Check out the following texts! Click on the links to see what I and others say about good public speaking, and be ready for some quiz questions over the content.

(I’d link the Olivia Newton John video that goes with the title, but I watched it, and it’s just too embarassing. I can’t believe we beat the Russians with culture like that.)

The difference between written communication and speech communication is like the difference between an AM radio signal and a digital TV signal: speech, like digital TV, is a much richer channel. When you write a paper, you transmit your meaning through thin lines of squiggles. If you’re clever, you perhaps include some tables, charts, and pictures.

But when you speak, you get to use much more than the words on your notecards. You get to convey meaning with body language—your facial expressions, your hands, your steps, your whole physical self (that’s called body language). You charge your words with extra meaning with paralanguagevolume (loud or soft), pitch (high or low), rate (fast or slow), and emotional tone (happy, grim, sarcastic, eager).

Good public speaking requires more than a grasp of words and their sound and meanings. You must also have a grasp of body language and paralanguage.

If your words say one thing but your body language and paralanguage say something else, guess which ones usually win?

Speech is more than words. You have to give a whole-hearted performance! Getting into your speech means putting your body and your heart behind your words. Don’t just say what you mean; show that you mean it.

Speech is a physical process. Here’s a quick diagram of the organs that allow you to speak (and some of their yucky neighbors!):

Sketch of human vocal mechanism, including diaphragm, lungs, bronchi, larynx, vocal folds, resonators, and articulators.

(click to enlarge!)

For more on the biology of speech, check these CAH@DSU posts:

  1. Anatomy of a Speaker
  2. Vocal Health

Media literacy can be a huge part of Dakota State University’s technology mission. Especially in our digital media courses, we need to teach our students how to interpret and create messages and meanings. In Speech 101, I’m looking for ways to help students meld the basic skills of traditional speech communication with all the technology we have to connect with broader, distributed audiences (stay tuned for our Model UN coverage on DakotaStateUtube!)

But to teach and learn media literacy, teachers and students need to interact with a wide range of multimedia artifacts. When we share existing content and incorporate existing work into new products in the classroom, how do we determine fair use?

Center for Social Media to the rescue: the American University group offers The Code of Best Practices for Fair Use in Media Literacy Education. It’s not a definitive legal guide or list of rules of thumb. The Center for Social Media actually rejects “cut-and-dried rules” (some percentage of pages, certain number of seconds of video) and emphasizes that “Fair use is situational, and context is critical.”

A key point in determining fair use is transformativeness. Simply duplicating and distributing material is asking for trouble. If you “add important pedagogical value,” you can start making a case for fair use. Teachers and students transform material when they use an excerpt to illustrate a point and orient discussion. They transform material when they use selections from other texts to demonstrate their own learning and creativity.

The Center for Social Media makes clear that transformativeness and other guidelines are not final answers or license to sample and mash at will. You still need to obtain your materials legally, give due credit, and be a generally responsible digital citizen.

But CfSM also notes that getting sued for using various media in class is “very, very unlikely.” They know of no instance of an American media company suing a teacher over classroom use of materials. And even if you do cross a copyright line, you’re more likely to get a cease and desist letter, not a “Go Directly to Court” card.

…of course it does!

Almost every city (and every other governmental entity, from local sewer district on up to Congress and the U.N.) can benefit from a Web 2.0 makeover. Russell Nichols at GovTech.com highlights Code for America, a new effort backed by Web 2.0 progenitor Tim O’Reilly to help local governments use the Web to “improve transparency, efficiency and citizen participation.”

Transparency, efficiency, and citizen participation–who doesn’t want more of that?

A couple things catch my attention about Code for America. First, CFA sees its mission as more than simply making more government data available to citizens. They recognize that online government tools are just about G2C; they also need to be C2G. In other words, CFA recognizes that government isn’t something done to us; government is something we all do. Citizens aren’t just consumers of government data; we are producers of data that we can use to improve our communities.

Also warming the cockles of my Web 2.0 heart is Code for America’s recognition of the importance of context, of place. CFA won’t just throw programmers in a room and ask them to make widgets. According to Nichols, CFA’s Web teams will spend a month living in their client cities. They’ll get to know their cities, the citizens their widgets will serve, and the problems those widgets will address. When it comes to local government, the World Wide Web needs to feel like a part of the neighborhood.

