Academic literature on the topic 'South High School (Springfield, Ohio)'

Due to the recent racially motivated killings in Ferguson, Missouri (2014); Staten Island, New York (2014); Cleveland, Ohio (2014); Charleston, South Carolina (2015); Baton Rouge, Louisiana (2016); and Dallas, Texas (2016), racial and ethnic tensions have heightened across the United States. Whereas schools would seem like optimal spaces for racial inquiry and promoting understanding, most classroom lessons have been standardized to avoid critical race discussions. Thus, the transformative power of education is restricted when conversations about real issues in society are avoided. This qualitative case study examines Fannie Lou Hamer Academy (FLHA)—pseudonym, a high-performing urban school that utilizes critical antiracism education. The findings suggest that multicultural curriculum helps students develop “self-knowledge,” meaning a personal awareness of their race and identity. Participants describe how self-knowledge provides corrective history, a response to negative media portrayals of minorities, and helps students understand current events such as the racial unrest in Ferguson, Missouri. The implications of these findings reveal the central role of the curriculum in shaping positive student identities and helping to mediate social conflicts.

Lady Borton is a United States citizen of Quaker background, and a former high school teacher. Inspired by her pacifist conviction that all lives are sacred and that violence is not an appropriate choice to resolve human conflict, she volunteered to work in Vietnam for the American Friends Service Committee (AFSC). The AFSC is a Quaker-based organization dedicated to the elimination of social injustice and to the promotion of world peace. From 1969 to 1971 Borton served as adminstrator of the AFSC project in Quang Ngai, a Vietnamese province that saw some of the heaviest civilian and military casualities of the war. The AFSC's project taught the Vietnamese how to make artificial arms and legs for civilian victims and provided regular weekly medical care to South Vietnamese political prisoners. In 1975 she served as leader of an AFSC-sponsored delegation of teachers to North Vietnam. She returned to Southeast Asia in 1980 to work as health administrator for twelve thousand Vietnam boat people who had been placed on the Malaysian island of Pulau Bidong. She visited Kampuchea in 1983 and is planning a visit to Vietnam later this year. Borton lives on a farm in the Appalachian region of Ohio. She chooses to live below the taxable income level so that the government cannot use her tax dollars to support any military activity. In this short article, she describes the many voices that she experiences in a typical day in Ohio and ponders a personal consequence of her remarkable sense of empathy.

Objectives: High school baseball pitch count limits vary widely by state; however, it is unknown how these variations impact cumulative elbow varus torque (EVT) throughout a season. Specifically, pitch count limits are a popular method for preventing overuse in youth baseball players, but rest day requirements for different pitch count limits are often highly variable and less frequently analyzed. Therefore, the objectives of the current study were to (1) investigate variations in pitch count rules across all 50 states, (2) calculate maximum game, monthly and season-long EVT across all pitch count limits, and (3) calculate EVT across all pitch count limits after adjusting for rest days required by each state. We hypothesized that the number of required rest days based on gameday pitch count limits would lead to large variations in cumulative EVT workload over the course of a season. Methods: Pitch count allowances and required rest days for high school baseball pitchers were recorded from the athletic association website of each state. The Motus Global database was queried for all high school pitchers. Average EVT for game pitches was quantified and used to calculate cumulative game, weekly, monthly, and season EVT during a projected 3-month season for each maximum pitch count limit assuming a three-day rest period. Values were subsequently recalculated for each group of states based on pitch count allowances and actual required rest days. Results: The Motus Global database provided 65,928 pitches from 45 high school pitchers with an average age of 16.9 ± 0.8 years. Average EVT per pitch was 45.04 ± 10.46 N•m. High school baseball is not a sanctioned sport in 2 states (Montana and Wyoming), leaving 48 states for analysis. The most common midseason maximum pitch count limit was 110 pitches (19 states, range 100-125 pitches), and the most common required rest days was 4 days (24 states, range 0-5 days) (Table 1). Assuming three-days rest between maximum pitch outings, there was a 20% difference in cumulative EVT during a season between 100 and 125 maximum pitches. When maximum pitch counts were projected with required rest days, allowing a maximum of 140 pitches in a 4 day span without a specific rest day requirement resulted in the most EVT during a season (Nevada), followed by allowing a maximum pitch count of 125 pitches with a rest requirement of 3 days (Louisiana/Ohio, Figure 1). Pennsylvania and Wisconsin allowed the least amount of pitches (i.e. 100 pitches) with the shortest required rest days (i.e. 3 days), resulting in the lowest EVT for a game and week but the sixth highest season EVT. Conversely, South Carolina allowed 110 pitches but required the most rest days (5 days), resulting in the lowest season EVT. Overall, there was a 48.8% difference in EVT during a season between the most and least restrictive states. A greater seasonal EVT in the lowest pitch count range with 1 required rest day compared to the highest pitch range was observed in 28 states (58%). Average seasonal workload of every pitch count range per required rest days for all states is summarized in Figure 2. This generally demonstrates an inverse trend with a 30% greater EVT differential between the lowest pitch range with one required rest day and the highest pitch range with 5 required rest days. Only 1 state had equal seasonal EVT at both maximum and minimal pitch ranges (Pennsylvania). Conclusions: There is wide variability in pitch count rules between states. Required rest days are often an underappreciated aspect of pitch count rules, yet they may influence season-long EVT more than maximum pitch count allowances. For example, the maximal seasonal EVT did not occur at maximal pitch limits for the majority of states. Instead, it most frequently occurred at the lowest pitch count allowance with 1 rest day (58% of states). A primary example is Indiana, which has a 20% greater potential seasonal EVT in the lowest pitch range (36-60 pitches, 1 rest day requirement) compared to its maximal pitch limit (101-120 pitches, 4 rest day requirement). Pitch count rules should be analyzed to ensure that projected workload across all pitch count and rest day allowances are proportional. Therefore, standardization of pitch count rules across states should be considered with increased emphasis on rest day restrictions. [Table: see text]

