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May 9, 2011
On the continuing theme of "what we're not able to imagine, we're very unlikely to do" --One of the unspoken truths at Greenback U is that new academic majors come about slowly. Not that it never happens, but it happens fairly rarely, and only after long preparation. The reasons are well understood and, at least subjectively, valid:
May 8, 2011
In my previous post, I noted that a lot of us can imagine the end of the world more readily than we can imagine a future which is different in much smaller ways. I think that's because while conventional wisdom can't rule out the possibility that all things can end, conventional wisdom is pretty well set on "this is the best way to do X". The way we're currently doing it is the only good way to do it. That's why we do it this way. Resistance is futile.
May 8, 2011
I’m obligated to post two corrections to my April 27th blog, "Buying Blackboard." The errors were clearly mine; the errors are annoying and embarrassing.Let’s begin with two corrections.
May 8, 2011
What do I stand for?We talk, write and read very often about how to we cope with this post-post-industrial fatigue of creating a right balance between our personal lives, on one side, and social and professional ambitions, on the other side. The volume of discussion does not signify that the issue has reached its limits. Rather the opposite: the diversity of experiences and the difficulty of finding universal recipes are creating infinite opportunities for reassessment.
May 8, 2011
Reading Aerotropolis got me thinking about supply chains, cold chains (how food and flowers travel market to market), and lately the wireless chain. Not sure if I'm coining a term here, but the "wireless chain" is the degree to which a person can move from place-to-place with uninterrupted access to wireless Internet.
May 8, 2011
As an economics undergraduate major and subsequently a doctoral student, I remember studying World War I, especially the economic consequences of the Treaty of Versailles. Impossibly large reparations were just one ingredient in setting the stage for another world war to quickly follow World War I. In high school and most likely in middle school, I also studied this war to end all wars. As I remember it, history in middle school and in high school was mostly a story of wars with only a brief focus on other events.
May 8, 2011
I did not plan to write about this situation at first, because it involves high school, not college. However, I think incidents such as this one become building blocks for rape culture in higher education, and are therefore worthy of note on an academic blog.
May 6, 2011
I like introducing the student affairs community to folks who identify as student practitioners who work with technology and/or have a tremendous amount of competency with technology.
May 6, 2011
As folks were emailing me and I was noticing the pattern of conflation (what we do with where we do it), most of the writers were staff, and most of my thinking was -- accordingly -- about staff.When I got a little more distance from the topic, though, it struck me that faculty are at least as likely to presume ties between the kind of work that they do and the fact that they're working for a university. While this sort of association might be obvious, it's probably not as logically valid as it once was.



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