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VIDEO: Jeremy Lin has 18 points and four assists off the bench as the Rockets beat the Bucks
MILWAUKEE – Before Linsanity – those heady few months in the winter of 2012 that turned Jeremy Lin into a near-household name and helped the NBA heal from the rancorous lockout that delayed its season – there was uncertainty.
And after it, too.
About a week before his basketball world blew up (mostly) in a good way, Lin was praying just to keep his job. At a pregame chapel session in Miami on Jan. 27 that season attended by some players from both teams, Lin asked: "If you could say a prayer for me that I don't get cut." Fellows such as Landry Fields and Jerome Jordan, Lin's Knicks teammates, and Heat forward Udonis Haslem heard a fringe guy sweating out the deadline date that year for contracts to be guaranteed.
Then Lin scored 25, 28, 23 and 38 points from Feb. 4 right through the Feb. 10 deadline, then kept going. In 11 games, the undrafted Harvard guy averaged 23.9 points and 9.2 assists while shooting 50 percent and helping New York win seven in a row and nine of 11.
Life hasn't been the same since: a frenzied "15 minutes" of fame as a pop culture icon, massive All-Star vote totals inspired at least in part by Lin's Asian-American heritage and a three-year, $25 million contract from Houston in free agency.
But that doesn't mean there hasn't been uncertainty.
In a season and a half with the Rockets, Lin has established himself as a solid NBA rotation player but not that meteor streaking across the middle of 2011-12. He started 82 games last season but dipped in production (13.4 ppg, 6.1 apg, 44.1 FG), then got pancaked in Houston's playoff series against Oklahoma City (4.0 ppg, 6-of-24 shooting, as many turnovers as assists).
This season, Lin has been in and out of the starting lineup, due partly to injuries (10 games missed with a knee sprain or back spasms) and partly to other injuries and combinations in the Rockets' deep backcourt (James Harden, Patrick Beverley, Aaron Brooks). Mixed results and dissatisfaction among fans even fueled some Lin trade rumors, though his $15 million "balloon" salary in 2013-14 likely doesn't have clubs beating down GM Daryl Morey's door.
But a light of sorts went on for Lin on Jan. 28 against San Antonio when he subbed as a starter for Harden, and it stayed on since he moved back to the bench. Beginning that night, Houston has won five straight and Lin has been in attack mode, averaging 16.0 points, 6.2 assists, 4.8 rebounds and 1.2 steals in 33.3 minutes, while shooting 50 percent (38.9 from the arc). His numbers prior to that were down across the board, in reserve or starting.
"Just trying to be aggressive, just trying to play free and trying to be myself out there," Lin said after the Rockets' 101-95 victory over Milwaukee Saturday at the BMO Harris Bradley Center. "That's the biggest thing, just embrace whatever role they give me, big or small."
Lin scored his 18 points in the first 19 minutes he logged against the Bucks, shooting 8-of-15 with four assists and a pair of steals. He played the entire fourth quarter and posted one particular roundabout highlight feed to Dwight Howard. He ran the offense up to a point, but kept his offense as a priority too.
"I still am responsible for getting other people going," Lin said, "but I just think for me, whether I'm at the one or the two, I want to try to be very aggressive and attack a lot. Some nights it's getting other people involved and some nights it's getting myself involved."
Houston coach Kevin McHale wants nothing less. "He needs to be aggressive," McHale said recently. "Jeremy plays his best when he's attacking, and when we have some pace in the game it really helps him."
Lin has 19 appearances in reserve so far and 24 as a starter, so he needs to stick with the bench if he wants to get into the discussion for Sixth Man balloting. Harden is somebody who knows a little about that role, filling it to hardware- and conference-winning effect for the Thunder before his trade to Houston.
"He's doing a great job," Harden said of Lin. "He's getting a feel for the game before he checks in, and once he checks in, he's being aggressive and making the right plays. The more games he can get used to coming off the bench, the better off he'll be."
Playing the game mentally before actually playing in the game is the key, Harden said. "It's the first six or seven minutes of the game," said the Rockets' leading scorer. "Knowing how the game is played, knowing who's hot on the other team, knowing who has it going and who doesn't have it going, and then just going out there and having an impact."