Robert William Fogel and G. R. Elton. Which Road to the Past? Two Views of History. New Haven and London: Yale University Press, 1983. Pp. vii, 136. Cloth, $14.95. Review by Stephen Kneeshaw of The School of the Ozarks. Emmanuel LeRoy Ladurie. The Mind and Method of the Historian. Translated by Sian Reynolds and Ben Reynolds. Chicago: University of Chicago Press, 1981. Pp. v, 310. Paper, $9.95. Review by Richard Harvey of Ohio University. John E. O'Connor, ed. American History/ American Television: Interpreting the Video Past. New York: Frederick Ungar Publishing Company, 1983. Pp. 463. Cloth, $17.50; Paper, $8.95. Review by D' Ann Campbell of Indiana University. Foster Rhea Dulles & Melvyn Dubofsky. Labor in America: A History. Arlington Heights, Illinois: Harlan Davidson, Inc., 1984. 4th edition. Pp. ix, 425. Cloth, $25.95. Paper, $15.95. Review by Robert W. Dubay of Bainbridge Junior College. Karen Ordahl Kupperman. Roanoke: The Abandoned Colony. Totowa, New Jersey: Rowman & Allanheld, 1984. Pp. viii, 182. Cloth, $24.95; Paper, $12.50. Review by John T. Reilly of Mount Saint Mary College. Kevin O'Reilly. Critical Thinking in American History: Exploration to Constitution. South Hamilton, Massachusetts: Hamilton-Wenham Regional High School, 1983. Pp. 86. Paper, $2.95. Teacher's Guides: Pp. 180. Paper, $12.95; Kevin O'Reilly. Critical Thinking in American History: New Republic to Civil War. South Hamilton, Massachusetts: Hamilton-Wenham Regional High School, 1984. Pp. 106. Paper, $2.95. Teacher's Guide: Pp. 190. Paper, $12.95. Review by James F. Marran of New Trier Township High School, Winnetka, Illinois. Michael J. Cassity, ed. Chains of Fear: American Race Relations Since Reconstruction. Westport, Connecticut: Greenwood Press, 1984. Pp. xxxv, 253. Cloth, $35.00. Review by Ann W. Ellis of Kennesaw College. L. P. Morris. Eastern Europe Since 1945. London and Exeter, New Hampshire: Heinemann Educational Books, 1984. Pp. 211. Paper, $10.00. Review by Thomas T. Lewis, Mount Senario College. John Marks. Science and the Making of the Modern World. Portsmouth, New Hampshire: Heinemann Educational Books, Inc., 1983. Pp. xii, 507. Paper, $25.00. Review by Howard A. Barnes of Winston-Salem State University. Kenneth G. Alfers, Cecil Larry Pool, William F. Mugleston, eds. American's Second Century: Topical Readings, 1865-Present. Dubuque, Iowa: Kendall/ Hunt Publishing Co., 1984. Pp. viii, 381. Paper, $8.95. Review by Richard D. Schubart of Phillips Exeter Academy. Sam C. Sarkesian. America's Forgotten Wars: The Counterrevoltuionary Past and Lessons for the Future. Westport, Connecticut: Greenwood Press, 1984. Pp. xiv, 265. Cloth, $29.95. Review by Richard Selcer of Mountain View College. Edward Wagenknecht. Daughters of the Covenant: Portraits of Six Jewish Women. Amherst: University of Massachusetts, 1983. Pp. viii, 192. Cloth, $17.50. Review by Abraham D. Kriegel of Memphis State University. Morton Borden. Jews, Turks, and Infidels. Chapel Hill and London: University of North Carolina Press, 1984. Pp. x, 163. Cloth, $17.95. Review by Raymond J. Jirran of Thomas Nelson Community College. Richard Schlatter, ed. Recent Views on British History: Essays on Historical Writing Since 1966. New Brunswick: Rutgers University Press, 1984. Pp. xiii, 524. Cloth, $50.00. Review by Fred R. van Hartesveldt of Fort Valley State College. Simon Hornblower. The Greek World, 479-323 B.C. London and New York: Methuen, 1983. Pp. xi, 354. Cloth, $24.00; Paper, $11.95. Review by Dan Levinson of Thayer Academy, Braintree, Massachusetts. H. R. Kedward. Resistance in Vichy France. New York: Oxford University Press, 1978. Paper edition 1983. Pp. ix, 311. Paper, $13.95. Review by Sanford J. Gutman of the State University of New York at Cortland.

Introduction: CV mortality has declined over 4 decades in the U.S. However, whether declines have been uniformly experienced across U.S. counties, and predictors of CV mortality trajectory are not known. Methods: County-level mortality data from 1980-2014 was obtained from the National Center for Health Statistics. We used a ClustMix approach to identify 3 distinct county phenogroups based on mortality trajectory. Adjusted multinomial logistic regression models were constructed to evaluate the associations between county-level characteristics (demographic, social, and health status) and CV mortality trajectory-based phenogroups. Results: Among 3,133 counties, there were parallel declines in CV mortality in all groups (Fig.1A). High-mortality counties were located in the South and parts of the Ohio and Mississippi River valleys (Fig. 1B). County phenogroups varied significantly in social characteristics such as non-white proportion (low vs. high mortality: 12% vs. 27%), high-school education (11% vs. 20%), and violent crime rates (.01 vs. 0.3/100 population). Disparities in health factors were also observed with higher rates of smoking, obesity, and diabetes in the high (vs. low) mortality groups. A substantial collinearity was observed between social and health factors. In adjusted analysis, social, environmental, and health characteristics explained 56% variance in the county-level CV mortality trajectory. Education status (OR [95% CI]=12.4 [9.4-16.3]), violent crime rates (OR [95% CI] =1.6 [1.3-1.9]), and smoking (OR [95% CI] = 3.9 [3.1- 4.9]) were the strongest predictors of high mortality trajectory phenogroup membership (ref: low mortality). Conclusions: Despite a decline in CV mortality, disparities at the county-level have persisted over the past 4 decades largely driven by differences in social characteristics and smoking prevalence. This highlights the need for multi-domain interventions focusing on safety, education and public health to improve county-level disparities in CV health.

