231 entries under "book"

There was a machine in the kitchen which could extract the juice of two hundred oranges in half an hour if a little button was pressed down two hundred times by a butler's thumb.

It was one of those rare smiles with a quality of eternal reassurance in it, that you may come across four or five times in life. It faced—or seemed to face—the whole external world for an instant, and then concentrated on you with an irresistible prejudice in your favor. It understood you just so far as you wanted to be understood, believed in you as you would like to believe in yourself, and assured you that it had precisely the impression of you that, at your best, you hoped to convey.

[Painters design a course for the eye to move through using lines that are implied in the visual content.]

[Distinctions between foreground and background can go beyond spatial position and include things like color, level of detail, whitespace.]

[Think Vitamin uses visual prominence to create a hierarchy for your eye to move through, starting with the title/logo, followed by navigation, then the most recent post, followed by other posts.]

[Bleeding off the edge makes something appear larger and thus more in the foreground.]

[The most dominant element is like a magnet but also like an anchor that the eye repeatedly returns to while exploring other parts of the composition.]

[By creating geometric relationships between canvas and content, you help keep the viewers eye on the composition.]

[It took Gutenberg 16 years to perfect the technology for creating printed books.]

[When selecting a typeface, consider its origin and intentions as well as how the mediums influenced its forms.]

[Automation frees us from servile tasks of mechanization and makes the liberal arts mandatory.]

[Automation removes separations between subjects in learning and flips the traditional dichotomy between work and leisure: whereas leisure was the absence of work, in the age of information we are at leisure when we are most intensely involves.]

[Mass production, like mass media, is not an indication of the audience size, but of the fact that it involves everyone at the same time: amassing media.]

[Even the most clear understanding of a medium is not sufficient to be immune from its effects. To resist TV, one needs the antidote of related media like print.]

[Presentations that are too discrete or specific perform worse on TV because they leave nothing for the viewer to fill in.]

TV can illustrate the interplay of processes and the growth of forms of all kinds as nothing else can.

[Visual structures are uniform, continuous, and connected whereas mosaic forms are discontinuous and nonlinear.]

[In the tactile TV image, as with the sense of touch, everything is sudden, counter, original, and strange.]

[Non-visual mosaic forms demand participation and involvement whereas literacy enables detachment and non-involvement.]

[TV image is an extension of touch.]

[TV favours the presentation of processes rather than of products.]

[Successful TV performers blend a low-pressure presentation style with an act that requires hogh-pressure organizing.]

[TV is cool because it is participatory, whereas radio is hot because it is more involving.]

[With TV, the viewer is the screen: millions of dots of light go through them and a small subset are accepted in order to create the images.]

[The movie image has more data and is accepted by the viewer as a package; the dots don't need to be reconfigured to construct another pattern. Adding more data to the TV image would make it something else, in the same way that a cartoon with details of perspective and light would no longer be a cartoon.]

[Tribal bonds in England and America had been eroded by literacy to the extent that radio did not resuscitate them, as it did in Germany.]

[The transforming power of media is easier to explain than the ignoring of this power. This may indicate a certain capacity to numb like that which occurs under stress and shock.]

[To those who have not studied media, the idea of studying its effects is as baffling as literacy is to people in pre-literate cultures, who might say 'Why do you write? Can't you remember?'.]

[Commerical interests that try to neutralize media as 'entertainment' in order to make it universally acceptable are ensuring an accelerated and maximally pervasive adoption of any medium.]

[Radio is a decentralizing, pluralistic force, as with all electric media.]

[As TV centralized, radio became free to diversify and localize.]

[When the camera moves, non-literate audiences see trees moving and buildings changing size because they cannot make the literate assumption that space is continuous and uniform.]

[The orient watches Hollywood movies and sees that ordinary people have cars, electric stoves, and refrigerators, thus realizing that they have been deprived of the ordinary person's birthright. In this sense film for them is a mega advertisement for consumer goods, where as in the occident this message is merely subliminal.]

[Radio is a hot involving medium whereas TV is cool, rejecting hot people and issues. If TV had arrived before the radio, there would have been no Hitler.]

[The phonograph was initially considered by Edison to be a persistant storage for the telephone, hence the name gramophone.]

[Radio initially cut into record sales because of its superior sound quality, but then increased it after directing popular tastes towards the classics.]

[Electric technology extends the nervous system and enables direct immediate communication between neurons of everyone on the planet.]

[An 'increase innoroduction and sales' would be a disaster for existing management large corporations because it means making way for new management.]

[The telegraph compelled several major American newspapers to form a collective newsgathering organization that became known as the Associated Press.]

[The telegraph had a decentralizing force on newspapers in England, reducing dependancy on the metropolitan press and encouraging provincial competition.]

[The immediacy of telegraph, telephone, and airplane make it easier to avoid delegating authority and do it yourself.]

[The telegraph increased the volume of news, strengthening its role as the shaper of public attitudes and weakening the role of editorial opinions: news is no longer understood to be a 'view'.]

[A society without games is trapped in automation.]

[The difference between the static roles of baseball and the dynamic roles of football reflect the patterns of decentralized team play in the electric age.]

