaphysics of networks. The network,
then, appears as a universal signifier of political resistance,
be it in Chiapas, Seattle, Geneva, or online. What we
question is not the network concept itself, for, as a number
of network examples show, they can indeed be effective
modes of political struggle. What we do question is the
undue and exclusive reliance on the metaphysics of the
network, as if this ahistorical concept legitimizes itself
merely by existing.
5371 Durack Reading Notes
Durack, Katherine T.
Gender, Technology, and the History of Technical Communication
35
publication as ideational performance
36
definition tells us what tc is
1. close relationship to technology
2. associated w/work & workplace--not gender neutral terms tho oft represented as such
37
emphasis often on agency or products: both have need to establish signficance
two assumptions need challenged:
1. women not significant originators of tech/sci/med docs
2. women's tools not sufficient/important enough to study
multiple references to Stanley's work & the obfuscation/cooption of women's work
38
history often ignores technology of daily life
39
industrialization split home from work--recentered heart of production
women often accepted as users of machines but not the repairers of machines
40
focus on workplace writing--one geographic place over another--disempowering to an entire collection of sites where writing takes place
41
many contributions made outside of workplace
Definition revision
1. TW exists in gov't & industry as well as intersection between private/public spheres
2. TW has a close relationship to technology (knolwedge, actions, tools)
3. TW seeks to make tacit knowledge explicit
Gender, Technology, and the History of Technical Communication
35
publication as ideational performance
36
definition tells us what tc is
1. close relationship to technology
2. associated w/work & workplace--not gender neutral terms tho oft represented as such
37
emphasis often on agency or products: both have need to establish signficance
two assumptions need challenged:
1. women not significant originators of tech/sci/med docs
2. women's tools not sufficient/important enough to study
multiple references to Stanley's work & the obfuscation/cooption of women's work
38
history often ignores technology of daily life
39
industrialization split home from work--recentered heart of production
women often accepted as users of machines but not the repairers of machines
40
focus on workplace writing--one geographic place over another--disempowering to an entire collection of sites where writing takes place
41
many contributions made outside of workplace
Definition revision
1. TW exists in gov't & industry as well as intersection between private/public spheres
2. TW has a close relationship to technology (knolwedge, actions, tools)
3. TW seeks to make tacit knowledge explicit
5369/ Jonas/ Ch 18 Reading Response
Gregory Zobel
Chapter 18
Hans Jonas: Toward a Philosophy of Technology
Hans Jonas works towards defining terms and identifying key themes surrounding the philosophy of technology. Jonas identifies two other major themes in the philosophy of technology: form and matter. Jonas labels them formal dynamics and substantive content. Formal dynamics represents technology as a "continuing collective enterprise" which is apparently self-propelled; substantive content of technology is "[T]he things it puts into human use, the powers it confers, the novel objectives it opens up or dictates, and the altered manner of human action by which these objectives are realized" (191). As Jonas states, the first is abstract and the second is concrete. To this he adds the third theme of morals or ethics.
Jonas spends five pages developing the formal dynamics of technology. The first key points he establishes is that while earlier technology was centered around possession of tools, modern technology is focused on being a process (192). A key aspects of this process is the notion of constant progress (192-3). Other traits Jonas identifies technology as having spur the feedbackish ideological loop of infinite progress: restlessness; competition; population growth; quasi-utopian visions; need for social control; and the premise that eternal progress is possible (193-4). This last element, Jonas states, is key: "Unless we understand this ontologic-epistemological premise, we have not understood the inmost agent of technological dynamics" (194). Jonas then goes on to identify how science and technology feed each other's restlessness, motivate each other, and urge each other forward to perpetual research and development (195).
Next Jonas explores the materiality of technology and several facets of its expression. First, technology exerts demands on the social and natural worlds. However, technology often generates other technology with even greater demands; he cites the steam engine's need for coal as an example (197). This new technology, often designed for production of goods, regularly shifts into the private homes and lives of people, such as audio and visual production (198). Another result of technological development is that entirely new things are discovered, like electricity, or media are created, such as communication engineering. Thus, while science may generate knowledge that technology can use, technology generates tools that facilitates scientific discovery of yet more things which technology can then apply. The final frontier of this discovery/application, Jonas asserts, is biology and the human body.
Finally, Jonas explores the ethics of technology. As he states, given the overwhelming power and impact of technology on life, the future of human life is at stake, so ethics are going to be involved (200). He claims that even though technology appears to offer people a greater sense of freedom, technology simultaneously creates a greater state of determinism. The very artifact that we have now implies that there is something better, something as yet undiscovered, and since we hold one object today, that very object drives us to desire and create something for tomorrow (201). Rather than simply participating in this process, Jonas pushes for an awareness of the process and an awareness of the dangers of certain technologies and technological systems (201-2). For Jonas, the real issue in maintaining proper balance and control of technology is to make sure that the proper people into positions of responsibility and power (202).
Chapter 18
Hans Jonas: Toward a Philosophy of Technology
Hans Jonas works towards defining terms and identifying key themes surrounding the philosophy of technology. Jonas identifies two other major themes in the philosophy of technology: form and matter. Jonas labels them formal dynamics and substantive content. Formal dynamics represents technology as a "continuing collective enterprise" which is apparently self-propelled; substantive content of technology is "[T]he things it puts into human use, the powers it confers, the novel objectives it opens up or dictates, and the altered manner of human action by which these objectives are realized" (191). As Jonas states, the first is abstract and the second is concrete. To this he adds the third theme of morals or ethics.