07–398Ammar, Ahlem (U de Montréal, Canada; ahlem.ammar@umontreal.ca) & Nina Spada, One size fits all? Recasts, prompts, and L2 learning. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 543–574.07–399August, Gail (Hostos Community College, USA), So, what's behind adult English second language reading?Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 245–264.07–400Beasley, Robert (Franklin College, USA; rbeasley@franklincollege.edu), Yuangshan Chuang& Chao-chih Liao, Determinants and effects of English language immersion in Taiwanese EFL learners engaged in online music study. The Reading Matrix (Readingmatrix.com) 6.3 (2006), 330–339.07–401Brown, Jill (Monash U, Australia), Jenny Miller & Jane Mitchell, Interrupted schooling and the acquisition of literacy: Experiences of Sudanese refugees in Victorian secondary schools. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.2 (2006), 150–162.07–402Bunch, George C. (U California, USA), ‘Academic English’ in the 7th grade: Broadening the lens, expanding access. Journal of English for Academic Purposes (Elsevier) 5.4 (2006), 284–301.07–403Chambers, Andrea (Insa de Lyon, France; andrea.emara@insa-lyon.fr) & Stephen Bax (Canterbury Christ Church U, UK), Making CALL work: Towards normalisation. System (Elsevier) 34.4 (2006), 465–479.07–404Chan, Alice (City U of Hong Kong, China; enalice@cityu.edu.hk), Strategies used by Cantonese speakers in pronouncing English initial consonant clusters: Insights into the interlanguage phonology of Cantonese ESL learners in Hong Kong. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.4 (2006), 331–355.07–405Coulter, Cathy (Arizona State U, USA) & Mary Lee Smith, English language learners in a comprehensive high school. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 309–335.07–406Elia, Antonella (U Naples, Italy; aelia@unina.it), Language learning in tandem via skype. The Reading Matrix (Readingmatrix.com) 6.3 (2006), 269–280.07–407Ellis, Rod (U Auckland, New Zealand; r.ellis@auckland.ac.nz) & Younghee Sheen, Reexamining the role of recasts in second language acquisition. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 575–600.07–408Farrell, Thomas S. C. (Brock U, Canada; tfarrell@brocku.ca) & Christophe Mallard, The use of reception strategies by learners of French as a foreign language. The Modern Language Journal (Blackwell) 90.3 (2006), 338–352.07–409Feuer, Avital (York U, Canada), Parental influences on language learning in Hebrew Sunday school classes. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 266–27707–410Harada, Tetsuo (Waseda U, Japan; tharada@waseda.jp), The acquisition of single and geminate stops by English-speaking children in a Japanese immersion program. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 601–632.07–411Karlsson, Leena (Helsinki U, Finland; leena.karlsson@helsinki.fi) Felicity Kjisik & Joan Nordlund, Language counselling: A critical and integral component in promoting an autonomous community of learning. System (Elsevier) 35.1 (2007), 46–65.07–412Lieberman, Moti (American U, USA; aoshima@american.edu) Sachiko Aoshima & Colin Phillips, Nativelike biases in generation ofwh-questions by nonnative speakers of Japanese. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 423–448.07–413Macaro, Ernesto (U Oxford; ernesto.macaro@edstud.ox.ac.uk), Strategies for language learning and for language use: Revising the theoretical framework. The Modern Language Journal (Blackwell) 90.3 (2006), 320–337.07–414Matsuzaki Carreira, Junko (Tsuda College, Japan), Motivation for learning English as a foreign language in Japanese elementary schools. JALT Journal (Japan Association for Language Teaching) 28.2 (2006), 135–157.07–415Mohan, Bernard & Tammy Slater (U British Columbia, Canada), Examining the theory/practice relation in a high school science register: A functional linguistic perspective. Journal of English for Academic Purposes (Elsevier) 5.4 (2006), 302–316.07–416Mozzon-McPherson, Marina (U Hull, UK; M.Mozzon-Mcpherson@hull.ac.uk), Supporting independent learning environments: An analysis of structures and roles of language learning advisers. System (Elsevier) 35.1 (2007), 66–92.07–417Napier, Jemina (Macquarie U, Australia), Effectively teaching discourse to sign language interpreting students. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 251–265.07–418Nassaji, Hossein (U Victoria, Canada; nassaji@uvic.ca), The relationship between depth of vocabulary knowledge and L2 learners' lexical inferencing strategy use and success. The Modern Language Journal (Blackwell) 90.3 (2006), 387–401.07–419Nıxon, Helen & Barbara Comber (U South Australia, Australia; helen.nixon@unisa.edu.au), Differential recognition of children's cultural practices in middle primary literacy classrooms. Literacy (Oxford University Press) 40.3 (2006), 127–136.07–420Reinders, Hayo (U Auckland, New Zealand; system@hayo.nl), Supporting independent learning environments: An analysis of structures and roles of language learning advisers. System (Elsevier) 35.1 (2007), 93–111.07–421Sangpıl Byon, Andrew (State U New York, USA), Language socialization in Korean as-a-foreign-language classrooms. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 265–291.07–422Song, Bailin (City U New York, USA), Content-based ESL instruction: Long-term effects and outcomes. English for Specific Purposes (Elsevier) 25.4 (2006), 420–437.07–423Soonhyang, Kim (Ohio State U, Columbus, USA), Academic oral communication needs of East Asian international graduate students in non-science and non-engineering fields. English for Specific Purposes (Elsevier) 25.4 (2006), 479–489.07–424Stroud, Christopher (U West Cape, South Africa; cstroud@uwc.ac.za) & Lionel Wee, Anxiety and identity in the language classroom. RELC Journal (Sage) 37.3 (2006), 299–307.07–425Sunderman, Gretchen (Florida State U, USA; gsunderm@fsu.edu) & Judith F. Kroll, First language activation during second language lexical processing: An investigation of lexical form, meaning, and grammatical class. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 387–422.07–426Woodrow, Lindy J. (U Sydney, Australia; l.woodrow@edfac.usyd.edu.au), A model of adaptive language learning. The Modern Language Journal (Blackwell) 90.3 (2006), 297–319.07–427Xuesong, Gao (U Hong Kong, China; Gao@hkusua.hku.hk), Strategies used by Chinese parents to support English language learning. RELC Journal (Sage) 37.3 (2006), 285–298.07–428Zwıers, Jeff (California, USA), Integrating academic language, thinking, and content: Learning scaffolds for non-native speakers in the middle grades. Journal of English for Academic Purposes (Elsevier) 5.4 (2006), 317–332.07–429Zyzik, Eve (Michigan State U, USA; zyzik@msu.edu), Transitivity alternations and sequence learning: Insights from L2 Spanish production data. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 449–485.

