Friday, July 31, 2020

Saxifraga cespitosa: Voilà!, Nicolas, et merci beaucoup, ~ initial momentous steps for World Univ & Sch into Open edX, potentially regarding creating major online universities in all ~200 countries' official and main languages (and in outer space too!), and even wiki schools with courses people could create in all 7,117 known living languages - and in anticipating machine learning, translation and other AI * * * Create Web anew: #EthnoWikiVirtualWorldGraphy as ethnographic theory & cultural practice. So many possible dirs. in sociocultural anthropology https://scott-macleod.blogspot.com/search/label/ethno-wiki-virtual-world-graphy Am seeking for all 7.5 billion people to shape #RealisticVirtualEarth Add Harbin Pix: http://tinyurl.com/p62rpcg ~ * * * * Could someone be reading my blog possibly? The following from PhilPapers.org about Agency, Consciousness and MUCH more, just popped into my email



Voilà!, Nicolas, et merci beaucoup,

Voilà! Ça marche maintenant. Merci à Nicolas
Scott



*

Thanks so much, Yvain, Anant, Ned, Larry, Nicolas,

I like what I see in checking out the https://studio.app.moocit.fr/course/course-v1:WUAS+001+1 studio. It seems very extensible and flexible in multiple ways. It's also practical. Thank you for this remarkable platform for education.

Am simply keeping you, Anant and Ned, posted in these initial momentous steps for World Univ & Sch into Open edX ... and potentially regarding creating major online universities in all ~200 countries' official and main languages (and in outer space too!), and even wiki schools with courses people could create in all 7,117 known living languages - and in anticipating machine learning, translation and other AI in the Open edX platform.

Will free up your in-boxes for the time being, Anant and Ned - and thank you all so much for these amazing information technologies, and this structure and process that allow potentially for the creation of free universal highest quality online education (wiki, too, - for people-to-people open teaching and learning). It's a bit like the first Mars-walk in 2038 - n'est-ce pas? :)

More soon, Yvain! Thank you.

Cheers, Scott
https://scott-macleod.blogspot.com/2020/07/saxifraga-mertensiana-offer-to-build.html

https://wiki.worlduniversityandschool.org/wiki/Nation_States
https://wiki.worlduniversityandschool.org/wiki/Languages



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Create Web anew: #EthnoWikiVirtualWorldGraphy as ethnographic theory & cultural practice. So many possible dirs. in sociocultural anthropology https://scott-macleod.blogspot.com/search/label/ethno-wiki-virtual-world-graphy Am seeking for all 7.5 billion people to shape #RealisticVirtualEarth Add Harbin Pix: http://tinyurl.com/p62rpcg ~

https://twitter.com/scottmacleod/status/1289230354528649217?s=20
https://twitter.com/WorldUnivAndSch/status/1289252433734955008?s=20
https://twitter.com/HarbinBook/status/1289252798379380737?s=20
https://twitter.com/WUaSPress/status/1289253483539861504?s=20
https://twitter.com/sgkmacleod/status/1289254661283708928?s=20
https://twitter.com/TheOpenBand/status/1289256488817442816?s=20


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Create Web anew: #EthnoWikiVirtualWorldGraphy as ethnographic theory & cultural practice. So many possible dirs. in sociocultural anthropology https://scott-macleod.blogspot.com/search/label/ethno-wiki-virtual-world-graphy Am seeking for all 7.5 billion people to shape #RealisticVirtualHarbin Add Harbin Pix: http://tinyurl.com/p62rpcg ~


https://twitter.com/HarbinBook/status/1289252969221771265?s=20
https://twitter.com/WUaSPress/status/1289253576716386304?s=20
https://twitter.com/scottmacleod/status/1289254068938928130?s=20
https://twitter.com/sgkmacleod/status/1289254957082767362?s=20
https://twitter.com/TheOpenBand/status/1289256295355179008?s=20











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Friday, July 31, 2020

Could someone be reading my blog possibly? The following from PhilPapers.org about Agency, Consciousness and MUCH more, just popped into my email (and which I'm posting both here - https://scott-macleod.blogspot.com/2020/07/andersons-mountain-crown-agency-have.html (from 7/28/20) - and in today's July 31, 2020 - https://scott-macleod.blogspot.com/2020/07/saxifraga-cespitosa-voila-nicolas-et.html - post):


