Category Archives: reading

Teaching Coding and Who Gets Left Behind

During our group discussions on Monday, TJ raised points about the actual effectiveness of making initiatives teaching coding, in that even if it is promoted, there is still likely to be a disparity in outcomes by race. There are schools in black and Latinx communities that don’t even having working computers; these groups already begin with a disadvantage in access to technology in schools and digital literacy, and even if funding is given for coding education, that doesn’t mean that it will bridge the gap. This made me realize that, while Obama’s initiative seeks to create equal opportunity, much more has to be done for it to be reality.

There was also a point raised about differences between “coding” and “programming;” more specifically, the relative benefits of teaching how to work with a certain language and developing that way verses teaching students the underlying principles with problem solving. The latter would make it such that students would be able to adapt to changes even further, while the former might prepare for a job that might one day evolve past their capabilities or become obsolete.

Connecting these two threads to American history, specifically the space race of the 1960’s when the US government poured large sums of money into higher education to promote aerospace engineering, it seems the US has a history of creating large scale programs designed to promote the economy of the future while failing to address underlying systemic problems. There are students who already have the skills, and more important, resources necessary to become effective coders and programmers; these are the people who benefit from these programs. The students who they are probably intended for, meanwhile, have began with a late start. For computer science initiatives such as Obama’s to benefit the one’s who need opportunity the most, then it seems that more attention needs to be paid to underlying issues that have prevented development in the first place.

Abbate

Through both drawing connections to and highlighting contrasts between intentions of the early computing era of the 1960s and the recent movement at the beginning of the 2010s, Abbate highlights the various methods of programming as what has for a long time and by many been declared a source of empowerment. In doing so, Abbate delves deeper into the true intentions of these movements.

In the 1960’s technological advancements in computing technology produced a manifold of social, economic, and educational impacts. Some touted a Utopian vision of computer programming jobs as a form of liberation for historically disadvantaged identity groups. Abbate problematizes that story with the voice of Walter DeLegall of Columbia University’s CS department who detailed the need for culturally relevant pedagogy.

At the time there was a relatively small labor market of computer programmers and the increasing demand for highly skilled labor. Over the course of that decade two learning languages, PLATO and LOGO were popularized as tools for teaching mathematical concepts and algorithmic thinking to children. Coding trade schools, with varying efficacy, were also developed and marketed to meet the growing demand for skilled labor. However, many social issues that coding claimed to solve were reproduced in the tech labor market.

After the 1960’s, programming was introduced everywhere. From elementary school to politics, movements like Code.org taught the young and old to program so they can fill the gaps in the digital economy. Since minorities had no insider knowledge of the job market, they were left behind. To fix this discrimination, identity-based institutions like #YesWeCode changed the goal of programming from one that fills jobs to one that fosters social change. Using the coding skills taught at these institutions, minorities could solve problems that affected their communities instead of building applications of no relevance to them.

Through outlining the true background of employing the empowerment argument as a push towards coding, beginning decades before the current coding movement, Abbate calls attention to the fact that this argument isn’t new. She notes that much like in many fields, “empowerment”  has acted as a front for other objectives or end games.

Towards the end of the document, Abbate infers that acknowledgment of the deep-rooted discrimination and divide in the computing world (among everywhere else) is needed and must be challenged at a broader level. Abbate herself sets this example by intentionally unifying and using the terms “programming” and “coding” interchangeably in an attempt to bridge the established divide between the words.

Sean: Body I and II

Luis: Body III and IV

Kate: Intro/conclusion 

 

O’Reagan 3/10

The 16th chapter of O’Reagan really focuses on very specific history of programming,notably languages.  The reading starts with machine languages, to assembly languages, to early high-level procedural languages such as FORTRAN and COBOL, to later high-level languages such as Pascal and C and to object-oriented languages such as C++ and Java. Programs themselves are classified in terms of generations and grow increasingly more advanced as each generation multiplies. There are 3 distinct types of programming languages; imperative, functional and logical. Imperative languages requires a specific instruction and action to be given to the computer and results in a change of state. The entry level class here, CSC 151 is an imperative problem solving pedagogy where the new programmer simply masters the skill of giving instruction to the computer. Functional programming languages, like Miranda, have no global state, and programs consist of mathematical functions that have no side effects.Logical programming languages, like Prolog, define what is to be computed, rather than how the computation is to take place.

