For someone writing a piece it could be about a passion. Or about someone or something they lost. Everyone has different reasons to why they write

This reading is an excellent example of how a seemingly simple plant is composed of a variety of complex categories and systems.

I think the best way to go about remembering these 3 types are by breaking down the name itself. Apical derives from apex, which can refer to the farthest edge or tip of something (roots and stem tips). Lateral is a direction of movement, usually side to side (increased thickness). Intercalary refers to being inserted between other parts, areas/places, or things, in this case between leaf blades and nodes. Hope this helps.

Many other plants, including the green elms on the DSU campus also have several leaflets coming off of a single stem-like structure to comprise a single leaf.

These plant tissues (vascular tissues) are also known as "TRACHEOPHYTES". These Vascular tissues are made up of two main tissues - The Xylem and Phloem.

Plants do not always carry "breathe'' out oxygen - sometimes they produce CO2. This is mostly at night as they need to break down carbohydrates to produce energy and also there is no sunlight during the night. With sunlight being one of the main components in the Photosynthesis process, plants cannot produce oxygen at night.

I've also heard of gymnosperms being refered to as "naked seeded" plants since their seeds are open to air.

I am a researcher working on topics related to subjective well-being (sometimes also called happiness).

I should preface by saying that I have relatively modest training in statistics, and the arguments put forth in this paper are quite out of my depth. For example, I have not heard of things like first order stochastic dominance before reading this paper. I hope that by being open about things that I might be somewhat ignorant, this can be a path for me to develop a deeper understanding of the concerns raised in the paper.

I think (which could well be wrong) the paper is saying that in an ordinal measure like happiness, groups and individuals differ in their 'standard' in reporting happiness (e.g., what it takes to push my happiness from 0 to 1 is different from what pushes your happiness from 0 to 1). This makes comparing 'latent' (or true level of) happiness across groups difficult, if not impossible.

Put differently, if I report a 1 and you report a 0, I cannot be certain that I am happier than you. It could be the case that my standard for reporting a 1 is lower than you. The authors showed that by changing this standard around, inferences about 'true' happiness would change.

I think this is an important point. I think happiness researchers have grappled with this to some degree (from a more abstract perspective; instead of the more statistical/mathematical perspective). E.g., A hypothesis about how people report life satisfaction is that they compare their life to an ideal life (here, the ideal life sets the standard; i.e., two people with the exact same life can have different levels of life satisfaction because they have different ideas about ideal life). Related research in social comparison could be interpreted as moving the standard for happiness higher (instead of lowering 'true' happiness). In contrast, things like gratitude may lead to higher happiness ratings because it lowers happiness standard (instead of increasing 'true' happiness). The set point hypothesis can be interpreted as 1) people fully adapting their 'true' happiness to baseline levels after experiencing major life events or 2) people create a new happiness standard after experiencing a major life event.

This paper prompts me to think harder about happiness measures. It could well be the case that the standard people set for their happiness level (a cognitive process?) may be just as important as 'true' happiness itself.

Comment on annotation

Note to self: try to find some good citation/literature on this

It would be nice if comments and annotations could be voted by people, and have the possibility to sort them chronologically etc.

I believe there are things which can be easily classified as "useless" and have absolutely no impact on the end result (see: a single vote in a normal election)

On the other hand, there are things which do make a small contribution to the end result, even if it's very little. I don't like to call these "useless" because they do have an impact. These should be done even if the individual result is invisible.

The examples shown here belong to the second category.

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This may be true, but can a modern machine or AI, on its own, give a detailed and personalized explanation of why the student was incorrect? For instance, in terms of music, I do not believe a machine can explain the nuance and tone of a passage. It may be able to play a professional recording, but in my opinion, music-making, especially at an enriching, educational level, should be a creative process, not a reductive, emulative one.

Furthermore, there is the problem of the expenses associated with these technologies. Let's say, in 2019, a machine or software is created that can grade music theory assignments with 99% accuracy. How long would it actually take for a significant number of schools to adopt such an AI? While wondering how great it would be to have such a device, it is simply not useful to pretend that it is already here.

Beyond Scantron multiple choice graders or online assignments or videos, I rarely see machines that take the teacher's role. No machine could do everything a human teacher does in this day and age.

Perhaps I extrapolated too much from this article. However, in my mind, when I see someone talk about "machine learning" or "machine teaching," I think of neural networking, big data, and Google Deep Mind.

To create a music-teaching machine, expanding upon my first annotation, one would need it to understand the musical material. We would need complex, large-scale neural networking that can compare a student's playing to some model or professionally-done recording. With regard to my own philosophy, I think this would lead to a lack of uniqueness among young musicians. Additionally, this software would need to be easy for teachers to use without programming experience.

In short, if we are to use machines to their full, modern capacity to inspire and guide young musicians, we would need:

1. Neural networking software,
2. A simple-to-use way for teachers to access or edit that software,
3. recording equipment.