Jul 31st 2020 GMT
  1. Where is the Fundamental Disagreement Between Naive Realism and Intentionalism? Takuya Niikawa - 2020 - Metaphilosophy 51 (4):593-610.
  • Fully Autonomous AI. Wolfhart Totschnig - forthcoming - Science and Engineering Ethics:1-13.
    In the fields of artificial intelligence and robotics, the term “autonomy” is generally used to mean the capacity of an artificial agent to operate independently of human guidance. It is thereby assumed that the agent has a fixed goal or “utility function” with respect to which the appropriateness of its actions will be evaluated. From a philosophical perspective, this notion of autonomy seems oddly weak. For, in philosophy, the term is generally used to refer to a stronger capacity, namely the capacity to “give oneself the law,” to decide by oneself what one’s goal or principle of action will be. The predominant view in the literature on the long-term prospects and risks of artificial intelligence is that an artificial agent cannot exhibit such autonomy because it cannot rationally change its own final goal, since changing the final goal is counterproductive with respect to that goal and hence undesirable. The aim of this paper is to challenge this view by showing that it is based on questionable assumptions about the nature of goals and values. I argue that a general AI may very well come to modify its final goal in the course of developing its understanding of the world. This has important implications for how we are to assess the long-term prospects and risks of artificial intelligence.
  • What Inference to the Best Explanation Is Not: A Response to Roche and Sober's Screening-Off Challenge to IBE. Marc Lange - 2020 - Teorema: International Journal of Philosophy 39:27-42.
  • Brain-to-Brain Coupling in the Gamma-Band as a Marker of Shared Intentionality. Paulo Barraza, Alejandro Pérez & Eugenio Rodríguez - 2020 - Frontiers in Human Neuroscience 14.
  • Throwing Spatial Light: On Topological Explanations in Gestalt Psychology. Bartłomiej Skowron & Krzysztof Wójtowicz - forthcoming - Phenomenology and the Cognitive Sciences:1-22.
    It is a well-known fact that mathematics plays a crucial role in physics; in fact, it is virtually impossible to imagine contemporary physics without it. But it is questionable whether mathematical concepts could ever play such a role in psychology or philosophy. In this paper, we set out to examine a rather unobvious example of the application of topology, in the form of the theory of persons proposed by Kurt Lewin in his Principles of Topological Psychology. Our aim is to show that this branch of mathematics can furnish a natural conceptual system for Gestalt psychology, in that it provides effective tools for describing global qualitative aspects of the latter’s object of investigation. We distinguish three possible ways in which mathematics can contribute to this: explanation, explication and metaphor. We hold that all three of these can be usefully characterized as throwing light on their subject matter, and argue that in each case this contrasts with the role of explanations in physics. Mathematics itself, we argue, provides something different from such explanations when applied in the field of psychology, and this is nevertheless still cognitively fruitful.
Jul 30th 2020 GMT
  1. Agency in Mental Disorder: Exploring the Connections. Matt King & Joshua May (eds.) - forthcoming - Oxford University Press.
    How exactly do mental disorders affect one’s agency? How might therapeutic interventions help patients regain or improve their autonomy? Do only some disorders excuse morally inappropriate behavior, such as theft or child neglect? Or is there nothing about having a disorder, as such, that affects whether we ought to praise or blame someone for their moral success or failure? Our volume gathers together empirically-informed philosophers who are well equipped to tackle such questions. Contributors specialize in free will, agency, and responsibility, but they are informed by current scientific and clinical approaches to a wide range of psychopathologies, including autism, addiction, Capgras delusion, Tourette syndrome, personality disorders, depression, dementia, phobias, schizophrenia, and obsessive-compulsive disorder. These conditions exhibit a diverse array of symptoms that can contribute quite differently to blameworthy or praiseworthy acts.
  • The Nature of Truth (Second Edition). Michael Lynch, Jeremy Wyatt, Junyeol Kim & Nathan Kellen (eds.) - forthcoming - MIT Press.
  • (Counter)Factual Want Ascriptions and Conditional Belief. Thomas Grano & Milo Phillips-Brown - manuscript
    What are the truth conditions of want ascriptions? According to a highly influential and fruitful approach, championed by Heim (1992) and von Fintel (1999), the answer is intimately connected to the agent’s beliefs: ⌜S wants p⌝ is true iff within S’s belief set, S prefers the p worlds to the ~p worlds. This approach faces a well-known and as-yet unsolved problem, however: it makes the entirely wrong predictions with what we call '(counter)factual want ascriptions', wherein the agent either believes p or believes ~p—e.g., ‘I want it to rain tomorrow and that is exactly what is going to happen’ or ‘I want this weekend to last forever but of course it will end in a few hours’. We solve this problem. The truth conditions for want ascriptions are, we propose, connected to the agent’s conditional beliefs. We bring out this connection by pursuing a striking parallel between (counter)factual and non-(counter)factual want ascriptions on the one hand and counterfactual and indicative conditionals on the other.
  • The Role of Consciousness in Free Action. Philip Woodward - forthcoming - In Joe Campbell, Kristin M. Mickelson & V. Alan White (eds.), Wiley Companion to Free Will. Wiley.
    It is intuitive that free action depends on consciousness in some way, since behavior that is unconsciously generated is widely regarded as un-free. But there is no clear consensus as to what such dependence comes to, in part because there is no clear consensus about either the cognitive role of consciousness or about the essential components of free action. I divide the space of possible views into four: the Constitution View (on which free actions metaphysically consist, at least in part, in phenomenally conscious episodes of a special sort), the Causal-Dependence View (on which free actions are necessarily caused by conscious episodes), the Counterfactaul-Dependence View (on which free actions necessarily counterfactually dependent on conscious episodes of certain types), and the Independence View (on which there are no necessary dependence-relations that hold between free action and conscious episodes). After surveying recent empirical literature that purports to show that consciousness plays a smaller role in generating action than is usually supposed, I conclude that it is plausible that free action depends on consciousness in two ways. First, free action causally depends on consciousness control. Second, free action counterfactually depends on the agent's being responsive to certain reasons.
  • Technological Innovation and Natural Law. Philip Woodward - forthcoming - Philosophia Reformata.
    I discuss three tiers of technological innovation: mild innovation, or the acceleration by technology of a human activity aimed at a good; moderate innovation, or the obviation by technology of an activity aimed at a good; and radical innovation, or the altering by technology of the human condition so as to change what counts as a good. I argue that it is impossible to morally assess proposed innovations within any of these three tiers unless we rehabilitate a natural-law ethical framework. And I offer some moral starting points within such a framework, in connection with innovations of each of the three types.
  • The Selection Problem for Constitutive Panpsychism. Philip Woodward - forthcoming - Australasian Journal of Philosophy.
    Constitutive panpsychism is the doctrine that macro-level consciousness—that is, consciousness of the sort possessed by certain composite things such as humans—is built out of irreducibly mental (or proto-mental) features had by some or all of the basic physical constituents of reality. On constitutive panpsychism, changes in macro-level consciousness amount to changes in either the way that micro-conscious entities ‘bond’ or the way that micro-conscious qualities ‘blend’ (or both). I pose the ‘Selection Problem’ for constitutive panpsychism: the problem of explaining how high-level functional states of the brain ‘select’ micro-conscious qualities for bonding or blending. I argue that there are no empirically plausible solutions to this problem.











