Thursday, May 16, 2019

Prove me wrong, racebaiters!

The National Center for Education Statistics has shown significant rises in college enrollment for both black students and Hispanic students over the past 19 years, while the number of whites, Asians, Pacific Islanders, and Native Americans has dropped quite drastically in some areas.

The number of women in Universities has also been on the steady up-climb. So who exactly is this new rigged scoring system supposed to help?

And why are the government and taxpayer-funded universities relying on the arbitrary, personal, and prejudiced opinions of old white men at privately held firms like College Board to decide who gets to go to college and who doesn't?

If the 2019 college admissions bribery scandal taught us anything, it's that the SAT is more useless now than ever. SAT scores will never demonstrate college readiness, and no amount of systemic racism will fix that.

References

NCES: https://nces.ed.gov/programs/coe/pdf/coe_cpb.pdf

Buchmann, C., Condron, D. J., & Roscigno, V. J. (2010). Shadow education, American style: Test preparation, the SAT and college enrollment. Social forces, 89(2), 435-461.

Daly, J. A., & Miller, M. D. (1975). Further studies on writing apprehension: SAT scores, success expectations, willingness to take advanced courses and sex differences. Research in the Teaching of English, 9(3), 250-256.

Hinrichs, P. (2012). The effects of affirmative action bans on college enrollment, educational attainment, and the demographic composition of universities. Review of Economics and Statistics, 94(3), 712-722.

Hurwitz, M., Smith, J., Niu, S., & Howell, J. (2015). The Maine question: How is 4-year college enrollment affected by mandatory college entrance exams?. Educational Evaluation and Policy Analysis, 37(1), 138-159.

Noftle, E. E., & Robins, R. W. (2007). Personality predictors of academic outcomes: big five correlates of GPA and SAT scores. Journal of personality and social psychology, 93(1), 116.

Waugh, G., Micceri, T., & Takalkar, P. (1994). Using Ethnicity, SAT/ACT Scores, and High School GPA To Predict Retention and Graduation Rates.

Sunday, May 12, 2019

Premium Snaps and SSNs

I recently started freelancing because side hustles are all the rage these days. I've been blogging for my startup, and thought I could apply those skills to earn a little on the side and refine my online appeal. Working with businesses in Miami, I'm writing brief blogs to hype up their goods and services (standard stuff). I'm learning a lot about subtle SEO choices, content structure, and making sure there's some personal flare involved (because I'm a dry dull person often, and people online have this weird expectation that things are exciting).

I'm really enjoying and relishing the opportunity to work with other entrepreneurs. We're a community that really stands to gain when we collaborate.

But when anyone asks how this happened, I tell them I get in contact with these business owners online. And then the judgement sets in, like it's 2004 again, and I'm telling them I have an evening planned with a "lovely young nursing student" from Jdate.

Let the stigma die, people. The internet isn't what it used to be (sometimes I do agree, it's worse). Normal people forgot how to be normal because Twitter is the new normal, and perpetuates that the new normal says that there is no more normal. So stop the hate, the judgement, the confusion, and embrace technology. As I mentioned in a post from 2018, the IoT is here, Web 9.0 is coming. So message someone on Snapchat, or be edgy and go on Muscial.ly. Chat on Steemit. But don't bother with Tik-Tok, that's just garbage, and everyone is a sleaze bag. And for the love of all that is holy, don't give out your SSN on Snapchat. No Premium Snap is worth that much... #ThotAudit

Friday, May 10, 2019

I Hate Blogging, That's Why I Forgot All About This Dumb Assignment Once I Dropped Out Of FSU


So, my main issue with Jurassic Park III is that the Spinosaurid wouldn’t have given a damn about eating the characters in the movie, it subsisted on a diet of mostly fish, a theory based “on the anatomical similarity with the crocodilians and the presence of digestive acid-etched fish scales in the rib cage” (Charig & Milner). Moreover, this creature wouldn’t just be wandering through the woods, it likely lived near and even occasionally in the water (Holtz, 1998; Amiot, et al., 2010). If Michael Crichton had been involved in this movie, I bet he would’ve at least taken the time to learn these things.

References

Aimot, R., et al. (2010). Oxygen isotope evidence for semi-aquatic habits among spinosaurid theropods. Geology, 38(2), 139-142.

Charig, A. J., & Milner, A. C. (1997). Baryonyx walkeri, a fish-eating dinosaur from the Wealden of Surrey. Bulletin-Natural History Museum Geology Series, 53, 11-70.

Holtz, T.R., Jr., 1998, Spinosaurs as crocodile mimics: Science, v. 282, p. 1276– 1277, doi: 10.1126/science.282.5392.1276.



