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lgli/r:\!fiction\0day\eng\_NIRC\2021-10 OCT - Calibre NIRC New Ebooks - 11 03 FINAL\James Magnus\After The Flood (304)\After The Flood - James Magnus.epub
After The Flood: Corsa Moran 1 Magnus, James Corsa Moran 1, 2021
English [en] · EPUB · 0.7MB · 2021 · 📕 Book (fiction) · 🚀/lgli/zlib · Save
base score: 11055.0, final score: 167490.17
Consent : Gender, Power and Subjectivity Laurie James-Hawkins, Róisín Ryan-Flood Abingdon, Oxon ; Routledge,, Transformations, 1, 2024
"This book explores the concept of consent in different contexts with an aim toward exploring the nuances of what consent means to different people and in different contexts. While it is generally agreed that consent is a fluid concept, legal and social attempts to explain the meaning of consent often centre on overly simplistic, narrow and binary definitions and to view consent as something that occurs at a specific point in time. This book examines the nuances of consent and how it is enacted and re-enacted in different settings (including online spaces) and across time. Consent is most often connected to the idea of sexual assault and is often viewed as a straight-forward concept and one that can be easily explained. Yet there is confusion among the public, as well as among academics and professionals as to what consent truly is and even the degree to which individuals conceptualise and act on their own ideas about consent within their own lives. Topics covered include: consent in digital and online interactions, consent in education, consent in legal settings and the legal boundaries of consent, and consent in sexual situations including sex under the influence of substances, BDSM, and kinky sex. This book will appeal to students and scholars interested in issues of consent from the social sciences, gender theory, feminist studies, law, psychology, public health, and sexuality studies"--
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English [en] · PDF · 3.5MB · 2024 · 📘 Book (non-fiction) · 🚀/zlib · Save
base score: 11068.0, final score: 167487.53
ia/artificialneural0000unse_o3m4.pdf
Artificial neural networks for civil engineers : fundamentals and applications by the Committee on Expert Systems and Artificial Intelligence of the Technical Council on Computer Practices of the American Society of Civil Engineers; edited by Nabil Kartam, Ian Flood, James H. Garrett, Jr.; contributing authors, G. Agrawal ... [et al.] American Society of Civil Engineers, New York, New York State, 1997
<p>this Monograph Provides Researchers With An Understanding Of The Potential Of Artificial Neural Networks For Solving Civil Engineering Related Problems, And Guidance On How To Develop Successful Implementations For A Broad Range Of Problems. Fundamental Issues In The Selection, Development, And Use Of Neural Networks, As Well As Example Applications To Each Of The Various Disciplines In Civil Engineering Are Presented. An Introduction To Neural Networks Is Provided, Along With A Classification Of The Various Forms Of Neural Networking Systems Available (architectures, Modes Of Operation, And Methods Of Development).</p>
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English [en] · PDF · 12.3MB · 1997 · 📗 Book (unknown) · 🚀/ia · Save
base score: 11068.0, final score: 167487.2
ia/macmillanmcgrawh0000floo_r6e3.pdf
MacMillan McGraw-Hill Reading Teachers Edition Grade 1Book 1 (with Florida Lesson Planner) James Flood MacMillan McGraw Hill, Book 2 edition, 2003
6 volumes teacher's editions : 31 cm Includes bibliographical references and indexes
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English [en] · PDF · 46.3MB · 2003 · 📗 Book (unknown) · 🚀/ia · Save
base score: 11068.0, final score: 167485.89
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ia/isbn_9780021838066.pdf
SPOTLIGHT on LITERATURE CANDY DAWSON BOYD,JOYCE BUCKNER,JAMES FLOOD, JAMES V. HOFFMAN, ROBERT J. KEALEY,DIANE LAPP, ROY SINGLETON, CHARLES TEMPLE, ARNOLD W. WEBB KAREN D. WOOD Simon & Schuster, Incorporated, United States, United States of America
English [en] · PDF · 84.4MB · 1997 · 📗 Book (unknown) · 🚀/ia · Save
base score: 11065.0, final score: 167485.72
ia/mcmillanmcgrawhi00staf.pdf
McMillan/McGraw Hill Reading Level 2, Book 1 Staff McMillan/McGraw Hill, [Pupil edition], New York, 2003
Grades K-6 Grade K -- Grade 1 (5 v. ) -- Grade 2 (2 v. ) -- Grade 3 (2 v. ) -- Grade 4 -- Grade 5 -- Grade 6
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English [en] · PDF · 38.8MB · 2003 · 📗 Book (unknown) · 🚀/ia · Save
base score: 11068.0, final score: 167485.72
ia/changesgrade4lev0000arno.pdf
Changes (Connections, Macmillan reading program [softcover]) Arnold, Virginia A; Smith, Carl Bernard; Flood, James; Lapp, Diane New York: Macmillan Pub. Co., Connections, Macmillan reading program softcover, New York, ©1989
1 volume Grade 4, level 10, unit 4 Cover title: Sketches changes Braille. Des Moines, Iowa : Iowa Dept. for the Blind
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English [en] · PDF · 21.5MB · 1989 · 📗 Book (unknown) · 🚀/ia · Save
base score: 11068.0, final score: 167485.58
ia/mcgrawhillreadin0000unse_b6w8.pdf
MCGRAW HILL READING TX ED Flood, James; McGraw-Hill Companies. McGraw-Hill School Division McGraw Hill, Volume 0, 2001
5 volumes : 29 cm + Grade 1 Accompanied by Response to Proclamatiion 1997 of the Texas State Board of Education The skills covered in McGraw-Hill Readiness are the same phonics skills and high-frequency words taught in McGraw-Hill Kindergarten. Depending upon the needs of the children, instructor may wish to use McGraw-Hill Readiness for approximately the first three weeks of Grade 1/Book 1 of the McGraw-Hill Reading program Leveled reader package includes: Jax and the van -- The van and the cab -- Kim is sick -- A bath for Mick -- The pup and the cat -- The big sun -- A big, big pig -- A box of bugs -- The cave -- What can Meg do? -- Two tests -- Dig for clams -- The big secret -- Show-and-tell Rose -- A bigger house for June -- The land -- Can Jodie find it? -- Debbie's good night pals -- Lee in the lake -- Night sounds -- Birds' nests -- A new flag -- Kite's island trip -- Home sweet anthill
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English [en] · PDF · 22.8MB · 2001 · 📗 Book (unknown) · 🚀/ia · Save
base score: 11068.0, final score: 167485.12
ia/understandingrea0000unse_i1j1.pdf
Understanding reading comprehension : cognition, language, and the structure of prose James Flood; International Reading Association International Reading Association, 800 Barksdale Rd., PO Box 8139, Newark, DE 19714 (No. 736, $10.00 member, $16.00 non-member), Place of publication not identified, 1984
Edited By James Flood. Includes Bibliographical References.
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English [en] · PDF · 9.0MB · 1984 · 📗 Book (unknown) · 🚀/ia · Save
base score: 11068.0, final score: 167485.0
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ia/macmillanmcgrawh0000floo.pdf
Macmillan McGraw-Hill Reading 3: Book 1 Unit 1 Dr. James Flood New York, NY: Macmillan McGraw-Hill, New York, NY, ©2003
6 volumes teacher's editions : 31 cm Includes bibliographical references and indexes
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English [en] · PDF · 52.1MB · 2003 · 📗 Book (unknown) · 🚀/ia · Save
base score: 11068.0, final score: 167484.95
ia/mcgrawhillreadin00floo.pdf
McGraw-Hill reading authors, James Flood ... [et al.] New York: McGraw-Hill School Division, Macmillan/McGraw-Hill ed., New York, New York State, 2001
Grades K-6 Grade K -- Grade 1 (5 v. ) -- Grade 2 (2 v. ) -- Grade 3 (2 v. ) -- Grade 4 -- Grade 5 -- Grade 6
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English [en] · PDF · 34.3MB · 2001 · 📗 Book (unknown) · 🚀/ia · Save
base score: 11068.0, final score: 167484.84
ia/mcgrawhillreadin2000floo.pdf
McGraw Hill Reading: Pupil Text/Workbook Flood, James; McGraw-Hill Companies. McGraw-Hill School Division Macmillan/Mcgraw-Hill School, January 2001
McGraw-Hill reading : leveled practice -- Unit 1 : teacher's edition -- Unit 2 : teacher's edition -- Unit 3 : teacher's edition -- Unit 4 : teacher's edition -- Unit 5 : teacher's edition -- Unit 6 : teacher's edition -- Phonics and phonemic awareness practice book : teacher's edition -- McGraw-Hill reading practice : teacher's edition -- McGraw-Hill reading : language support -- Take-home books and daily activities : blackline masters -- Phonics support sampler : grades K-2 -- Word building manipulative cards : letters, sounds, and words -- Comprehensive assessment : blackline masters and teacher's manual : grade K -- Diagnostic/placement evaluation : grades K-3 -- Student profile booklet : grades K-6 -- McGraw-Hill readiness -- McGraw-Hill readiness : teacher's edition -- Listening library audiocassette sampler -- McGraw-Hill reading sampler : phonics : adventures with Buggles (interactive software CD-ROM)
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English [en] · PDF · 0.5MB · 2001 · 📗 Book (unknown) · 🚀/ia · Save
base score: 11058.0, final score: 167484.83
ia/handbookofresear0000unse_t3l3.pdf
Handbook of Research on Teaching the English Language Arts James Flood; International Reading Association.; National Council of Teachers of English New York: Macmillan ; Toronto: Collier Macmillan Canada ; New York: Maxwell Macmillan, New York, Toronto, New York, New York State, 1991
Edited By James Flood ... [et Al.]. Sponsored By The International Reading Association And The National Council Of Teachers Of English. Includes Index. Includes Bibliographical References.
