Tuesday, March 28, 2017

Blue whale: Stanford Medicine's Vision for Precision Health, Exciting, and potentially re online teaching hospitals in all countries' official and main languages at WUaS, Can't get much more precise than WUaS's planned atomic, molecular, cellular levels, in a realistic virtual earth for STEM research and the practice of clinical medicine, Given the great and important vision for precision health here from the Stanford Dean of the Medical School I see enormous potential for dovetailing WUaS's plans for online medical schools with teaching hospitals in all countries' main and official languages, as well as for a STEM WUaS Universal Translator - and for the practice of medicine in all 7,097 living languages


Exciting, and potentially re online teaching hospitals in all countries' official and main languages at WUaS - http://worlduniversity.wikia.com/wiki/Hospital

Can't get much more precise than WUaS's planned atomic, molecular, cellular levels, in a realistic virtual earth/brains for STEM research and the practice of clinical medicine.

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Dean Lloyd Minor now has 5 more years to build on 's strategic vision for :



https://twitter.com/StanfordDeptMed/status/846493288890859520

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https://twitter.com/WorldUnivAndSch/status/846494192352182272

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See, too, especially MIT Media Lab's Scott Greenwald's video, here:

http://scott-macleod.blogspot.com/2017/03/escherichia-coli-bacteria-brain.html

http://scott-macleod.blogspot.com/2017/03/from-atom-to-cosmos-getting-loving.html


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Given the great and important vision for precision health here from the Stanford Dean of the Medical School -


Minor reappointed dean of the School of Medicine

In his first four years at Stanford, Lloyd Minor has established the vision of precision health while also strengthening the ties within Stanford Medicine and promoting diversity.
http://med.stanford.edu/news/all-news/2017/03/minor-reappointed-dean-of-the-school-of-medicine.html -

I see enormous potential for dovetailing WUaS's plans for online medical schools with teaching hospitals in all countries' main and official languages, as well as for a STEM WUaS Universal Translator - and for the practice of medicine in all 7,097 living languages.

World University Medical School: http://worlduniversity.wikia.com/wiki/World_University_Medical_School

Digital World Medical School: http://worlduniversity.wikia.com/wiki/Digital_World_Medical_School

Hospital:
http://worlduniversity.wikia.com/wiki/Hospital



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And ...

Anatomy and Physiology: http://worlduniversity.wikia.com/wiki/Anatomy_and_Physiology

Biology: http://worlduniversity.wikia.com/wiki/Biology

Cancer Biology: http://worlduniversity.wikia.com/wiki/Cancer_Biology

Clinical Trials at WUaS (for all languages): http://worlduniversity.wikia.com/wiki/Clinical_Trials_at_WUaS_(for_all_languages)

Complementary and Alternative Medicine: http://worlduniversity.wikia.com/wiki/Complementary_and_Alternative_Medicine

Health Sciences: http://worlduniversity.wikia.com/wiki/Health_Sciences

Health Sciences and Technology: http://worlduniversity.wikia.com/wiki/Health_Sciences_and_Technology

Medicine: http://worlduniversity.wikia.com/wiki/Medicine

Omega 3 Fatty Acids: http://worlduniversity.wikia.com/wiki/Omega_3_Fatty_Acids

Optometry: http://worlduniversity.wikia.com/wiki/Optometry

Opthamology: http://worlduniversity.wikia.com/wiki/Optometry

Pediatrics: http://worlduniversity.wikia.com/wiki/Pediatrics

Pharmacology: http://worlduniversity.wikia.com/wiki/Pharmacology

Psychiatry: http://worlduniversity.wikia.com/wiki/Psychiatry

Science: http://worlduniversity.wikia.com/wiki/Science

World University Nursing School: http://worlduniversity.wikia.com/wiki/World_University_Nursing_School

World University Pharmacy School: http://worlduniversity.wikia.com/wiki/World_University_Pharmacy_School





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Monday, March 27, 2017

California Valley Oak: My "Naked Harbin Ethnography" book is in the UC Berkeley library, the Princeton library and the University of Alberta library (in Canada) I just saw on WorldCat - https://www.worldcat.org/, Here's a first review, And you'll find "Naked Harbin Ethnography" as a reference in the Harbin Hot Springs' article in Wikipedia


My "Naked Harbin Ethnography" book is in the UC Berkeley library, the Princeton University library and the University of Alberta library (in Canada) I just saw on WorldCat!