Chapter 17 (Elmasri & Navathe): Transaction Processing

Assume transactions are correct: we aren’t worrying in this class about bad programming.

Remember that CPUs sit idle during I/O (secondary process, not central process). We are greedy: we want to use those extra CPU cycles. We thus interleave transactions, letting T2 get some CPU time while T1 dinks around elsewhere. So remember: we caused the problems we are trying to solve. :-)

Classic transaction concurrency problems:

  1. Lost Update: T2 writes over results of T1
  2. Temporary Update (a.k.a. Dirty Read): T1 reads X, modifies i; T2 reads X; T1 has error and aborts. T2 operates on dirty data, a value that shouldn’t have existed and got undone by T1’s abort
  3. Incorrect Summary (accountants hate this): I seek aggregate data, down a column/field, for each record. I count 100,000 records. I get to record 50,000, but while I’m still counting, someone updates record #1-100. Or while I’m counting #1-100, someone changes #50,000-51,000. My data is meaningless, unpinnable in time (well, no moer problematic than the U.S. Census
  4. Unrepeatable Read: T1 reads X, gets value, continues, then reads X again, gets different value due to operation of T2. Note that having to read X again probably happens because of memory constraints: you read it, then had to dump buffer, have to go back and get data.

Remember, you don’t get to control interleaving order. The system fits concurrent transactions wherever it can.

Corruption of data due to concurrency is huge problem. When your business relies on data (everybody’s business relies on data), you can’t let this corruption happen! If your database has bad data, it will cause mistakes. And if your users see they’re getting bad data, they will stop using the database. Then you have two problems! If you give your people a data tool that they have to double-check, you’ve given them crap. You and your database are the double-check!

Transaction states:

  1. begin
  2. active
  3. partially committed
  4. committed
  5. terminate

Note that a transaction can abort to the fail state at the active and partially committed state. We create a system log on non-volatile memory (i.e., pull the plug, that info persists) to recover database after transactions fail. System log records transaction starts, reads, writes, commits, and aborts.

Commit point: all operations executed successfully and effect of all operations recorded in system log.

Remember: transactions usually write to buffer, rarely to disk. When transaction commits, its effects may still be only in buffer, not on disk! System may crash before we write the buffer to disk. That’s why the log matters! The log records that info so we can REDO after a crash and fix things with the least possible re-input of data from users.

ACID Properties of Transactions

  1. Atomicity: all or nothing — a transaction happens completely or not at all. If it aborts, you better have a routine that undoes what it managed to do before abort.
  2. Consistency Preservation: transaction takes database from one consistent state to another. (Business rules, program logic… programmers and end users handle this!)
  3. Isolation: transaction acts as if it is the only thing happening, independent of other transactions.
  4. Durability: if transaction commits, it should stick, surviving any failure.

The system (i.e., what we design) has to handle #1, 2, and 4.

Four levels of isolation:

  • Level 0: doesn’t allow dirty reads
  • Level 1: no lost updates
  • Level 2: no dirty reads, no lost updates (level 0 + level 1)
  • Level 3: no dirty reads, no lost updates, no unrepeatable reads (0 + 1 + 2)

Conflicting operations must (1) be in different transactions, (2) access the same data item, and (3) involve at least one write.

Levels of Recoverability (exam: be able to identify schedules by these levels!):

  1. Recoverable: If T2 reads from data written by T1, T1 must commit before T2 commits. If T1 is committed, it never gets rolled back. But note that if T1 aborts, T2 must abort… cascading rollback! Lots of work!
  2. Avoid Cascading Rollback: T2 only reads from T1 if T1 has committed. Only read from committed transactions!
  3. Strict: T2 cannot read or write X until the last transaction that read X has committed or aborted.

Strict is easiest: all you have to do to recover is UNDO. Your log records old value and new value for each write. you then work backward through the log and replace new value with old value.

Transactions done in serial schedule (no interleaving) are by definition correct.