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English [en] · PDF · 130.1MB · 1991 · 📗 Book (unknown) · 🚀/ia · Save
base score: 11068.0, final score: 167484.06
ia/enterprisesgrade0000arno.pdf
Enterprises (Connections, Macmillan reading program [softcover]) Arnold, Virginia A; Smith, Carl Bernard; Flood, James; Lapp, Diane New York: Macmillan Pub. Co., Connections, Macmillan reading program softcover, New York, ©1989
560 pages : 24 cm Grade 5, level 11 Large print. Janesville, Wis. : Instructional Resource Center for the Visually Handicapped
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English [en] · PDF · 38.9MB · 1989 · 📗 Book (unknown) · 🚀/ia · Save
base score: 11068.0, final score: 167483.98
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ia/macmillanmcgrawh0000unse_r9s6.pdf
Macmillan/McGraw-Hill reading James Flood; Macmillan/McGraw-Hill School Publishing Company Macmillan/Mcgraw-Hill School, Student edition, June 30, 2005
volumes : 29 cm + Grades K-6 Grade K through)
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English [en] · PDF · 19.5MB · 2005 · 📗 Book (unknown) · 🚀/ia · Save
base score: 11068.0, final score: 167483.02
ia/macmillanmcgrawh00floo.pdf
Macmillan/McGraw-Hill reading authors, James Flood ... [et al.] Macmillan McGraw-Hill; Sra; SRA Soldering Products; McGraw Hill, New York, New York State, 2003
Grades K-6 Grade K -- Grade 1 (5 v. ) -- Grade 2 (2 v. ) -- Grade 3 (2 v. ) -- Grade 4 -- Grade 5 -- Grade 6
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English [en] · PDF · 46.1MB · 2003 · 📗 Book (unknown) · 🚀/ia · Save
base score: 11068.0, final score: 167482.64
The information : a history, a theory, a flood James Gleick Vintage, Place of publication not identified, 2011
**A *New York Times* Notable BookA *Los Angeles Times *and *Cleveland Plain Dealer* Best Book of the Year****Winner of the PEN/E. O. Wilson Literary Science Writing Award******
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English [en] · EPUB · 2.4MB · 2011 · 📘 Book (non-fiction) · 🚀/zlib · Save
base score: 11068.0, final score: 167482.23
ia/contentareareadi0000unse.pdf
Content Area Reading and Learning: Instructional Strategies (2nd Edition) [edited by] Diane Lapp, James Flood, Nancy Farnan Allyn and Bacon, 2nd ed., Boston, Massachusetts, 1996
1. Content Area Reading: A Historical Perspective / Mary W. Olson And Ernest K. Dishner -- 2. Content Area Reading: The Current State Of The Art / Thomas W. Bean And John E. Readence -- 3. The Role Of Textbooks And Trade Books In Content Area Instruction / Diane Lemonnier Schallert And Nancy Lee Roser -- 4. Understanding The Readability Of Content Area Texts / Edward Fry -- 5. Considerate Texts / Bonnie B. Armbruster -- 6. Identifying And Teaching Text Structures In Content Area Classrooms / Stephen Simonsen -- 7. The Students: Who Are They And How Do I Reach Them? / Nancy Marshall -- 8. Engaging Students' Interest And Willing Participation In Subject Area Learning / Martha Rapp Ruddell. [edited By] Diane Lapp, James Flood, Nancy Farnan. Includes Bibliographical References (p. 439-460) And Index.
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English [en] · PDF · 39.1MB · 1996 · 📗 Book (unknown) · 🚀/ia · Save
base score: 11068.0, final score: 167482.17
ia/isbn_0021816980.pdf
A To Ez Handbook (staff Development Guide) James Flood; Diane Lapp; Karen D Wood; Macmillan/McGraw-Hill School Publishing Company Macmillan/ Mcgraw-hill, New York, c1997
English [en] · PDF · 22.1MB · 1997 · 📗 Book (unknown) · 🚀/ia · Save
base score: 11065.0, final score: 167482.16
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ia/spotlightonliter00elai_0.pdf
Selection And Unit Assessments Grade 2 Levels 6-7 Spotlight On Literacy Aoki, Elaine Mei, Arnold, Virginia A., Flood, James, Hoffman, James V., Lapp, Diane, Martinez, Miriam, Palincsar, Annemarie Sullivan, Priestley, Michael, Smith, Carl B., Teale, William H., Tinajero, Josefina Villamil, Webb, Arnold W., Wood, Karen D. Macmillan/McGraw-Hill; Macmillan/Mcgraw-Hill School Div, Spotlight on literacy, New York, New York State, 1997
Grade 4 instructional vocabulary books include: Mexican adventure / Richard Brightfield City girl / Nancy D. Kiger Trouble at Forest Park / Meish Goldish The pronghorn of the West / Susan Blackaby The grizzly cub / Jay Leibold Sweetbrier spring social / Phyllis Armelie Sibbing Bzzzz-zz! bees : friends or foes / Janet Cassidy The angel food cake disaster / Eve Lesser Carla's diary / Nancy D. Kiger Fair play at Fairview / Richard Brightfield Barnabas, the time traveler / Ann E. Weingartner The great eagle "come-back" / Janet Cassidy A change of luck / Lisa deMauro Blue teeth / Lisa Norby Attack of the Vactors / Michael Teitelbaum The case of the gold toothpick / Della Rowland Andrew flies alone / Lisa Norby Sky-high / Amy E. Weingartner Grade 4 comprehension books include: The fish's wishes / retold by Anne Miranda The haunted house / Carolyn Clark The Oregon Trail : the diary of Callie Stokes / Myka-Lynne Sokoloff Zzzzzz / Michael Ellis The boy and the North wind / Anne Miranda / Why tortoise has a shell / illustrated by Diane Blasius The cow on the roof / retold by Susan Lemos Best friends / Gary Pernick Cats : purrfect creatures / Marilyn Mangus A day in May / Barry Brook The journal of a new American / Marsha de Jong Better than a birthday / Anne Sibley O'Brien Uwabami : a Japanese tale / retold by Cathy Spagnoli Sam Feline private detective and the case of the dirty dog / Dan Greenberg The endless winter / Constance Andrea Keremes The straw choja : a Japanese tale / retold by Cathy Spagnoli Grade 6 instructional vocabulary books include: The shortcut / Susan Blackaby Grade 6 comprehension books include: Ivy's tribute / Jeanette Cook.
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English [en] · PDF · 37.1MB · 1997 · 📗 Book (unknown) · 🚀/ia · Save
base score: 11068.0, final score: 167482.1
ia/mcgrawhillreadin0000unse_p1b1.pdf
Mcgraw-hill Reading Texas Edition James Flood; McGraw-Hill Companies. McGraw-Hill School Division New York: McGraw-Hill School Division, Texas ed, New York, 2001
volumes : 29 cm Grade 5
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English [en] · PDF · 86.6MB · 2001 · 📗 Book (unknown) · 🚀/ia · Save
base score: 11068.0, final score: 167482.05
ia/readingunit10000unse.pdf
Macmillan McGraw Hill: Reading - Unit 1 - Teacher's Edition Flood, James et al Macmillan / Mcgraw-Hill, Teacher's Edition edition, 2003
English [en] · PDF · 48.0MB · 2003 · 📗 Book (unknown) · 🚀/ia · Save
base score: 11065.0, final score: 167481.89
ia/macmillianmcgraw0000unse.pdf
Macmillian Mcgraw-hill Reading, Unit 6, 6th Gr. Etc. James Flood Macmillan/mcgraw-hill, New York, ©2003
English [en] · PDF · 48.6MB · 2003 · 📗 Book (unknown) · 🚀/ia · Save
base score: 11065.0, final score: 167481.78
ia/teachingreadingt00lapprich.pdf
Teaching Reading to Every Child Diane Lapp, James Flood Macmillan Pub. Co.; Maxwell Macmillan Canada; Maxwell Macmillan International; Macmillan Coll Div, 3rd ed., New York, Toronto, New York, New York State, 1992
Introduces pre-service and in-service teachers to the most current theories and methods for teaching literacy to children in elementary schools. The methods presented are based on scientific findings that have been tested in many classrooms. A wealth of examples, hands-on activities, and classroom vignettes--including lesson plans, assessments, lists of children's literature books to fiction and nonfiction texts, and more--illustrate the methods and bring them to life. The text highlights the importance of teaching every child to become competent in
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English [en] · PDF · 38.1MB · 1992 · 📗 Book (unknown) · 🚀/ia · Save
base score: 11068.0, final score: 167481.78
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ia/comprehensionplu0000floo_e3e0.pdf
Comprehension plus Dr. James Flood, Diane Lapp Cleveland, Ohio: Modern Curriculum Press, Annotated teacher's ed., Cleveland, Ohio, Ohio, 1986
6 volumes : 28 cm For grades 1-6
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English [en] · PDF · 19.2MB · 1986 · 📗 Book (unknown) · 🚀/ia · Save
base score: 11068.0, final score: 167481.6
ia/isbn_9780021856381.pdf
Macmillan/McGraw-Hill reading Flood, James; Macmillan/McGraw-Hill School Publishing Company New York: Macmillan McGraw-Hill, 2003
12 v. : 29 cm. + Grades 1-6 Grade 1 (5 v.) -- Grade 2 (2 v.) -- Grade 3 (2 v.) -- Grade 4 -- Grade 5 -- Grade 6
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English [en] · PDF · 15.8MB · 2003 · 📗 Book (unknown) · 🚀/ia · Save
base score: 11068.0, final score: 167481.3
ia/silverkingslives00lewi.pdf
Silver kings : the lives and times of Mackay, Fair, Flood, and O'Brien, lords of the Nevada Comstock lode by Oscar Lewis; new foreword by James J. Rawls Reno: University of Nevada Press, A Vintage West reprint, Reno, Nevada, 1986
The story of four spirited Irishmen - two San Francisco bartenders and two Comstock miners - who became owners of the California and Consolidated Virginia mines, amassing a fortune and an empire which endured for 40 years.
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English [en] · PDF · 20.7MB · 1986 · 📗 Book (unknown) · 🚀/ia · Save
base score: 11068.0, final score: 167481.06
ia/teachingwritings0000unse.pdf
Teaching writing : strategies for developing the 6+1 traits edited by James Flood, Diane Lapp, Douglas Fisher San Diego, Calif.: Academic Professional Development, San Diego, Calif, California, 2004
v, 123 pages : DONATED TO MOUNT ROYAL UNIVERSITY IN SUPPORT OF INCLUSIVE EDUCATION FOR ALL STUDENTS Includes bibliographical references
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English [en] · PDF · 8.2MB · 2004 · 📗 Book (unknown) · 🚀/ia · Save
base score: 11068.0, final score: 167480.95
ia/handbookofresear0000unse_b0b2.pdf
Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts : Sponsored by the International Reading Association James Flood; Diane Lapp; Shirley Brice Heath Lawrence Erlbaum Associates Publishers; Routledge, Taylor & Francis (Unlimited), Mahwah, NJ, 2005
In an era characterized by the rapid evolution of the concept of literacy, the Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts focuses on multiple ways in which learners gain access to knowledge and skills. The handbook explores the possibilities of broadening current conceptualizations of literacy to include the full array of the communicative arts (reading, writing, speaking, listening, viewing) and to focus on the visual arts of drama, dance, film, art, video, and computer technology. The communicative and visual arts encompass everything from novels and theatrical performances to movies and video games. In today's world, new methods for transmitting information have been developed that include music, graphics, sound effects, smells, and animations. While these methods have been used by television shows and multimedia products, they often represent an unexplored resource in the field of education. By broadening our uses of these media, formats, and genres, a greater number of students will be motivated to see themselves as learners. In 64 chapters, organized in seven sections, teachers and other leading authorities in the field of literacy provide direction for the future: I. Theoretical Bases for Communicative and Visual Arts Teaching Paul Messaris, Section Editor II. Methods of Inquiry in Communicative and Visual Arts Teaching Donna Alvermann, Section Editor III. Research on Language Learners in Families, Communities, and Classrooms Vicki Chou, Section Editor IV. Research on Language Teachers: Conditions and Contexts Dorothy Strickland, Section Editor V. Expanding Instructional Environments: Teaching, Learning, and Assessing the Communicative and Visual Arts Nancy Roser, Section Editor VI. Research Perspectives on the Curricular, Extracurricular, and Policy Perspectives James Squire, Section Editor VII. Voices from the Field Bernice Cullinan and Lee Galda, Section Editors The International Reading Association has compiled in the Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts an indispensable set of papers for educators that will enable them to conceptualize literacy in much broader contexts than ever before. The information contained in this volume will be extremely useful in planning literacy programs for our students for today and tomorrow.
