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With a boom boom boom in my heart always inside whether Oh my heart but I got a sneaking suspicion that
you’re right here under my skin when you you’re a pleasure that always push me
when I think of you my heart just one look at your face and
my heart’s in a race don’t you know we never can part so you might as well know
the two okay Oh Boom Black A thumping heartbeat exterior
Snowy clearing day what a pair of Bloodshot eyes snap open focusing shock and terror registry they belong to a Pear-shaped shaven-headed naked hasty
pink English female Alexandra Bronte 28 She hugs her chest and stumbles across
the snow she stones Dazed and Confused Breath visible and pumping in the abject
chill mountains are behind her Forrest Is in front of her simple choice step or
deaths a low animal grunt behind her it belongs to a three metre tall brown bear
upon its hind legs and showboating it emerges behind her her lips curl in fear
the cold suddenly history she makes a break for the wood going as fast as her
stubby legs would take her the bear follows the first casual before breaking
into a steady lollop. ‘Oh go on then’. Exterior forest trail day breath pumping
even harder the female Sprint’s into the woods but the bear is far more
comfortable with the environment and confident of an easy meal as it lopes
after her the bear is almost upon her. She comes up to a domed oak in attempts to hurdle the trunk catching her foot and sprawling into
some brambles the bear reaches her back on its hind legs ready to pounce and
consume the meat while it is still warm and alive. Visit Grabham.org for more.

Future Shock Episode 18 – A Proposition

Wish me luck Hold tight, yeah Hello Tracy, thank you for coming You Big Boss? Yes, my avatar projector was damaged Look, I need your help, I’m going to bring
down The State But you don’t trust me, I killed your rebs,
and I’ve been hunting you since? Anyhow, why? The State looks after us, “Safe and Secure”
and that The State is very bad for humanity We are mere pets I want to feel sunlight on my skin without
the Solar Net blocking it all out The real-world should be like it is here I want to eat real food with fragrance, taste
and texture Not the nutritionally balanced tasteless grey
goo made from reconstituted homo sapiens I want to choose to help others with my credit Rather than being restricted to transactions
with The State I want the opportunity to grow and make mistakes without incurring potentially life changing fines I want privacy and not be watched all the
time, everywhere I want to be able to put my one good hand
in my underwear and masturbate without being watched by something that couldn’t possibly understand I want freedom Whatever Tracy, I’m taking down The State anyway, you
really need to be on my side Go to sector 1120D, you will find it enlightening That lady can rant Locate sector 1120D Bruv, we’re going Got it, it’s bare long We’ll need to take the loop

Future Shock Series 1 – Director’s Cut

January 4, 2020 | Articles, Blog | 2 Comments

Future Shock Series 1 – Director’s Cut

Bastards! Tanked for the second time this year My credit’s rinsed Man I’s bare vexed Arrgh! I’m a fucking useless creative How ever am I going to contribute? Connor knows the reb boys who fucked with the relay That’s got to be value to the state Wow Wow, that is sick! Fuck! Connor knows I grassed him Arrgh! Bastard Oh wow! What the fuck… This is where he got the shank plan The Dark Grid I’m going in The State can’t see in the Dark Grid I can do anything I want They want the scutter spec I’m gonna cover my arse first The rebs are idiots They really shouldn’t tell me so much I’ve got a meet with Big Boss today I know it was you who blew the relay You don’t fuck with The Guardian OK Big Boss Time’s up

Virtual Touchpad Technology

October 16, 2019 | Articles, Blog | No Comments

Virtual Touchpad Technology

Virtual Touchpad is our patented
smartwatch user interface. It overcomes the limitation of the watch’s
small screen with a larger touchpad area, and allows the user to perform complex touch
gestures on the back of their hand without obstructing the watch display. Cameras at the side of the watch
capture images of the fingers as well as the skin area assigned
for the virtual touchpad. Touch gestures are distinguished from
hovering gestures when the camera detects correlated movements of artifacts such
as blood vessels on the user’s skin. Here is a hovering gesture. Notice the skin does not move
in tandem with the finger. Here is a dragging touch gesture. Notice the skin’s artifacts move along with the finger. Standard zoom and pan gestures are
performed with ease. The finger drag gesture does not
obstruct the screen. Tapping the corresponding location of an icon on the virtual touchpad selects the icon. The Virtual Touchpad is great for text entry. It is much easier to scribble text on the larger area of the user’s hand compared to writing directly on the small screen. The camera can easily capture a
smiley and other emojis. Elevate your smart watch design to the next level with INNOVENTIONS Virtual Touchpad technology. Please contact INNOVENTIONS for more information.