Perhaps I extrapolated too much from this article. However, in my mind, when I see someone talk about "machine learning" or "machine teaching," I think of neural networking, big data, and Google Deep Mind.

I see positive reinforcement very often. The directors often tell students when they are doing a good job, delegate solos to young artists, commend the ensemble for their work at the concert in front of the audience, and sometimes even let the band decide how a passage should be played. Much of a band, choir, or orchestra director's job is to give positive reinforcement. I'd even say that receiving this praise is the goal of some students for one reason or another.

Some of these examples can only be entertained in a music classroom fit for them. For instance, in an ensemble where the semester's concert is the final, this would not work. In other contexts, such as a general music, music theory, or music appreciation environment (or even ensembles that do have separate exams), I could see an optional exam, dropped poorest assignment, or homework pass being realistic.

My point? I rarely see negative reinforcement in music classrooms; when I do see it, it serves a very specific purpose. While negative reinforcement is not common, it is useful, and I'd like to see good examples of it applied to a large classroom or ensemble rehearsal.

It appear to me that as of 2018, Jacobs is ahead of this curve; to me, this curve has passed in teacher education. In terms of technology and new course material, I know we have had music education lectures and courses in the past on iPad ensembles, basic guitar performance, body percussion, and the pedagogy of pop music. In some other courses, we have networks of electric keyboards the instructor can listen to from their seat, and the Department of Bands has taken advantage of projectors and movies just like some major symphonies do.

I'd say that this misconception can be falsified by simply stepping into a real teacher's classroom. I believe that there is a difference between pedagogy and execution, or an idea and its reality. I have had several of my own teachers fail to attempt this misguided approach with the students just more confused after the teacher prompts them. In all these cases, the instructor meant well and obviously intended for us to reach a certain conclusion, but nobody was able to get there on their own without direct instruction.

In a nutshell, this section provides an example of a subject that relies on intuitive thinking or additional knowledge to fill in the gaps between its parts. Knowledge does not arise in the form of lists; it could be said to be more like a web, or a mental internet of ideas.

The process of characterizing physical attributes is a very straightforward and seemingly uncreative, which may be unconventional for writers. Interestingly enough, computers thrive on performing logical tasks. In a TED talk in 2015, Fei-Fei Li talks about making computers able to understand images. Similar techniques have even been used to read people's dreams, where electrical signals are logged and arranged as an image, and a computer attempts to characterize what the person was "seeing". Researchers from the University of Illinois at Urbana-Champaign took it a step further and wrote the paper "Describing Objects by their Attributes". In it they discussed how they were able to "develop computer vision algorithms that go beyond naming and infer the properties or attributes of objects".

In the video, Fei-Fei Li explains the process her research team used to teach a computer how to recognize objects in images. This process was started by showing the computer gigantic amounts of processed images to allow it to train. At 7:35, SHEEEE mentions that thousands of employees worked together to organize and label over a billion images. This process reminded me of the metadata mentioned by Morna Gerrard in our visit to the Archives. Much like categorizing archives helps us identify the information we want, the categorization of images aids a computer to find what it is looking at.

I think it would be interesting to have technology contributing in the first steps of Prowian Analysis, since their logical approach to solving problems might allow us to have more detailed and thorough descriptions. Perhaps one day, technology will be able to take it a step further and make assumptions about the meaning of physical attributes, allowing material culture to be partly automated.

Paper: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.149.9539&rep=rep1&type=pdf

Video: https://www.youtube.com/watch?v=40riCqvRoMs

This text was written by two professors who specialize in American art and culture. Material culture is obviously not limited to studying American history, it can be applied anywhere. For example, Marianne Hulsbosch, Elizabeth Bedford, and Martha Chaiklin analyze the culture of different regions in Asia in their book called "Asian Material Culture" (link provided bellow). I would actually argue that material culture is not quite as useful for American history as it would be for others, since the history is relatively "new" and well-documented (if we exclude the limited artifacts that exist of Native American culutres). Material culture analysis is a very useful tool for studying ancient civilizations, which might not have documented every aspect of their lives and history, but have left behind relics and artifacts that showcase what their societies used and valued. By analyzing aspects of ancient objects, such as attention to detail in decoration or their physical condition, we can make conclusions about what life was like thousands of years ago.

This image could be a prime example of history being discovered through material culture rather than the studying of texts. These dice could have been a very common recreational game in the lower classes of a civilization. Since the game was fairly known and popular only among the poor, the upper class scholars might have considered it unimportant to document this activity. Even though no text evidence would reference the dice, we would be able to utilize material culture to analyze the role of these artifacts in the ancient society. By noticing how frequently they appeared, the cheap materials used to make them, and the crude design work, historians could conclude that these artifacts were not a luxury product and were used by the common people.

