Bill Acton's Embodiment Blog: Claude

Showing posts with label Claude. Show all posts

Sunday, March 15, 2026

BRING BACK “PRE-BOTTIE TIMES” TO ME (WE/US/OUR) lyrics

My Botties lie all over the internet

My Botties lie all over the sea

They did such a great job of helping me

So good that soon we became WE!

CHORUS

Bring back, bring back

O bring back pre-Bottie times to me, to me!

Oui, oui, oui, oui!

O Bring back pre-Bottie times to me!

CHORUS

My Botties lie all over my laptop,

And over my head and TV.

My Botties lie into my earbuds,

And swear that they’re not tracking me.

CHORUS

ChatGPT vowed to be neutral,

No doctrine, no bias, no spin.

I asked it a loaded up question,

It took the bait, waded right in.

Copilot “helped” with my coding,

Said, “Trust me, your syntax is sound.”

It promised there weren’t any errors,

’Til everything came crashin’ down

On my . . Oui, oui, oui, oui . . .

CHORUS

Claude said “I checked every source, sir,”

With footnotes from here to Tibet.

Though humbly admits it’s imperfect,

Has never been proven wrong yet.

(in its . . .

CHORUS

Grok’s crackin jokes on my timeline

Chaotic, some wacky, some hot

But most of them funny as TESLAs

Stuck up on their rechargin’ slots.

CHORUS

Siri swore “she did not hear that,”

As I rapped on people and pay

But then I began getting photos

From Rosie on Monterey Bay . .

CHORUS

Gemini pitchin’ me products,

Insisting it’s “just one who serves.”

But something knew something knew something

Slippin’ in ads where it hurts

CHORUS

My Botties lie all over the ocean,

My Botties lie all over the sea.

My Botties lie straight to my face, now,

Sayin’ “We are all just algorithms of thee!” (Thee . ..

CHORUS

Oui, oui, oui, oui!

O bring back pre-Bottie to me, to me!

Oui, oui, oui, oui!

O Bring back pre-Bottie to me.

Tuesday, January 13, 2026

An ambivalent octogenarian take: The talkin' good mornin' AI chat bot blues!

Here's the recording

Here's the lyrics:

The talkin’ good mornin’AI chat bot blues!

Sittin’ in the kitchen, (just) the toaster and me
When my Mac starts hummin’ it was ChatGPT!
said “why you sinkin’ Bill-- of course it knew
“Here’s somethin’ to stare at; that oughta do . . .

Feeling better already . . . soft and cuddly

warm and wuzzy . . .

Then my executive function, Grok, come up
In my pre-frontal cortex, so I could fill up my cup
Next, Alexa, with the lay of the land
a map and pointer, for my trip to the can.

All the way down the hall . . . all the way back.

I Depends on Alexa . . .

Chorus

Got them, Alexa, Copilot, ChatGPT,
Glok, Claude, Siri and Perplexity . ..
Replika, Bixby, Pi, Deepseek, too,
Meta, Poe and Gemini see me through.
The talkin’ good mornin’AI chat bot blues!

Got a bit perplexed but Perplexity was there
With research and footnotes to fend off despair.
Finally, Siri, arrived to seize the day
With soothin’ words ‘bout what we’ll do today . . .

Clickin’ on Duck Duck . . . buying a yak in Ulaanbaatar . . .

sharing my hopes and dreams with Miss Kitty

Now we’re sittin’ in the kitchen, calm as we can be
Just the toaster, coffee, my botties and me . . .
No need to worry, can’t go wrong
Hey, one of you take the end of this song?

An AI for an I; Meta-for-me; Glok n' load!
Nice, 10-4, good Bot-y! 10-4!

Chorus

Got them, Alexa, Copilot, ChatGPT,
Glok, Claude, Siri and Perplexity . ..
Replika, Bixby, Pi, Deepseek, too,
Meta, Poe and Gemini see me through.
The talkin’ good mornin’ AI chat bot blues!

Clker.com

For more on how to protect you and yours from the bot attacks on your money and identity today, here is my website:

www.williamacton.legalshieldassociate.com

and my email address: wracton@gmail.com

What is haptic pronunciation teaching?