Serializability: equivalence to a serial schedule of the same transactions. We never serialize schedules; we need to know, though, that we could if we (and our CPU) had all the time in the world. Equivalent means more than just result equivalent (p. 628), since you can get the same results from two different schedules given particular data. View equivalence is stronger, says every read operation reads the same value across schedules. We use conflict equivalence, which says conflicting operations happen in the same order.

Remember: there’s overhead for serializability. It takes away interleaving options and slows us down. But it also keeps our data clean. Doing things right takes time!

Chapter 18: Concurrency Control Techniques

Chapter 17 gives the mathematical basis. Chapter 18 tells us how to get stuff done. (Mathematicians can prove the transition.)

Read locks are sharable; write locks are exclusive.

2 Phase Locking:

  • Basic 2PL: growing phase (more locks), the shrinking phase (fewer locks). Once you give up a lock, you can’t ask for any more (it’s all downhill from here). Enforce this rule, and your schedule is serializable and strict recoverable. Unfortunately, gradual growing phases allow deadlocks: T1 locks Y, T2 locks X, T1 asks for X, T2 asks for Y — neither can proceed.
  • Conservative 2PL: growing phase vertical — grab all locks at once! shrinking phase gradual. No deadlocks, but starvation possible: you have to grab all locks at once, and there’s much more chance that at least one of those locks is already taken.
  • Strict 2PL: gradual growing phase, then gradual shrinking phase for read locks but vertical shrinking phase for write locks (drop all write locks at end). Deadlocks back, but strict recoverable, better than basic.
  • Rigorous 2PL: gradual growing phase, then drop all locks at end: guarantees strict recoverable.

Timestamp ordering: bigger numbers mean younger (20100127 > 20091225). Timestamp ordering gets rid of locks.

Chapter 19: Database Recovery Techniques

When you write to the log, it records the old value and the new value. This allows idempotent UNDO: you can do it over and over and getting the same result as if you had done it just once. If the log recorded an operation (“add 5, multiply by 104%”) instead of the old value, your UNDO process could really goof things up! Record the effect, not the cause.

Checkpoint: suspend operations, flush buffers, add checkpoint. This gives us a chance to guarantee that a certain string of data really has been written to the hard drive. When the system crashes, we need recover and UNDO/REDO only as far back as the checkpoint. We need not REDO any transaction that committed pre-checkpoint, because we know its commit made it to the disk. A transaction that committed post-checkpoint definitely wrote to the buffer, but it may or may not have reached the disk, so we should REDO. A transaction that starts and writes some data before the checkpoint does indeed hit the disk! The transaction may continue and hit commit after the checkpoint, but the chekpoint flushes the buffer, including writes from partially complete transactions, so we should only need to REDO the writes between the checkpoint and the commit.

Immediate Update: each operation writes straight to the buffer. This makes more UNDO!

Deferred Update: we collect writes, really write them all at once at the end of the transaction. This is nice for recovery: if a crash hits before a transaction commits, that transaction hasn’t had a chance to change the database. No UNDO or REDO necessary.

Deferred Update with Forced Write: Commit doesn’t happen until we write to disk. Do this, and you UNDO/REDO no committed transactions.

Always record your write of X to disk before you write to disk! Otherwise, you might lose your history of what you did! Checkpoints work backwards: flush buffer, then record checkpoint upon success. If system crashes between flush and checkpoint, you just go back to the previous checkpoint.

Note: MySQL doesn’t have concurrency control. Not everyone needs concurrency control.

Speech students, remember this model (click to enlarge)…

Speech Communication model: Sender --> Message --> Receiver --> Shared Understanding (if we overcome noise!)

…espcially the wiggly stuff, the noise! Everything I expect you to do and do well in your speeches is to abotu overcoming interference and creating shared (common, same root as communication) understanding.

Encyclopedia Britannica is publishing a blog series on “Learning and Literacy in the Digital Age.”

The SVO of that sentence — The Encyclopedia Britannica is publishing a blog series — is a fine synecdoche of what’s going on with our brains and social knowledge.