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WorldCat:

Search on "Naked Harbin Ethnography" here - https://www.worldcat.org/ ...

https://www.worldcat.org/title/naked-harbin-ethnography-hippies-warm-pools-counterculture-clothing-optionality-and-virtual-harbin/oclc/968936229&referer=brief_results





https://twitter.com/HarbinBook/status/780503009239326721


https://twitter.com/HarbinBook

http://bit.ly/HarbinBook


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TitleNaked Harbin ethnography : hippies, warm pools, counterculture, clothing-optionality and Virtual Harbin / Scott MacLeod ; foreword by Nelson H.H. Graburn.
AuthorMacLeod, Scott, author.
PublishedSan Francisco : Academic Press at World University and School, [2016]
©2016
Book Cover
LocationCall No.Status
 Anthropology Reserve HN79.C22 H375 2016   AVAILABLE
PRINTED MATERIAL
Descriptionxxiii, 329 pages : color illustrations, maps (chiefly color) ; 28 cm
BibliographyIncludes bibliographical references (pages 291-301) and index.
SubjectHarbin Springs (Calif.)
Ethnology -- California -- Harbin Springs.
Counterculture -- California -- Harbin Springs.
Ethnology -- Computer network resources.
Virtual reality.
ISBN9780692646137 (paperback)
0692646132 (paperback)
Other Resources

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  1. HN79.C22 H375 2016 Anthropology Reserve: AVAILABLE


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http://oskicat.berkeley.edu/search/o968936229

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Author/Artist:MacLeod, Scott,
Title:Naked Harbin ethnography : hippies, warm pools, counterculture, clothing-optionality and Virtual Harbin / Scott MacLeod ; foreword by Nelson H.H. Graburn.
Published/Created:San Francisco : Academic Press at World University and School, [2016]
©2016
Physical description:xxiii, 329 pages : color illustrations, maps (chiefly color) ; 28 cm
ISBN:9780692646137
0692646132
Location:Firestone Library (F)
Call number:HN79.C22 H375 2016
Item details:Where to find it
Google Books:
Status:Not Charged

http://catalog.princeton.edu/cgi-bin/Pwebrecon.cgi?DB=local&CNT=25&HIST=1&BOOL1=as+a+phrase&FLD1=ISBN+(ISBN)&SAB1=9780692646137


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Naked Harbin ethnography : hippies, warm pools, counterculture, clothing-optionality and Virtual Harbin

MacLeod, Scott, author.
Publisher:Academic Press at World University and School,
Pub date:[2016]
Pages:xxiii, 329 pages :
ISBN:9780692646137
1 copy available at University of Alberta Rutherford-Humanities & Social Science.

Holdings
University of Alberta Rutherford-Humanities & Social Science [where's this?]
CopyMaterialLocation
HN 79 C22 H375 20161BookOn Shelf

https://neos.library.ualberta.ca/uhtbin/cgisirsi/x/0/0/57/5?user_id=WUAARCHIVE&searchdata1=ocn968936229

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Scott Macleod's Reviews > Naked Harbin Ethnography: Hippies, Warm Pools, Counterculture, Clothing-Optionality and Virtual Harbin

Naked Harbin Ethnography by Scott MacLeod
 
by 
17846323
's review
Nov 21, 2016  ·  edit


An excellent and far-reaching anthropology of the 1960s-70s forward, counterculture, virtual worlds and information technology, which looks at actual Harbin on-the-ground since 1972-present, and virtual Harbin in a 3D interactive multimedia world (for ethnographic field work), which is planned for ethno-wiki-virtual-world-graphy - http://scott-macleod.blogspot.com/sea....

After you check in at the gate at Harbin, one resident who has worked there for years often says, "Go play." This ethnography of Harbin Hot Springs in northern California explicitly and theoretically brings together approaches to the comparative study of both the actual and virtual, by developing new methodologies in studying Harbin - as a kind of hippy or Alternative haven from modernity. Through this anthropological book and conceiving of virtual Harbin, you can begin not only to "be there" - to visit Harbin virtually in the text, as it were - but also to revisit the 1960s and its related freedom-seeking movements. Moreover, Harbin Hot Springs' clothing-optionality, spirituality and alternative culture are attractive in mysterious ways. In the way that Margaret Mead's work was theoretical and gained widespread attention at the same time, this book will appeal due to the broad interest in emerging interactive virtual worlds, as well as 1960's informed alternative Harbin's exotic, yet familiar, attractiveness, now mediated digitally. As information technologies and wondrous developments like virtual worlds continue to develop rapidly, I hope to engage you, the reader, further in the conversation about the creativity in countercultural thinking, in virtual worlds, in comparative ethnography, and in the experiences of interacting in this virtual Harbin, even as visitors to actual Harbin enjoy visiting this hot springs' retreat center.

http://scott-macleod.blogspot.com/201...