I sat alone on the beach under the shade of a big umbrella. My husband, Bill, and our three children were in the condo taking a break from the Florida sunshine. Dreamily, I gazed at the vast Gulf of Mexico, the brilliant blue sky stretching endlessly above. I was sitting about 50 feet from the surf, but I couldn't actually see the waves hitting the beach; I was almost blind. It was a windy day in late May and I loved feeling the ocean breeze sweeping over me. I imagined I could hear the waves crashing onto the surf, but the sound was only a memory. I was totally deaf. Although I had a cochlear implant and could hear the waves, the cry of sea gulls, and many other sounds with the technology, I wasn't wearing it at the moment and everything I heard was in my mind. As a child, my understanding of speech was better and my vision was clearer. My diagnosis was optic atrophy at age 5 and my vision gradually degenerated over the years. For unknown reasons, nerve damage caused hearing loss and during my teens, my hearing grew worse and worse until by the time I was ready for college, I was profoundly deaf. I chose to attend Gallaudet University because my high school teachers and my parents felt I would receive better services as a deaf and blind student. I feel it was a very good decision; when I entered Gallaudet, it was like entering a new and exhilarating world. Before attending Gallaudet, while I struggled to cope with hearing loss combined with severely low vision, my world grew smaller and smaller, not being able to communicate efficiently with others. At Gallaudet, I suddenly found I could communicate with almost anybody I met on campus using sign language. Thus, my self-confidence and independence grew as I proceeded to get a college education.It wasn't an easy route to follow. I didn't know Braille at the time and depended on using a CCTV (closed captioned television) electronic aid which magnified text, enabling me to read all my college books. I also relied on the assistance of a class aid who interpreted all my teachers' lectures and class discussions because I was unable to see people's signing unless they signed right in front of my face. It was slow going and often frustrating, trying to keep involved socially and keeping up with my coursework but when I was 13 years old, my vision specialist teacher who had worked with me from 5th grade until I graduated from high school, wrote a note for me saying, "Anything worthwhile seldom comes easy." The phrase stuck in my mind and I tried to follow this philosophy. In 1989 after 7 years of persistence, I graduated with a Bachelor's of Arts degree in psychology. With the B.A. in hand and having developed good communication skills with deaf and deaf-blind people using sign language and ASL (American Sign Language), I was ready to face the world. But I wasn't exactly ready; I knew I wanted a professional job working with deaf-blind people and the way to get there was to earn a master's degree. I applied for admission into Gallaudet's graduate school and was accepted into the vocational rehabilitation counselling program. While I thoroughly enjoyed graduate school experience, I got to work with my class mates one-on-one more often and there were a lot more hands-on activities, it became obvious to me that I wasn't prepared for graduate school. I needed to learn Braille and how to use Braille technology; my vision had worsened a lot since starting college. In addition, I needed a break from school and needed to gain experience in the working world. After completing one and a half years and earning 15 credit hours in the master's program, I left Gallaudet and found a job in Baltimore, Maryland.The job was with a new program for adults who were visually and hearing impaired and mentally disabled. My job was assisting the clients with independent living and work related skills. Most of the other staff were deaf, communicating via ASL. By then, I was skilled using tactile signing, putting my hand on the back of the signer's hand to follow movements by touch, and I made friends with co-workers. I felt grown up and independent working full-time, living in my own apartment, using the subway train and bus to travel to and from work. I didn't have any serious problems living on my own. There was a supermarket up the road to which I could walk or ride a bus. But I needed a taxi ride back to the apartment when I had more groceries than I could carry. I would leave a sign I made out of cardboard and wrote my address in big black numbers, on my apartment door to help the driver find my place. I used a white cane and upon moving to Baltimore, an Orientation and Mobility (O and M) teacher who worked with blind people, showing them how to travel in the city, taught me the route to my work place using the subway and bus. Thus, I was independent and knew my way to work as well as to a nearby shopping mall. One day as I stood on the subway station platform holding my white cane, waiting for my train, the opposite train pulled in. As I stood watching passengers hurrying to board, knowing my train would arrive soon on the other side, a woman ran up to me and started pulling my arm. I handed her my notebook and black marker I used for communicating with people in the public, telling her I couldn't hear and would she please write in large print? She frantically scribbled something, but I couldn't read the note. She then gave me back the pen and pad, grabbed my arm again and started pulling me towards the train. I refused to budge, gesturing towards the opposite tracks, clearly indicating I was waiting for the other train. Finally, she let go, dashed into the train before the doors closed. I watched the train pull away, sadly reflecting that some people who wanted to help, just didn't understand how to approach disabled people. As a deaf-blind traveller, it was my duty to help educate the general public how to assist disabled persons in a humane way. After I established my new life for a few months, Bill was offered a position in the same program and moved to Baltimore to join me. He had worked at the Helen Keller National Centre in New York where I met him while doing a summer internship there three years before. I was thrilled when he got the job working beside me and we got to know each other on a daily basis. We had been dating since we met although I was in college and he was working and living in New York and then Cleveland, Ohio. Bill being hearing and sighted, was skilled in sign language and communication techniques with deaf-blind people. He had a wonderful attitude towards disabled people and made me feel like a normal person who was capable of doing things. We shared a lot and were very comfortable with each other. After nearly six months together in Baltimore, we married in May 1992, several weeks before my 28th birthday.After our first year of marriage living in Maryland, Bill and I moved to Little Rock, Arkansas. We wanted to live closer to my family and parents, Ron and Judy Cummings, who lived in Poplar Bluff, Missouri, 176 miles north of Little Rock. I wanted to go back to school and entered the deaf education program at the University of Arkansas at Little Rock with the goal of becoming a teacher for deaf-blind students. I never dreamed I would have a deaf-blind child of my own one day. My vision and hearing loss were caused by nerve damage and no one else in my family nor Bill's had a similar disability.I was pregnant with our first child when I entered UALR. In spite of my growing belly, I enjoyed the teacher training experience. I worked with a deaf-blind 12-year-old student and her teacher at the Arkansas School for the Deaf; observed two energetic four-year-olds in the pre-school program. But when my son, Joe was born in June 1994, my world changed once again. School became less important and motherhood became the ultimate. As a deaf-blind person, I wanted to be the best mom within my abilities.I decided that establishing good communication with my child was an important aspect of being a deaf-blind mom. Bill was in full agreement and we would set Joe on the kitchen table in his infant carrier, reciting together in sign language, "The three Bears". I could see Joe's tiny fists and feet wave excitedly in the air as he watched us signing children's stories. I would encourage Joe to hold my fingers