Revolution 2.0 Quotes

The revolution has no leader, I said. It was more like a raging wild horse that would buck anyone who tried to mount it against its will.

The Egyptian revolution will remain indebted to everyone who tossed a stone into the still waters at a time when doing so risked beating, and arrest, or worse.

بدأ الأمن يدرك مخاطر الوقفة حتي ولو كانت صامتة, فقد حولنا الصمت الذي هو في الطبيعي ضعف الي قوة.

ستظل الثورة المصرية مدينة لكل من ألقي حجر في المياة الراكدة وقتما كان هذا مغامرة غير محوبة بكل ما تعنيه الكلمة. كانوا وقتها يهتفون ثورة ثورة حتي النصر ثورة في كل شوارع مصر. وكأنهم كانوا يؤمنون أن هذه البلاد سيحدث بها ثورة عاجلا أم أجلا وسيكونون هم في الصفوف الأولي.

Mubarak was so paranoid that anyone he perceived as competent became a threat to him.

I stressed that I did not want to be treated like a hero. I was only one member of the revolutionary masses who had fulfilled his duty towards his country. It was easy to write, rant, and mobilize people using the internet. The real heroes of this revolution were the people who had died and been injured.

our collective participation on the Jan25 is the beginning of the end-- the end of silence, acceptance, and submission to all that is happening in our country, and the beginning of a new page of coming forward and demanding our rights. Jan25 is not a revolution in the sense of a coup, but rather a revolution against our government to let them know that we have taken interest in one another's problems and that we shall reclaim all our rights and will not be silent anymore.

(State Security may not have been full of computer geniuses, but still, I had to be careful).

The Internet is not a virtual world inhabited by avatars. It is a means of communication that offers people in the physical world a method to organize, act, and promote ideas and awareness.

Huge numbers of people decided to take to the streets, some for no other reason than just to find out what was happening.

The regime's policies, whether intentionally or unintentionally, had engendered a sharp divide between Muslims and Christians, in spite of the fact that generations of Muslims and Coptic Christians had lived together peacefully in the past. The regime was good at utilizing this divide to create a perception that without Mubarak in power, Egyptians would break out into sectarian warfare. As a result, Mubarak managed to market his police state successfully to the international community as the lesser of two evils.

The great majority of those who, like Frankl, were liberated from Nazi concentration camps chose to leave for other countries rather than return to their former homes, where far too many neighbors had turned murderous. But Viktor Frankl chose to stay in his native Vienna after being freed and became head of neurology at a main hospital in Vienna. The Austrians he lived among often perplexed Frankl by saying they did not know a thing about the horrors of the camps he had barely survived. For Frankl, though, this alibi seemed flimsy. These people, he felt, had chosen not to know. Another survivor of the Nazis, the social psychologist Ervin Staub, was saved from a certain death by Raoul Wallenberg, the diplomat who made Swedish passports for thousands of desperate Hungarians, keeping them safe from the Nazis. Staub studied cruelty and hatred, and he found one of the roots of such evil to be the turning away, choosing not to see or know, of bystanders. That not-knowing was read by perpetrators as a tacit approval. But if instead witnesses spoke up in protest of evil, Staub saw, it made such acts more difficult for the evildoers. For Frankl, the “not-knowing” he encountered in postwar Vienna was regarding the Nazi death camps scattered throughout that short-lived empire, and the obliviousness of Viennese citizens to the fate of their own neighbors who were imprisoned and died in those camps. The underlying motive for not-knowing, he points out, is to escape any sense of responsibility or guilt for those crimes. People in general, he saw, had been encouraged by their authoritarian rulers not to know—a fact of life today as well. That same plea of innocence, I had no idea, has contemporary resonance in the emergence of an intergenerational tension. Young people around the world are angry at older generations for leaving as a legacy to them a ruined planet, one where the momentum of environmental destruction will go on for decades, if not centuries. This environmental not-knowing has gone on for centuries, since the Industrial Revolution. Since then we have seen the invention of countless manufacturing platforms and processes, most all of which came to be in an era when we had no idea of their ecological impacts. Advances in science and technology are making ecological impacts more transparent, and so creating options that address the climate crisis and, hopefully, will be pursued across the globe and over generations. Such disruptive, truly “green” alternatives are one way to lessen the bleakness of Earth 2.0—the planet in future decades—a compelling fact of life for today’s young. Were Frankl with us today (he died in 1997), he would no doubt be pleased that so many of today’s younger people are choosing to know and are finding purpose and meaning in surfacing environmental facts and acting on them.

