Category Archives: academic

Dhaval Vyas’ PhD

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I was very pleased to be part of the committee for Dhaval Vyas‘ PhD defense last Friday.

Dhaval’s thesis “Designing for Awareness: An Experience-focused HCI Perspective”1 is well worth a read with ethnographic studies of academics (!) and designers at work; and also technical interventions in both situations: Panorama a public screen photo-montage-style display and CAM a way to tag and discuss physical objects.

While reading the thesis I also realised that ‘awareness’  is one of those slippery words, that has a slightly technical meaning in CSCW, and one you sort of understand by example and diffusion, but is surprisingly hard to pin down. Dhaval does not have a precise definition and neither do I: the HCI textbook says “generally having some feeling for what other people are doing or have been doing” – hardly precise!  I have some half-formed thoughts on this, but will leave them for another post.

I first knew Dhaval when he was doing his MSc at Lancaster in 2001/2002.  He has always been dedicated to pursuing an academic career and it is wonderful 10 years on to see this come to fruition.  There have been a lot of barriers on the way and so this is a testament to Dhaval’s strength of character as well as intellectual attainment.

  1. Dhaval Vyas (2011). Designing for Awareness: An Experience-focused HCI Perspective. University of Twente. download thesis (PDF 4.9Mb). DOI: 10.3990/1.9789036531351 (not yet resolving).[back]

announcing Tiree Tech Wave!

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Ever since I came to Tiree I’ve had a vision of bringing people here, to share some of the atmosphere and work together.  A few of you have come on research visits and we have had some really productive times.  Others have said they wished they could come sometime.

Well now is your chance …

Come to Tiree Tech Wave in March to make, talk and play at the wind-ripping edge of digital technology.

seascape

Every year Tiree hosts the Wave Classic, a key international wind surfing event.  Those of us at the edge of the digital wave do not risk cold seas and bodily injury, but there is something of the same thrill as we explore the limits of code, circuit boards and social computation.

iconsThe cutting edge of wind-surfing boards is now high technology, but typically made by artisan craftsfolk, themselves often surfers.  Similarly hardware platforms such as Arduino, mobile apps for iPhone and Android, and web mashups enabled by public APIs and linked data are all enabling a new maker culture, challenging the hegemony of global corporations.

artworkThe Western Celtic fringes were one of the oases of knowledge and learning during the ‘dark ages’.  There is something about the empty horizon that helped the hermit to focus on God and inspired a flowering of decorative book-making, even in the face of battering storms of winter and Viking attacks of summer; a starkness that gave scholars time to think in peace between danger-fraught travel to other centres of learning across Europe.

Nowadays regular Flybe flights and Calmac ferries reduce the risk of Viking attacks whilst travelling to the isles, broadband Internet and satellite TV invade the hermit cell, and double glazing and central heating mollify the elements.  Yet there is still a rawness that helps focus the mind, a slightly more tenuous connection to the global infrastructure that fosters a spirit of self-reliance and independence.

LEDsOver a long weekend 17 – 21 March (TBC), we plan what I hope will be a semi-regular event.  A time to step out, albeit momentarily, from a target-driven world, to experiment and play with hardware and software, to discuss the issues of our new digital maker culture, what we know and what we seek to understand, and above all to make things together.

This is all about technology and people: the physical device that sits in our hands, the data.gov.uk mashup that tells us about local crime, the new challenges to personal privacy and society and the nation state.

Bring your soldering iron, and Arduino boards, your laptop and API specs, your half-written theses and semi-formed ideas, your favourite book or even well-loved eReader (!).  The format will be informal, with lots of time to work hands-on together; however, there will be the opportunity for short talks/demos/how-to-do-it sessions.  Also, if there is demand, I’d  be happy to do some more semi-formal tutorial sessions and maybe others would too (Arduino making, linked data).

Currently we have no idea whether there will be three or three hundred people interested, but aiming for something like 15 – 30 participants.  We’ll keep costs down, probably around £70 for meeting rooms, lunches, etc. over the five days, but will confirm that and more details shortly.