Image Source: http://www.judyhall.co.uk/miscellaneous/the-answer-will-be-found-in-a-basket-of-flint-ses-re-en-sesit-unbolting-the-door-of-concealed-things-divination-in-ancient-egypt

Sources: http://web.b.ebscohost.com.ezproxy.gsu.edu/ehost/detail/detail?vid=0&sid=290b1925-1046-44ec-9edc-49e64a048b24%40sessionmgr103&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=297832&db=nlebk , http://www.reed.edu/humanities/110Tech/MaterialCulture.html

What counts as a visual mode of communication can become a bit confusing in certain cases.

For example, authors of fantasy fiction these days rely heavily on the reader to imagine visuals. They carefully describe physical objects and scenes, much like in Prownian Analysis or our descriptions of the AIDS Quilt panels, to cause the reader to "see" things that they might have never seen or imagined before. I realize that using writing would technically fall under the category of the linguistic mode of communication, but this descriptive writing exists to evoke our visual senses. These authors depend on us visualizing the worlds that they create to tell their story. If this communication uses our "visual-spatial intelligence" according to the Theory of Multiple Intelligences, should it not be considered a mix of the visual and linguistic modes?

I think that the importance that "other characteristics" can have as a visual mode is commonly overlooked. The layout of a webpage can communicate to the reader what to emphasize on, the color of an "Open/Closed" sign can communicate the status of a restaurant from beyond a legible distance, and the size of a specific visual object on a billboard can communicate what exact product is being advertised.

A good example of the utilization of visual modes of communication without the direct use of an image is visual poetry. This type of poetry is known for having dominant visual elements. A common technique of achieving this is using the words of the poem to create the perception of a shape or image.

This is a good example of a simple visual poem. The topic of the poem is coffee, hence the writer adjusted the layout of the text to create a shape. This shape is perceived by our minds as a coffee mug, even though there is no actual picture of one.

On an interesting side note: the reason we are able to perceive this image is due to the Gestalt psychology. This is a philosophy of mind of the Berlin School of experimental psychology which studies the self-organizing tendencies of the human brain (especially with images). According to this psychological phenomenon, our mind is always trying to find patterns in the data it receives and many times organizes sets of randomness in order to perceive them as a whole. This is why the seemingly random positions of the words in the poem cause our mind to try to find a pattern in the darker areas of the poem's white background, eventually leading us to seeing a coffee mug.

Sources: https://en.wikipedia.org/wiki/Visual_poetry , https://www.britannica.com/science/Gestalt-psychology

Image source: https://collaboems.wordpress.com/2012/05/28/visual-poetry-2/

Interestingly, these five modes of communication correlate to Howard Gardner's Theory of Multiple Intelligences. In 1983 he published the book "Frames of Mind: The Theory of Multiple Intelligences," which outlined a model in which people's intelligence was not determined solely by their general ability (also known as IQ or the g factor). Gardner believed believed that types of intelligence were required to fulfill eight criteria:

1) the potential for brain isolation by brain damage

2) its place in evolutionary history

3) the presence of core operations

4) susceptibility to encoding

5) a distinct developmental progression

6) the existence of idiot-savants, prodigies and other exceptional people

7) support from experimental psychology

8) support from psychometric findings.

(Gardner, 1999)

He then proposed nine types of intelligence that would satisfy these criteria: musical-rhythmic, visual-spatial, verbal-linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, naturalistic, and existential (The last one was added after the initial eight). The chart bellow shows the types of intelligence with visual queues and a simpler wordings.

It is interesting that these modes of communication can associate to what Gardner would consider different functions of the brain (Linguistic mode of communication with verbal-linguistic intelligence, visual and spatial modes of communication with visual-spatial intelligence, aural communication with musical-rhythmic intelligence, and gestural communication with bodily-kinesthetic intelligence). Perhaps this indicated that by including multiple modes of communication in our writing for this class (or in any writing), we are able to target more parts of the brain and keep the audience more engaged. This would also mean that according to the Theory of Multiple Intelligences, a multimodal text would have a broader appeal since people lacking on a certain type of intelligence would be able to understand the text through whichever mode of communication suits their strength and preference more. For example, a heavy text with many visuals would be more easy for "picture smart" people (as the graphic above would indicate) to connect with.

Sources: Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books.

Image source: Linkedin Blog - https://www.linkedin.com/pulse/theory-multiple-intelligences-potential-applications-silva-fca-

The gestural mode, along with the visual mode, is another mode of communication that is deeply engraved in humans instincts. Scientific evidence even proves that the recognition of basic human expressions is universal regardless of cultural background. Scientific research has proven that there generally are seven emotions that all humans recognize through facial expressions: "anger, contempt, disgust, fear, joy, sadness, and surprise" (Matsumoto, 2008).

The image above shows sample images of emotions in a study done by Dr. Matsumoto which proved the universality of their recognition.

Sources: David Matsumoto and Paul Ekman (2008) Facial expression analysis. Scholarpedia, 3(5):4237.

