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A Vision Of Students Today Essay About Myself

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Computer Vision

... was aware of a trademark claim, the designations have been printed in caps or initial caps. While every precaution has been taken in the preparation of this book, the publisher and authors assume no responsibility for errors or omissions, or for damages resulting from the use of the information contained herein. This book uses Repkover,™ a durable and flexible lay-flat binding. ISBN: 978-0-596-51613-0 [M] Contents Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix 1. Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 What Is OpenCV? Who Uses OpenCV? What Is Computer Vision? The Origin of OpenCV Downloading and Installing OpenCV Getting the Latest OpenCV via CVS More OpenCV Documentation OpenCV Structure and Content Portability Exercises 1 1 2 6 8 10 11 13 14 15 2. Introduction to OpenCV . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Getting Started First Program—Display a Picture Second Program—AVI Video Moving Around A Simple Transformation A Not-So-Simple Transformation Input from a Camera Writing to an AVI File Onward Exercises 16 16 18 19 22 24 26 27 29 29 iii 3. Getting to Know OpenCV . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 OpenCV Primitive Data Types CvMat Matrix Structure IplImage Data Structure......

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...Vision Statement At Nabil, our vision is to be a bank of all across all geopolitical zones and socioeconomic strata of the nation the can provide myriads of financial solutions and create values for all our stakeholders, to stand in the community with our economic and civic roles. We look forward to emerging as a first rate bank across all strata of the nation. Mission Statement We at Nabil work together up to our vision and to bring it into reality. Our mission is therefore to prove that Nabil is driven by the spirit for realizing those visionary aspirations. With that end in view, we work in partnership with our stakeholders and community at large. Our roadmap to reaching where we have set our mind on is by maneuvering our strategic action plans through a well-teamed and synergistic workforce into industrial end products - our customized services. Our approaches are to differentiate our products by reengineering them with the best technologies and management philosophy keeping in focus our customers' satisfaction over and above everything else at all times. We have set our goals and objectives to hone the skills of inspired HR force tailor our products and services to that end. With an all inclusive approach Nabil engages in customizing ranges of products catering to the entire gamut of society from financing megaprojects to underprivileged individuals and promoting enterprises across all segments of society by adding values to nation building Endeavour's. We are......

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...membeli koran. Berikut surat kabar bisa merujuk ke surat kabar tertentu atau beberapa surat kabar, Koran apapun. Ambiguitas hilang jika kita menambahkan, di satu sisi, tapi aku tidak bisa menemukannya atau, di sisi lain, tapi aku tidak bisa menemukan satu. 2 anafora tidak jelas karena kata ganti orang, dia, dia, atau mereka, dapat dihubungkan dengan salah satu ekspresi merujuk: 33 Jack mengatakan bahwa Ralph pengunjung sudah menunggunya. 3 kata ganti Anda digunakan secara umum atau secara khusus: 34 Jika Anda ingin maju, Anda harus bekerja keras. Referential ambiguity More than one object is being referred to by a noun phrase.  An exercise  What can THEY refer to in: "After THEY finished the exam the students and lecturers left."  * Students only * Lecturers only * Both Solutions?  * Expected situations (maybe using frames): "John gave Mark a present and he said thanks"  * Syntax can identify the head (main) noun phrase. Reference to this is more likely. "The director fired the worker. He was known to be aggressive."  * Close reference is preferred "Sue gave Lisa a coat because she was cold"  But what about...  "Sue and Lisa gave John and Mark some grotesque horror face masks because they liked them."  Do we assume that THEM refers to John & Mark? Could be but perhaps too obvious. After all we don't really need to say that we like someone if we give something to them. Perhaps we......

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...Vision Statement vs. Mission Statement George Leslie Kaplan University Vision Statement vs. Mission Statement To first understand the difference between a vision statement and a mission statement, one must first know what each statement is or know how to define them. The success of any business lies within the vision statement and mission statement. It is all about being able to accomplish the vision and the mission of the business. Therefore, it is important for a business to have a vision and mission. The purpose of the vision statement and mission statement is to establish and convey the directions in which an organization is trying to go (Mission statements, 2014). The big difference between the visions statement and mission statement is that they serve for different purposes. Let’s define and establish the difference between visions statements and mission statements. According to the businessdictionary.com, a mission statement is defined as “a written declaration of an organization's core purpose and focus that normally remains unchanged over time. Properly crafted mission statements (1) serve as filters to separate what is important from what is not, (2) clearly state which markets will be served and how, and (3) communicate a sense of intended direction to the entire organization” (Mission statement, 2014). To grasp a clear, concise understanding of what mission statement is, it can also be defined as being the organization’s purpose and objectives. ......