Sunday, August 5, 2018

Could Architecture

I find that many universities, as well as businesses and even government agencies, are beginning to integrate cloud computing platforms into their existing IT infrastructure. It seems that a cloud is a large-scale scaleable software framework where virtualized information is made deliverable to users on-demand [1-4]. In education we see that "instructors find third-party cloud computing services appealing because they offer access to technologies not currently supported by their institutions" [1]. We see constant growing support for cloud technologies such as social media sites in the classroom, but these softwares continue to let us down when it comes to protecting end-user data. There's enough pressure on students and learners to merge contexts and disrupt their own personal network construction [1] that adding more security concerns does not seem logical. Though these cloud platforms have security protocols in place, it's a numbers game. Students who begin to use social media and other cloud platforms for learning as well as socializing drastically increase the size of their digital footprint, and any learning done in these spaces is undermined by the risk the learner (user) puts himself or herself in by sharing even more data with Big Tech.




References

[1] Dennen, V. P. (2015). Technology transience and learner data: Shifting notions of privacy in online learning.Preview the document Quarterly Review of Distance Education, 16(2), 45-59.

[2] Foster, I., Zhao, Y., Raicu, I., & Lu, S. (2008, November). Cloud computing and grid computing 360-degree compared. In Grid Computing Environments Workshop, 2008. GCE'08 (pp. 1-10). IEEE.

[3] Buyya, R., Yeo, C. S., Venugopal, S., Broberg, J., & Brandic, I. (2009). Cloud computing and emerging IT platforms: Vision, hype, and reality for delivering computing as the 5th utility. Future Generation computer systems, 25(6), 599-616.

[4] Media, S.Y. S.-C. O. N. (2008). Twenty experts define cloud computing. SYS-CON Media Inc. Retrieved from http://cloudcomputing.sys-con.com/read/612375_p.htm

Thursday, August 2, 2018

Thoughts on Ethics

In a culture where peer pressure to be always tuned into social media, and to be transparent on social media is ever-growing, students are often faced with the need to link their social media accounts (personal lives) into their school lives. But this creates many more problems than it seems to solve in an educational context. Students may not have access to social media platforms either, and it should not be the school's place to tell students they are required to purchase expensive machines to access these tools from to complete homework "assignments."

This is where Dennen's work was very enlightening - it emphasized many other common concerns and hazards such as safety and significantly increased risk of identity theft, as well as informed readers that there are alternatives for students who do not find social media (or social media context collapse) necessary for a true learning experience.

Respect for other users and the protection of others rights is always stressed online, but has not been followed since social media came to our fingertips. With all the dangers that students face, some how made the active, reasonable choice to avoid these platforms. Social media is not now, nor should it ever be a mandatory part of life in the free world.

Sunday, July 29, 2018

Week 5 Reflections and Looking Ahead

Week 5 was a tough one, but the Produsage assignment was definitely a favorite of mine, even if only through effort justification! I summoned up a lot of my old ideas from when I was an education major in my first few years as an undergrad, and all the haunting memories of late nights writing lesson plans, and how they flopped! Though unrelated, the Knowledge Sharing assignment was quite helpful as a springboard, as it helped me look at critical aspects of social media platforms that may or may not be useful in social and educational contexts. I'm liking that Web 2.0 tools (and Web 3.0 tools, and so on) have more of a meaning in my every day life. It's no longer all just blurred together as the Internet, or Internet of Things if I wanted to sound pretentious, like I had any idea what I was talking about.

Also, getting a sneak peek at the Draft was intriguing, and I am THRILLED to dive into the Ethics chapter next week, as this is a topic that the Authoring Team for "Digital Systems Management" has been working on for some time, so I'm excited to see it in an educational context, instead of from a pure IT Finance perspective. It'll also be good to get back into Networked, see how this class has changed my perspective on that text.

Thursday, July 26, 2018

Project-Based Academic Learning

Web 2.0 tools and SaaS platforms, heck, even Web 3.0 tools and higher, are tools that will definitely find their way into the classroom in the near future. And there’s no bigger need for advanced connectivity than in group projects, the eternal headache of most students. However, education administrators are putting too much emphasis on learning theory and old statistics, and avoiding Web 2.0 learning because “Despite increasing interest in the use of social networking and GR possibilities in a Web 2.0 environment, a dearth of empirical evidence is available to render helpful insights about this relatively new innovation in education” (Kim, et al., 2011). According to Kim, et al., it’s been exactly a century since the inception of project-based learning (Kilpatrick, 1918), and for the last 10 years, every project, it seems, has been administered, executed, and assessed the same way. I’m excited that we’re moving away from always resorting to PowerPoints and bland 5-paragraph research and reflection papers. I think if we’ve seen a need for social media in the classroom, it’s been to bring the class out of the classroom, to the fingertips of students all around, where collaborative learning and learning through technology is front-stage for budding minds.

References
1. Kilpatrick, W.H. (1918). The project method: The use of the purposeful act in the educative process. New York, NY: Teachers College UP.

2. Paul Kim, Ji-Seong Hong, Curtis Bonk & Gloria Lim (2011): Effects of group reflection variations in project-based learning integrated in a Web 2.0 learning space, Interactive Learning Environments, 19:4, 333-349.