The first industrial revolution is flawed. It is not working. It is unsustainable. It is a mistake and we must move on to another and better industrial revolution and get it right this time. —Ray Anderson

Under Grossman’s Regulation 2.0 scheme, government regulatory agencies would operate quite differently from the way they do today. Rather than establishing rules of market access, their primary job would be to establish and enforce requirements for after-the-fact transparency. Grossman imagines a city government responding to the arrival of Uber by passing an ordinance that states: “Anyone offering for-hire vehicle services may opt out of existing regulations as long as they implement mobile dispatch, e-hailing, and e-payments, 360-degree peer-review of drivers and passengers, and provide an open data API for public auditing of system performance with regards to equity, access, performance, and safety.”54

Web 2.0 is not a revolution in technology; it’s an evolution in the way people are using technology. It’s about harnessing the distributed collaborative potential of the internet to connect and communicate with other like-minded people wherever they are: creating communities, and sharing knowledge, thoughts, ideas and dreams.

example of such an application, although it hasn’t yet gained wide traction. Nor will the Web 2.0 revolution be limited to PC applications. Salesforce.com demonstrates

revolution be limited to PC applications. Salesforce.com demonstrates how the web can be used to deliver software as a service, in enterprise scale applications such

Larry E. Greiner’s classic Harvard Business Review article titled “Evolution and Revolution as Organizations Grow,

Standard accounting practices might not factor the value of communities into the value of a firm, but stock markets do. Little by little, the accountants are catching up. A team of experts collaborating with the consulting and accounting firm of Deloitte published research that sorts companies into four broad categories based on their chief economic activity: asset builders, service providers, technology creators, and network orchestrators. Asset builders develop physical assets that they use to deliver physical goods; companies like Ford and Walmart are examples. Service providers employ workers who provide services to customers; companies like UnitedHealthcare and Accenture are examples. Technology creators develop and sell forms of intellectual property, such as software and biotechnology; Microsoft and Amgen are examples. And network orchestrators develop networks in which people and companies create value together—in effect, platform businesses. The research suggests that, of the four, network orchestrators are by far the most efficient value creators. On average, they enjoy a market multiplier (based on the relationship between a firm’s market valuation and its price-to-earnings ratio) of 8.2, as compared with 4.8 for technology creators, 2.6 for service providers, and 2.0 for asset builders.16 It’s only a slight simplification to say that that quantitative difference represents the value produced by network effects.

It is the same with tasks placed into the daily planner—it is useful to know when they begin and when they will conclude to modify expectations and encourage follow-through.

This coping approach is another step in "breaking down chores" to make them more manageable. Rather than increasing your desire for the activity, try "lowering the bar" and setting a more fair expectation.

The Great Resignation was big. Millions of people around the world quit their jobs rather than returning to the status quo of their working lives before the COVID-19 pandemic and the resulting global lockdown. The pandemic only accelerated trends that had been building for most of the century. Over the last four decades, the half-life of learned skills has dropped from 30 years to fewer than four, in large part because of the accelerating pace of change driven by the tech revolution. According to noted business visionary John Seely, this trend will continue to accelerate in the years ahead. While employees were forced to work at home, the reason they could work at home was thanks to technological breakthroughs like Zoom, smartphones, ultra-high-speed broadband, and more.

In terms of our energy mix, therefore, and despite tablet computers, synthetic biology and Twitter, we are really only mid-way through the Industrial Revolution.

Equity is a classical instrument used to fund private enterprises, with the value of shares based on the expectation of revenues and profit in the private enterprise. As such, equity is an appropriate tool to fund private profit centers, such as the centralized online platforms from the Web 2.0 world, or even the various Dapps emerging in the Web 3.0 landscape.

The history of irregular media operations is complex and fractured; generalizations are difficult. Yet it is possible to isolate three large and overlapping historical phases: First, throughout the nineteenth century, irregular forces saw the state's telecommunications facilities as a target that could be physically attacked to weaken the armies and the authority of states and empires. Second, for most of the twentieth century after the world wars, irregulars slowly but successfully began using the mass media as a weapon. Telecommunications, and more specifically the press, were used to attack the moral support and cohesion of opposing political entities. Then, in the early part of the twenty-first century, a third phases began: irregular movements started using commoditized information technologies as an extended operating platform. The form and trajectory of the overarching information revolution, from the Industrial Revolution until today, historically benefited the nation-state and increased the power of regular armies. But this trend was reversed in the year 2000 when the New Economy's Dot-com bubble burst, an event that changed the face of the Web. What came thereafter, a second generation Internet, or "Web 2.0," does not favor the state, large firms, and big armies any more; instead the new Web, in an abstract but highly relevant way, resembles - and inadvertently mimics - the principles of subversion and irregular war. The unintended consequence for armed conflicts is that non-state insurgents benefit far more from the new media than do governments and counterinsurgents, a trend that is set to continue in the future.

The urban sanctuary I envisioned in Graber’s lab is coming to life. Our farm and others like it can transform urban communities from food deserts into living oases where fresh food is grown, delivered, and directly consumed. Now it’s time for pioneers and entrepreneurs around the world to expand this reality and bring a fresh revolution into our cities, one fish and one tomato at a time.

it's best if students focus on revising before they edit.

Revising means clarifying or altering the content or structure of a draft.

Editing, although important, is often a less complex process. It involves identifying and then correcting errors in grammar, punctuation, capitalization, syntax, and spelling.

