Muir Woods National Monument: Discussing crowd-sourcing captioning for people with disabilities on the massive scale of CC OCW publicly accessible courseware (e.g. MIT OCW in 7 languages and Yale OYC), Google Translate with CC Wiktionary (this merger is happening perhaps), with Youtubes with a WUaS G+ Profile languages' growing group ... and eventually with WUaS matriculated students ... in all countries' main languages ... WUaS Universal Translator, How could WUaS collaborate with MIT and Harvard to provide positive solutions to this situation

Let's discuss the crowd-sourcing captioning for people with disabilities' project!

In hearing about their recognition that crowd sourcing captioning this massive scale of MIT publically accessible courseware made me wonder... could World University help address THAT SPECIFIC ISSUE, now that it has been acknowledged by key players and therefore exploration of which could garner some recognition? Very interesting possibility for an implementation beyond our usual theoretical and useful albeit general discussion of the promise of far-reaching online education resources.

From my understanding, the discuss with DREDF's legal team and their coalition partners is for initial captioning in only English.  Just English for now, with Spanish and perhaps other languages to follow if some 'proof of concept' in approach to the problem can be identified.

Let's discuss the project!

-S

*
S,

Some years ago Amara was a leader in this - https://about.amara.org/youtube-crowd-subtitles/ - and I've added some of their resources to WUaS also some years ago. 

I google searched on "how does youtube crowd source captioning?" and found http://www.3playmedia.com/2015/12/17/youtube-rolls-out-crowd-sourced-video-subtitling-tools/.

"How does Wikipedia / wikidata crowd source captioning / subtitles?" doesn't bring up much, but they do have little related projects I think.

Wikimedia/Wikidata with their 280-358 languages and language communities and Language Engineering team (Runa Bhattacharjee is a team leader) ... seems like a possible good direction but they're pretty focused on their own "Content Translation" project, and are also structured with their own WMF process.

On the open CC side of things, WUaS could seek to grow such communities ... but that's a long focused process (and could begin out of the Quaker Meeting in January)

MIT Dean Cecilia d'Oliviera and her extended team might have great insights about this.

WUaS would like to incorporate the coding of a WUaS Universal Translator into this process ... http://worlduniversity.wikia.com/wiki/WUaS_Universal_Translator.

WUaS as organizing principle with the relatively open Youtube with their subtitles seems to me the best way to go ... and WUaS will wiki-aggregate many related projects in many languages with time and re their good ideas ...

Just some initial starting places from my perspective ... for you as a media professional to come into conversation with ... 

Scott

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Hi A, S, and K,

Google Translate with CC Wiktionary (this merger is happening perhaps), with Youtubes with a G+ language group related to info@worlduniversityandschool.org ... and eventually WUaS matriculated students ... in all countries' main languages ... is a further direction re crowdsourcing captioning / subtitles, contributing too to the coding of the WUaS Universal Translator ... all in a Google (with TensorFlow) / Wikidata ecosystem ...

Cheers,
Scott

worlduniversityandschool.org

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South West Wilderness, Tasmania: How could WUaS collaborate with MIT and Harvard to provide positive solutions to this situation and law suit, and help people with disabilities in all 7,097+ living languages with {information} technologies and languages and translation that help them? "NAD Lawsuit Against Harvard and MIT Moves Forward," Assistive Technologies to inform all of WUaS in all 8k languages, and for STEM research too, edX: "Tsinghua Chinese: Start Talking with 1.3 Billion People," Hmmm ... Tsinghua Chinese isn't in Glottolog, How could information technologies for people with disabilities help musician Derek Paravicini, someone with remarkable disabilities and remarkable musical disabilities ?

http://scott-macleod.blogspot.com/2016/12/south-west-wilderness-tasmania-how.html

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https://en.wikipedia.org/wiki/Muir_Woods_National_Monument

...

South West Wilderness, Tasmania: How could WUaS collaborate with MIT and Harvard to provide positive solutions to this situation and law suit, and help people with disabilities in all 7,097+ living languages with {information} technologies and languages and translation that help them? "NAD Lawsuit Against Harvard and MIT Moves Forward," Assistive Technologies to inform all of WUaS in all 8k languages, and for STEM research too, edX: "Tsinghua Chinese: Start Talking with 1.3 Billion People," Hmmm ... Tsinghua Chinese isn't in Glottolog, How could information technologies for people with disabilities help musician Derek Paravicini, someone with remarkable disabilities and remarkable musical disabilities ?

