Updates: Kindle and Free Books

I wrote two blogposts of the last few weeks which I feel are in need of updating: A Bibliophile's Review of the Kindle DX and Problems With Free Books. (I also recently updated the Blog on the Minoan Octopus Jar.)

Kindle for Cooks

One of the things that I did not mention in my original review is my use of the kindle for cooking. I use it in two ways. One is to download and put recipes on my kindle and stand it up on my counter-top. This only works, obviously if one downloads a cookbook or creates a PDF or MOBI document. I used a particular case, a platform kindle case, that allowed me to stand the kindle upright so that I could read the recipes easily. The other way that I used the kindle was to have it read to me while I was cooking. I downloaded a free version of The History of the Peloponnesian War and had the Kindle read to me while I was cooking so that I did not waste time [1]. It was pretty helpful, except for the pronunciation of the Greek names. For example, Themistocles (the-mist-oo-cleez) was pronounced (the-mis-do-cls). Although the humanoid voices can be kind of annoying, it gets the information across and entertainment can be found by poking fun at it.

As a random technological sidenote, I have had my phone for 6 years and it is finally beginning to break down (people cannot hear me when I answer the phone and I have to shout, etc). Does anyone have a good recommendation?

A Clarification and More Amazing Free Books

I realized that I never explained the meaning of the title "The Problems of Free Books." The idea is that Google Books provides some downloadable free books as well as providing essentially an enormous, no-membership-required digital library that allows the reader to browse through editions of books online for the purposes of research, as well as for the ability to preview books online. For any other book, there is the difficulty of finding the book in the first place, making sure that it is the correct edition, etc. Speaking of free ebooks, there is another Amazing Site (referred to me by Propertius II) that has a bunch of academic books marked "public" which can be read online.

Endnotes

1. At the time when I was doing this, I was taking a class on Thucydides: Book 1 in Greek, I was attempting to read the rest of Thucydies' History of the Peloponnesian War for context. Usually I would read the beautiful Landmark Edition, which was a wonderful gift from my parents, but I ended up just trying to breeze through the kindle edition, and look at the Landmark for reference.

Movie Review: Cairo Time

Juliette: "I have always wanted to go to Alexandria"
Tareg: "The library burnt down, you know. You would be surprised how many people ask me that."

Cairo Time is the brilliant and unexpected romance of an American woman, who is the wife of a UN worker in Egypt, and an Egyptian man who is a former colleague of her husband. While Juliette's husband is trapped in Gaza trying to help solve a refugee camp crisis, Juliette, a woman with an adventurous spirit, cannot stay cooped-up in her hotel in Cairo and sets out to explore the city. Finding a number of unforeseen complications with wandering alone, Juliette befriends two unlikely people: the girlfriend of another UN worker who has been in Cairo for two years, and Tareg, a close friend and retired colleague of her husband who was sent to pick her up at the airport. As he accompanies her on her explorations in Cairo, Tareg exudes a quiet vibrancy, charm, humor, and earnestness which are as captivating as the city itself.




I found this movie incredibly charming. It was beautifully shot, brilliantly acted, and well written. I found the story to be believable and powerful, without being overwrought or tied up too perfectly. I recommend it highly. The soundtrack is also incredible.

I Can Read That, uh, I Think...

Until a few days ago, I had never been to the Getty Villa. With a combination of it being far away and requiring an appointment, even when I was in the same city, I never got around to it. Until this time. It was incredible.

Getty Villa picture from Wikimedia Commons [1]

The floor plan is based on the Villa dei Papyri in Herculaneum, which got its name for the well over 1,500 papyrus scrolls found there. The Getty Villa is stunningly beautiful. The Roman architecture is paired with wonderful landscaping, pools of water, and replica bronze statues and murals.

Inside, I found an incredible collection of Greek pottery and statues, as well as Roman and Etruscan artifacts. The first room that I went into was an incredible time-line of pottery in these three civilizations. I was with my parents, and I was able to point out and describe the different pots, especially since I have been studying this recently (see my blogpost). We then moved into another room that displayed a mixture of Attic pottery and Roman pottery. Some of the attic red figure vases were incredible.

A few of the vases had names scratched above the characters depicted upon them. I went over and said "I can read this" and then I froze for a second. The words were in capitals with no accents. My mind went blank even looking at words that I clearly recognized. Fear just was struck into my heart. The same thing happened when I looked at the Latin inscription on a young girl's sarcophagus. Although the Latin turned out to be really easy, I froze. I think this comes from a combination of pushing myself into a Greek class I was not entirely ready for when I started college and a sense of extreme pride that hates passionately being wrong. My first class, on the Bacchae, I would not have given up for the world. It was amazing. However, it taught me a combination of bad habits: always assuming I was behind the curve (which often prevented me from moving out of this position), spending a lot of time on the Perseus Project instead of with a paper dictionary and a grammar (which I began work toward fixing in my junior and senior year), and getting bothered and antsy when translating took too long instead of enjoying the process of reading.

