Tuesday, January 30, 2018

WebDesign: Hyperlinks and Email Links (W4-P2)


One of the first things that a web design student wants to learn is how to put links into their pages.

O.K., let take care of that.



If you are interested, I'd recommend the EJMedia series of videos on HTML. They are some of the better HTML instructional videos on YouTube.



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WebDesign: Webpage Structure (W4-P1) Sp18


Shay Howe, author of Learn to Code HTML & CSS, covers the basic structure (and related elements) for websites.

It may be helpful to think about the structure of a web page like the layout of a newspaper.  Compare this to Figure 2.5 in Howe.

HTML5 includes new semantic elements that provide structure to a web page.
  • <header> -- "Defines a header for a document or section" (w3schools)
  • <nav> -- "Defines navigation links"
  • <article> -- "Defines an article"
  • <section> -- "Defines a section in a document"
  • <aside> -- "Defines content aside from the page content"
  • <footer> -- "Defines a footer for a document or section"

A good reference source for these elements and others is w3schools.com's HTML Element Reference page.

Note: Shay refers to elements, while w3schools refers to tags.  For the difference between the elements and tags, see Johansson.    We'll follow the more accurate description of Johansson.


If you are interested, below is a video covering the above semantics elements.



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ResearchMethods: SCOT, Tech Determinism and the Media Tech (W4-P4) Sp18


In the case of media technologies, there are two basic theories worthy of discussion.

Ev Rogers and I once wrote a book chapter which, in part, explained the Social Construction of Technology and Technological Determinism theories.  We also tied the two theories together.


The chapter appeared in The Changing Conversation in America edited by Eadie and Nelson.


Ev and I wrote about Social Construction of Technology (SCOT) this way:


We said of Technological determinism:



At the end of the chapter we included a diagram.


NOTE: There is something missing in the figure.  It was included in the paper we submitted, but left out in the printing.  What is missing?

What do we mean by "complete picture" (see caption of the diagram)?



Using SCOT and TD to Understand the Historical Development of Technology

How do these theories help us understand how media technologies develop?

How do these theories help us better understand the history of past media technology?  Books? Radio?  TV?   How do they help us understand the stories of Gutenberg, Edison, Woods, De Forest, Armstrong and Farnsworth?  For example, how could we use the idea of  social construction of technology to explain (or understand) the story of Granville Woods?

How do they help us better understand the development of more recent media technologies (computers, the PC, the Internet, etc.)?   How do they help us understand the stories of Bill Gates and Steve Jobs?  Mark Zuckerberg?


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ResearchMethods: History of Media Theory: Timeline (W4-P3) Sp18


Earlier we defined theory as an explanation of how or why something works.

We've also discussed the relationship between theory and research. Researchers generally test theories, find support for theories or not.

Now, let's turn our focus specifically to media-related theories and let's start with a brief historical overview.




If the timeline is not showing above for you, the History of Media Theory timeline can be also be found at this link.



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ResearchMethods: Introducing Thomas Kuhn and the Paradigms (W4-P2) Sp18


Along with a general discussion of theory, another related concept you sometimes see is the concept of a paradigm.

Q: What is a paradigm?
A: Oh, about 20 cents.

But seriously, what is a paradigm and what is the relationship to theory and research?

Let's get a general introduction to the concept of a paradigm and also the person who greatly developed it, Thomas Kuhn.



Ans so, what is Kuhn's concepts of paradigm and paradigm shift?

While not as visually appealing, let's also take a quick look at this informative description of Kuhn and his book The Structure of Scientific Revolutions.




Kuhn's theory of scientific development can be used to understand the history of communication study and specific sub-fields within the discipline of communication.

For example see:
Rogers, E. M. & Hart, W. B. (2002). The histories of intercultural, development, and international communication. In W. B. Gudykunst and B. Moody (Eds.), Handbook of International and Intercultural Communication, 2nd Edition (pp. 1-18). Thousand Oaks: CA: Sage Publications.

Kuhn's ideas have also been used to tell paradigmatic history of agenda-setting theory.