Follow on Twitter at @tireetechwave and the website will be at tireetechwave.com. However, it is still ‘under development’, so don’t be surprised at the odd glich over the next couple of weeks as we sort out details.

If you are interested in coming or want to know more mail me or Graham Dean

Back to Tiree – and being ‘half-time’

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I’m on the ferry on the way back to Tiree. It’s been 2 months since I was home and then only one long weekend since the end of August, so it seems both familiar and strange sitting on the Calmac ferry again as it makes its way out of Oban.

Last autumn I had a similar long stay away, then mostly in the camper van near the University as I was still working full time at Lancaster. This year I am working half time at Lancaster, but also half-time for Talis and for the first three months at Talis spending half my time on site at the Talis offices in Birmingham. After that I’ll be doing my Talis job based from home, only going down more occasionally, so after Christmas will get more time at home.

Instead of my camper van I’ve been staying a lot at the ‘Talis house’, a house near Solihull for small off-site meetings and for those like me who live a long way away from Talis’ Birmingham offices (others live in France, Italy, and the USA). It was rather claustrophobic last autumn spending most of my weekends in my office at Lancaster, so having Talis house as a base has been good. However, I do miss that snug feeling in the back of the camper van hunkering under the bedclothes, with a take-away on my knees and watching a DVD, while the van rocked in time to the whistling wind outside.

Working half time for Talis has also imposed a discipline on my time working in my University role. Since last Christmas I have been formally working half time at Lancaster (certainly getting half pay!), but as those who work in the universities know, it is hard to put a limit on things. The idea was that this meant I would get half my time to do ‘my stuff’, research and writing. Of course I knew cutting my old 80-hour weeks down to 20 or even 40 would not happen, but I would at least get a little more time than I have become used to.

One of the half expected and half surprising things about the shift to half-time working for the University last January was the way other people dealt with it.

I guess for years I have implicitly ‘educated’ both fellow academics and students in their expectations; whenever there was something to be done, a report to read or write, I would say things like “ah this weekend I’ve already got this other task to do, but I’ll do it the next weekend” — basically assuming that weekends and evenings, strictly the unpaid times, were the times when things happened. After a bit students would get used to giving me things on Friday in the expectation that I would then have time to do it.

When I shifted to half time people would extend this notion and say “ah now you have more time you can do X”: reviews, reading student work, etc. As I said this was half expected, I had the feeling I would need to re-educate people. However, what surprised me was not that people acted this way, but that they said it, and even wrote it in emails. I would have thought that when they saw it explicitly in front of them they would think, “oh no Alan now has less time for these things”, but no; it is amazing how little we notice of what we say and do.

Anyway now things are different. Instead of it being ‘my time’ that my academic life intruded into, it is now Talis’ time and this is something others can respect more, and I guess I also respect more than my own time.

So how is it working — really being a half-time academic?

In fact of course, I still work most weekends and long days, so I have somewhat more than a full-time week of effort, so I am not yet down to 20 hours of university work, but certainly a lot less time then when I was simply trying to protect my own (unpaid!) time.

In January when I shifted to half-time, I said I’d do a day a week while at home effectively eating nearly half of my ‘half time’, meaning I was expecting to spend about 60 days a year away from home whether on site in Lancaster or travelling. In fact during this Autumn alone, by Christmas I will have spent 53 days either on site in Lancaster or travelling on University business, that is more than 2/3 of the formal 75 working days in the period and nearly all my annual ‘not at home’ Lancs working days! This doesn’t seem to add up given 1/2 time spent in B’ham, but of course the 53 days of Lancaster time includes many weekends away while travelling that I wasn’t used to counting when a ‘full time’ academic.

I clearly need to cut this down further! However, even now, being stricter than I was with ‘my time’, cracks are beginning to show. I can see students getting unhappy as it takes me longer to find time to read things they have written, and colleagues patiently realising that email to me is getting even less reliable. So much of the life of an academic depends on things done in ‘extra time’ whether weekends or evenings, or in my case earlier in the year unpaid time; when you cut back on that things simply do not happen.

From Christmas I will not have the imposed discipline of days at the offices at Talis, so will need to maintain this more for myself. However, the last few months have helped and I will certainly keep careful records to make sure Talis gets its fair share of my time and that the University does not consume so much of my ‘own’ time as rest is also part of working well.