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And you'll find "Naked Harbin Ethnography" as a reference in the Harbin Hot Springs' article (but not in the Harbin Springs' one) in Wikipedia - 



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Sunday, March 26, 2017

Newnes, and Wolgan Valley, NSW: What's the newness "program" in the philosophical / brain science study of consciousness ... as in the school of "New Mysterions" (Nagel, McGinn et al.)?, What new possibilities for understanding consciousness will emerge by modeling it in a realistic virtual earth/virtual brains/bodyminds at the atomic, molecular, cellular and street view levels for many/all species?, So, in a way, philosophical and brain/bodymind science questions of consciousness are an amazingly beautiful flag for those who think about these questions, - since they are unresolved questions ... for us human primates, post-Darwin, Seems like we need to understand a lot more about genetics before we will be able to ask new questions about how consciousness or awareness "works" in humans, and in a variety of species, Virtual world/brain modeling school of consciousness


What's the newness "program" in the philosophical / brain science study of consciousness ... as in the school of "New Mysterions" (Nagel, McGinn et al.)?

What new possibilities for understanding consciousness will emerge by modeling it in a realistic virtual earth/virtual brains/bodyminds at the atomic, molecular, cellular and street view levels for many/all species?

It seems like we need to understand a lot more about genetics before we will be able to ask new questions about how consciousness or awareness "works" in humans, and in a variety of species.


Dear Victor,

Thank you for your interesting letter ~ http://scott-macleod.blogspot.com/2017/03/hello-dear-victor-and-angelaangelina.html. In addition to your interesting paintings and musings, I'm curious particularly about awareness as consciousness ... how is it that humans and other species are conscious? How does awareness work brain-wise - in 

A) all the many many ways humans have experienced this subjectively, inwardly and deeply, to your yoga yogic-ally, to all the infinite qualia (infinite qualities) that humans experience {including the generation of new ideas and experiences of consciousness} ...  to 

B) our inability to explain consciousness from the third person, objectively, our inability to model it brain and bodymind-science wise? 

These 1st and 3rd person experiences seem un-dovetail-able, irreconciable, unmeetable and un-joinable - again scientifically, brain and cognitive science-wise.  And how far down the phylogenetic tree does consciousness go - sea slugs? bats? What is it like to be that blue whale in a pod in the south seas as scientific and philosophical humans, in English, think about and study this idea of consciousness (post Darwin, and with science-STEM) to co-constitute with language an understanding about a biological process which many species seem to have in common. It's a mystery ... a fascinating question ... a new mysterion (for some) ... philosophically, linguistically and scientifically and experientially. (Yes, there's 

Colin McGinn's "The Mysterious Flame" (1999) - 

Tom Nagel's "What is it like to be a bat?" (1974) - http://www2.warwick.ac.uk/fac/cross_fac/iatl/activities/modules/ugmodules/humananimalstudies/lectures/32/nagel_bat.pdf - which address some of these questions ... see, too, 

David Chalmer's Consciousness.net e.g. "Facing Up to the Problem of Consciousness" (1995) by David J. Chalmers - http://consc.net/papers/facing.html and http://www.iep.utm.edu/hard-con/ -   ... and a recent book about 

Octopus consciousness -
Other Minds: The Octopus, the Sea, and the Deep Origins of Consciousness (2016) 
by Peter Godfrey-Smith 

New Yorker article - 

DANIEL DENNETT’S SCIENCE OF THE SOUL
A philosopher’s lifelong quest to understand the making of the mind (2017) 

(see, too, my - 

"From atom to cosmos: Getting loving bliss INFORMATION TECHNOLOGY neurophysiology as brain chemistry "correct" on-off switch wise, /Consciousness still unexplained: eg "third-person explanations and first-person experience" not reconciled -Will modeling brain atoms help? ... "
http://scott-macleod.blogspot.com/2017/03/from-atom-to-cosmos-getting-loving.html) - which reiterates many of the intractable aspects of this fascinating question, which another "teacher" - from whom I also learned but he was more a philosophical dialogist than teacher - of mine, G.A. opened my mind to) ...