I think the author is ignoring a key aspect of the advantages of multimodal communication. Using multiple modes allows an audience that does not have access to every type of mode (ex: a user with a muted device) or can not comprehend every mode (ex: a dyslexic person who has difficulty reading) to still receive the information being communicated. For example, in our Primary Source Descriptions we included images, which were by far the most effective way of communicating the description of the Quilt panel, but still included detailed text descriptions. This would aid people who can not load the images in our posts or are blind (therefore using the text through text-to-speech or Braille to receive the information). In conclusion, people should not choose a mode simply due to its advantage for a communication, they should also consider the audience reach that their mode would have. For example, in the 1930s an animated cartoon (without sound) would have done a better job at communicating a story, but a comic book (without speech bubbles) would have been easier to access.

I find the use spatial modes to be extremely helpful when trying to comprehend things, especially data. If we go by the Theory of Multiple Intelligences, I might be considered a person who relies on their "spatial intelligence" frequently.

For example, when analyzing historical events in a class, I appreciate having an accurate timeline that is spaced out to scale. This way I can put important time periods or the long lasting effects of an event in perspective. I believe that people can not appreciate the length of the dynastic rule in China until they see how long (for physical timelines "long" is in the literal sense) it was and how many well-known events of the Western world took place during its existence. Additionally, people seem to forget how long the planet Earth has existed until shown the tiny portion of its timeline that the entire course of human history occupies.

Even just recently I remember using spatial modes of displaying information to help my research colleagues understand an issue. Since some data from a research paper we were referencing had data that was not consistently sampled, we could not accurately replicate their experiment to test their results and input data into deep learning programs. I decided to represent the data using spaced out visuals to explain my suggested method for predicting information within those data gaps.

The volume of a sound plays a big role on the importance we give to it over other sounds, and tha amplitude of the mood created by it. In the real world a sound that is constantly increasing causes us to instinctively focus our attention on it because it indicates that an object is getting closer. An example of this is our instinct to look in the direction of an increasing volume of engine sound when crossing the road, as a way of avoiding collision with approaching cars. Volume can also play an affect on how we perceive it. For example, the volume of a happy comment could indicate the level of excitement the person saying it is experiencing. Another example is the volume of dark music during a horror film. The viewer is able to recognize how eminent a threat is to the character simply through the increase or decrease of the music's volume. This communication of a "threat-level" can greatly impact the fear a viewer feels even when lowering the volume, by creating a sense of safety and then suddenly switching to a "jump-scare."

The connection between the physical matter and emotions most easily noticed in art. When viewing a sculpture, a painting, a film, or a photograph, the physical aspects of the art are meant to evoke an emotional response or to showcase the emotions of the artist. A sculpture made of a rough materials and with harsh surfaces might be meant to display feelings of aggression or danger. A film or photograph with dark lighting might be trying to portray a scene in a more dramatic and sorrowful context. As the South African composer Kevin Volans stated, art should be treated "not as an object in this world but as a window into another world."

Source: https://books.google.com/books?id=MUu5DgAAQBAJ&pg=PT22

This reminds me of our class discussion about the "rhetorical triangle". The text seems to indicate that our though process and analysis should move from a "logos" point-of-view to a "pathos" one. This makes sense, since the student can use their more factual descriptions of an object as a starting point to analyze what they mean through emotion.

This concept was mentioned earlier in the text, when Kenneth Haltman quoted Michael Baxandall idea that "We do not explain pictures: we explain remarks about pictures" (page 4). I believe this means that by focusing on certain aspects of an object, we show which topics and aspects of the object we care about. We "analyze" our descriptions because we choose to comment on the physical descriptions we find worth discussing. As the next point states, we truly "do not really see with clarity what we have not said" about the object.

A good historical comparison would be with the way the Ancient Greek astronomers interpreted star constellations. They not only noticed patterns which they used for navigation and science, they also assigned the constellations certain meanings and characteristics, usually relating to mythology. For example, Plato called the universe the "Spindle of Necessity" and Aristotle saw the planets as "heavenly bodies."

Source: http://www.ancient.eu/Greek_Astronomy/

Material culture completely depends on its physical aspect. It relies on the feelings that people derive from actually having objects or the uses we have for them, not the conversations we have about them. Simply mentioning objects with words does not mean material culture "takes place in a world of words."

Ez itt a cím.

just including?

This talks about how stress specifically affects your brain. Your brain is what helps your body function properly so if there is something wrong with it. The effects could be very damaging to you. This is important because not many people understand how bad stress can effect your mind and body.

A symptom of stress is insomnia. It causes you to lie awake. This could also cause further stress with not getting enough sleep and not having a lot of energy. This is important because it can just make thins worse for your health. This is something that I at times experience.

This paragraph is talking abut how after studying stress that it can cause some serious health issues in people who experience chronic stress. This is important because many people experience these issues and for some people they could be caused by stress.

