Commit 0e9b7f74 authored by Ellie's avatar Ellie

rr8 survey link, hugo upgrade

parent 0b5827fa
......@@ -242,7 +242,7 @@ Although each reading is on a slightly different topic, the questions are the sa
**Due**: Week 9, Meeting 1
**Link**: <TBA>
**Link**: <https://portlandstate.qualtrics.com/jfe/form/SV_3VN1oGvufRGgNZr>
**Reading**:
- Moggridge, Bill. 2007. "Interviews with Stu Card and Tim Mott." In *Designing Interactions*, 1st ed. MIT Press. [PDF (GDrive)](https://drive.google.com/open?id=1xmvq9cxq3kwwTA8Iv2v-udZ3_CLmGTK1)
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......@@ -366,7 +366,7 @@ note from SHAC (or other doctor) will always be excused.</em></p>
<p>It is a great place <strong>to ask questions</strong> publicly so that your classmates can benefit from the answers, too. Also, sometimes your classmates know the answers to your questions and can respond more quickly than I can. <em><strong>Unless you have a question of a personal nature, all questions should be posted to the Piazza board.</strong></em> You can post anonymously to your classmates; although the instructor and graders will always be able to see the identity of who makes each post.</p>
<p>It is a great place to contribute to the class community by <strong>answering others&rsquo; questions</strong>.</p>
<p><strong>Important class announcements</strong> will be posted to Piazza as a pinned note in the announcements folder.</p>
<p>Piazza will also be used for your reading responses. You should post your reading response as a ‘note’ by the Friday before our computing and society discussion. You should then return to the forum to respond to at least one other person's note sometime before the start of class.</p>
<p>Piazza will also be used for your reading responses. You should post your reading response as a ‘note’ by the Friday before our computing and society discussion. You should then return to the forum to respond to at least one other person&rsquo;s note sometime before the start of class.</p>
<p>You may also use the Piazza forum to post any other relevant commentary about classwork such as news articles, or continuations of in-class discussions.</p>
<h4 id="email">Email</h4>
<p>I will <strong><em>not</em></strong> answer any questions sent
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......@@ -173,15 +173,15 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
</ol>
</li>
<li>Post your notes to Piazza <em><strong>at least 48 hours before our class meeting</strong></em>.</li>
<li>Sometime before class, read some of the notes posted by your classmates. Write at a comment or response to at least one other student's post.</li>
<li>Sometime before class, read some of the notes posted by your classmates. Write at a comment or response to at least one other student&rsquo;s post.</li>
</ol>
<p>You can earn up to five points for each reading activity:</p>
<ul>
<li><strong>2 points</strong>: Participating at all.</li>
<li><strong>3 points</strong>: Posting a note that answers all 7 questions.</li>
<li><strong>4 points</strong>: Posting a note that answers all 7 questions <strong>and</strong> writing <em>something</em> in response to a peers&rsquo; post.</li>
<li><strong>4.5 points</strong>: <em><strong>Either</strong></em> your note <em>or</em> your comment on someone else's post demonstrates a high level of thoughtfulness and effort, and could be used as an example of good work in a future class.</li>
<li><strong>5 points</strong>: <strong><em>Both</em></strong> your note <em>and</em> your comment on someone else's post demonstrate a high level of thoughtfulness and effort, and could be used as an example of good work in a future class.</li>
<li><strong>4.5 points</strong>: <em><strong>Either</strong></em> your note <em>or</em> your comment on someone else&rsquo;s post demonstrates a high level of thoughtfulness and effort, and could be used as an example of good work in a future class.</li>
<li><strong>5 points</strong>: <strong><em>Both</em></strong> your note <em>and</em> your comment on someone else&rsquo;s post demonstrate a high level of thoughtfulness and effort, and could be used as an example of good work in a future class.</li>
</ul>
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......@@ -177,7 +177,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
<li><a href="#wed-31-oct">Wed 31-Oct</a></li>
<li><a href="#mon-5-nov">Mon 5-Nov</a></li>
<li><a href="#wed-7-nov">Wed 7-Nov</a></li>
<li><a href="#mon-12-nov---no-class">Mon 12-Nov - NO CLASS</a></li>
<li><a href="#mon-12-nov---no-class">Mon 12-Nov - <strong>NO CLASS</strong></a></li>
</ul>
</li>
<li><a href="#unit-4-python-ii">Unit 4: Python II</a>
......@@ -310,7 +310,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
<ul>
<li>Read: Cherry, Miriam A. 2014. &ldquo;A Eulogy for the EULA.&rdquo; <em>Duquesne University Law Review</em> 52 (2): 335&ndash;44. Official version: <a href="https://issuu.com/duquesnelaw/docs/52.2?e=15059800/58167323">https://issuu.com/duquesnelaw/docs/52.2?e=15059800/58167323</a> Also available at: <a href="https://scholarship.law.slu.edu/cgi/viewcontent.cgi?article=1012&amp;context=faculty">https://scholarship.law.slu.edu/cgi/viewcontent.cgi?article=1012&amp;context=faculty</a></li>
<li><a href="../reading-responses/">Reading response 1</a>, due Saturday 20-Oct, 2pm</li>
<li>1 comment on someone else's reading response, due anytime <em><strong>BEFORE</strong></em> class on Monday 22-Oct.</li>
<li>1 comment on someone else&rsquo;s reading response, due anytime <em><strong>BEFORE</strong></em> class on Monday 22-Oct.</li>
</ul>
</li>
</ul>
......@@ -333,7 +333,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
</li>
<li>Due:
<ul>
<li>1 comment on someone else's reading response, 1:00p</li>
<li>1 comment on someone else&rsquo;s reading response, 1:00p</li>
<li>Take home midterm, start of class</li>
</ul>
</li>
......@@ -384,7 +384,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
</ul>
</li>
<li><a href="../reading-responses/">Reading response 2</a>, due Saturday 20-Oct, 2pm</li>
<li>1 comment on someone else's reading response, due anytime <em><strong>BEFORE</strong></em> class on Monday 22-Oct.</li>
<li>1 comment on someone else&rsquo;s reading response, due anytime <em><strong>BEFORE</strong></em> class on Monday 22-Oct.</li>
</ul>
</li>
</ul>
......@@ -407,7 +407,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
</li>
<li>Due:
<ul>
<li>1 comment on someone else's reading response, 1:00p</li>
<li>1 comment on someone else&rsquo;s reading response, 1:00p</li>
</ul>
</li>
</ul>
......@@ -420,7 +420,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
</li>
</ul>
<h4 id="mon-12-nov---no-class">Mon 12-Nov - <strong>NO CLASS</strong></h4>
<p>Veteran's Day. Entire university is closed!</p>
<p>Veteran&rsquo;s Day. Entire university is closed!</p>
<h4 class="deadline-only">Tuesday 13-Nov</h4>
<ul>
<li>Due:
......@@ -460,7 +460,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
<li><em><strong>Read:</strong></em> AI Now Institute. &ldquo;Gender, Race and Power: Outlining a New AI Research Agenda&rdquo;. <em>Medium</em> <a href="https://medium.com/@AINowInstitute/gender-race-and-power-5da81dc14b1b">https://medium.com/@AINowInstitute/gender-race-and-power-5da81dc14b1b</a></li>
<li><strong>AND CHOOSE ONE of the articles linked at the end to read as well.</strong></li>
<li>Reading Response, due Friday 23-Nov, 8pm</li>