Even though I have effectively ‘used up’ most of my university on-site/travelling days, I will of course not say “no more until next September’ (!), but will at least try to control it more. And I will also try to let some of the more balanced view of work and life I am learning at Talis influence my attitudes at the University.

And no, I won’t be reading email this evening.

Web Art/Science Camp — how web killed the hypertext star and other stories

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Had a great day on Saturday at the at the Web Art/Science Camp (twitter: #webartsci , lanyrd: web-art-science-camp). It was the first event that I went to primarily with my Talis hat on and first Web Science event, so very pleased that Clare Hooper told me about it during the DESIRE Summer School.

The event started on Friday night with a lovely meal in the restaurant at the British Museum. The museum was partially closed in the evening, but in the open galleries Rosetta Stone, Elgin Marbles and a couple of enormous totem poles all very impressive. … and I notice the BM’s website when it describes the Parthenon Sculptures does not waste the opportunity to tell us why they should not be returned to Greece!

Treasury of Atreus

I was fascinated too by images of the “Treasury of Atreus” (which is actually a Greek tomb and also known as the Tomb of Agamemnon. The tomb has a corbelled arch (triangular stepped stones, as visible in the photo) in order to relieve load on the lintel. However, whilst the corbelled arch was an important technological innovation, the aesthetics of the time meant they covered up the triangular opening with thin slabs of fascia stone and made it look as though lintel was actually supporting the wall above — rather like modern concrete buildings with decorative classical columns.

how web killed the hypertext star

On Saturday, the camp proper started with Paul de Bra from TU/e giving a sort of retrospective on pre-web hypertext research and whether there is any need for hypertext research anymore. The talk brought out several of the issues that have worried me also for some time; so many of the lessons of the early hypertext lost in the web1.

For me one of the most significant issues is external linkage. HTML embeds links in the document using <a> anchor tags, so that only the links that the author has thought of can be present (and only one link per anchor). In contrast, mature pre-web hypertext systems, such as Microcosm2, specified links eternally to the document, so that third parties could add annotation and links. I had a few great chats about this with one of the Southampton Web Science DTC students; in particular, about whether Google or Wikipedia effectively provide all the external links one needs.

Paul’s brief history of hypertext started, predictably, with Vannevar Bush‘s  “As We May Think” and Memex; however he pointed out that Bush’s vision was based on associative connections (like the human mind) and trails (a form of narrative), not pairwise hypertext links. The latter reminded me of Nick Hammond’s bus tour metaphor for guided educational hypertext in the 1980s — occasionally since I have seen things a little like this, and indeed narrative was an issue that arose in different guises throughout the day.

While Bush’s trails are at least related to the links of later hypertext and the web, the idea of associative connections seem to have been virtually forgotten.  More recently in the web however, IR (information retrieval) based approaches for page suggestions like Alexa and content-based social networking have elements of associative linking as does the use of spreading activation in web contexts3

It was of course Nelson who coined the term hypertext, but Paul reminded us that Ted Nelson’s vision of hypertext in Xanadu is far richer than the current web.  As well as external linkage (and indeed more complex forms in his ZigZag structures, a form of faceted navigation.), Xanadu’s linking was often in the form of transclusions pieces of one document appearing, quoted, in another. Nelson was particularly keen on having only one copy of anything, hence the transclusion is not so much a copy as a reference to a portion. The idea of having exactly one copy seems a bit of computing obsession, and in non-technical writing it is common to have quotations that are in some way edited (elision, emphasis), but the core thing to me seems to be the fact that the target of a link as well as the source need not be the whole document, but some fragment.