The latter half of the reading delineated various other types of more advanced programming languages. There are Object-Oriented Languages, such as Python, C++ and Java. These languages operate using objects, which can be a set of attributes such as a list in Python. This particular type of computing was very revolutionary at its inception. Functional Programming Languages mainly analyze and evaluate mathematical formulas. Some examples of these languages include Miranda and Lambda Calculus. Finally, Logic Programming Languages use mathematical logic to denote the  problem itself rather than describe the process by which the problem will be solved. The objective is the important aspect in these languages, not how one arrives at the objective. Prolog is an example of a logic programming language. The chapter concludes with an introduction to the idea of Syntax and Semantics as it pertains to computers. Syntax is the order of various components of a computing language whereas semantics is the desired meaning or intended operation of the code.

TJ–> summarized first half and posted

Gray–>summarized second half

On Unsworth & Marx

Unpacking Unsworth (at least partially)

In class this past Monday, we discussed the history of operating systems. One of our readings was John Unsworth’s “Living Inside the (Operating) System: Community in Virtual Reality.” To be transparent about my pedagogical goals, the key points I wanted you to take away were (I think) simpler than the very good questions that came up. Specifically, I wanted you to take from Unsworth that operating systems embed certain ideas of human agency and social relationship that, while they might seem to radically challenge the market capitalist context that they come from, also reflect it and reproduce it.

This is what I see as the key passage for this point:

“…the paradoxes are striking. On the one hand, as a mental representation of the universe of information, Unix is deeply indebted to culturally determined notions such as private property, class membership, and hierarchies of power and effectivity. Most of these ideas are older than the modern Western culture that produced Unix, but the constellation of cultural elements gathered together in Unix’s basic operating principles seems particularly Western and capitalist–not surprisingly, given that its creators were human extensions of one of the largest accumulations of capital in the Western world. On the other hand, this tool, shaped though it was by the notions of ownership and exclusivity, spawned a culture of cooperation, of homemade code, of user-contributed modifications and improvements (viz. the canonical /contrib/bin in Unix filesystems, where user-contributed programs are stored) –in short, of “fellowship.””

You all, being careful readers and intrepid scholars, seemed to really want to know more about how Unsworth was bringing Marxian concepts of labor and species being into his reading of a virtual community built on the Unix OS. So, here’s an attempt at unpacking it.

When we were trying to come up with a keyword sense of labor for our readings, and Unsworth’s was really the one that addressed that head on, TJ offered “the objectification of the species life of man” and Sean Haggerty-Ruiz got us started breaking it down with his summary of Marx’s concept of alienated labor, which went something like: in a capitalist context, the human being’s innate capacity to produce is instrumentalized–made to be for a certain purpose (specifically, profit) rather than for itself.

To build on that, here’s some glossary definitions:

Marxian species-being: the essential nature of humanity, which Marx thinks is creative work freely chosen.

Marxian social being: a degraded form of being that is conditioned into you by your social environment. In the case of Western capitalism, this is the self-made, isolated individual.

Alienated labor: work that is disconnected from the deep purpose of species being, undertaken for subsistence only.

I think the trickiest word to make sense of in passages Unsworth cites and uses is “objectification.” “Object” and “objective” have so many potential meanings:  thing, goal, empirically real, impartial, to name a few. So let’s walk through how it is getting used in Marx. The “objective” is the world as it is, which for humans is the the world as we have created (both mentally and materially) because we are the species that is conscious of its place in the world. It is human species-being to objectify, or to create the world around us. Alienated labor, however, objectifies the human, and a human is not meant to be an object. A human is mean to make objects. So objectify can have both a positive and negative connotation. The work of the human is to object-ify — to make things. Capitalism, in Marx’s view, tends instead to turn humans into objects.