<li>1 comment on someone else's reading response, due Monday 26-Nov, 1:00p</li>
<li>1 comment on someone else&rsquo;s reading response, due Monday 26-Nov, 1:00p</li>
</ul>
</li>
</ul>
......@@ -484,7 +484,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
</li>
<li>Due:
<ul>
<li>1 comment on someone else's reading response, 1:00p</li>
<li>1 comment on someone else&rsquo;s reading response, 1:00p</li>
</ul>
</li>
</ul>
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......@@ -154,11 +154,11 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
<li><a href="#laptops">Laptops</a></li>
</ul>
</li>
<li><a href="#major-assignments--grades">Major Assignments & Grades</a>
<li><a href="#major-assignments--grades">Major Assignments &amp; Grades</a>
<ul>
<li><a href="#exams">Exams</a></li>
<li><a href="#conversion-to-letter-grades">Conversion to Letter Grades</a></li>
<li><a href="#extra-credit-attendance--participation">Extra Credit: Attendance & Participation</a></li>
<li><a href="#extra-credit-attendance--participation">Extra Credit: Attendance &amp; Participation</a></li>
</ul>
</li>
<li><a href="#attendance--participation">Attendance + Participation</a>
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......@@ -205,7 +205,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
<blockquote>
<p><em>If a technology makes something easier, but also creates a new obligation for people, is there a net win for individuals overall? Are there other technologies that have made something both easier, but also more necessary? What are some of the bigger picture effects of new technologies designed to make certain kinds of activities easier?</em></p>
</blockquote>
<p>If you're feeling a little stuck, thinking through some of these questions may help you come up with a good provocation:</p>
<p>If you&rsquo;re feeling a little stuck, thinking through some of these questions may help you come up with a good provocation:</p>
<ol>
<li>What is the question or problem that prompted the author to write this article?</li>
<li>What is the answer to that question that the author presents? Or, what is it that they think should happen in response to the problem?</li>
......@@ -217,7 +217,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
</ol>
<p>It might also be helpful to review this excellent explanation of <a href="https://docs.google.com/document/d/12gVLnUdf8ua2ILvknlRbJlJy_DtAEy5lEuGhPN_94kY/">what makes a good discussion question</a> by Dr. Robin James.</p>
<h4 id="response-directions">Response Directions</h4>
<p>When it's your turn to write a response, you should compose a thoughtful response to one of the provocations made by your classmates.</p>
<p>When it&rsquo;s your turn to write a response, you should compose a thoughtful response to one of the provocations made by your classmates.</p>
<p>Your response should be about 150-200 words long.</p>
<p>You should contribute something new to the conversation, either by bringing another aspect of the assigned reading to the discussion, or linking the conversation to other topics in the news, or your own life.</p>
<p>You should post your response no later than 2pm on the day of our class discussion.</p>
......@@ -228,7 +228,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
<ul>
<li><strong>0 points</strong>: Not completed, or</li>
<li><strong>4.5 points</strong>: It is not clear from the post that you actually completed the assignment. Your question may be good, but it is not well-grounded in the assigned reading.</li>
<li><strong>6 points</strong>: It is clear that you completed the reading, but your discussion question is either too much of an information question (i.e. something with a single or obvious answer), or it does not show your own substantive engagement with the readings beyond a repetition of the author's own argument.</li>
<li><strong>6 points</strong>: It is clear that you completed the reading, but your discussion question is either too much of an information question (i.e. something with a single or obvious answer), or it does not show your own substantive engagement with the readings beyond a repetition of the author&rsquo;s own argument.</li>
<li><strong>7 points</strong>: Excellent discussion question; demonstrates that you read the assigned reading; goes beyond the ideas presented by the author and contributes your own insight from both the readings and your own personal experience; could be used as an example in future classes.</li>
</ul>
<h4 id="responses">Responses</h4>
......@@ -236,7 +236,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
<ul>
<li><strong>0 points</strong>: Not completed</li>
<li><strong>3 points</strong>: It is not clear from your post that you actually completed the assignment. Your commentary may be good, but there is no evidence (such as a quote or summary of a key takeaway) that shows that you read anything more than the provocation posts.</li>
<li><strong>3.5 points</strong>: It is clear that you completed the reading, but your commentary does not go beyond a summary of the author's own point, or otherwise show your own substantive engagement with the topic.</li>
<li><strong>3.5 points</strong>: It is clear that you completed the reading, but your commentary does not go beyond a summary of the author&rsquo;s own point, or otherwise show your own substantive engagement with the topic.</li>
<li><strong>4 points</strong>: Excellent commentary; demonstrates that you read the assigned reading; goes beyond the ideas presented by the author and in the posted provocations; contributes your own knowledge and expertise; could be used as an example in future classes.</li>
</ul>
......
......@@ -395,7 +395,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
</ul>
</li>
<li>Provocation Group: <a href="../readings/">Provocations</a>, due Sunday, 27-Jan, midnight</li>
<li>Response Group: <a href="../readings/">Substantive comment</a> in response to someone else's provocation, due, 2pm, Thurs 31-Jan.</li>
<li>Response Group: <a href="../readings/">Substantive comment</a> in response to someone else&rsquo;s provocation, due, 2pm, Thurs 31-Jan.</li>
</ul>
</li>
</ul>
......@@ -514,7 +514,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
<ul>
<li>Read: Orben, Amy, and Andrew K. Przybylski. 2019. “The Association between Adolescent Well-Being and Digital Technology Use.” Nature Human Behaviour, January, 1. <a href="https://doi.org/10.1038/s41562-018-0506-1">https://doi.org/10.1038/s41562-018-0506-1</a>. <a href="https://drive.google.com/open?id=1jg9KXCNNbPMeoDNOn0Rly8yDztqh-r3e">PDF (Google Drive)</a></li>
<li>Provocation Group: <a href="../readings/">Provocations</a>, due Sunday, 17-Feb, midnight</li>
<li>Response Group: <a href="../readings/">Substantive comment</a> in response to someone else's provocation, due, 2pm, Thurs 21-Feb.</li>
<li>Response Group: <a href="../readings/">Substantive comment</a> in response to someone else&rsquo;s provocation, due, 2pm, Thurs 21-Feb.</li>
</ul>
</li>
</ul>
......@@ -619,7 +619,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
</ul>
</li>
<li>Provocation Group: <a href="../readings/">Provocations</a>, due Sunday, 10-Mar, midnight</li>
<li>Response Group: <a href="../readings/">Substantive comment</a> in response to someone else's provocation, due, 2pm, Thurs 14-Mar.</li>
<li>Response Group: <a href="../readings/">Substantive comment</a> in response to someone else&rsquo;s provocation, due, 2pm, Thurs 14-Mar.</li>
</ul>
</li>
</ul>
......