Rogers, E. M., Hart, W. B. & Dearing, J. W. (1997). A paradigmatic history of agenda-setting research. In S. Iyengar & R. Reeves (Eds.). Do the Media Govern?: Politicians, Voters, and Reporters in America (pp. 225-236). Thousand Oaks: CA, Sage Publications.

Before reading the agenda-setting chapter, it may be helpful to get a good grasp of the basics of agenda-setting theory.



Did you spot the parts of paradigmatic history just in this short video?


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ResearchMethods: Theories, Theory of Evolution and Flat-Earth (W4-P1) Sp18


We've talked previously about what a theory is.  We've defined it as an explanation of how or why something works.

For our discussion of communication theory let's start with a basic definition of the word theory and a common example from biology and we'll mix in a little flat-earth theory as well.

One of the best explanations of biological evolution and the mechanism that drives evolution is found in Carl Sagan's Cosmos video series which was based on the book Cosmos. In the following video Sagan describes the process of artificial selection.  As you are watching this clip from Cosmos, be sure to identify and be able to explain the mechanism that drives evolution.

Let's start first in Japan some time ago and the story of a drowned boy-emperor, a small crab and the idea of artificial selection.  Notice how theory and theory building starts with an observation of something in the world and then asking asking how and why.  How's that work?  Why does that happen?  That is, it starts with a little curiosity.







In this short clip the process is explained in a different way. Slow the process down and catch each step. It starts with organisms vary.






Flat-Earth Theory

Now let's move to a different kind of theory, a theory that explains the world and our place in it by saying the Earth is flat, not round.  What are your initial reactions to that idea?

This may lead to the idea that there are good theories and bad theories, better explanations of the world we observe and not so good explanations.  How does one judge theories?  How does one critique?

Let's go back to Dr. Sagan and see how he approaches the flat earth theory.



Dr. Sagan was a famous science communicator often appearing on TV from the 1970s to the 1990s to explain scientific concepts.

Let's update things now.  Dr. Neil deGrasse Tyson follows in Dr. Sagan's footsteps as today's famous science communicator.  You may have seen Dr. Tyson on TV or on the web.

Dr. Tyson offers his critique of the flat-earth theory.



How did he critique the flat earth theory?  How do you judge a theory?





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DigPhotog: Video Composition: From the Basics to the Advanced (W4-P2) [VID] Sp18


Let's continue our discussion about composition in moving photography.

First, note the techniques of getting a good hand-held video shot as laid out in the video below.  The video below is about using a professional video camera, but the same techniques apply to you using your smart phone or tablet camera.



And now, on to some more advanced aspects of video composition.
Q: What is the rule of composition that cant' be used well in still photography
A: Movement

For some keen lessons on composing with movement let's go to the master, Akira Kurosawa, famed Japanese film director.  Note the specific rules of movement discussed.




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DigPhotog: Can't Leave Composition Behind: How to Use in Video (W4-P1) [VID] Sp18


We've previously talked about photo criticism and photo composition, the artistic aspects of photography.  We'll very soon move into the technical aspects of photography.  However, before we take a look at the tech, let's take one last look at composition.  This time will not look at it in still photography, but moving photography.

The "rules" of composition that you learn for still photography can also be used in your video work.

Note that when shooting video on your smart phone or tablet, the rules of composition still apply. And now that you are adding more time and movement to the shooting of a subject, you can do some interesting things with the still photography rules of composition.

Note the four rules of composition that can be used in video work which are discussed below.





After you learned about composition in still photography (rule of thirds, framing, etc.), did you start to spot those same rules being used in your favorite TV show or movie?  If not, look for it the next time you are watching TV or a movie.

Take, for example, the Tarantino film, Kill Bill.


Just focus on the rule of thirds.  How often do you see the rule of thirds?  How is it used?



Now, you try it.  Go to YouTube (or another video source) and look for clips of a favorite movie.  See how many rules of composition you see being used.  Besides the rule of thirds, what else do you see?  Framing?