How could WUaS collaborate with MIT and Harvard to provide positive solutions to this situation and law suit, and help people with disabilities in all 7,097+ living languages with {information} technologies and languages and translation that help them?  For example, if a group of people speaking Tsinghua Chinese - "Tsinghua Chinese: Start Talking with 1.3 Billion People" https://www.edx.org/course/tsinghua-chinese-start-talking-1-3-tsinghuax-tm01x - had a specific disability, how could they benefit from courses translated from (MIT) OCW and MITx on edX in English (since MIT Associate Dean of Digital Learning Cecilia d'Oliveira - https://odl.mit.edu/about/our-team/cecilia-doliveira - has oversight for both) for their disability (and vice versa)?

*

Article on lawsuit against MIT and Harvard on-line learning as discriminatory against the hearing-impaired, below.  Thoughts? Let's discuss this and MUSIC at our next coffee meetup!

Scott, what do you think about mobilizing your resources and working with the non-profit activist organizations at the end of the article, including NAD, to help good change happen? 

Could be a great opportunity to use the power of World University and School to promote positive social change and create open access to learning for a LOT of people that otherwise are shut out.  Just a thought.

-----------------------

NAD Lawsuit Against Harvard and MIT Moves Forward

Obligation To Ensure Equal Treatment Applies In Emerging Technologies

https://creeclaw.org/nad-lawsuit-against-harvard-and-mit-moves-forward/
(November 4, 2016) Judge Mark G. Mastroianni of the District Court of Massachusetts denied Massachusetts Institute for Technology’s (MIT) and Harvard University’s motions to dismiss the National Association of the Deaf’s (NAD) and other named plaintiffs’ complaint that the institution discriminates against deaf and hard of hearing people by failing to caption the vast and varied array of online content they make available to the general public, including massive open online courses (MOOCs). Today’s decision affirms that plaintiffs’ case will be going forward.

MIT and Harvard suffered a huge blow to their positions that the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act do not require the institution to provide closed captions on its online videos that it makes open and available to the world.Plaintiffs are represented by Disability Rights Education & Defense Fund (DREDF), Civil Rights Education and Enforcement Center (CREEC), NAD, and Disability Law Center (DLC) in the lawsuit against MIT, and by CREEC, NAD, and DLC in the lawsuit against Harvard.

Arlene Mayerson, DREDF Directing Attorney, said, “I am thrilled that we have made this important inroad into ensuring that 21st century online education is accessible to all.”

Today’s decision rejected Harvard’s and MIT’s arguments that they were “entitled to statutory exemptions for accommodations that impose an unreasonable financial or administrative burden, or require a fundamental change in the good at issue.” Judge Mastroianni noted Defendants’ arguments were “inappropriate for resolution on a motion to dismiss. A motion to dismiss addresses the plausibility of a plaintiff’s claims, not the strength of a defendant’s affirmative defenses.”

Tim Fox, CREEC Co-Executive Director, said, “We are very pleased with the Court’s decision, and believe that it will pave the way for deaf and hard of hearing persons to have equal access to the lifelong learning opportunities that higher educational institutions are now offering.”

Judge Mastroianni adopted, in full, the February 2016 findings made by Magistrate Judge Katherine Robertson on both cases. Unhappy with Magistrate Robertson’s decision, Harvard and MIT had filed objections to the report and recommendations with Judge Mastrioanni.

“Access to education is paramount for all, and the Court’s order makes it possible for deaf and hard of hearing people to have access to online education,” said Howard A. Rosenblum, NAD Chief Executive Officer.

“We are very pleased that our clients will have the opportunity to establish that these world renowned institutions must ensure that individuals who are deaf or hard of hearing are able to gain access to the same learning opportunities that everyone else has,” said Christine Griffin, Executive Director of the DLC.

The February 2016 report found, in part, that:

• “Plaintiffs’ theory of discrimination – that the deaf and hard of hearing lack meaningful access to the aural component of the audiovisual content [MIT] makes publicly available online – fits squarely within the parameters of Section 504 as delineated by the Court. There is nothing novel about premising Section 504 liability on a federal fund recipient’s failure to provide the deaf and hard of hearing with meaningful access to aural communications.”
• “…key principles of Federal disability discrimination law: the obligation to provide an equal opportunity to individuals with disabilities to participate in, and receive the benefits of, the educational program, and the obligation to provide accommodations or modifications when necessary to ensure equal treatment,” in the context of the use of emerging technologies.”