Jonas spends five pages developing the formal dynamics of technology. The first key points he establishes is that while earlier technology was centered around possession of tools, modern technology is focused on being a process (192). A key aspects of this process is the notion of constant progress (192-3). Other traits Jonas identifies technology as having spur the feedbackish ideological loop of infinite progress: restlessness; competition; population growth; quasi-utopian visions; need for social control; and the premise that eternal progress is possible (193-4). This last element, Jonas states, is key: "Unless we understand this ontologic-epistemological premise, we have not understood the inmost agent of technological dynamics" (194). Jonas then goes on to identify how science and technology feed each other's restlessness, motivate each other, and urge each other forward to perpetual research and development (195).
Next Jonas explores the materiality of technology and several facets of its expression. First, technology exerts demands on the social and natural worlds. However, technology often generates other technology with even greater demands; he cites the steam engine's need for coal as an example (197). This new technology, often designed for production of goods, regularly shifts into the private homes and lives of people, such as audio and visual production (198). Another result of technological development is that entirely new things are discovered, like electricity, or media are created, such as communication engineering. Thus, while science may generate knowledge that technology can use, technology generates tools that facilitates scientific discovery of yet more things which technology can then apply. The final frontier of this discovery/application, Jonas asserts, is biology and the human body.
Finally, Jonas explores the ethics of technology. As he states, given the overwhelming power and impact of technology on life, the future of human life is at stake, so ethics are going to be involved (200). He claims that even though technology appears to offer people a greater sense of freedom, technology simultaneously creates a greater state of determinism. The very artifact that we have now implies that there is something better, something as yet undiscovered, and since we hold one object today, that very object drives us to desire and create something for tomorrow (201). Rather than simply participating in this process, Jonas pushes for an awareness of the process and an awareness of the dangers of certain technologies and technological systems (201-2). For Jonas, the real issue in maintaining proper balance and control of technology is to make sure that the proper people into positions of responsibility and power (202).
5369/ Shrader-Frechette/ Ch 17 Reading Response
Gregory Zobel
Chapter 17
Kristin Shrader-Frechette: Technology and Ethics
Shrader-Frechette argues that the development of technology has not generated new ethical questions; rather, technology has expanded on currently existing ethical questions. She then asserts that new technological developments requires critics who examine ethics and technology need both technological and philosophical skills (187). One reason is that "Although such factual knowledge does not determine the ethical decision, it constrains it in important and unavoidable way" (187). Shrader-Frechette also asserts that knowledge of economics is equally critical.
Next, she describes the five key categories for most technology and ethics questions:
1. conceptual/metaethical
2. general normative
3. particular normative
4. ethical consequences of technological developments
5. ethical justifiability of methods of assessing technology (187).
Central to the discussion of technology and ethics is the concept of risk. Shrader-Frechette asserts that technical experts and engineers define risk in probabilistic terms regarding fatality and use quantitative language. Humanistic critics, she claims, state that such terms are not a full accounting of the risk and do not address issues of democracy, consent, welfare, and personal freedom (188). Even when risks are analyzed and put forth, decision making is still conflicted. Two strong, opposing trends are to select the technology which offers the greatest benefit or to select the technology which offers the least catastrophic risk.
The notion of risk is complicated even more, Shrader-Frechette asserts, by technologies like fission which, if catastrophes do happen, can impact large portions of the population who did not consent to be in the range of the experiment or its benefits. This issue summons another topic: consent. One side argues that if a person takes a job, or a culture wants the benefits of a certain technology, then they have consented to the inherent risks. Opposition states that acceptance does not mean consent to certain risks, especially if those risks are not clearly and thoroughly understood.
Chapter 17
Kristin Shrader-Frechette: Technology and Ethics
Shrader-Frechette argues that the development of technology has not generated new ethical questions; rather, technology has expanded on currently existing ethical questions. She then asserts that new technological developments requires critics who examine ethics and technology need both technological and philosophical skills (187). One reason is that "Although such factual knowledge does not determine the ethical decision, it constrains it in important and unavoidable way" (187). Shrader-Frechette also asserts that knowledge of economics is equally critical.
Next, she describes the five key categories for most technology and ethics questions:
1. conceptual/metaethical
2. general normative
3. particular normative
4. ethical consequences of technological developments
5. ethical justifiability of methods of assessing technology (187).
Central to the discussion of technology and ethics is the concept of risk. Shrader-Frechette asserts that technical experts and engineers define risk in probabilistic terms regarding fatality and use quantitative language. Humanistic critics, she claims, state that such terms are not a full accounting of the risk and do not address issues of democracy, consent, welfare, and personal freedom (188). Even when risks are analyzed and put forth, decision making is still conflicted. Two strong, opposing trends are to select the technology which offers the greatest benefit or to select the technology which offers the least catastrophic risk.