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...



Thursday, July 30, 2020

Saxifraga mertensiana: An offer to build out a WUaS course on the MOOCit France platform from best STEM CC-4 OpenCourseWare ... for matriculating WUaS students this autumn ... * * * 4 horses and a foal in Indian valley to the east of Canyon 94516, How could I invite these horses to go on a walk with me - and around the far side of the Monroes, overlooking the town of Moraga? * Would I be the lead horse in a sense, and the 5 of them would follow along quite readily if I did certain things (learned specific behaviors?)


An offer to build out a WUaS course on the MOOCit France platform from best STEM CC-4 OpenCourseWare ... for matriculating WUaS students this autumn 



*
Bonjour Yvain, 

Thank you for your email. And it was very nice to talk to you in Paris last Wednesday, July 22, 2020. 

If we could get help or assistance financially from edX, MIT or Grants.gov or similar, I think World Univ & Sch developing with MOOCit France in Open edX makes sense. MIT faculty and students could teach newly on this platform via WUaS Open edX as well, in the future, but at this point World Univ & Sch has no money to speak of whatsoever. 

Nevertheless, I think WUaS would seek to create a course with MOOCit's Starter plan. I have one course I've taught with much video - 

Society and Information Technology videos:
https://www.youtube.com/watch?v=FJIy6LpZLeI&list=PLof6LHEpLfwrYnYlQfwU119jDpOwfnZuN - 

as one possibility (http://worlduniversityandschool.org/InfoTechNetworkSocGlobalUniv.html), and I'll look further into CC-4 MIT OCW for a great introductory course which might work for all of WUaS's prospective students (>10) beginning September 1, who might be studying differentially toward all 6 planned majors - worlduniversityandschool.org - for free-to-students CC-4 OCW-centric Bachelor degrees (as WUaS proceeds with CA licensing, and accreditation). 