So, how does this help us make sense of operating systems? On the one hand, operating systems are a product of market capitalism–all of the readings touched on this. On the other hand, they seem to give rise to creative, voluntaristic work in the form of writing and sharing code (on an individual and sometimes a corporate level). It is both endearing and puzzling that as soon as you have a digital platform, you have a group of people who just can’t seem to stop thinking about how to use it to communicate, represent, and discover. Nobody needs a text adventure or a message board where people use pseudonyms to debate plot twists in a television show. Perhaps nobody even needs a blog post on Mark in Unsworth. And yet we make them. We seem driven to represent and create our world.

What Unsworth is, I think, ultimately calling our attention to is that creation in these digital environments is inherently alienating at the same time as it feels less alienating than other forms of work, and we need to keep an eye on what we’re now calling work and now calling play.

Unsworth, being not just a literary scholar but a scholar of postmodern theory, then connects Marx to Baudrillard, a theorist who thinks about the role of representation (as in icons, images, and reproductions of reality that he calls simulacra) in how we organize ourselves socially and imagine our lives. This is farther than we need to go for this class, but it does start to touch on debates that you’ve probably encountered in far less esoteric contexts such as, is life on social media real life?

A digression/exploratory connection:

As I was talking with Sean and remembering my own introduction to Marx in graduate school, I realized that one of the key moves in contextualizing Marx’s work is connecting it to Hegel. Marx borrows several key concepts from Hegel, including the idea of consciousness of species being as the defining feature of humanity and the dialectic of history. A kind of lecture notes summary would be “Hegel consciousness, dialectic–> Marx.” In the context of having just done a Python lab, this reminded me of the “import” process. And that got me thinking about how far that analogy would go. On the one hand, when we import a code library, we’re building on the work of others and using what they’ve done to make a new combination of procedures. On the other hand, ideas are never simply “imported.” We make a mark on them first through our own process of reasoning and understanding, then on our way of expressing them, and in the case of scholarship and theory, by expanding, challenging, or changing them. And of course, that’s exactly what Marx did. His species being and his dialectic are not the same as Hegel’s, although they launch from a framework Hegel provided. So maybe the difference lies in first really getting to know what you are importing and being selective about what you take the time to build on. You can’t just “import Hegel” and understand its key terms and applications. Whereas, you can “import datetime” and then just use one function without ever knowing the rest.

 

And a short note if you are still reading:

For later discussions, this reading also plants an important seed about the relationship between digital technology and labor. Unsworth writes:

“I’d like to recall for a moment a recent advertising campaign for AT&T, in which lots of “ordinary” (but very professional-looking) people are shown using technology in futuristic ways. The tag-line of the campaign is “have you ever … You will”: “Have you ever gone to a meeting in your bathrobe?” asks the voice-over, while a man lounges at the breakfast table while video-conferencing, “Or sent a fax from the beach?” while the man lounges in his beach-chair, sending a fax from his (apparently sand-proof) laptop: “You will.” I’m sure that AT&T; intends this campaign to present a happy vision of the future, in which work somehow is less work-like; I’m equally certain, though, that it’s possible to view the campaign in exactly the opposite light, to hear an imperative tone in that “You Will,” and to consider that, without that handy laptop, the man on the beach might not have to be working. It is, in some sense, the essence of professional occupation that it crosses the line into our personal lives: no profession is truly 9-5. If technology, born from useful play, becomes an environment in which work can be carried on in the guise of play, then either we will never really work, or we will never really play, after this. It remains to be seen which of these–or both, or neither–proves to be the case.”