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Most of you probably know that we spent pretty much all of last year selling our home, moving into a tiny apartment, and then finally moving into our new home. Whew – I'm so glad that's all over. We are LOVING our new home and, more importantly, our new neighborhood.
I am telling the truth … we had been in our new home for all of 5 minutes before someone hollered across the street, "Welcome home!" A few minutes later, another family stopped by to say hello and welcome. After only two hours, we had been greeted EIGHT times!!! This may not seem all that ground-breaking to those of you who've been living in Pleasantville all your life – but for us…this was a miracle!!! We lived in our former home for almost 6 years, and we were always greeted by people looking the other way when they walked by- even if they were on the same side of the sidewalk!!!
So, anyway, while we were waiting to move in, I whipped up a little diddy I call my Address Pillow. I knew I was going to put our old Ikea benches on the front porch. I knew I did not want to paint them. Alas, I also knew they needed painting! So, I decided to amp them up a bit by putting a large pillow with our street address on one of them.
I don't know about you, but I really really like the pillow. Another true story – when I meet people in the neighborhood, they invariably say, "OH, yours is the house with the pillow!" I grin. Inside I do a little jump and skip combo.
here's the breakdown:
Time: This project probably took about an hour. I didn't get too caught up in making my numbers perfect, I just enjoyed the process. You'll need to make two pillows – one for the lining and the other for the outside, so it takes a little extra time.
Cost: Hmmm. Felt – about $2 because I bought the good stuff. Fabric – I purchased better ticking than I usually would since it's an outside pillow, so I think I paid about $10. NOTE: I will make 2 pillows with that fabric, though. So, the real cost is $5 … bringing the pillow's total to a whopping $7. Bam.
So, whattya think? Are you going to make one????


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05.17.12 Coming to terms with traumatic birth experiences
There's a term being batted about right now that I find very disturbing: birth rape. It's describing some truly traumatic birth experiences where women felt disempowered, bullied and abused by their healthcare providers. They felt they had no choice, but to submit to medical procedures done entirely against their will. They felt violated, betrayed, shamed and terrified. They experienced their births as violence perpetrated on their bodies by people they'd trusted.
These birth experiences were horrible, but were these women raped? No. They may have been abused, manipulated and victims of malpractice, but they were not victims of sexual violence. That's what rape means and in deep respect for women who have been raped, I think the term "birth rape" is inappropriate. Instead, I'd use the term "birth trauma." The rage, despair and feelings of violation some women experience after a traumatic, out-of-control birth are valid and powerful, but aren't the same feelings women experience after rape.
Over the many years I've worked in labor and delivery, I've witnessed a few births where a heartless, control-freak doctor ignored his patient's wishes and rights to privacy and respect, bullying her into following his own agenda. I've seen a doctor or two treat patients with disturbing behavior ranging from clueless insensitivity to unkindness to abject cruelty. I've seen doctors disregard courtesy, modesty and informed consent. I've seen some implement interventions without telling patients what they're doing or why. I've seen patients cry when they've felt abused by something some jerk-doctor did.
I've seen it, but I haven't seen it very often and that's saying something because I've seen thousands of births. Those jerk-doctors usually get their karma returned somehow. One doctor got sued time and again for malpractice and abuse and was eventually fired by the hospital. Another doctor was such a jerk no other physicians would take call shifts for him. He wound up in a solo-practice, on call every day, night and weekend. That ruined his marriage, alienated him from his children and cost him the respect of the medical community. Karma, dude…it's powerful stuff.
More often, I see doctors; midwives and nurses bend over backward to supply the best, most compassionate care possible. I see them working as teammates with their patients and families. Most healthcare providers are in it because they have hearts of gold, crystal clear minds and the best intentions.