The report also rejected the universities’ claims that plaintiffs’ request for closed captioned videos deprives it “of the flexibility to choose an appropriate auxiliary aid [to access the aural content on the videos]. . . Here, Plaintiffs have alleged that [MIT/Harvard] is not providing effective communication and have requested captioning. The flexibility to choose an appropriate auxiliary aid does not extend so far as to allow a public accommodation to choose to provide no auxiliary aid when one is required for effective communication if a reasonable one exists.”

The cases, filed in U.S. District Court in Massachusetts, asserts that Harvard and MIT each deny deaf and hard of hearing people access to thousands of videos and audio tracks that each university makes publicly available, for free, on broad-ranging topics of general interest. These include, for example, campus talks by luminaries such as President Barack Obama and Microsoft founder Bill Gates; educational videos made by MIT students for use by K-12 students; and entire semesters’-worth of courses. The purported claim is that their content is available free to anyone with an Internet connection. Millions of people have visited the websites.

National Association of the Deaf (NAD)
The National Association of the Deaf (NAD) is the nation’s premier civil rights organization of, by and for deaf and hard of hearing individuals in the United States of America. NAD represents the estimated 48 million Americans who are deaf or hard of hearing and is based in Silver Spring, MD.

Civil Rights Education and Enforcement Center (CREEC)
The Civil Rights Education and Enforcement Center is a Denver-based membership organization that has the goal of ensuring that everyone can fully and independently participate in our nation’s civic life without discrimination based on race, gender, disability, religion, national origin, sexual orientation, or gender identity.

Disability Rights Education & Defense Fund (DREDF)
Founded in 1979 by people with disabilities and parents of children with disabilities, the Disability Rights Education & Defense Fund (DREDF) is a national law and policy center based in Berkeley, CA and is dedicated to protecting and advancing the civil rights of people with disabilities.

Disability Law Center, Inc.
The Disability Law Center (DLC) is the Protection and Advocacy agency for Massachusetts. DLC is a private, non-profit organization responsible for providing protection and advocacy for the rights of Massachusetts residents with disabilities.

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Yes, thanks, interesting, Scot ... hadn't seen this. And yes WUaS would like to plan to build in http://worlduniversity.wikia.com/wiki/Assistive_Technologies when WUaS moves into Wikidata, and both be a (MIT inspired STEM and brain) leader and far-reaching research center for most ALL of this (ethicall and also Stanford informed too) as they develop ... in ALL lsnguagrs ... will check this out further.

Music for all kinds of disabilities? Derek Paravicini inspired too (re these blog links here ... http://scott-macleod.blogspot.com/2016/11/hopetoun-falls-australia-example-here.html ... http://scott-macleod.blogspot.com/2016/11/biological-neural-network-each-time.html ... (Multilingual medical hardware designing and development opportunity here too).

(Fundraising plotting too ... )

Thanks.

Cheers,
Scott

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WUaS's approach, for subtitles too especially, would be focused both on translation in video captioning and for for our 5 main degrees in all countries' main languages. ... Wikidata/Wikibase,  MIT OCW in 7 languages, Google for Education + its ecosystem ... active development ...

I think there are already multiple voice to text applications from Youtube to many related ones, for example but they probably aren't perfect and probably require some human tweaking still and possibly further planning  ... so beyond building out and planning for this, and possibly paying Google, for example, or finding funding such that collaborating with Google (my first choide - hiring wise too) was feasible, and then including a build out / study plan for I.T. for all disabilities (brain chips?) and implementing it with wiki pages plus researchers  ... is all doable, but one also has to begin to know what's available and what make interesting developing (comprehensive eventually) research trajectories - multi-lingually too ... and then getting the monies ... Simply adding further to this http://worlduniversity.wikia.c om/wiki/Assistive_Technologies  would open beginning ways ...

People with disabilities have already probably got some lists of their communications' needs + quite well developed, especially in English ... let's add them to http://worlduniversity.wikia.c om/wiki/Assistive_Technologies



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Hmm Tsinghua Chinese ttps://www.edx.org/course/tsinghua-chinese-start-talking-1-3-tsinghuax-tm01x isn't in Glottolog https://t.co/LFVj5q3Kl4

— Languages-World Univ (@sgkmacleod) December 6, 2016

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Sounds good, Scot:

You'll find a fascinating 60 Minutes' video about Derek Paravicini (from England) ... 

How could information technologies for people with disabilities help musician Derek Paravicini, someone with remarkable disabilities and remarkable musical disabilities?

