Negotiating What's at Stake in Informal Writing in the Writing Center

How do students learn expectations for “informal” online composition? This article details the results of a qualitative study that examines how students and writing consultants negotiate and define writing conventions for “low-stakes,” digital composition: that is, writing assignments that are composed for Blackboard discussion forums and receive only completion grades. Study results are based on both a survey of student experiences with digital composition and a writing center consultation case study at a large, southeastern, RU/VH university. Student anxiety about digital composition and classroom instruction have contributed to writing centers’ status as space for students to work out their fears and questions about new media. This study reports on how digital composition in writing classes has impacted the ways in which writing centers must address issues of audience, consider new methods for invention, and contend with a renewed focus on grammatical correctness. The article presents suggested pedagogy for emerging digital composition and poses questions to those in computers and composition about how we might best approach classroom instruction as digital composition genres evolve.     

Studying L2 writers’ digital writing: An argument for post-critical methods

Because the fields of digital writing and second language (L2) writing both have rich methodological traditions, researchers designing a study that examines issues at the intersection of these two fields have multiple methodological traditions to draw upon. Recognizing the choices that researchers face, we advocate adopting post-critical methodologies, as articulated by Patricia Sullivan and James E. Porter for these digital/L2 inquiries. A post-critical approach, we believe, enhances these studies by emphasizing their interdisciplinary and ideological nature. After defining what a post-critical methodology entails, we connect it to recent research trends in digital writing, L2 writing, and L2 studies. To help future researchers design digital/L2 writing studies, we explain the implications of these approaches.     

Why Napster matters to writing: Filesharing as a new ethic of digital delivery

This article discusses the Napster phenomenon and its cultural significance, traces some of the threads of the current “copyright crisis,” and connects these cultural and legal dynamics to show how the current filesharing context of digital environments pertains to issues affecting writing teachers. The article (1) urges writing teachers to view the Napster moment—and the writing practice at the center of it, filesharing—in terms of the rhetorical and economic dynamics of digital publishing and in the context of public battles about copyright and intellectual property and (2) argues that digital filesharing forms the basis for an emergent ethic of digital delivery, an ethic that should lead composition teachers to rethink pedagogical approaches and to revise plagiarism policies to recognize the value of filesharing and to acknowledge Fair Use as an ethic for digital composition.     

The fair use doctrine: History, application, and implications for (new media) writing teachers

Writing teachers have always had to contend with plagiarism. However, the technology of the Internet and the thorny issues of copyright law complicate how we teach legal and ethical use of others’ materials in the networked classroom. Our pedagogy and curriculum choices and our students’ writing practices are shaped by a legal infrastructure that includes the fair use doctrine. Our understanding and knowledge of the fair use doctrine should become second nature to us. Critical awareness of fair use, the four-factor test, and how to conduct appropriate analyses when using others’ materials must become part of the everyday digital writing/new media classroom curriculum. To this end, the author summarizes the salient points of law and practice of fair use and demonstrates, in small ways, how the fair use doctrine can inform the teaching of writing in digital contexts. As teachers, researchers, and experts of writing, the discourse of fair use must be considered in addition to the discourse of plagiarism.     

Non-existence of systematic education on computerized writing in Japanese schools

In Japanese schools, from elementary to college levels, digital technologies are not widely used for writing education. It sounds paradoxical that computer use in writing education is not flourishing in a country where ordinary people, especially the youth, actively use the Internet and cellular phones to exchange written (or typed) messages, where schools are well-equipped with computer technologies, and where the government shows guidelines and rationales for using information and communication technologies in teaching and learning at schools. This article analyzes the background behind this paradoxical situation. After analyzing how much research on and the practice of digital writing education has been made in the country, this paper discusses the nature of writing education and digital discourse in the Japanese culture and its possible relations to the lack of computerized writing education in Japanese schools.     

On divides and interfaces: Access, class, and computers

In this article, I reconstruct the discussion of access within the field of computers and writing, articulate a notion of class that might be useful for work in the field, and revisit the issue of the digital divide. This reconstruction of access, class, and divides is linked by a heuristic framed by a rhetoric of the everyday that might guide research and intervention strategies. A rhetoric of the everyday makes visible the relationships between access and class, between the material and the rhetorical, and between and among other issues of identity. These relationships constitute a set of interfaces that work in computers and writing must navigate. To navigate them, we need to drill deep into intersections between materiality and activity, or into the infrastructure of inequality.     