I've also seen patients come in to labor with very rigid ideas about how their birth will go and what they will and won't allow to happen. I'm thinking about a woman who came to our unit years ago dead set on a 100% natural birth. She labored at home until her contractions were strong and her water broke in a thick, brown puddle on her bed. She started bleeding a little too heavily right after that and her husband insisted she come to the hospital for a labor check. When her doctor examined her and told her she was only 2 centimeters dilated and her baby didn't feel like she was in the right position, the patient accused the doctor of lying. She refused an ultrasound and fetal heart monitoring and demanded a new doctor. When a midwife and the OB chief of staff consulted with her, she refused their care too. The midwife had a doula on her staff come in to explain why her birth plan couldn't work for her. The midwife wanted to touch her abdomen and listen to her baby with a Doppler (a handheld device that amplifies baby's heart beat) and still she refused. No matter what interventions they suggested, she refused; convinced her care providers were out to get her.
Her husband, on the other hand, wanted the midwife, doctor, chief of staff and anyone else the hospital could provide to find out what was wrong with his baby. Even he couldn't persuade his wife to accept medical care, despite the fact that she was bleeding heavily and oozing meconium.
Finally, when he begged in tears to please, PLEASE, let the doctor do an ultrasound, she agreed, though resentfully and begrudgingly. The ultrasound determined her baby was in an awkward breech position, her placenta was separating, and at 2 centimeters with a first baby, she was hours (or days) away from a vaginal delivery. The doctors advised an immediate C-section. This did not go over well. The poor woman was terrified and furious that the doctors weren't honoring her no-intervention birth plan. She accused them of bullying her into a C-section she felt strongly she didn't need. The doctors respectfully and thoroughly explained their recommendations and concerns. Her husband flat-out yelled at her.
It wasn't until the bleeding got heavier that this woman finally got scared. All of a sudden, she got it! She and her baby were in deep, deep trouble. It wasn't her doctors who weren't honoring her birth plan. It was her baby and her body.
After the C-section, her baby spent several days in the NICU. The woman remained angry about what happened, but gradually, realized while her experience had been traumatic, out-of-control and against her wishes, it wasn't because anyone had victimized her. Sh** happens… Birth trauma happens and sometimes, post-traumatic stress disorder. Reconciling what's happened to your body with what you thought would happen is a complicated emotional challenge that requires time and attention to process.
I've taken care of patients who've actually been raped. In all the hospitals I've worked, there are policies set in place to create the safest, most respectful and gentlest birth experience possible, not just for patients who've been raped, but for all mothers. We supply extra special care whenever needed. In the end, it's the birth process itself that garners the most respect. Sometimes it's powerful, overwhelming and yes, even violent, but that's not rape – that's trauma. There's a big, difference. Let's choose our words wisely and with due respect to the legions of women who know what the word "rape" really means.
Jeanne Faulkner, R.N., lives in Portland, Ore., with her husband and five children. Got a question for Jeanne? Email it to firstname.lastname@example.com and it may be answered in a future blog post.
This Fit Pregnancy blog is intended for educational purposes only. It is not intended to replace medical advice from your physician. Before initiating any exercise program, diet or treatment provided by Fit Pregnancy, you should seek medical advice from your primary caregiver.


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Follow RFF News on your cell phone. Text follow rff to 40404 you will receive txt messages with RFF News
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And David Clarke is alive... and kicking (or shoul I say alive and stabbing ).
And the big question here is: did Nolan know that David Clarke was alive all this time?
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*Price is plus sales tax, $184.00 private tag agency fee and titling, any dealer installed accessories and dealer service fee of $999.00, which represents cost and profits to the selling dealer for items such as cleaning, inspecting, adjusting new vehicles and preparing documents related to the sale. See dealer for details.


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Hooking up with the biggest skank at the party, but only requesting that she gives you a hand job even though she's down to fuck & suck (because she's a skank), just because you want to make it seem like the skanky girl is still under-aged and that you're not too much of a piece of shit.
Did you hear what Brian did at that party? "No, what'd he do?" He totally sleeze jobbed on that random ass hood rat. "Ugghh really, I thought she was still in high school?" I think that's why he sleeze jobbed her.
by Speedy Beans April 15, 2011


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The Romney campaign, the Republican National Committee, and the Romney victory fund have once again outraised their Obama-related counterparts.