TEDxMedellín – Larry Cooperman: El futuro de la educación virtual

Translator: Ana María Pérez
Reviewer: Ariana Bleau Lugo [Larry Cooperman]
[The Future of Virtual Education] (Applause) You know, 15 years ago
it was the early days of distance education and
I used to tell a joke. In fact, it got picked up
by Business 2.0 which was that distance education
is really like teenage sex. Everyone says they’re doing it,
most of them aren’t and those that are,
aren’t doing it well. (Laughter) But you know what, it’s 15 years later,
and we really do it well now. Distance education at the early days,
the technology didn’t work, the professors didn’t know how to teach, the materials weren’t appropriate. But now, actually, 15 years later, universities around the world
are doing it well. So what’s the problem? The problem is that the university system
can’t accommodate the crush of students seeking
higher education. I’ll give one example. In Nigeria, 88% of Nigerian
applicants to higher education have no space available to them. There’s no space
for 88% to apply. This problem is getting worse. So for example in Sub-Saharan Africa
the current rate of admission is 6% to higher education. But it’s increasing, actually,
it’s the fastest growing rate of entry into higher education in the world
today, at 9% per year. But we have around
160 million students right now. But in 15 years we’re going
to have 260 million. So the question becomes,
how are we going to build two universities of 30,000 students each, each week,
for the next 14 years? UNESCO calls us
a massification of education. There’s a second problem
that comes out of this. First of all, we should
remember that universities used to be only elite systems. So over time, they’ve been changing
to educate larger and larger numbers. And in fact, to solve
the problems of the world, we need systems of mass higher education. But as more and more students
have come in at an accelerating rate, we don’t even have enough
professors to teach them. So distance education
can be seen as the first way that we responded to the increased
numbers of students. It’s a partial response. And as I said before,
we do it well now. There is distance education in every spot
imaginable on the Earth. The African Virtual University
provides distance education in fifty universities
throughout Africa, and they find that some of their university partners, don’t have an internet connection. Well, there is a satellite link right there. They find that they don’t have electricity. There’s the generator. They find that professors
don’t have the training, and that the professors themselves
have to begin to write materials for the African students. There’s the training they provide
to the professors in Zambia. And here’s the result, the result
is that students here in Mozambique are able to learn at a distance
in a computer lab. One year after completing a program
for secondary math and science teacher preparation, the African Virtual University
has 4,000 students enrolled throughout Africa
in this program. So let’s stop for a second
and think about what we really need. We have to begin to imagine
a world in which anyone could learn anything, anywhere,
anytime for free. And this is the promise
of open education. The OpenCourseWare Consortium
has a website in which its 250 members
post their 18,000 courses. So we’re beginning
to build the infrastructure. I should say that we’re in the early days
of open education. We’re beginning to build
the infrastructure. It doesn’t quite work yet. But we’re beginning with projects
like this, to let anybody say, I want to study Chemistry. Give me a list of all the courses
you have available in Chemistry, and let me select from them. Okay, so we’re beginning
to see that that course catalog has courses associated with it that we can walk in and watch,
and be there. But there are other barriers to open education
and to higher education. Textbooks cost a lot. In fact, textbooks cost more
in Latin America than they do in the United States, and American
students are screaming loudly about the costs of textbooks. So we can announce that
one of the legs of this open education movement has to be the provisioning of free or low-cost textbooks
throughout the world. Well, you can marry that course
from University of California, Irvine, to the Organic Chemistry textbook
that was produced by the African Virtual University. And there’s many more open textbooks on virtually every subject
you can think about. Again, we’re in the early days,
but this is accelerating as well. Okay, so we have content,
and we have the textbook problem. We know how to solve it at least. But, you know, learning is social. We learn from each other. So we have to say,
what do we do to allow people to learn as part of distance learning
in social groups? But as part of open education to make that
freely available to everybody. So here’s an initial project
that now has a community of about 30,000 associated with it. We started with seven courses
two years ago. Now there’s over a hundred. We started with 70 participants
