Additionally, the social capital literature suggests that mentors may promote upward mobility in young people by providing bonding and bridging support.
Impact on social capital
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- Jun 2020
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Local file Local file
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Additionally, there may be important variations in the support mentors provide. The social support literature suggests that relationships providing instrumental, informational, and emotional support may promote economic mobility through a direct association between these types of social support and essential building blocks of mobility (e.g., educational attainment and employment opportunity)
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Previousresearch has demonstrated that mentors fromoutside the family, who the young person feels close to, whom they haveknown the young person for a long time, and who sees them often are in the best position to promote positive change
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One source of positive relationships are informal mentors, who are caring, non-parental adults whom the youth identify as providingsupport (Sykes, Gioviano, & Piquero, 2014). These mentors have already been associated with key building blocks to mobility, namely increased educational attainment (Miranda-Chan, Fruiht, Dubon, & Wray-Lake, 2016), workforce participation (DuBois & Silverthorn, 2005a), and asset accrual in young adulthood (Greeson, Usher, & Grinstein-Weiss, 2010)
Informal mentor: someone who is a caring, non-parental adult whom youth identify as supportive
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Positive relationships with those in the community may lead to educational attainment and employment, essential building blocks economically mobile people typically have.
Economically mobile people have educational attainment and employment
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Among a number of promising new directions, recent evidence points to positive relationships with caring adultsduring adolescence as potentially promoting upwardmobility
Research suggests that positive relationships with caring adults can promote mobility
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www.cambridge.org www.cambridge.org
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Allington, D., Duffy, B., Wessely, S., Dhavan, N., & Rubin, J. (undefined/ed). Health-protective behaviour, social media usage and conspiracy belief during the COVID-19 public health emergency. Psychological Medicine, 1–7. https://doi.org/10.1017/S003329172000224X
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Plata, C. A., Pigani, E., Azaele, S., Callejas, V., Palazzi, M. J., Solé-Ribalta, A., Meloni, S., & Suweis, J. B.-H. S. (2020). Neutral Theory for competing attention in social networks. ArXiv:2006.07586 [Physics]. http://arxiv.org/abs/2006.07586
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www.npr.org www.npr.org
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Researchers: Nearly Half Of Accounts Tweeting About Coronavirus Are Likely Bots. (2020, May 20). NPR. https://www.npr.org/sections/coronavirus-live-updates/2020/05/20/859814085/researchers-nearly-half-of-accounts-tweeting-about-coronavirus-are-likely-bots
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medium.com medium.com
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Morey, R. D. (2020, June 12). Power and precision. Medium. https://medium.com/@richarddmorey/power-and-precision-47f644ddea5e
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www.decompression.org www.decompression.org
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Good introduction to the history of bubble models here.
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www.ultimatedivelog.com www.ultimatedivelog.com
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tension
I really like this graphic showing the "skin pressure" and other forces at play when considering the pressure of a bubbl
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psyarxiv.com psyarxiv.com
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Hopp, F. R., Fisher, J. T., Cornell, D., Huskey, R., & Weber, R. (2020). The Extended Moral Foundations Dictionary (eMFD): Development and Applications of a Crowd-Sourced Approach to Extracting Moral Intuitions from Text [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/924gq
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drive.google.com drive.google.com
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Smith had been pondering assimilationist climate theory for s ome time. He may have learned it first f rom Buffon, or from James Bow-doin’s opening oration of t he newly established American Academy of Arts and Sciences i n Boston on May 4, 1780.