For the month of July, Team Romney has announced raking in $101.3 million, which is down slightly from the $106.1 million it raised in June.
But that July total is more than the $75 million-plus the Obama entities -- the campaign, Democratic National Committee, and victory fund -- hauled in last month. In June, Team Obama raised some $70 million through those efforts.
We won't know the apples-to-apples fundraising comparisons for the campaigns until Aug. 20, when the July fundraising numbers are due to the Federal Election Commission.
Even though Team Romney has outraised Team Obama in recent months, the actual Obama campaign has continued to outpace the Romney campaign, while the RNC has significantly outraised the DNC.
Why are these distinctions important? Because while the campaigns do control the party and victory fund money, there are limitations in how it can be used. For example, coordinated party expenditures are limited to $21.7 million in this presidential contest.


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Guitar Hero
Blue Oyster Cult - "Godzilla" Boston - "More Than A Feeling" Deep Purple - "Smoke On The Water" Franz Ferdinand - "Take Me Out" Helmet - "Unsung (Live)" Incubus - "Stellar" Joan Jett & The Blackhearts - "I Love Rock N' Roll" Ozzy Osbourne - "Bark At The Moon" Pantera - "Cowboys From Hell (Live)" Queen - "Killer Queen" Queens Of The Stone Age - "No One Knows" The Donnas - "Take It Off" The Exies - "Hey You" White Zombie - "Thunder Kiss '65"
Guitar Hero II
Alice in Chains - "Them Bones" Avenged Sevenfold - "Beast And The Harlot" Danzig - "Mother" Foo Fighters - "Monkey Wrench" Iron Maiden - "The Trooper" Jane's Addiction - "Stop!" Kansas - "Carry On Wayward Son" Lamb of God - "Laid To Rest" Lynyrd Skynyrd - "Free Bird" Mötley Crue- "Shout At The Devil" Nirvana - "Heart-Shaped Box" Rage Against The Machine - "Killing In The Name" Reverend Horton Heat - "Psychobilly Freakout" Rush - "YYZ" Stone Temple Pilots - "Trippin' On A Hole In A Paper Heart" The Police - "Message In A Bottle" The Sword - "Freya" Warrant - "Cherry Pie" Wolfmother - "Woman"
Guitar Hero Encore: Rocks the '80s
Anthrax - "Caught In A Mosh" Extreme - "Play With Me" Judas Priest - "Electric Eye" Poison - "Nothin' But A Good Time" Ratt - "Round and Round" Twisted Sister - "I Wanna Rock"
Guitar Hero III: Legends of Rock
AFI - "Miss Murder" DragonForce - "Through The Fire And Flames" Heart - "Barracuda" Kiss - "Rock And Roll All Nite" Living Colour - "Cult Of Personality" Pat Benatar - "Hit Me With Your Best Shot" Priestess - "Lay Down" Slayer - "Raining Blood"
Guitar Hero: Aerosmith
Aerosmith - "Back In The Saddle"
Sterling says: This is another one of those announcements that I'm torn over. Activision isn't shy about its desire to exploit (its word) the series, and this screams "milk." On the other hand it's a lot of Guitar Hero classics with full band support. I hear that at yesterday's pre-E3 Activision event, Will did a stirring f-bomb-laden rendition of "Killing in the Name," ensuring that IGN can't use the video footage. I wouldn't mind screaming as Zach De La Rocha, either.
Does Smash Hits reek of a cash grab, or is the notion of full band support enticing to you?


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New Cultures from New Technologies
Seymour Papert is a bona fide technological visionary -- mathematician, cofounder with Marvin Minsky of the Artificial Intelligence Lab at MIT, and a founding faculty member of the MIT Media Lab. He is also the creator of LOGO, a language created to help children learn the rudiments of computer programming as discussed in this 1980 article from Byte magazine.
New Cultures from New Technologies
by Seymour Papert
When I was asked to write this Education Forum for BYTE, I was in the process of correcting the proofs of my book, Mindstorms: Children, Computers and Powerful Ideas. (See reference 1.) There I struggled to present in two hundred pages a vision of a few ways in which computers might affect how children learn; it is challenging now to find the right 3000 words to convey something of the same vision. What images, what metaphors best capture for me the essence of the computer as it might enter the lives of children?