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A Vision of Students Today

...After watching the video, “A Vision of Students Today”, I noticed a lot of the messages that were in the video did relate to me, especially about being so busy that we don’t have much time to finish everything we have to do in one day. For example, by saying we sleep seven hours per night, do homework for 3 hours, work 2 hours a day, and so on, it showed that we spend a total of 26.5 hours per day of just doing everyday normal things; that blew my mind. I mean, how can that be since there are only 24 hours in a day? When the video was done showing all the signs of the different things we do everyday, it stated that the only way we can do all of these is because we are multi-taskers. I know that I absolutely have to multi-task in order to get all of my everyday things accomplished such as going to class, spending time doing homework and studying, working, and eating. This in time will cause a lot of mental and physical stress on us. One reason why I am able to accomplish my daily goals, such as to go to class and do all of my homework, is that I use and take advantage of the technology in which I have access. Do I think that technology can save education? Absolutely! Technology gives us that opportunity to multi-task that we absolutely need in order to fit everything into our schedule. With technology, we can use the Internet to do most, if not all of the research needed in order to complete our assignments given by our teachers in a much shorter time period than spending......

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Compare Woodrow Wilson’s Vision for the League of Nations with the Working of United Nation Today.

...Introduction: Woodrow Wilson was the president of the United States of America – USA from 1912 through the first world war – WW1. At the end of the war in 1918, he distinguished himself as the greatest political figure in the international arena with his vision for strong international peace body which he elaborated in his fourteen points speech. (UNOG, Online: 2009) The fourteenth point of his speech was the formation on League of Nations which will usher in justice, peace, freedom and concord. The major participants in the formation of the league of the nation were the Great Britain, France, and the United States of America to preserve the future global peace and forestall such conflicts like first world war. (University of Virginia, Online: 2009)The League was based on the covenant which was written into the Treaty of Versailles and other peace treaties and provided for an assembly, a council and a secretariat with each section vested with a task to help the league maintain peace (UNOG, Online: 2009) Franklin D. Roosevelt the President of the United States of America, Winston Churchill the Prime Minister of the Great Britain and other notable leaders reasoned that the destructive consequences of WW2 warranted the call to form an international organization which would play a vital role in achieving the global peace. (US Department of States, Online:2005 and National Archives, Online: 2009) Hence, the United Nations replaced the League of the Nations after......

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Usa Today

...USA Today by Gannett Company On 20th April 1982 - announced the first copies of USA Today In 1985 - became the second largest newspaper in the America In 17th April 1995 - Launced USA Today Online In 2000 - The paper redesign In 2009 - Newspaper have closed shop or reduced publications day and adapt to online only Norfatahiyah Bt Md Sulhaimi 1110937 USA Today Become a more serious newspaper with improved journalism Raising public awareness and move into profitability USAToday.com Readers interacted with the journalist and given opportunity to voice their opinion Continuous strategy of marketing innovation USA Today Product Innovation Promotional Innovation Distribution Innovation USAToday.com Added blogs Really Simple Syndication(RSS) Pod casting No Demand for the newspaper will decrease because customer just get news from USAToday.com Strength Weaknesses Opportunities Threats Huge media conglomerate with Gannett Gannett's capabilities in high-tech graphic design High fixed costs Weak profit margin Increasing numbers of white-collar workers Failure of competition to innovate and innovate rapidly Online news threaten to cannibalize printed news Competition from other newspaper, national and local  Fast delivery the news Design through customer preference Limitation when it saturated Move to USA Today Online Lose readers of the population ages over the next 10 to 30 years Economic factor such as higher newsprint......

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...Developed Vision Mission and Objectives In our assignment, we selected HB Eramanis appuhami retail shop to develop retailing strategies, some strategies are not used their businesses, we think they don’t think about their future. They want to continue their daily works and manage business. They all ways try to give new stationary for their customers soon than competitors. We see they try to get a best image about H B Eramanis appuhami and sons from customers using their business and try to make a good relationship with customers. Our group could identify H B Eramanis appuhami and sons have same targets. They want to complete that immediately. They say they want to upgrade their space from build 1st floor also they want to start books selling like novels short stories. For that they should want some space in retail shop. H B Eramanis appuhami and sons are not developed vision statement, mission statement also they didn’t identify their objectives. But they have some idea about their targets. Our group discussed with manager and we can get some idea about vision mission and objectives. In here we developed their vision mission and objectives using their ideas. Simply Vision can identify the dream can be reality in an organization or it is a state of a company hope to reach in the future. Mission is can define it is a presentation about main task widely in organization differently from other organizations. Objectives is Connect with short term period aims.. According to......