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Haelle, T. (2020, May 8). Why It’s Important To Push Back On ‘Plandemic’—And How To Do It. Forbes. https://www.forbes.com/sites/tarahaelle/2020/05/08/why-its-important-to-push-back-on-plandemic-and-how-to-do-it/
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www.theatlantic.com www.theatlantic.com
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Cushing, E. (2020, May 13). I Was a Teenage Conspiracy Theorist. The Atlantic. https://www.theatlantic.com/ideas/archive/2020/05/i-was-a-teenage-conspiracist/610975/
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twitter.com twitter.com
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Yong, E. (2020, May 23). "Hello! More of you have started following me in the last weeks since I last did this, so let me introduce you to YET MORE people I respect, who've created some pandemic writing that's really stuck with me. (And do check out the original thread below.)" Twitter. https://twitter.com/edyong209/status/1263996750404243462
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arxiv.org arxiv.org
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Yu, Y. W., Delvenne, J.-C., Yaliraki, S. N., & Barahona, M. (2020). Severability of mesoscale components and local time scales in dynamical networks. ArXiv:2006.02972 [Physics]. http://arxiv.org/abs/2006.02972
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Earnshaw, V. A., & Katz, I. T. (2020). Educate, Amplify, and Focus to Address COVID-19 Misinformation. JAMA Health Forum, 1(4), e200460–e200460. https://doi.org/10.1001/jamahealthforum.2020.0460
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misinforeview.hks.harvard.edu misinforeview.hks.harvard.edu
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Jamieson, K. H., & Albarracín, D. (2020). The Relation between Media Consumption and Misinformation at the Outset of the SARS-CoV-2 Pandemic in the US. Harvard Kennedy School Misinformation Review, 2. https://doi.org/10.37016/mr-2020-012
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- COVID-19
- public
- understanding
- misinformation
- media
- is:article
- conspiracy theory
- Trump
- USA
- consumption
- lang:en
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medium.com medium.com
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Pigliucci, M. (2020, May 19). No, predictions are not overrated. On some scientists’ strange attitude toward philosophy. Medium. https://medium.com/science-and-philosophy/no-predictions-are-not-overrated-on-some-scientists-strange-attitude-toward-philosophy-60dfd5c2cb83
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www.scs.cmu.edu www.scs.cmu.edu
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Young, V. A. (2020, May 20). Nearly Half Of The Twitter Accounts Discussing ‘Reopening America’ May Be Bots. Carnegie Mellon School of Computer Science. https://www.scs.cmu.edu/news/nearly-half-twitter-accounts-discussing-%E2%80%98reopening-america%E2%80%99-may-be-bots
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psyarxiv.com psyarxiv.com
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Moreau, David, and Kristina Wiebels. ‘Assessing Change in Intervention Research: The Benefits of Composite Outcomes’, 2 June 2020. https://doi.org/10.31234/osf.io/t9hw3.
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psyarxiv.com psyarxiv.com
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Meyerhoff, H. S., Brand, A.-K., & Scholl, A. (2020). In Case of Doubt for the Suspicion?: When People Falsely Remember Facts in the News as Being Uncertain. https://doi.org/10.31234/osf.io/rct7a
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- May 2020
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psyarxiv.com psyarxiv.com
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Marinthe, G., Brown, G., Delouvée, S., & Jolley, D. (2020, May 29). Looking out for Myself: Exploring the Relationship Between Conspiracy Mentality, Perceived Personal Risk and COVID-19 Prevention Measures. Retrieved from psyarxiv.com/cm9st
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psyarxiv.com psyarxiv.com
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Bertin, P., Nera, K., & Delouvée, S. (2020). Conspiracy beliefs, chloroquine, and the rejection of vaccination: A conceptual replication-extension in the COVID-19 pandemic context [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/rz78k
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thepsychologist.bps.org.uk thepsychologist.bps.org.uk
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Coronavirus – Psychological perspectives | The Psychologist. (n.d.). Retrieved April 27, 2020, from https://thepsychologist.bps.org.uk/volume-33/april-2020/coronavirus-psychological-perspectives
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psyarxiv.com psyarxiv.com
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Blanchard, M. A., & Heeren, A. (2020). Why We Should Move from Reductionism and Embrace a Network Approach to Parental Burnout? [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/y34cq
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thehardestscience.com thehardestscience.com
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psyarxiv.com psyarxiv.com
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Imhoff, R., & Lamberty, P. (2020, April 14). A bioweapon or a hoax? The link between distinct conspiracy beliefs about the Coronavirus disease (COVID-19) outbreak and pandemic behavior. https://doi.org/10.31234/osf.io/ye3ma
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psyarxiv.com psyarxiv.com
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Alper, S., Bayrak, F., & Yilmaz, O. (2020). Psychological Correlates of COVID-19 Conspiracy Beliefs and Preventive Measures: Evidence from Turkey [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/mt3p4
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theconversation.com theconversation.com
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Cook, J., & Lewandowsky, S. (n.d.). Coronavirus conspiracy theories are dangerous – here’s how to stop them spreading. The Conversation. Retrieved April 21, 2020, from http://theconversation.com/coronavirus-conspiracy-theories-are-dangerous-heres-how-to-stop-them-spreading-136564
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Lobato, E. J. C., Powell, M., Padilla, L., & Holbrook, C. (2020). Factors Predicting Willingness to Share COVID-19 Misinformation. https://doi.org/10.31234/osf.io/r4p5z
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psyarxiv.com psyarxiv.com
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Sternisko, A., Cichocka, A., Cislak, A., & Van Bavel, J. J. (2020). Collective narcissism predicts the belief and dissemination of conspiracy theories during the COVID-19 pandemic [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/4c6av
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www.nytimes.com www.nytimes.com
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Warzel, C. (2020, April 3). Opinion | What We Pretend to Know About the Coronavirus Could Kill Us. The New York Times. https://www.nytimes.com/2020/04/03/opinion/sunday/coronavirus-fake-news.html
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theconversation.com theconversation.com
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Freyens, B., & Hawkins, J. (n.d.). Contact tracing apps: A behavioural economist’s guide to improving uptake. The Conversation. Retrieved May 4, 2020, from http://theconversation.com/contact-tracing-apps-a-behavioural-economists-guide-to-improving-uptake-137157
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www.wired.com www.wired.com
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Porter, E. & Wood. T.J. (2020 May 14). Why is Facebook so afraid of checking facts? Wired. https://www.wired.com/story/why-is-facebook-so-afraid-of-checking-facts/
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www.nature.com www.nature.com
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Zdeborová, L. (2020). Understanding deep learning is also a job for physicists. Nature Physics, 1–3. https://doi.org/10.1038/s41567-020-0929-2
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www.digital-democracy.org www.digital-democracy.org
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From a game theoretic standpoint, we’ve already lost. Too many of our civil society adversaries have too much of our data, and we have so little of theirs.