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Monday, January 29, 2018

More Secrets of Academic Success: Mnemonics and How to Use Them Sp18


Earlier I shared a variety of secrets to academic success (methods of studying, etc.) and I suggested learning tools like Quizlet.

Below is a continuation of that same conversation.

mnemonic is "any learning technique that aids in information retention" (Wikipedia).
Mnemonic is pronounced like 'knee-monic' (think: a demon with really big knee caps).

There are several mnemonics or memory tricks that can help when learning new material.  The first video below defines and explains six tricks (acronyms, acrostics, the PEG system, image mnemonics, chunking and memory maps).



So, according to the video:
  • acronyms: "word or term is created from the first letter of each item to be remembered.
  • acrostics: "a complete sentence or series of words in which the first letter of each word stands for something to be remembered."
  • PEG system: "is useful for remembering numbers - uses key words which are represented by numbers."
  • image mnemonics: "the information to be recalled is constructed in the form of a picture that enhances memory."
  • chunking: "involves grouping individual pieces of information together in a way that makes them easier to remember."
  • mind map: "a visual pattern that can create a framework for improved recall."

Now, the last video covers the memory palace technique (my favorite).



How could you use the above memory tricks to learn course material or anything else you need to learn?

Study smarter, not harder.

If you are curious, you can find more information about mnemonics on YouTube and Google.

I'd especially suggest these two YouTube videos:



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Saturday, January 27, 2018

MyFavMusic: Just listened to the "Blowin' In the Wind" by Odetta on the "Odetta Sings Folk Songs" album. Added to my "FOLK FAVS - 1000 Recordings" playlist on Spotify



Fav track from album: Blowin’ In the Wind
By Odetta
From the album Odetta Sings Folk Songs

Added to FOLK FAVS - 1000 Recordings playlist by William Hart on January 26, 2018 at 09:48PM

See info on 1000 Recordings

Listen on Spotify

My musical interests on Tumblr






Tuesday, January 23, 2018

WebDesign: Tearing Apart a Website (W3-P2) [VID] Sp18


You can learn how something works by following instructions on how to compose or build that something.  For example, you could follow a step-by-step set of instructions on how to build a radio from a radio kit.

You can also learn how something works by tearing it apart, figuring out how the pieces work,  and then putting it back together.   For example, with regards to a radio, see a little of the video below.




What does this have to do with learn how to design a website?

In the image below on the left you see a website as it looks to a person viewing it in their web browser.

On the right you see the code the web designer wrote to tell the browser what to show and how to show it.

Your task is to tear apart the code on the right and figure out how it works.  Tear it into pieces and figure out what each piece does. For example, line 1 of the HTML code does what, you think?  Do this based on your reading and the code presented below.




















Notice that above image is a hypertext image.  Click on it.  See where it takes you.




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WebDesign: Berners-Lee and the World-Wide Web (W3-P1) [VID] Sp18


Let’s pick up where we left off last time.  Let’s learn about the beginnings of the World-Wide Web.  This, in turn, will lead us nicely into understanding how to design a website.

The World Wide Web: Crash Course

We’ll first get an introduction to the World-Wide Web and then learn how Berners-Lee fits into the story.




The world wide web  “... is not the same thing as the Internet even though people often use the two terms interchangeably.  The world wide web runs on top of the Internet in the same way that Skype, Minecraft or Instagram do.  The Internet is the underlying plumbing that carries the data for all these different applications and the world wide web is the biggest of them all, a huge distributed application running on millions of servers worldwide accessed using a special program called a web browser.”

Another way to put this: The Internet is the hardware.  The web is software.  [This is not a definition.  It is just a point to make a distinction between the Internet and the Web.]

Hyperlinks: “ text or images that you can click and they jump you to another page.“

Hyperlinks were first conceptualized by Vannevar Bush in 1945, but not implemented on the Internet until 1990.

“Hypertext web pages are the most common type of hypertext document.  Today they're retrieved and rendered by web browsers…”

“Each hypertext page needs a unique address on the web this is specified by a Uniform Resource locator or URL…”

The URL for hyperlink above is https://en.wikipedia.org/wiki/Hyperlink.  It is the address for where the browser will take you when you click on the hyperlink.