One way of enlivening a sentence is to use strong and varied nouns and verbs, as well as modifiers and descriptive phrases.

You can brainstorm with students, provide them with a list of suggested alternative words, or explain how to use a thesaurus.

one way to make a sentence sound more like a concluding one is to introduce it with an appropriate transition, such as finally or in conclusion.

It's best if the topic and concluding sentences don't repeat the same structure.

Students need explicit instruction in writing, preferably beginning in the early elementary grades.

Sentences are the building blocks of all writing.

When embedded in the content of the curriculum, writing instruction is a powerful teaching tool.

The content of the curriculum drives the rigor

Grammar is best taught in the context of student writing.

The two most important phases of the writing process are planning and revising.

one highly effective form of retrieval practice is writing.

First, you need to transfer the new information from working memory to long-term memory, generally by attaching meaning to it. A powerful way of doing that is to explain the information to another person in our own words—as we do when we write.

The fact that writing is both a form of transfer and retrieval practice helps explain why it can provide such a powerful boost to learning. But it can only provide that boost if a learner's working memory isn't overwhelmed by the act or writing itself.

When students learn to use more sophisticated syntax and vocabulary in their own writing, they become better able to understand it when they encounter it in their reading.6

Writing across the disciplines “can improve reading comprehension, critical thinking, and disciplinary content knowledge,

summarizing helps students integrate ideas, generalize, and retain information.

The Two Most Important Phases of the Writing Process Are Planning and Revising

The conjunction but, for example, demands that students hold two contrasting ideas in their minds and find evidence to support one of them. Your students will be deciding how to complete the sentence stems independently, but in a way that gives them the structure they need to engage in focused, rigorous thinking.

Research has found that students who have a better understanding of grammar are better writers.19 But it has also consistently found that teaching the rules in isolation doesn't work.

TWR's method is meant to be recursive, with students returning to activities that have previously been introduced—and not necessarily waiting for “mastery” of one kind of strategy before moving on to another.

And all teachers, no matter their subject area, must be writing teachers. Teachers of history, science, world languages, math, and even music, art, and physical education have learned to incorporate TWR activities into their instruction.

The other problem is that writing and content knowledge are intimately related. You can't write well about something you don't know well. The more students know about a topic before they begin to write, the better they'll be able to write about it. At the same time, the process of writing will deepen their understanding of a topic and help cement that understanding in their memory.

One is that having students write about topics unrelated to the core curriculum—whether they're grounded in personal experience or opinion or in a separate writing curriculum—represents a huge wasted opportunity to boost their learning. Writing isn't merely a skill; it's also a powerful teaching tool. When students write, they—and their teachers—figure out what they don't understand and what further information they need. And, as we have observed in many

Reading complex text aloud to students and ensuring they're hearing the sentences can help—but it's even more powerful to teach students how to use those structures in their own writing.

When introducing a strategy, it's best to model an activity for the class and then have students practice it orally. This is certainly true for younger students,

Once students begin to construct more sophisticated sentences, they'll enhance not only their writing skills but also their reading comprehension.2 In addition, sentence-level work will lay the groundwork for your students' ability to revise and edit when they tackle longer forms of writing.

Listening and speaking—which are components of literacy—don't in themselves impose any cognitive load because humans have evolved to do those things naturally. Reading and—especially—writing, on the other hand, can impose heavy cognitive loads. That's why it's important to model new strategies and have students practice them initially as a whole class, with the teacher's guidance.

When expanding a sentence, students should begin it with the response to when. This gives them practice with a construction that is common in writing but not in speech.

taking notes on a computer can result in a transcript of what is being said rather than a summary of important points. Taking notes by hand may lead to deeper processing of the material, since students need to analyze the information and extract what is most important.

Research has found that providing students with complete, well-written notes after they've taken their own notes can significantly boost their learning.

Teachers can also provide “guided notes,” such as an outline that includes some information but leaves space for students to fill in notes on key points. That approach can substantially increase student achievement across all grade levels,

Have students practice activities with sentence fragments, scrambled sentences, and run-on sentences to help them grasp the concept of a complete sentence.

Be mindful of the difference between so (shows cause and effect) and so that (often gives a reason instead of a result).

because explains why something is true, why something happened, or why a certain condition exists but indicates a change of direction so tells us what happens as a result of something else—in other words, a cause and its effect

Subordinating conjunctions can occur at the beginning, middle, or end of a sentence. However, it's best to begin instruction using them at the beginning of a sentence,

To help students identify the appositive in a sentence, tell them that it's a phrase that can be removed or covered up without making the entire sentence incomplete.

the practice helps them identify the main idea of a text, make generalizations, and retain information.

When students are taught how to create summaries, the research has found that the practice helps them identify the main idea of a text, make generalizations, and retain information. One review of the research found that the effects were particularly strong in the elementary grades. It also found that writing summaries worked better than simply having students read a text multiple times, read and study it, or receive instruction in reading skills.