And yogically ... go in ... unite the inner ease with the outer explanations (not always scientific ones in Yoga's roots ... and I'm a little bit of a nontheistic f/Friend or atheistic Quakerly-informed ) ... if we are able to model the brain at the atomic, molecular and cellular levels and street view levels, and in all 7,097 living languages, what new interesting questions will we be able to pose to actually potentially understand how consciousness works in humans and other species? Here's the beginnings of modeling the brain in 3D and for learning purposes - https://scott-macleod.blogspot.com/2017/03/from-atom-to-cosmos-getting-loving.html - earthy quaky and warmy pooly. I hope to explore all this further here - https://scott-macleod.blogspot.com/search/label/consciousness - today, as well.

I'm particularly interested in consciousness, for example, metaphorically as a computer application or program - from the third person - and its potentially to generate new ideas, new programs, new awarenesses (e..g language and conversation seem relevant here, in addition to thinking, and especially how consciousness emerges from genes) ... nevertheless, consciousness or awareness is a mystery ... a new Mysterion (See the book review in Nature, "Thinking about consciousness" by Paul E. Griffiths http://www.nature.com/nature/journal/v397/n6715/full/397117a0.html from 1999, as well as Emotion and the problem of psychological categories - Paul E. Griffiths
https://philpapers.org/rec/GRIEAT-5 from 2001) ... mind experiment-wise. And actually conceiving of programming this is as unsolvable at this time as is this question of how consciousness or awareness works ... 

So, in a way, philosophical and brain/bodymind science questions of consciousness are an amazingly beautiful flag for those who think about these questions, - since they are unresolved questions ... for us human primates, post-Darwin ... who enjoy y/our Yoga ... as well

Does this Aquarian modality you write of have any connection to the Age of Aquarius sung so beautifully about in the Hair: The Tribal Love Rock Musical from the late 1960s - https://scott-macleod.blogspot.com/search/label/Hair%3A%20the%20Tribal%20Love%20Rock%20Musical?

While I'm inspired in ongoing ways by your Yoga, I'm also an appreciator of Iyengar's yogic vision of impeccability ... as well as missing my weekly ethnographic field work travels to Harbin ... which yielded this book ... http://bit.ly/HarbinBook and https://twitter.com/HarbinBook ... but which could begin again in May, if Harbin would like some copies of it for their bookstore ... and hopefully ...  :) 

L, 
Scott 

scottmacleod.com

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Dave, what interests you philosophically about questions of consciousness, and re - http://scott-macleod.blogspot.com/2017/03/newnes-and-wolgan-valley-nsw-whats.html - (where I'm a little in the New Mysterion / and somewhat in the David Chalmers' schools relating to awareness / consciousness and brain science questions ... as well as the virtual world/brain modeling school (vis-a-vis Thomas Dean's at Google Research partial modeling of a fly's brain), - and which is my own new school re consciousness, I think - since modeling brains digitally at the atomic, molecular (see MIT's Scott Greenwald's recent "Electrostatic Playground" video), cellular and street view levels would allow us to address philosopher Tom Nagel's question - what is it like to be a bat (since we could/will conceivably be able to begin to experience the world digitally/virtually as a bat experiences the world) - as well as philosopher Colin McGinn's question about how can meat can be conscious - since virtually modeling atoms, molecules and cells - the "physical," and what meat is made up of - virtually, as bits - and in realistic multimedia {re the actual and the virtual - a focus of my Harbin book especially} will open avenues to understanding awareness emerging from the physical as consciousness.

Friendly regards, 

Scott



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Saturday, March 25, 2017

Olea europaea: Hello dear Victor (and Angela~Angelina), http://www.angela-victor.com/blogs/victor/yoga-more-pose, Thank you for your recent painting and yogic ideas, Victor, I like this variant of the Dutch flag ... as well as your yoga philosophizing art ... Both are kind of cosmic but wonder if / why there's no mention of liberté (freedom: blue), égalité (equality: white), fraternité (brotherhood: red) in this Wikipedia Netherlands' flag article ... Maybe western democracies have given up on these ideas, ideals and visions, sadly ... Would you and Angela be available please to teach yoga and art online live at World University and School ... perhaps by live-streaming some of your yoga courses from Greece with time? ... and also to help perhaps to make the wiki WUaS beautiful artistically?, My Harbin Book is now in the UC Berkeley Anthropology library, Letter from Victor!


Hello dear Victor (and Angelina), 

Thank you for your recent painting and yogic ideas, Victor ... 