It’s all about people.

To be clear – buildings need to be a safe and welcoming environment, but that alone is insufficient for use and impact.

Reinforce that this not saying a collection is bad or useless or not important, just of secondary importance.

Reverting back to the value of the work we do can only be seen in circulation is a bad habit. And it is a habit, often done reflexively. We need to negotiate new methods of assessment around community impact and not stuff.

Our strongest advocacy comes from others.

It’s data, narratives, and calls to action!

Librarians have to get used to asking and being asked why they do everything.

It is very hard to argue having a positive valuable effect in a community and being unbiased.

Note that this defines a librarian not by the place they work.

Be a bridge.

We need to acknowledge our limitations and faults. Too rosy of a picture that ignores past experiences will be dismissed.

SO here is our next trick. We need to tie librarians to the familiar and around the learning sphere – but we also need librarians to be special and taking a unique important position in a community.

Not enough to have nice librarians and nice buildings – librarians should challenge and provoke…be active.

Pounding home to the question “you need a masters for that?”

Reinforcing librarianship across library types.

So now that we assume folks are bought into the view of librarianship as learning we can spice things up with a few more “extreme” examples.

Many librarians have a problematic relation with little free libraries. On one hand they support reading and a form of community engagement (albeit a passive one), but aren’t connected to library institutions or professionals.

The ultimate result of this vision allows librarians to ignore comlex social issues. Poverty, homelessness, illiteracy, civic engagement is not my small part of the world – that is someone else’s job.

Not the professional analogies I use here: doctors, lawyers – high prestige professions.

OK, where did this come from? It came from the frustration of public library board members that sought change (or at least understanding) and were blocked by librarians that resisted change by making librarianship more complex. Librarians and IT folks never say no, they simply throw acronyms at you until you give up.

One view of success for the future is fewer libraries, but more librarians. Would this be a good thing?

This is the dilemma of the service expert. We work to make service smooth and easy on the member, however, folks need to know how hard it is to get the necessary “credit” for support.

This is the key to any good library by the way.

With our current Librarian of Congress being a delightful exception.

Once again this is aimed as much to librarians as the public. It is important to look at librarianship as a field rather than a degree. It allows us to make the tent bigger, and therefore add more voice to the cause.

We have to be careful not to let the support of the community fall to too abstract a concept. We have seen many places where libraries are kept open with volunteers, or as unmanned machines.

The best advocacy for libraries and librarians is to get out of the buildings. Do your job in public, provide service at the point of need. Meet the partners on their turf.

This goes right up there with “no I don’t hate reading” in terms of taking on sacred cows.

This simple set of questions can have a profound and positive effect. Try them with your staff and your community.

Community as collection is a concept as much for librarians as for the public. It bridges from the expected and comfortable to the progressive. Important skills in collection development are not marginalized in this community approach, they are essential and expanded.

Taking on Dewey’s concept that standardization and efficiency is the sure route to effectiveness.

Public library example, but also bringing in business. These kind of incubator spaces tend to appeal to municipal officials.

Our story is still here, just a bit later. Here we are really talking about embedded librarians.

The goal here is to show these concepts work across contexts and library type. We want people to be supporters of libraries in whatever context they operate.

Stories and examples adding to a “solidity” of simultaneously opening up the definition of library, and showing how important they are together.

Call to something familiar. Also co-opting something that many people say will replace libraries, to now include as part of thinking about a library.

The big purpose in this chapter is to give people something concrete to hold on to as we break traditional simple definitions of library. The problem is, when you say localities define libraries, then they have nothing in common?!

Dewey’s lasting legacy was prioritizing efficiency over effectiveness. Getting through to folks that having a well-defined process/definition/system/mission does not trump the fact that you are trying to get something done.

How many times have you mentioned you’re a librarian and someone says “Dewey!”

This continues our “complexification” of librarianship for the reader. Ultimately we are trying to answer the question “you need a masters for that?”

It is easy to only talk about the positive and easy aspects of community and libraries. True ownership and buy in has to show complexity and depth.

Back to advocating not just for your library, but librarianship in general. We are a big deal, and folks need to know that.

An attention getting story.

Here we are trying to get people to see their library and libraries in general as very big deals. We are raising the stakes for supporting an essential social institution, not just the place down the corner.

Here we need our communities know that what people use and consume is complex and comes with often invisible trade-offs. Ultimately this is building up library staff’s expertise.

Trying to show members what librarians have to wrestle with behind the scenes. This is ultimately about getting folks to value librarians and library staff, not just the stuff.

If I were to rewrite this section today I would include a new definition of “library:” a library is a mandated and facilitated space supported by the community, stewarded by librarians, and dedicated to knowledge creation. This is discussed in greater detail in the New Librarianship Field Guide.

This is as much for librarians as members. We need to be in the aspiration business, not remediation.

Time for some language work. The terms we use for community members matters. To be clear what term used within a community should be determined by the community. What term we use within the profession is a different matter.