I start with an image, more general than the computer that has helped me to think about how the world takes up any new technology. The first movies were made by setting the newly invented motion-picture camera in front of a stage where a play was performed just as plays always had been. Only after some time did cinema become more than theatre plus camera. When it did, what emerged was something original and unique, a whole new culture with new modes of thinking and new breeds of people-stars, directors, scriptwriters, cameramen, critics, and audiences whose sensitivities, expectations, and ways of seeing were quite different from those of the theatre-goers of the past.
So too with the computer. The first instinct of educators is to couple the new technology to their old methods of instruction. My vision is of something much grander. So I dream of using this powerful new technology not to "improve" the schools we have always known (and, to be honest, hated) but to replace them with something better. I do not believe that this something will look anything like what is now known as "computer-aided instruction" (CAI). I think it will be more like the growth of a new culture, a "computer culture" in which the presence of computers will have been so integrated into new ways to think about ourselves and about the subject matters we learn that the nature of learning itself will be transformed.
In thinking about the nature of such potential transformation, the LOGO group of the Massachusetts Institute of Technology (MIT) Artificial Intelligence Laboratory has been guided by the idea of creating computer-based environments in which mathematics and other areas of "formal" learning can be learned in a natural fashion, much as a child learns to speak; and applying concepts from artificial intelligence to children's learning, to help children become articulate about AI, thus gain control over, the learning process. Before developing these ideas, I would like readers to clear their minds of a misleading but common image. People generally think about computers in schools as a scarce resource to which students have occasional access. It is time we learned to think in terms of a computer for every child, and we should think about children having access to computers from infancy. If we think in these terms, we begin to recognize that there is a clear discontinuity between the current ideas about using computers in schools and the situation of the future. I really believe that almost everything being done today is only relevant to the future in that it sets a bad example so that people become accustomed to primitive models.
A natural place to begin a search for "something new in education" is to look for examples of highly successful learning. For me the most dramatic image of successful learning is the way children learn to talk. This learning contrasts with school learning in many ways, of which I think two are most important. First, it is highly successful: all children learn to speak the colloquial dialect in which they grow up. Second, it has none of the technical paraphernalia of schooling-no curriculum, no set lesson times, no quizzes, no grades, no professional teachers. It is part of living. I call it learning-without-teaching or "Piagetian learning (after the Swiss philosopher-scientist Jean Piaget who has done more than anyone else to show us how very much children learn it this way).
Much of the work done to date in the whole area of computers and education--eg: CAI-has promoted a style of learning that gives the impression of a child being "programmed" by the computer. Our approach has been diametrically opposed to that. By striving to make the computers processes as transparent as possible and creating activities in which children "teach" (ie: program) computers in a well-structured, procedural language like LOGO, we have aimed toward putting children in control of their own learning. Obviously, I cannot hope to explore these ideas in much depth in a short space. What I shall try to do is to describe a couple of learning environments we have created which I believe challenge the fundamental assumptions our society makes about children and learning.
The belief that only a few people are mathematically minded is a truism in our culture and a cornerstone of our educational system. It is therefore sobering to reflect on the f1imsiness of our reasons for believing it. In fact, the only evidence is crass empiricism: look around and you will see that most people are very poor at mathematics. But look around and see how poor most Americans are at speaking French. Does anyone draw the conclusion that most Americans are "not French-minded?", that they are not capable of learning French? Of course not! We all know that these same people would have learned to ;peak French perfectly well had they grown up in France. If there is any question of lack of aptitude, the aptitude they lack is not for French as such but for learning French in schools.
Could the same be true of mathematics? Could there be a place, a "mathland, " which is to mathematics as France is to French, where children would learn to speak mathematics as easily and as successfully as they learn to speak their native dialect? I believe that the answer is Yes. In Mindstorms I suggest that the world we live in contains pockets of mathland, which explains why all children learn some mathematics spontaneously (eg: one-to-one correspondences, conservation of number, reversibility of logical operations) and some children become very good at it. Here I have space only to talk about some ways in which the world could become much more of a mathland for everyone.