The notion of risk is complicated even more, Shrader-Frechette asserts, by technologies like fission which, if catastrophes do happen, can impact large portions of the population who did not consent to be in the range of the experiment or its benefits. This issue summons another topic: consent. One side argues that if a person takes a job, or a culture wants the benefits of a certain technology, then they have consented to the inherent risks. Opposition states that acceptance does not mean consent to certain risks, especially if those risks are not clearly and thoroughly understood.
5369/ Ellul/ Ch 16 Reading Response
Gregory Zobel
Chapter 16
Jacques Ellul: On the Aims of a Philosophy of Technology
The Ellul excerpt centers on contextualizing the setting for his argument and defining key ideas. He begins strategically by claiming that no total account of technology, or what he calls technique, is possible. Ellul defines technique thus: "[T]echnique is the totality of methods rationally arrived at and having absolute efficiency (for a given stage of development) in every field of human activity" (182). Shortly thereafter, Ellul acknowledges that he, too, is involved in a technological civilization, and thus his perspective is biased (183). Then he claims that he has not set out to prove anything (183). Ellul continues hedging his position and states that his work centers on collective, not individual, mechanisms. The only role of the historical past is for comparison. Once he completes his hedging, he warns the reader not to be fatalistic; his conclusions are only probable if the populations do not respond and change their current course.
Ellul offers no solution, and he claims that no solution offered as yet to the challenge of technique is viable. Earlier solutions he dismisses as fanciful or simplistic. These will not work because, "Technique presents man with multiple problems" (185). The problems are complex and require complex solutions. Ironically, the individual man whose life Ellul cannot account for is then held accountable and, according to Ellul, is the potential source of the solution: "Each man must make this effort [to overcome technological determinants] in every area of life, in his profession and in his social, religious, and family relationships" (185). Resisting technological determination not only helps humanity avoid the oncoming problems Ellul will describe in his book, but is also an expression of personal freedom for Ellul defines freedom as not inherent; rather, "[F]reedom consists in overcoming and transcending these determinisms" (185). Thus, the solution Ellul provides appears to be one of individually designed resistance to technological determinism.
Chapter 16
Jacques Ellul: On the Aims of a Philosophy of Technology
The Ellul excerpt centers on contextualizing the setting for his argument and defining key ideas. He begins strategically by claiming that no total account of technology, or what he calls technique, is possible. Ellul defines technique thus: "[T]echnique is the totality of methods rationally arrived at and having absolute efficiency (for a given stage of development) in every field of human activity" (182). Shortly thereafter, Ellul acknowledges that he, too, is involved in a technological civilization, and thus his perspective is biased (183). Then he claims that he has not set out to prove anything (183). Ellul continues hedging his position and states that his work centers on collective, not individual, mechanisms. The only role of the historical past is for comparison. Once he completes his hedging, he warns the reader not to be fatalistic; his conclusions are only probable if the populations do not respond and change their current course.
Ellul offers no solution, and he claims that no solution offered as yet to the challenge of technique is viable. Earlier solutions he dismisses as fanciful or simplistic. These will not work because, "Technique presents man with multiple problems" (185). The problems are complex and require complex solutions. Ironically, the individual man whose life Ellul cannot account for is then held accountable and, according to Ellul, is the potential source of the solution: "Each man must make this effort [to overcome technological determinants] in every area of life, in his profession and in his social, religious, and family relationships" (185). Resisting technological determination not only helps humanity avoid the oncoming problems Ellul will describe in his book, but is also an expression of personal freedom for Ellul defines freedom as not inherent; rather, "[F]reedom consists in overcoming and transcending these determinisms" (185). Thus, the solution Ellul provides appears to be one of individually designed resistance to technological determinism.
5369/ Bunge/ Ch 15 Reading Response
Gregory Zobel
Chapter 15
Mario Bunge: Philosophical Inputs and Outputs of Technology
Mario Bunge argues that technology is philosophical because of the nature of technological research and technological research planning and development (172-3). He also argues that technology is philosophical because of its location in material, social, conceptual, and general realms. After claiming that technology is philosophical, he defines technology as "[T]hat field of research and action that aims at the control or transformation of reality whether natural or social" (173). Given this definition of technology and its presence in all of the arenas, it has a significant impact upon daily life and experience; as such, the creation and application of such tools are inherently philosophical.
Bunge asserts that most technological ideas, and hence the core of its philosophy, can be found in the policy and decision making processes and in research (174). Technology's research methodology is similar to that of science, and both are goal-oriented, but the author states that science is centered on knowing truth while technology seeks out useful truth. Bunge then elaborates upon the shared hypotheses and epistemologies of science and technology.
The core of Bunge's argument that technology is inherently philosophical is located in the middle of the article. He claims that technological theories' concern for generic traits of systems, the stuff-free nature of the theories, and the theories untestable nature without further work make those theories technological and ontological. This position is developed by Bunge's presentation of two value-oriented theories which arose from technology: value theory and utility theory (177). He then links technology to two classic philosophical arenas, ethics and the law, by discussing how technology's use of norms could benefit both areas. As he states, "Technology can thus act as a methodological model for the normative sciences, in particular ethics" (179).
Having located technology's philosophical source, defined technology, and linked it to philosophical tradition, Bunge brings the article to conclusion by asserting that technology is not neutral. He argues that it has been a tool used and abused by various ideologies (180). As such, he claims that technology needs to develop its own ethics. As an integral part of contemporary culture, technology's philosophical impact cannot be safely ignored.