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I like this variant of the Dutch flag ... 

https://en.wikipedia.org/wiki/Flag_of_the_Netherlands#/media/File:Naval_Jack_of_the_Netherlands.svg ...


as well as your yoga philosophizing art ... http://www.angela-victor.com/blogs/victor/yoga-more-pose ... recent, and in general ... 

Both are kind of cosmic ... 


... but wonder if / why there's no mention of liberté (freedom: blue), égalité (equality: white), fraternité (brotherhood: red) in this Wikipedia Netherlands' flag article ... 

Maybe western democracies have given up on these ideas, ideals and visions, sadly ... 

But I hope f/Friendly-informed World University and School would further these great ideas and Yoga-wise too, and nevertheless ...

Would you and Angela be available please to teach yoga and art online live at World University and School ... http://worlduniversity.wikia.com/wiki/Yoga ... http://worlduniversity.wikia.com/wiki/Subjects ...  perhaps by live-streaming some of your yoga courses from Greece with time? ... and also to help perhaps to make the wiki WUaS beautiful artistically ... and furthermore possibly by helping students and learners and teachers online to be able to make it wiki beautiful in the ways and languages they would like to? (e.g. Wikipedia similarly could become more beautiful interface-wise:) Isn't life one big canvas for painting ... now online and 3D interactively? 

Greetings from the San Francisco Bay Area, and from Canyon, where I live. 

Love, 
Scotty


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Hello Victor and Angela,

My Harbin Book is now in the UC Berkeley Anthropology library ... http://oskicat.berkeley.edu/record=b23696434 - https://scott-macleod.blogspot.com/2017/03/loggerhead-sea-turtle-my-naked-harbin.html - I'm glad to say ~ https://twitter.com/HarbinBook/status/843537776712663040 ! ... not entirely easy getting it out there :)

Continuing to seek a love to begin a family ...

May head to your course, Angela, in October ... :)

How are you both?

Love, 
Scott





--


San Francisco Bay Area - East Bay Hills


World University and Schoo's wiki, 'Yoga,' subject page - http://worlduniversity.wikia.com/wiki/Yoga :) - with an invitation to 'edit this page' and explore yoga. 


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Dear Scott,

Thanks for the contact after reading my latest blog. I am talking about the deeper reality of our being here and going beyond the surface, the Yoga being the connective tissue between all layers of being. Doing poses is one thing but getting stuck into the complexity of some of the poses is a daily process of accurate observations. Observations of what we previously swallowed and regurgitating to be able to make up your mind about their usefulness. The flag is just a symbol for a country. And like I mentioned, I do not even like that country that o grew up in and which felt like a prison wall, rather than a vision into a brighter vision. You have found the meanings of their colors, which are the same colors found in the old Russian, the English and the American flags as in many other ones like the French...

But idealism expressed into colors and patterns mean nothing to a painter and any other person with the exception of some maybe.

The flag is regurgitated and also the cross with Christ still hanging and also dead people, my father, my mother and other family members, my teachers....

So we keep on teaching from that place of wherever our awareness has reached and cleansed the windows of the soul.

We are both not very skilled at computer stuff and only write and receive letters. So you have to understand that we are unable to give out our teaching in that electronic way. We lead people inside into their own world and you can not do that watching a screen. Most of our students have their eyes closed, except for the nervous wrecks that are obsessed with the "One Truth" of idealistic existence.

I experienced Iyengar Yoga as physical communism, trying to all have that perfect aligned body form.
We are living now in the Aquarian mode.

Lots of LOVE, victor.

PS: By the way: our website and that of my watercolors are designed by my son in law, Maurice, who is a website designer by profession. I paid him  to make these websites and he did use me to bring in some drawings.




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Friday, March 24, 2017

Brandwag: As vice-chancellor and rector of the University of the Free State (UFS), South Africa, Jonathan Jansen's Stanford University talk, Here's the beginning best STEM free CC OCW South Africa World University and School, JRR Tolkien is originally from Bloemfontein, Orange Free State in S.A., "Tolkien's shire ... a rare interview with Tolkien to celebrate a centenary of enchantment," I visited the Quaker Meeting in Cape Town, South Africa, in the autumn of 2005, A beginning ethnography of Semester at Sea based on voyages in 1999 and 2005, written in 2005 ...


Dear Jonathan, 

Thanks so much for your email, and it was great to meet you at your Stanford talk - https://events.stanford.edu/events/667/66797/ . 