Computers are the Proteus of machines: They take on many different forms. One of their manifestations is as mathematics-speaking beings. If children grew up surrounded by such beings, the learning of mathematics might very well be much like the learning of spoken language. Developing and testing this image has become a central research question for us at MIT: under what conditions will children talk in mathematical languages to mathematics-speaking computers? The results have already convinced us that the idea of mathland is fundamentally sound and that, indeed, what the mathematics schools fail to teach can be learned successfully on the model of picking up living languages.
But computers do not automatically create that result. For example, instructing computers in FORTRAN to manage inventories is of no interest to the average child. Babies brought up in IBM computer centers will be no better at mathematics than any others. They may even be worse {and their other lapses of culture might be more disturbing). In order for computers to play the role of mathland for a child, two conditions are necessary: the computer must understand a language a child can learn (and love to learn), and the computer must be able to do something for the child.
Euclidean Geometry-Cartesian
Geometry-Computational Geometry
Turtle graphics is this kind of mathland. It was first developed in our laboratory as part of the programming language LOGO and then taken over by several other languages including Smalltalk and UCSD-Apple Pascal.
A lot of experience has taught us that computer graphics can be a great turn-on. People of all ages enjoy putting images on the screen, and when these images can be made to move and change color, they acquire a dimension completely lacking in conventional pencil-and-paper drawing. At the heart of the work on turtle graphics is the idea of developing a new kind of geometry --"turtle geometry"-- which provides powerful and yet easily accessible means to manipulate shapes and motions. To put this in perspective, recall that you probably encountered at school at least two styles of doing geometry: Euclid's style (primarily logical in structure) and Descartes' style (primarily algebraic). Turtle geometry is a new style matched to the computer: it is a computational style of thinking about geometry. The difference in spirit is illustrated by how one thinks about a familiar geometric object in Cartesian and in turtle geometry. Descartes taught us to think of the circle as an equation such as
x^2 + y^2 = R^2
In turtle geometry it is possible to use such equations, but the natural way to think about a circle is as ,a process. To do this, turtle geometry adopts as its fundamental concept an entity called a "turtle" whose properties include its position (as does the point in Euclidean and Cartesian geometry) and also its heading. At any particular time, it is at a position and is facing in a particular heading. The position and the heading are changed by commands that are built into a programming language. Among these are FORWARD which causes the turtle to move in the direction of its heading without changing the heading, and RIGHT which causes the turtle to change the heading while keeping the position fixed; ie: to pivot in place. Given these commands, a program in LOGO to draw a square of a certain fixed size takes the simple form:
FORWARD 100...etc
A slightly more sophisticated program to draw squares of varying size takes the form:
Now we can think of a circle as generated by:
More sophisticated programming leads to circles of variable diameter and even to letting the number of steps go to the limit, but the simple example will illustrate the main point I want to make here. Children can solve the problem of drawing a circle by using a very powerful heuristic principle: play turtle, walk out yourself what you want the turtle to do and describe what you did in turtle language. The children are practicing a lot of powerful ideas. They are exposed to the idea of using heuristic knowledge, they are learning to think of formal mathematics as rooted in (not opposed to) intuitive body-mathematics, and they are using mathematics as a language; moreover, they are learning to think about mathematics not as a ritual to be learned by rote but as an instrument to be used for personal ends.
Computer as Pencil
This image refers to the many uses of the pencil: it is used to scribble, to doodle, to draw, to write, to work sums, or to chew on. It is used for illicit notes as well as for official assignments. I see the computer in the life of the child as equally ubiquitous and equally versatile. I also see it as equally personal. Children own pencils, they are not intimidated by them. This should be equally true of the child's personal computer .
The metaphor of the pencil is a good way to sliminarize some of the ways the image of the computer I am building up here differs from the one that is becoming established in schools.