......@@ -175,7 +175,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
<div class="is-col is-66">
<h2>Computing &#43; Society</h2>
<p>We will have three computing and society discussions as part of this course. These activities are designed to (a) give us all a little break time within each programming module for our brains to process what we're learning without trying to cram more knowledge in too fast (b) help you think about the bigger picture context of computer science &ndash; how does computing interact with society?</p>
<p>We will have three computing and society discussions as part of this course. These activities are designed to (a) give us all a little break time within each programming module for our brains to process what we&rsquo;re learning without trying to cram more knowledge in too fast (b) help you think about the bigger picture context of computer science &ndash; how does computing interact with society?</p>
<p>Each discussion will center on one shared reading, which everyone in the class will complete. In order to prepare you for discussion, you will write a brief <a href="#reading-responses">reading response</a>, due at the start of class, on paper.</p>
<p>You will sign up to be a <a href="#discussion-leader">discussion leader</a> for <em>one</em> of the discussions in class, during week 2.</p>
<h3 id="topics">Topics</h3>
......@@ -192,7 +192,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
<p>For <em>each</em> reading, you will write a brief reading response to help prepare you for discussion. Your response should be about 300-500 words long. Do not exceed 750 words.</p>
<p>You should address each of the following prompts:</p>
<ol>
<li><strong>Summarize the author's main point.</strong> For example, you might answer any of these questions to do this:
<li><strong>Summarize the author&rsquo;s main point.</strong> For example, you might answer any of these questions to do this:
<ul>
<li>What is the central problem or question in the reading/video/podcast? What answer(s) or proposal(s) are given in response?</li>
<li>What is the argument that the author is trying to make? What evidence is presented in support of this argument?</li>
......@@ -211,7 +211,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
<li>What is your opinion on the subject? Do you agree or disagree with the argument presented? Why?</li>
<li>What did you learn from reading the piece? And/or what new questions do you have? What was unclear or confusing? Some of the readings are challenging and you are not expected to understand every single thing in each reading. Asking questions is not only okay, it is good!</li>
<li>How does the reading relate to your own life? How does it relate to computer science and programming?</li>
<li>What should programmers know about the topic we're discussing this week? Is there anything from the reading that they should be thinking about when they're creating new software?</li>
<li>What should programmers know about the topic we&rsquo;re discussing this week? Is there anything from the reading that they should be thinking about when they&rsquo;re creating new software?</li>
</ul>
</li>
</ol>
......@@ -250,7 +250,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
<tr>
<td align="left"></td>
<td align="left">2.7</td>
<td align="left">It is clear that you completed the reading, and your commentary responds to <strong>all three</strong> prompts above; but your commentary does not go beyond a summary of the author's own point, or otherwise show your own substantive engagement with the topic.</td>
<td align="left">It is clear that you completed the reading, and your commentary responds to <strong>all three</strong> prompts above; but your commentary does not go beyond a summary of the author&rsquo;s own point, or otherwise show your own substantive engagement with the topic.</td>
</tr>
<tr>
<td align="left">✔-</td>
......@@ -261,24 +261,24 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
</table>
<p><em>You should expect to receive a 0 for any reading response that contains plagiarized content or is turned in late.</em></p>
<h3 id="discussion-leader">Discussion Leader</h3>
<p>When it's your turn to be a discussion leader, you will have a few additional responsibilities:</p>
<p>When it&rsquo;s your turn to be a discussion leader, you will have a few additional responsibilities:</p>
<ol>
<li>Facilitate a discussion with a small group of your peers in class.</li>
<li>Bring in a recent news article, related to the week's reading, to share.</li>
<li>Bring in a recent news article, related to the week&rsquo;s reading, to share.</li>
<li>Take notes in your group, and report back to the rest of the class about your discussion.</li>
</ol>
<p>Each discussion group will have 2-3 leaders, and 4-5 other participants. So, you will have some help leading the discussion and taking notes. But, EACH discussion leader needs to bring in their own news article.</p>
<p>In-class discussion facilitation tasks:</p>
<ul>
<li>Introductions. Make sure everyone knows each other's names.</li>
<li>Introductions. Make sure everyone knows each other&rsquo;s names.</li>
<li>Circulate the reading responses that have been brought to class.</li>
<li>After everyone has had a chance to read <strong>two</strong> of them (not all of them!), start the discussion by bringing up something that you thought was interesting in one of your peers&rsquo; responses.
<ul>
<li>Invite other people to share their ideas.</li>
<li>At a good time in the discussion, share the news article that you found that relates to the week's reading. Give everyone a brief summary of the article, since others likely have <em>not</em> read it, and then discuss together how and why it relates to the main text (or not!).</li>
<li>At a good time in the discussion, share the news article that you found that relates to the week&rsquo;s reading. Give everyone a brief summary of the article, since others likely have <em>not</em> read it, and then discuss together how and why it relates to the main text (or not!).</li>
</ul>
</li>
<li>Split your team up to make 2 PSA/Memes based on your group's discussion (we will talk more about this in Week 4):
<li>Split your team up to make 2 PSA/Memes based on your group&rsquo;s discussion (we will talk more about this in Week 4):
<ul>
<li>PSA flyer/Meme 1: What is the most important thing that the general public should know about this situation?</li>
<li>PSA flyer/Meme 2: What is the most important thing that computer scientists should know about this situation?</li>
......@@ -320,7 +320,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
<tr>
<td align="left">✔-</td>
<td align="left">2.3</td>
<td align="left">You did not do a good job facilitating discussion. For example, maybe you talked the whole time without letting others get a chance to speak or you did not try to encourage others to speak; or you did not talk at all, instead just sitting there silently waiting on someone else to start the conversation; or, you did not take good notes and I can't tell from them what your group talked about; or, you did not do a good job reporting back to the rest of the class about what your group discussed. You did not bring in a news article to share.</td>
<td align="left">You did not do a good job facilitating discussion. For example, maybe you talked the whole time without letting others get a chance to speak or you did not try to encourage others to speak; or you did not talk at all, instead just sitting there silently waiting on someone else to start the conversation; or, you did not take good notes and I can&rsquo;t tell from them what your group talked about; or, you did not do a good job reporting back to the rest of the class about what your group discussed. You did not bring in a news article to share.</td>
</tr>
</tbody>
</table>
......
......@@ -35,7 +35,7 @@
<pubDate>Mon, 01 Jan 0001 00:00:00 +0000</pubDate>
<guid>https://web.cecs.pdx.edu/~harmon8/classes/cs199-201902/computing-society/</guid>
<description>We will have three computing and society discussions as part of this course. These activities are designed to (a) give us all a little break time within each programming module for our brains to process what we&#39;re learning without trying to cram more knowledge in too fast (b) help you think about the bigger picture context of computer science &amp;ndash; how does computing interact with society?
<description>We will have three computing and society discussions as part of this course. These activities are designed to (a) give us all a little break time within each programming module for our brains to process what we&amp;rsquo;re learning without trying to cram more knowledge in too fast (b) help you think about the bigger picture context of computer science &amp;ndash; how does computing interact with society?
Each discussion will center on one shared reading, which everyone in the class will complete.</description>
</item>
......@@ -46,7 +46,7 @@ Each discussion will center on one shared reading, which everyone in the class w
<guid>https://web.cecs.pdx.edu/~harmon8/classes/cs199-201902/programming/</guid>
<description>Four programming projects will offer you the opportunity to practice and develop your skills this quarter.
Pro Tips Start small and simple. There&#39;s nothing wrong with not doing the extra enrichment. People are starting at lots of different places in this class. Regardless, don&#39;t start with the extra enrichment. One of the most important things you can learn in this class is how to break down a problem into smaller pieces, and build your program up from functional smaller building blocks.</description>
Pro Tips Start small and simple. There&amp;rsquo;s nothing wrong with not doing the extra enrichment. People are starting at lots of different places in this class. Regardless, don&amp;rsquo;t start with the extra enrichment. One of the most important things you can learn in this class is how to break down a problem into smaller pieces, and build your program up from functional smaller building blocks.</description>
</item>
</channel>
......