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Vision Project

...Vision Project Lily Luong Student number: 300238258 Student success 1100/002 Instructor: Cavanagh Elden Whitely I. Who I am? A. Top Ten things you want to accomplish in life: 1. Change my cell-phone 2. Go on a long vacation with my friends 3. Being more mature and independent 4. Figure out what career fit with me 5. Get a driver license 6. Buy tickets for my family to visit Canada and be a tour guide for them 7. Having my own house 8. Having a stable job that I enjoy 9. Being healthy and happy 10. Go volunteer and charity around the world B. My three goals: 1. Personal: Be more confident and independent. To reach this goal, at first I need to improve my English. Secondly, I need to think more open-minded and be stronger. Thirdly, I need to be more optimistic and limit sensitive feeling. Finally, do what I like to do and be happier. 2. Education: Get a B in all of the courses that I have been taking. To reach this goal I have to study harder and do not be shy to ask the instructors and my classmate what I am not clear. Also, be more active to adapt to college faster. 3. Career: I still on the way to figure out what I want to do in the future. There are three jobs that I concern about: dental assistance, counsellor or child psychologist. I’m taking biology now and I will take psychology course in next semester to see how I will fit to counsellor or child psychologist. I will work more job to pay my school......

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...A Vision In “I heard a Fly buzz”; Emily Dickinson expresses to her readers about the emotional instability she feels while on her deathbed. She has written several poems about death, but this one differs from her other poems because it is told from her perspective, in accordance with her final moments. The poem creates several powerful images that arouse various possible explanations. It is easiest to understand how the poem (and her death) unfolds by reviewing the poem stanza by stanza. However, before examining the actual context, it is also important to look at the form of the poem, which also plays a puissant role. First of all, and most noticeable, is the continual use of dashes, which adds a lingering essence, as if foreshadowing the death. The dashes also signify power and unanswered questions about death and, perhaps, whether or not an afterlife exists. Another aspect of the form is how it is broken up into stanzas expressing differing ideas in each one. By braking up such ideas, it is easier to analyze the varying aspects of death that Ms. Dickinson believes are imperative when expressing what she is feeling prior to her death. The first stanza starts off repeating the title, “I heard a Fly buzz—when I died—“ (line 1). These words, though odd, are explained through the rest of the stanza, as the insignificance of the sound of a fly’s buzz is magnified, thus becoming extreme, compared to “The Stillness in the room” (2). This “Stillness” is......

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...formative years in a good school, surrounded by great people. I was usually the one who lead the Vision when our section was assigned the responsibility of leading the flag ceremony so this reflection sort of feels like I have come full circle, now I am being asked to reflect on it and see it through an alumna’s eyes. I do believe that the university certainly sits on a level above most, especially in the South. I, myself, have seen what it is like in college and compared myself to others who have come from other schools and I realized that we (other alumnae) were almost always prepared for what the professors gave us. I couldn’t believe other students never heard of bookkeeping, let alone knew how to at least make a basic baby thesis. That certainly shows the effectiveness of the high school’s academic endeavors and their success in instilling knowledge in its pupils. Going back to spending my formative years in the high school department of the university… I certainly learned a few things, not just academically, but outside of the classroom. I built friendships, gained responsibilities, made mistakes and won a few medals here and there… all of which helped me become a better, well-rounded person. Our teachers (especially advisers) became second parents. Without them, properly guiding over us in such crucial years, I have no idea if we would be as good as how we are today. I remember when we were being a bit rowdy that the teachers would remind us that we are to......