Web browser:  “the application on your computer that lets you talk of all of these web servers browsers not only request pages of media but also render the content that's being returned.”

“The first web browser and web server was written by now Sir Tim Berners-Lee … at the time he was working at CERN in Switzerland.  To pull this feat off he simultaneously created several of the fundamental web standards we discussed today URLs, HTML and HTTP …” 







ResearchMethods: What is Research? (W3-P4) Sp18


Research is:

“Disciplined inquiry...studying something in a planned manner and reporting it so that others can replicate the process” (Frey et al.)

Keywords: planned, reporting and replicate
What do they mean in this context?

Research, as discussed here, is more than "research" done at the library.  Instead of reading through books and online materials for answers that some other researcher has found, you conduct original research on your own to find the answer.  That is, you conduct an experiment or a survey or a textual analysis or some other research method to find the answer.  Somebody is not telling you an answer in a book or report, you are finding the answer to your research question on your own.

Two types: 
  • Scholarly 
    • conducted to promote public access to new knowledge
    • usually conducted by a professor at a university
  • Proprietary
    • conducted for a specific audience, results not shared
    • usually conducted by a researcher at a company

Why are results not shared in proprietary research?
Could you give examples of each of the two types?
Which of the two types of research would you be more likely to do in the future?

How does this discussion of research relate to the earlier discussion of science?  Are the doing research as defined above?

How's this definition of research relate to the MythBusters clip shown earlier?






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ResearchMethods: How is Doing Research Like Being a Detective? (W3-P3) [VID] Sp18


Use the previous posts on theory and research and the video below to answer this question.

How is doing research like being a detective?


Theory: an explanation of how something works based on evidence. 
Research: "“Disciplined inquiry...studying something in a planned manner and reporting it so that others can replicate the process” (Frey et al.).

Also note that a researcher does research to test and build theories.

What roles do theory and evidence play in this comparison? 

From: The Mentalist




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ResearchMethods: Curiosity, Magic and Theory (W3-P2) [VIDS] Sp18


In the previous post I discussed the Critical Thinker's Creed.

Which one of the traits given in the creed is most important?  Open-mindedness? Creativity? Curiosity? Being knowledgeable?

After some careful thought, I'd have to say the key trait in the creed is curiosity.  Without curiosity, the rest don't matter. If we are not curious about how things work, then what place is there for the others?

So, let's explore curiosity a little more by way of magic. Ever watched a magic trick and became curious? "How'd they do that?"  When you ask yourself this question you are seeking a theory to explain the trick.

Let's define a theory as an explanation of how something works.  How does that trick work?  Why do people do what they do (what's the process)? Why, if you drop a book, it falls to the floor (how exactly does that work)?  Got theory?

Back to the magic show:
To practice your curiosity muscle, check out this Lance Burton magic trick.  Ask yourself, how'd he do that?



Seriously, stop and think about how he did what he did?  What's your theory/explanation? Figure out some detail.  Write down your explanation.  Draw a diagram.

Did you think it through very carefully?  Go back, if not, and theorize.

And, only once you've carefully thought about a possible explanation, then check out the next video. This is a video that I put together to explain the trick. Or maybe it was real magic?  That's a theory, too.






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ResearchMethods: Critical Thinkers and Scientists (W3-P1) Sp18

One way of defining a critical thinker is to identify some of the traits of a critical thinker, a critical thinker's creed, if you will. 

The Critical Thinker’s Creed


  • We are Open-minded.
    • We seek to understand other viewpoints.
  • We are Knowledgeable.
    • We offer opinions/claims backed with logic and evidence.
  • We are Mentally Active.
    • We use our intelligence to confront problems.
  • We are Creative.
    • We break out of established patterns of thinking and approach situations from innovative directions.
  • We are Independent Thinkers.
    • We are not afraid to disagree with the group opinion.
  • We are Curious.
    • We go beyond superficial explanations. We seek deeper understanding.


O-K-M-C-I-C   [What's this?]