Hopetoun Falls, Australia: Example here of savant pianist Derek Paravicini is fascinating re thinking about the brain as computer, Great model also of sociality in my thinking, and very English, (less so Italian re his last name), and his sociality and warmth are also examples to aspire to, Piano, Brain and Cognitive Sciences and Brain Computer Interface wiki subjects at WUaS, The language and culture of psychology is opening ... and possibly liberating ... Oliver Sacks' "The Man Who Mistook His Wife For His Hat," Derek's brain differentiates music and counting and friendliness and connection with his piano tutor, nearly lifelong, in unique ways that provide a basis for understanding brain processes in human behavior, Derek seems very very happy, (In a way this is a model for a quality, or code even, of loving bliss for me), Another fascinating thing is his sociality, How to incorporate this sociality, and happiness too, into online piano learning? "Playing/Practicing a musical instrument" and "Loving Bliss" wiki subjects, Prof. Alia Crum at Stanford and Prof. Ed Boyden at MIT

http://scott-macleod.blogspot.com/2016/11/hopetoun-falls-australia-example-here.html

Biological neural network: Each time Piano savant Derek Paravicini does something a light bulb turns on is the way I think of it, Scientists probably know and could hypothesize pretty well about some of this, but "a read" on overall brain circuitry with a neural net hat some years in the future would be fascinating, How to apply such knowledge to learning to play and practice the piano, Like especially to extrapolate more about how this piano learning as social experience could work re Derek's sociality

http://scott-macleod.blogspot.com/2016/11/biological-neural-network-each-time.html

Lots of creative possibilities here in millions of people with unique disabilities to develop further helpful information technologies.

I'm happy to give you all a brief practical introduction to editing WUaS and re the WUaS SUBJECT TEMPLATE (this Sunday, 12/5?), which should become much easier to use after WUaS moves into Wikidata.

Hoping too that WUaS will get monies re a Friday grant writing workshop in Congresswoman Nancy Pelosi's office - and to set up a space for volunteers and developers in the Quaker Meeting House on 9th, eventually M-Th, 9-5, and re multiple languages and editing / teaching to / learning from WUaS as Wiki ... and re helping people with disabilities especially. 

Cheers,

Scott

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https://en.wikipedia.org/wiki/South_West_Wilderness

...

Wilderness: Integrating "Project-based learning" both into actually editing WUaS's wiki by Universitian (volunteer) teachers/ learners in many, many languages and into online university and high school degrees at WUaS that are CC MIT OCW-centric and CC Yale OYC-centric, How best rigorously, scientifically and longitudinally to study PBL inter-lingually and inter-culturally in terms of enjoyment (i.e. re "flow the psychology of optimal experience," and "flourishing," and so much more) as well - and especially at WUaS re the main planned Research wiki subject potentially in all 7,097 languages? * In what ways could PBL be also focused on eliciting loving bliss neurophysiology - and in multiple languages?, PBL with MIT OCW with the rest of this blog post is a fascinating wilderness to explore ...

How can WUaS integrate - https://en.wikipedia.org/wiki/Project-based_learning - both into actually editing WUaS's wiki by Universitian (volunteer) teachers/ learners in many, many languages, but also  in developing online (best STEM) free CC OCW degrees (both MIT and Yale) re yesterday's blog post ...

Kiavah Wilderness: Project-Based Learning online International Baccalaureate degrees at WUaS that are CC MIT OCW-centric and CC Yale OYC-centric, Because of the Creative Commons' licensing, and that the following MIT OCW high school (https://ocw.mit.edu/high-school/) and MIT OCW scholar (https://ocw.mit.edu/courses/ocw-scholar/) resources are MIT, and that the WUaS I.B. degree (planned first in English, Chinese and Spanish) would feed into MIT OCW-centric undergraduate degrees and graduate degrees themselves (in their 7 languages) at WUaS, WUaS would like to build on these MIT OCW resources for our online I.B. high schools in multiple countries' languages, WUaS seeks to become the Harvard / MIT of the internet in all countries' languages offering CC Bachelor, Ph.D., law and M.D. degrees as well as I.B. diplomas, About Cecilia (Cec) d'Oliveira, MIT Associate Dean of Digital Learning

http://scott-macleod.blogspot.com/2016/12/kiavah-wilderness-project-based.html

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What is Project Based Learning (PBL)?

https://www.bie.org/about/what_pbl

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Why Project Based Learning (PBL)?

https://www.bie.org/

*

Project-Based Learning  

https://www.edutopia.org/project-based-learning

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Seven Essentials for Project-Based Learning

http://www.ascd.org/publications/educational_leadership/sept10/vol68/num01/Seven_Essentials_for_Project-Based_Learning.aspx

*
How best rigorously, scientifically and longitudinally to study PBL inter-lingually and inter-culturally in terms of enjoyment (i.e. re "flow the psychology of optimal experience," and "flourishing," and so much more) as well - and especially at WUaS re the main planned Research wiki subject - http://worlduniversity.wikia.com/wiki/Research - potentially in all 7,097 languages (worlduniversity.wikia.com/wiki/Languages)?