while I signed to him, trying to establish a tactile signing relationship. But he was almost two years old when he finally understood that he needed to sign into my hands. We were sitting at the table and I had a bag of cookies. I refused to give him one until he made the sign for "cookie" in my hand. I quickly rewarded him with a cookie and he got three or four each time he made the sign in my hand. Today at 16, Joe is an expert finger speller and can effectively communicate with me and his younger deaf-blind brother, Ben.When Joe was two and a half, I decided to explore a cochlear implant. It was 1996 and we were living in Poplar Bluff by then. My cousin, who was studying audiology, told me that people using cochlear implants were able to understand sound so well they didn't need good vision. I made an appointment with the St. Louis cochlear implant program and after being evaluated, I decided to go ahead. I am glad I have a cochlear implant. After months of practice I learned to use the new sound and was eventually able to understand many environmental sounds. I never regained the ability of understanding speech, though, but I could hear people's voices very clearly, the sound of laughter, birds singing, and many more. Being able to hear my children's voices is especially wonderful, even when they get noisy and I get a headache. That fall I went to Leader Dogs School for the Blind (LDSB) where I met Milo, a large yellow Labrador retriever. At LDSB I learned how to care for and work with a dog guide. Having Milo as my companion and guide was like stepping into another new and wonderful world of independence. With Milo, I could walk briskly and feel secure. Milo was a big help as a deaf-blind mom, too. With Milo's guiding help, it was wonderful following my children while they rode tricycles or bikes and the whole family enjoyed going out for walks together. Our second son, Ben, was born in February 1999. He was a perfectly healthy little boy and Bill and I were looking forward to raising two sons. Joe was four and a half years old when Ben was born and was fascinated in his new brother. But when Ben was 5 months old, he was diagnosed with Langerhans Cell Histiocytosis (LCH), a rare childhood disease and in some cases, fatal. It was a long, scary road we followed as Ben received treatment at the children's hospital in St. Louis which involved making the 150 mile trip almost weekly for chemotherapy and doctor check-ups. Through it all, Ben was a happy little boy, in spite of the terrible rash that affected his scalp and diaper area, a symptom of LCH. Bill and I knew that we had to do everything possible to help Ben. When he was a year old, his condition seemed stable enough for me to feel comfortable leaving my family for two months to study Braille and learn new technology skills at a program in Kansas City. My vision had deteriorated to a point where I could no longer use a CCTV.Bill's mom, Marie Reid, who lived in Cleveland, Ohio, made a special trip to stay at our home in Poplar Bluff to help Bill with the boys while I was gone. I was successful at the program, learning Braille, making a change from magnification to Braille technology. Upon returning home, I began looking for a job and found employment as a deaf-blind specialist in a new project in Mississippi. The job was in Tupelo and we moved to northern Mississippi, settling into a new life. We transferred Ben's treatment to St. Judes Children's hospital located in Memphis, 94 miles west of Tupelo. I went to work and Bill stayed home with the boys, which worked well. When Ben had to go to St. Judes every three weeks for chemotherapy, Bill was able to drive him. The treatment was successful, the rash had disappeared and there were no traces of LCH in Ben's blood tests. But when he was almost 3 years old, he was diagnosed with optic atrophy, the same eye disease I suffered from and an audiologist detected signs of inner ear hearing loss.Shocked at the news that our little son would grow up legally blind and perhaps become deaf, Bill and I had to rethink our future. We knew we wanted Ben to have a good life and as a deaf-blind child, he needed quality services. We chose to move to Pittsburgh, Pennsylvania because I knew there were good services for deaf-blind people and I could function independently as a stay-home mom. In addition, Cleveland, Ohio, where Marie Reid and several of Bill's siblings lived, was a two hour's drive from Pittsburgh and living near family was important to us. With regret, I left my job opportunity and new friends and we re-located to Pittsburgh. We lived on a quiet street near Squirrel Hill and enrolled Joe into a near-by Catholic school. Ben received excellent early intervention services through the Pittsburgh public school, beginning Braille, using a white cane and tactile signing. The Pennsylvania services for the blind generously purchased a wonderful computer system and Braille display for me to use at home. I was able to communicate with Joe's and Ben's teachers and other contacts using e-mail. Ben's Braille teacher provided us with several print/Braille books which I read to the boys while Ben touched the tactile pictures. I made friends in the deaf and deaf-blind community and our family attended social events. Besides the social benefits of a deaf community, Pittsburgh offered a wonderful interpreting service and I was able to take Ben to doctor appointments knowing an interpreter would meet me at the hospital to assist with communication. I also found people who were willing to help me as volunteer SSPs (support Service Providers), persons whose role is to assist a deaf-blind person in any way, such as shopping, going to the bank, etc. Thus, I was able to function quite independently while Bill worked. Perhaps Bill and I were a bit crazy; after all, we had enough on our plate with a deaf-blind son and a deaf-blind mom, but love is a mysterious thing. In October 2003, Tim was born and our family was complete. Having two school-aged children and a baby on my hands was too much for me to handle alone. Bill was working and busy with culinary arts school. We realized we needed more help with the children, plus the high cost of living in the city was a struggle for us. We decided for the family's best interest, it would be better to move back to Poplar Bluff. After Joe and Ben were out of school in June, my mom flew out to Pittsburgh to escort them back to her home while Bill finished his externship for his culinary arts degree and in the late summer of 2004, we packed up our apartment, said good-bye to Pittsburgh, and drove to Missouri. The move was a good decision in many ways. Poplar Bluff, a rural town in south-eastern Missouri, has been my hometown since I was 10 years old. My extended family live there and the boys are thriving growing up among their cousins. Ben is receiving Braille and sign language services at public school and reads Braille faster than me!While both Bill and I are deeply satisfied knowing our children are happy, we have made personal sacrifices. Bill has given up his career satisfaction as a professional cook, needing to help look after the children and house. I have given up the benefits of city life such as interpreting and SSP services, not to mention the social benefits of a deaf community. But the children's well-being comes first, and I have found ways to fulfil my needs by getting involved with on-line groups for deaf-blind people, including writers and poets. I have taken a great interest in writing, especially children's stories and hope to establish a career as a writer. While I work on my computer, Bill keeps busy engaging the boys in various projects. They have built a screened-in tree house in the backyard where Ben and Tim like to sleep during warm summer nights.“It's almost 5 o'clock," Bill signed into my hand, rousing me from my thoughts. Time to prepare for our homeward journey the next day to Poplar Bluff, Missouri.Christy and Family