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en.wikipedia.org en.wikipedia.org
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standuprepublic.com standuprepublic.com
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McKew, M. (2020, May 13) Disinformation Starts at Home. Stand Up Republic. https://standuprepublic.com/disinformation-starts-at-home/
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www.jmir.org www.jmir.org
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Farooq, A., Laato, S., & Islam, A. K. M. N. (2020). Impact of Online Information on Self-Isolation Intention During the COVID-19 Pandemic: Cross-Sectional Study. Journal of Medical Internet Research, 22(5), e19128. https://doi.org/10.2196/19128
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secrecyresearch.com secrecyresearch.com
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Beyer-Hunt, S., Carter, J., Goh, A., Li, N., & Natamanya, S.M. (2020, May 14) COVID-19 and the Politics of Knowledge: An Issue and Media Source Primer. SPIN. https://secrecyresearch.com/2020/05/14/covid19-spin-primer/
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psyarxiv.com psyarxiv.com
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Teovanovic, P., Lukic, P., Zupan, Z., Lazić, A., Ninković, M., & Zezelj, I. (2020, May 20). Irrational beliefs differentially predict adherence to guidelines and pseudoscientific practices during the COVID-19 pandemic. https://doi.org/10.31234/osf.io/gefhn
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www.nature.com www.nature.com
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Ball, P. (2020). Anti-vaccine movement could undermine efforts to end coronavirus pandemic, researchers warn. Nature, 581(7808), 251–251. https://doi.org/10.1038/d41586-020-01423-4
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psyarxiv.com psyarxiv.com
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Cuskley, C., & Wallenberg, J. (2020, May 14). Noise resistance in communication: Quantifying uniformity and optimality. https://doi.org/10.31234/osf.io/wpvq4
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www.nature.com www.nature.com
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Andersen, K.G., Rambaut, A., Lipkin, W.I. et al. The proximal origin of SARS-CoV-2. Nat Med 26, 450–452 (2020). https://doi.org/10.1038/s41591-020-0820-9
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www.annualreviews.org www.annualreviews.org
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Edelmann, A., Wolff, T., Montagne, D., & Bail, C. A. (2020). Computational Social Science and Sociology. Annual Review of Sociology, 46(1), annurev-soc-121919-054621. https://doi.org/10.1146/annurev-soc-121919-054621
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ltcwrk.com ltcwrk.com
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In evolutionary terms, certainly, because the individuals that show these traits have a higher chance of survival in the long term.
Not surprisingly, nature is a great teacher. Not until the 1950s and Johnny von Neumann did game theory get developed, but it was found that tit for tat with forgiveness is the optimal model. In other words, altruism or as Henry Ford called it, enlightened self-interest (https://www.wikiwand.com/en/Game_theory)
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www.youtube.com www.youtube.com
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Cook, J. (2020 May 12) Plandemic and the seven traits of conspiratorial thinking. youtu.be/Rban0JGEimE
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psyarxiv.com psyarxiv.com
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Leary, A., Dvorak, R., De Leon, A., Peterson, R., & Troop-Gordon, W. (2020). COVID-19 Social Distancing [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/mszw2
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Kennedy, B., Atari, M., Davani, A. M., Hoover, J., Omrani, A., Graham, J., & Dehghani, M. (2020, May 7). Moral Concerns are Differentially Observable in Language. https://doi.org/10.31234/osf.io/uqmty
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notes.andymatuschak.org notes.andymatuschak.org
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Insight through making suggests that you’ll need to make simultaneous progress in theory-space and system-space to spot the new implications in their conjoined space. Effective system design requires insights drawn from serious contexts of use: you must constantly instantiate new theoretical ideas in new systems, then observe their impact in some serious context of use.