So, a critical thinker is a person who follows the creed above (or some similar creed)?
Do you follow this creed?

Note: The creed above is based on a section of Chaffee's The Thinker's Way 




===


We could define a scientist as a person who does science, but that begs the question what is science. Below are some possible definitions of science based a presentation by Dr. William McComas (Skeptic Society).

  • “Science is what scientists do.”
    • So, science is what scientist do.  Scientist are those who do science.   This one isn't so helpful.
  • “Science is a method of testing claims and it is not an immutable compendium of absolute truths.”
    • This definition works.  Highlights how science is a process, something we do.
  • “Science is the quest for knowledge, not the knowledge itself.”
    • Again, science is a process, in this case, a quest.

So with these last two definitions of science, then how do we define a scientist? 


I started this blog post with some questions: How should we define these three terms and how are they related?  Are they three different labels for the same thing?  Related, but a little different?  How are they different?

Got some answers?  If so, next...

Now, after thinking about how these three terms relate to one another, ask yourself, how do they relate to you?  Are you a scientist?   A critical thinker?  A skeptic (i.e., practice skepticism as defined previously)? 

And, what does this discussion have to do with related terms like theory and research?





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DigPhotog: Apps for the Dig Photog Beginner - Flickr, Instagram & Pinterest (W3-P3) Sp18


As beginning digital photogs, there are obvious apps and online services that you should be familiar with and should be using.  Apps and online services like Flickr and Instagram come to mind.  You can use Flickr and Instagram to show off the photography skills you are learning.

However, a little less obvious app/service that you should be using is Pinterest. Pinterest can help in two key ways.  It can help you collect and share photographs from around the web that you like.  It can also help you specifically collect photographs from photog mentors that you should have.  Unlike Flickr and Instagram, Pinterest is designed to help you collect other peoples photos.


In his book, The BetterPhoto Guide to Digital Photography, Miotke suggests that beginning photographers should keep a visual notebook.
"One excellent way to define your goals is to keep a collection of images that inspire you. You could simply write down a list of photo ideas, but as photographers are generally visual people, it’s usually more effective to collect pictures. Subscribe to magazines or visit the library. Look though catalogs, books, and Web sites like BetterPhoto.com—anything with the kind of photographs you enjoy" (Miotke)
I agree.  However, we can use Pinterest and update Miotke's idea of a visual notebook.



There are also photo editing apps/services, but we'll get to those later.



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DigPhotog: Photo Composition (W3-P2) Sp18


Remember our bumper-sticker saying: "You don't take a photo, you make a photo"?

Put another way: You compose a photograph.  You don't just take it.

Composition is the arrangement of the objects in the photograph or any other work of art.  As a photographer you have some control of this arrangement in your photograph.  You can move objects around.  You can move yourself around to shoot your photograph from a different perspective.  You take some control over your environment and not just take a photo of what you are given.

In general there are rules of composition that are used in art in general and photography specifically.

One of the best online sources for an introduction to the rules (or guidelines) of photo composition can be found at Photoinf.com.  Go to this site and study carefully the six rules of composition discussed there.

Now, how would you apply these rules in your photograph.  Go try it.  Now go take some photos -- I mean go make some photos.

Of course, there is more to composition than the above, but the above are the basics.

For example, Itten's contrasts provide another way of looking at and exploring composition.  For an online exercise using Itten's contrasts, see The 12 Days of Itten’s Contrasts from the Wild Beat blog.


To go beyond the above basics about composition, I'd recommend The Photographer's Eye: Composition and Design for Better Digital Photos









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DigPhotog: Intro to Photography: The 4 Stages of Competence & Photography (W3-P1) Sp18


When studying photography you are learning some knowledge/facts and some skills.  For example, you are learning how to compose a photograph.

How do you take a good photograph?  What's the process?  How do you do it?

Learning how to shoot a good photograph is like learning how to shoot a good foul shot in basketball.

Preparing for a foul shot
Photo by mollyali (flickr.com).
Photo used under Creative Commons license and embedded using  the Flickr share feature.