03—230 Andress, Reinhard (St. Louis U., USA), James, Charles J., Jurasek, Barbara, Lalande II, John F., Lovik, Thomas A., Lund, Deborah, Stoyak, Daniel P., Tatlock, Lynne and Wipf, Joseph A.. Maintaining the momentum from high school to college: Report and recommendations. Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 1—14.03—231 Andrews, David R. (Georgetown U., USA.). Teaching the Russian heritage learner. Slavonic and East European Journal (Tucson, Arizona, USA), 45, 3 (2001), 519—30.03—232 Ashby, Wendy and Ostertag, Veronica (U. of Arizona, USA). How well can a computer program teach German culture? Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 79—85.03—233 Bateman, Blair E. (937 17th Avenue, SE Minneapolis, MN 55414, USA; Email: bate0048@umn.edu). Promoting openness toward culture learning: Ethnographic interviews for students of Spanish. 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“As the old technologies become automatic and invisible, we find ourselves more concerned with fighting or embracing what’s new”—Dennis Baron, From Pencils to Pixels: The Stage of Literacy Technologies What constitutes a computer, as we have come to expect it? Are they necessarily monolithic “beige boxes”, connected to computer monitors, sitting on computer desks, located in computer rooms or computer labs? In order for a device to be considered a true computer, does it need to have a keyboard and mouse? If this were 1991 or earlier, our collective perception of what computers are and are not would largely be framed by this “beige box” model: computers are stationary, slab-like, and heavy, and their natural habitats must be in rooms specifically designated for that purpose. In 1992, when Apple introduced the first PowerBook, our perception began to change. Certainly there had been other portable computers prior to that, such as the Osborne 1, but these were more luggable than portable, weighing just slightly less than a typical sewing machine. The PowerBook and subsequent waves of laptops, personal digital assistants (PDAs), and so-called smart phones from numerous other companies have steadily forced us to rethink and redefine what a computer is and is not, how we interact with them, and the manner in which these tools might be used in the classroom. However, this reconceptualization of computers is far from over, and is in fact steadily evolving as new devices are introduced, adopted, and subsequently adapted for uses beyond of their original purpose. Pat Crowe’s Book Reader project, for example, has morphed Nintendo’s GameBoy and GameBoy Advance into a viable electronic book platform, complete with images, sound, and multi-language support. (Crowe, 2003) His goal was to take this existing technology previously framed only within the context of proprietary adolescent entertainment, and repurpose it for open, flexible uses typically associated with learning and literacy. Similar efforts are underway to repurpose Microsoft’s Xbox, perhaps the ultimate symbol of “closed” technology given Microsoft’s propensity for proprietary code, in order to make it a viable platform for Open Source Software (OSS). However, these efforts are not forgone conclusions, and are in fact typical of the ongoing battle over who controls the technology we own in our homes, and how open source solutions are often at odds with a largely proprietary world. In late 2001, Microsoft launched the Xbox with a multimillion dollar publicity drive featuring events, commercials, live models, and statements claiming this new console gaming platform would “change video games the way MTV changed music”. (Chan, 2001) The Xbox launched with the following technical specifications: 733mhz Pentium III 64mb RAM, 8 or 10gb internal hard disk drive CD/DVD ROM drive (speed unknown) Nvidia graphics processor, with HDTV support 4 USB 1.1 ports (adapter required), AC3 audio 10/100 ethernet port, Optional 56k modem (TechTV, 2001) While current computers dwarf these specifications in virtually all areas now, for 2001 these were roughly on par with many desktop systems. The retail price at the time was $299, but steadily dropped to nearly half that with additional price cuts anticipated. Based on these features, the preponderance of “off the shelf” parts and components used, and the relatively reasonable price, numerous programmers quickly became interested in seeing it if was possible to run Linux and additional OSS on the Xbox. In each case, the goal has been similar: exceed the original purpose of the Xbox, to determine if and how well it might be used for basic computing tasks. If these attempts prove to be successful, the Xbox could allow institutions to dramatically increase the student-to-computer ratio in select environments, or allow individuals who could not otherwise afford a computer to instead buy and Xbox, download and install Linux, and use this new device to write, create, and innovate . This drive to literally and metaphorically “open” the Xbox comes from many directions. Such efforts include Andrew Huang’s self-published “Hacking the Xbox” book in which, under the auspices of reverse engineering, Huang analyzes the architecture of the Xbox, detailing step-by-step instructions for flashing the ROM, upgrading the hard drive and/or RAM, and generally prepping the device for use as an information appliance. Additional initiatives include Lindows CEO Michael Robertson’s $200,000 prize to encourage Linux development on the Xbox, and the Xbox Linux Project at SourceForge. What is Linux? Linux is an alternative operating system initially developed in 1991 by Linus Benedict Torvalds. Linux was based off a derivative of the MINIX operating system, which in turn was a derivative of UNIX. (Hasan 2003) Linux is currently available for Intel-based systems that would normally run versions of Windows, PowerPC-based systems that would normally run Apple’s Mac OS, and a host of other handheld, cell phone, or so-called “embedded” systems. Linux distributions are based almost exclusively on open source software, graphic user interfaces, and middleware components. While there are commercial Linux distributions available, these mainly just package the freely available operating system with bundled technical support, manuals, some exclusive or proprietary commercial applications, and related services. Anyone can still download and install numerous Linux distributions at no cost, provided they do not need technical support beyond the community / enthusiast level. Typical Linux distributions come with open source web browsers, word processors and related productivity applications (such as those found in OpenOffice.org), and related tools for accessing email, organizing schedules and contacts, etc. Certain Linux distributions are more or less designed for network administrators, system engineers, and similar “power users” somewhat distanced from that of our students. However, several distributions including Lycoris, Mandrake, LindowsOS, and other are specifically tailored as regular, desktop operating systems, with regular, everyday computer users in mind. As Linux has no draconian “product activation key” method of authentication, or digital rights management-laden features associated with installation and implementation on typical desktop and laptop systems, Linux is becoming an ideal choice both individually and institutionally. It still faces an uphill battle in terms of achieving widespread acceptance as a desktop operating system. As Finnie points out in Desktop Linux Edges Into The Mainstream: “to attract users, you need ease of installation, ease of device configuration, and intuitive, full-featured desktop user controls. It’s all coming, but slowly. With each new version, desktop Linux comes closer to entering the mainstream. It’s anyone’s guess as to when critical mass will be reached, but you can feel the inevitability: There’s pent-up demand for something different.” (Finnie 2003) Linux is already spreading rapidly in numerous capacities, in numerous countries. Linux has “taken hold wherever computer users desire freedom, and wherever there is demand for inexpensive software.” Reports from technology research company IDG indicate that roughly a third of computers in Central and South America run Linux. Several countries, including Mexico, Brazil, and Argentina, have all but mandated that state-owned institutions adopt open source software whenever possible to “give their people the tools and education to compete with the rest of the world.” (Hills 2001) The Goal Less than a year after Microsoft introduced the The Xbox, the Xbox Linux project formed. The Xbox Linux Project has a goal of developing and distributing Linux for the Xbox gaming console, “so that it