Very powerful way of wording the implications of Insights through making and the need for serious contexts of use.
You need to advance in theory-space as well as in system-space to spot the implications for their conjoined space.
Pragmatically, you must constantly instantiate new theoretical ideas in the system, then observe the effects in some serious context of use.
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en.wikipedia.org en.wikipedia.org
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This is an abstract form of De Morgan's laws, or of duality applied to lattices.
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en.wikipedia.org en.wikipedia.org
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A plane graph is said to be self-dual if it is isomorphic to its dual graph.
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en.wikipedia.org en.wikipedia.org
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en.wikipedia.org en.wikipedia.org
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Johnson, S. G. B., Zhang, J., & Keil, F. (2020, April 30). Win–Win Denial: The Psychological Underpinnings of Zero-Sum Thinking. https://doi.org/10.31234/osf.io/efs5y
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Vasiliauskaite, V., & Rosas, F. E. (2020). Understanding complexity via network theory: A gentle introduction. ArXiv:2004.14845 [Physics]. http://arxiv.org/abs/2004.14845
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misinforeview.hks.harvard.edu misinforeview.hks.harvard.edu
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Uscinski, J. E., Enders, A. M., Klofstad, C., Seelig, M., Funchion, J., Everett, C., Wuchty, S., Premaratne, K., & Murthi, M. (2020). Why do people believe COVID-19 conspiracy theories? Harvard Kennedy School Misinformation Review, 1(COVID-19 and Misinformation). https://doi.org/10.37016/mr-2020-015
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apolitical.co apolitical.co
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Complex systems thinking is being used for policymaking. Is it the future? (2018, October 25). https://apolitical.co/en/solution_article/complex-systems-thinking-policymaking
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- Apr 2020
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McGann, M., & Speelman, C. (2020). Two Kinds of Theory: What Psychology Can Learn From Einstein [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/sp94q
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psyarxiv.com psyarxiv.com
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Johnson, S. G. B., Bilovich, A., & Tuckett, D. (2020, April 30). Conviction Narrative Theory: A Theory of Choice Under Radical Uncertainty. Retrieved from psyarxiv.com/urc96
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psyarxiv.com psyarxiv.com
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Edelsbrunner, P. A., & Thurn, C. (2020, April 22). Improving the Utility of Non-Significant Results for Educational Research. https://doi.org/10.31234/osf.io/j93a2
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en.wikipedia.org en.wikipedia.org
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Equivalently, an arborescence is a directed, rooted tree in which all edges point away from the root
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en.wikipedia.org en.wikipedia.org
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In category theory
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psyarxiv.com psyarxiv.com
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Jamieson, R. K., & Pexman, P. M. (2020, April 20). Moving Beyond 20 Questions: We (Still) Need Stronger Psychological Theory. https://doi.org/10.1037/cap0000223
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psyarxiv.com psyarxiv.com
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Cavojova, V., Šrol, J., & Mikušková, E. B. (2020, April 15). Scientific reasoning as a predictor of health-related beliefs and behaviors in the time of COVID-19. https://doi.org/10.31234/osf.io/tfy5q
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psyarxiv.com psyarxiv.com
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Pummerer, L., & Sassenberg, K. (2020, April 14). Conspiracy Theories in Times of Crisis and their Societal Effects: Case “Corona”. https://doi.org/10.31234/osf.io/y5grn
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psyarxiv.com psyarxiv.com
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Sætrevik, B. (2020, April 13). Realistic expectations and pro-social behavioural intentions to the early phase of the COVID-19 pandemic in the Norwegian population. https://doi.org/10.31234/osf.io/uptyq
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www.theguardian.com www.theguardian.com
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Sodha, S. (2020, April 26). Nudge theory is a poor substitute for hard science in matters of life or death | Sonia Sodha. The Guardian. https://www.theguardian.com/commentisfree/2020/apr/26/nudge-theory-is-a-poor-substitute-for-science-in-matters-of-life-or-death-coronavirus
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journal.sjdm.org journal.sjdm.org
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Dhami, Mandeep & Olsson, Henrik. (2008). Evolution of the interpersonal conflict paradigm. Judgment and Decision Making. 3. 547-569. http://journal.sjdm.org/8510/jdm8510.pdf
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www.kcl.ac.uk www.kcl.ac.uk
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King's College London. Life under lockdown: Coronavirus in the UK. (2020 April 9). https://www.kcl.ac.uk/news/life-under-lockdown-coronavirus-in-the-uk
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www.nature.com www.nature.com
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Chater, N. (2020). Facing up to the uncertainties of COVID-19. Nature Human Behaviour, 1–1. https://doi.org/10.1038/s41562-020-0865-2
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web.archive.org web.archive.org
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the theory that if you make a gift out of something people feel better disposed towards it.