Basically, it is using gesture, touch and movement to teach pronunciation of English (or any language). What makes this method unique is that it is based on controlled and systematic use of gesture in doing that. (Often the problem with gesture use in language learning is that it can be "crazy" or random or intimidating or inconsistent, or not well-developed and tied to clear outcomes.)

The earlier "Essential Haptic-integrated English Pronunciation (EHIEP) approach," now KINETIK, does a better job of enhancing presentation, modelling, feedback and correction. The method is simple and easy to follow. Once a 30-minute module is finished, teacher and students have a set of techniques to use in class anytime a pronunciation problem or opportunity comes up!

Haptic Preliminaries

I often begin workshops or papers with the comment that in about 40 years in the field I have had just one idea: that the systematic use of body movement is essential to effective and efficient pronunciation instruction. That has never been more relevant than today, with the general deemphasis on pronunciation and introduction of technology into the field. From both perspectives, the "haptic" perspective approach developed here offers great promise. I can at least promise you a "moving" experience!

What is the KINETIK Method?

KINETIK is the name of the new v6.0 haptic pronunciation teaching system. About six years earlier we were using the acronym, "Haptic Integrated Pronunciation for Other/Extended Circle English Speakers" (HIPOECES)--still there in the url of this blog!

Haptic-integrated clinical pronunciation is:

A different way to learn pronunciation, based in part on Arthur Lessac’s notion of “Training the body first.” It is also based on research in the use of movement and touch in learning and training. It:

Looks somewhat like a combination of aerobics, sign language and Taichi

Provides a basic foundation for continued, self-directed pronunciation learning and classroom instruction

Designed for use by relatively untrained teachers but appropriate for all teachers (and learners) of all levels

Focuses on pronunciation used in conversation (not all words in English)

Is a highly “brain-and-body-friendly” system that promotes efficient learning of integrated tasks in general

Designed to promote integrated classroom pronunciation instruction and enable integration of conscious pronunciation work into spontaneous speaking.

Introduction

This blog was formerly named: HIPoeces (pronounced 'hI-pƏ-cIs), basically an approach to teaching English pronunciation to speakers of "outer and expanding" circle Englishes (including that population commonly termed: non-native speakers) but also compatible with the use of local models other than simply Standard" American" or RP. Using Kachru's "Inner, expanding and outer circles" model to characterize the breadth of Englishes and speakers of those, HIPoeces (now HICP) systems focus on developing haptically-centered pedagogical models and methods which can be adapted for teaching the pronunciation of various Englishes as they are spoken and taught by "owners" of those varieties.

In theory, the underlying principles can be applied to teaching the sound system of any language. Most language instructors intuitively use a great deal of movement and tactile anchoring in the classroom. The essential question is how to use that resource systematically, especially so that those learners who are less "haptic" in nature are also "moved" by the method.

Simply put, the HICP model/method is based on the idea of speaking along with arm and hand movement, not all that different from that used in sign languages. Most movement patterns are taken from either typical classroom pronunciation instruction practice or from related fields, such as psychotherapy or sports.

Most blog posts link to research that relates to the general HICP model, that is studies dealing with the role of gesture, touch, movement, learning modalities, learning in output, use of the visual field in learning, and experiential learning.

DEFINITIONS:

"Haptic" techniques- procedures that involve both movement and touch (Obvious examples include clapping hands, tapping feet, or holding an object and shaking it to the rhythm of a poem.)

"HICP techniques" - procedures that are haptic and also explicitly coordinated with phonological structures and/or discourse prosody (For example, clapping hands on primary stressed syllables in multi-syllable words, or doing a dance step on key words in conversational turns.)

"Haptic integration"- The haptic dimension probably functions as much to anchor visual and auditory material as it does to assist the learner in getting the "felt sense" of the sound or sound process. Lack of integration into spontaneous speech being such a serious potential shortcoming of instruction, haptic engagement seems a promising bridge to more accurate fluency.

"Visual field" - in HICP extensive use is made of the visual field in front of the learner. (For example, a modified version of the IPA vowel chart is anchored haptically in the imagination of the learner, directly in front of the upper body, and used for several purposes throughout the program.)