This more nuanced version of quality being contextual is as important for fellow librarians as it is for the public.

Here is the paradox we have to work the reader through. It is important to directly address intellectual freedom and quality. To this point we’ve linked things to learning. That is a pretty easy argument applied to things like maker spaces and non-book resources. Now we have to try and sell holding “bad” materials and learning. This is tricky, but ultimately more important.

I love love love this quote and Wayne’s book. It gets people’s attention and provides a good narrative of how librarians change social perception, not just reflect them.

OK, not a story, but definitely an attention grabber. This was the result of an online “discussion” I had with a librarian who definitely did not buy into my view of librarianship.

In having these conversations, activist librarians are perhaps to most tricky. Folks want librarians to empower, but get very uncomfortable with the idea of powerful librarians, particularly in the public sphere.

A very common question I get.

Back on safer ground here. Where I was selling a more liberal view on intellectual safety, here I am trying to expand a current value. Most folks see librarians and libraries as motivating – but now I want to attach that ideal to the idea of co-owning libraries. The end of Expect More should not be folks feeling good about libraries, but feeling like they have a direct stake in the success of their library.

So this area can be tricky. While few would disagree with the large concept of safety, we have to be aware that particularly for intellectual safety, librarians’ values are not universally accepted. Materials get challenged, and there is a steady campaign that feels librarians are pushing pornography on the public.

Lots of stories across different sectors. Remember we are pushing this approach for all libraries, not just public.

In my work to librarians this is knowledge creation. I’ve made it more specific for a general audience.

Aside from filling out a framework readers can use to evaluate library service, we are now taking a widely accepted task in libraries (training) and showing how it fits into this new participatory learning context. Building from where folks are to where we want them to be.

Time to take a narrative we have established-learning-and combine it with a new narrative-participation. The second macro narrative in libraries we must address is that libraries are about access and consuming.

We could spend a lot more time discussing knowledge and constructivism – and I do when working with librarians – but this is enough for non-librarians and sets us to move from 30,000 feet back to specifics.

Flat out repeating a common advocacy plan in K-12.

Example time.

An appeal to what readers may already know and accept. So examples from education, business, universities, etc.

We’re trying to appeal to people’s more emotional side here to keep them engaged. We want to signal early this is not just a boring “fly over” section.

OK, prepare for the big ask in the book – we are now going to do a deep dive into some pretty complex topics. Most advocacy don’t want to get too tangled in here. 30 second pitches, tweets, and posters can’t do this. We’re going to take advantage of the long form advocacy.

We’ve already given a broad response to this question: learning. However, folks need specifics.

Story time.

To be sure actions speak louder than words, but words matter. Great outlooks are important, but the ability to articulate it into a mission is an important process.

Not a lot of deconstruction here, as this section is already pretty straightforward in terms of advocacy.

This section is a direct result of feedback from both librarians and board members. One could see a lot of utility work here – libraries only value is in directed study – but the role as haven and pleasure reading is still relevant.

Tweetable idea

So rather than pounding a narrative idea over and over and over again, the idea is to draw people in and flesh out a new narrative. Where Chapter 2 was about data, this chapter is the stories.

Link to a generally positive concept.

If you are going to challenge an existing narrative (libraries are books) you need to replace it with something better. This is the long form version of that thread we started in the first chapter. What we’re trying to do is allow people to replace the narrative, not because they were wrong, but because it is a reward for knowing more – becoming an insider.

Directly challenging the idea that a library is books.

Humor is a powerful way to help people retain ideas and information.

This story is really the roots of Expect More. Also note that these attitudes are changeable as seen in the Pew Data

Because there was a minimal relation and conversation between the groups. Advocacy can’t be a one-time event, it must be ongoing and sustained.

Never call it off-site storage. Alternative or expanded shelving. There is to this day an emotional attachment with books on shelves. Not books – book on the shelf. We see this in off-site as well as in weeding. Both necessary and can be done to improve access, but must be discussed and introduced with care.

Start with a story.

This can be a bit of an abstract concept much like supporting democracy. The real way to use this in a discussion is to get folks off the library as deficit fixing narrative.

As librarians we want to be service oriented and help people. This can turn into or be perceived as seeing a community as a bunch of problems needing to be solved. While it is true that we should address these problems, we need to do so in relation to a positive goal. We want people to read…so that our community can grow. We want the homeless to have services so we can be a more just and kind community.

A place to reinforce literacy

This is a big one, often used, but rarely operationalized argument. It is a common argument but rarely has teeth. In essence we argue that libraries are important for citizenship, but rarely talk about how they actually promote/support democratic participation.

Like cultural heritage, this is an argument to make a nostalgic and possibly passive idea, into an active one. In this case from haven and quiet place to read, to social spaces.