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drift.eur.nl drift.eur.nl
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Over the coming years, we will work with local and national governments in these processes seeking to radically alter their dominant way of thinking and working and to experimentally develop new distributed models of non-linear systemic governance
👍on the practical engagement with policy.
Still not really sure what some of the terms mean e.g. what would "distributed models of non-linear systemic governance" look like
More generally, i need a clearer sense of what linear vs non-linear (systems) approaches involve. (e.g. don't command and control systems still involve feedback loops etc?)
I also think i'd like his definition of systems (vs non-system) thinking. I see the term used a lot and i have a sense of this from e.g. Senge or (more precisely) in Commons' MHC "systematic" level.
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www.w3.org www.w3.org
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This graph view is the easiest possible mental model for RDF and is often used in easy-to-understand visual explanations
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- Mar 2020
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sites.google.com sites.google.com
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Emerging Theories of Learning and the Role of Technology
This article discusses the social changes introduced by new technologies and how educational environments are trying to prepare students to enter a technologically advanced workforce through integration of technology with curriculum. The author challenges traditional theories of learning by discussing how cognition is situated in the digital, 21st-century learner, and that technology integration should focus on the importance of community within learning environments. Although the article challenges the traditional ideas of technology integration, it fails to provide actionable ways in which educators could infuse technology into their own curriculum. Rating: 6/10
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files.eric.ed.gov files.eric.ed.gov
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Theories and Frameworks for Online Education: Seeking an Integrated Model
This article, written by Anthony G. Picciano of City University of New York Graduate Center and Hunter College, seeks to create a theoretical framework by which to posit online education according to learning theories and their specific application. Beginning with a brief outline of the primary learning theories, the author then tries to position each theory within the online learning environment and the practical implications that follow before suggesting an integrated model that combines features of each theory. One of the primary benefits of this article is the way in which the authors show how the theories of learning might be mutated for individual, educational environmental needs. Rating: 7/10
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epress.library.okstate.edu epress.library.okstate.edu
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Research in Educational Technology
This textbook, published by the Oklahoma State University Library ePress, contains a chapter which summarizes the main views of knowledge in educational technology research, including postpositivism, constructivism, advocacy, and pragmatism, as well as each view's research traditions. The chapter suggests an approach to evaluating research articles through the lenses of a consistent learning theory coupled, methodologies that support that learning theory, and the conclusions that are drawn by the researchers supported through their methodologies. This chapter would help educators evaluate how and why they might include technology into their course curriculum. Rating: 7/10
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marxdown.github.io marxdown.github.io
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The equality of all sorts of human labour is expressed objectively by their products all being equally values; the measure of the expenditure of labour power by the duration of that expenditure, takes the form of the quantity of value of the products of labour; and finally the mutual relations of the producers, within which the social character of their labour affirms itself, take the form of a social relation between the products.
Every form of particular, useful labor, that which directs physiological energy towards specific outcomes, is grouped under the category of "abstract labor" under capitalism. The magnitude and duration of "abstract labor" is expressed as exchange value in commodities, which brings products into reducible, quantifiable relation to each other. It is because commodities are all equal to each other insofar as they are bearers of quantifiable exchange value that so many forms of human labor are equated as different magnitudes and durations of "abstract labor" (many value-form theorists and value critics have argued that "labor" as such is not a transhistorical category, but only a category under capitalism by virtue of its being the source of exchange value). The distribution of value amongst commodities indexes and organizes the division and distribution of labor, and this is what Marx means when he writes that "the mutual relations of the producers, [...] take the form of a social relation between the products." That "social relation" is the relation between producers, which is determined by the relations of value between commodities produced for the market.
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- Feb 2020
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plato.stanford.edu plato.stanford.edu
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A Theory of Justice
A Theory of Justice is a 1971 work of political philosophy and ethics by the philosopher John Rawls, in which the author addresses the problem of distributive justice (the socially just distribution of goods in a society). The theory uses an updated form of Kantian philosophy and a variant form of conventional social contract theory. Rawls's theory of justice is fully a political theory of justice as opposed to other forms of justice discussed in other disciplines and contexts.