Chapter 15
Mario Bunge: Philosophical Inputs and Outputs of Technology
Mario Bunge argues that technology is philosophical because of the nature of technological research and technological research planning and development (172-3). He also argues that technology is philosophical because of its location in material, social, conceptual, and general realms. After claiming that technology is philosophical, he defines technology as "[T]hat field of research and action that aims at the control or transformation of reality whether natural or social" (173). Given this definition of technology and its presence in all of the arenas, it has a significant impact upon daily life and experience; as such, the creation and application of such tools are inherently philosophical.
Bunge asserts that most technological ideas, and hence the core of its philosophy, can be found in the policy and decision making processes and in research (174). Technology's research methodology is similar to that of science, and both are goal-oriented, but the author states that science is centered on knowing truth while technology seeks out useful truth. Bunge then elaborates upon the shared hypotheses and epistemologies of science and technology.
The core of Bunge's argument that technology is inherently philosophical is located in the middle of the article. He claims that technological theories' concern for generic traits of systems, the stuff-free nature of the theories, and the theories untestable nature without further work make those theories technological and ontological. This position is developed by Bunge's presentation of two value-oriented theories which arose from technology: value theory and utility theory (177). He then links technology to two classic philosophical arenas, ethics and the law, by discussing how technology's use of norms could benefit both areas. As he states, "Technology can thus act as a methodological model for the normative sciences, in particular ethics" (179).
Having located technology's philosophical source, defined technology, and linked it to philosophical tradition, Bunge brings the article to conclusion by asserting that technology is not neutral. He argues that it has been a tool used and abused by various ideologies (180). As such, he claims that technology needs to develop its own ethics. As an integral part of contemporary culture, technology's philosophical impact cannot be safely ignored.
Saturday, August 29, 2009
"Facebook Exodus" article via Wordle
Every time I cut & paste Wordle code, it never links. So I have to use this link.
Notes to Self
Get lists of award winning TC articles -> download pdfs -> put into portfolio
Extract list of abstracts -> compile into reading list -> review
Possible research topic:
poll graduate students in TC about their awareness of usability, accessibility, and disability issues/studies to get a sense of the field
where does DS belong in TC?
induction vs. deduction
how has protocol been viewed as technology
information design
writing a lit review
habermas
heidegger
Extract list of abstracts -> compile into reading list -> review
Possible research topic:
poll graduate students in TC about their awareness of usability, accessibility, and disability issues/studies to get a sense of the field
where does DS belong in TC?
induction vs. deduction
how has protocol been viewed as technology
information design
writing a lit review
habermas
heidegger
Baehr 5371 CW Ch 1 & 2 notes
CW Ch 1 Connors
4
technical writer vs. technician who write
tech wtg teachers vs. tchr in a technical discipline who teaches writing
5
late 19th century rse in engineering schools
5-6
circa 1900: complaints re: wrtg quality
6
Earle: 3 starred key points TYPE UP
cultural split
7
1910-20 Basic TW curriculum developed
8
many Ts of TW in Eng depts were not interested in being there
Eng depts. critted tech colleagues
8-9
1920s TW growing
txts; Ts who saw self as TW Ts
10
depression hit field 1930s
still low status for TW folks
1930s: tech forms approach popular w/teachers
field grows, status static
12
during WW2, tech report writing became a job
corps liek GM opened up TW depts
12-13
forms, genre grows
13
STW formed
1954 Mill's & Walter's TW: rhet approach; does it work?
14
50s-60s
more audience awareness; TW moves beyond engineering
still no academic respect; Sputnik 1957 increased respect/status of TW for a period
15
R. Hays & W. E. Britton def of TW GET QUOTE
professionalism/ self-awareness gorwing
prof/academic respect NOT growing: mostly grad Ss & low-level faculty teaching it
16
proposal writing became a more serious form
late 60s: Engineering Ss numbers shrank & TW classes shrank
16
JTWC started in 1970
1971 Hbk of TW practitioners
1973 ATTW formed
1976 MLA recognized TW
Industry still needed specialists
17
1970s growth in classes/texts
1980s scholarship is thriving
Ch 2
20
GET Winterowd's Comp/Rhet: synth for TW teacher
21
what TW is GET QUOTE
parts of TW: lrng to think well AND be useful to others
22
TW needs to associate more w/liberal education
focus on better contextualization of the discipline
23
being & knowing over doing & willing
QUintillian: character precedes action
Bacon: induction
24
Thomas Huxley: applied science & tech needs pure science
25-6
TC can't afford to exaggerate the importance or perfection of science
27
history of scientific community: 17th century mails; experiments; small group of men
1881 in Britain: technical education opened up
1862 in US: Morrill Act: land grant colleges
28
remembering & ujnderstanding history of TW enables use of strengths & to cut dead weight