Suppose that the only access children had to pencils (which I take in a generic sense including pens, crayons, and the like) was at school, and even there "pencil time" had to be scheduled on the one or two pencils available to each classroom. This might (or might not) be better than having no pencils at all, but clearly under those conditions the pencil would not play the important role it now does in the intellectual development of children from infancy onwards. In my vision the computer will become as free a resource as the pencil now is.
Second, there is the question of the power of the computer to be used flexibly for many purposes. The microcomputers in schools today can barely be used flexibly by those few who have the inclination to become virtuoso programmers in BASIC. This is very different from the model of the pencil that can be picked up by everyone-even the one-year-old infant-and also used by the most sophisticated writer or artist. LOGO and Smalltalk are only first steps toward programming languages chat will truly satisfy our slogan: "No threshold and no ceiling." A child of five or less should be able to write a program in the first few minutes of contact with the computer and a computer scientist should find the system congenial and rich.
Third, I mention the use of the pencil and of the computer as writing instruments. The computer is rapidly becoming the standard writing instrument. Most journalists use word processors, as do increasingly many offices. I am using one as I compose this article. But the schools are not offering children this facility, although one could argue that it is children who are in most need of writing aids. The reason is clearly linked to the ratio of computers to students. One or two computers per class simply does not give enough access for the computer to become the primary writing instrument. On the other hand, one computer per child, which is how I think we should be thinking about the future, could lead to massive changes in the way children develop writing skills. A well-designed text editor makes editing-substitution and deletion of words, shifting of sentences or paragraphs, and so on-an easy and aesthetically acceptable process. Compare the situation of a child attempting such a task with paper and pencil: the mess of multiple erasures and labor of rewriting means that the first draft is almost always the final copy. I have seen children who hated writing become avid writers when they have a text editor at their disposal. Wide availability of computers with text-editing capabilities might lead to even more fundamental changes in children's relation to alphabetic representation of language. Consider the implications of the following story:
Recently I observed the first group of nursery-school children working with a computer called the Lamplighter Computer (a Texas Instruments 99/4 personal computer with additional memory to support an extended version of LOGO and a real-time text-editing system) developed over the past few years through a collaboration between our research group at MIT and Texas Instruments. A four-year-old girl (I shall call her "Robin") was working with some dynamic graphics programs that allowed her to make shapes appear on the screen, move, change color, and stick together by pushing one or another of some fourteen keys on the keyboard. The plan was that when Robin was tired of using a program she would ask the teacher to set up a new program. And this is in fact what she did for the first few times. But then Robin took charge of the whole process and began typing the control characters necessary to interrupt a program she no longer wanted and typing the names of the programs she did want, even though this was at a measured rate of about two characters per minute. In breaking out of the role of dependence on adults, Robin symbolized the fact that computers will enable children to break out of many of the roles into which technological primitivity and social custom have cast them.
We should not pass too quickly over the significance of the simple fact that Robin could make things happen by typing words. It might well be the first time in her life that alphabetic language actually served a real and personal purpose. The spoken language and its precursors enter from the first year of life into a significant process of interaction with the world. Learning to speak enpowers the child. But for most children the act of writing serves at most to gain the approval of adults. Could this be the reason children learn to talk so easily and so young while they learn to write with so much difficulty so many years later? Watching Robin left me more firmly convinced than ever of a conjecture I have pursued for quite a few years. Children could learn to write as early and as easily as they learn to speak if the environment in which they lived gave as much support to the alphabetic language as ours does to the spoken language. I have no doubt that if Robin had her own computer and could use it whenever she wished, and if this computer gave her access to enough exciting things to do, she would within weeks have mastered the keyboard, the alphabet, and enough of spelling and syntax to put her firmly on the road to the kind of mastery of written language that usually comes, if at all, well into the school years.
