October 9, October 30, November 13 and December 4; 2013.
Columbia Law School in association with Software Freedom Law Center
From approximately 17:11 in NSA Spying talk 3 of 4 by Prof. Eben Moglen, a presentation sponsored by the Software Freedom Law Center of the Columbia Law School.
“The anonymity of reading is the central, fundamental guarantor of freedom of the mind. Without anonymity of reading there is no freedom of the mind, and there is literally slavery.”
This is at 6:35 from part 4:
“Collectively, we are trying to save the freedom of humanity and democracy, which cannot be otherwise saved. As we have seen, pervasive relentless surveillance destroys freedom of thought. And without freedom of thought, all other freedoms are merely privilege, conceded by government.”
I have been asked recently why do I persist in working hard for the things that I believe in, knowing that I will die in the next several years, and am almost certain not to be around for the catastrophic future that seems to cast its dark shadow across the road ahead, and can only be removed by a major transnational movement of the peoples of the world.
. . . . . . .
My own reflections on why I persist in doing what I am doing are more simplistic, less sophisticated, and maybe no less trivializing, but also more satisfying to me as explanations that connect with my experience. In contrast to ScheffIer I would emphasize three distinct lines of explanation that are each experiential, and hopefully not sentimental: lifetime habit, being on the right side of history, and the inherent pleasures of intellectual life.
Full presentation below the line.
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Jason “JZ” Liszkiewicz
This is a movie that has been in development for years and is still not finished partially due to lack of funds. It could turn out to be the most important movie on American education ever made.
I’ve emailed them twice in the last few years telling them to use Kickstarter.com or IndieGoGo.com but I think they have completely ignored this.
WHITE PAPER: 72 Pages
According to a recent study from the Pew Internet & American Life project (Lenhardt & Madden, 2005), more than one-half of all teens have created media content, and roughly one-third of teens who use the Internet have shared content they produced. In many cases, these teens are actively involved in what we are calling participatory cultures.
A participatory culture is a culture with relatively low barriers to artistic expression and civic engagement, strong support for creating and sharing one’s creations, and some type of informal mentorship whereby what is known by the most experienced is passed along to novices. A participatory culture is also
one in which members believe their contributions matter, and feel some degree of social connection with one another (at the least they care what other people think about what they have created). Forms of participatory culture include:
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1,400 Sue General Electric, Toshiba and Hitachi for Fukushima Disaster
We’ve previously noted that General Electric should be held partially responsible for the Fukushima reactor because General Electric knew that its reactors were unsafe: 5 of the 6 nuclear reactors at Fukushima are General Electric Mark 1 reactors. GE knew decades ago that the design was faulty.
Economics of the 1%: How Mainstream Economics Serves the Rich, Obscures Reality and Distorts Policy
This book exposes the myths of mainstream economics behind the public discourse and explains why current policies fail to serve the vast majority.
How much do economists really know? In most cases, they claim to have profound knowledge but in fact understand little and obscure almost everything. Most people are convinced that economics should be left to the ‘experts’, when they themselves are perfectly capable of understanding it. This book explains that mainstream economics serves the interests of the rich through its logical inconsistency and unabashedly reactionary conclusions. John F. Weeks exposes the myths of mainstream economics and explains in straightforward language why current policies fail to serve the vast majority of people in the United States, Europe and elsewhere. Their failure to serve the interests of the many results from their devoted service to the few.
This is a pre-publication article. It is provided for researcher browsing and quick reference.The final published version of the article is available at:
‘Creative Economies and Research Universities’ in M.A. Peters
and D. Araya (eds) Education in the Creative Economy: Knowledge and Learning in the Age of Innovation (New York: Peter Lang, 2010), pp 331-358.
After the Culture Wars, now come the Economy Wars
When the world recession in 2008 began, the economy wars, which had beendormant for two decades, flared again. After thirty years of the culture wars, this came as a bit of a relief.
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Stephen E. Arnold
Yale Online Course Catalog Update
I read “Yale Censored a Student’s Course Selection Website. So I Made an Unblockable Replacement.” The author seems to be a Yale student. Excitement will definitely ensue. Also, I am encouraged that the workaround is a Google Chrome extension. Good news for students who want to use a popular browser to respond to administrative actions. Perhaps a Googler will help out in the spring?
Here’s the passage I noted:
Banned Bluebook never stores data on any servers. It [the code] never talks to any non-Yale servers. Moreover, since my software is smarter at caching data locally than the official Yale course website, I expect that students using this extension will consume less bandwidth over time than students without it. Don’t believe me? You can read the source code. No data ever leaves Yale’s control. Trademarks, copyright infringement, and data security are non-issues. It’s 100% kosher.
Stephen E Arnold, January 20, 2014
Previous Yale Report:
Stephen E. Arnold: Yales Censors Superior Course Catalog Made By Its Own Students
Stephen E. Arnold
Yale on Free Expression: A Quote to Note
Years ago I gave a lecture at Yale. My subject was Google. I ran through the basic points in The Google Legacy and Google Version 2.0. The audience reacted as if I had dissected a dead frog. I received a smattering of polite applause and headed out for a talk in New York City. So much for Yale and the idea that Google was more than a Web search company.
I just read “Yale Students Made a Better Version of Their Course Catalogue. Then Yale Shut It Down.” A couple of students put up a Web page that allowed students to pinpoint classes and compare student ratings of professors. Sounds like an app to me.
Information? Who said it was supposed to be free? Image source: http://1.usa.gov/1dFIhW9
But Yale perceived the Web page differently. Here’s the quote:
‘Yale’s policy on free expression and free speech entitles no one to appropriate a Yale resource and use it as their [sic] own ,’ the statement read. It further stated its main priority at this time was supporting its own resources, ‘not others created independently and without the university’s cooperation or permission,’ and that ‘all the information on the website remains available to students on the Yale site.’
I assume the Washington Post is semi-accurate, just like an Amazon recommendation.
What did the future bonesmen learn? A nuance of academic freedom in Yale Land has been broadcast in an analogue transmission.
Will these two free thinkers demonstrate digital initiative in the future? Is Yale turning out well-trained online researchers for the next-generation information highway?
Stephen E Arnold, January 18, 2014
“The answer,” says Brown when I meet him in a north London cafe, “is because that’s how it always happens. Look at whistleblower culture. If you want to be a whistleblower you have to be prepared to lose your job. I’m able to do what I’m doing here because I’m nobody. I don’t have to keep any academics happy. I don’t have to think about the possible consequences of my actions for people I might admire personally who may have based their work on this and they end up looking silly. There are 160,000 psychologists in America and they’ve got mortgages. I’ve got the necessary degree of total independence.”
The British amateur who debunked the mathematics of happiness
The astonishing story of Nick Brown, the British man who began a part-time psychology course in his 50s – and ended up taking on America’s academic establishment
The Observer, Saturday 18 January 2014
Read full account.