writing creates its own version of reality
28-29
tw: produce writing that accomodates technology to user
29
TC puts knowledge into practice
30
just as important to master craft is to work well with others
TC as collaboration
Geertz: culture as a set of control mechanisms
=don't get lost in idea of culture--it's a big diea
31
rtrn TC to rhetoric & liberal arts
32
be articulate citizens
use rhetoric in an active life/living
4
technical writer vs. technician who write
tech wtg teachers vs. tchr in a technical discipline who teaches writing
5
late 19th century rse in engineering schools
5-6
circa 1900: complaints re: wrtg quality
6
Earle: 3 starred key points TYPE UP
cultural split
7
1910-20 Basic TW curriculum developed
8
many Ts of TW in Eng depts were not interested in being there
Eng depts. critted tech colleagues
8-9
1920s TW growing
txts; Ts who saw self as TW Ts
10
depression hit field 1930s
still low status for TW folks
1930s: tech forms approach popular w/teachers
field grows, status static
12
during WW2, tech report writing became a job
corps liek GM opened up TW depts
12-13
forms, genre grows
13
STW formed
1954 Mill's & Walter's TW: rhet approach; does it work?
14
50s-60s
more audience awareness; TW moves beyond engineering
still no academic respect; Sputnik 1957 increased respect/status of TW for a period
15
R. Hays & W. E. Britton def of TW GET QUOTE
professionalism/ self-awareness gorwing
prof/academic respect NOT growing: mostly grad Ss & low-level faculty teaching it
16
proposal writing became a more serious form
late 60s: Engineering Ss numbers shrank & TW classes shrank
16
JTWC started in 1970
1971 Hbk of TW practitioners
1973 ATTW formed
1976 MLA recognized TW
Industry still needed specialists
17
1970s growth in classes/texts
1980s scholarship is thriving
Ch 2
20
GET Winterowd's Comp/Rhet: synth for TW teacher
21
what TW is GET QUOTE
parts of TW: lrng to think well AND be useful to others
22
TW needs to associate more w/liberal education
focus on better contextualization of the discipline
23
being & knowing over doing & willing
QUintillian: character precedes action
Bacon: induction
24
Thomas Huxley: applied science & tech needs pure science
25-6
TC can't afford to exaggerate the importance or perfection of science
27
history of scientific community: 17th century mails; experiments; small group of men
1881 in Britain: technical education opened up
1862 in US: Morrill Act: land grant colleges
28
remembering & ujnderstanding history of TW enables use of strengths & to cut dead weight
writing creates its own version of reality
28-29
tw: produce writing that accomodates technology to user
29
TC puts knowledge into practice
30
just as important to master craft is to work well with others
TC as collaboration
Geertz: culture as a set of control mechanisms
=don't get lost in idea of culture--it's a big diea
31
rtrn TC to rhetoric & liberal arts
32
be articulate citizens
use rhetoric in an active life/living
Carter Red Reader Tech intro notes
from the anthology
170
scientific method taken for granted in analytic perspectives
contintental phil. often suspicious/critical of technology; often retain a larger, more holistic vision of technology
Bunge from Popper--anti-social construction
Technology has given us pragmatism; Bunge critiques pragmatism
171
Ellul holistic, descriptive
GOOD QUOTE
technology as a process vs. being an object/item
the most urgent philosophical need: avert disaster
170
scientific method taken for granted in analytic perspectives
contintental phil. often suspicious/critical of technology; often retain a larger, more holistic vision of technology
Bunge from Popper--anti-social construction
Technology has given us pragmatism; Bunge critiques pragmatism
171
Ellul holistic, descriptive
GOOD QUOTE
technology as a process vs. being an object/item
the most urgent philosophical need: avert disaster
Rickly Hughes Hayhoe Ch 1-3 notes
Ch1
Summary on pg 16
3
research should inform practical decisions
avoid abstraction wars--free for alls-by requiring specific supporting proof
4
action science: building a ladder of inference
research: linking actions, decision, or advocacy to observable data
research: systematic collection and analysis of observations fo rthe purpose of creating new knowledge that can inform actions and decision
traits of research: systematic; collection & analysis of data; creates new knowledge; informs actions & decisions
5
concept of research carries assumption that knowledge created is applicable at generalized level and repeatable multiple times
"research must ultimately articulate generalized truths from specific instrances"
Scientific Method: observation; hypothesis; prediction; experiment
6
research goals filter design & interpretation of research & data
6-7
kinds of research goals: theoretical; empirical; intepretivist; PoMO; developmental; evaluative
10-11
Research Methods: quant, qual, critical theory; lit review; mixed methods
14
sources of research: industry; academy; prof. societies; gov't
15
hierarchies of publications: open -> editor -> refereed
Ch 2
(no summary at end)
20-24
Structure of Research Report
statement of research problem: gives background, goals for this spec. research, research ?