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Vision Document

...NATIONAL INSTITUTE OF TECHNOLOGY RAIPUR VISION DOCUMENT G.E. Road, Raipur – 492010 (CG) Phone: (0771) 2254200, Fax: (0771) 2254600 Website: www.nitrr.ac.in jk"Vªh; izkS|ksfxdh laLFkku & jk;iqj NATIONAL INSTITUE OF TECHNOLOGY - RAIPUR GENERAL National Institute of Technology Raipur (Formerly Government Engineering College Raipur), situated in the capital of a newly incepted state of Chhattisgarh, has proven to be "avantgrade' in the field of science and technology over past few decades in this region. With sweet memory of foundation ceremony by our President Hon'ble Dr. Rajendra Prasad on 14th September 1956, the institute started with two departments namely Metallurgical and Mining Engineering. Later the inauguration of the Institute building was done by our Prime Minister Hon'ble Pt. Jawahar Lal Nehru on 14th March 1963. The status of Government Engineering College, Raipur had been elevated to National Institute of Technology by the Central Govt. with effect from 1st Dec. 2005. This Institute had been working since last 50 years with a mission to support growth and promotion of industries and community of the region. The institute offers under graduate Degree courses in Civil Engineering, Mechanical Engineering, Electrical Engineering, Mining Engineering, Chemical Engineering, Metallurgy Engineering, Electronics & Telecommunication Engineering, Information Technology, Computer Science & Engineering, Bio Technology, Bio Medical Engineering and......

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Vision and Mission

...leadership and operational structure to accelerate the company’s speed of execution in a dynamic competitive environment. Major elements of the new strategy include: * Plans for a broad strategic partnership with Microsoft to jointly build a new winning mobile ecosystem. * A renewed approach to capture volume and value growth to connect ”the next billion” to the Internet in developing growth markets * Focused investments in next-generation disruptive technologies * A new leadership team and organizational structure with a clear focus on speed, results and accountability “Nokia is at a critical juncture, where significant change is necessary and inevitable in our journey forward,” said Stephen Elop, Nokia President and CEO. “Today, we are accelerating that change through a new path, aimed at regaining our smartphone leadership, reinforcing our mobile device platform and realizing our investments in the future.” The strategy Nokia’s strategy is about investing in and ensuring Nokia’s future. “I have incredible optimism because I can see fresh opportunity for us to innovate, to differentiate, to build great mobile products, like never before, and at a speed that will surpass what we have accomplished in the past,” Elop said. “We are going forward. We are not going backwards. We have a strategy. We have a path. We have a future. And we can deliver great mobile products. And despite all of these changes, we remain true to our mission, that of Connecting......

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Mission and Vision

...“Compare and Contrast Vision and Mission Statement” INTRODUCTION: “If you fail to plan you plan to fail” this magnificence statement reflects how is important to have a plan whether for your life or your entrepreneurship. Also, if you do not know what you want to get is, you won’t achieve any things; simply in other meaning, properly you will not achieve success by coincidence. Therefore, you have to determine what you want before creating your plan, which will lead us to talk about the mission and vision in order to achieve our goals. Vision Statements and Mission Statements are the inspiring words chosen by successful leaders to clearly and concisely convey the direction of the organization. By crafting a clear mission statement and vision statement, you can powerfully communicate your intentions and motivate your team or organization to realize an attractive and inspiring common vision of the future. Over the last few years, there has been a substantial body of business research leading to the inescapable conclusion that those companies that specifically state where they are going and why do remarkably better than those who do not. Accordingly, organizations that do not take the time to develop missions are often ineffective. This paper describes the nature and importance of organizational vision and mission statements. Guidelines are presented for preparing vision statement and mission statements, with comparing and contrasting between vision and mission......

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...Creating a clear and concise vision is one of the most important duties for any company to perform. A vision statement provides an element of organization for a company to follow. A vision is a goal statement of a company that allows people to see the direction that the company is heading toward. This paper is designed to examine how Best Buy’s vision sets the standards of excellence for everyone to follow. The objective of this paper is to achieve three things. First, the paper will assess the value of vision and values statements of a company. Second, the vision and values of Best Buy will be described and analyzed. Third, this paper will show that Best Buy’s vision statement serves an international purpose. Vision is important for corporate management and strategy because it sets a pattern for all the activities of the company. A vision is a strategy formulation that unifies the company’s energy enabling it to function as one system. A vision provides an idea of what is in store for the future of the company. A good vision also inspires productivity and efficiency within the company. A vision statement is a reflection of what the company stands for and shows the strengths of the company. A vision is an essential source of motivation and empowerment for the employees of a company. An effective vision guides people toward creating relationships with others and their work. A vision instills a sense of pride in the employees of the company. The vision expresses the......

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(originally published on Britannica Blog)

In spring 2007 I invited the 200 students enrolled in the “small” version of my “Introduction to Cultural Anthropology” class to tell the world what they think of their education by helping me write a script for a video to be posted on YouTube. The result was the disheartening portrayal of disengagement you see below. The video was viewed over one million times in its first month and was the most blogged about video in the blogosphere for several weeks, eliciting thousands of comments. With rare exception, educators around the world expressed the sad sense of profound identification with the scene, sparking a wide-ranging debate about the roles and responsibilities of teachers, students, and technology in the classroom.