......@@ -154,7 +154,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
<li><a href="#laptops">Laptops</a></li>
</ul>
</li>
<li><a href="#major-assignments--grades">Major Assignments & Grades</a>
<li><a href="#major-assignments--grades">Major Assignments &amp; Grades</a>
<ul>
<li><a href="#demos">Demos</a></li>
<li><a href="#exams">Exams</a></li>
......@@ -190,7 +190,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
</li>
<li><a href="#take-care-of-yourself">Take Care of Yourself!</a>
<ul>
<li><a href="#additional-mental-health--counseling-resources">Additional Mental Health & Counseling Resources</a></li>
<li><a href="#additional-mental-health--counseling-resources">Additional Mental Health &amp; Counseling Resources</a></li>
</ul>
</li>
<li><a href="#access-and-inclusion-for-students-with-disabilities">Access and Inclusion for Students with Disabilities</a></li>
......@@ -849,7 +849,7 @@ and physical health care <a href="http://pdx.edu/shac">pdx.edu/shac</a> For ment
<a href="http://pdx.edu/dos/student-resources">pdx.edu/dos/student-resources</a></p>
<h4 id="additional-mental-health--counseling-resources">Additional Mental Health &amp; Counseling Resources</h4>
<p>College can be a stressful time for a variety of reasons, and taking care of
your mental health is important! If SHAC isn't working out for you, these other
your mental health is important! If SHAC isn&rsquo;t working out for you, these other
resources may be useful<sup id="fnref:7"><a href="#fn:7" class="footnote-ref" role="doc-noteref">7</a></sup>:</p>
<p><a href="https://www.pdx.edu/coun/clinic">Community Counseling Clinic</a> - This is a low-cost resource for ongoing counseling, on campus, located in the grad school of education. The upside is that it is $15 per session for as long as you need, the potential downside is that the therapists are interns.</p>
<p><a href="https://meta-trainings.com/">M.E.T.A.</a> - This is an off-campus resource (Belmont x Cesar Chavez-ish). The cost is between $30-45, depending on the experience level of your intern and on your budget. Like the Community Counseling Clinic, it is with interns.</p>
......@@ -928,7 +928,7 @@ the required student module Creating a Safe Campus in your D2L
<hr>
<ol>
<li id="fn:1" role="doc-endnote">
<p>This section is lightly adapted from Jennifer Olive's best practices list: <a href="https://jenniferolive.com/gender-identity-inclusive-classroom-best-practices/">https://jenniferolive.com/gender-identity-inclusive-classroom-best-practices/</a> <a href="#fnref:1" class="footnote-backref" role="doc-backlink">&#x21a9;&#xfe0e;</a></p>
<p>This section is lightly adapted from Jennifer Olive&rsquo;s best practices list: <a href="https://jenniferolive.com/gender-identity-inclusive-classroom-best-practices/">https://jenniferolive.com/gender-identity-inclusive-classroom-best-practices/</a> <a href="#fnref:1" class="footnote-backref" role="doc-backlink">&#x21a9;&#xfe0e;</a></p>
</li>
<li id="fn:2" role="doc-endnote">
<p>See, for example, the recent news about Linus Torvalds stepping away from maintenance of Linux as he seeks help for improving his interpersonal skills. Cohen, Noam. 2018. &ldquo;After Years of Abusive E-mails, the Creator of Linux Steps Aside,&rdquo; <em>The New Yorker</em>, September 29, 2018. <a href="https://www.newyorker.com/science/elements/after-years-of-abusive-e-mails-the-creator-of-linux-steps-aside">https://www.newyorker.com/science/elements/after-years-of-abusive-e-mails-the-creator-of-linux-steps-aside</a> <a href="#fnref:2" class="footnote-backref" role="doc-backlink">&#x21a9;&#xfe0e;</a></p>
......
......@@ -148,9 +148,9 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
<ul>
<li><a href="#topics">Topics</a>
<ul>
<li><a href="#cs-discussion-1-passwords--security">C+S Discussion 1: Passwords & Security</a></li>
<li><a href="#cs-discussion-1-passwords--security">C+S Discussion 1: Passwords &amp; Security</a></li>
<li><a href="#cs-discussion-2-artificial-intelligence">C+S Discussion 2: Artificial Intelligence</a></li>
<li><a href="#cs-discussion-3-surveillance--gene-editing">C+S Discussion 3: Surveillance & Gene Editing</a></li>
<li><a href="#cs-discussion-3-surveillance--gene-editing">C+S Discussion 3: Surveillance &amp; Gene Editing</a></li>
</ul>
</li>
<li><a href="#reading-responses">Reading Responses</a>
......@@ -175,7 +175,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
<div class="is-col is-66">
<h2>Computing &#43; Society</h2>
<p>We will have three computing and society discussions as part of this course. These activities are designed to (a) give us all a little break time within each programming module for our brains to process what we're learning without trying to cram more knowledge in too fast (b) help you think about the bigger picture context of computer science &ndash; how does computing interact with society?</p>
<p>We will have three computing and society discussions as part of this course. These activities are designed to (a) give us all a little break time within each programming module for our brains to process what we&rsquo;re learning without trying to cram more knowledge in too fast (b) help you think about the bigger picture context of computer science &ndash; how does computing interact with society?</p>
<p>Each discussion will center on a set of shared readings, which everyone in the class will complete. In order to prepare you for discussion, you will write a brief <a href="#reading-responses">reading response</a>, due at the start of class, on paper.</p>
<p>You will sign up to be a <a href="#discussion-leader">discussion leader</a> for <em>one</em> of the discussions in class.</p>
<h3 id="topics">Topics</h3>
......@@ -225,7 +225,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
<li>What is your opinion on the subject? Do you agree or disagree with the argument presented? Why?</li>
<li>What did you learn from reading the piece? And/or what new questions do you have? What was unclear or confusing? Some of the readings are challenging and you are not expected to understand every single thing in each reading. Asking questions is not only okay, it is good!</li>
<li>How does the reading relate to your own life? How does it relate to computer science and programming?</li>
<li>What should programmers know about the topic we're discussing this week? Is there anything from the reading that they should be thinking about when they're creating new software?</li>
<li>What should programmers know about the topic we&rsquo;re discussing this week? Is there anything from the reading that they should be thinking about when they&rsquo;re creating new software?</li>
</ul>
</li>
</ol>
......@@ -264,7 +264,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
<tr>
<td align="left"></td>
<td align="left">2.7</td>
<td align="left">It is clear that you completed the reading, and your commentary responds to <strong>all three</strong> prompts above; but your commentary does not go beyond a summary of the author's own point, or otherwise show your own substantive engagement with the topic.</td>
<td align="left">It is clear that you completed the reading, and your commentary responds to <strong>all three</strong> prompts above; but your commentary does not go beyond a summary of the author&rsquo;s own point, or otherwise show your own substantive engagement with the topic.</td>
</tr>
<tr>
<td align="left">✔-</td>
......@@ -275,24 +275,24 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
</table>
<p><em>You should expect to receive a 0 for any reading response that contains plagiarized content or is turned in late.</em></p>
<h3 id="discussion-leader">Discussion Leader</h3>
<p>When it's your turn to be a discussion leader, you will have a few additional responsibilities:</p>
<p>When it&rsquo;s your turn to be a discussion leader, you will have a few additional responsibilities:</p>
<ol>
<li>Facilitate a discussion with a small group of your peers in class.</li>
<li>Bring in a recent news article, related to the week's reading, to share.</li>
<li>Bring in a recent news article, related to the week&rsquo;s reading, to share.</li>
<li>Take notes in your group, and report back to the rest of the class about your discussion.</li>
</ol>
<p>Each discussion group will have 2-3 leaders, and 4-5 other participants. So, you will have some help leading the discussion and taking notes. But, EACH discussion leader needs to bring in their own news article.</p>
<p>In-class discussion facilitation tasks:</p>
<ul>
<li>Introductions. Make sure everyone knows each other's names.</li>
<li>Introductions. Make sure everyone knows each other&rsquo;s names.</li>
<li>Circulate the reading responses that have been brought to class.</li>
<li>After everyone has had a chance to read <strong>two</strong> of them (not all of them!), start the discussion by bringing up something that you thought was interesting in one of your peers&rsquo; responses.