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English [en] · PDF · 102.0MB · 2005 · 📗 Book (unknown) · 🚀/ia · Save
base score: 11068.0, final score: 167480.81
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ia/spotlightonliter01aoki.pdf
Macmillan McGraw Hill, Spotlight On Literacy 5th Grade Level 11, 1997 ISBN: 0021810109 Aoki, Elaine Mei, Arnold, Virginia A., Flood, James, Hoffman, James V., Lapp, Diane, Martinez, Miriam, Palincsar, Annemarie Sullivan, Priestley, Michael, Smith, Carl B., Teale, William H., Tinajero, Josefina Villamil, Webb, Arnold W., Wood, Karen D. Macmillan/McGraw Hill; Macmillan/Mcgraw-Hill School Div, Student edition, January 31, 1997
This book includes a mathematical folktale, historical fiction, a magazine article, poems, and many other genres of literature. The illustrations are very colorful and age appropriate. It is a beautiful hardback book worth the investment!
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English [en] · PDF · 24.4MB · 1997 · 📗 Book (unknown) · 🚀/ia · Save
base score: 11068.0, final score: 167480.56
ia/teachingstudents0000lapp.pdf
Teaching Students to Read Lapp, Diane, Flood, James New York: Macmillan ; London: Collier Macmillan, New York, London, New York State, 1986
xvi, 463 p. : 26 cm Includes indexes Bibliography: p. 413-452
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English [en] · PDF · 28.7MB · 1986 · 📗 Book (unknown) · 🚀/ia · Save
base score: 11068.0, final score: 167480.08
lgli/Ebb and Flood James Hanley - James Hanley.pdf
Ebb and flood : a novel James Hanley J. Lane, 1932
A brutally realistic story centered around the lives of three docker boys, Condron, Dago and Burns in Liverpool, and the relationship between Condron the oldest of the three boys and his deaf and dumb widowed mother.
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English [en] · PDF · 1.4MB · 1932 · 📕 Book (fiction) · 🚀/lgli/lgrs/zlib · Save
base score: 11065.0, final score: 167479.66
lgli/Ebb and Flood James Hanley - James Hanley.epub
Ebb and flood : a novel James Hanley J. Lane, 1932
A brutally realistic story centered around the lives of three docker boys, Condron, Dago and Burns in Liverpool, and the relationship between Condron the oldest of the three boys and his deaf and dumb widowed mother.
Read more…
English [en] · EPUB · 0.5MB · 1932 · 📕 Book (fiction) · 🚀/lgli/lgrs/zlib · Save
base score: 11055.0, final score: 167479.66
ia/mcmillanmcgrawhi0000unse.pdf
Scott Foresman-Addison Wesley mathematics : [Kindergarten James Flood; Macmillan/McGraw-Hill School Publishing Company Pearson/Scott Foresman, Teacher's edition, New York, ©2003, 2001
6 volumes (teacher's editions) : 31 cm + Kindergarten Unit 1: My world -- Unit 2: All kinds of friends -- Unit 3: Time to shine -- Unit 4: I wonder -- Unit5: Let's work it out -- Unit 6: Choices
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English [en] · PDF · 54.6MB · 2003 · 📗 Book (unknown) · 🚀/ia · Save
base score: 11068.0, final score: 167479.61
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ia/guidingreadersth0000wood.pdf
Guiding readers through text : a review of study guides Wood, Karen D., author; Lapp, Diane, author; Flood, James, author International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19174-8139 (Book No. 374, $7 members, $10.50 nonmembers), Place of publication not identified, 1992
Describes The Various Types Of Study Guides Available And Shows Teachers Their Practicality And Theoretical Bases, Explaining When To Use Each Kind. What Are Study Guides? -- Study Guide Effectiveness : Research And Practice -- Types Of Study Guides -- How Do I Choose A Study Guide? -- Point-of-view Guide -- Textbook Activity Guide -- Interactive Reading Guide -- Collaborative Listening-viewing Guide -- Levels-of-comprehension Guide -- Learning-from-text Guide -- Guided Learning Plan -- Extended Anticipation Guide -- Process-of-reading Guide -- Pattern Guide -- Concept Guide -- Analogical Strategy Guide -- Content Guide -- Guide-o-rama -- Reading Road Map -- Glossing -- Process Guide -- Guidelines For Classroom Use -- A Final Note. Karen D. Wood, Diane Lapp, James Flood. Includes Bibliographical References (p. 77-79).
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English [en] · PDF · 4.3MB · 1992 · 📗 Book (unknown) · 🚀/ia · Save
base score: 11068.0, final score: 167479.56
ia/languagereadingi00floo.pdf
Language - reading instruction for the young child James Flood, Diane Lapp Macmillan Pub Co, New York, New York State, 1981
James Flood, Diane Lapp. Includes Bibliographies And Index.
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English [en] · PDF · 44.0MB · 1981 · 📗 Book (unknown) · 🚀/ia · Save
base score: 11068.0, final score: 167479.55
The Information : A History, a Theory, a Flood James Gleick; OverDrive, Inc Random House, Incorporated, Penguin Random House LLC, New York, 2011
From the bestselling author of the acclaimed Chaos and Genius comes a thoughtful and provocative exploration of the big ideas of the modern era: Information, communication, and information theory. Acclaimed science writer James Gleick presents an eye-opening vision of how our relationship to information has transformed the very nature of human consciousness. A fascinating intellectual journey through the history of communication and information, from the language of Africa’s talking drums to the invention of written alphabets; from the electronic transmission of code to the origins of information theory, into the new information age and the current deluge of news, tweets, images, and blogs. Along the way, Gleick profiles key innovators, including Charles Babbage, Ada Lovelace, Samuel Morse, and Claude Shannon, and reveals how our understanding of information is transforming not only how we look at the world, but how we live. A  New York Times  Notable Book A  Los Angeles Times  and  Cleveland Plain Dealer  Best Book of the Year Winner of the PEN/E. O. Wilson Literary Science Writing Award
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ia/macmillanmcgrawh0000floo_w6i3.pdf
Macmillan McGraw-Hill reading. Grade 5 James Flood ... [et al.] Macmillan McGraw-Hill; McGraw-Hill; MacMillan McGraw-Hill; Mcgraw-Hill; MacMillan/ McGraw-Hill; Macmillan McGraw Hill, Place of publication not identified, 2003
6 volumes teacher's ed. : 31 cm Grade 5 Includes bibliographical references and indexes
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ia/mcgrawhillreadin0000unse_m8l7.pdf
Mcgraw - Hill Reading (Teacher's Edition - Grade 2) Bk. 1/ Unit 1 - Texas Edition James Flood; McGraw-Hill Companies. McGraw-Hill School Division McGraw - Hill School Division, Macmillan/McGraw-Hill ed., Texas ed, New York, ©2001
2 volumes : 29 cm + Leveled reader package includes: Sheep station -- The ring -- Perfect pets -- Letters from a new home -- Hiroko makes the team -- Dora and the un-club -- A special day for James -- Calvin's plan -- Hare and tortoise -- Messengers from the sky -- Ready set go! -- My own team -- The mystery mess -- The underground city -- Make a difference -- The world of cats -- Learn about your world -- Sequoyah -- Playing your best -- Why lizard stretches his neck -- Dolphins -- Karen and the red shoes -- Adventure in Arabia -- A city horse
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nexusstc/Stoelting's Pharmacology & Physiology in Anesthetic Practice/6d35c364f633da2a98ec122f774b75e9.epub
Stoelting's Pharmacology & Physiology in Anesthetic Practice, 6th Edition Flood, Pamela;James P. Rathmell;Urman, Richard D. Lippincott Williams & Wilkins, 6th, 2021
"Stoelting's Pharmacology and Physiology in Anesthetic Practice provides trainees and practitioners an indepth but concise presentation of those aspects of pharmacology and physiology that are relevant either directly or indirectly to the perioperative anesthetic management of patients. This is a difficult topic but is foundational to the practice of anesthesia and trainees face questions on it in their in-training and qualifying exams"-- Provided by publisher
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English [en] · EPUB · 35.8MB · 2021 · 📗 Book (unknown) · 🚀/nexusstc/zlib · Save
base score: 11068.0, final score: 167479.38
ia/isbn_0021847223.pdf
Mcgraw - Hill Reading (Teacher's Edition - Grade 2) Bk. 1/ Unit 1 - Texas Edition James Flood; McGraw-Hill Companies. McGraw-Hill School Division McGraw - Hill School Division, Macmillan/McGraw-Hill ed., Texas ed, New York, ©2001
2 volumes : 29 cm + Leveled reader package includes: Sheep station -- The ring -- Perfect pets -- Letters from a new home -- Hiroko makes the team -- Dora and the un-club -- A special day for James -- Calvin's plan -- Hare and tortoise -- Messengers from the sky -- Ready set go! -- My own team -- The mystery mess -- The underground city -- Make a difference -- The world of cats -- Learn about your world -- Sequoyah -- Playing your best -- Why lizard stretches his neck -- Dolphins -- Karen and the red shoes -- Adventure in Arabia -- A city horse
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English [en] · PDF · 46.4MB · 2001 · 📗 Book (unknown) · 🚀/ia · Save
base score: 11068.0, final score: 167479.14
ia/isbn_9780021886036.pdf
Macmillan McGraw-Hill reading. Grade 5 James Flood ... [et al.] Macmillan McGraw-Hill; McGraw-Hill; MacMillan McGraw-Hill; Mcgraw-Hill; MacMillan/ McGraw-Hill; Macmillan McGraw Hill, Place of publication not identified, 2003
6 volumes teacher's ed. : 31 cm Grade 5 Includes bibliographical references and indexes
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English [en] · PDF · 50.4MB · 2003 · 📗 Book (unknown) · 🚀/ia · Save
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lgli/James Gleick - The Information (2011, Vintage).epub
The Information : A History, a Theory, a Flood James Gleick; OverDrive, Inc Pantheon Books, v3.1, New York, New York State, 2011
From the bestselling author of the acclaimed Chaos and Genius comes a thoughtful and provocative exploration of the big ideas of the modern era: Information, communication, and information theory. Acclaimed science writer James Gleick presents an eye-opening vision of how our relationship to information has transformed the very nature of human consciousness. A fascinating intellectual journey through the history of communication and information, from the language of Africa’s talking drums to the invention of written alphabets; from the electronic transmission of code to the origins of information theory, into the new information age and the current deluge of news, tweets, images, and blogs. Along the way, Gleick profiles key innovators, including Charles Babbage, Ada Lovelace, Samuel Morse, and Claude Shannon, and reveals how our understanding of information is transforming not only how we look at the world, but how we live. A  New York Times  Notable Book A  Los Angeles Times  and  Cleveland Plain Dealer  Best Book of the Year Winner of the PEN/E. O. Wilson Literary Science Writing Award
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English [en] · EPUB · 6.2MB · 2011 · 📘 Book (non-fiction) · 🚀/lgli/zlib · Save
base score: 11065.0, final score: 167478.98
lgli/James Gleick [Gleick, James] - The Information: A History, a Theory, a Flood (2011, Vintage).epub
The Information : A History, a Theory, a Flood James Gleick [Gleick, James] Vintage Books, Penguin Random House LLC, New York, 2011
James Gleick, the author of the best sellers Chaos and Genius, now brings us a work just as astonishing and masterly: a revelatory chronicle and meditation that shows how information has become the modern era’s defining quality—the blood, the fuel, the vital principle of our world.