World University and School is like CC Wikipedia (in 358 languages) with CC MIT OpenCourseWare (in 7 languages) - https://ocw.mit.edu - and CC Yale OYC - oyc.yale.edu/courses

Here's South Africa World University and School - 
http://worlduniversity.wikia.com/wiki/South_Africa (before wiki CC OCW WUaS moves to a new wiki emerging from Wikipedia's database, Wikidata/Wikibase in 358 languages). Check out the MIT OCW here. Here, too, is Africa World University and School - http://worlduniversity.wikia.com/wiki/Africa

And here's the beginning African languages WUaS - http://worlduniversity.wikia.com/wiki/African_languages - where each language will become an online wiki school for open teaching and learning, in that language. (WUaS plans to create wiki schools in all 7,097 living languages and for academics too, in addition to open teaching, e.g. anyone can add something they teach to their web camera to Youtube/Vimeo, or create a new subject page - http://worlduniversity.wikia.com/wiki/Subjects - about what they love).

WUaS plans to matriculate our first prospective undergraduate class online this autumn, where students would take ~40 courses over 4 years for free CC OpenCourseWare undergraduate degrees. Here's the developing WUaS Course Catalog for credit - https://docs.google.com/spreadsheets/d/1VRHhXYsk-V9lvSh5onaU2hnEhwoapSN7HyBK1P09LIk/edit?usp=sharing .

As the vice-chancellor and rector of the University of the Free State (UFS), would your students, in addition, be interested eventually in online CC MIT OpenCourseWare-centric Ph.D., law and M.D. degrees, as well as I.B. High School degrees - http://worlduniversity.wikia.com/wiki/Admissions_at_World_University_and_School ?  

I'm curious to see, and possibly study, how online relationships will emerge at World University and School between students in all 200 countries (first in English), and then in each World University and School, each a major university as the Stanfords/MITs of the internet - http://worlduniversity.wikia.com/wiki/Nation_States - in their main and official languages. 

Thank you,
Scott 





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JRR Tolkien is originally from Bloemfontein, Orange Free State in South Africa (which he left at age 3) ...

Tolkien's shire ...

a rare interview with Tolkien to celebrate a centenary of enchantment

https://www.theguardian.com/books/1991/dec/28/jrrtolkien.classics

Tolkien is a favorite author of mine from my teens in the 1970s.

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I visited the Quaker Meeting in Cape Town, South Africa, in the autumn of 2005 ... from the Semester at Sea ship ...

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Introduction

On the Fall 1999 Semester at Sea voyage at 12:30 in the morning, half way between Egypt and Saudi Arabia in the middle of the Red Sea, a young man put an oversized life ring around his body, tied a line to it and went over the edge of the ship, the “SS Universe Explorer,” six decks above the water, intending to rappel down, touch the water, and then return to the ship. A quarter of the way down, he slipped out of the life ring and fell into the ocean.

When we first boarded, the captain had told us that the worst thing that could happen to any of us was to fall into the ocean. The ship is around 650 feet long and takes almost an hour to turn. Turning is costly too. On this evening the sea was rough, with white caps. Someone mentioned that there were dangerous sharks in the Red Sea, as well. We were far from shore, and none of the passengers really knew what other hazards there were.

A friend who was with the young man who went overboard, quickly threw a few more life rings in after him, notified the ship’s bridge which fixed a GPS reading on the location, ran downstairs a deck and threw in some more life rings. But the young man didn’t see the life rings.

The ship began to turn back to where the student went overboard, and everyone on the ship, many of whom were asleep, were called to muster, with about 80 people to a station. Role was called to find out if anybody else went overboard. No one had.

By about 1:30 am, the ship was in the vicinity of the incident, and half of the passengers were on the ship’s decks to see if they could spot him. Someone spotted the life rings, with no one in them. The staff captain was on the wing of the bridge, with a spot light, and later was reported to have said that he was worried that he would feature a shark feeding frenzy.

Someone soon spotted the young man, who was still alive, and had been swimming, without a life ring, for nearly an hour in the rough, but buoyant, saline and warm Red Sea.

A small craft was sent out to pick him up, putting the crew members at risk, due to the rough seas and bringing a small boat back to a large ship at night in stormy weather.

The young man was brought back to the ship, put in quarantine in the infirmary for his folly, and asked to leave when we arrived at Port Said in Egypt four days later. Concerned about rumors, the Executive and Academic deans were cautious about how the news of this man’s escapade would travel around the ship. Would there be copycats lionizing this risk-taking adventure?