<ul>
<li>Invite other people to share their ideas.</li>
<li>At a good time in the discussion, share the news article that you found that relates to the week's reading. Give everyone a brief summary of the article, since others likely have <em>not</em> read it, and then discuss together how and why it relates to the main text (or not!).</li>
<li>At a good time in the discussion, share the news article that you found that relates to the week&rsquo;s reading. Give everyone a brief summary of the article, since others likely have <em>not</em> read it, and then discuss together how and why it relates to the main text (or not!).</li>
</ul>
</li>
<li>Work with your team up to make 2 PSA/Memes based on your group's discussion (we will talk more about this in Week 4):
<li>Work with your team up to make 2 PSA/Memes based on your group&rsquo;s discussion (we will talk more about this in Week 4):
<ul>
<li>PSA flyer/Meme 1: What is the most important thing that the general public should know about this situation?</li>
<li>PSA flyer/Meme 2: What is the most important thing that computer scientists should know about this situation?</li>
......@@ -334,7 +334,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
<tr>
<td align="left">✔-</td>
<td align="left">2.3</td>
<td align="left">You did not do a good job facilitating discussion. For example, maybe you talked the whole time without letting others get a chance to speak or you did not try to encourage others to speak; or you did not talk at all, instead just sitting there silently waiting on someone else to start the conversation; or, you did not take good notes and I can't tell from them what your group talked about; or, you did not do a good job reporting back to the rest of the class about what your group discussed. You did not bring in a news article to share.</td>
<td align="left">You did not do a good job facilitating discussion. For example, maybe you talked the whole time without letting others get a chance to speak or you did not try to encourage others to speak; or you did not talk at all, instead just sitting there silently waiting on someone else to start the conversation; or, you did not take good notes and I can&rsquo;t tell from them what your group talked about; or, you did not do a good job reporting back to the rest of the class about what your group discussed. You did not bring in a news article to share.</td>
</tr>
</tbody>
</table>
......
......@@ -35,7 +35,7 @@
<pubDate>Mon, 01 Jan 0001 00:00:00 +0000</pubDate>
<guid>https://web.cecs.pdx.edu/~harmon8/classes/cs199-201904/computing-society/</guid>
<description>We will have three computing and society discussions as part of this course. These activities are designed to (a) give us all a little break time within each programming module for our brains to process what we&#39;re learning without trying to cram more knowledge in too fast (b) help you think about the bigger picture context of computer science &amp;ndash; how does computing interact with society?
<description>We will have three computing and society discussions as part of this course. These activities are designed to (a) give us all a little break time within each programming module for our brains to process what we&amp;rsquo;re learning without trying to cram more knowledge in too fast (b) help you think about the bigger picture context of computer science &amp;ndash; how does computing interact with society?
Each discussion will center on a set of shared readings, which everyone in the class will complete.</description>
</item>
......@@ -46,7 +46,7 @@ Each discussion will center on a set of shared readings, which everyone in the c
<guid>https://web.cecs.pdx.edu/~harmon8/classes/cs199-201904/programming/</guid>
<description>Four programming projects will offer you the opportunity to practice and develop your skills this quarter.
Pro Tips Start small and simple. There&#39;s nothing wrong with not doing the extra enrichment. People are starting at lots of different places in this class. Regardless, don&#39;t start with the extra enrichment. One of the most important things you can learn in this class is how to break down a problem into smaller pieces, and build your program up from functional smaller building blocks.</description>
Pro Tips Start small and simple. There&amp;rsquo;s nothing wrong with not doing the extra enrichment. People are starting at lots of different places in this class. Regardless, don&amp;rsquo;t start with the extra enrichment. One of the most important things you can learn in this class is how to break down a problem into smaller pieces, and build your program up from functional smaller building blocks.</description>
</item>
</channel>
......
......@@ -151,9 +151,9 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
<ul>
<li><a href="#topics">Topics</a>
<ul>
<li><a href="#cs-discussion-1-passwords--security">C+S Discussion 1: Passwords & Security</a></li>
<li><a href="#cs-discussion-1-passwords--security">C+S Discussion 1: Passwords &amp; Security</a></li>
<li><a href="#cs-discussion-2-artificial-intelligence">C+S Discussion 2: Artificial Intelligence</a></li>
<li><a href="#cs-discussion-3-surveillance--gene-editing">C+S Discussion 3: Surveillance & Gene Editing</a></li>
<li><a href="#cs-discussion-3-surveillance--gene-editing">C+S Discussion 3: Surveillance &amp; Gene Editing</a></li>
</ul>
</li>
<li><a href="#reading-responses">Reading Responses</a>
......@@ -178,7 +178,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
<div class="is-col is-66">
<h2>Computing &#43; Society</h2>
<p>We will have three computing and society discussions as part of this course. These activities are designed to (a) give us all a little break time within each programming module for our brains to process what we're learning without trying to cram more knowledge in too fast (b) help you think about the bigger picture context of computer science &ndash; how does computing interact with society?</p>
<p>We will have three computing and society discussions as part of this course. These activities are designed to (a) give us all a little break time within each programming module for our brains to process what we&rsquo;re learning without trying to cram more knowledge in too fast (b) help you think about the bigger picture context of computer science &ndash; how does computing interact with society?</p>
<p>Each discussion will center on a set of shared readings, which everyone in the class will complete. In order to prepare you for discussion, you will write a brief <a href="#reading-responses">reading response</a>, due at the start of class, on paper.</p>
<p>You will sign up to be a <a href="#discussion-leader">discussion leader</a> for <em>one</em> of the discussions in class.</p>
<h3 id="topics">Topics</h3>
......@@ -227,7 +227,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
<li>What is your opinion on the subject? Do you agree or disagree with the argument presented? Why?</li>
<li>What did you learn from reading the piece? And/or what new questions do you have? What was unclear or confusing? Some of the readings are challenging and you are not expected to understand every single thing in each reading. Asking questions is not only okay, it is good!</li>
<li>How does the reading relate to your own life? How does it relate to computer science and programming?</li>
<li>What should programmers know about the topic we're discussing this week? Is there anything from the reading that they should be thinking about when they're creating new software?</li>
<li>What should programmers know about the topic we&rsquo;re discussing this week? Is there anything from the reading that they should be thinking about when they&rsquo;re creating new software?</li>
</ul>
</li>
</ol>
......@@ -266,7 +266,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
<tr>
<td align="left"></td>
<td align="left">2.7</td>
<td align="left">It is clear that you completed the reading, and your commentary responds to <strong>all three</strong> prompts above; but your commentary does not go beyond a summary of the author's own point, or otherwise show your own substantive engagement with the topic.</td>
<td align="left">It is clear that you completed the reading, and your commentary responds to <strong>all three</strong> prompts above; but your commentary does not go beyond a summary of the author&rsquo;s own point, or otherwise show your own substantive engagement with the topic.</td>
</tr>
<tr>
<td align="left">✔-</td>
......@@ -277,24 +277,24 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
</table>
<p><em>You should expect to receive a 0 for any reading response that contains plagiarized content or is turned in late.</em></p>
<h3 id="discussion-leader">Discussion Leader</h3>
<p>When it's your turn to be a discussion leader, you will have a few additional responsibilities:</p>
<p>When it&rsquo;s your turn to be a discussion leader, you will have a few additional responsibilities:</p>
<ol>
<li>Facilitate a discussion with a small group of your peers in class.</li>
<li>Bring in a recent news article, related to the week's reading, to share.</li>
<li>Bring in a recent news article, related to the week&rsquo;s reading, to share.</li>
<li>Take notes in your group, and report back to the rest of the class about your discussion.</li>
</ol>
<p>Each discussion group will have 2-3 leaders, and 4-5 other participants. So, you will have some help leading the discussion and taking notes. But, EACH discussion leader needs to bring in their own news article.</p>
<p>In-class discussion facilitation tasks:</p>
<ul>
<li>Introductions. Make sure everyone knows each other's names.</li>
<li>Introductions. Make sure everyone knows each other&rsquo;s names.</li>
<li>Circulate the reading responses that have been brought to class.</li>
<li>After everyone has had a chance to read <strong>two</strong> of them (not all of them!), start the discussion by bringing up something that you thought was interesting in one of your peers&rsquo; responses.