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English [en] · EPUB · 3.0MB · 2011 · 📘 Book (non-fiction) · 🚀/lgli/zlib · Save
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ia/spotlightonliter0004elai.pdf
Macmillan Mcgraw Hill, Spotlight On Literacy Kindergarten Volume 4 Spiral Teacher Edition, 1997 Isbn: 0021846146 Elaine Mei Aoki, Virginia A. Arnold, James flood, James V. Hoffman and others Macmillan/McGraw Hill School Pub. Co, Spotlight on literacy, New York, 1997
English [en] · PDF · 51.6MB · 1997 · 📗 Book (unknown) · 🚀/ia · Save
base score: 11065.0, final score: 167478.86
ia/cluesforbetterre0000unse.pdf
Clues for better reading and writing. Book K James Flood ... [et al.]; illustrated by Pat Lucas and Lisa Gollihue North Billerica, MA: Curriculum Associates, North Billerica, MA, Massachusetts, 1994
Supplementary materials for developing writing skills.
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English [en] · PDF · 6.5MB · 1994 · 📗 Book (unknown) · 🚀/ia · Save
base score: 11068.0, final score: 167478.75
ia/informationhisto00glei.pdf
The Information : A History, a Theory, a Flood James Gleick Vintage, Penguin Random House LLC, New York, 2011
<p>[Due to website constraints, we are unable to include any images that might have been included in the original text.]<br><br><b>Chapter 11</b> <br><br><b> Into the Meme Pool <br><i>(You Parasitize My Brain)</i></b><i> <br></i><br><br><i>When I muse about memes, I often find myself picturing an ephemeral flickering pattern of sparks leaping from brain to brain, screaming “Me, me!” </i><br>—Douglas Hofstadter (1983) <br><br>“Now through the very universality of its structures, starting with the code, the biosphere looks like the product of a unique event,” Jacques Monod wrote in 1970. “The universe was not pregnant with life, nor the biosphere with man. Our number came up in the Monte Carlo game. Is it any wonder if, like a person who has just made a million at the casino, we feel a little strange and a little unreal?” <br><br>Monod, the Parisian biologist who shared the Nobel Prize for working out the role of messenger RNA in the transfer of genetic information, was not alone in thinking of the biosphere as more than a notional place: an entity, composed of all the earth’s life-forms, simple and complex, teem­ing with information, replicating and evolving, coding from one level of abstraction to the next. This view of life was more abstract—more mathematical—than anything Darwin had imagined, but he would have recognized its basic principles. Natural selection directs the whole show. Now biologists, having absorbed the methods and vocabulary of com­munications science, went further to make their own contributions to the understanding of information itself. Monod proposed an analogy: Just as the biosphere stands above the world of nonliving matter, so an “abstract kingdom” rises above the biosphere. The denizens of this king­dom? Ideas. <br><br><i>Ideas have retained some of the properties of organisms. Like them, they tend to perpetuate their structure and to breed; they too can fuse, recom­bine, segregate their content; indeed they too can evolve, and in this evolution selection must surely play an important role.</i> <br><br>Ideas have “spreading power,” he noted—“infectivity, as it were”—and some more than others. An example of an infectious idea might be a religious ideology that gains sway over a large group of people. The Am­erican neurophysiologist Roger Sperry had put forward a similar notion several years earlier, arguing that ideas are “just as real” as the neurons they inhabit. Ideas have power, he said. <br><br><i>Ideas cause ideas and help evolve new ideas. They interact with each other and with other mental forces in the same brain, in neighboring brains, and thanks to global communication, in far distant, foreign brains. And they also interact with the external surroundings to produce in toto a burstwise advance in evolution that is far beyond anything to hit the evo­lutionary scene yet. . . .</i> <br><i>I shall not hazard a theory of the selection of ideas.</i> <br><br>No need. Others were willing. <br><br>Richard Dawkins made his own connection between the evolution of genes and the evolution of ideas. His essential actor was the replicator, and it scarcely mattered whether replicators were made of nucleic acid. His rule is “All life evolves by the differential survival of replicating enti­ties.” Wherever there is life, there must be replicators. Perhaps on other worlds replicators could arise in a silicon-based chemistry—or in no chemistry at all. <br><br>What would it mean for a replicator to exist without chemistry? “I think that a new kind of replicator has recently emerged on this planet,” he proclaimed at the end of his first book, in 1976. “It is staring us in the face. It is still in its infancy, still drifting clumsily about in its primeval soup, but already it is achieving evolutionary change at a rate that leaves the old gene panting far behind.” That “soup” is human culture; the vec­tor of transmission is language; and the spawning ground is the brain. <br><br>For this bodiless replicator itself, Dawkins proposed a name. He called it the <i>meme</i>, and it became his most memorable invention, far more influ­ential than his selfish genes or his later proselytizing against religiosity. “Memes propagate themselves in the meme pool by leaping from brain to brain via a process which, in the broad sense, can be called imitation,” he wrote. They compete with one another for limited resources: brain time or bandwidth. They compete most of all for <i>attention</i>. For example: <br><br><i>Ideas</i>. Whether an idea arises uniquely or reappears many times, it may thrive in the meme pool or it may dwindle and vanish. The belief in God is an example Dawkins offers—an ancient idea, replicating itself not just in words but in music and art. The belief that the earth orbits the sun is no less a meme, competing with others for survival. (Truth may be a helpful quality for a meme, but it is only one among many.) <br><br><i>Tunes</i>. This tune <br><br>[image removed]<br><br>has spread for centuries across several continents. This one <br><br>[image removed]<br><br>a notorious though shorter-lived invader of brains, overran an immense population many times faster. <br><i><br>Catchphrases</i>. One text snippet, “What hath God wrought?” appeared early and spread rapidly in more than one medium. Another, “Read my lips,” charted a peculiar path through late twentieth-century America. “Survival of the fittest” is a meme that, like other memes, mutates wildly (“survival of the fattest”; “survival of the sickest”; “survival of the fakest”; “survival of the twittest”; . . . ). <br><br><i>Images</i>. In Isaac Newton’s lifetime, no more than a few thousand peo­ple had any idea what he looked like, though he was one of England’s most famous men, yet now millions of people have quite a clear idea— based on replicas of copies of rather poorly painted portraits. Even more pervasive and indelible are the smile of <i>Mona Lisa</i>, <i>The Scream</i> of Edvard Munch, and the silhouettes of various fictional extraterrestrials. These are memes, living a life of their own, independent of any physical reality. “This may not be what George Washington looked like then,” a tour guide was overheard saying of the Gilbert Stuart painting at the Met­ropolitan Museum of Art, “but this is what he looks like now.” Exactly. <br><br><br>Memes emerge in brains and travel outward, establishing beachheads on paper and celluloid and silicon and anywhere else information can go. They are not to be thought of as elementary particles but as organ­isms. The number three is not a meme; nor is the color blue, nor any simple thought, any more than a single nucleotide can be a gene. Memes are complex units, distinct and memorable—units with staying power. Also, an object is not a meme. The hula hoop is not a meme; it is made of plastic, not of bits. When this species of toy spread worldwide in a mad epidemic in 1958, it was the product, the physical manifestation of a meme, or memes: the craving for hula hoops; the swaying, swinging, twirling skill set of hula-hooping. The hula hoop itself is a meme vehicle. So, for that matter, is each human hula hooper—a strikingly effective meme vehicle, in the sense neatly explained by the philosopher Daniel Dennett: “A wagon with spoked wheels carries not only grain or freight from place to place; it carries the brilliant idea of a wagon with spoked wheels from mind to mind.” Hula hoopers did that for the hula hoop’s memes—and in 1958 they found a new transmission vector, broadcast television, sending its messages immeasurably faster and farther than any wagon. The moving image of the hula hooper seduced new minds by hundreds, and then by thousands, and then by millions. The meme is not the dancer but the dance. <br><br>We are their vehicles and their enablers. For most of our biological his­tory they existed fleetingly; their main mode of transmission was the one called “word of mouth.” Lately, however, they have managed to adhere in solid substance: clay tablets, cave walls, paper sheets. They achieve lon­gevity through our pens and printing presses, magnetic tapes and optical disks. They spread via broadcast towers and digital networks. Memes may be stories, recipes, skills, legends, and fashions. We copy them, one person at a time. Alternatively, in Dawkins’s meme-centered perspec­tive, they copy themselves. At first some of Dawkins’s readers wondered how literally to take that. Did he mean to give memes anthropomorphic desires, intentions, and goals? It was the selfish gene all over again. (Typi­cal salvo: “Genes cannot be selfish or unselfish, any more than atoms can be jealous, elephants abstract or biscuits teleological.” Typical rebuttal: a reminder that <i>selfishness</i> is defined by the geneticist as the tendency to increase one’s chances of survival relative to its competitors.) <br><br>Dawkins’s way of speaking was not meant to suggest that memes are conscious actors, only that they are entities with interests that can be furthered by natural selection. Their interests are not our interests. “A meme,” Dennett says, “is an information packet with attitude.” When we speak of <i>fighting for a principle</i> or <i>dying for an idea</i>, we may be more literal than we know. “To die for an idea; it is unquestionably noble,” <br><br>H. L. Mencken wrote. “But how much nobler it would be if men died for ideas that were true!” <br><br><i>Tinker, tailor, soldier, sailor</i> . . . Rhyme and rhythm help people re­member bits of text. Or: rhyme and rhythm help bits of text get remembered. Rhyme and rhythm are qualities that aid a meme’s survival, just as strength and speed aid an animal’s. Patterned language has an evolution­ary advantage. Rhyme, rhythm, and reason—for reason, too, is a form of pattern. <i>I was promised on a time to have reason for my rhyme; from that time unto this season, I received nor rhyme nor reason</i>. <br><br>Like genes, memes have effects on the wide world beyond themselves: phenotypic effects. In some cases (the meme for making fire; for wearing clothes; for the resurrection of Jesus) the effects can be powerful indeed. As they broadcast their influence on the world, memes thus influence the conditions affecting their own chances of survival. The meme or memes composing Morse code had strong positive feedback effects. “I believe that, given the right conditions, replicators automatically band together to create systems, or machines, that carry them around and work to favour their continued replication,” wrote Dawkins. Some memes have evident benefits for their human hosts (“look before you leap,” knowl­edge of CPR, belief in hand washing before cooking), but memetic success and genetic success are not the same. Memes can replicate with impressive virulence while leaving swaths of collateral damage—patent medicines and psychic surgery, astrology and satanism, racist myths, superstitions, and (a special case) computer viruses. In a way, these are the most interesting—the memes that thrive to their hosts’ detriment, such as the idea that suicide bombers will find their reward in heaven. <br><br>When Dawkins first floated the <i>meme</i> meme, Nicholas Humphrey, an evolutionary psychologist, said immediately that these entities should be considered “living structures, not just metaphorically but technically”: <br><br><i>When you plant a fertile meme in my mind you literally parasitize my brain, turning it into a vehicle for the meme’s propagation in just the way that a virus may parasitize the genetic mechanism of a host cell. And this isn’t just a way of talking—the meme for, say, “belief in life after death” is actually realized physically, millions of times over, as a structure in the nervous systems of individual men the world over. <br><br></i>Most early readers of <i>The Selfish Gene</i> passed over memes as a fanciful afterthought, but the pioneering ethologist W. D. Hamilton, reviewing the book for <i>Science</i>, ventured this prediction: <br><br><i>Hard as this term may be to delimit—it surely must be harder than gene, which is bad enough—I suspect that it will soon be in common use by biologists and, one hopes, by philosophers, linguists, and others as well and that it may become absorbed as far as the word “gene” has been into everyday speech.