Three weeks later, after we had visited Istanbul, Dubrovnik, and Rome and were docked in Morocco, this young man showed up again wanting to rejoin the return voyage to Florida. His mother had worked extra hours to pay the $14,000 tuition, plus the $2-3,000 travel costs in the ports (the trip costing perhaps $17,000 – 19,000 total in 1999), and he very much wanted to continue. He wasn’t allowed to do so due to the seriousness of his exploit, which could have cost him and others their lives.


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Semester at Sea, a university on a ship, is such a complex operation, that, like the French team of ethnographers led by Marcel Grieul studying Dogon funerary practices in North Africa, for example, a team approach might make sense here, too, were one to try to write an ethnography of the voyage.

The University of Pittsburgh has accredited Semester at Sea academically for around the past 3 decades. Most of the senior staff members at the Semester at Sea office in Pittsburgh have been employed there a long time, – many of them occupying the same roles they did as in 1999.

Recently the University of Pittsburgh has decided not to accredit it after the summer of 2006 and the Institute for Shipboard Education (ISE) which runs Semester at Sea is presently looking for another University to sponsor them. Therefore this is probably the last Semester at Sea fall voyage, under academic accreditation from the University of Pittsburgh. It’s also one of the largest voyages with 683 students, compared with about approximately 625 students in 1999, when I last sailed. It’s a very popular voyage and university experience.

I got the opportunity to travel on board the ship this time because over the summer, someone who was planning to work in the field office, which organizes the 30 or so trips in every port, cancelled at the last minute, and I took the job, a position I had done in 1999 also. In the intervening years, I had attended graduate school at Berkeley, the University of California, Santa Barbara, and the University of Edinburgh, all in ethnography-related disciplines. This time I wanted to write about the Semester at Sea voyage.

For me, initially, it’s the differences and changes that occur as one moves from place to place, which are both interesting and thought provoking. For example, coming most recently from northern California and western Pennsylvania in the United States, the flight attendant on the airplane from Miami to The Bahamas, her Bahamian accent, her warmth and sense of assured presence, struck me afresh. In general for me, it’s the breaks from kinds of social homogeneity, which are interesting and potentially informative. What kind of information gets conveyed, how is this interpreted, what is represented, and what does it say both about travelers and inhabitants in these cross-cultural situations? Where might possible misinterpretations occur and about what and on what levels? Are all of these individual travelers simply moving at different rates through time? What implications might this have for an anthropological theory of knowledge?



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The Bahamas  (August 25, 2005)

At the airport in Nassau, two Mennonites of the Eastern Pennsylvania parish, were standing waiting for their baggage wearing their plain clothes. There was a lot of baggage on the floors around the luggage carousels. While many travelers were dressed in casual summer clothes, these two stood out quite dramatically. I went to talk with them. They were from Maryland, traveling to visit Mennonite friends who lived at a Mennonite Bible mission on Andros island, not missionizing per se, but seemingly coming for a holiday. This was their 13th visit to The Bahamas. By contrast, very few of the other travelers in the airport seemed to have any interest in religion. Quite a few people around noon were getting alcoholic drinks. Bahamians ran customs and all parts of the airport.

The Bahamas, when I landed, were warm, humid, rainy, and wind swept, with low trees, many of which were palm. As the taxi driver and I spoke during the ride in, he responded with understanding with a deep, resonant, affirmative sound. The taxi driver pointed out Fort Charlotte as we came into Nassau. He told me The Bahamas have about 300,000 people, with about 150,000 of them on Nassau. He took me to the colorful buildings at the entrance to the cruise ships’ docks, in front of which a lot of mini-van taxis stood. Some men played board games outside, and talked with one another in a relaxed way.

As I moved out onto the pier where the cruise ships were docked, the huge ship the “Norwegian Dawn” was arriving. At first I didn’t see the name, and got out my bagpipes to greet this huge vessel, as I thought it might be the current Semester at Sea ship the “MV Explorer,” and I had often played when the Semester at Sea ship, the “SS Universe Explorer,” arrived in ports in 1999. When I saw the name, I asked a man on the pier nearby where the Semester at Sea ship was docked and he replied with a smile and a slight Bahamian accent, “Oh, you mean the student ship,” pointing to a nearby pier.