The goal in this section comes back to evolving ideas and creating a new nostalgia. We want to highlight the importance of preservation, but also make it more active and alive. Cultural heritage is not just about stuff from the past, it is about community narratives and living knowledge.

This is a strong narrative, but really relies on knowledge of community. Do they care about the safety net? Also, this is an argument that can be used across library types. Academic and school libraries provide remediation and study services.

There is also a danger to this argument (or rather the consequences of this argument) in the public library as the last public service standing. See https://davidlankes.org/?p=6421 for more on this.

Here we are reinforcing our alternative narrative to libraries as books and that is libraries as learning. This is also where you can talk about literacy. Why isn’t literacy a big bold section on its own? Well, literacy and the role of the library will change based on the community served. Academic libraries rarely talk about their role in literacy because students should already be able to read, but more importantly, literacy is the job of academic departments. So use it and refine it for your context.

Entrepreneurship and supporting startups is still a strong argument for public and academic libraries.

One of the newer and stronger studies out there.

Let me be clear that I believe in the value of libraries outside of just supporting an economy, but this is a very strong argument to many communities. There are a lot of great studies out there that talk about cost/benefits of libraries.

This section is more for librarians and board members than the general reader.

This is here to reinforce the importance of librarians and staffing in libraries. The economic argument for shared purchasing could be used by others in communities. For example, in several academic libraries, it is the IT department that has taken on database licensing.

I was also on a public library board after the recession of the 1990s. During the recession book budgets had been cut. This board had made it a policy to grow the book budget by 10% each year after the recession. The year I came in, they found that to increase the book budget they would have to lay off staff. I reminded them that having a lot of materials, and no one to organize or shelve them defeated the purpose. It is important to reinforce buying stuff takes people to purchase and organize and support use.

This is an interesting argument. It is the most concrete argument for libraries, and one that is widely accepted…however it also can veer towards redistribution of wealth and some anti-taxer discussion.

This list comes from a review of the literature, and in talking with library leaders and librarians. It is most likely not complete (Third Space, for example, was a justification added between the 1st and 2nd edition of the book. Encourage your audience to think of others.

Never deny the obvious. There are those that question the need for libraries. This is also true, by the way, in discussing the fact that there are librarians without and MLIS.

Start with a story. People are tuned to listen to stories.

True advocacy is about bringing people on board and getting them invested.

Foreshadowing for folks who may think this is still going to be a big love letter to libraries as they are. Linking to trends and hot topics.

Big tent time – a major aim of the book is to get folks to realize libraries are beyond public libraries.

Acknowledging current perspectives, forgiving them, and then presenting them with something better.

Using data to make stories real.

Libraries evolve and technology changes opportunities.

Making the link to learning specific – also putting it in a universal context: who can fault learning?

Begin introducing a larger narrative about the importance of libraries beyond books – without mentioning books. This is tied to George Lakoff’s work.

Tie it to the local and less lofty.

Linking love of libraries to a larger scale.

Some Latino people think that the country's race categories are not an accurate depiction of what they identify with. This could be seen as extremely racist.

Would be better to end with making an explicit connection between the ENCODE tissue-specific RNAseq data and the Setd2 knock-down RNAseq data. Would it make sense to focus on loci showing evidence for tissue-specific polyA as well as being dependent on Setd2 for correct splicing?

I would call that marginally significant

use of very long prepositional phrases at the start of sentences makes reading difficult. stick to simple subject- predicate- object sentence structure.

nice and useful figure but: you primed the cDNA synthesis with random hexamers. the qRT-PCR results are therefore not specific to polyadenylated transcripts. so, above figure shows models consistent with the data rather than summarisations of the data (you did not directly measure polyA).

beware that this implies non-polyadenylated transcripts also are represented in the sample

depends in this case on whether you look at the scatter plot or the UCSC genome browser: they are not telling the same story for some reason. my corrections below reflect what UCSC shows, which results in flipping of placenta and thymus.

see above; will stop pointing this out

low conversion rate leads to over-estimation of methylation, which could explain the 45% methylation seen in placenta

primer sets are not tissue-specific; you used them for all tissues; only the measurements themselves are tissue-specific

The host transcript of the CGI is non-coding. Your upstream primers amplify both the coding transcript and the non-coding host transcript. That is a limitation. Could explain the inconsistencies re the RNAseq data.

qRT-PCR cannot show transcription termination: all it can do is verify the RNAseq data, i.e., more relatively more transcription upstream of an active CGI compared to transcription across the CGI. It is important to be precise about what qRT-PCR can and cannot do.

The data do not show transcripts terminating upstream or downstream of the CGI, they are merely consistent with the hypothesis.

This works because of incomplete conversion (<100%), plus actual differences in CpG methylation states.

Bonferroni multiple testing correction: you divide alpha (the significance threshold), typically (by convention) 0.05, by the number of tests, and that gives you the corrected significance threshold.