</i> <br><br>Memes could travel wordlessly even before language was born. Plain mimicry is enough to replicate knowledge—how to chip an arrowhead or start a fire. Among animals, chimpanzees and gorillas are known to acquire behaviors by imitation. Some species of songbirds <i>learn</i> their songs, or at least song variants, after hearing them from neighboring birds (or, more recently, from ornithologists with audio players). Birds develop song repertoires and song dialects—in short, they exhibit a bird-song <i>culture</i> that predates human culture by eons. These special cases notwithstanding, for most of human history memes and language have gone hand in glove. (Clichés are memes.) Language serves as culture’s first catalyst. It supersedes mere imitation, spreading knowledge by abstraction and encoding. <br><br>Perhaps the analogy with disease was inevitable. Before anyone un­derstood anything of epidemiology, its language was applied to species of information. An emotion can be <i>infectious</i>, a tune <i>catchy</i>, a habit <i>con­tagious</i>. “From look to look, contagious through the crowd / The panic runs,” wrote the poet James Thomson in 1730. Lust, likewise, according to Milton: “Eve, whose eye darted contagious fire.” But only in the new millennium, in the time of global electronic transmission, has the identi­fication become second nature. Ours is the age of virality: viral education, viral marketing, viral e-mail and video and networking. Researchers studying the Internet itself as a medium—crowdsourcing, collective att­ention, social networking, and resource allocation—employ not only the language but also the mathematical principles of epidemiology. <br><br>One of the first to use the terms <i>viral text</i> and <i>viral sentences</i> seems to have been a reader of Dawkins named Stephen Walton of New York City, corresponding in 1981 with Douglas Hofstadter. Thinking logically—perhaps in the mode of a computer—Walton proposed simple self-replicating sentences along the lines of “Say me!” “Copy me!” and “If you copy me, I’ll grant you three wishes!” Hofstadter, then a columnist for <i>Scientific American</i>, found the term <i>viral text</i> itself to be even catchier. <br><br><i>Well, now, Walton’s own viral text, as you can see here before your eyes, has managed to commandeer the facilities of a very powerful host—an entire magazine and printing press and distribution service. It has leapt aboard and is now—even as you read this viral sentence—propagating itself madly throughout the ideosphere!</i> <br><br>(In the early 1980s, a magazine with a print circulation of 700,000 still seemed like a powerful communications platform.) Hofstadter gaily declared himself infected by the <i>meme</i> meme. <br><br>One source of resistance—or at least unease—was the shoving of us humans toward the wings. It was bad enough to say that a person is merely a gene’s way of making more genes. Now humans are to be considered as vehicles for the propagation of memes, too. No one likes to be called a puppet. Dennett summed up the problem this way: “I don’t know about you, but I am not initially attracted by the idea of my brain as a sort of dung heap in which the larvae of other people’s ideas renew themselves, before sending out copies of themselves in an informational diaspora. . . . Who’s in charge, according to this vision—we or our memes?” <br><br>He answered his own question by reminding us that, like it or not, we are seldom “in charge” of our own minds. He might have quoted Freud; instead he quoted Mozart (or so he thought): <br><br><i>In the night when I cannot sleep, thoughts crowd into my mind. . . .<br>Whence and how do they come? I do not know and I have nothing to do <br>with it. Those which please me I keep in my head and hum them.</i> <br><br>Later Dennett was informed that this well-known quotation was not Mozart’s after all. It had taken on a life of its own; it was a fairly success­ful meme. <br><br>For anyone taken with the idea of memes, the landscape was changing faster than Dawkins had imagined possible in 1976, when he wrote, “The computers in which memes live are human brains.” By 1989, the time of the second edition of <i>The Selfish Gene</i>, having become an adept program­mer himself, he had to amend that: “It was obviously predictable that manufactured electronic computers, too, would eventually play host to self-replicating patterns of information.” Information was passing from one computer to another “when their owners pass floppy discs around,” and he could see another phenomenon on the near horizon: computers connected in networks. “Many of them,” he wrote, “are literally wired up together in electronic mail exchange. . . . It is a perfect milieu for self-replicating programs to flourish.” Indeed, the Internet was in its birth throes. Not only did it provide memes with a nutrient-rich culture me­dium; it also gave wings to the <i>idea</i> of memes. <i>Meme</i> itself quickly became an Internet buzzword. Awareness of memes fostered their spread. <br><br>A notorious example of a meme that could not have emerged in pre-Internet culture was the phrase “jumped the shark.” Loopy self-reference characterized every phase of its existence. To jump the shark means to pass a peak of quality or popularity and begin an irreversible decline. The phrase was thought to have been used first in 1985 by a college student named Sean J. Connolly, in reference to a certain television series. The origin of the phrase requires a certain amount of explanation without which it could not have been initially understood. Perhaps for that reason, there is no recorded usage until 1997, when Connolly’s roommate, Jon Hein, registered the domain name <i>jumptheshark.com</i> and created a web site devoted to its pro­motion. The web site soon featured a list of frequently asked questions: <br><br><i>Q. Did “jump the shark” originate from this web site, or did you create the site to capitalize on the phrase? <br><br>A. This site went up December 24, 1997 and gave birth to the phrase “jump the shark.” As the site continues to grow in popularity, the term has become more commonplace. The site is the chicken, the egg, and now a Catch-22.</i> <br><br>It spread to more traditional media in the next year; Maureen Dowd devoted a column to explaining it in <i>The New York Times</i> in 2001; in 2003 the same newspaper’s “On Language” columnist, William Safire, called it “the popular culture’s phrase of the year”; soon after that, people were using the phrase in speech and in print without self-consciousness— no quotation marks or explanation—and eventually, inevitably, various cultural observers asked, “Has ‘jump the shark’ jumped the shark?” (“Granted, Jump the Shark is a brilliant cultural concept. . . . But now the damn thing is everywhere.”) Like any good meme, it spawned muta­tions. The “jumping the shark” entry in Wikipedia advised in 2009, “See also: jumping the couch; nuking the fridge.” <br><br>Is this science? In his 1983 column, Hofstadter proposed the obvious memetic label for such a discipline: <i>memetics</i>. The study of memes has attracted researchers from fields as far apart as computer science and microbiology. In bioinformatics, chain letters are an object of study. They are memes; they have evolutionary histories. The very purpose of a chain letter is replication; whatever else a chain letter may say, it embod­ies one message: <i>Copy me</i>. One student of chain-letter evolution, Daniel W. VanArsdale, listed many variants, in chain letters and even earlier texts: “Make seven copies of it exactly as it is written” [1902]; “Copy this in full and send to nine friends” [1923]; “And if any man shall take away from the words of the book of this prophecy, God shall take away his part out of the book of life” [Revelation 22:19]. Chain letters flour­ished with the help of a new nineteenth-century technology: “carbonic paper,” sandwiched between sheets of writing paper in stacks. Then car­bon paper made a symbiotic partnership with another technology, the typewriter. Viral outbreaks of chain letters occurred all through the early twentieth century. <br><br>“An unusual chain-letter reached Quincy during the latter part of 1933,” wrote a local Illinois historian. “So rapidly did the chain-letter fad develop symptoms of mass hysteria and spread throughout the Uni­ted States, that by 1935–1936 the Post Office Department, as well as agencies of public opinion, had to take a hand in suppressing the move­ment.” He provided a sample—a meme motivating its human carriers with promises and threats: <br><br><i>We trust in God. He supplies our needs. <br>Mrs. F. Streuzel  . . . . . . . .Mich. <br>Mrs. A. Ford . . . . . . . . . .Chicago, Ill. <br>Mrs. K. Adkins   . . . . . . . . Chicago, Ill. etc. <br><br>Copy the above names, omitting the first. Add your name last. Mail it to five persons who you wish prosperity to. The chain was started by an American Colonel and must be mailed 24 hours after receiving it. This will bring prosperity within 9 days after mailing it. <br><br>Mrs. Sanford won $3,000. Mrs. Andres won $1,000. <br>Mrs. Howe who broke the chain lost everything she possessed. <br>The chain grows a definite power over the expected word. <br>DO NOT BREAK THE CHAIN.</i> <br><br>Two subsequent technologies, when their use became widespread, provided orders-of-magnitude boosts in chain-letter fecundity: photo­copying (c. 1950) and e-mail (c. 1995). One team of information scientists—Charles H. Bennett from IBM in New York and Ming Li and Bin Ma from Ontario, Canada—inspired by a chance conversation on a hike in the Hong Kong mountains, began an analysis of a set of chain letters collected during the photocopier era. They had thirty-three, all variants of a single letter, with mutations in the form of misspellings, omissions, and transposed words and phrases. “These letters have passed from host to host, mutating and evolving,” they reported. <br><br><i>Like a gene, their average length is about 2,000 characters. Like a potent virus, the letter threatens to kill you and induces you to pass it on to your “friends and associates”—some variation of this letter has prob­ably reached millions of people. Like an inheritable trait, it promises benefits for you and the people you pass it on to. Like genomes, chain letters undergo natural selection and sometimes parts even get transferred between coexisting “species.”