I have promised myself that I will fix all of these before I go to graduate school. I hope I am going to make it! The applications are a nightmare.

Endnotes

1. Wikimedia Commons

Cerinthus Reports: Octopus=Awesome

Sulpicia Asks: Could you send me some awesome photos.

Cerninthus Answers: Look! An octopus!
(Just kidding. Cerinthus actually responded by sending 93 incredible photos from Crete but this one is totally my favorite)

 This is Minoan. Other than that I don't know. I think Cerinthus saw it in a museum on Crete. More information forthcoming.

Update (09/14/10):

This is known as the "Octopus Jar" and is from the late Minoan period. The Stanford Humanities lab website says: 

"At the end of the Middle Minoan era the Kamares style has been relegated to background and a new style stealing from wall paintings of this period was developed. This new style delt mainly with vivid representation of human and animal figures in dark colors on light colored clay. This trend of naturalism is extreamly short lived however. The return to the formulated decorative patterns and stylized plant forms returns and is the basis for future styles."

This jar was made circa 1500 BCE found at the palace at Knossos and now sits in the Herakleion Museam, Crete (Saskatewan University).

The Problems with Free Books

This morning, my mother emailed me a thoroughly amusing article called "The Trouble with Google Books." The article deals with the errors and problems that Google books has, specifically with metadata (i.e. the data that allows you to find the book you are looking for, e.g. publication date, author, etc). Some of the pieces are particularly hilarious, such as attributing a book an the Mosiac Web browser to Sigmund Freud's distinguished co-authorship [1]. My biggest problem with google books was that it always omitted exactly those pages of a book that I needed most when I looked something up because some other enterprising classicist had checked it out of the library before I got there [2].

Although I have always been a massive lover of cheap books and used books (which is the only way I could have amassed the massive collection of books around my house and in boxes in the garage), receiving a Kindle (see my previous blogpost) I have become a zealot for free electronic books. Part of the time while Cerinthus was visiting, I stupidly spent showing him the wonders of ACLS Humanities E-Book Archive (because he still has access to our college's server). It is incredible. Although one can only download PDF pages in three pages bursts, there are some fabulous academic texts on every subject from archaeoastronomy to modern urban planning. If one compiles the books oneself, they're free (provided, of course, access to said archive through school or an academic institution). I also have spent a lot of time searching for books, especially classics books and found a number of different places (to many of which I link on Platonic Psychology). Some interesting ones are as follows:

• Project Gutenberg: An archive of out of print books and audiobooks. Has a pretty awesome variety of formats available, including MOBI documents for the kindle. They are now also compiling audiobooks, as well as adding works in their original languages, such as Greek and Latin (as well as German, French, etc)
• Internet Archive: Very much like Project Gutenberg, this archive includes a variety of out of print books in many different formats, including the Sanskrit Grammar that I included in my blogpost last night.
• Textkit: A selections of out of print materials for teaching Classical Greek and Latin.
• Free Books from Amazon: this is all in kindle format (but can be read with free kindle reading apps), but it includes out of print books, as well as government documents like the U.S. Budget, and a number of new studies on digital media and learning by MIT, like this one.
  

There are some more but this is a start and I would love to hear about more I have not found yet.

Harping on my education theme, again (sorry!), I think cheap used books and free ebooks are awesome. I believe, most certainly, that authors and the institutions who aid in dissemination their work should be paid and that they provide a vital service for society. However, the library near my house has a book section only twice the size of my bedroom. Thus far, I found no classics texts there I am interested in reading. The books are simply too expensive for a small local library. It seems to me that libraries are one of the great places that one can supplement or design their own education. It makes no sense that only university libraries have the necessary academic texts when cities and towns without universities are the ones could most use an extensive library. So I think that used book sites and free ebooks are great because they provide access to a whole range of materials not otherwise available.

Endnotes

1. This reminded me of when I asked a group of my SAT kids what they knew about Charles Dickens' writing, and I got three blank stares and a girl who told me that she had only read half of Alice in Wonderland and did not remember it very well. I was also shocked to learn that out of a 13 person class, not one person knew who Adam Smith was. On the other hand, every one of them can work a smartphone, an art which I have not yet mastered.
2. My junior year this was a particularly pernicious trend, which prevented me from ever getting a chance to read Genres in Dialogue for my Phaedrus paper. Luckily, I received a copy for my last birthday and I am enjoying it thoroughly.

Unconventional Education #2

Two of the reasons that I was so interested in Sugata Mitra's [1] TED Talk in my last blogpost are that I am now working as an educator and that I am a product of progressive education (in my formative elementary school years). From this, I understand the power of working in groups and students teaching themselves and each other.