and now we have 30,000. Think of it as a global study hall. Or another way of looking at it is,
as a web community, if Wikipedia is about
information and content P2PU is the Wikipedia of learning. So, you know, we teach
Introduction to Biology in every country across the globe
at every university, *Introduction to Biology*
is frankly the same or it had better be the same! Why can’t students in that
Biology course have 24/7 support from a cohort that’s working
on the same subject at the same time? So P2P University is trying to think
through these issues. And they know that learning
is more than about a single course, an individual course. It’s about a path. It’s about taking a learner
from point A to point B to realize their dreams. That’s what point B is. So P2PU has started schools. The idea of schools,
and the first school they did was with the Mozilla foundation, and it’s called
the School of Webcraft. And it began with about 35 courses
and hundreds of students. But think about
why this is a great thing. First of all, if you want
a computer science degree, you aren’t going to get
the courses that are offered here which are in CSS, HTML5,
Open Web Standards. These courses may actually
be more appropriate to somebody who walks in the door and asks for
a job in a web enterprise. Because they’re teaching
the technologies in use now. And that’s the other part
about peer learning. It’s besides the individual courses
that somebody is taking, there is a community at all time,
and a school like this can actually make it
possible for somebody to get a job in the future. But also we need to transfer
to university credit. Let me give an example where
this is already happening. In Indonesia, Aptacom is a consortium
of IT departments at universities,
at 170 universities. They have lots of open courses,
and they found out there was a problem that nobody
was using these courses, that there was no use. There was content and no users. What they did, and this is brilliant,
is they said, you can transfer open learning
to university credit. Why was this important? Because all of a sudden, the government
said that 30% of the degree could consist of open learning,
and the number of users just took off in Indonesia
as a result of this. How did they make that transfer
to university credit? How did they know that somebody
has learned something? They gave them a test. So knowledge assessment becomes
important as a mechanism of testing what somebody has learned
through open learning. And P2PU is doing a similar
kind of thing in a different way. They’re handing out badges. So in our example
of the web industry, it’s more than knowledge, it’s more than skills and PHP. It’s actually the ability
to work in a group, and to make contributions,
and so they hand out badges, for knowledge, skills, and attitude, and who decides these things? At P2PU, the course organizers
decide on how a course is offered, or whether a course is offered. The course, the class participants — not students — the participants, the peers are working with each other
to award points in a class and to award those badges to say this is something that was
a really excellent contribution. And if we think about this future
where it’s all available, all of a sudden, we have to think, what is the future
of the university? The way I see it, is there’s going
to be a formal sector, and an informal sector, and they’re going to play off
against each other, in a healthy way. First of all, peer learning,
it turns out, is more effective than lectures. In studies, in 15 separate studies,
of science, technology, engineering, and math education, they found
consistently that peer led teams were more effective than lectures. So all of a sudden we see that
P2PU can make a contribution in terms of the style of pedagogy
to the university itself. Universities aren’t going to go away. First of all, they perform
the research function, and that’s absolutely
a critical function and it’s not going to go away
anytime in the near future. What will change is the idea
that we’re going to get people that will just be presenters of content, of the same Introduction to Biology class that’s already been presented 10,000 times. So this is now a way in which
the university works this way: You have your friends
in your classroom and you’re working with them in class, instead of listening to me,
you’re all together in groups, and we’ve got applications
of what you’ve just learned. We’ve got case studies
at your discussing. And then, when you go home,
there’s your group outside the university, that’s ready to work as well
when you don’t understand something, you contact them for help. You maybe set up an hour
where everybody’s working at the same time,
through video conferencing. So, the question I have now,
is you have to think of yourself ten years in the future. And you have to ask yourself
what’s your future educational path? And how would you go about
starting to take advantage of open education
as your own educational path. Thanks very much. (Applause)