25-30
Phases of Research Project
ID R goal; form research ?; review lit; design study; get approvals; collect data; analyze data; report results
review of lit: established scope of prior research; educate reader; ground researcher's premises in data
description of methodology:
name method: quant, qual, crit theory, lit review, mixed metho
describe data collection
describe sample & sample selection process
describe data analysis tech
analysis of data
conclusion
Defining Goal & Research Questions 31-34
Ideas from Lit: can research be updated/ narrowed/ broadened; challenged
Ideas from Real-life problems
Ch 3
Summary on 54
Reviewing the Lit
38
primary research: formulating & testing hypothesis
secondary: draw on previous reports/research
39-40
Purpose of lit review: discover what's been done; ID gaps in research; educate readers; establish credibility
40-50
conducting the lit review
Gather sources
describe & evaluate sources--both should be in the LR
descrip has all essential info about book & be 100-250 words
evaluative 50-100 words
50-51
AB is a list of sources on topic
LR prepared for an audience; often part of research section of paper
51-2
preparing LR: define purpose & audience; organize effectively; determine appropriate detail level
Summary on pg 16
3
research should inform practical decisions
avoid abstraction wars--free for alls-by requiring specific supporting proof
4
action science: building a ladder of inference
research: linking actions, decision, or advocacy to observable data
research: systematic collection and analysis of observations fo rthe purpose of creating new knowledge that can inform actions and decision
traits of research: systematic; collection & analysis of data; creates new knowledge; informs actions & decisions
5
concept of research carries assumption that knowledge created is applicable at generalized level and repeatable multiple times
"research must ultimately articulate generalized truths from specific instrances"
Scientific Method: observation; hypothesis; prediction; experiment
6
research goals filter design & interpretation of research & data
6-7
kinds of research goals: theoretical; empirical; intepretivist; PoMO; developmental; evaluative
10-11
Research Methods: quant, qual, critical theory; lit review; mixed methods
14
sources of research: industry; academy; prof. societies; gov't
15
hierarchies of publications: open -> editor -> refereed
Ch 2
(no summary at end)
20-24
Structure of Research Report
statement of research problem: gives background, goals for this spec. research, research ?
25-30
Phases of Research Project
ID R goal; form research ?; review lit; design study; get approvals; collect data; analyze data; report results
review of lit: established scope of prior research; educate reader; ground researcher's premises in data
description of methodology:
name method: quant, qual, crit theory, lit review, mixed metho
describe data collection
describe sample & sample selection process
describe data analysis tech
analysis of data
conclusion
Defining Goal & Research Questions 31-34
Ideas from Lit: can research be updated/ narrowed/ broadened; challenged
Ideas from Real-life problems
Ch 3
Summary on 54
Reviewing the Lit
38
primary research: formulating & testing hypothesis
secondary: draw on previous reports/research
39-40
Purpose of lit review: discover what's been done; ID gaps in research; educate readers; establish credibility
40-50
conducting the lit review
Gather sources
describe & evaluate sources--both should be in the LR
descrip has all essential info about book & be 100-250 words
evaluative 50-100 words
50-51
AB is a list of sources on topic
LR prepared for an audience; often part of research section of paper
51-2
preparing LR: define purpose & audience; organize effectively; determine appropriate detail level
Friday, August 28, 2009
Rickly MacNealy Ch 1 & 3 notes
Chapter 1
1-2
WW II impact on writing
manuals needed for proper operation of gear
influx of GIs into higher ed
4
Rsrch improves communication, builds image of a discipline
6
library based research:
efforts in personal/institutional libraries
empirical:
describes/measures observable pheonomena in a systematic way
planned in advance
8
Empirical often reports method; library doesn't
empirical conducts own research; library compares other people's research
Lore: knowledge that works
11
theory: a belief that is basis for actions
foundational
provides connections/explanations
links mental constructs & observable phenomena
stimulates research
an effective foundation for solving problems
12
research stimluated by 4 kinds of dissonance
clash between beliefs
expectations violated
gap in knowledge
unnotice connections between 2 phenomena
Chapter 3
35
empirical research: "recorded observations of events"
36
ER's biggest advantage: power to persuade
Biggest Disadvantages to ER
36-37
Distrust of numbers/ "numbers can lie"
counter: reduce amount of numbers used
counter: reproducible studies
37
Distrust of researchers/ "find what they're looking for"
38 counter: describe methodology
counter: display awareness of potential bias
38-9
Distrust of Empirical Methods/ "not real world"
counter: use caveats & hedges
39
High costs: time & money
counter: plan carefully
counter: if results counter-intuitive, reexamine them
40-41
Essential characteristics of Empirical Research
planned in advance
data are collected systematically
collected data produces a boddy of evidence that others can examine
41
Purposes & Design principles
Empirical Research oft focuses on these questions:
what details best describe some thing, person, group
qualitative usually used
to what degree are 2 phenomena related
quantitative usually used & qual may be useful
is there a causal relationship
41-42
when collecting/measuring data, remember 2 things
all instruments of measurement are imprecise
control confounding variables
Empirical Research's common categories
42
qualitative: interviews, ethnographeis
43
quantitative
Classification by Data source:
44 Historical studies: work with archives
44 Descriptive studies: preserve natural setting
45-46 Experimental studies: control variables; compare control w/tested group
46-47 meta analysis: integrate data from multiple researchers
Classification by Research Purpose
47-48 Basic research: curiosity; long range goals
48 Applied research: question of immediate concern in a specific area
48 Evaluative: evaluate a procedure or product
49 developmental/instrumental research: build/develop new product
49 action research: find answers while influencing subjects @ same time
1-2
WW II impact on writing
manuals needed for proper operation of gear
influx of GIs into higher ed
4
Rsrch improves communication, builds image of a discipline
6
library based research:
efforts in personal/institutional libraries
empirical:
describes/measures observable pheonomena in a systematic way
planned in advance
8