EncyBrit offers the following questions for its bloggers. Here are my Sunday-morning swings at these profound issues:

Will students continue to learn in classrooms? DSU’s graduate program already has at least as many off-campus students as on-campus. (In one class I took, off-campus outnumbered on-campus 2:1.) My wife is pursuing ordination as a pastor through an online seminary program that meets on the Luther campus for just two two-week sessions each year. Online resources will expand opportunities for students, especially adult students, to get training and certifications without interrupting their work and family life.

People still want to get together. Teachers and students generally feel they can communicate most effectively in person. But as Internet tools advance in capability and ubiquity and as we get better at using them, we will find ways to “make the channel richer” — i.e., to convey more of the social cues, the emotion, the body language, the signals that human interaction more informative and satisfying. As that channel gets richer, learning online will feel less isolating, and more students and teachers will find it a suitable substitute for traditional classroom learning.

Will students still use print-based libraries? Do they now? I’d love to do a survey of DSU students to see how many have actually picked up a book in the Mundt Library.

I hope print materials will stick around. I find a profound difference in how I read online and how I read when I’m holding a book. I can feel it even with my netbook. I can rotate my display and hold my computer sideways to read a full page (especially a PDF) in portrait format. In that format, I hold the computer like a book. My fingers are out of typing position. I can’t suddenly punch in a URL or click as conveniently to check my other e-mail or RSS reader. I’m more likely to sit and read that single document longer. Holding the computer like a book feels more contemplative, more patient, more… right.

But then I cut my teeth on the paper library. Kids growing up with Kindles may not feel the same comfort and tranquility I feel interacting with old paper books.

Just remember: books boot instantly.

Will they learn to read and write on the basis of traditional rules of grammar, the building blocks of writing as a potential artform, or merely at a level sufficient for texting and search-engine utilization? Here I don’t anticipate a major change. We’ve been teaching the traditional rules of grammar and writing as artform for generations, but even pre-Internet, how many could compose a truly artful and effective business letter? The Internet, with so many convenient venues for self-publication, may reveal more writers who can produce essays and other literature worthy of public attention. It will also capture a great deal more of the informal chats and semi-literate rantings about work and sports and TV and sex and everything else that makes up the bulk of everyday communication. I doubt online tools will decrease our language skills; they’ll just record a lot more of our generally sloppy language skills in e-print (much to the joy of linguists everywhere).

Will reading even be necessary when (and if) we reach that brave new world of direct “brain-to-brain communication”? – the “mind meld” some fear and others eagerly await. Numerous cultures, like our Lakota neighbors, transmitted knowledge from generation to generation without ever developing reading on their own. Even in our text-heavy culture, we learn all sorts of tacit knowledge by experience and practice. Reading is certainly necessary, but it is far from sufficient for mastery in most fields.

Reading is an artifact of cultural practice and available technology. Build a better means of transmitting explicit knowledge (“I know kung fu“), and certainly reading will become obsolete for learning. The bigger question will be not what technology might replace ink on paper or electrons on screens, but what effect that technology will have on our minds (See Leonard Shlain’s The Alphabet Versus the Goddess for the effects of alphabetic literacy on our brains.)

Of interest to DSU health information technology researchers:

  • Who needs fancy hardware and in-house networks? Just use your docs’ iPhones! (And get AT&T to connect South Dakota to the network….)
  • You can get teenagers to talk about sensitive health issues: just hand them a Health eTouch tablet in the waiting room, and they’ll open up more. (See also Chisolm et al., 2009.)
  • Dr. David Blumenthal, national HIT coordinator, writes Coordinator’s Corner — not quite a blog, but close enough — to keep us updated on what Uncle Sam is up to in health IT.

Dr. Stephen Krebsbach introduces us to the course. This is a capstone course. Interestingly, this course is a theoretical response to the practical nature of the preceding database courses in this track. We’re going to talk about the why.

Want to know how advanced we are? We’re starting in Chapter 17. :-)

Get your money’s worth: ask questions! Read the book! Communicate!

First assignment: read Chapters 17-19, watch the videos for each chapter, and come up with good questions for next class period! Watch for homework assignment, probably coming out next week.

And remember: the videos were recorded last year: ignore any references to dates, other assignments, etc.! Admin info will come by e-mail, not video!

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