release.patch

diff --git a/peeragogy-book-release/action.tex b/peeragogy-book-release/action.tex
index 7cbfeae..fbfe262 100644
--- a/peeragogy-book-release/action.tex
+++ b/peeragogy-book-release/action.tex
@@ -32,11 +32,9 @@ their approach. Together, we will use our various talents to build
 effective methods and models for peer produced peer learning. Let's get
 started!
 
-\begin{figure}[htbp]
-\centering
-\includegraphics{http://metameso.org/~joe/OpenBook-2-1.jpg}
-\caption{}
-\end{figure}
+\begin{center}
+\includegraphics{./pictures/OpenBook-2-1.jpg}
+\end{center}
 
 \textbf{Setting the initial challenge and building a framework for
 accountability among participants is an important starting point.}
@@ -79,7 +77,9 @@ same person wrote with enthusiasm about models of entrepreneurship:
 In short, there are trade-offs to be made -- hopefully in an informed
 fashion.
 
-\subsubsection{\includegraphics{http://metameso.org/~joe/OpenBook-2-2.jpg}}
+\begin{center}
+\includegraphics{./pictures/OpenBook-2-2.jpg}
+\end{center}
 
 \textbf{Other people can support you in achieving your goal and make the
 work more fun too.}
@@ -113,7 +113,9 @@ continued to accumulate content, which gave newcomers the discouraging
 feeling that there was a lot to catch up on. We've aimed to sum up the
 high points in the handbook!
 
-\subsubsection{\includegraphics{http://metameso.org/~joe/OpenBook-2-3.jpg}}
+\begin{center}
+\includegraphics{./pictures/OpenBook-2-3.jpg}
+\end{center}
 
 \textbf{Solidifying your work plan and learning strategy together with
 concrete measures for `success' can move the project forward
@@ -147,7 +149,9 @@ the project even if they didn't have time to read the forums. We've also
 found that small groups of people who arrange their own meetings are
 often the most productive.
 
-\subsubsection{\includegraphics{http://metameso.org/~joe/OpenBook-2-4.jpg}}
+\begin{center}
+\includegraphics{./pictures/OpenBook-2-4.jpg}
+\end{center}
 
 \textbf{Wrap up the project with a critical assessment of progress and
 directions for future work. Share any changes to this syllabus that you
@@ -190,4 +194,8 @@ available and the global interest in improving education. We hope that
 the handbook and this accompanying syllabus will provide a seed for a
 new phase of learning, with many new contributors and new ideas drawn
 from real-life applications.
-\includegraphics{http://metameso.org/~joe/OpenBook-3.jpg}
+
+\begin{center}
+\includegraphics{./pictures/OpenBook-3.jpg}
+\end{center}
+
diff --git a/peeragogy-book-release/coworking.tex b/peeragogy-book-release/coworking.tex
index 125ca94..b6389ad 100644
--- a/peeragogy-book-release/coworking.tex
+++ b/peeragogy-book-release/coworking.tex
@@ -30,7 +30,10 @@ much any working group in existence:
 These come from
 \href{http://blog.startwithwhy.com/refocus/2011/07/you-are-allowed.html}{Simon
 Sinek} c/o Fabrizo Terzi and the Free Technology Guild:
-\includegraphics{http://campus.ftacademy.org/community/pg/photos/download/14852/inline/}
+
+\begin{center}
+\includegraphics[width=.4\textwidth]{./pictures/allowed-list.jpg}
+\end{center}
 