Empirical often reports method; library doesn't
empirical conducts own research; library compares other people's research
Lore: knowledge that works
11
theory: a belief that is basis for actions
foundational
provides connections/explanations
links mental constructs & observable phenomena
stimulates research
an effective foundation for solving problems
12
research stimluated by 4 kinds of dissonance
clash between beliefs
expectations violated
gap in knowledge
unnotice connections between 2 phenomena
Chapter 3
35
empirical research: "recorded observations of events"
36
ER's biggest advantage: power to persuade
Biggest Disadvantages to ER
36-37
Distrust of numbers/ "numbers can lie"
counter: reduce amount of numbers used
counter: reproducible studies
37
Distrust of researchers/ "find what they're looking for"
38 counter: describe methodology
counter: display awareness of potential bias
38-9
Distrust of Empirical Methods/ "not real world"
counter: use caveats & hedges
39
High costs: time & money
counter: plan carefully
counter: if results counter-intuitive, reexamine them
40-41
Essential characteristics of Empirical Research
planned in advance
data are collected systematically
collected data produces a boddy of evidence that others can examine
41
Purposes & Design principles
Empirical Research oft focuses on these questions:
what details best describe some thing, person, group
qualitative usually used
to what degree are 2 phenomena related
quantitative usually used & qual may be useful
is there a causal relationship
41-42
when collecting/measuring data, remember 2 things
all instruments of measurement are imprecise
control confounding variables
Empirical Research's common categories
42
qualitative: interviews, ethnographeis
43
quantitative
Classification by Data source:
44 Historical studies: work with archives
44 Descriptive studies: preserve natural setting
45-46 Experimental studies: control variables; compare control w/tested group
46-47 meta analysis: integrate data from multiple researchers
Classification by Research Purpose
47-48 Basic research: curiosity; long range goals
48 Applied research: question of immediate concern in a specific area
48 Evaluative: evaluate a procedure or product
49 developmental/instrumental research: build/develop new product
49 action research: find answers while influencing subjects @ same time
Rickly Wk 2 notes STC grant/ Hayhoe Ed/ Wollman Res
STC research grant
51-2 "promote
awareness of the latest trends and technology in the field, and provide
innovative services for the education and professional development of
its members"
$10 k/ 1 year/ produce a paper/ 1 time projects/ members & non-members
research defined: "a controlled activity through which you can learn and
communicate new information to the STC membership."
51-3 process/deadlines
51-4 required sections
funding approval process: concise overview
2 page narrative
prob stmt
lit gap
relate work to ongoing research
expectations from study
summarized expenses
51-5 2 pg CV
51-5 full grant proposal sections
cover
TOC
Abstract
Prob stmt
51-6 lit review
expectations/hypotheses/assumptions
stmt of benefits
objective/research methods
51-7 facilities
deliverables & progress reports
51-8 milestone schedule
cost breakdown
51-9 qualifications/ bibliography
Criteria for evaluating proposals
background/ strength of design/ proposal
51-10 budget/ personal
51-10 Recommendation Process
Researcher's Responsibilities
Attachments: suggested research topics & forms
Hayhoe: Needed Research
141
"we need to investigate how such factors as audience, purpose, rhetorical patterns, and
document design in the rest of the world differ from what we are accustomed
to."
global audience/cultural awareness
what needs do Asian consumers/customers have/need
don't take purpose of documents for granted
need to know how cultures respond to help/ documents differently
142
in different cultures, reports do more than just prove facts
build relationships
establish authority
rhetorical patterns
structures of arguments/reasoning/explanation should adapt to the cultureal expectations
need to learn more about what these patterns are & how to meet them
document design
past focus of research on western readers & creators
not non-Roman alph readers or right-to-left readers
asdf
Wollman: Does Anybody Really Care?
311
"literacy is a process that simultaneously
draws upon and (re)creates social resources
for thinking and communication.
Writing entails revoicing by
appropriating and recontextualizing
social forms and functions for text"
312
"I think we researchers may be far more adept at
posing research questions than we are at
asking ourselves this more fundamental
question about our work and its impact
on others personally and on educational
practice in general."
frame research as a service
313
text as a snapshot
epistimologies of research & practice are very different
philosophy as means of study or means to action
is it really a binary?
314
"Research
even takes on a voice with which
teachers must contend."
Research is often foisted upon teachers.
315
contextualized topics growing out of the classroom vs. decontextualized topics pulled from a book/manual
how can you be of service when your research interest does not meet immediate demands/goals of standards based education (or other similar conundrums)
316
research articles can be applied/leveraged in a variety of way s
"we must free ourselves from the
grip of writing process orthodoxies."
"I suggest that elementary educators should guide children to
write as writing is used to think, solve problems, and get things done in our
world—to write as social practice. This is the only way to empower all children,
regardless of sociocultural and linguistic background, to use writing to participate
in society and to assure they have the linguistic-cultural capital to generate
new genres and, more broadly, to fashion less oppressive social structures.
To put this another way, we must get past the primacy of the personal, so
privileged in writing process approaches, and connect the personal to the public,
to what is socially meaningful and purposeful, if we are to give children
genuine voice and agency as writers."
317
when you do research, there is not a guarantee that the results won't be twisted
Delpit's research
318
educators centering on values/issues which are often not the goal of the project
family literacy vs. grammar errors
assumptions that all kids should seek middle class jobs
319
"Not only is research opportunistically embraced and facilely reinterpreted
when it is useful to policy makers or politicians who may not trust teachers
and children, or who approach them with patronizing good intentions; even
when educators care about research and its classroom application, they may
distort research findings as they attempt to enact them, resulting in what Dewey
would call miseducative experiences (1938)."