More thoughts here - https://scott-macleod.blogspot.com/2020/07/saxifraga-mertensiana-offer-to-build.html. If WUaS were to begin soon with MOOCit France, would I be able to email a new URL with the upcoming WUaS Monthly Business Meeting minutes for July 18, 2020, do you think? Thank you.

Best, 

- Scott MacLeod - CEO, Founder & President  
- World University and School



- CC World University and School - like CC Wikipedia with best STEM-centric CC OpenCourseWare - incorporated as a nonprofit university and school in California, and is a U.S. 501 (c) (3) tax-exempt educational organization. 



*

Yvain @ MOOCit yvain.demolliere@moocit.fr

6:51 AM (3 hours ago)
to me
Hi Scott, 

Thank you for your email and providing links to MiT OpenCourseware.

One pragmatic way of moving forward will be for you to do a trial of our Open edX hosting solution: https://moocit.fr/tarifs (Under Starter plan).
We can create a demo course for you that you can use as a basis to integrate content from one OCW course. 
I've looked at sample courses you provided, I think they are quite "light" in terms of available content, a lot of readings, references, etc.. but no videos or pdf to download.
It might require more extra work on your side if you want to provide more course material into your courses. 

Let me know what you think,

Best, 
--
Yvain DEMOLLIERE
CEO | MOOCit

Tel : +33 (0) 6 80 99 90 29
Skype : yvain.demolliere





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Dear Larry,

Here below is Yvain's response from MOOCit France re Open edX - with a Starter plan at 9 Euros / month and going up ..

Ideal to start and test the solution
9 € / month
1 Course, 1 Instructor, 10 Participants

This isn't very viable if WUaS seeks to develop online major universities in all ~200 countries, and since WUaS has no money to speak of whatsoever. But it does give us some value numbers, or Euro currency figures, with which to begin to think about an alternative. Interesting to get an educational, I.T., French CEO's commercial, business-like first take on all of this (and Pearson would probably do something similar) - but it seems like WUaS and potentially with edX and MIT could take this in other entrepreneurial directions ... and re CC-4 MIT OCW licensing as well.

I think it would make most sense if WUaS could do this in collaboration with edX instead, since WUaS is so MIT OCW-centric in its 4 current languages. Reach out to CEO Anant Agarwal, or MIT President Reif, again? Great to learn too that MOOCit France sees commercial value in WUaS in a sense, enough to offer these plans or tariffs - a kind of legitimization or credibility.

Interesting to learn that content here again on the web is key, and that the courses I shared with MOOCit France seem 'light' in terms of not enough video, but possibly 'heavy' in terms of the amount of reading, for example. If WUaS can begin to grow on an edX-related platform, and regarding the WUaS BOOKSTORE too, am wondering about, for example, WUaS Home Lego robotics' Engineering courses, as a 'makey-makey' approach to learning, beyond 'light' and 'heavy' courses.

Re Yvain's comments, I wonder also if WUaS could develop a new form of book too called something like the VIDEO BOOK, on top of publishing from a Realistic Virtual Earth (text in the sidebar in Google Street View). In this way students and readers could listen to these VIDEO BOOKs from their laptops, and watch the equations, graphs, images diagrams when important (built into the text). Pricing at WUaS for VIDEO BOOKS (re the content Yvain mentioned), published by the WUaS Press even, would be part of the reimbursement from nation states, and their counties, to WUaS. (This idea would build on the now old and established audio book idea - and could be adapted from paper books too - but would leverage our WUaS students studying from their computers, while co-listening, and occasionally watching, these VIDEO BOOKS). In the information age, sticky eyeballs, as well as parallel ear drums, in a NEW way, opens new possibilities. It's how to make this commercially viable at WUaS re Yvain's comments - and per our bookstore, since WUIaS students may not be realistically into buying and reading books (re MIT OCW-Amazon's contract too) via the internet, but they might, attention-wise, be open to listening and watching VIDEO BOOKs (if excellent enough or interesting enough for their majors). edX CEO Anant Agarwal, in this case could have tremendous insights, re both edX students thus far, as well as Indian students, and online students from other countries, as wiki WUaS continues to seek to build out from MIT OCW toward free-to-students' university degrees.

Having heard back from Yvain, I'll seek to get the WUAS Minutes out now.

I'm not convinced that MOOCit France is the sensible way to engage Open edX, or any of these other service partners - https://open.edx.org/marketplace-category/service-partners/ - and edX also doesn't seem like a viable opportunity. Building out our own WUaS MOOCit approach from the ground up could make sense with Grants.gov money, but I don't see an opportunity here either. Quakers (having just attended a FAHE - Friends Association for Higher Education - meeting in Zoom) - and Haverford and Swarthmore's IT departments as a possible MOOCit-like service provider? Contact MIT Profs Wyn Kelley and Joaquin Terrones further - re Brazil WUaS? Contact Google and Sundar Pichai and John Hennessy and Peter Norvig to see if they could become a service partner? This last approach could be most sensible. 