 \section{Co-working as the flip side of convening}
 
@@ -54,7 +57,11 @@ real time investment in the way the project works. We typically cannot
 ``Tom Sawyer'' ourselves into leisure or ease just because we manage to
 work collaboratively, or just because we have found people with some
 common interests.
-\includegraphics{http://socialmediaclassroom.com/host/peeragogy/system/files/images/Screen+shot+2012-06-17+at+10.53.22.img_assist_custom-488x683.jpeg}
+
+\begin{center}
+\includegraphics[width=.7\textwidth]{./pictures/tom-sawyer.jpeg}
+\end{center}
+
 The truth is probably somewhere in between Torvalds and Twain. Many
 people actively want to contribute! For example, on ``Wikipedia, the
 encyclopedia anyone can edit'' (as of 2011)
@@ -140,8 +147,10 @@ in overview in my ``Learn Math(s) the Hard(er) Way''
 proposal} (and will discuss in greater depth in my thesis). In short, I
 lumped the different activities that people could do on PlanetMath into
 5 categories (see figure).
-\includegraphics{http://metameso.org/~joe/planetmath-activities.png} The
-five categories (Context, Engagement, Quality, Structure, and Heuristic)
+
+\includegraphics[width=\textwidth]{./pictures/planetmath-activities.png}
+
+The five categories (Context, Engagement, Quality, Structure, and Heuristic)
 come from reflecting on the \href{http://paragogy.net}{5 paragogy
 principles}, and comparing them with the Martin Nowak's
 \href{http://www.sciencemag.org/content/314/5805/1560.full}{5 rules for
diff --git a/peeragogy-book-release/get-involved.tex b/peeragogy-book-release/get-involved.tex
index a8242ca..0410124 100644
--- a/peeragogy-book-release/get-involved.tex
+++ b/peeragogy-book-release/get-involved.tex
@@ -7,7 +7,10 @@ at \href{mailto:howard@rheingold.com}{howard@rheingold.com}.}
 
 \emph{Illustrations by \href{http://www.visualsforchange.com/}{Amanda
 Lyons}.}
-\href{http://peeragogy.org/wp-content/uploads/2012/03/welcome\_color.gif}{\includegraphics{http://peeragogy.org/wp-content/uploads/2012/03/welcome_color.gif}}
+
+\begin{center}
+\href{http://peeragogy.org/wp-content/uploads/2012/03/welcome\_color.gif}{\includegraphics[width=.9\textwidth]{./pictures/welcome_color.png}}
+\end{center}
 
 \section{Hello and welcome!}
 
@@ -23,7 +26,10 @@ you. Go through the orientation material on our
 around. Ask questions --- we're eager to answer them. Find an area where
 you feel knowledgeable (or are willing to learn) and have a passion to
 contribute.
-\href{http://peeragogy.org/wp-content/uploads/2012/03/what\_to\_do\_color.gif}{\includegraphics{http://peeragogy.org/wp-content/uploads/2012/03/what_to_do_color.gif}}
+
+\begin{center}
+\href{http://peeragogy.org/wp-content/uploads/2012/03/what\_to\_do\_color.gif}{\includegraphics[width=.9\textwidth]{./pictures/what_to_do_color.png}}
+\end{center}
 
 The goal of this e-book is to be a USEFUL guide to peer learning (have a
 look at
@@ -71,7 +77,9 @@ are listed on
 \href{https://docs.google.com/document/d/1\_2I-z-Pt5NUKk-fpy4jsqxFeXbWS4ao4sIhkxCcRVeI/edit\#}{this
 Google Doc}.
 
-\href{http://peeragogy.org/wp-content/uploads/2012/03/lots\_going\_on\_color\_1000.gif}{\includegraphics{http://peeragogy.org/wp-content/uploads/2012/03/lots_going_on_color_1000-e1352754548930.gif}}
+\begin{center}
+\href{http://peeragogy.org/wp-content/uploads/2012/03/lots\_going\_on\_color\_1000.gif}{\includegraphics[width=.9\textwidth]{./pictures/lots_going_on.png}}
+\end{center}
 
 \section{Where to go, what to do when you get there, to learn about how
 we work}
@@ -81,7 +89,9 @@ also meet irregularly for synchronous audio-video sessions. Information
 and answers about both methods of communication can be found in the
 forums.
 