</i> <br><br>Reaching beyond these appealing metaphors, they set out to use the letters as a “test bed” for algorithms used in evolutionary biology. The algorithms were designed to take the genomes of various modern crea­tures and work backward, by inference and deduction, to reconstruct their phylogeny—their evolutionary trees. If these mathematical meth­ods worked with genes, the scientists suggested, they should work with chain letters, too. In both cases the researchers were able to verify muta­tion rates and relatedness measures. <br><br>Still, most of the elements of culture change and blur too easily to qualify as stable replicators. They are rarely as neatly fixed as a sequence of DNA. Dawkins himself emphasized that he had never imagined found­ing anything like a new science of memetics. A peer-reviewed <i>Journal of Memetics</i> came to life in 1997—published online, naturally—and then faded away after eight years partly spent in self-conscious debate over status, mission, and terminology. Even compared with genes, memes are hard to mathematize or even to define rigorously. So the gene-meme analogy causes uneasiness and the genetics-memetics analogy even more. <br><br>Genes at least have a grounding in physical substance. Memes are abstract, intangible, and unmeasurable. Genes replicate with near-perfect fidelity, and evolution depends on that: some variation is essential, but mutations need to be rare. Memes are seldom copied exactly; their boun­daries are always fuzzy, and they mutate with a wild flexibility that would be fatal in biology. The term <i>meme</i> could be applied to a suspicious cor­nucopia of entities, from small to large. For Dennett, the first four notes of Beethoven’s Fifth Symphony were “clearly” a meme, along with Hom­er’s <i>Odyssey</i> (or at least the <i>idea</i> of the <i>Odyssey</i>), the wheel, anti-Semitism, and writing. “Memes have not yet found their Watson and Crick,” said Dawkins; “they even lack their Mendel.” <br><br>Yet here they are. As the arc of information flow bends toward ever greater connectivity, memes evolve faster and spread farther. Their presence is felt if not seen in herd behavior, bank runs, informational cas­cades, and financial bubbles. Diets rise and fall in popularity, their very names becoming catchphrases—the South Beach Diet and the Atkins Diet, the Scarsdale Diet, the Cookie Diet and the Drinking Man’s Diet all replicating according to a dynamic about which the science of nutri­tion has nothing to say. Medical practice, too, experiences “surgical fads” and “iatroepidemics”—epidemics caused by fashions in treatment—like the iatroepidemic of children’s tonsillectomies that swept the United States and parts of Europe in the mid-twentieth century, with no more medical benefit than ritual circumcision. Memes were seen through car windows when yellow diamond-shaped baby on board signs appeared as if in an instant of mass panic in 1984, in the United States and then Europe and Japan, followed an instant later by a spawn of ironic muta­tions (baby i’m board, ex in trunk). Memes were felt when global discourse was dominated in the last year of the millennium by the belief that the world’s computers would stammer or choke when their internal clocks reached a special round number. <br><br>In the competition for space in our brains and in the culture, the effective combatants are the messages. The new, oblique, looping views of genes and memes have enriched us. They give us paradoxes to write on Möbius strips. “The human world is made of stories, not people,” writes David Mitchell. “The people the stories use to tell themselves are not to be blamed.” Margaret Atwood writes: “As with all knowledge, once you knew it, you couldn’t imagine how it was that you hadn’t known it before. Like stage magic, knowledge before you knew it took place before your very eyes, but you were looking elsewhere.” Nearing death, John Updike reflects on <br><br><i>A life poured into words—apparent waste <br>intended to preserve the thing consumed.</i> <br><br>Fred Dretske, a philosopher of mind and knowledge, wrote in 1981: “In the beginning there was information. The word came later.” He added this explanation: “The transition was achieved by the devel­opment of organisms with the capacity for selectively exploiting this information in order to survive and perpetuate their kind.” Now we might add, thanks to Dawkins, that the transition was achieved by the information itself, surviving and perpetuating its kind and selectively exploiting organisms. <br><br>Most of the biosphere cannot see the infosphere; it is invisible, a parallel universe humming with ghostly inhabitants. But they are not ghosts to us—not anymore. We humans, alone among the earth’s organic creatures, live in both worlds at once. It is as though, having long coexisted with the unseen, we have begun to develop the needed extrasensory perception. We are aware of the many species of informa­tion. We name their types sardonically, as though to reassure ourselves that we understand: <i>urban myths</i> and <i>zombie lies</i>. We keep them alive in air-conditioned server farms. But we cannot own them. When a jingle lingers in our ears, or a fad turns fashion upside down, or a hoax dominates the global chatter for months and vanishes as swiftly as it came, who is master and who is slave?</p> <BR><BR><i>Continues...</i> <!-- copyright notice --> <br></pre> <blockquote><hr noshade size='1'><font size='-2'> Excerpted from <b>The Information</b> by <b>James Gleick</b> Copyright © 2011 by James Gleick. Excerpted by permission of Pantheon, a division of Random House, Inc.<br> All rights reserved. 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The Information : A History, a Theory, a Flood James Gleick Vintage, Penguin Random House LLC, New York, 2011
<p>[Due to website constraints, we are unable to include any images that might have been included in the original text.]<br><br><b>Chapter 11</b> <br><br><b> Into the Meme Pool <br><i>(You Parasitize My Brain)</i></b><i> <br></i><br><br><i>When I muse about memes, I often find myself picturing an ephemeral flickering pattern of sparks leaping from brain to brain, screaming “Me, me!” </i><br>—Douglas Hofstadter (1983) <br><br>“Now through the very universality of its structures, starting with the code, the biosphere looks like the product of a unique event,” Jacques Monod wrote in 1970. “The universe was not pregnant with life, nor the biosphere with man. Our number came up in the Monte Carlo game. Is it any wonder if, like a person who has just made a million at the casino, we feel a little strange and a little unreal?” <br><br>Monod, the Parisian biologist who shared the Nobel Prize for working out the role of messenger RNA in the transfer of genetic information, was not alone in thinking of the biosphere as more than a notional place: an entity, composed of all the earth’s life-forms, simple and complex, teem­ing with information, replicating and evolving, coding from one level of abstraction to the next. This view of life was more abstract—more mathematical—than anything Darwin had imagined, but he would have recognized its basic principles. Natural selection directs the whole show. Now biologists, having absorbed the methods and vocabulary of com­munications science, went further to make their own contributions to the understanding of information itself. Monod proposed an analogy: Just as the biosphere stands above the world of nonliving matter, so an “abstract kingdom” rises above the biosphere. The denizens of this king­dom? Ideas. <br><br><i>Ideas have retained some of the properties of organisms. Like them, they tend to perpetuate their structure and to breed; they too can fuse, recom­bine, segregate their content; indeed they too can evolve, and in this evolution selection must surely play an important role.</i> <br><br>Ideas have “spreading power,” he noted—“infectivity, as it were”—and some more than others. An example of an infectious idea might be a religious ideology that gains sway over a large group of people. The Am­erican neurophysiologist Roger Sperry had put forward a similar notion several years earlier, arguing that ideas are “just as real” as the neurons they inhabit. Ideas have power, he said. <br><br><i>Ideas cause ideas and help evolve new ideas. They interact with each other and with other mental forces in the same brain, in neighboring brains, and thanks to global communication, in far distant, foreign brains. And they also interact with the external surroundings to produce in toto a burstwise advance in evolution that is far beyond anything to hit the evo­lutionary scene yet. . . .</i> <br><i>I shall not hazard a theory of the selection of ideas.</i> <br><br>No need. Others were willing. <br><br>Richard Dawkins made his own connection between the evolution of genes and the evolution of ideas. His essential actor was the replicator, and it scarcely mattered whether replicators were made of nucleic acid. His rule is “All life evolves by the differential survival of replicating enti­ties.” Wherever there is life, there must be replicators. Perhaps on other worlds replicators could arise in a silicon-based chemistry—or in no chemistry at all. <br><br>What would it mean for a replicator to exist without chemistry? “I think that a new kind of replicator has recently emerged on this planet,” he proclaimed at the end of his first book, in 1976. “It is staring us in the face. It is still in its infancy, still drifting clumsily about in its primeval soup, but already it is achieving evolutionary change at a rate that leaves the old gene panting far behind.” That “soup” is human culture; the vec­tor of transmission is language; and the spawning ground is the brain. <br><br>For this bodiless replicator itself, Dawkins proposed a name. He called it the <i>meme</i>, and it became his most memorable invention, far more influ­ential than his selfish genes or his later proselytizing against religiosity. “Memes propagate themselves in the meme pool by leaping from brain to brain via a process which, in the broad sense, can be called imitation,” he wrote. They compete with one another for limited resources: brain time or bandwidth. They compete most of all for <i>attention</i>. For example: <br><br><i>Ideas</i>. Whether an idea arises uniquely or reappears many times, it may thrive in the meme pool or it may dwindle and vanish. The belief in God is an example Dawkins offers—an ancient idea, replicating itself not just in words but in music and art. The belief that the earth orbits the sun is no less a meme, competing with others for survival. (Truth may be a helpful quality for a meme, but it is only one among many.) <br><br><i>Tunes</i>. This tune <br><br>[image removed]<br><br>has spread for centuries across several continents. This one <br><br>[image removed]<br><br>a notorious though shorter-lived invader of brains, overran an immense population many times faster. <br><i><br>Catchphrases</i>. One text snippet, “What hath God wrought?” appeared early and spread rapidly in more than one medium. Another, “Read my lips,” charted a peculiar path through late twentieth-century America. “Survival of the fittest” is a meme that, like other memes, mutates wildly (“survival of the fattest”; “survival of the sickest”; “survival of the fakest”; “survival of the twittest”; . . . ). <br><br><i>Images</i>. In Isaac Newton’s lifetime, no more than a few thousand peo­ple had any idea what he looked like, though he was one of England’s most famous men, yet now millions of people have quite a clear idea— based on replicas of copies of rather poorly painted portraits. Even more pervasive and indelible are the smile of <i>Mona Lisa</i>, <i>The Scream</i> of Edvard Munch, and the silhouettes of various fictional extraterrestrials. These are memes, living a life of their own, independent of any physical reality. “This may not be what George Washington looked like then,” a tour guide was overheard saying of the Gilbert Stuart painting at the