*
In what ways could PBL be also focused on eliciting loving bliss neurophysiology - and in multiple languages?

*
PBL with MIT OCW with the rest of this blog post is a fascinating wilderness to explore ...

*

https://en.wikipedia.org/wiki/Wilderness

...

Kiavah Wilderness: Project-Based Learning online International Baccalaureate degrees at WUaS that are CC MIT OCW-centric and CC Yale OYC-centric, Because of the Creative Commons' licensing, and that the following MIT OCW high school (https://ocw.mit.edu/high-school/) and MIT OCW scholar (https://ocw.mit.edu/courses/ocw-scholar/) resources are MIT, and that the WUaS I.B. degree (planned first in English, Chinese and Spanish) would feed into MIT OCW-centric undergraduate degrees and graduate degrees themselves (in their 7 languages) at WUaS, WUaS would like to build on these MIT OCW resources for our online I.B. high schools in multiple countries' languages, WUaS seeks to become the Harvard / MIT of the internet in all countries' languages offering CC Bachelor, Ph.D., law and M.D. degrees as well as I.B. diplomas, About Cecilia (Cec) d'Oliveira, MIT Associate Dean of Digital Learning

Hi P and K, 

Great to talk with you today, K, and nice to e-meet you P here. 

World University and School would like to create online CC MIT OCW-centric, potentially Project-Based Learning online I.B. degrees - in most countries' main languages in the next few years.

This would include both WUaS growing this as a wiki emerging out of Wikidata/Wikibase (CC Wikipedia's database developing with machine learning, machine translation and A.I. - in 358 languages currently) but also engaging Google Education on Air (which this email address is in). High school students would be able to study for their I.B. high school diplomas from the comfort of the their own homes in all countries (and in their own languages) in the world, and interact with their cohort and with teachers in group video, such as Google group video Hangouts, and MIT UnHangouts. 

For planning purposes, here's the I.B. wiki subject at WUaS - http://worlduniversity.wikia.com/wiki/WUaS_International_Baccalaureate_Diploma_and_Programme - which CC MIT OCW-centric (in seven languages) and CC Yale OYC-centric World University and School is planning to develop as I.B. high schools in all countries' main and official languages. 

Because of the Creative Commons' licensing, and that the following MIT OCW high school (https://ocw.mit.edu/high-school/) and MIT OCW scholar (https://ocw.mit.edu/courses/ocw-scholar/) resources are MIT, and that the WUaS I.B. degree (planned first in English, Chinese and Spanish) would feed into MIT OCW-centric undergraduate degrees and graduate degrees themselves (in their 7 languages) at WUaS, WUaS would like to build on these MIT OCW resources for our online I.B. high schools in multiple countries' languages. (WUaS also seeks to accredit with WASC senior here in California). 

WUaS seeks to become the Harvard / MIT of the internet in all countries' languages offering CC Bachelor, Ph.D., law and M.D. degrees as well as I.B. diplomas. 

Would you and K be interested in forming a team to develop a MIT OCW-centric online I.B. degree, first in English, but extensible into many languages, (and potentially accrediting in their countries) which WUaS might further facilitate? 

If you have the time, P, let's schedule a phone conversation - what might be good times for you for this, if you are available?

Great to talk with you, K - and thanks for the inspiration re transforming education! 

All the best, 

Scott

worlduniversityandschool.org

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Hi P and K, 

WUaS had an extended email communication with Cecilia (Cec) d'Oliveira, MIT Associate Dean of Digital Learning, this spring further clarifying how MIT OCW's Creative Commons' licensing works, - in part that WUaS can "share" and "adapt" it (e.g. add it to Wikdiata), but that's it's also a non-commercial license, for example. 