I went to a progressive elementary school that was built on John Dewey's conception of experimental learning. We spent most of our time in school working in groups, block building, and wood working. We went on field trips to the source of each of the sites that we were studying. I remember vividly sitting through mass at a modern monastery when studying the life of medieval monks and getting up at 3am to go to one of the groups of vendors that supplies restaurants in order to see how the city worked. I gained a curiosity and a passion for learning there.


I picked the college that I did partially on the idea that it would be a return to these unconventional roots. Although it had grades, classes, and majors, like any traditional institution, there was a high premium put on working in groups for certain classes as well as an encouragement for self-competition rather than interpersonal competition. This was a lovely change from my traditional high school, and it fostered precisely the intellectual environment that I craved. In my senior year, I started a Heidegger seminar which met on Friday nights to discuss Being and Time. This class utilized a combination of technology (sometimes listening to Hubert Dryfus' lectures from his Philosophy 185 class, as well as individual in the group finding things online), and group work (the discussions every week) allowed us to gain an incredible amount of information out of the text. Emergence, in Mitra's words. We had very little outside intervention, except for a few visits from a wonderful German professor. I unfortunately was not able to read and participate in this as much as possible due to writing my thesis, but the Heidegger group was productive and wonderful and it was one of the great parts of my education.

The SAT prep that I teach involves some amount of group work in each class. Although often times the group work devolves into talking. The students in my class are tense about school, sports, and college applications, and many of them go to school together. However, the other day I witnessed a great moment. Two of the girls in my class, who have the most trouble with math were working together. One of the smartest, but also one of the tougher girls in my class, ended up in a group with them. When I came over to check on the group, she was helping them-- really explaining carefully how each of the math problems worked and encouraging them. I did not even have to help them out and I was able to focus on some of the other groups that were having trouble focusing. It underlined, for me, the true value of working together.

In some ways, that this self-generated learning is what I am trying to do this year. I am attempting to channel my curiosity in a way to further my own education and solidify those things I learned in the past in my mind. I am not, unfortunately, in a group of any kind (although there is an advanced calculus class at a local school I would absolutely love to take), but I am using the internet, the books I have around, and material from my old courses in order to try to create my own education. Part of the reason I write Platonic Psychology is that I provide a collection of resources for anyone who is out there looking, but more to provide me with a hypothetical group with whom I can interact. By articulating my thoughts to these theoretical people, I solidify my thoughts and allow them to grow (and hopefully generate emergence). So hopefully it will all work out.

Endnotes

1. I just discovered his blog and found it to be thoroughly charming.

Unconventional Education

My mother just sent me an incredible video. I'm not, generally speaking, one of those people who watches a lot of videos online, but this was so stunning that I had to share it. This video is from a TED conference, in which Sugata Mitra discusses the use of computers in child-driven education. The initial premise that he poses is that the places in the world to which good teachers cannot or will not go are not only the places that need them the most, but also the places that become the hotbeds of problems in the world. From there, he started an experiment by placing computers in slums in order to see if children could learn from them without instruction.

Mitra poses this hypothesis at the end of the talk, which he intends upon proving experimentally in the next five years:

"Education is a self-organizing system [1] where learning is an emergent phenomenon [2]."

This video is fantastic and I highly recommend it.

Endnotes

1. Mitra defines a self-organizing system as "one where the system structure appears without explicit intervention from outside the system."
2. Mitra defines emergence as "the appearance of a property not previously observed as a functional characteristic of the system."

Wine Snob: The First Installment

Wine snob is kind of a joke. I am not educated in wines. In fact, my alcohol tolerance is so low that after about two glasses of wine not only can I feel the alcohol but the wine starts to taste funny (even if it is great wine). However, I like wines and I have some extremely limited knowledge of California wines. So I thought that I would add a wine entry, now and then, to my blog in order discuss and review wines. I find this review to be especially relevant because wine not only compliments cooking, but also may be used in the cooking itself.

My first wine to review is a 2002 Taft Street Savignon Blanc (Poplar Vinyard) from the Russian River area of Sonoma County, California. As a note, I'm not much of a white wine person, so my knowledge is even more limited. The wine was a gift, but I think it has been sitting a little too long. It has turned to a deep, rich golden color, which I think is pretty problematic for white wine, especially a Savignon Blanc. The taste is light and fresh, but the aftertaste has the distinctive bite of a middle shelf vodka, which I think means that it has become more alcoholic while sitting in the bottle for the last eight years.

However, the light fresh taste of the wine means that it will probably be good for cooking, and most of the alcohol will burn off. I plan on making my favorite butternut squash ravioli in a sage cream sauce later this week (yum!) and I will post my new and improved recipe, as well as a review when I do make it.

Does anyone have any idea on how to tell how long one is supposed to age wines? Is there some science, or does one just have to email a vintner?