新一代数字环路技术的分析和实现

VDSL 即非常高速数字环路继ADSL之后的新一代数字环路技术。 它具有更高的传输速 率以及足够长的传输距离。 其中IP-VDSL是基于可变长度封包的 VDSL技术，应用于以太网协议时可以提供在最长1.5km的条件下达到上下行10Mbps对称的数据率。 该技术在最后一公里的接入中具有非常广泛的应用前景。该文首先介绍了IP-VDSL的传输协议，然后对VDSL的会聚链路层进行了分析并采用专用芯片实现了VDSL调制解调器，最后对信噪比和串扰等问题进行了讨论。     

Exploring digital fiction as a tool for teenage body image bibliotherapy*

This article reflects on the findings of the interdisciplinary ‘TransForm’ project, which ran between 2012 and 2014 and aimed to explore how reading and writing digital fictions (DFs) might support young women in developing frameworks for more positive thinking regarding their body image. The project comprised the following stages: (1) a review and compilation of DFs thematising and/or problematising female corporeality; (2) a series of cooperative inquiries with 3 groups of young women (aged 16–19 years) over a period of 5 weeks, examining participants’ responses to a selection of the previously compiled DFs, as well as the challenges these young women face in relation to body image and (3) an interventionist summer school in which participants aged 16–19 explored body image issues via writing DFs. This article reports on the main observations and findings of each stage, and draws conclusions for future research needs in this area.     

An iterative learning approach to compensation for the servo track writing error in high track density disk drives

The servo tracks of hard disk drives are written at the time of manufacture with the equipment of servo track writer. The disk vibrations or head fluctuations during servo track writing process give rise to servo track writing error. The servo track writing error may cause some critical errors during data writing operation. In this paper, we propose a new correction algorithm for the servo track writing error based on the iterative learning control technique. The estimate of the servo track writing error is constructed from the position error signal and updated iteratively at each disk rotation. Then, the estimate of servo track writing error is used to correct the position error signal in a feed-forward manner. Our correction algorithm is robust to system model uncertainties, computationally quite simple, and has fast convergence rate. Furthermore, we give a rigorous analysis for the convergence of our correction algorithm. In order to demonstrate the practical use of our work, we present some experimental results using a commercially available hard disk drive.     

The New Media Writer as Cartographer

With the advent of GPS-enabled mobile writing devices such as smart phones and tablets, writing has become invested with a new power to express place—both through the geo-coding of one's writing location and through the presentation of place-based research on customized digital maps. This essay argues that teachers of writing must learn to accommodate and exploit these new and developing digital modalities while also making students aware of the theoretical and lived implications of digital cartographies. The essay first reviews several digital mapping projects that force their users to reconsider standard notions of place and indexicality. The essay then outlines a curriculum for teaching digital mapping in a composition-rhetoric course and presents successful examples of student work.     

About Face: Mapping Our Institutional Presence

In this article, we situate the web sites of technical and professional writing programs as important institutional spaces that serve as interfaces to particular values, beliefs, and practices. Specifically, we examine the ways in which the web sites of United States-based programs craft identity and anchor these programs. We also analyze the ways in which the digital interfaces we create to represent our work do and don’t mesh with who we are as a field and what we value theoretically and pedagogically. We borrow from the work of James Porter, Patricia Sullivan, Stuart Blythe, Jeff Grabill, and Libby Miles to articulate what we mean by institutional space, and extend their model of institutional critique into digital space. Further, we offer a three-fold framework for analyzing institutional spaces, related to institutional and technological dynamics, issues of agency and representation, and aesthetic dimensions.     

Digital Underlife in the Networked Writing Classroom

This article offers a theoretical framework for ‘digital underlife’: the distal and potentially transgressive discursive activities proliferated by emerging technologies. Digital underlife is an adaptation of sociologist Erving Goffman's concept of underlife, which figured centrally in Robert Brooke's well-known study of writing activity in 1988. As emerging digital technologies fray the communicative bounds of traditional sites for teaching and learning, such as the classroom and the conference hall, we are confronted anew with a complex array of possibilities for giving and getting attention. Drawing on the work of Charles Moran and Richard Lanham, this article calls for a more receptive disposition toward the productive dimensions of digital underlife. The article promotes a stance that imagines productive digital underlife to be intrinsic to curricula that combine digital writing activity and rhetorical education, rather than short-selling digital underlife as mere distraction, as an impediment to learning, or worse, attempting to banish it altogether.     