All the best, 

Scott

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About Cecilia (Cec) d'Oliveira, MIT Associate Dean of Digital Learning

Cecilia (Cec) d’Oliveira is Associate Dean of Digital Learning, with responsibilities for OpenCourseWare (OCW) and MITx on edX, ODL’s two major open education initiatives. Cec served as the Executive Director of OCW from 2008 to 2014.

https://odl.mit.edu/about/our-team/cecilia-doliveira

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https://en.wikipedia.org/wiki/Kiavah_Wilderness

...

Dove: On "Withdrawing from Representation of WUaS" re UC Berkeley Law Prof. W.K.'s recent email, Thank you very much for your UC Berkeley Law "New Business Practicum" course help with WUaS, As a Quaker developing Friendly-informed WUaS ..., I apologize again, Thank you again for representing WUaS, Harvard Law Professor Charlie Nesson's words ... "Without Fear or Rancor"

Dear Prof. W.K. (and L.V.), 

Thank you very much for your UC Berkeley Law "New Business Practicum" course help with World University and School thus far. Thanks, too, to the Berkeley law students who have helped thus far. 

As a Quaker developing Friendly-informed World University and School (CC MIT OpenCourseWare- and CC Yale OYC-centric), I hope WUaS can grow further, and legally and communications-wise, from within the Quaker circles. In the interest of a kind of Quaker "speaking truth to power" I hope WUaS can speak its truth to the power of online education. 

Thank you again for representing World University and School over this semester and a half (Jan-May and Sep-Nov). 

Sincerely, 

Scott

President and Founder

http://worlduniversityandschool.org

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I'm inspired to write and share this publicly partly by Harvard Law Professor Charlie Nesson's HarvardX JuryX online course I'm in (https://courses.edx.org/courses/course-v1:HarvardX+HLS3x+3T2016/) and his talks therein.

For example, here are Harvard Law Professor Charlie Nesson's words ...


"Without Fear or Rancor"
https://courses.edx.org/courses/course-v1:HarvardX+HLS3x+3T2016/courseware/537f3150b78c4049a2deb6b46aecce75/882f3b02e6a846f9ae119b27b2a502ae/?child=first


CHARLES NESSON: Let me talk to you for a moment-- a few moments, perhaps--
about what I see it as the problem of diversity
from the viewpoint of the person who's diverse.
You come into a group filled with people who you don't know, many of whom
may be very different from you.
You are obliged to relate to them in a way that
comes to decision about something on which you have feeling.
You have some sense of right and wrong.
You may feel even some sense of outrage in the way the issue strikes you.
How do you deal with your own emotions?
How do you avoid getting angry with someone
who expresses something that just doesn't seem
like can have been said in good faith?
How could one think that?
Well, this is the tinderbox of face-to-face confrontation.
This is the opportunity to see how corrosive attack on another person's
character can be, how provocative dismissal of another person's viewpoint
can be.
When you ask yourself, what is respect in the context of conversation,
you confront the challenge of listening, of actually coming
to understand that the truth is an ambiguous object.
Litigators sometimes say that truth lies at the bottom of a bottomless pit.
And in fact, the Socratic process for approaching truth is one of polite,
civil give and take.
You know yourself that whenever you win an argument
by expressing anger and overpowering your opponent, you lose.
It doesn't work.
You actually win an argument when the other
sees you listen and sees a softening in your eye that signals understanding.
One of my heroes in law, one of my teachers at Harvard Law School, a man
named Archibald Cox, he argued as the Solicitor General of the United States
the first of the affirmative action cases in the Supreme
Court of the United States.
I watched him many times argue.
His method of argument to the Supreme Court
would start by his statement of the case that court was required to consider.
And he would make his statement of the case so fair to his opponent.
He would be willing to allow the court to see his opponent's
view from the opponent's point of view in a way that showed that he understood
it, with the result that the judges would sit back and listen to his wisdom
as to how the problem could best be addressed.
This was listening.
This was active, anticipatory listening, listening to understand,
not listening to find the hole, not listening to trump,
but actually listening to feel the softening in your own self
and to watch the result in the eyes of the others with whom you speak.

*

https://en.wikipedia.org/wiki/Peaceful_dove

...