Paul de Bra's keynote at Web Art/Science Camp (photo Clare Hooper)

Over a period 30 years hypertext developed and started to mature … until in the early 1990s came the web and so much of hypertext died with its birth … I guess a bit like the way Java all but stiltified programming languages. Paul had a lovely list of bad things about the web compared with (1990s) state of the art hypertext:

Key properties/limitations in the basic Web:

  1. uni-directional links between single nodes
  2. links are not objects (have no properties of their own)
  3. links are hardwired to their source anchor
  4. only pre-authored link destinations are possible
  5. monolithic browser
  6. static content, limited dynamic content through CGI
  7. links can break
  8. no transclusion of text, only of images

Note that 1, 3 and 4 are all connected with the way that HTML embeds links in pages rather than adopting some form of external linkage. However, 2 is also interesting; the fact that links are not ‘first class objects’. This has been preserved in the semantic web where an RDF triple is not itself easily referenced (except by complex ‘reification’) and so it is hard to add information about relationships such as provenance.

Of course, this same simplicity (or even that it was simplistic) that reduced the expressivity of HTML compared with earlier hypertext is also the reasons for its success compared with earlier more heavy weight and usually centralised solutions.

However, Paul went on to describe how many of the features that were lost have re-emerged in plugins, server enhancements (this made me think of systems such as zLinks, which start to add an element of external linkage). I wasn’t totally convinced as these features are still largely in research prototypes and not entered the mainstream, but it made a good end to the story!

demos and documentation

There was a demo session as well as some short demos as part of talks. Lots’s of interesting ideas. One that particularly caught my eye (although not incredibly webby) was Ana Nelson‘s documentation generator “dexy” (not to be confused with doxygen, another documentation generator). Dexy allows you to include code and output, including screen shots, in documentation (LaTeX, HTML, even Word if you work a little) and live updates the documentation as the code updates (at least updates the code and output, you need to change the words!). It seems to be both a test harness and multi-version documentation compiler all in one!

I recall that many years ago, while he was still at York, Harold Thimbleby was doing something a little similar when he was working on his C version of Knuth’s WEB literate programming system. Ana’s system is language neutral and takes advantage of recent developments, in particular the use of VMs to be able to test install scripts and to be sure to run code in a consistent environments. Also it can use browser automation for web docs — very cool 🙂

Relating back to Paul’s keynote this is exactly an example of Nelson’s transclusion — the code and outputs included in the document but still tied to their original source.

And on this same theme I demoed Snip!t as an example of both:

  1. attempting to bookmark parts of web pages, a form of transclusion
  2. using data detectors a form of external linkage

Another talk/demo also showed how Compendium could be used to annotate video (in the talk regarding fashion design) and build rationale around … yet another example of external linkage in action.

… and when looking after the event at some of Weigang Wang‘s work on collaborative hypermedia it was pleasing to see that it uses a theoretical framework for shared understanding in collaboratuve hypermedia that builds upon my own CSCW framework from the early 1990s 🙂

sessions: narrative, creativity and the absurd

Impossible to capture in a few words, but one session included different talks and discussion about the relation of narrative and various forms of web experiences — including a talk on the cognitive psychology of the Kafkaesque. Also discussion of creativity with Nathan live recording in IBIS!

what is web science

I guess inevitably in a new area there was some discussion about “what is web science” and even “is web science a discipline”. I recall similar discussions about the nature of HCI 25 years ago and not entirely resolved today … and, as an artist who was there reminded us, they still struggle with “what is art?”!

Whether or not there is a well defined discipline of ‘web science’, the web definitely throws up new issues for many disciplines including new challenges for computing in terms of scale, and new opportunities for the social sciences in terms of intrinsically documented social interactions. One of the themes that recurred to distinguish web science from simply web technology is the human element — joy to my ears of course as a HCI man, but I think maybe not the whole story.

Certainly the gathering of people from different backgrounds in a sort of disciplinary bohemia is exciting whether or not it has a definition.

  1. see also “Names, URIs and why the web discards 50 years of computing experience“[back]
  2. Wendy Hall, Hugh Davis and Gerard Hutchings, “Rethinking Hypermedia:: The Microcosm Approach, Springer, 1996.[back]
  3. Spreading activation is used by a number of people, some of my own work with others at Athens, Rome and Talis is reported in “Ontologies and the Brain: Using Spreading Activation through Ontologies to Support Personal Interaction” and “Spreading Activation Over Ontology-Based Resources: From Personal Context To Web Scale Reasoning“.[back]

Qualification vs unlimited education

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In “Adrift in Caledonia“, Nick Thorpe is in the Shetland Isles speaking to Stuart Hill (aka ‘Captain Calamity’).  Stuart says:

“What does qualification mean? … Grammatically, a qualification limits the meaning of a sentence. And that’s what qualifications seem to do to people. When you become a lawyer it becomes impossible to think of yourself outside that definition. The whole of the education system is designed to fit people into employment, into the system. It’s not designed to realise their full creativity.”