The resultant theory was challenged and refined several times in the decades following its original publication in 1971. A significant reappraisal was published in the 1985 essay "Justice as Fairness", and a subsequent book under the same title, within which Rawls further developed his two central principles for his discussion of justice. Together, they dictate that society should be structured so that the greatest possible amount of liberty is given to its members, limited only by the notion that the liberty of any one member shall not infringe upon that of any other member. Secondly, inequalities – either social or economic – are only to be allowed if the worst off will be better off than they might be under an equal distribution. Finally, if there is such a beneficial inequality, this inequality should not make it harder for those without resources to occupy positions of power – for instance, public office.[1]
First published in 1971, A Theory of Justice was revised in 1975, while translated editions were being released in the 1990s it was further revised in 1999. In 2001, Rawls published a follow-up study titled Justice as Fairness: A Restatement.
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journals.sagepub.com journals.sagepub.com
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There are at least six elements in Marx’s works that are of key relevance for understanding communications today (Fuchs, 2016b; Fuchs and Mosco, 2016a, 2016b):(1) Praxis communication: Marx was not just a critical political economist but also a critical journalist and polemicist, whose writing style can inspire critical thought today.(2) Global communication: Marx stressed the connection of communication technol-ogy and globalization. In an age, where there are lots of talk about both the Internet and globalization, we should remind ourselves that technology-mediated globalization has had a longer history.(3) Dialectical philosophy: Marx elaborated a critical theory of technology that is based on dialectical logic. Dialectical philosophy can help us to avoid one-sided analyses of the media (Fuchs, 2014c).(4) Class analysis: Marx stressed the relevance of the connection of labour, value, commodities and capital. He analysed modern society as a class society. Focusing on class today can counter the positivism of analyses of society as information society, net-work society, knowledge-based society, post-industrial society and so on.(5) Crisis and social struggles: Marx described class struggle and crisis as factors in the historical dynamics of class societies. Class structures and struggles are in complex ways reflected on and entangled into mediated communication.(6) Alternatives: Marx envisioned alternatives to capitalism and domination. Given capitalist crisis and monopoly control of social media today, it is important to envision alternatives to capitalism and capitalist social media.
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www.lifescied.org www.lifescied.org
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TABLE 1. Practices to maximize student learning from educational videos
Table 1. resource for planning/making effective videos
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Finally, the utility of video lessons can be maximized by matching modality to content. By using both the audio/verbal channel and the visual/pictorial channel to convey new infor-mation, and by fitting the particular type of information to the most appropriate channel, instructors can enhance the germane cognitive load of a learning experience.
matching modality to content. So if you want to talk about history, or a book, or just some reflection, it makes less sense to do it over video, but if you want to talk about art history maybe you want to have a video component or be primarily video
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Weeding, or the elimination of interesting but extraneous information that does not contribute to the learning goal, can provide further benefits. For example, music, complex back-grounds, or extra features within an animation require the learner to judge whether he or she should be paying attention to them, which increases extraneous load and can reduce learn-ing.
Weeding + definition, removing flash and bells and whistles that might cause the student to be distracted
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The benefits of signaling are complemented by segmenting, or the chunking of information in a video lesson. Segmenting allows learners to engage with small pieces of new information and gives them control over the flow of new information.
Segmenting or chunking
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Signaling, which is also known as cueing (deKoning et al., 2009), is the use of on-screen text or symbols to highlight important information. For example, signaling may be provided by the appearance of two or three key words (Mayer and John-son, 2008; Ibrahim et al., 2012), a change in color or contrast (deKoning et al., 2009), or a symbol that draws attention to a region of a screen (e.g., an arrow; deKoning et al., 2009).
Signaling definition + examples
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The third component of a learning experience is extraneous load, which is cognitive effort that does not help the learner toward the desired learning outcome.
extraneous load, the fiddling with technology, the finding new content to read, the poorly connected information, etc.
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The first of these is intrinsic load, which is inherent to the subject under study and is determined in part by the degrees of connec-tivity within the subject
how difficult is a concept to understand, word pairing is less difficult than grammar rules.
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he second component of any learning experience is germane load, which is the level of cognitive activity necessary to reach the desired learning outcome—for example, to make the comparisons, do the analysis, and elucidate the steps necessary to master the lesson.
the level of cognitive activity needed to learn the learning outcome (memorize a few words), define terms, recall a history event, draw something.
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This processing is a prerequisite for encoding into long-term memory, which has virtually unlimited capacity. Because working memory is very limited, the learner must be selective about what information from sensory mem-ory to pay attention to during the learning process, an observa-tion that has important implications for creating educational materials
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Cognitive load theory, initially articulated by Sweller (1988, 1989, 1994), suggests that memory has several components. Sensory memory is tran-sient, collecting information from the environment. Information from sensory memory may be selected for temporary storage and processing in working memory,
Cognitive load theory
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marxdown.github.io marxdown.github.io
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Exchange value
Exchange value appears as the property of a commodity that is exchangeable for other commodities. It also presupposes societies who produce commodities and exchange them. While all societies have things with use values, exchange value is relative to a specific time and place.