Wireless sensor networks: a survey

This paper describes the concept of sensor networks which has been made viable by the convergence of micro-electro-mechanical systems technology, wireless communications and digital electronics. First, the sensing tasks and the potential sensor networks applications are explored, and a review of factors influencing the design of sensor networks is provided. Then, the communication architecture for sensor networks is outlined, and the algorithms and protocols developed for each layer in the literature are explored. Open research issues for the realization of sensor networks are also discussed.     

Analysis of thinning algorithms using mathematical morphology

A precise definition of digital skeletons and a mathematical framework for the analysis of a class of thinning algorithms, based on morphological set transformation, are presented. A particular thinning algorithm (algorithm A) is used as an example in the analysis. Precise definitions and analyses associated with the thinning process are presented, including the proof of convergence, the condition for one-pixel-thick skeletons, and the connectedness of skeletons. In addition, a necessary and sufficient condition for the thinning process in general is derived, and an algorithm (algorithm B) based on this condition is developed. Experimental results are used to compare the two thinning algorithms, and issues involving noise immunity and skeletal bias are addressed     

Strange Bedfellows: Human-Computer Interaction, Interface Design, and Composition Pedagogy

As digital interfaces increasingly mediate our access to information, the design of these interfaces becomes increasingly important. Designing digital interfaces requires writers to make rhetorical choices that are sometimes technical in nature and often correspond with principles taught in the computer science subfield of human-computer interaction. We propose that an HCI-informed writing pedagogy can complicate for both writing and computer science students the important role audience should play when designing traditional and digital interfaces. Although it is a subtle shift in many ways, this pedagogy seemed to complicate student understanding of the relationship between audience and the texts/interfaces they created: it was not just the “human” (beliefs, attitudes, values, demographics) or the “computer” (the software or hardware or other types of mediation) that mattered but rather the “interaction” between the two. First we explore some of the ways in which writing code and writing prose have merged and paved the way for an HCI-informed writing pedagogy. Next we examine some parallels between human-computer interaction principles and composition principles. Finally, we refer to assignments, student responses, and anecdotal evidence from our classes where an HCI-informed writing pedagogy drew—or could have drawn—student attention more acutely to various audience-related technical and rhetorical interface design choices.     

面向数字孪生流域的云网融合架构研究

数字孪生流域建设是智慧水利建设的重要标志,是推动流域水利高质量发展的必然要求。为了应对当前数字孪生流域建设过程中面临的流域物联感知能力、通信传输网络资源、模型算法仿真计算水平等方面的不足而产生的挑战,本文结合云网融合的云网协同、按需互联、敏捷智能的服务能力特性,基于云网融合层次化的设计思想,把流域云和网充分融合,有效调度并应用计算、通信、存储等基础设施资源,提出了面向数字孪生流域的云网融合逻辑架构,梳理并阐述了水利感知网云网融合服务实现、水利信息网云网融合服务实现、数字孪生平台算力服务实现等可应用于数字孪生流域建设的云网融合服务架构,总结分析了面向数字孪生流域的云网融合关键技术。研究对充分发挥新一代信息技术对数字孪生流域建设的支撑驱动作用具有重要参考意义。     

Magnetic ring for convergence improvement in CRTs with rectangular DY aperture

Abstract— In order to meet customer specifications, in CRT production it is common use to apply methods to improve the dynamic‐convergence performance. The dynamic‐convergence performance of CRTs can be improved by employing Magnetically Improved Color Alignment (MICA) technology. This involves the writing of the appropriate magnetic correction profile into a ring. The ring consists of hard‐magnetic ferrite particles embedded in polypropylene material and is inserted into the deflection yoke (DY) after the writing process is completed. MICA technology has been proven for a CRT with a rectangular DY aperture, 32‐in. WSRF (wide screen real flat) slim CRTs. MICA offers a good alternative to conventional dynamic‐convergence improvement methods such as spoilering and coil exchange.     

Empirical Study on Collaborative Writing: What Do Co-authors Do, Use, and Like?

How do people work when they are collaborating to write a document? What kind of tools do they use and, in particular, do they resort to groupware for this task? Forty-one people filled out a questionnaire placed on the World Wide Web. In spite of the existence of specialized collaborative writing tools, most respondents reported using individual word processors and email as their main tools for writing joint documents. Respondents noted the importance of functions such as change tracking, version control, and synchronous work for collaborative writing tools. This study also confirmed the great variability that exists between collaborative writing projects, whether it be group membership, management, writing strategy, or scheduling issues.