Despite my role in the production of the video, and the thousands of comments supporting it, I recently came to view the video with a sense of uneasiness and even incredulity. Surely it can’t be as bad as the video seems to suggest, I thought. I started wrestling with these doubts over the summer as I fondly recalled the powerful learning experiences I had shared with my students the previous year. By the end of the summer I had become convinced that the video was over the top, that things were really not so bad, that the system is not as broken as I thought, and we should all just stop worrying and get on with our teaching.But when I walked into my classroom for the first day of school two weeks ago I was immediately reminded of the real problem now facing education. The problem is not just “written on the walls.” It’s built into them.

I arrived early, finding 493 empty numbered chairs sitting mindlessly fixated on the front of the room. A 600 square foot screen stared back at them. Hundreds of students would soon fill the chairs, but the carefully designed sound-absorbing walls and ceiling, along with state of the art embedded speakers, ensured that there would only be one person in this room to be heard. That person would be me, pacing around somewhere near stage-left, ducking intermittently behind a small podium housing a computer with a wireless gyromouse that will grant me control of some 786,432 points of light on that massive screen.

The room is nothing less than a state of the art information dump, a physical manifestation of the all too pervasive yet narrow and naïve assumption that to learn is simply to acquire information, built for teachers to effectively carry out the relatively simple task of conveying information. Its sheer size, layout, and technology are testaments to the efficiency and expediency with which we can now provide students with their required credit hours.

My class is popular. We only enroll 400 so there should have been plenty of seats but on the first day all seats were filled and it was standing room only in the back. The room was buzzing with energy as friends reconnected after the long summer.

I started talking and an almost deafening silence greeted my first words. I have always been amazed and intimidated by this silence. It seems to so tenuously await my next words. The silence is immediately filled with the more subtle yet powerful messages sent by 500 sets of eyes which I continuously scan, “listening” to what they have to say as I talk. In an instant those eyes can turn from wonder and excitement to the disheartening glaze of universal and irreversible disengagement. Perpetually dreading this glaze I nervously pace as I talk and use grandiose gestures. At times I feel desperate for their attention. I rush to amuse them with jokes and stories as I swing, twist, and swirl that gyromouse, directing the 786,432 pixels dancing points of light behind me, hoping to dazzle them with a multi-media extravaganza.

Somehow I seem to hold their attention for the full hour. I marvel at what a remarkable achievement it is to bring hundreds of otherwise expressive, exuberant, and often rebellious youths into a single room and have them sit quietly in straight rows while they listen to the authority with the microphone. Such an achievement could not be won by an eager teacher armed with technology alone. It has taken years of acclimatizing our youth to stale artificial environments, piles of propaganda convincing them that what goes on inside these environments is of immense importance, and a steady hand of discipline should they ever start to question it. Alfred North Whitehead called it “soul murder.”

The “getting by” game.

Reports from my teaching assistants sitting in the back of the room tell a different story. Apparently, several students standing in the back cranked up their iPods as I started to lecture and never turned them off, sometimes even breaking out into dance. My lecture could barely be heard nearby as the sound-absorbing panels and state of the art speakers were apparently no match for those blaring iPods. Scanning the room my assistants also saw students cruising Facebook, instant messaging, and texting their friends. The students were undoubtedly engaged, just not with me.

My teaching assistants consoled me by noting that students have learned that they can “get by” without paying attention in their classes. Perhaps feeling a bit encouraged by my look of incredulity, my TA’s continued with a long list of other activities students have learned that they can “get by” without doing. Studying, taking notes, reading the textbook, and coming to class topped the list. It wasn’t the list that impressed me. It was the unquestioned assumption that “getting by” is the name of the game. Our students are so alienated by education that they are trying to sneak right past it.

If you think this little game is unfair to those students who have been duped into playing, consider those who have somehow managed to maintain their inherent desire to learn. One of the most thoughtful and engaged students I have ever met recently confronted a professor about the nuances of some questions on a multiple choice exam. The professor politely explained to the student that he was “overthinking” the questions. What kind of environment is this in which “overthinking” is a problem? Apparently he would have been better off just playing along with the “getting by” game.