Meaning Versus Ritual in Learning
The fundamental question for education is not how to improve schools but how to understand why schools are necessary. Why is some knowledge (like learning to talk) picked up so easily and naturally from the culture, while other kinds of knowledge seem to require deliberate, organized instruction? In Mindstorms, I explore the many factors that make a difference. Here I have space only for one. Children learn to speak because it is a meaningful activity, a meaningful part of their lives. It is not surprising that children do not learn to write when writing serves no real purpose in their lives. I think the computer can change this. For Robin, alphabetic communication was beginning to become purposeful. As computers become increasingly available to children I would expect many children to share Robin's experience of writing as a meaningful activity. This shift-from meaningless ritual imposed from above to purposeful, self-directed activity, is also true of Mathland. No activity in school is experienced as more devoid of meaning than the parody f mathematics known as school math.
The harm done by making children learn ritualistically goes very deep. It develops the worst possible habits of learning. It undermines the individual's self-confidence as an independent intellectual agent: it infantilizes the child. A shift to more meaningful learning of fundamental subjects could have far deeper consequences than improved mastery of these subjects. It could mean that children become more effective learners with greater intellectual self-respect. And if this happens, not only the nature of children's learning but also the role of children in society lay have changed.
I have hinted at a vision of profound, even revolutionary, change in how children learn. I think this might happen. We have the technology to make it possible. But there is nothing inevitable about it. Society has a very bad track record in making intelligent use of new technologies, and, in this case, many vested interests are threatened by the changes I envision. The "system" will react by defending its old ways. Already in schools we see computers being used to reinforce instead of displace the most ritualistic teaching methods. I believe that the most profound effects of computers could be to develop a new respect for children as independent intellectual agents. But most people in our country like to think of children as intellectually dependent.
How will it all work out? It is futile for me to play prophet, but worthwhile to bear some ideas in mind when thinking about the future. I want to end by mentioning an idea that encouraged me to think positively. I can best introduce it by comparing the education market with markets for other products. Suppose you invent a new kind of kitchen machine. If you can prove that there is a market of a million people, you will easily find the capital to develop the idea and get it out into the world. But if you invent a new approach to learning mathematics, the fact that a million people want it may be of no avail--a million people across the nation may still be a tiny minority with no clout in every school district. But once there are a few million owners of home computers capable of carrying powerful learning methods, you will have access to a market of individuals ready to spend personal dollars for the good of their children. The importance of this fact is not that it will enable good ideas now collecting dust on shelves to get out into the world. It will encourage inventive and ambitious people to enter the field of educational innovation in unprecedented numbers. It will be part of the creation of a new class of professionals and of entrepreneurs and perhaps even of "stars" analogous to what happened in the course of the emergence of cinema as a culture. The history of cinema has been the history of that culture. The future of computers in education will be indissociable from the story of the people who will make the computer culture.
For more about Turtle Geometry, see S. Papert, Mindstorms: Children, Computers and Powerful Ideas. New York, Basic Books, 1980 (ISBN 0-465-04627-4). Also see H. Abelson and A. diSessa, Turtle Geometry, MIT Press, Cambridge MA.


text:
- Tournament Details
Starcraft 2: Heart of the Swarm 8-Player FFA mini-tournament
In terms of the Starcraft 2: Heart of the Swarm mini-tournament, it will be a 8-Player Free-For-All (FFA) tournament.
Format Details:
- We will take the first 8 ready players
- The last player standing in the game is the victor
- Heart of the Swarm will be played, not Wings of Liberty
- No teams or alliances are allowed to be formed
- If a player disconnects within the first 2 minutes the game will be restarted on a different map
- If a player disconnects a second time during the game within the first 2 minutes of any additional attempts, they will receive a loss
- If a player disconnects 2 minutes or later into the match they will receive a loss. The exception to this is if they have significant advantage, at which point an admin makes a judgement call, potentially resulting in a rematch on a different map
- All players will show professional courtesy to one another
- Cheats/hacks will not be tolerated. Cheating during a tournament will result in your expulsion from the event without refund.
The map will be chosen at the discretion of the Tournament Administrator.
All matches will be performed through Blizzard's Battle.net service
- Game & Event Details
Starcraft Series (Details...)
Arena List:
LANified! 13: The Swarm (Details...)
Event Summary
- Location: Lakeview Community Center
- Start: Sat, March 23rd, 2013 @ 4:00 pm
- End: Sun, March 24th, 2013 @ 10:00 pm


text:
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