Smartphone is still 'down' or 'dead' but I should receive the new one today. Thoughts, ideas, questions, suggestions, comments?

Sincerely, Scott




*
Dear Larry,

However, since there's a 15 day free trial window, if we were to proceed experimentally with MOOCit France to actually get something started on WUaS Open edX, a single course for our 5 possible students this autumn - since MOOCit France is making a real offer with a real viable (probably accreditable) platform - we could actually get started with our 2nd undergraduate matriculating class. My "Network Society, Information Technology, and the Global University" - http://worlduniversityandschool.org/InfoTechNetworkSocGlobalUniv.html - course also comes to mind as a possibility to experiment with, with about 7-8 weeks of video, and more -
Society and Information Technology videos:
https://www.youtube.com/watch?v=FJIy6LpZLeI&list=PLof6LHEpLfwrYnYlQfwU119jDpOwfnZuN

eg
The Information Technology Revolution - History and Geography - Scott MacLeod

https://youtu.be/FJIy6LpZLeI

This course is also listed in WUaS Course Catalog ... worlduniversityandschool.org ... and it's a fascinating and generative course. I could model it via MOOCit France in part in conversation with Charlie Nesson's JuryX edX HarvardX course.

It looks like however we wouldn't get our own WUaS Open edX domain at this point - and per the WUaS Minutes. On the other hand, we might get a new URL to send out with upcoming WUaS Minutes if I got started right now.

And perhaps something would emerge either financially or further Open edX-wise by the end of the 15 days, or similar.

What do you think?

Sincerely, Scott


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Dear Larry,

Simply factor in the costs of MOOCit France as service partner in Open edX - into WUaS reimbursement from countries for CC-4 MIT OCW-centric courses? (And somehow raise initial monies from Grants.gov - possibly via Sid Mazumdar somehow, with a creditable platform like Open edX?). Begin with my course in the next 15 days' free trial period, and then build out to 6 more for our WUaS majors before September 1, using much video from MIT OCW and Yale OYC? For our own WUaS domain it's 99 Euros per month, but limited to 50 students - like with the 49 Euro/month level with a MOOCit domain (https://moocit.fr/tarifs). WUaS would have to plan for one or the other if we were to offer 6 courses in our major by September 1, and after 15 days. That this is within Open edX's process and planning is perhaps most significant, however - https://open.edx.org/marketplace-category/service-partners/.

However, I don't see a lot of enjoyment in this platform re student retention necessarily, or innovative potential in the MOOCit approach either per se.  But Open edX is open to innovation, I think, if we were to have our own team, for example - from our own GitHub data platform perhaps.

Wait yet longer - and postpone our 2nd matriculating class at WUaS until an excellent opportunity emerges perhaps from edX itself (which doesn't seem that likely)?

Sincerely, Scott



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Larry,

It's interesting to see what building blocks MOOCit France sees as useful with their experience as an Instructional Design prize winner with Open edX - videos and pdfs, not books and references. Are videos and pdfs some new basic units - building blocks - of online education? Perhaps ...

I count 52 service partners on the Open edX page - https://open.edx.org/marketplace-category/service-partners/ - AMAZING as competition too. Get 3 bids or offers? And find what's possible in other ways by comparing and contrasting? Pearson in Britain, Unify in India - https://open.edx.org/marketplace/unify/ - and one other? Am seeking excellence in a platform, and experience with something like MIT OCW / MIT / Harvard / Academia ... possibly even re these service partners' branding, and am not finding it yet either. And yet, these service partners are all over the place - and have a relationship with edX and Open edX - so could we go with them all with time, for country-specificity eventually - and thanks to their connections with edX? Begin with MOOCit France, build an initial WUaS student body, and then figure out the next steps - including building our own WUaS team?

I think graduate student instructors at WUaS will be able to build courses with MIT OCW video and PDFs, as well as make their own videos and PDFs, in learning to become faculty members (and we could even hire for this via handshake - https://app.joinhandshake.com/employers/447700 and https://app.joinhandshake.com/users/19861050).

Sincerely, Scott



*
I think it could be fun, enjoyable, to build out my course in Open edX via MOOCit France because the material is fascinating, and I could make PDFs too. And then to build out an Actual-Virtual Harbin Ethnographic course could be fun as well here.