Last spring I asked my students how many of them did not like school. Over half of them rose their hands. When I asked how many of them did not like learning, no hands were raised. I have tried this with faculty and get similar results. Last year’s U.S. Professor of the Year, Chris Sorensen, began his acceptance speech by announcing, “I hate school.” The crowd, made up largely of other outstanding faculty, overwhelmingly agreed. And yet he went on to speak with passionate conviction about his love of learning and the desire to spread that love. And there’s the rub. We love learning. We hate school. What’s worse is that many of us hate school because we love learning.

What went wrong?

How did institutions designed for learning become so widely hated by people who love learning?

The video seemed to represent what so many were already feeling, and it became the focal point for many theories. While some simply blamed the problems on the students themselves, others recognized a broader pattern. Most blamed technology, though for very different reasons. Some simply suggested that new technologies are too distracting and superficial and that they should be banned from the classroom. Others suggested that students are now “wired” differently. Created in the image of these technologies, luddites imagine students to be distracted and superficial while techno-optimists see a new generation of hyper-thinkers bored with old school ways.

But the problems are not new. They are the same as those identified by Neil Postman and Charles Weingartner nearly 40 years ago when they described the plight of “totally alienated students” involved in a cheating scandal (a true art form in the “getting by” game) and asked, “What kind of vicious game is being played here, and who are the sinners and who the sinned against?” (1969:51).

Texting, web-surfing, and iPods are just new versions of passing notes in class, reading novels under the desk, and surreptitiously listening to Walkmans. They are not the problem. They are just the new forms in which we see it. Fortunately, they allow us to see the problem in a new way, and more clearly than ever, if we are willing to pay attention to what they are really saying.

They tell us, first of all, that despite appearances, our classrooms have been fundamentally changed. There is literally something in the air, and it is nothing less than the digital artifacts of over one billion people and computers networked together collectively producing over 2,000 gigabytes of new information per second. While most of our classrooms were built under the assumption that information is scarce and hard to find, nearly the entire body of human knowledge now flows through and around these rooms in one form or another, ready to be accessed by laptops, cellphones, and iPods. Classrooms built to re-enforce the top-down authoritative knowledge of the teacher are now enveloped by a cloud of ubiquitous digital information where knowledge is made, not found, and authority is continuously negotiated through discussion and participation. In short, they tell us that our walls no longer mark the boundaries of our classrooms.

And that’s what has been wrong all along. Some time ago we started taking our walls too seriously – not just the walls of our classrooms, but also the metaphorical walls that we have constructed around our “subjects,” “disciplines,” and “courses.” McLuhan’s statement about the bewildered child confronting “the education establishment where information is scarce but ordered and structured by fragmented, classified patterns, subjects, and schedules” still holds true in most classrooms today. The walls have become so prominent that they are even reflected in our language, so that today there is something called “the real world” which is foreign and set apart from our schools. When somebody asks a question that seems irrelevant to this real world, we say that it is “merely academic.”

Not surprisingly, our students struggle to find meaning and significance inside these walls. They tune out of class, and log on to Facebook.

The solution.

Fortunately, the solution is simple. We don’t have to tear the walls down. We just have to stop pretending that the walls separate us from the world, and begin working with students in the pursuit of answers to real and relevant questions.

When we do that we can stop denying the fact that we are enveloped in a cloud of ubiquitous digital information where the nature and dynamics of knowledge have shifted. We can acknowledge that most of our students have powerful devices on them that give them instant and constant access to this cloud (including almost any answer to almost any multiple choice question you can imagine). We can welcome laptops, cell phones, and iPods into our classrooms, not as distractions, but as powerful learning technologies. We can use them in ways that empower and engage students in real world problems and activities, leveraging the enormous potentials of the digital media environment that now surrounds us. In the process, we allow students to develop much-needed skills in navigating and harnessing this new media environment, including the wisdom to know when to turn it off. When students are engaged in projects that are meaningful and important to them, and that make them feel meaningful and important, they will enthusiastically turn off their cellphones and laptops to grapple with the most difficult texts and take on the most rigorous tasks.

There are many faculty around the world who have enthusiastically embraced the challenge to bring meaning and significance back into the classroom. I hope that they will comment here and enrich us all with their ideas. If you are interested in the specifics of how I attempt to solve the significance problem in the large class featured in the video and discussed in this post, check out the World Simulation, a project in which students explore the dynamics of how the world works in order to create a simulation recreating the past 500 years of history and exploring 100 years into the future. I discuss the project and my use of technology in detail in A Portal to Media Literacy, available on YouTube, and in the essay, “Anti-Teaching: Confronting the Crisis of Significance.”

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