Works Consulted:

Halliday, John. “species‐being.” The Concise Oxford Dictionary of Politics. Oxford University Press, January 01, 2009. Oxford Reference. 28 Feb. 2019, <http://www.oxfordreference.com/view/10.1093/acref/9780199207800.001.0001/acref-9780199207800-e-1295>.

“Species Being, Social Being, and Class Consciousness.” 28 Feb. 2019, <http://internationalist-perspective.org/IP/ip-archive/ip_43_species-being.html>.

Wolff, Jonathan, “Karl Marx.” The Stanford Encyclopedia of Philosophy. Ed. Edward N. Zalta, 2017, 28 February 2019, <https://plato.stanford.edu/archives/win2017/entries/marx/>.

 

O’Reagan: History of Operating Systems

Operating systems are collections of software programs that interact with hardware and allow it to be used. The earliest systems arose in the 1950’s with batch-processing systems running single jobs at a time and data being turned out in groups (or batches). During the 1960’s MIT developed the CTSS system, which IBM used to develop OS/360 for their System/360 line of computers, a multi-batch system featuring a standard program interface and file management system. They later introduced Multiple Visual Storage (MVS) in 1974, which greatly enhanced visual storage and memory, allowing for more complicated programs to be run.

Virtual machine operating system allows multi-users to see a “single machine as several real machines” by allowing numbers of an operating system to run at the same time. This is useful to save any files for backup and prevent any mistaken failures. The other kind of operating system, VAX Virtual Memory System (VMS), was made for solely VAX family of minicomputers. Vax was useful that it was flexible among the users to develop software due to its easy commands, scalable, and balanced features.

A group at Bell Labs developed the Unix operating system in the early 1970s. It was able to multitask and host multiple users and was written in the C programming language. This language made Unix portable and popular, initially with the US government and later with a broader user base. Unix had three levels of computing targeted at different types of users. In the 1980s IBM introduced a personal computer, outsourcing the software development to Microsoft, which reaped huge benefits from the partnership. The software went through multiple stage of development, which eventually led to popular personal computers that ran on Microsoft software. Now, Microsoft windows rather than the original MS/DOS system is used on personal computers.

From the matter of between Microsoft and MS/DOS Operating Systems, the two showed great differences between their states of development. Windows were not actually considered to be fully completed, but rather were on par with “graphical shells,” in which they were actually a sort of extension to the MS/DOS Operating System, in which it would connect to such in order to help boost the ability together. MS/DOs, however, lost their claim to such credit in the business due to Microsoft’s own hold on the market, and more advanced work.

Paragraphs written by (in order) Charles, Sean, Georgia, and Gabriel. Compiled and posted by Georgia.

Living (Inside) the Operating System

Unix and Monopoly Capital

Unix was distributed gratis to many universities while a high price was charged to commercial clients in the initial years of the operating system’s existence. This free distribution helped proliferate the Unix code and created a large web of users in the 1970s and 1980s. However, this also created a hierarchy of Unix knowledge amongst users that the author labels as a cultural influence from Western and capitalistic culture. The free quality of Unix also makes it collaborative and cooperative in nature. In turn, this collaborative community is what drove innovation and improvements to the operating system.  

The MOO draws out and enacts some of the contradictions inherent not only in Unix and Unix culture but also in capitalism and Western culture and thus has many representations of a physical world inside itself. This is seen in the way that Unix exists for a reason that doesn’t answer to an immediate human need but rather a desire to continuously reproduce the objectification of labor and thus further propagate the delineation of man.