As Yvain notes, they are offering us a pragmatic approach to getting started.

And I'd think because MOOCit France was the instructional design prize winner at Open edX, that there's more thinking about how Artificial Intelligence might be used ahead on the Open edX platform with MOOCit France than with the other 51 service partners. Planning for AI - and in all ~200 countries' official languages, has much merit!

Sincerely, Scott




*
Larry, 

With MOOCit France, WUaS would also get an experienced team of developers to come into conversation with - up to a point - as well. And perhaps they could come to lead all 52 Open edX service partners. 

If we could get help or assistance financially from edX, MIT or Grants.gov, I think this makes sense. MIT faculty and students could teach newly on this platform via WUaS Open edX as well. I'd reply with something like this to Yvain first.

Scott



* *

Yvain,

I noticed in one of the MOOCit France sign-in processes a non-profit organization's 20% discount. As you can see at the bottom here in Guidestar and below it in the state of CA - worlduniversityandschool.org - World Univ & Sch is both a 501 (c) 3 non-profit organization at the US federal level (and a non-profit in CA too). Is this discount available? Thank you!

Best, Scott
-  https://scott-macleod.blogspot.com/2020/07/saxifraga-mertensiana-offer-to-build.html -

*


To Larry

Dear Larry,

I've looked through the MOOCit France Open edX platform - and like it. It's very extensible and flexible in multiple ways. It's also practical. I'm not able to add my course yet, it seems, but might in the future. Am looking for a MIT OCW course to try as well, on a WUaS platform that would become for-credit this autumn. I think MOOCit France said we could create 1 course in this 14 day trial period. The platform has much in common with the edX HarvardX JuryX course taught by Charles Nesson in 2016 too. I've given my credit card number - and would seek to stop this before 14 days if we think this isn't helpful somehow for WUaS.

Would you like to try it? I could share my login info with you over the phone - which I should get shortly - if helpful.

Thoughts, comments, questions, suggestions?

If we are going to proceed, it could be great to start building courses before 14 days from now, - for September 1.

Sincerely, Scott


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Hi Scott,

sure thing, WUAS is eligible for the 20% discount for non-profit.
We just applied the coupon to your account.

PS: I don't think you need to CC Ned and Anant to our emails 😂

Best,
Yvain




*
Voilà!, Nicolas, et merci beaucoup,

Voilà! Ça marche maintenant. Merci à Nicolas
Scott





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Friday, July 31, 2020 


Info WorldUniversity
7:45 AM (53 minutes ago)
to contact, Nicolas, Yvain, Scott, Larry, Ned, Anant




Thanks so much, Yvain, Anant, Ned, Larry, Nicolas,

I like what I see in checking out the https://studio.app.moocit.fr/course/course-v1:WUAS+001+1 studio. It seems very extensible and flexible in multiple ways. It's also practical. Thank you for this remarkable platform for education.

Am simply keeping you, Anant and Ned, posted in these initial momentous steps for World Univ & Sch into Open edX ... and potentially regarding creating major online universities in all ~200 countries' official and main languages (and in outer space too!), and even wiki schools with courses people could create in all 7,117 known living languages - and in anticipating machine learning, translation and other AI in the Open edX platform.

Will free up your in-boxes for the time being, Anant and Ned - and thank you all so much for these amazing information technologies, and this structure and process that allow potentially for the creation of free universal highest quality online education (wiki, too, - for people-to-people open teaching and learning). It's a bit like the first Mars-walk in 2038 - n'est-ce pas? :)

More soon, Yvain! Thank you.

Cheers, Scott
https://scott-macleod.blogspot.com/2020/07/saxifraga-mertensiana-offer-to-build.html

https://wiki.worlduniversityandschool.org/wiki/Nation_States
https://wiki.worlduniversityandschool.org/wiki/Languages









* * *
4 horses and a foal in Indian valley


Ann and Jane, 

How are you both doing?

I just had a wonderful hour-long walk, and interestingly heard at the top of Indian valley, toward the end of the walk, some festive hispanic music wafting up what could be 1-2 miles away in the sound chamber of the valley. Impressive. Also saw my 2nd lone coyote - and am beginning to think they aren't as furtive as I thought; also heard 2 minutes later some coyote screeches in the brush. 

Love, Scott


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Ann, Ma, 

I'm guessing the festive music was coming from the little ranchero on the road into Moraga (possibly 1.5 miles away ... a 30 minute walk? potentially) ... and I also saw the 4 horses and 1 foal, which seem fairly 'high strung' in an unique to their western breed way which I haven't seen before. I'm guessing the people in the ranchero mind these horses, and the cattle too when they're around. It also occurs to me that with so many Hispanic or Latino people in California, that they kind of own a half of this state, and live on it in their own way, and where Spanish is the 2nd language of California. It's a wonderful culture which Ted knew fairly well, I'd think.