Met­ropolitan Museum of Art, “but this is what he looks like now.” Exactly. <br><br><br>Memes emerge in brains and travel outward, establishing beachheads on paper and celluloid and silicon and anywhere else information can go. They are not to be thought of as elementary particles but as organ­isms. The number three is not a meme; nor is the color blue, nor any simple thought, any more than a single nucleotide can be a gene. Memes are complex units, distinct and memorable—units with staying power. Also, an object is not a meme. The hula hoop is not a meme; it is made of plastic, not of bits. When this species of toy spread worldwide in a mad epidemic in 1958, it was the product, the physical manifestation of a meme, or memes: the craving for hula hoops; the swaying, swinging, twirling skill set of hula-hooping. The hula hoop itself is a meme vehicle. So, for that matter, is each human hula hooper—a strikingly effective meme vehicle, in the sense neatly explained by the philosopher Daniel Dennett: “A wagon with spoked wheels carries not only grain or freight from place to place; it carries the brilliant idea of a wagon with spoked wheels from mind to mind.” Hula hoopers did that for the hula hoop’s memes—and in 1958 they found a new transmission vector, broadcast television, sending its messages immeasurably faster and farther than any wagon. The moving image of the hula hooper seduced new minds by hundreds, and then by thousands, and then by millions. The meme is not the dancer but the dance. <br><br>We are their vehicles and their enablers. For most of our biological his­tory they existed fleetingly; their main mode of transmission was the one called “word of mouth.” Lately, however, they have managed to adhere in solid substance: clay tablets, cave walls, paper sheets. They achieve lon­gevity through our pens and printing presses, magnetic tapes and optical disks. They spread via broadcast towers and digital networks. Memes may be stories, recipes, skills, legends, and fashions. We copy them, one person at a time. Alternatively, in Dawkins’s meme-centered perspec­tive, they copy themselves. At first some of Dawkins’s readers wondered how literally to take that. Did he mean to give memes anthropomorphic desires, intentions, and goals? It was the selfish gene all over again. (Typi­cal salvo: “Genes cannot be selfish or unselfish, any more than atoms can be jealous, elephants abstract or biscuits teleological.” Typical rebuttal: a reminder that <i>selfishness</i> is defined by the geneticist as the tendency to increase one’s chances of survival relative to its competitors.) <br><br>Dawkins’s way of speaking was not meant to suggest that memes are conscious actors, only that they are entities with interests that can be furthered by natural selection. Their interests are not our interests. “A meme,” Dennett says, “is an information packet with attitude.” When we speak of <i>fighting for a principle</i> or <i>dying for an idea</i>, we may be more literal than we know. “To die for an idea; it is unquestionably noble,” <br><br>H. L. Mencken wrote. “But how much nobler it would be if men died for ideas that were true!” <br><br><i>Tinker, tailor, soldier, sailor</i> . . . Rhyme and rhythm help people re­member bits of text. Or: rhyme and rhythm help bits of text get remembered. Rhyme and rhythm are qualities that aid a meme’s survival, just as strength and speed aid an animal’s. Patterned language has an evolution­ary advantage. Rhyme, rhythm, and reason—for reason, too, is a form of pattern. <i>I was promised on a time to have reason for my rhyme; from that time unto this season, I received nor rhyme nor reason</i>. <br><br>Like genes, memes have effects on the wide world beyond themselves: phenotypic effects. In some cases (the meme for making fire; for wearing clothes; for the resurrection of Jesus) the effects can be powerful indeed. As they broadcast their influence on the world, memes thus influence the conditions affecting their own chances of survival. The meme or memes composing Morse code had strong positive feedback effects. “I believe that, given the right conditions, replicators automatically band together to create systems, or machines, that carry them around and work to favour their continued replication,” wrote Dawkins. Some memes have evident benefits for their human hosts (“look before you leap,” knowl­edge of CPR, belief in hand washing before cooking), but memetic success and genetic success are not the same. Memes can replicate with impressive virulence while leaving swaths of collateral damage—patent medicines and psychic surgery, astrology and satanism, racist myths, superstitions, and (a special case) computer viruses. In a way, these are the most interesting—the memes that thrive to their hosts’ detriment, such as the idea that suicide bombers will find their reward in heaven. <br><br>When Dawkins first floated the <i>meme</i> meme, Nicholas Humphrey, an evolutionary psychologist, said immediately that these entities should be considered “living structures, not just metaphorically but technically”: <br><br><i>When you plant a fertile meme in my mind you literally parasitize my brain, turning it into a vehicle for the meme’s propagation in just the way that a virus may parasitize the genetic mechanism of a host cell. And this isn’t just a way of talking—the meme for, say, “belief in life after death” is actually realized physically, millions of times over, as a structure in the nervous systems of individual men the world over. <br><br></i>Most early readers of <i>The Selfish Gene</i> passed over memes as a fanciful afterthought, but the pioneering ethologist W. D. Hamilton, reviewing the book for <i>Science</i>, ventured this prediction: <br><br><i>Hard as this term may be to delimit—it surely must be harder than gene, which is bad enough—I suspect that it will soon be in common use by biologists and, one hopes, by philosophers, linguists, and others as well and that it may become absorbed as far as the word “gene” has been into everyday speech.</i> <br><br>Memes could travel wordlessly even before language was born. Plain mimicry is enough to replicate knowledge—how to chip an arrowhead or start a fire. Among animals, chimpanzees and gorillas are known to acquire behaviors by imitation. Some species of songbirds <i>learn</i> their songs, or at least song variants, after hearing them from neighboring birds (or, more recently, from ornithologists with audio players). Birds develop song repertoires and song dialects—in short, they exhibit a bird-song <i>culture</i> that predates human culture by eons. These special cases notwithstanding, for most of human history memes and language have gone hand in glove. (Clichés are memes.) Language serves as culture’s first catalyst. It supersedes mere imitation, spreading knowledge by abstraction and encoding. <br><br>Perhaps the analogy with disease was inevitable. Before anyone un­derstood anything of epidemiology, its language was applied to species of information. An emotion can be <i>infectious</i>, a tune <i>catchy</i>, a habit <i>con­tagious</i>. “From look to look, contagious through the crowd / The panic runs,” wrote the poet James Thomson in 1730. Lust, likewise, according to Milton: “Eve, whose eye darted contagious fire.” But only in the new millennium, in the time of global electronic transmission, has the identi­fication become second nature. Ours is the age of virality: viral education, viral marketing, viral e-mail and video and networking. Researchers studying the Internet itself as a medium—crowdsourcing, collective att­ention, social networking, and resource allocation—employ not only the language but also the mathematical principles of epidemiology. <br><br>One of the first to use the terms <i>viral text</i> and <i>viral sentences</i> seems to have been a reader of Dawkins named Stephen Walton of New York City, corresponding in 1981 with Douglas Hofstadter. Thinking logically—perhaps in the mode of a computer—Walton proposed simple self-replicating sentences along the lines of “Say me!” “Copy me!” and “If you copy me, I’ll grant you three wishes!” Hofstadter, then a columnist for <i>Scientific American</i>, found the term <i>viral text</i> itself to be even catchier. <br><br><i>Well, now, Walton’s own viral text, as you can see here before your eyes, has managed to commandeer the facilities of a very powerful host—an entire magazine and printing press and distribution service. It has leapt aboard and is now—even as you read this viral sentence—propagating itself madly throughout the ideosphere!</i> <br><br>(In the early 1980s, a magazine with a print circulation of 700,000 still seemed like a powerful communications platform.) Hofstadter gaily declared himself infected by the <i>meme</i> meme. <br><br>One source of resistance—or at least unease—was the shoving of us humans toward the wings. It was bad enough to say that a person is merely a gene’s way of making more genes. Now humans are to be considered as vehicles for the propagation of memes, too. No one likes to be called a puppet. Dennett summed up the problem this way: “I don’t know about you, but I am not initially attracted by the idea of my brain as a sort of dung heap in which the larvae of other people’s ideas renew themselves, before sending out copies of themselves in an informational diaspora. . . . Who’s in charge, according to this vision—we or our memes?” <br><br>He answered his own question by reminding us that, like it or not, we are seldom “in charge” of our own minds. He might have quoted Freud; instead he quoted Mozart (or so he thought): <br><br><i>In the night when I cannot sleep, thoughts crowd into my mind. . . .<br>Whence and how do they come? I do not know and I have nothing to do <br>with it. Those which please me I keep in my head and hum them.</i> <br><br>Later Dennett was informed that this well-known quotation was not Mozart’s after all. It had taken on a life of its own; it was a fairly success­ful meme. <br><br>For anyone taken with the idea of memes, the landscape was changing faster than Dawkins had imagined possible in 1976, when he wrote, “The computers in which memes live are human brains.” By 1989, the time of the second edition of <i>The Selfish Gene</i>, having become an adept program­mer himself, he had to amend that: “It was obviously predictable that manufactured electronic computers, too, would eventually play host to self-replicating patterns of information.” Information was passing from one computer to another “when their owners pass floppy discs around,” and he could see another phenomenon on the near horizon: computers connected in networks. “Many of them,” he wrote, “are literally wired up together in electronic mail exchange. . . . It is a perfect milieu for self-replicating programs to flourish.” Indeed, the Internet was in its birth throes. Not only did it provide memes with a nutrient-rich culture me­dium; it also gave wings to the <i>idea</i> of memes. <i>Meme</i> itself quickly became an Internet buzzword. Awareness of memes fostered their spread. <br><br>A notorious example of a meme that could not have emerged in pre-Internet culture was the phrase “jumped the shark.” Loopy self-reference characterized every phase of its existence. To jump the shark means to pass a peak of quality or popularity and begin an irreversible decline. The phrase was thought to have been used first in 1985 by a college student named Sean J. Connolly, in reference to a certain television series. The origin of the phrase requires a certain amount of explanation without which it could not have been initially understood. Perhaps for that reason, there is no recorded usage until 1997, when Connolly’s roommate, Jon Hein, registered the domain name <i>jumptheshark.com</i> and created a web site devoted to its pro­motion. The web site soon featured a list of frequently asked questions: <br><br><i>Q. Did “jump the shark” originate from this web site, or did you create the site to capitalize on the phrase? <br><br>A. This site went up December 24, 1997 and gave birth to the phrase “jump the shark.” As the site continues to grow in popularity, the term has become more commonplace. The site is the chicken, the egg, and now a Catch-22.