320
must ask who will be affected by our research and how
try and let research sprout from interests
321
often researchers can miss practical issues
322
use research as a way to see what is possible or desirable
323
research as social action by witnessing and documenting what is going on
324
research as service: enacting caring
don't do work that will hurt kids
"Research as praxis means that theory and practice, action
and deliberate reflection, meet in a dialogical relationship in the process of
carrying out any inquiry, not just in the research report. Such research is not
only grounded in, but is also intricately intertwined with practice, with teachers’
work and thinking."
"It will not be imposed on school people but engaged in
with and for participants. It will not use classrooms, teachers, children, and families
as spaces to do research but, I believe, it will reflect researchers’ caring
for and openness to all connected to and impacted by their work. It may,
therefore, represent research as service."
51-2 "promote
awareness of the latest trends and technology in the field, and provide
innovative services for the education and professional development of
its members"
$10 k/ 1 year/ produce a paper/ 1 time projects/ members & non-members
research defined: "a controlled activity through which you can learn and
communicate new information to the STC membership."
51-3 process/deadlines
51-4 required sections
funding approval process: concise overview
2 page narrative
prob stmt
lit gap
relate work to ongoing research
expectations from study
summarized expenses
51-5 2 pg CV
51-5 full grant proposal sections
cover
TOC
Abstract
Prob stmt
51-6 lit review
expectations/hypotheses/assumptions
stmt of benefits
objective/research methods
51-7 facilities
deliverables & progress reports
51-8 milestone schedule
cost breakdown
51-9 qualifications/ bibliography
Criteria for evaluating proposals
background/ strength of design/ proposal
51-10 budget/ personal
51-10 Recommendation Process
Researcher's Responsibilities
Attachments: suggested research topics & forms
Hayhoe: Needed Research
141
"we need to investigate how such factors as audience, purpose, rhetorical patterns, and
document design in the rest of the world differ from what we are accustomed
to."
global audience/cultural awareness
what needs do Asian consumers/customers have/need
don't take purpose of documents for granted
need to know how cultures respond to help/ documents differently
142
in different cultures, reports do more than just prove facts
build relationships
establish authority
rhetorical patterns
structures of arguments/reasoning/explanation should adapt to the cultureal expectations
need to learn more about what these patterns are & how to meet them
document design
past focus of research on western readers & creators
not non-Roman alph readers or right-to-left readers
asdf
Wollman: Does Anybody Really Care?
311
"literacy is a process that simultaneously
draws upon and (re)creates social resources
for thinking and communication.
Writing entails revoicing by
appropriating and recontextualizing
social forms and functions for text"
312
"I think we researchers may be far more adept at
posing research questions than we are at
asking ourselves this more fundamental
question about our work and its impact
on others personally and on educational
practice in general."
frame research as a service
313
text as a snapshot
epistimologies of research & practice are very different
philosophy as means of study or means to action
is it really a binary?
314
"Research
even takes on a voice with which
teachers must contend."
Research is often foisted upon teachers.
315
contextualized topics growing out of the classroom vs. decontextualized topics pulled from a book/manual
how can you be of service when your research interest does not meet immediate demands/goals of standards based education (or other similar conundrums)
316
research articles can be applied/leveraged in a variety of way s
"we must free ourselves from the
grip of writing process orthodoxies."
"I suggest that elementary educators should guide children to
write as writing is used to think, solve problems, and get things done in our
world—to write as social practice. This is the only way to empower all children,
regardless of sociocultural and linguistic background, to use writing to participate
in society and to assure they have the linguistic-cultural capital to generate
new genres and, more broadly, to fashion less oppressive social structures.
To put this another way, we must get past the primacy of the personal, so
privileged in writing process approaches, and connect the personal to the public,
to what is socially meaningful and purposeful, if we are to give children
genuine voice and agency as writers."
317
when you do research, there is not a guarantee that the results won't be twisted
Delpit's research
318
educators centering on values/issues which are often not the goal of the project
family literacy vs. grammar errors
assumptions that all kids should seek middle class jobs
319
"Not only is research opportunistically embraced and facilely reinterpreted
when it is useful to policy makers or politicians who may not trust teachers
and children, or who approach them with patronizing good intentions; even
when educators care about research and its classroom application, they may
distort research findings as they attempt to enact them, resulting in what Dewey
would call miseducative experiences (1938)."
320
must ask who will be affected by our research and how
try and let research sprout from interests
321
often researchers can miss practical issues
322
use research as a way to see what is possible or desirable
323
research as social action by witnessing and documenting what is going on
324
research as service: enacting caring
don't do work that will hurt kids
"Research as praxis means that theory and practice, action
and deliberate reflection, meet in a dialogical relationship in the process of
carrying out any inquiry, not just in the research report. Such research is not
only grounded in, but is also intricately intertwined with practice, with teachers’
work and thinking."
"It will not be imposed on school people but engaged in
with and for participants. It will not use classrooms, teachers, children, and families
as spaces to do research but, I believe, it will reflect researchers’ caring
for and openness to all connected to and impacted by their work. It may,
therefore, represent research as service."
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