Warmly, Scott


*
Hi Ann, Ma, 

Just back from a nice walk. A few nights ago I saw just 2 horses and the foal up on a hillside, from near the bottom of the valley where I sometimes start walking up it. I thought they looked like a little nuclear family, in human anthropocentric terms, and am not sure where the other two horses were. Could the ranchers have even kept them in? And this evening, also in the same area in the bottom, there were all lining the road, and one mare and the foal came right up to me and let me touch them briefly, especially the foal. Am learning gradually and empathically or intuitively about horse 'psychology' - and am amazed regarding this "Buddies" Tweet with eagle, HANDLER and other species - https://twitter.com/TheFigensezgin/status/1286927695901851648?s=20 - and their connections. I think food is a starting point :) 
How are you both? And how's the weather in your part of the world? Thinking about you! :)

Warmly, Scott




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Ann, Ma, But why without food did the foal and horse come up to me? Was the horse the foal's mother? They seemed to initiate the connection ...  Did they want to 'HERD-MEET' me? C'est possible. Warm regards, Scotty

Foal and mare ears were back a little, but they were present. 



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Ann and Jane (Ma), How could I invite these horses to go on a walk with me - and around the far side of the Monroes, overlooking Moraga, - some of the way, but not all of the way. (I wouldn't want them to become kind of annoyances or pests). Carrots? - when I see them next - and other horse-training techniques, understanding what they can learn and do beforehand (from Youtube)? Would I be the lead horse in a sense, and the 5 of them would follow along quite readily if I did certain things (learned specific behaviors?) One time some months ago, they seemed quite hot-to-trot, coming up right behind me and even in a pushy way almost - but there may also be other horse trainers in the background in all of this. Scotty :) (Any good Youtube videos for my learning you could point me to, Annie?:)


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Ma, Ann, 

Much insight into horse-thinking here, as well as possibly how following would work (but in a ring)
How to teach a horse to follow you. The In Hand Guy
 

Teach Your Horse to Follow You with Jonathan Field


Horse Behavior: Teach Your Pony to Follow You At Liberty



Scott



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Good morning, Ma, and Ann, 

It's a slightly foggy morning here. Regarding the 4 horses and foal in Indian valley that followed my up the main unfinished road a month or 2 ago, in almost a pushy way, at 5:50 in this first video - https://youtu.be/4O9QD0ppDtc - the trainer shows what he does with this occasionally 'pushy' horse into the trainer's space (but not so pushy from a herd animal's perspective). There's an amazing amount to learn in this first video too about horse psychology - and the round pen helps. I see horse's herding behavior as key to understanding their thinking.

This video gives me ways, also, of approaching the 5 horses in Indian valley in so many new ways - regarding how much they're open to be touched, and how they interact with a human, (and possibly with regard to each other as horses). The metaphorical handshake with horses per this video seems a bit distanced - a stroke on the neck, and a rub on the forehead etc briefly. Since the foal and mare came up to me the other day - as if to connect - maybe they'll do so again one of these days. Without food (since I can't plan for when I'll see them next to bring food), can I become one of their herd in a sense, I wonder (as a human?). There's something about building a certain kind of trust or rapport with horses in this first video too, with similarities and differences with the other videos.  

Do you have a horse or two on the ranch these days, Annie? And how are you both doing in these new social constellations we're living in during this coronavirus pandemic time - psychologically, culturally, meme-wise, thinking-wise - but possibly where the virus itself is 'mild' and providing an in case of emergency opportunity to plan for the next epidemic, all blown out of proportion by the internet media? Am hoping this email finds you both well, hail and hearty!

Fondly, 

Scott








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...



Wednesday, July 29, 2020

Dahlia: What happened to the old blogger.com? * * * * Just received this G Suite "Suspicious login alert ..." below, Rifai, - and thank you for checking into the WUaS G Suite system from the Sri Lanka World University and School email * * * wiki World Univ & Sch? Inquiry about adding learning resources



What happened to this blog's Information Technology re blogger.com getting updated?

Looks like there's more direct access to coding with the HTML itself in this new version ... so  more creative potential, as well as precision in coding with this markup language ... 


Now how to make smaller this dahlia picture in the HTML? 