Quail eggs: Get ~ "Naked Harbin Ethnography" book here http://bit.ly/HarbinBook & via @HarbinBook, Next proposed Harbin book - The Making of Virtual Harbin Hot Springs as Comparative, Ethnographic Field Site ... “Naked, Virtual Harbin” as Ethnographic Field Site by Scott MacLeod

 You can get my book ~ "Naked Harbin Ethnography" (in the Academic Press at World Univ & Sch) ~ here http://bit.ly/HarbinBook & via http://twitter.com/HarbinBook

(Harbin Wedding in the Warm Pool in 2001 &
and "Naked Harbin Ethnography" cover photo ~

thanks to Tracy "Stormy" Edwards)

*

You can get my book ~ Naked Harbin Ethnography (in the Academic Press at World Univ & Sch) ~ here https://t.co/DsAzwS5EvX & via @HarbinBook pic.twitter.com/jOWtCVtCbW

— scottmacleod (@scottmacleod) September 26, 2016

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See, too:
http://scott-macleod.blogspot.com/2015/09/harbin-waters-interesting-wedding-dress.html

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The Making of Virtual Harbin Hot Springs as Comparative, Ethnographic Field Site

“Naked, Virtual Harbin” as Ethnographic Field Site

Scott MacLeod 

I'm writing to propose a second virtual Harbin book, having just written and published a 354 page actual / virtual Harbin Hot Springs ethnographic book entitled “Naked Harbin Ethnography: Hippies, Warm Pools, Counterculture & Clothing-Optional, Virtual Harbin" (Academic Press at WUaS 2016). While my actual anthropological field site, Harbin Hot Springs, is in northern California – http://harbin.org - my ethnography examines both “actual” and “virtual” Harbin ethnographically as placeless in a variety of ways, including comparatively, digitally and conceptually. 

In this book I plan to develop an "ethno-wiki-virtual-world-graphy" approach (collaborative writing-building) in a film-realistic virtual Harbin, developing in the process a realistic virtual earth STEM field site and classroom (conceptually in something like Google Street View/Earth/Maps with TIME SLIDER with OpenSim in all 8k languages and at the atomic (nano) and cellular (neuronal) levels in addition to the street view level), with potentially its massive data streams from all over the world, some in real time, much with artificial intelligence, - as well as protect people in possible scientific experiments and social science studies in ways that would meet Internal Review Boards’ ethical and STEM standards for protection of subjects+ in the SOFTWARE itself. Collaborating with Stanford’s, and Google’s especially, networks, could make this real and happen.

In developing ethno-wiki-virtual-world-graphy, where researchers in all 8k languages can add their photos, videos, computer modeling, notes and other research, including co-writing wikis, (and developments from these), as a new methodology, I propose in creating a realistic virtual Harbin to study anthropologically the blurring of the real and the virtual, as well as the blurring articulations between a physical place and a corresponding multimedia game/world. 

In studying how actual Harbin emerges out of the 1960s, as 'New Age California' in ethos, into the virtual, I focus specifically on how Harbin's alternative culture emerges significantly from its clothing-optional warm pool, and from the effects of warm waters on both visitors and Harbin residents alike, - both actually and virtually. Through fieldwork, I observed at Harbin a far-reaching relaxation response meditation emerging from Harbin pool area experiences influencing Harbin's culture. I plan to study these effects on Harbin's milieu with people visiting “virtual Harbin” from their home bathtubs, for example, for the significant effects of the warm water releasing, and being, at Harbin in experiencing the “real.”

I also plan to explore building this virtual Harbin ethnographic field site as a 3D movie realistic interactive digital game in conjunction (like Google Street View with OpenSim) with an emerging film-realistic virtual earth, and so that consumers could even buy this “Naked Harbin” virtual world field site in stores around the world. And since at least 2 films have been shown daily for decades at Harbin, I plan too to outline the design of a 3D film viewing component for watching actual Harbin films in the Digital Goggles or Mask such as Google Cardboard, for example, so that we can 3D interactively “enter” these films even, and eventually with brain wave headset technologies. As a long-term academic field site project, I plan to examine approaches to studying concepts of the “real” over decades in "Naked Harbin" as digital games develop.

While the audience of readers is similar to that of “Coming of Age in Second Life” (2008) and “Naked Harbin Ethnography” (2016), including academics analyzing ARGs, the audience of game players includes Harbin visitors, meditators, people interested in alternative living and the 1960/70s, and a general audience. And “ethno-wiki-virtual-world-graphy,” as method, facilitates group game designing process to engineer new modes of play and participation, as well as potentially to record and interpret emergent ARG processes. The blurring of the “real” which I seek to examine particularly in this chapter will be informed by a warm water relaxation response, while playing in the developing virtual Harbin.