can be used for many tasks that Microsoft don’t want you to be able to do. ...as a desktop computer, for email and browsing the web from your TV, as a (web) server” (Xbox Linux Project 2002). Since the Linux operating system is open source, meaning it can freely be tinkered with and distributed, those who opt to download and install Linux on their Xbox can do so with relatively little overhead in terms of cost or time. Additionally, Linux itself looks very “windows-like”, making for fairly low learning curve. To help increase overall awareness of this project and assist in diffusing it, the Xbox Linux Project offers step-by-step installation instructions, with the end result being a system capable of using common peripherals such as a keyboard and mouse, scanner, printer, a “webcam and a DVD burner, connected to a VGA monitor; 100% compatible with a standard Linux PC, all PC (USB) hardware and PC software that works with Linux.” (Xbox Linux Project 2002) Such a system could have tremendous potential for technology literacy. Pairing an Xbox with Linux and OpenOffice.org, for example, would provide our students essentially the same capability any of them would expect from a regular desktop computer. They could send and receive email, communicate using instant messaging IRC, or newsgroup clients, and browse Internet sites just as they normally would. In fact, the overall browsing experience for Linux users is substantially better than that for most Windows users. Internet Explorer, the default browser on all systems running Windows-base operating systems, lacks basic features standard in virtually all competing browsers. Native blocking of “pop-up” advertisements is still not yet possible in Internet Explorer without the aid of a third-party utility. Tabbed browsing, which involves the ability to easily open and sort through multiple Web pages in the same window, often with a single mouse click, is also missing from Internet Explorer. The same can be said for a robust download manager, “find as you type”, and a variety of additional features. Mozilla, Netscape, Firefox, Konqueror, and essentially all other OSS browsers for Linux have these features. Of course, most of these browsers are also available for Windows, but Internet Explorer is still considered the standard browser for the platform. If the Xbox Linux Project becomes widely diffused, our students could edit and save Microsoft Word files in OpenOffice.org’s Writer program, and do the same with PowerPoint and Excel files in similar OpenOffice.org components. They could access instructor comments originally created in Microsoft Word documents, and in turn could add their own comments and send the documents back to their instructors. They could even perform many functions not yet capable in Microsoft Office, including saving files in PDF or Flash format without needing Adobe’s Acrobat product or Macromedia’s Flash Studio MX. Additionally, by way of this project, the Xbox can also serve as “a Linux server for HTTP/FTP/SMB/NFS, serving data such as MP3/MPEG4/DivX, or a router, or both; without a monitor or keyboard or mouse connected.” (Xbox Linux Project 2003) In a very real sense, our students could use these inexpensive systems previously framed only within the context of entertainment, for educational purposes typically associated with computer-mediated learning. Problems: Control and Access The existing rhetoric of technological control surrounding current and emerging technologies appears to be stifling many of these efforts before they can even be brought to the public. This rhetoric of control is largely typified by overly-restrictive digital rights management (DRM) schemes antithetical to education, and the Digital Millennium Copyright Act (DMCA). Combined,both are currently being used as technical and legal clubs against these efforts. Microsoft, for example, has taken a dim view of any efforts to adapt the Xbox to Linux. Microsoft CEO Steve Ballmer, who has repeatedly referred to Linux as a cancer and has equated OSS as being un-American, stated, “Given the way the economic model works - and that is a subsidy followed, essentially, by fees for every piece of software sold - our license framework has to do that.” (Becker 2003) Since the Xbox is based on a subsidy model, meaning that Microsoft actually sells the hardware at a loss and instead generates revenue off software sales, Ballmer launched a series of concerted legal attacks against the Xbox Linux Project and similar efforts. In 2002, Nintendo, Sony, and Microsoft simultaneously sued Lik Sang, Inc., a Hong Kong-based company that produces programmable cartridges and “mod chips” for the PlayStation II, Xbox, and Game Cube. Nintendo states that its company alone loses over $650 million each year due to piracy of their console gaming titles, which typically originate in China, Paraguay, and Mexico. (GameIndustry.biz) Currently, many attempts to “mod” the Xbox required the use of such chips. As Lik Sang is one of the only suppliers, initial efforts to adapt the Xbox to Linux slowed considerably. Despite that fact that such chips can still be ordered and shipped here by less conventional means, it does not change that fact that the chips themselves would be illegal in the U.S. due to the anticircumvention clause in the DMCA itself, which is designed specifically to protect any DRM-wrapped content, regardless of context. The Xbox Linux Project then attempted to get Microsoft to officially sanction their efforts. They were not only rebuffed, but Microsoft then opted to hire programmers specifically to create technological countermeasures for the Xbox, to defeat additional attempts at installing OSS on it. Undeterred, the Xbox Linux Project eventually arrived at a method of installing and booting Linux without the use of mod chips, and have taken a more defiant tone now with Microsoft regarding their circumvention efforts. (Lettice 2002) They state that “Microsoft does not want you to use the Xbox as a Linux computer, therefore it has some anti-Linux-protection built in, but it can be circumvented easily, so that an Xbox can be used as what it is: an IBM PC.” (Xbox Linux Project 2003) Problems: Learning Curves and Usability In spite of the difficulties imposed by the combined technological and legal attacks on this project, it has succeeded at infiltrating this closed system with OSS. It has done so beyond the mere prototype level, too, as evidenced by the Xbox Linux Project now having both complete, step-by-step instructions available for users to modify their own Xbox systems, and an alternate plan catering to those who have the interest in modifying their systems, but not the time or technical inclinations. Specifically, this option involves users mailing their Xbox systems to community volunteers within the Xbox Linux Project, and basically having these volunteers perform the necessary software preparation or actually do the full Linux installation for them, free of charge (presumably not including shipping). This particular aspect of the project, dubbed “Users Help Users”, appears to be fairly new. Yet, it already lists over sixty volunteers capable and willing to perform this service, since “Many users don’t have the possibility, expertise or hardware” to perform these modifications. Amazingly enough, in some cases these volunteers are barely out of junior high school. One such volunteer stipulates that those seeking his assistance keep in mind that he is “just 14” and that when performing these modifications he “...will not always be finished by the next day”. (Steil 2003) In addition to this interesting if somewhat unusual level of community-driven support, there are currently several Linux-based options available for the Xbox. The two that are perhaps the most developed are GentooX, which is based of the popular Gentoo Linux distribution, and Ed’s Debian, based off the Debian GNU / Linux distribution. Both Gentoo and Debian are “seasoned” distributions that have been available for some time now, though Daniel Robbins, Chief Architect of Gentoo, refers to the product as actually being a “metadistribution” of Linux, due to its high degree of adaptability and configurability. (Gentoo 2004) Specifically, the Robbins asserts that Gentoo is capable of being “customized for just about any application or need. ...an ideal secure