<ul>
<li>Invite other people to share their ideas.</li>
<li>At a good time in the discussion, share the news article that you found that relates to the week's reading. Give everyone a brief summary of the article, since others likely have <em>not</em> read it, and then discuss together how and why it relates to the main text (or not!).</li>
<li>At a good time in the discussion, share the news article that you found that relates to the week&rsquo;s reading. Give everyone a brief summary of the article, since others likely have <em>not</em> read it, and then discuss together how and why it relates to the main text (or not!).</li>
</ul>
</li>
<li>Work with your team up to make 2 PSA/Memes based on your group's discussion (we will talk more about this in Week 4):
<li>Work with your team up to make 2 PSA/Memes based on your group&rsquo;s discussion (we will talk more about this in Week 4):
<ul>
<li>PSA flyer/Meme 1: What is the most important thing that the general public should know about this situation?</li>
<li>PSA flyer/Meme 2: What is the most important thing that computer scientists should know about this situation?</li>
......@@ -336,7 +336,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
<tr>
<td align="left">✔-</td>
<td align="left">2.3</td>
<td align="left">You did not do a good job facilitating discussion. For example, maybe you talked the whole time without letting others get a chance to speak or you did not try to encourage others to speak; or you did not talk at all, instead just sitting there silently waiting on someone else to start the conversation; or, you did not take good notes and I can't tell from them what your group talked about; or, you did not do a good job reporting back to the rest of the class about what your group discussed. You did not bring in a news article to share.</td>
<td align="left">You did not do a good job facilitating discussion. For example, maybe you talked the whole time without letting others get a chance to speak or you did not try to encourage others to speak; or you did not talk at all, instead just sitting there silently waiting on someone else to start the conversation; or, you did not take good notes and I can&rsquo;t tell from them what your group talked about; or, you did not do a good job reporting back to the rest of the class about what your group discussed. You did not bring in a news article to share.</td>
</tr>
</tbody>
</table>
......
......@@ -35,7 +35,7 @@
<pubDate>Fri, 01 Nov 2019 00:00:00 +0000</pubDate>
<guid>https://web.cecs.pdx.edu/~harmon8/classes/cs199/computing-society/</guid>
<description>We will have three computing and society discussions as part of this course. These activities are designed to (a) give us all a little break time within each programming module for our brains to process what we&#39;re learning without trying to cram more knowledge in too fast (b) help you think about the bigger picture context of computer science &amp;ndash; how does computing interact with society?
<description>We will have three computing and society discussions as part of this course. These activities are designed to (a) give us all a little break time within each programming module for our brains to process what we&amp;rsquo;re learning without trying to cram more knowledge in too fast (b) help you think about the bigger picture context of computer science &amp;ndash; how does computing interact with society?
Each discussion will center on a set of shared readings, which everyone in the class will complete.</description>
</item>
......@@ -46,7 +46,7 @@ Each discussion will center on a set of shared readings, which everyone in the c
<guid>https://web.cecs.pdx.edu/~harmon8/classes/cs199/programming/</guid>
<description>Four projects will offer you the opportunity to practice and develop your computer programming skills this quarter.
Pro Tips Start small and simple. There&#39;s nothing wrong with not doing the extra enrichment. People are starting at lots of different places in this class. Regardless, don&#39;t start with the extra enrichment. One of the most important things you can learn in this class is how to break down a problem into smaller pieces, and build your program up from functional smaller building blocks.</description>
Pro Tips Start small and simple. There&amp;rsquo;s nothing wrong with not doing the extra enrichment. People are starting at lots of different places in this class. Regardless, don&amp;rsquo;t start with the extra enrichment. One of the most important things you can learn in this class is how to break down a problem into smaller pieces, and build your program up from functional smaller building blocks.</description>
</item>
</channel>
......
This diff is collapsed.
This diff is collapsed.
......@@ -211,7 +211,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
<li>What is Intellectual Property?</li>
<li>What are two issues with regard to dealing with intellectual property?</li>
<li>What are three ways to protect intellectual property? Give a one sentence definition of each (e.g. what can it be used for / what does it protect)</li>
<li>What are two factors that impact a trademark's validity?</li>
<li>What are two factors that impact a trademark&rsquo;s validity?</li>
<li>What is the idea/expression distinction and which kind of IP protection does it impact?</li>
<li>What is &lsquo;fair use&rsquo;?</li>
<li>What was important about the Lenz v. Universal Music Corp. case?</li>
......@@ -229,7 +229,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
<li>What topic do you want to research for your final presentation and paper?</li>
</ol>
<ul>
<li><em>Just a few words here is plenty. You will submit a longer abstract in a couple of weeks. For now, I just want to know your planned topic. Err on the side of more specificity rather than less (e.g., &lsquo;Facebook's ad tracking technology&rsquo; is well-scoped for a paper that can be no more than 1800 words. Something big like &lsquo;privacy and the internet&rsquo; is probably too broad.)</em></li>
<li><em>Just a few words here is plenty. You will submit a longer abstract in a couple of weeks. For now, I just want to know your planned topic. Err on the side of more specificity rather than less (e.g., &lsquo;Facebook&rsquo;s ad tracking technology&rsquo; is well-scoped for a paper that can be no more than 1800 words. Something big like &lsquo;privacy and the internet&rsquo; is probably too broad.)</em></li>
</ul>
<p><strong>Regarding the reading</strong>:<br>
[worth 5 points towards your homework grade]<br>
......@@ -237,9 +237,9 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
<ol>
<li>Which article did you choose to read, and why?</li>
<li>What is the problem or question to which the author of this article is responding?</li>
<li>What is the author's response or answer to this problem or question? Or, put differently, what is their argument?</li>
<li>What is the author&rsquo;s response or answer to this problem or question? Or, put differently, what is their argument?</li>
<li>What evidence do they present in support of this answer/argument?</li>
<li>Is the author's argument compelling? Why or why not?</li>
<li>Is the author&rsquo;s argument compelling? Why or why not?</li>
<li>What is your opinion on the subject? Does reading this piece raise any new questions for you?</li>
</ol>
......