Now Stuart may be being slightly cynical and maybe the ‘whole of education system’ is not like that, but sadly the general thrust often seems so.

Indeed I recently tweeted a link to @fmeawad‘s post “Don’t be Shy to #fail” as it echoed my own long standing worries (see “abject failures“) that we have a system that encourages students to make early, virtually unchangeable, choices about academic or career choices, and then systematically tell them how badly they do at it. Instead the whole purpose of education should be to enable people to discover their strengths and their purposes and help them to excel in those things, which are close to their heart and build on their abilities.  And this may involve ‘failures’ along the way and may mean shifting areas and directions.

At a university level the very idea behind the name ‘university’ was the bringing together of disparate scholars.  In “The Rise and Progress of  Universities” (Chapter 2. What is a University?, 1854) John Henry Newman (Cardinal Newman, recently beatified) wrote:

“IF I were asked to describe as briefly and popularly as I could, what a University was, I should draw my answer from its ancient designation of a Studium Generale, or “School of Universal Learning.” This description implies the assemblage of strangers from all parts in one spot;—from all parts; else, how will you find professors and students for every department of knowledge? and in one spot; else, how can there be any school at all? Accordingly, in its simple and rudimental form, it is a school of knowledge of every kind, consisting of teachers and learners from every quarter. Many things are requisite to complete and satisfy the idea embodied in this description; but such as this a University seems to be in its essence, a place for the communication and circulation of thought, by means of personal intercourse, through a wide extent of country.”

Note the emphasis on having representatives of many fields of knowledge ‘in one spot’: the meeting and exchange, the flow across disciplines, and yet is this the experience of many students?  In the Scottish university system, students are encouraged to study a range of subjects early on, and then specialise later; however, this is as part of a four year undergraduate programme that starts at 17.  At Lancaster there is an element of this with students studying three subjects in their first year, but the three year degree programmes (normally starting at 18) means that for computing courses we now encourage students to take 2/3 of that first year in computing in order to lay sufficient ground to cover material in the rest of their course.  In most UK Universities there is less choice.

However, to be fair, the fault here is not simply that of university teaching and curricula; students seem less and less willing to take a wider view of their studies, indeed unwilling to consider anything that is not going to be marked for final assessment.  A five year old is not like this, and I assume this student resistance is the result of so many years in school, assessed and assessed since they are tiny; one of the reasons Fiona and I opted to home educate our own children (a right that seems often under threat, see “home education – let parents alone!“).  In fact, in the past there was greater degree of cross-curricula activity in British schools, but this was made far more difficult by the combination of the National Curriculum prescribing content,  SATs used for ‘ranking’ schools, and increasingly intrusive ‘quality’ and targets bureaucracy introduced from the 1980s onwards.

Paradoxically, once a student has chosen a particular discipline, we often then force a particular form of breadth within it.  Sometimes this is driven by external bodies, such as the BPA, which largely determines the curriculum in psychology courses across the UK.  However, we also do it within university departments as we determine what for us is considered a suitable spread of studies, and then forcing students into it no matter what their leanings and inclinations, and despite the fact that similar institutions may have completely different curricula.  So, when a student ‘fails’ a module they must retake the topic on which they are clearly struggling in order to scrape a pass or else ‘fail’ the entire course.  Instead surely we should use this this as an indication of aptitude and maybe instead allow students to take alternative modules in areas of strength.