PMC-MOO: A Virtual Community

John Unsworth describes his experience with the PMC-MOO which arose as an offshoot of the electronic journal Postmodern Culture.  Its main functions were to “provide a text-based conferencing facility for journal related activities” and to create programs which could simulate or demonstrate postmodern concepts.  It was initially a very chaotic environment without any sort of etiquette or organization. Beyond the noise issue, there was the problem of identity and accountability. There was a lot of borrowing code without crediting and anonymity and disorder seemed to provide fertile ground for antisocial behavior.  After a time, however, some stabilization occurred which allowed for valuable discussions on various topics. PMC-MOO was able to draw a lot a wide variety of non-specialists into discussions on theoretical issues and also inspired people from non-technical backgrounds to dabble in programming as a result of the experience of inhabiting a shared programming environment.  This demonstrates the MOO’s ability to turn play into something useful in the context of a supportive and engaging community.

TJ and Gray—>Capitalism and Unix

Zaria—> Virtual community

TJ edited and posted

Ritchie: The Evolution of the Unix Time-sharing System

Ritchie provides a detailed explanation of the development of the Unix operating system that was developed at Bell Laboratories during the late sixties and early seventies.

In 1968-69 Bell commissioned the development of a precursor software called Multics. The project was enormously expensive and failed to deliver the usable features promised during development. The technical research conducted by Ritchie, Thompson, and Canaday on Multics did, however, prove fruitful as a preliminary design for the filing system rolled out in Unix.

The first part of this early design was PDP-7 Unix file system. This system consisted of an i-list, directories, and special files describing devices. Unlike the current system,  PDP-7 had no path names, configurations were hard to change, and there was a lack of path names. Processes existed early in this system such as system calls fork, exec, wait, and exit.

A new disk allowed for the first PDP-11 system to be created. Unlike PDP-7, this system was dedicated to word processing. Due to it only running on a single .5 MB disk, every new program required care and boldness because the system could easily crash.

Throughout this article also ran a string of social aspects to go along with the technical history that Ritchie provided. For example, though Ritchie describes the downfall of Multics, he also adds that he and the group were able to use the operating system just between them, saying, “what we wanted to preserve was not just a good environment in which to do programming, but a system around which a fellowship could form” (Ritchie, 2). It seemed odd to find these types of sentences interwoven with the more technical aspects, as the document itself seems to naturally focus on the changes made to and the problem-solving of the operating system itself. These interesting additions to the text all culminate at the end of the document, where Ritchie ends on a nostalgic note, even including the phrase “rosy glow.” At the same time, Ritchie is describing a process that involved many idea proposals and rejections and versions of the final product.

  • Sean → wrote the first two paragraphs
  • Luis → wrote the second two
  • Kate → wrote the final paragraph

O’Regan: The Internet Revolution (Chapter 14)

Vannevar Bush was an American inventor who worked on a machine called the differential analyzer that was capable of solving first order differential equation. Bush also theorized about a device called the memex that would be capable of storing referential knowledge in an encyclopedic manner. Bush was also the director of the Scientific Research and Development and coordinated research between Harvard and Berkeley that led to the creation of ARPA (Advanced Research project agency) and eventually DARPA.

By the 1960s the Department of Defense’s program was working on creating network-to-network protocol that would allow computers to communicate with one another. The new protocol was known as the TCP, which details how information is broken into packets, and IP, which focuses on sending the packets across the network. Although some computers connected with each other, Tim Berners-Lee created a system for universal communication using a URL accessible through HTTP formatted in HTML. Since the technical terms are not necessary for the story, the essay summarizes its purpose: “Browsers are used to connect to remote computers over the Internet and to request, retrieve and display the web pages on the local machine” (O’Regan 169).

Many may wonder why O’Regan may have included a section regarding business models in a chapter about the history of the internet. However, it is essential to see how the World Wide Web changed so much about how business was conducted, as it has had a profound influence on how the internet influences society today. While the World Wide Web grew at a staggering pace, creating many financial successes, it is crucial to acknowledge the mess it produced as a result of the dot-com bubble. O’Regan two main issues of this era that lead to the subsequent downfall of many companies. The first was the fact that many companies had deeply unsound business models (the article discusses how a good business model with a bad idea can be more beneficial than a flawed business model and even the best of ideas), and the share price of stocks were severely inflated, as companies values were examined based on “potential future earnings.” Thus, while we recognize that the World Wide Web has paved the way for a “new economy,” it is important to acknowledge the various occurrences as a result of this significant change.