* * * *

Info WorldUniversity
10:57 AM (16 minutes ago)
to Sri, Rohit, india, Rohit, Scott, Nidahas, nidahasvidyalaya, livestream, Peter, mazumdarp, Scott, Marisol, Hostsave, me

Hello Sri, Rohit, Partha, Marisol, Peter, All, 

I just received this G Suite "Suspicious login alert  ..." below, Rifai, - and thank you for checking into the WUaS G Suite system. 

Brainstorming-wise, am seeking I think for WUaS, like WikiTree (planning for a single family tree for all 7.5 billion people) and possibly for WUaS in Wikdiata's 300 languages, for people to begin to actively add an 'honor code signatory' certificate - eg https://www.wikitree.com/wiki/MacLeod-2524 - to their 'You at WUaS' page - https://wiki.worlduniversityandschool.org/wiki/You_at_World_University - and re laws too in each or their own countries as well as international law ... and regarding G Suite processes too. (Partha, thoughts here from your role in the embassy in Sri Lanka, and from a Washington DC state department perspective too?)

Just shared these questions with a friend regarding a different legal, medical & ethical situation I'm in: "What would be the investigation options here from a Kaiser Permanente health system organization perspective, from a Moraga chief of police perspective, and similar? (Just received an email from G Suite about investigation options re many WUaS users of G Suite, for example)."


Thanks, Rifai, for accessing the WUaS G Suite system - and would you be able to show Rohit (and Peter in German at Deutschland WUaS and Marisol in Quechua at Peru WUaS) - and to develop in Hindi India World Univ & Sch - in the Google Sites: 



Here is India WUaS - https://sites.google.com/view/worlduniversityandschool/india - in English but which needs translation into Hindi (with the language for prospective students that WUaS courses will be in English first) ... 

I still haven't heard back from Yvain at MOOCit France regarding our brand new upcoming WUaS Open edX platform - and even with a few first new WUaS Open edX courses to share with prospective students - but here's where we are presently - https://scott-macleod.blogspot.com/2020/07/passion-vines-when-might-be-able-to.html - and - https://scott-macleod.blogspot.com/2020/07/lupinus-stiversii-mit-professors-wyn.html - and see, further my blog labels for related developments. 

Regards, Scott



G Suite
This Suspicious login alert is to inform you that Google has detected a suspicious login in your domain. Google considers login activity suspicious if we notice a sign in attempt that doesn't match a user's normal behavior, such as a sign in from an unusual location, or because we think an unauthorized person attempted to access a user's account.

The alert details include:

User: srilanka@worlduniversityandschool.org
Attempted Login IP: 2402:4000:2081:c588:44c3:beea:f720:c904
Please view the alert center for additional details, investigation options, and remediation recommendations.

Go to Alert Center

Thanks for logging in, Sri! and looking forward to seeing the new WUaSs in Google Sites in their languages (Hindi, Quechua, German + ) ... another ~200 countries' official / main languages to go ... 




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Online Learning Resources

Inbox
x

Jason Manners jason@broadbandseach.com

Wed, Jul 29, 1:13 PM (20 hours ago)
to me
Hello Scott,                      
Just wanted to say that I found https://wiki.worlduniversityandschool.org/wiki/Research very useful. It definitely left me thinking about other resources and some new ideas – thank you!
I know most people's "every day" has changed significantly and learning at home has taken on a new meaning for many, whether that involves filling lockdown nights, teaching our children, or studying online.
We created a hugely detailed post on internet and distance learning resources. It features a lot of info but especially focuses on:       
a.  useful resources for anybody who wishes to learn at home; and        
b.  how to assess whether a resource is likely to be of use to you or those you teach.      
Here’s the link to our piece - https://www.broadbandsearch.net/blog/best-distance-remote-internet-learning-tools.              
It's had a great response already, which we're incredibly pleased about.               
Do you think you could add a link to our post from yours?  It will give your readers a bit more information and I think it would add value. As a reputable site, it certainly won't do your SEO efforts any harm too (bonus!)            
Any questions, please let me know.   

Best wishes,

Jason

Jason Manners
Communications Team Lead
Broadbandsearch.net



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Jason,

Have you had challenges adding this - https://www.broadbandsearch.net/blog/best-distance-remote-internet-learning-tools to wiki World Univ & Sch?

Best, Scott


--

--
- Scott MacLeod - Founder, President & Professor

- World University and School
- http://worlduniversityandschool.org

- 415 480 4577
- http://scottmacleod.com

- CC World University and School - like CC Wikipedia with best STEM-centric CC OpenCourseWare - incorporated as a nonprofit university and school in California, and is a U.S. 501 (c) (3) tax-exempt educational organization.