</i> <br><br>It spread to more traditional media in the next year; Maureen Dowd devoted a column to explaining it in <i>The New York Times</i> in 2001; in 2003 the same newspaper’s “On Language” columnist, William Safire, called it “the popular culture’s phrase of the year”; soon after that, people were using the phrase in speech and in print without self-consciousness— no quotation marks or explanation—and eventually, inevitably, various cultural observers asked, “Has ‘jump the shark’ jumped the shark?” (“Granted, Jump the Shark is a brilliant cultural concept. . . . But now the damn thing is everywhere.”) Like any good meme, it spawned muta­tions. The “jumping the shark” entry in Wikipedia advised in 2009, “See also: jumping the couch; nuking the fridge.” <br><br>Is this science? In his 1983 column, Hofstadter proposed the obvious memetic label for such a discipline: <i>memetics</i>. The study of memes has attracted researchers from fields as far apart as computer science and microbiology. In bioinformatics, chain letters are an object of study. They are memes; they have evolutionary histories. The very purpose of a chain letter is replication; whatever else a chain letter may say, it embod­ies one message: <i>Copy me</i>. One student of chain-letter evolution, Daniel W. VanArsdale, listed many variants, in chain letters and even earlier texts: “Make seven copies of it exactly as it is written” [1902]; “Copy this in full and send to nine friends” [1923]; “And if any man shall take away from the words of the book of this prophecy, God shall take away his part out of the book of life” [Revelation 22:19]. Chain letters flour­ished with the help of a new nineteenth-century technology: “carbonic paper,” sandwiched between sheets of writing paper in stacks. Then car­bon paper made a symbiotic partnership with another technology, the typewriter. Viral outbreaks of chain letters occurred all through the early twentieth century. <br><br>“An unusual chain-letter reached Quincy during the latter part of 1933,” wrote a local Illinois historian. “So rapidly did the chain-letter fad develop symptoms of mass hysteria and spread throughout the Uni­ted States, that by 1935–1936 the Post Office Department, as well as agencies of public opinion, had to take a hand in suppressing the move­ment.” He provided a sample—a meme motivating its human carriers with promises and threats: <br><br><i>We trust in God. He supplies our needs. <br>Mrs. F. Streuzel  . . . . . . . .Mich. <br>Mrs. A. Ford . . . . . . . . . .Chicago, Ill. <br>Mrs. K. Adkins   . . . . . . . . Chicago, Ill. etc. <br><br>Copy the above names, omitting the first. Add your name last. Mail it to five persons who you wish prosperity to. The chain was started by an American Colonel and must be mailed 24 hours after receiving it. This will bring prosperity within 9 days after mailing it. <br><br>Mrs. Sanford won $3,000. Mrs. Andres won $1,000. <br>Mrs. Howe who broke the chain lost everything she possessed. <br>The chain grows a definite power over the expected word. <br>DO NOT BREAK THE CHAIN.</i> <br><br>Two subsequent technologies, when their use became widespread, provided orders-of-magnitude boosts in chain-letter fecundity: photo­copying (c. 1950) and e-mail (c. 1995). One team of information scientists—Charles H. Bennett from IBM in New York and Ming Li and Bin Ma from Ontario, Canada—inspired by a chance conversation on a hike in the Hong Kong mountains, began an analysis of a set of chain letters collected during the photocopier era. They had thirty-three, all variants of a single letter, with mutations in the form of misspellings, omissions, and transposed words and phrases. “These letters have passed from host to host, mutating and evolving,” they reported. <br><br><i>Like a gene, their average length is about 2,000 characters. Like a potent virus, the letter threatens to kill you and induces you to pass it on to your “friends and associates”—some variation of this letter has prob­ably reached millions of people. Like an inheritable trait, it promises benefits for you and the people you pass it on to. Like genomes, chain letters undergo natural selection and sometimes parts even get transferred between coexisting “species.”</i> <br><br>Reaching beyond these appealing metaphors, they set out to use the letters as a “test bed” for algorithms used in evolutionary biology. The algorithms were designed to take the genomes of various modern crea­tures and work backward, by inference and deduction, to reconstruct their phylogeny—their evolutionary trees. If these mathematical meth­ods worked with genes, the scientists suggested, they should work with chain letters, too. In both cases the researchers were able to verify muta­tion rates and relatedness measures. <br><br>Still, most of the elements of culture change and blur too easily to qualify as stable replicators. They are rarely as neatly fixed as a sequence of DNA. Dawkins himself emphasized that he had never imagined found­ing anything like a new science of memetics. A peer-reviewed <i>Journal of Memetics</i> came to life in 1997—published online, naturally—and then faded away after eight years partly spent in self-conscious debate over status, mission, and terminology. Even compared with genes, memes are hard to mathematize or even to define rigorously. So the gene-meme analogy causes uneasiness and the genetics-memetics analogy even more. <br><br>Genes at least have a grounding in physical substance. Memes are abstract, intangible, and unmeasurable. Genes replicate with near-perfect fidelity, and evolution depends on that: some variation is essential, but mutations need to be rare. Memes are seldom copied exactly; their boun­daries are always fuzzy, and they mutate with a wild flexibility that would be fatal in biology. The term <i>meme</i> could be applied to a suspicious cor­nucopia of entities, from small to large. For Dennett, the first four notes of Beethoven’s Fifth Symphony were “clearly” a meme, along with Hom­er’s <i>Odyssey</i> (or at least the <i>idea</i> of the <i>Odyssey</i>), the wheel, anti-Semitism, and writing. “Memes have not yet found their Watson and Crick,” said Dawkins; “they even lack their Mendel.” <br><br>Yet here they are. As the arc of information flow bends toward ever greater connectivity, memes evolve faster and spread farther. Their presence is felt if not seen in herd behavior, bank runs, informational cas­cades, and financial bubbles. Diets rise and fall in popularity, their very names becoming catchphrases—the South Beach Diet and the Atkins Diet, the Scarsdale Diet, the Cookie Diet and the Drinking Man’s Diet all replicating according to a dynamic about which the science of nutri­tion has nothing to say. Medical practice, too, experiences “surgical fads” and “iatroepidemics”—epidemics caused by fashions in treatment—like the iatroepidemic of children’s tonsillectomies that swept the United States and parts of Europe in the mid-twentieth century, with no more medical benefit than ritual circumcision. Memes were seen through car windows when yellow diamond-shaped baby on board signs appeared as if in an instant of mass panic in 1984, in the United States and then Europe and Japan, followed an instant later by a spawn of ironic muta­tions (baby i’m board, ex in trunk). Memes were felt when global discourse was dominated in the last year of the millennium by the belief that the world’s computers would stammer or choke when their internal clocks reached a special round number. <br><br>In the competition for space in our brains and in the culture, the effective combatants are the messages. The new, oblique, looping views of genes and memes have enriched us. They give us paradoxes to write on Möbius strips. “The human world is made of stories, not people,” writes David Mitchell. “The people the stories use to tell themselves are not to be blamed.” Margaret Atwood writes: “As with all knowledge, once you knew it, you couldn’t imagine how it was that you hadn’t known it before. Like stage magic, knowledge before you knew it took place before your very eyes, but you were looking elsewhere.” Nearing death, John Updike reflects on <br><br><i>A life poured into words—apparent waste <br>intended to preserve the thing consumed.</i> <br><br>Fred Dretske, a philosopher of mind and knowledge, wrote in 1981: “In the beginning there was information. The word came later.” He added this explanation: “The transition was achieved by the devel­opment of organisms with the capacity for selectively exploiting this information in order to survive and perpetuate their kind.” Now we might add, thanks to Dawkins, that the transition was achieved by the information itself, surviving and perpetuating its kind and selectively exploiting organisms. <br><br>Most of the biosphere cannot see the infosphere; it is invisible, a parallel universe humming with ghostly inhabitants. But they are not ghosts to us—not anymore. We humans, alone among the earth’s organic creatures, live in both worlds at once. It is as though, having long coexisted with the unseen, we have begun to develop the needed extrasensory perception. We are aware of the many species of informa­tion. We name their types sardonically, as though to reassure ourselves that we understand: <i>urban myths</i> and <i>zombie lies</i>. We keep them alive in air-conditioned server farms. But we cannot own them. When a jingle lingers in our ears, or a fad turns fashion upside down, or a hoax dominates the global chatter for months and vanishes as swiftly as it came, who is master and who is slave?</p> <BR><BR><i>Continues...</i> <!-- copyright notice --> <br></pre> <blockquote><hr noshade size='1'><font size='-2'> Excerpted from <b>The Information</b> by <b>James Gleick</b> Copyright © 2011 by James Gleick. Excerpted by permission of Pantheon, a division of Random House, Inc.<br> All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.<br>Excerpts are provided by Dial-A-Book Inc. solely for the personal use of visitors to this web site.
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ia/teachingliteracy0000unse.pdf
Teaching Literacy in First Grade (Tools for Teaching Literacy) Lapp, Diane, Flood, James, Johnson, Kelly, Nichols, Maria Guilford Press, 72 Spring Street, New York, NY 10012. Tel: 800-365-7006, ext. 3 (Toll Free); Tel: 212-431-9800, ext. 3; Fax: 212-966-6708; e-mail: info@guilford.com, Tools for teaching literacy, New York, c2005
<p><p>first Grade Is A Year Of Important New Experiences For Students And Teachers Alike. Some Students Will Arrive Knowing How To Read, Others Will Know A Few Letters Of The Alphabet, And Most Will Be Somewhere In Between. Including Dozens Of Reproducibles, This Book Guides First-grade Teachers In The Many Decisions They Face About How To Orchestrate Effective, Appropriate, And Engaging Instruction. A Special Strength Of The Book Is The Authors' Deep Understanding Of The Oral Language Base Of Literacy Learning--both Reading And Writing--and Their Expertise In Differentiating Instruction For English Language Learners. <p></p>
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English [en] · PDF · 15.2MB · 2005 · 📗 Book (unknown) · 🚀/ia · Save
base score: 11068.0, final score: 167478.56
Your ad here.
ia/macmillanmcgrawh0000unse_k3s4.pdf
Macmillan/McGraw-Hill staff development guide Dr. James Flood, Diane Lapp, Karen D. Wood Macmillan McGraw-Hill, Spotligh on Literacy, Estados Unidos de américa, 1997
xix, 212 pages : 28 cm
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English [en] · PDF · 15.8MB · 1997 · 📗 Book (unknown) · 🚀/ia · Save
base score: 11068.0, final score: 167478.52
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