-\href{http://peeragogy.org/wp-content/uploads/2012/03/where\_to\_go\_color.gif}{\includegraphics{http://peeragogy.org/wp-content/uploads/2012/03/where_to_go_color.gif}}
+\begin{center}
+\href{http://peeragogy.org/wp-content/uploads/2012/03/where\_to\_go\_color.gif}{\includegraphics[width=.9\textwidth]{./pictures/where_to_go_color.png}}
+\end{center}
 
 Click on \href{http://socialmediaclassroom.com/host/peeragogy/forum}{the
 forums tab}. Each forum is a container for conversation threads that can
@@ -175,7 +185,10 @@ meetings.
   Teams forum} -- Take a look at the Project Teams and jump in wherever
   you find a task that interests you.
 \end{itemize}
-\section{\textbf{\href{http://peeragogy.org/wp-content/uploads/2012/03/create\_content.gif}{\includegraphics{http://peeragogy.org/wp-content/uploads/2012/03/create_content-300x145.gif}}}}
+
+\begin{center}
+\href{http://peeragogy.org/wp-content/uploads/2012/03/create\_content.gif}{\includegraphics[width=.9\textwidth]{./pictures/create_content.png}}
+\end{center}
 
 \section{Details About the Wiki}
 
@@ -253,7 +266,10 @@ meetings.
     \end{itemize}
   \end{itemize}
 \end{itemize}
-\textbf{\href{http://peeragogy.org/wp-content/uploads/2012/03/communicate\_color1.gif}{\includegraphics{http://peeragogy.org/wp-content/uploads/2012/03/communicate_color1-300x67.gif}}}
+
+\begin{center}
+\href{http://peeragogy.org/wp-content/uploads/2012/03/communicate\_color1.gif}{\includegraphics[width=.9\textwidth]{./pictures/communicate.png}}
+\end{center}
 
 \section{\textbf{How we Communicate}}
 
@@ -286,7 +302,10 @@ Stephanie Schipper will then add you.
 TWITTER HASHTAG:
 \href{http://twitter.com/search?q=\%23peeragogy\&src=typd}{\#peeragogy}
 \href{https://www.facebook.com/peeragogy}{FACEBOOK PAGE}
-\textbf{\href{http://peeragogy.org/wp-content/uploads/2012/03/questions\_1000.gif}{\includegraphics{http://peeragogy.org/wp-content/uploads/2012/03/questions_1000-300x50.gif}}}
+
+\begin{center}
+\href{http://peeragogy.org/wp-content/uploads/2012/03/questions\_1000.gif}{\includegraphics[width=.9\textwidth]{./pictures/question.png}}
+\end{center}
 
 \section{\textbf{Questions?}}
 
diff --git a/peeragogy-book-release/k12.tex b/peeragogy-book-release/k12.tex
index f2d2c0f..990c92f 100644
--- a/peeragogy-book-release/k12.tex
+++ b/peeragogy-book-release/k12.tex
@@ -165,8 +165,13 @@ infographic below, which details potential experiences individuals may
 encounter when becoming connected learners. It is not only a helpful
 entry point for new learner-educators seeking to become peeragogues, but
 it also serves as a wonderful example of peeragogy at work.
-\includegraphics{http://farm9.staticflickr.com/8160/7161689001_9b6725a4ca_h.jpg}
-(licensed as CC By-NC-SA, on
+\begin{figure}
+\begin{center}
+\includegraphics[width=.6\textwidth]{./pictures/k12-infographic.jpg}
+\end{center}
+\end{figure}
+
+(The figure on the previous page is licensed as CC By-NC-SA, on
 \href{http://www.flickr.com/photos/thecleversheep/7161689001/sizes/l/in/photostream/}{Flickr})
 Consider taking the plunge into the different stages of a
 Networked/Connected Educator today.
diff --git a/peeragogy-book-release/metalearning.tex b/peeragogy-book-release/metalearning.tex
index 18aa7ef..fc71e7d 100644
--- a/peeragogy-book-release/metalearning.tex
+++ b/peeragogy-book-release/metalearning.tex
@@ -1,8 +1,12 @@
-{[}caption id=``'' align=``aligncenter''
-width=``520''{]}\href{http://en.wikipedia.org/wiki/File:Jigoro\_Kano\_and\_Kyuzo\_Mifune.jpg}{\includegraphics{http://upload.wikimedia.org/wikipedia/commons/5/5a/Jigoro_Kano_and_Kyuzo_Mifune.jpg}}
-from
-\href{http://en.wikipedia.org/wiki/File:Jigoro\_Kano\_and\_Kyuzo\_Mifune.jpg}{Wikipedia}
-(Public Domain){[}/caption{]} \emph{} How can we learn to learn better?
+\begin{figure}
+\begin{center}
+\href{http://en.wikipedia.org/wiki/File:Jigoro\_Kano\_and\_Kyuzo\_Mifune.jpg}{\includegraphics[width=.5\textwidth]{./pictures/judo.jpg}}
+\caption{from \href{http://en.wikipedia.org/wiki/File:Jigoro\_Kano\_and\_Kyuzo\_Mifune.jpg}{Wikipedia}
+(Public Domain)}
+\end{center}
+\end{figure}
+
+How can we learn to learn better?
 And how can we do it with others? If you put a blade to my (Charlie,
 author of this entry) throat, I'd say ``People and peers learn by doing.
 First there's the `baptism by fire' where awareness of how far away they
diff --git a/peeragogy-book-release/patterns.tex b/peeragogy-book-release/patterns.tex
index 6dd3beb..4ff08f1 100644
--- a/peeragogy-book-release/patterns.tex
+++ b/peeragogy-book-release/patterns.tex
@@ -23,79 +23,6 @@ learning, and some known problem-solving techniques. See the page
 ``\href{http://peeragogy.org/researching-peeragogy/}{Researching
 peeragogy}'' for some related discussion.
 