Whether we are learning how to shoot a basketball, how to study for an exam or how to take a good photograph, we go through some stages.

The Four Stages

1. Unconscious Incompetence - We don't know that we don't know.
We are unaware of what it takes to accomplish a task.  We don't know what it takes to make that foul shot.  We don't know what it takes to get the perfect photograph.

2. Conscious Incompetence - We know that we don't know.
We may not know exactly how to do the task, but we recognize there are things we need to learn.  We become aware that there are certain things we need to do to consistently make that foul shot.  We become aware that there are certain things we need to do to consistently make a good photograph.

3. Conscious Competence - We know that we know.
We are very consciously aware of the steps to doing a task and we can carefully work through the steps of the task.  We know what is needed to make the foul shot and we consciously think through those steps when taking the foul shot.  We know what is needed to make a good photograph and we consciously think through those steps when taking a photograph.

4. Unconscious Competence - We don't know that we know.
We know the task so well, we don't think about it any more.  It has become second nature. We take that shot with little conscious thought.


What was the last skill you remember learning in which you went through these stages?  Can you describe what happened in each stage and when? 

When it comes to photography, what stage are you in now?  What's your goal?  




If you are curious, you may want to check out the article titled "Why Bad Photographers Think They’re Good" and/or the accompanying video.


Note: The Four Stages of Competence has been attributed to noted psychologist Abraham Maslow, Gordon Training International and William Howell in intercultural communication.


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Monday, January 22, 2018

The Secrets Cont'd: How to Study a Course Reading Sp18



How do you study a course reading?
There are three key steps in this process.


1. Start with an outline of the reading.  For example, below is an outline for the first chapter of McPhail’s Global Communication (3rd Edition).  Sometimes you may find an expanded/detailed chapter outline at the beginning of the book.  If not, like below, you’ll have to do it yourself


  • Chapter/Reading Title: Global Communication (Background)
    • Introduction
    • Terrorism and September 11, 2001
    • Latin American Media
      • Left-wing Connection: Latin America
      • Chile: US Government Media Interaction
    • History of the War Correspondent
    • New World Information and Communication Order (NWICO)
    • Electronic Colonialism Theory (ECT)
      • Four Epochs of Global Colonization
      • History of Electronic Colonialism Theory
    • What is Electronic Colonialism Theory (ECT)?
    • World System Theory (WST)
    • The Connection: Electronic Colonialism and World Systems Theories
    • Communication Forces among Nations
      • Breadth of the Problem
    • Format for the Balance of the Book

With this outline you can see the big picture and how things are related.

2. Fill in the outline with words and lists.  Note that already in the outline there may be lists that you spot.  For example, in the outline above, there is already a short list of global communication theories (ECT and WST).  A possible quiz or exam question could be: Identify and explain two theories of global communication identified in the reading.

Below only some of the relevant words and lists are incorporated into the outline.  This is not complete, but serves as an example.  The few examples given are in italics and in blue in the example outline below.



Chapter/Reading Title: Global Communication (Background)


Introduction

Three Important Traits of the Cultural Dimension of Global Communication

How much foreign content....

How is this foreign content...
How are domestic....


Terrorism and September 11, 2001

Latin American Media

Left-wing Connection: Latin America
Chile: US Government Media Interaction
History of the War Correspondent
New World Information and Communication Order (NWICO)
NWICO stands for New World Information and Communication Order and is...


Electronic Colonialism Theory (ECT)

Four Epochs of Global Colonization
1 Military colonialism - BC-1000 AD...
2 ….
3….
4….


History of Electronic Colonialism Theory

What is Electronic Colonialism Theory (ECT)?

World System Theory (WST)

The Connection: Electronic Colonialism and World Systems Theories
Communication Forces among Nations
Breadth of the Problem
Format for the Balance of the Book


3. Now carefully study the expanded outline.  Maybe break it apart into flash cards or condense it and put it on one sheet of paper.  Do whatever works for you.  Now also, based on the expanded outline, try to anticipate possible quiz or exam questions.  For example, a question from the reading above could be:  Identify and briefly explain the four epochs of global colonization.



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