I hadn’t heard it called the student ship before, when I sailed in 1999. Very few maritime ventures I know of offer such an extended onboard international learning opportunity, structured as an academic semester, so the name makes sense. This ship provides an opportunity for students to learn about the world, both in the classroom on the ship, as well as with people on the ground in ports. But what world and who was learning about it, and what were they learning? And what was the context? What views are they getting? And what does it mean to learn? What is the nature of anthropological knowledge? How does human information-exchange work? Yes, students onboard may or may not read trenchant anthropological critiques about significant world problems, considering questions of poverty or war, for example, but they may do so first hand in the context of a world shaped for them in significant part by the Semester at Sea voyage and their experiences on the ground. For example, Desmond Tutu is traveling on this voyage from Brazil to South Africa, as an interport lecturer, an intellectual and a clergyman, who has played a very active role in South Africa’s post-apartheid reforms. Semester at Sea participants have a chance to meet, talk with, and hear him lecture. On Semester at Sea, students may study astronomy, or read literature for course credit, as well as do Semester at Sea organized service projects. But how are these students situated or moving vis-à-vis questions of representation, experience, post-modernity, socio economic processes such as globalization, people in the ports, and as tourists? And is there anything unique about this voyage which might re-write and re-formulate some of the world’s problems, such as war and injustice, actually shaping change, beyond that? Perhaps this will happen through what students learn and experience. How can we examine the nature of anthropological knowledge in relation to this voyage? Where shall we situate ourselves - between tourism theory and nomad hotel desire theory?


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I walked up the gang way of the ship and first met two Philipinos, and then a Romanian woman, who spoke English pretty well. Two people searched my bags. Then a man named Chris, a Philipino who had sailed with the ship on 10 month contracts for a number of years, took me up to the front desk, Purser’s square, which was like a fairly elegant hotel lounge. The woman in the uniform behind the desk was from the Crimea in   the Ukraine, and on her first voyage. She checked me in. I saw a member of the Semester at Sea staff from Pittsburgh, whom I had known earlier, walk by and soon met him briefly in the hall on the way to my room, a fairly spacious, inside room.

Semester at Sea offers such a cosmopolitan experience with a cosmopolitan crew, in the comfort of a large, very modern ship, that were one to compare the cosmopolitan quality of the experience with a University in the US, one might compare it to a college at a university on the east or west coast of the U.S., the United Nations, or a community college, in terms of the wide variety of ports which people visit and the people we meet. In terms of comfort, it’s like a floating country club, or a holiday resort. In terms of international shipboard education, it may aspire academically to challenge the students in ways unique to the voyage, to be the best of international shipboard university education.


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The present ship is technologically advanced, as well as fast. Students can easily connect to the Internet, for example. [I want also to see what part of the student body engages the Internet and how other students fully engage the people they meet and how. What will they learn and what role will technology play in furthering or limiting this? Similarly, drinking alcohol is allowed some nights on the ship. On some nights, many students get drunk. In ports, students also drink. What role does this have in cutting people off from engaging people in the ports they visit?] Will this perhaps only be a very comfortable ship with most of the students hailing from the U.S., on which they spend much of their time negotiating a technologically and media-mediated way of understanding the world, or will many directly engage the countries they visit? Or will this be a kind of United Nation’s ship, as one person in the Global Studies course recently suggested, where people on the ship meet people around the world learning about and discussing world problems.

In general, I want to examine how the experience and the structure of this voyage shape certain kinds of relations and learning experiences for the students as tourists.



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Metaphor is important to this narrative. For the purposes of this essay and employing the idea of computer software as a metaphor for people’s thinking, say that every individual has their own software – what they have learned from tradition, culture and / or, for example, the university, in the same way that groups, nations and countries have ethoses, shared codes shaped by history, law, common visions, etc. And say that these code systems all interact, and say that there are a lot of potential interactions. I would like to identify some salient aspects of the code of this voyage and explain social processes in some new ways.

The nature of systems. Life on this ship is very organized. Numerous systems – navigation, communication, radar, heating and cooling, engine, hotel are what a ship is comprised of. Activities, including the academic courses and field trips, as well as life on board the ship are also very organized. All these systems are built on certain assumptions about efficiency and how to integrate many peoples’ lives in the fabric of life on this ship. But they also structure a certain kind of experience in which individuals make choices as tourists.

The role of the state


Metaphor of a machine

Language barriers influencing communication on ship and ethnic identity of certain groups.

Greek captain’s ideas about and design for the new ship . . . His death . . . legacy in terms of the idea of the ship


http://scottmacleod.com/SAS2005/SAS2005index.htm



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