http://bit.ly/HarbinBook 

http://www.scottmacleod.com/ActualVirtualHarbinBook.html

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https://en.wikipedia.org/wiki/Quail_eggs

https://en.wikipedia.org/wiki/Quail

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Sierra Nevada (snowy range): Quakers, Money, Work -- Reminder, Hoping WUaS's "Peace and Social Justice" and I.T.-centric "Law Schools at WUaS" planned in all ~200 countries' main languages can be both Stanford-excellent and serene, as well as very helpful to and caring toward people, How, furthermore, to generate many, many "good faith" university and high school institutions online seems uniquely possible in big, unfolding ways with WUaS, I'm glad to say, Would like too for WUaS to be very ethical, impeccable even (and also profitable - 11% per year and as we grow centuries ahead), and may seek to file as a Benefit Corporation too, as we file the for-profit papers

Hi Mari and Donald,

Had hoped to see you in WF Meeting online from Stanford yesterday, Mari, but was actually on the road there for a Stanford Law event re Friendly-informed WUaS.

Would be great, if WUaS gets funding, to hire the SF FM Meeting room space /kitchen (below WUaS's M/W mornings' hive meeting space at AFSC/SFFM) to welcome volunteers (with free soup at lunch), orient them to editing and developing wiki CC OCW-centric WUaS (in all countries' main languages), and even begin the all-languages' bookstore and Academic Press at WUaS (with homeless folks eventually doing order fulfillment and warehouse work).

See you in Meeting another time online.

Friendly cheers,
Scott

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Hi M,

Happy December and Advent!

I got some first gifties for you the other day in SF, which I think you'll enjoy (but I'm not telling you what they are - or even where they are, even though that wouldn't really matter). You can be surprised on Christmas. :)

Social media can be very generative (except perhaps in the hands of "bad faith" actors, in my experience) ... hoping my "Peace and Social Justice" {http://worlduniversity.wikia.com/wiki/Peace_and_Social_Justice_Studies} and Information Technology-centric "Law Schools at WUaS" planned in all ~200 countries' main languages can be both Stanford-excellent and (seemingly) serene, as well as very helpful to and caring toward people. In my experience I don't often do well working with "bad faith" actors ... and hope to learn from this, as well as navigate away from this - and perhaps help students at WUaS do the same in navigating away from "bad faith" actors as well as institutions. How to navigate away from such folks, and toward caring good folks in work and life is a question I'll focus on as well. How, furthermore, to generate many, many "good faith" university and high school institutions online seems uniquely possible in big, unfolding ways with WUaS, I'm glad to say.

I hope you have a great day, and thanks again for talking yesterday evening.

L, Scott

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Continuing to take the high road (which includes both hippie-wise and Harbin-wise in this construing, but also in a Scottish / British Isles' ethical sense), and also in a Yogic sense (of seeking to be impeccable - re Iyengar Yoga's aspirations), as well as in a Quaker sense ... I'd like too for WUaS to be very ethical, impeccable even (and also profitable - 11% per year and as we grow centuries ahead), and may seek to file as a Benefit Corporation too, as we file the for-profit papers.

Scott
http://worlduniversityandschool.org

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https://en.wikipedia.org/wiki/Sierra_Nevada_(U.S.)

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Sea level rise: Will the armies of the world fight climate change building massive 20 feet+ high continuous sea walls around their coastlines (learning from Holland?) to preserve precious and valuable land against sea level rise, Hope the European "clean energy route" as response to Global Warming is more and more yogic in the reversal approach, (US dept of Defense, China's and India's armies are supposed to be the biggest, and they all have very large coastlines). What's the plan here?

Will the armies of the world eventually be sent to fight climate change building massive 20 feet+ high continuous sea walls around their coastlines (learning from Holland?) to preserve precious and valuable land against sea level rise http://worlduniversity.wikia.com/wiki/Ocean_%26_Climate_Management_Plan (US dept of Defense, China's and India's armies are supposed to be the biggest, and they all have very large coastlines). What's the plan here?
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“The signal that the EU is sending is that there is political consensus to go down the clean energy route... "

A plan herein ... to http://worlduniversity.wikia.com/wiki/Ocean_%26_Climate_Management_Plan ... hope it's more and more yogic in the reversal approach (re Dean Ornish's and other researcher MDs who proved that heart disease is reversible, clinically; Ornish began his research from a Yoga perspective, in part).
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A further plan herein ... re http://worlduniversity.wikia.com/wiki/Ocean_%26_Climate_Management_Plan ...

https://plus.google.com/+InfoWorldUniversityinEnglish/posts/eAdx8t56f3Q

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https://en.wikipedia.org/wiki/Sea_level_rise

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