......@@ -17,7 +17,7 @@
<pubDate>Mon, 01 Jan 0001 00:00:00 +0000</pubDate>
<guid>https://web.cecs.pdx.edu/~harmon8/classes/cs305-201709/topicinspiration/</guid>
<description>If you&#39;re not sure what you want to write about, here are some things to look at for inspiration:
<description>If you&amp;rsquo;re not sure what you want to write about, here are some things to look at for inspiration:
TOC {:toc} Popular Media The Oversharing archive: https://tinyletter.com/oversharing/archive
QZ Machines with Brains collection: https://qz.com/se/machines-with-brains
QZ Future of Finance: https://qz.com/on/future-of-finance/
......
......@@ -206,7 +206,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
<p>Your abstract should cover the same elements as the eventual introduction to your paper:</p>
<ul>
<li>Clearly and succinctly identify the issue you have investigated: <em>What</em> is the problem?</li>
<li>Situate this issue in a social and technical context to motivate the reader's attention: <em>Why</em> is this particular issue important for society? <em>How</em> does this issue relate to computer science?</li>
<li>Situate this issue in a social and technical context to motivate the reader&rsquo;s attention: <em>Why</em> is this particular issue important for society? <em>How</em> does this issue relate to computer science?</li>
<li>Include a thesis statement that clearly conveys an opinion on the issue, based upon a reasonable analysis of the data that you gathered for the paper.</li>
<li>Briefly summarize the argument you will make in support of this thesis, and explain how you will use each of the references identified in your annotated bibliography.</li>
</ul>
......@@ -239,10 +239,10 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
<p>This website has some very good resources for peparing for a presentation:</p>
<ul>
<li>2 short TED talks about how to speak with confidence!</li>
<li>And one slide deck about making slides that aren't just long bulleted lists</li>
<li>And one slide deck about making slides that aren&rsquo;t just long bulleted lists</li>
</ul>
<p><a href="http://capitalcomtech.info/2016/05/31/how-to-present-with-power-and-poise/">http://capitalcomtech.info/2016/05/31/how-to-present-with-power-and-poise/</a></p>
<p>* <strong>Exception to the above length requirement:</strong> IF you want to give a PechaKucha style talk, and IF you follow the format exactly, I'll allow it even though it is slightly less than 8 minutes. You will instead accept questions for 2 minutes at the end. If you think you might ever want to interact in more design-erly spaces, it's a good format to learn. But it's different than the kind of talk you'd give at an engineering meeting or executive meeting, etc. It's also harder to do well. Details: <a href="http://www.pechakucha.org/faq">http://www.pechakucha.org/faq</a> Check in with me <strong>in advance</strong> if you want to do this.</p>
<p>* <strong>Exception to the above length requirement:</strong> IF you want to give a PechaKucha style talk, and IF you follow the format exactly, I&rsquo;ll allow it even though it is slightly less than 8 minutes. You will instead accept questions for 2 minutes at the end. If you think you might ever want to interact in more design-erly spaces, it&rsquo;s a good format to learn. But it&rsquo;s different than the kind of talk you&rsquo;d give at an engineering meeting or executive meeting, etc. It&rsquo;s also harder to do well. Details: <a href="http://www.pechakucha.org/faq">http://www.pechakucha.org/faq</a> Check in with me <strong>in advance</strong> if you want to do this.</p>
<h3 id="presentation-schedule">Presentation Schedule</h3>
<p><strong>November 17, 2017 (10:00am)</strong></p>
<ul>
......@@ -293,7 +293,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
<p><strong>Introduction</strong> (~400 words):</p>
<ul>
<li>Clearly and succinctly identify the issue you have investigated: <em>What</em> is the problem?</li>
<li>Situate this issue in a social and technical context to motivate the reader's attention: <em>Why</em> is this particular issue important for society? <em>How</em> does this issue relate to computer science?</li>
<li>Situate this issue in a social and technical context to motivate the reader&rsquo;s attention: <em>Why</em> is this particular issue important for society? <em>How</em> does this issue relate to computer science?</li>
<li>Include a thesis statement that clearly conveys an opinion on the issue, based upon a reasonable analysis of the data that you gathered for the paper.</li>
<li>Briefly summarize the argument you will make in support of this thesis.</li>
</ul>
......
......@@ -323,7 +323,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
<tr>
<td align="left"></td>
<td align="left"></td>
<td align="left"><strong>Recommended:</strong> Big Data's Disparate Impact <a href="http://www.californialawreview.org/2-big-data/">http://www.californialawreview.org/2-big-data/</a></td>
<td align="left"><strong>Recommended:</strong> Big Data&rsquo;s Disparate Impact <a href="http://www.californialawreview.org/2-big-data/">http://www.californialawreview.org/2-big-data/</a></td>
<td align="left"></td>
</tr>
<tr>
......@@ -341,7 +341,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
<tr>
<td align="left">7</td>
<td align="left"><em>F 10-Nov</em></td>
<td align="left"><em>No class. University Closed. Veteran's Day</em></td>
<td align="left"><em>No class. University Closed. Veteran&rsquo;s Day</em></td>
<td align="left"><em>P2 (5pm)</em></td>
</tr>
<tr>
......
......@@ -284,7 +284,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
</tr>
<tr>
<td>7</td>
<td>NO CLASS - Veteran's Day.</td>
<td>NO CLASS - Veteran&rsquo;s Day.</td>
</tr>
<tr>
<td>8</td>
......@@ -450,7 +450,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
<h2 id="attendance-and-participation">Attendance and Participation</h2>
<p>Attendance and participation is a major part of this course. Therefore, attendance is required. All students are expected to come to class prepared to participate fully in-group discussions, and come to class with questions about the reading material and viewpoints from their own experiences and other relevant literature and coursework.</p>
<h3 id="attendance">Attendance</h3>
<p>You will get <em>one no-questions-asked absence</em>. Each additional absence will automatically lower your attendance and participation score by 2 points (total possible score is 18 points). Exceptions to this policy will only be made in the case of <em>documented</em> medical or family emergencies (i.e., you have a doctor's note).</p>
<p>You will get <em>one no-questions-asked absence</em>. Each additional absence will automatically lower your attendance and participation score by 2 points (total possible score is 18 points). Exceptions to this policy will only be made in the case of <em>documented</em> medical or family emergencies (i.e., you have a doctor&rsquo;s note).</p>
<h3 id="participation">Participation</h3>
<p>Here are some examples of how you can participate:</p>
<ul>
......@@ -486,9 +486,9 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
<p>All assignments in this course, unless otherwise noted in the specific assignment description, will be turned in in <code>.docx</code> format. You must contact me by the end of the first week if you think this presents a significant problem for you, and I will help you figure out how to meet this requirement. Here are your choices for composing documents:
- Obviously you can use MS Word.