-\section{Patterns and Heuristics}
-
-This section draws some parallels between ``Minskian heuristics for
-problem solving'', and our patterns peeragogy (see below). The
-heuristics (which Marvin Minsky discusses in a series of
-\href{http://web.media.mit.edu/~minsky/OLPC-1.html}{m}\href{http://web.media.mit.edu/~minsky/OLPC-2.html}{e}\href{http://web.media.mit.edu/~minsky/OLPC-3.html}{m}\href{http://web.media.mit.edu/~minsky/OLPC-4.html}{o}\href{http://web.media.mit.edu/~minsky/OLPC-5.html}{s}
-for the One Laptop Per Child project) can be summed up with the
-following diagram:
-
-\begin{figure}[htbp]
-\centering
-\includegraphics{http://metameso.org/~joe/heuristic-images.jpg}
-\caption{}
-\end{figure}
-
-We can see some relationships to the peeragogy patterns we've
-identified, first summed up with a picture here, and in text below (some
-of the nodes in the diagram are clickable, and clicking will take you to
-the page describing that pattern!):
-
-To elaborate in words:
-
-- We \emph{simplify} things for a \textbf{Newcomer}. (In particular,
-this means that we don't expect the newcomer to use a high processing
-level.)
-
-- We \emph{change focus} by using a \textbf{Roadmap} to guide us from
-one step to another. In addition, the project's \textbf{Heartbeat} leads
-us to let go of our focus at one moment, and resume with another point
-of view later.
-
-- We \emph{change description} first of all by having a \textbf{Wrapper}
-who describes the new state of the project. For the Peeragogy project,
-that often meant summing up the high points that we saw over a given
-period of time. It seems possible that with a rich enough\textbf{Pattern
-Language}, the description would itself be made in terms of patterns.
-
-- We \emph{divide} work up not only ``horizontally'' among different
-\textbf{Roles}, but also ``temporally'' by using the \textbf{Roadmap}.
-Someone who is moving ahead with the Roadmap is likely to be ``working
-at the cutting edge''.
-
-- When we \emph{find an analogy}, we are basically \textbf{Creating a
-Guide} of some sort. This can be used as a form of ``exploration'', as
-we look at how one form of engagement may or may not map onto other
-forms of engagement.
-
-- When we \emph{ask for help}, we may avail ourselves of some
-\textbf{Moderation} service that will decide how to deal with our
-request. One simple way to ask for help is \textbf{Polling for Ideas}.
-Obviously once we start to get help, we're working in a regime of
-``collaborative effort''.
-
-- If you \emph{know the answer}, then you may be able to reuse it (which
-is the basic idea described in \textbf{Praxis vs Poesis}, though the
-title is a little bit obscure). Someone who knows the answer and who is
-good at self-explanation may also have a good idea about how to get from
-the current state to the goal state; alternatively, this may be broken
-down into steps in some sub-Roadmap, and moving from step to step would
-then illustrate ``progressive problem solving''.
-
-- It is important to \emph{give it a rest} so as not to over-exhaust
-oneself, busting one's own \textbf{Carrying Capacity}, or,
-alternatively, overwhelming the group.
-
-- It seems that one of the things that \emph{experts do} is
-\textbf{Discerning a Pattern}. This allows them to simplify their
-processing.
-
-- Finally, again, if we \emph{know why it is hard}, then we may be able
-to\textbf{Create a Guide} that will help get around, or at least better
-cope with, the difficulty.
-
 \subsection{Patterns of Peeragogy}
 