Additionally, exchanging commodities must also presupposes a way to determine proportionality between different commodities, so that they can be exchanged in the first place.
Exchange therefore requires some other measure that stands above the two commodities meant to be exchanged. If there were no ways in which iron and corn were found similar to a society, for example, then we would not exchange them and they would have no exchange value.
Marx will contend that what each commodity must contain crystalized within it is value (formally) and that the substance of value is labor (viz. the common factor of both iron and corn is labor). Marx will call this kind of labor abstract labor.
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- Jan 2020
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www.youtube.com www.youtube.com
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M2 Theory & Scholarship
theory
- records in the literature of a field
- summaries that become authoritative
- a map to show what is known and can be further explored
- where new research is needed
- shared perspective and common vocabulary
- theory is one of the keys to good practice.
Tags
Annotators
URL
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marxdown.github.io marxdown.github.io
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no difference
The nature of the wants that commodities satisfy makes no difference. This is perhaps somewhat surprising to readers, given the extent to which everyday critiques of capitalist society often center around the role that consumerism plays and the subjective effects that this produces, namely, the way that consumer society creates all sorts of desires (as well as the obverse--many will defend capitalism on the grounds that it is able to satisfy our inordinate appetite for novelty by producing an enormous proliferation of desirable commodities). Yet, for Marx, the nature of these desires "makes no difference."
It is worth pointing out that the critique of the appetites that consumer society spawns is by no means new (a rather early moment in the history of consumer society). We find it already on display in Book II of Plato's Republic. In looking to shift the terrain of the analysis of justice from the individualistic, social contractualist theory of justice elaborated by Glaucon, Socrates founds a 'city' based on the idea that no one is self-sufficient, that human beings have much need of one another, and that the various crafts--farming, weaving cloth, etc.--fare best when each person specializes in that craft to which they are most suited by nature. After sketching out a kind of idyllic, pastoral community based on the principle of working together to satisfy our natural appetites, Socrates aristocratic companion Glaucon objects, describing this city as a 'city fit for pigs'. At this point, Socrates conjures what he calls the 'luxurious city', at which point a whole host of social ills are unleashed in order to satisfy Glaucon's desire for the luxuries to which he is accustomed. Currency and trade are introduced, along with a more complex division of labor (and wage labor!), and quite quickly, war. On the basis of the principle of 'one person, one craft', Socrates argues that making war is itself a craft that requires specialization (and thus a professional army).
For Plato, this represents the beginning of class society, as the profession military becomes a class distinct from the class of producers and merchants.
Plato thus anticipates a version of a view that becomes one of the key theses of the Marxist theory of the state, namely, the idea that the state exists only in societies that have become "entangled in an insoluble contradiction within itself" and which are "cleft into irreconcilable antagonisms which it is powerless to dispel," (Engels, The Origin of the Family, Private Property, and the State). The state emerges as "a power apparently standing above society...whose purpose is to moderate the conflict and keep it within the bounds of 'order'" Engels writes, "this power arising out of society, but placing itself above it, and increasingly separating itself from it, is the state." Lenin cites this passage in the first pages of State and Revolution in order to critique the 'bourgeois' view that the state exists in order to reconcile class interests. In Lenin's reading of Marx, the state exists as "an organ of classs domination, an organ of oppression of one class by another," a view articulated in The Communist Manifesto, (cf. V.I. Lenin, State and Revolution in V.I.Lenin: Collected Works, Vol. 25, pp. 385-497).
Marx cites this same passage from Republic in a long footnote to his discussion of the Division of Labor and Manufacture on pp. 487-488, which also happens to be the sole place in Capital where Marx cites Plato.
The fact that Marx here expresses indifference to the particular appetites that commodities satisfy is thus intriguing and ambiguous. Given that this question both clearly animates Plato's discussion of the origin of class society in Republic and, additionally serves as an alternative to the social contractarian view of justice that descends from Glaucon through Hobbes and the 18th century 'Robinsonades', this seemingly technical point also touches upon questions concerning Marx's engagement with both classical and modern political theory.
If for Plato, the unruly appetites represent the seed of which class-divided society is the fruit, Marx's dismissal of the question of the nature of the appetites that are satisfied by commodities points to exchange-value and the social forms that it unleashes as being key dimensions of the particular form that class-antagonism takes in capitalist society.