- LibreOffice &amp; Google Docs can directly export to <code>.docx</code>
- If you are a LaTeX user, that's great. You can very easily convert your <code>.tex</code> file to MS Word format using the excellent <a href="http://pandoc.org/">Pandoc</a> library. I wrote my dissertation in markdown, with final PDFs generated through LaTeX, and with preliminary drafts circulated to committee members in MS Word format because that is the standard professional format used for sharing and commenting on documents. Please feel free to stop by my office hours if you need help setting this up.</p>
- If you are a LaTeX user, that&rsquo;s great. You can very easily convert your <code>.tex</code> file to MS Word format using the excellent <a href="http://pandoc.org/">Pandoc</a> library. I wrote my dissertation in markdown, with final PDFs generated through LaTeX, and with preliminary drafts circulated to committee members in MS Word format because that is the standard professional format used for sharing and commenting on documents. Please feel free to stop by my office hours if you need help setting this up.</p>
<p>I will not accept <code>.pdf</code>, <code>.txt</code>, <code>.md</code>, <code>.tex</code>, <code>.pages</code>, or any other types of files for any assignments. It becomes too much of a problem for grading and commenting on my end, partially thanks to the features of D2L, partially because of my need to easily check word count requirements, and partially because of a desire to make comments in an easy and consistent manner across assignments.</p>
<p>I do not want to hear about how much you hate Microsoft Word. I have written many more (and many longer) documents than you and I promise you I have more horror stories and frustration with the software. Nonetheless, <code>.docx</code> is the standard professional file format today, and that's what we will use in this class.</p>
<p>I do not want to hear about how much you hate Microsoft Word. I have written many more (and many longer) documents than you and I promise you I have more horror stories and frustration with the software. Nonetheless, <code>.docx</code> is the standard professional file format today, and that&rsquo;s what we will use in this class.</p>
<p>You are always welcome to turn in a <code>.pdf</code> file in addition to a <code>.docx</code> file, but I will always grade the <code>.docx</code> file.</p>
<h2 id="homework">Homework</h2>
<ul>
......
......@@ -139,7 +139,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
<div class="is-col is-66">
<h2>Final Paper Inspiration</h2>
<p>If you're not sure what you want to write about, here are some things to look at for inspiration:</p>
<p>If you&rsquo;re not sure what you want to write about, here are some things to look at for inspiration:</p>
<ul>
<li>TOC
{:toc}</li>
......@@ -183,13 +183,13 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
<p>&ldquo;&lsquo;After, I feel ecstatic and emotional&rsquo;: could virtual reality replace therapy? &quot; in <em>The Guardian</em> <a href="https://www.theguardian.com/technology/2017/oct/07/virtual-reality-acrophobia-paranoia-fear-of-flying-ptsd-depression-mental-health">https://www.theguardian.com/technology/2017/oct/07/virtual-reality-acrophobia-paranoia-fear-of-flying-ptsd-depression-mental-health</a></p>
</li>
<li>
<p>&ldquo;We can't ban killer robots &ndash; it's already too late.&rdquo; in <em>The Guardian</em> <a href="https://www.theguardian.com/commentisfree/2017/aug/22/killer-robots-international-arms-traders">https://www.theguardian.com/commentisfree/2017/aug/22/killer-robots-international-arms-traders</a></p>
<p>&ldquo;We can&rsquo;t ban killer robots &ndash; it&rsquo;s already too late.&rdquo; in <em>The Guardian</em> <a href="https://www.theguardian.com/commentisfree/2017/aug/22/killer-robots-international-arms-traders">https://www.theguardian.com/commentisfree/2017/aug/22/killer-robots-international-arms-traders</a></p>
</li>
<li>
<p>&ldquo;Are patent trolls strangling sustainable innovation?&rdquo; <a href="https://www.theguardian.com/sustainable-business/patent-trolls-sustainable-innovation">https://www.theguardian.com/sustainable-business/patent-trolls-sustainable-innovation</a></p>
</li>
<li>
<p>Next:Economy newsletter: &ldquo;What's in store for Amazon, Piketty strikes again + the posthuman world&rdquo; <a href="http://post.oreilly.com/form/oreilly/viewhtml/9z1zhb13rub598qb6ip84q8gggbpp5k5uf3kdohd860?imm_mid=0eb6e9&amp;cmp=em-business-na-na-newsltr_econ_20161209">http://post.oreilly.com/form/oreilly/viewhtml/9z1zhb13rub598qb6ip84q8gggbpp5k5uf3kdohd860?imm_mid=0eb6e9&amp;cmp=em-business-na-na-newsltr_econ_20161209</a></p>
<p>Next:Economy newsletter: &ldquo;What&rsquo;s in store for Amazon, Piketty strikes again + the posthuman world&rdquo; <a href="http://post.oreilly.com/form/oreilly/viewhtml/9z1zhb13rub598qb6ip84q8gggbpp5k5uf3kdohd860?imm_mid=0eb6e9&amp;cmp=em-business-na-na-newsltr_econ_20161209">http://post.oreilly.com/form/oreilly/viewhtml/9z1zhb13rub598qb6ip84q8gggbpp5k5uf3kdohd860?imm_mid=0eb6e9&amp;cmp=em-business-na-na-newsltr_econ_20161209</a></p>
</li>
<li>
<p>Next:Economy newsletter: &ldquo;The impact of automation, the dark side of competition, and rights for robots&rdquo; <a href="http://post.oreilly.com/form/oreilly/viewhtml/9z1zkr98i50vdsbfldvpheg8rket3b3td9rs5pkj940?imm_mid=0ec5fe&amp;cmp=em-business-na-na-newsltr_econ_20170120">http://post.oreilly.com/form/oreilly/viewhtml/9z1zkr98i50vdsbfldvpheg8rket3b3td9rs5pkj940?imm_mid=0ec5fe&amp;cmp=em-business-na-na-newsltr_econ_20170120</a></p>
......@@ -205,7 +205,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
<ul>
<li>Christoph Lutz and Aurelia Tamò. 2015. RoboCode-Ethicists: Privacy-friendly robots, an ethical responsibility of engineers?. In Proceedings of the 2015 ACM SIGCOMM Workshop on Ethics in Networked Systems Research (NS Ethics &lsquo;15). ACM, New York, NY, USA, 27-28. DOI= <a href="http://dx.doi.org/10.1145/2793013.2793022">http://dx.doi.org/10.1145/2793013.2793022</a></li>
<li>Yang Sun, Isaac G. Councill, and C. Lee Giles. 2010. The Ethicality of Web Crawlers. In Proceedings of the 2010 IEEE/WIC/ACM International Conference on Web Intelligence and Intelligent Agent Technology - Volume 01 (WI-IAT &lsquo;10), Vol. 1. IEEE Computer Society, Washington, DC, USA, 668-675. DOI= <a href="http://dx.doi.org/10.1109/WI-IAT.2010.316">http://dx.doi.org/10.1109/WI-IAT.2010.316</a></li>