 Here is our index of the patterns mentioned above, each on its own page
diff --git a/peeragogy-book-release/patterns_heuristics.tex b/peeragogy-book-release/patterns_heuristics.tex
index 1ee7151..afed42b 100644
--- a/peeragogy-book-release/patterns_heuristics.tex
+++ b/peeragogy-book-release/patterns_heuristics.tex
@@ -9,8 +9,8 @@ following diagram:
 
 \begin{figure}[htbp]
 \centering
-\includegraphics{http://metameso.org/~joe/heuristic-images.jpg}
-\caption{}
+\includegraphics[width=\textwidth]{./pictures/heuristic-images.jpg}
+\caption{Minskian heuristics for problem solving}
 \end{figure}
 
 We can see some relationships to the peeragogy patterns we've
diff --git a/peeragogy-book-release/peer-learning.tex b/peeragogy-book-release/peer-learning.tex
index 9cbd421..cd327ea 100644
--- a/peeragogy-book-release/peer-learning.tex
+++ b/peeragogy-book-release/peer-learning.tex
@@ -22,11 +22,11 @@ interlocutors, Plato, on a more pedagogical bent, spoke of an
 enlightened few, whose responsibility it was to show others the light of
 knowledge (illustrated by his famous allegory of ``The Cave'').
 
-{[}caption id=``'' align=``aligncenter''
-width=``461''{]}\href{http://commons.wikimedia.org/wiki/File:Platon\_Cave\_Sanraedam\_1604.jpg}{\includegraphics{http://upload.wikimedia.org/wikipedia/commons/thumb/b/b1/Platon_Cave_Sanraedam_1604.jpg/640px-Platon_Cave_Sanraedam_1604.jpg}}
-\href{http://commons.wikimedia.org/w/index.php?title=File:Platon\_Cave\_Sanraedam\_1604.jpg\&oldid=68567627}{Platon
-Cave Sanraedam (1604)}. By Jan Saenredam {[}Public domain{]}, via
-Wikimedia Commons{[}/caption{]}
+\begin{figure}
+\href{http://commons.wikimedia.org/wiki/File:Platon\_Cave\_Sanraedam\_1604.jpg}{\includegraphics[width=\textwidth]{./pictures/plato_cave.jpg}}
+\caption{\href{http://commons.wikimedia.org/w/index.php?title=File:Platon\_Cave\_Sanraedam\_1604.jpg\&oldid=68567627}{Platon Cave Sanraedam (1604)}. By Jan Saenredam {[}Public domain{]}, via
+Wikimedia Commons}
+\end{figure}
 
 \subsection{The debate continues today!}
 
diff --git a/peeragogy-book-release/plns.tex b/peeragogy-book-release/plns.tex
index 82ba31c..b51b6d9 100644
--- a/peeragogy-book-release/plns.tex
+++ b/peeragogy-book-release/plns.tex
@@ -49,7 +49,11 @@ http://dmlcentral.net/blog/howard-rheingold/shelly-terrell-global-netweaver-cura
 \textbf{III. Cultivating your garden} A. Howard Rheingold's notes on
 \href{http://howardrheingoldsteachingnotes.posterous.com/notes-on-growing-a-personal-learning-network}{cultivating
 a PLN}
-\includegraphics{http://socialmediaclassroom.com/host/peeragogy/system/files/images/Personal-Learning-Network-900px-v2.jpeg}
+
+\begin{center}
+\includegraphics[width=.75\textwidth]{./pictures/network.jpg}
+\end{center}
+
 B. Strong and weak ties
 