server, development workstation, professional desktop, gaming system, embedded solution or something else—whatever you need it to be.” (Robbins 2004) He further states that the whole point of Gentoo is to provide a better, more usable Linux experience than that found in many other distributions. Robbins states that: “The goal of Gentoo is to design tools and systems that allow a user to do their work pleasantly and efficiently as possible, as they see fit. Our tools should be a joy to use, and should help the user to appreciate the richness of the Linux and free software community, and the flexibility of free software. ...Put another way, the Gentoo philosophy is to create better tools. When a tool is doing its job perfectly, you might not even be very aware of its presence, because it does not interfere and make its presence known, nor does it force you to interact with it when you don’t want it to. The tool serves the user rather than the user serving the tool.” (Robbins 2004) There is also a so-called “live CD” Linux distribution suitable for the Xbox, called dyne:bolic, and an in-progress release of Slackware Linux, as well. According to the Xbox Linux Project, the only difference between the standard releases of these distributions and their Xbox counterparts is that “...the install process – and naturally the bootloader, the kernel and the kernel modules – are all customized for the Xbox.” (Xbox Linux Project, 2003) Of course, even if Gentoo is as user-friendly as Robbins purports, even if the Linux kernel itself has become significantly more robust and efficient, and even if Microsoft again drops the retail price of the Xbox, is this really a feasible solution in the classroom? Does the Xbox Linux Project have an army of 14 year olds willing to modify dozens, perhaps hundreds of these systems for use in secondary schools and higher education? Of course not. If such an institutional rollout were to be undertaken, it would require significant support from not only faculty, but Department Chairs, Deans, IT staff, and quite possible Chief Information Officers. Disk images would need to be customized for each institution to reflect their respective needs, ranging from setting specific home pages on web browsers, to bookmarks, to custom back-up and / or disk re-imaging scripts, to network authentication. This would be no small task. Yet, the steps mentioned above are essentially no different than what would be required of any IT staff when creating a new disk image for a computer lab, be it one for a Windows-based system or a Mac OS X-based one. The primary difference would be Linux itself—nothing more, nothing less. The institutional difficulties in undertaking such an effort would likely be encountered prior to even purchasing a single Xbox, in that they would involve the same difficulties associated with any new hardware or software initiative: staffing, budget, and support. If the institutional in question is either unwilling or unable to address these three factors, it would not matter if the Xbox itself was as free as Linux. An Open Future, or a Closed one? It is unclear how far the Xbox Linux Project will be allowed to go in their efforts to invade an essentially a proprietary system with OSS. Unlike Sony, which has made deliberate steps to commercialize similar efforts for their PlayStation 2 console, Microsoft appears resolute in fighting OSS on the Xbox by any means necessary. They will continue to crack down on any companies selling so-called mod chips, and will continue to employ technological protections to keep the Xbox “closed”. Despite clear evidence to the contrary, in all likelihood Microsoft continue to equate any OSS efforts directed at the Xbox with piracy-related motivations. Additionally, Microsoft’s successor to the Xbox would likely include additional anticircumvention technologies incorporated into it that could set the Xbox Linux Project back by months, years, or could stop it cold. Of course, it is difficult to say with any degree of certainty how this “Xbox 2” (perhaps a more appropriate name might be “Nextbox”) will impact this project. Regardless of how this device evolves, there can be little doubt of the value of Linux, OpenOffice.org, and other OSS to teaching and learning with technology. This value exists not only in terms of price, but in increased freedom from policies and technologies of control. New Linux distributions from Gentoo, Mandrake, Lycoris, Lindows, and other companies are just now starting to focus their efforts on Linux as user-friendly, easy to use desktop operating systems, rather than just server or “techno-geek” environments suitable for advanced programmers and computer operators. While metaphorically opening the Xbox may not be for everyone, and may not be a suitable computing solution for all, I believe we as educators must promote and encourage such efforts whenever possible. I suggest this because I believe we need to exercise our professional influence and ultimately shape the future of technology literacy, either individually as faculty and collectively as departments, colleges, or institutions. Moran and Fitzsimmons-Hunter argue this very point in Writing Teachers, Schools, Access, and Change. One of their fundamental provisions they use to define “access” asserts that there must be a willingness for teachers and students to “fight for the technologies that they need to pursue their goals for their own teaching and learning.” (Taylor / Ward 160) Regardless of whether or not this debate is grounded in the “beige boxes” of the past, or the Xboxes of the present, much is at stake. Private corporations should not be in a position to control the manner in which we use legally-purchased technologies, regardless of whether or not these technologies are then repurposed for literacy uses. I believe the exigency associated with this control, and the ongoing evolution of what is and is not a computer, dictates that we assert ourselves more actively into this discussion. We must take steps to provide our students with the best possible computer-mediated learning experience, however seemingly unorthodox the technological means might be, so that they may think critically, communicate effectively, and participate actively in society and in their future careers. About the Author Paul Cesarini is an Assistant Professor in the Department of Visual Communication & Technology Education, Bowling Green State University, Ohio Email: pcesari@bgnet.bgsu.edu Works Cited http://xbox-linux.sourceforge.net/docs/debian.php>.Baron, Denis. “From Pencils to Pixels: The Stages of Literacy Technologies.” Passions Pedagogies and 21st Century Technologies. Hawisher, Gail E., and Cynthia L. Selfe, Eds. Utah: Utah State University Press, 1999. 15 – 33. Becker, David. “Ballmer: Mod Chips Threaten Xbox”. News.com. 21 Oct 2002. http://news.com.com/2100-1040-962797.php>. http://news.com.com/2100-1040-978957.html?tag=nl>. http://archive.infoworld.com/articles/hn/xml/02/08/13/020813hnchina.xml>. http://www.neoseeker.com/news/story/1062/>. http://www.bookreader.co.uk>.Finni, Scott. “Desktop Linux Edges Into The Mainstream”. TechWeb. 8 Apr 2003. http://www.techweb.com/tech/software/20030408_software. http://www.theregister.co.uk/content/archive/29439.html http://gentoox.shallax.com/. http://ragib.hypermart.net/linux/. http://www.itworld.com/Comp/2362/LWD010424latinlinux/pfindex.html. http://www.xbox-linux.sourceforge.net. http://www.theregister.co.uk/content/archive/27487.html. http://www.theregister.co.uk/content/archive/26078.html. http://www.us.playstation.com/peripherals.aspx?id=SCPH-97047. http://www.techtv.com/extendedplay/reviews/story/0,24330,3356862,00.html. http://www.wired.com/news/business/0,1367,61984,00.html. http://www.gentoo.org/main/en/about.xml http://www.gentoo.org/main/en/philosophy.xml http://techupdate.zdnet.com/techupdate/stories/main/0,14179,2869075,00.html. http://xbox-linux.sourceforge.net/docs/usershelpusers.html http://www.cnn.com/2002/TECH/fun.games/12/16/gamers.liksang/. Citation reference for this article MLA Style Cesarini, Paul. "“Opening” the Xbox" M/C: A Journal of Media and Culture <http://www.media-culture.org.au/0406/08_Cesarini.php>. APA Style Cesarini, P. (2004, Jul1). “Opening” the Xbox. M/C: A Journal of Media and Culture, 7, <http://www.media-culture.org.au/0406/08_Cesarini.php>