Several colleagues at Talis are very interested in the Peer 2 Peer University (P2PU), which is attempting to create a much more student-led experience. I would guess that Stuart Hill might have greater sympathy with this endeavour, than with the traditional education system.  Personally, I have my doubts as to whether being virtually / digitally ‘in one spot‘ is the same as actually being co-present (but the OU manage), and whether being totally student-led looses the essence of scholarship, teaching1 and mentoring, which seems the essence of what a university should be. However, P2PU and similar forms of open education (such as the Khan Academy)  pose a serious intellectual challenge to the current academic system: Can we switch the balance back from assessment to education?  Can we enable students to find their true potential wherever it lies?

  1. Although ‘teaching’ is almost a dirty word now-a-days, perhaps I should write ‘facilitating learning’![back]

UK internet far from ubiquitous

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On the last page of the Guardian on Saturday (13th Oct) in a sort of ‘interesting numbers’ section, they say that:

“30% of the UK population have no internet access at home”

I couldn’t find the exact source of this, however, another  guardian article “UK internet audience rises by 1.9 million over last year” dated Wednesday 30 June 2010 has a similar figure.  This says that Internet use  has grown to 38.8 million. The National Statistics office say the overall UK population is 61,792,000 with 1/5 under 16, so call that 2 in 16 under 10 or around 8 million. That gives an overall population of a little under 54 million over 10 years old, that is still only 70% actually using the web at all.

My guess is that some of the people with internet at home do not use it, and some of the ones without home connections use it using other means (mobile, use at school, cyber cafe’s), but by both measures we are hardly a society where the web is as ubiquitous as one might have imagined.

wisdom of the crowds goes to court

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Expert witnesses often testify in court cases whether on DNA evidence, IT security or blood splatter patterns.  However, in the days of Web 2.0 who is the ‘expert’ witness?  Would then true Web 2.0 court submit evidence to public comments, maybe, like the Viking Thing or Wild West lynch mob, a vote of the masses using Facebook ‘Like’ could determine guilt or innocence.

However, it will be a conventional judge, not the justice of social networks, who will adjudicate if the hoteliers threatening to sue TripAdvisor1 do indeed bring the case to court. When TripAdvisor seeks to defend its case, they will not rely on crowd-sourced legal opinions, but lawyers whose advice is trusted because they are trained, examined and experienced and who are held responsible for their advice.  What is at stake is precisely the fact that TripAdvisor’s own site has none of these characteristics.

This may well, like the Shetland newspaper case in the 1990s2, become a critical precedent for many crowd-sourced sites and so is something we should all be watching.

Unlike Wikipedia or legal advice itself, ‘expertise’ is not the key issue in the case of TripAdvisior: every hotel guest is in a way the best expert as to their own experience.  However, how is the reader to know that the reviews posted are really by disgruntled guests rather than business rivals?  In science we are expected to declare sources of research funding, so that the reader can make judgements on the reliability of evidence funded by the tobacco or oil industry or indeed the burgeoning renewables sector.  Those who flout these conventions and rules may expect their papers to be withdrawn and their careers to flounder.  Similarly if I make a defamatory public statement about friend, colleague or public figure, then not only can the reliability of my words be determined by my own reputation for trustworthiness, but if my words turn out to be knowingly or culpably false and damaging then I can be sued for libel.   In the case of TripAdvisor there are none of the checks and balances of science or the law and yet the impact on individual hoteliers can make or break their business.    Who is responsible for damage caused by any untrue or malicious reviews posted on the site: the anonymous ‘crowd’ or TripAdvisor?

Of course users of review sites are not stupid, they know (or do they) that anonymous reviews should be taken with a pinch of salt.  My guess is that a crucial aspect of the case may be the extent to which TripAdvisor itself appears to lend credence to the reviews it publishes.  Indeed every page of TripAdvisior is headed with their strap line “World’s most trusted travel advice™”.

At the top of the home page there is also the phrase “Find Hotels Travelers Trust” and further down, “Whether you prefer worldwide hotel chains or cozy boutique hotels, you’ll find real hotel reviews you can trust at TripAdvisor“.  The former arguably puts the issue of trust back to the reviewers, but the latter is definitely TripAdvisor asserting to the trustworthiness of the reviews.

I think if I were in TripAdvisor I would be worried!