 1. Your PLN will have people and sites that you check on often - your
diff --git a/peeragogy-book-release/realtime.tex b/peeragogy-book-release/realtime.tex
index 596bf25..6b95334 100644
--- a/peeragogy-book-release/realtime.tex
+++ b/peeragogy-book-release/realtime.tex
@@ -53,7 +53,10 @@ Rheingold's} and
 Good'}s. Free phone conferencing services provide another technological
 ``lowest common denominator'': some provide a few extras like
 downloadable recordings.
-\includegraphics{http://socialmediaclassroom.com/host/peeragogy/system/files/images/Elluminate.img_assist_custom-800x694.png}
+
+\begin{center}
+\includegraphics[width=.7\textwidth]{./pictures/elluminate.png}
+\end{center}
 
 \subsection{Features of real-time meeting platforms}
 
diff --git a/peeragogy-book-release/student_syllabus.tex b/peeragogy-book-release/student_syllabus.tex
index 0337936..25087a3 100644
--- a/peeragogy-book-release/student_syllabus.tex
+++ b/peeragogy-book-release/student_syllabus.tex
@@ -324,5 +324,3 @@ to start out with a clear purpose.
 Make mistakes. Correct course. Invite new perspectives. Create a
 structure that everyone can work with. Change it when it breaks. Most of
 all, have fun!
-
-\\ \\
diff --git a/peeragogy-book-release/technologies.tex b/peeragogy-book-release/technologies.tex
index 03cea26..458d6a5 100644
--- a/peeragogy-book-release/technologies.tex
+++ b/peeragogy-book-release/technologies.tex
@@ -303,11 +303,11 @@ most of the Bloom's elements above. Samantha Penney has created a
 Bloom´s Digital Taxonomy Pyramid of tools for learning (cc 3.0 --
 \href{http://www.usi.edu/distance/bdt.htm)}{http://www.usi.edu/distance/bdt.htm)}.
 
-\begin{figure}[htbp]
-\centering
-\includegraphics{http://www.usi.edu/distance/bloom%20pyramid.jpg}
-\caption{}
-\end{figure}
+%% \begin{figure}[htbp]
+%% \centering
+%% \includegraphics{http://www.usi.edu/distance/bloom%20pyramid.jpg}
+%% \caption{}
+%% \end{figure}
 
 \textbf{Use Cases (I want to\ldots{}.)}
 
diff --git a/peeragogy-book-release/to_peeragogy.tex b/peeragogy-book-release/to_peeragogy.tex
index a729b8c..6115fd4 100644
--- a/peeragogy-book-release/to_peeragogy.tex
+++ b/peeragogy-book-release/to_peeragogy.tex
@@ -272,11 +272,13 @@ state'' (after
 \href{http://en.wikipedia.org/wiki/Mihaly\_Csikszentmihalyi}{Csíkszentmihályi}),
 rather than their associated ``intelligence'':
 
-{[}caption id=``'' align=``aligncenter''
-width=``300''{]}\href{http://commons.wikimedia.org/wiki/File\%3AChallenge\_vs\_skill.svg}{\includegraphics{http://upload.wikimedia.org/wikipedia/commons/thumb/f/f6/Challenge_vs_skill.svg/300px-Challenge_vs_skill.svg.png}}
+\begin{figure}
+\href{http://commons.wikimedia.org/wiki/File\%3AChallenge\_vs\_skill.svg}{\includegraphics{./pictures/challenge.png}}
+\caption{
 \href{http://commons.wikimedia.org/wiki/File\%3AChallenge\_vs\_skill.svg}{Challenge
 vs. Skill}. By w:User:Oliverbeatson (w:File:Challenge vs skill.jpg)
-{[}Public domain{]}, via Wikimedia Commons{[}/caption{]}
+{[}Public domain{]}}
+\end{figure}
 
 We could also describe ourselves (or our roles within a learning
 process, as above) in terms of various attributes, e.g. using the
diff --git a/peeragogy-book.tex b/peeragogy-book.tex
index 88f3a67..c29b26f 100644
--- a/peeragogy-book.tex
+++ b/peeragogy-book.tex
@@ -7067,6 +7067,7 @@ perfectly natural in speech, it can be confusing and complex when being
 read (in our handbook or elsewhere). Let's stay conscious of our
 audience and try to meet that perfect balance of simple, yet
 professional in our writing. 
+
 \chapter{Meet the Team}
 
 \begin{wrapfigure}[]{l}{2in}