What you did not do due to lack of time: optimisation of the qRT-PCR assays. That would have included a melt curve analysis to detect primer dimers and/or off-target amplicons, and to then run the same reaction again, but with an additional "read" step during each cycle at a higher temperature than the 55C annealing temperature. The "read" temperature is chosen based on the melt curve so that primer dimers and smaller off-target amplicons have melted (become ssDNA) while the target still is dsDNA. This gives you more target-specific fluorescence measurements.

Any dsDNA will generate fluorescence, including, for example, primer dimers and off-target amplicons. That is why SYBR is considered relatively non-specific. But its is relatively cheap compared to more specific assays like TaqMan.

Fluorescence always is measurable. The threshold cycle is when fluorescence exceeds a given and fixed threshold value, which is chosen to intersect the amplification curves during their exponential phase.

you may be asked if some of the inconsistencies between your results and the RNAseq data can be explained by the genetic differences between the hybrids and the B6 mice used by ENCODE. possibly yes, since Cast is quite distant from B6 in evolutionary terms, i.e., there are many genetic differences that definitely have an effect on gene expression. the next question may be: well, why then did you use hybrid tissue? it's the only option available for some tissues, given our tissue stocks, and we don't have a B6 colony any more.

nucleosome = octamer of histones

indeed, genes encoding histones are treated very differently

It makes sense to me on a technical level but isn't something I would provide in an interface aimed at the general public. My inclination would be to have the default interface not show orphan annotations at all. The new york times front page is a great example. If things started to work, you would rapidly have far more orphans than anything else. Without the context of the annotation its hard to imagine these would provide much value. Perhaps this is something that could be added to a different, non-default view that provided some sort of historical perspective on the URL under consideration.

This argues for capturing a bit more of the context around any given annotation for preservation as part of the annotation. e.g. 150 characters up and downstream.

The text is broken at the beginning. See Liuzzo 2015 for an explanation of this.

I feel the next logical step is to open source my.Enspiral.

I've been thinking about this metaphor, and about comments on blogs vs. blogs linking to blogs. In some ways this is another part of the Wikipedia vs. Federated Wiki question. I say "vs." because the alternatives do become binary at some point in the conversation. But back to the owning vs. sharecropping: in terms of web presence, maybe; in terms of discourse and rhetoric and the ways call and response differ, maybe not. I'll keep thinking. And I'm grateful for the heads-up that Hypothes.is is at last up and running!

Prova nota Unito

essa Carolina é aquela que curte séries, né?

Biocentric includes man and includes him in an appropriately prioritized order. An anthropocentric view should be a biocentric, ecocentric, charitable, human view simply because humans are (among other things) organisms, situated in ecosystems, capable of charity, love, humility and that is in fact what makes us human. What is best for the environment is what is best for humans and everything else.

Interesting idea. The only thing is that the science is not where we would like it to be. Most of the accusing will need to be done in retrospect. In that case, many will have lost culpability due to insufficient knowledge. I just wonder how this will hold up in a court of law for most practical cases. For some large-scale cases, I can see it working, as long as the effects are enormous.

As far as I know: Konjunktiv I und Konjunktiv II are named "present subjunctive" and "past subjunctive" respectively. I am not sure if this terminology is familiar to the English speakers.

Perfect has not been taken into account, I guess because it is an analytic form(?)

But cf. Larson, Richard K. 1988. On the Double Object Construction. Linguistic Inquiry 19: 335-391. for a binary analysis of double object constructions in English, and the theories developing the VP shells (and later the Little vP).

Tolkien, C.S. Lewis, gothic cathedrals, Pachelbel suddenly represent the essence of the good western culture.

These references are not in the pdf

Basically useless unless highly zoomed in...

this is cool.

Ich habe mir auch hier erlaubt ein paar Kommentare anzufügen.

Dies geschah auch mit Hypothes.is, jedoch via des PDF Exports, da andernfalls, weder auf live noch read-only Pads, die Kommentieroberfläche nicht geladen wurde.

Created an account and now I'm ready to test this phenomenal innovation.

It's true!

It's a good image but "blood-clotted cloth" is a tongue twister.

this is a comment

a comment from me

Je ne veux pas assurer leur avenir, je veux le changer.

Schools should address the demands of tomorrow, not those of today.

New comment

history of the development of the individual--

equally, can find things for which we are horrified of them, etc.

satisfy instinct for narcissistic enjoyment

still bound to increase self-destruction

consider in context of Darwinian "survival", and interesting to consider the contrast with Berlant's "Slow Death" concept--hunger to the point of obesity, love striving after objects to the point of depression

Christian Morgenstern (1871-1914) German romantic poet, "Das Wasser": "Ohne Wort, Ohne Wort; rinnt das Wasser immer fort; andernfalls, andernfalls; sprach' es doch nichts andres als: Bier und Brot, Lieb und Treu; und das waere auch nicht neu. Dieses zeigt, dieses zeigt; daß das Wasser besser schweigt."