[In indigenous society there is no true art because everybody is engaged in making art.]

Non-artists always look at the present through yhe spectacles of the preceding age. General staffs are always magnificently prepared to fight the previous war

[Gutenberg created the assembly line that enables automobile production.]

[As the car levelled social differences by homogenizing access to physical distance, the television reduces distinctions within its audience, thereby making everyone common.]

[The goal of the advertising industry is to provoke a uniform reaction amongst those in the audience to achieve programmed harmony via the principles of automation.]

[Ads put into a new setting become funny by way of being perceived consciously; they are not mean for conscious consumption.]

[The hidden messaging in ads is not attacked by highly-literate critics because they lack the capacity to discuss nonverbal forms.]

Esa noche, en la cena, el supuesto Aureliano Segundo desmigajó el pan con la mano derecha y comó la sopa con la izquierda. Su hermano gemelo, el supuesto José Arcadio Segundo, desmigajó el pan con la mano izquierda y tomó la sopa con la derecha. Era tan precisa la coordinación de sus movimientos que no parecían dos hermanos sentados el uno frente al otro, sino un artificio de espejos.

[Praise the effort, not the learner.]

[Complex questions bind information to a network of ideas rather than isolated facts. This improves memory by creating a multitude of connections between ideas.]

[Complex questions encourage problem-solving skills such as goal decomposition.]

[A teacher's role in question-driven instruction is not to impart knowledge but to help students construct knowledge themselves by seeking, evaluating, and integrating different sources of information. The teacher can model best practices without stealing the students' opportunity to engage in them.]

[Good teachers ask good questions at the right time.]

Stimulating curiosity has an aspect of listening, timing, rhythm, performance, music.

[Self-explainers generate inferences that fill missing information and connect to their own knowledge.]

[Ineffective readers take no time to interpret the text: they merely paraphrase or re-read and are learning instead of learning from.]

[Good self-explainers continuously monitor their comprehension and test whether they can explain how something fits into the larger picture.]

[How does this fit what I know and what I have read so far?]

[1) use your own words. 2) focus on how and why instead of what/where/when 3) connect incoming ideas to prior knowledge.]

[How are X and Y similar? What would happen if…? How does X connect to Z which I learned before?]

[A good questions relies on an integrated model rather than disparate facts.]

[At the Armadillo Technical Institute, students rotate responsibilities for cleaning the school while professional staff handle more dangerous or difficult tasks. The students ended up creating a culture of keeping the school clean.]

[The teacher asking a question to the class and evaluates their input with a brief 'yes, good, not quite' response is setting a norm that learning is about providing an approved answer.]

[When unsure how to give constructive criticism, there is the option of 'two likes and a wish'.]

[Conflict of opinions and considering a diversity of perspectives can create stronger learning opportunities than homogenous thinking.]

[Collaborative learning can support joint attention, listening, sharing, coordinating, and perspective taking by: paying attention to what participants need; ensuring everyone has been given due attention; explaining how instead of doing for; giving a chance for everyone to speak; finding out what others think; providing reasons for ideas; having a plan.]

[Develop behavioural norms for cooperation before the learning activity, not simultaneously.]

[It can help to define roles within the group such as: a facilitator to enforce behavioural norms; a recorder to capture discussion; a resource manager to acquire any physical and informational materials needed; a reporter to synthesize and present findings. Having the roles may not improve discussion if it doesn't solve a problem or if participants don't have adequate experience performing them.]

[A group-worthy task should be something no individual could complete alone withing the given period.]

[Important outcomes for adult hobbyists: see the fruits of one's labour; learn strategies and methods; overcome new challenges; do something for its own sake; share your making; customize; read about an interest; express oneself; have clear goals and feedback; help others appreciate or participate; learn about tools; find or create something new or rare; nurture until it's ready; feel control; do something not known to others.]

[Productive agency cycle in five steps: 1) make; 2) see the fruits of your labour; 3) share it; 4) overcome new challenges; 5) learn strategies and methods.]

How can one design a feedback loop to push themselves into a productive cycle like that one?

[Efficient knowledge can be accessed quickly and applied to recurring contexts, but it can impede seeing all possibilities when prior knowledge no longer applies.]

[Encourage cultivating adaptive knowledge by: 1) minimizing consequences for sub-optimal performance, 2) creating sufficient variation in each situation, 3) encourage understanding and experimenting over short-term performance.]

[Rather than separate courses for efficient knowledge and adaptive thinking, integrate or alternate between the two approaches in the same process of learning, preferably starting with discovery and innovation as a way to set the stage for existing efficient solutions.]

[Innovation activities can let learners: explore structure and variation in the domain; understand problems that need solving and why; participate in an error-tolerant, playful, low-risk environment; learn to hold hypotheses lightly and seek feedback; develop can-do attitudes that encourage adapting and innovating.]

[Later learning, even a few minutes after, can emphasize efficient knowledge: learning about optimized solutions; understanding why something works; practicing towards increased efficiency; re-engaging with slight variations while understanding why the principle stays the same; seeking feedback to refine execution; feeling the reward of being able to do something well.]