Sean: 1st paragraph  | Luis: 2nd paragraph  | Kate: 3rd paragraph & post

As We May Think

Section 1-2

In the beginning, Bush describes the numerous scientific advances the world has had in the last 100 years. Bush argues that science is the single reason why human communication has been so advanced for so long. Bush then says that while all these things contribute to our prosperity they also make it difficult for most of the cutting edge research of the present to be truly examined and thought about. This is because we are currently in a cycle of making so many advancements with so few people and resources to accurately understand them, “The difficulty seems to be, not so much that we publish unduly in view of the extent and variety of present-day interests, but rather that publication has been extended far beyond our present ability to make real use of the record” (Bush, 36). With this in mind, Bush articulates many different advancements in photography and the future of photography shows us what is possible with science such as the invention of microfilm and has the possibilities to create superior results.

Section 3-5

In this section of his essay, Bush discusses the ways in which the record of the future could be produced, with sound recording or photographically. Bush also postulates some predictions about the future, including that the speed of arithmetic on a computing machine will accelerate. However, this process of computing is not sufficient to put humanity in conversation with the world. Many other automated processes will be needed to attain the proper storage and dissemination of information throughout the world that Bush desires. To that end, Bush also calls for a new symbolism of numerical representation which is similar to the function binary code completes today. He argues that a new numerical “positional” system will facilitate access to and dissemination of the record of the future.

TJ did sections 1-2 and posted online

Gray did sections 3-5

Wampum as Hypertext: An American Indian Intellectual Tradition of Multimedia Theory and Practice

The reading of Wampum as Hypertext describes the origins of the ideas behind Hypertext, which actually began with the ideas from the Native American’s wampum belt, in which textile showed specific patterns and links are used in order to represent and read as memory and information. While initially appearing complicated, a person who understands the pattern work would have access to such information through the lines of the wampum and would know the finer details. This idea proved to be a rather profound idea that would arrive to use in the modern era with the creation of hypertext, also in which a person would have access to numerous amounts of related information, created through the patterns of code and programming, similar to wampum textile. These ideas proved to be revolutionary to the internet, and the access of it allowed for easy access to information and quicker development of the computing system

Both wampum and Western hypertexts show digital and visual rhetoric. Wampum communicates through combinations of dark purple and the white beads, just like computers use zero and one. They also share nonlinear networks which contain layered information and narratives, sharing more than one story within each of their respective sections. As well, both act as supplemental memory. Hypertext contains troves of data readily available for research, while each bead within a wampum belt is a node representing information. Moreover, the very nature of wampum is interactive; nodes create association between symbolic representation and the spoken word, with connecting material linking to related information, and the belt as a whole represents the relationship between the “giver” and “presenter” of the belt. All of this lends itself to the power of wampum as a hypertext of community knowledge. Thus, unlike to Western hypertext, people should belong to the community in order to interpret, present, and recreate wampum communications.

Understanding the connections between wampum and hypertext credits American Indians as understanding and developing technologies in their own right. It also poses the question, “whose definition of technologically advanced are you using when evaluating your technological proficiency?” (Haas 94). Haas argues that the west does not get to decide unilaterally what constitutes advanced technology.  She does not believe that western hypertext in its digitized format was originally conceived of by American Indians. Instead, she highlights the fact that American Indians, too, developed a concept of an interconnected web of information, and that their version of this web is a different version of technology yet equally valid.

 

Gabriel -> Wrote the first paragraph

Sean -> Wrote about digital rhetoric, visual rhetoric, associative indexing in the second paragraph and helped edit

Charles -> Wrote about nonlinear knowledge and supplementary memory in the second paragraph

Georgia -> Wrote the third paragraph