Issues of trust and reliability, provenance and responsibility are also going to be an important strand of the work I’ll be part of myself  at Talis: how do we assess the authority of crowd-sourced material, how do we convey to users the level of reliability of the information they view, especially if it is ‘mashed’ from different sources, how do we track the provenance of information in order to be able to do this?   Talis is interested because as a major provider and facilitator of open data, the reliability of the information it and its clients provide is a crucial part of that information — unreliable information is not information!

However, these issues are critical for everyone involved in the new web; if those of us engaged in research and practice in IT do not address these key problems then the courts will.

  1. see The Independent, “Hoteliers to take their revenge on TripAdvisor’s critiques in court“, Saturday 11th Sept. 2010[back]
  2. The case around 1996/1997 involved the Shetland Times obtaining a copyright against ‘deep linking’ by the rival Shetland News, that is links directly to news stories bypassing the Shetland News home page.  This was widely reported at the time and became an important case in Internet law: see, for example, Nov 1996 BBC News story or netlitigation.com article.  The out of court settlement allowed the deep linking so long as the link was clearly acknowledged.  However, while the settlement was sensible, the uncertainty left by the case pervaded the industry for years, leading to some sites abandoning link pages, or only linking after obtaining explicit permissions, thus stifling the link-economy of the web. [back]

endings and beginnings: cycling, HR and Talis

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It is the end of the summer, the September rush starts (actually at the end of August) and on Friday I’ll be setting off on the ferry and be away from home for all of September and October 🙁  Of course I didn’t manage to accomplish as much as I wanted over the summer, and didn’t get away on holiday … except of course living next to the sea is sort of like holiday every day!  However, I did take some time off when Miriam visited, joining her on cycle rides to start her training for her Kenyan challenge — neither of us had been on a bike for 10 years!  Also this last weekend saw the world come to Tiree when a group of asylum seekers and refugees from the St Augustine Centre in Halifax visited the Baptist Church here — kite making, songs from Zimbabwe and loads of smiling faces.

In September I also hand over departmental personnel duty (good luck Keith :-)).  I’d taken on the HR role before my switch to part-time at the University, and so most of it stayed with me through the year 🙁 (Note, if you ever switch to part-time, better to do so before duties are arranged!). Not sorry to see it go, the people bit is fine, but so much paper filling!

… and beginnings … in September (next week!) I also start to work part-time with Talis.  Talis is a remarkable story.  A library information systems company that re-invented itself as a Semantic Web company and now, amongst other things, powering the Linked Data at data.gov.uk.

I’ve known Talis as a company from its pre-SemWeb days when aQtive did some development for them as part of our bid to survive the post-dot.com crash.   aQtive did in the end die, but Talis had stronger foundations and has thrived1.  In the years afterwards two ex-aQtive folk, Justin and Nad, went to Talis and for the past couple of years I have also been on the external advisory group for their SemWeb Platform.  So I will be joining old friends as well as being part of an exciting enterprise.

  1. Libraries literally need very strong foundations.  I heard of one university library that had to be left half empty because the architect had forgotten to take account of the weight of books.  As the shelves filled the whole building began to sink into the ground.[back]

fixing hung iCal

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iCal hung on a sync with Google calendars and kept hanging everytime I restarted it, even after restarting the whole machine.

I found some advice on this in a few posts.

One “Fix an iCal ‘application not responding’ occasional hang” was more about occasional long pauses and suggested selecting”Reset Sync History” in  “iSync » Preferences”.  Another  “Fix an iCal hang due to system date reset” suggested resetting the ‘lastHearBeatDate‘ in Library/Preferences/com.apple.iCal.plist. Neither worked, but prompted by the latter I used TimeMachine (yawn yawn how do they make it sooooo sloooow), to restore copies of all the iCal plist files in Library/Preferences/, but again to no avail.

So several good suggestions, but none worked.

Happily I saw a comment lower down on “Fix an iCal hang due to system date reset” which suggested moving the complete ~/Library/Calendars folder out to the desktop and then recopying the calendar files in one by one after restarting iCal. I didn’t do this as such, but instead in ~/Library/Calendars there are a number of ‘Calendar Cache‘ files and also a folder labelled Calendar Sync Changes. I removed these, restarted and … it works 🙂

Hardly easy for the end user though :-/