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prevails
In the original German, 'prevails' is rendered "herrscht." Herrscht shares a common root with the ordinary German word Herr (Mister, or, more evocatively, Master). 'Lordship' (as, in the chapter of Hegel's Phenomenology of Spirit, on 'Lordship and Bondage' is rendered Herrschaft.)
My own reading of Capital tends to center upon the question of domination in capitalist societies, and throughout chapter 1 (in particular, in The Fetishism of Commodities and the Secret Thereof) Marx is especially attuned to the distinguishing how the forms of domination that are prevalent in capitalist societies are distinct from the relations of "personal dependence" that characterize pre-capitalist modes of production.
It seems prudent, therefore, to take note of the way that the seemingly innocuous notion of 'prevalence' is, for Marx, in his original formulation, already evocative of the language of mastery, domination, perhaps even something like 'hegemony'.
Furthermore, the capitalist mode of production prevails--it predominates. Yet, as Louis Althusser observes in his discussion of the concept of the 'mode of production' in On the Reproduction of Capitalism, every concrete social formation can be classified according to the mode of production that is dominant (that prevails--herrscht). In order to dominate, something must implicitly be dominated, or subordinate. "In every social formation," Althusser writes, "there exists more than one mode of production: at least two and often many more." Althusser cites Lenin, who in his analysis of the late 19th c. Russian social formation, observes that four modes of production can be distinguished (Louis Althusser, On the Reproduction of Capitalism, Verso 2014, p. 19.)
In our analysis of social formations, the concrete specificity of each can be articulated by carefully examining the multiplicity of modes of production that coincide within it, and examine the way in which capitalism tends to dominate a multiplicity of subordinate modes of production that, on the one hand, survive from past modes of production but which may also, on the other, be emerging in the present (i.e. communism). Thus even if capitalism tends towards the formation of a contiguous world-system dominated by its particular imperatives, this does not mean that this process is homogenous or unfolds in the same way in each instance.
For some commentators, capitalism is defined by the prevalence of wage labor and the specific dynamics that obtain therefrom. Yet this has often led to confusion over, whether, in analyzing the North American social formation prior to 1865, in which slavery coexists with wage-labor, the mode of production based on slave-labor is pre-capitalist. Yet as we find here in ch. 1, what determines the commodity as a commodity is not that it is the product of wage labor, rather that it is produced for exchange. As Marx writes on p. 131, "He who satisfies his own need with the product of his own labor admittedly creates use-values, but not commodities. Insofar as the slave-system in North America produced commodities (cotton, tobacco, etc.) for exchange on the world market, the fact that these commodities were produced under direct conditions of domination does not have any bearing on whether or not we identify this system of production as 'capitalist'. Wage-labor is therefore not likely the determinative factor; the determinative factor is the production of commodities for exchange. It is only insofar as commodities confront one another as exchange-values that the various modes of useful labor appear as expressions of a homogenous common substance, labor in the abstract
It is in this sense that we can observe one of the ways that the capitalist mode of production prevails over other modes of production, as it subordinates these modes of production to production for exchange, and thus the law of value, regardless of whether wage-labor represents the dominant form of this relation. Moreover, it provides a clue to how we can examine, for example, the persistence of unwaged work within the family, which has important consequences for Social Reproduction Theory.
Nonetheless, we can say that insofar as commodities confront each other on the market in a scene of exchange that they implicitly contain some 'third thing' which enables us to compare them as bearers of a magnitude of value. This 'third thing', as Marx's demonstration shows, is 'socially necessary labour time', which anticipates the way that wage-labor will become a dominant feature of capitalist society.
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en.wikipedia.org en.wikipedia.org
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en.wikipedia.org en.wikipedia.org
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www.c3l.uni-oldenburg.de www.c3l.uni-oldenburg.deMOORE93.PDF11
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Selection and integration of communications media
Selection and integration of communication media
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Thus, the greater the transactional distance, the more such -autonomy the learner willexercise
Greater transactional distance more autonomy; little transactional distance is more guidance and dialogue.
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When a programme is highly structured and teacher-learner dialogue is non-existent the transaction between learners and teachers is high.
wouldn't the transaction between learners and teachers be low?
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PROGRAMME STRUCTUREThe second set of variables that determine transactional distance are the elements in the course design, or the ways inwhich the teaching programme is structured so that it can be delivered through the various communications media.Programmes are structured in different ways to take into account the need to produce, copy, deliver, and controlthese mediated messages. Structure expresses the rigidity or flexibility of the programme's educational objectives,teaching strategies, and evaluation methods.
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continuous rather than a discrete variable, a relative rather thanan absolute term
try and understand this better. Ask about it in the synchronous meeting?
???
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It is obvious that the nature of each communications medium has a direct impact on the extent and quality ofdialogue between instructors and learners.
Is this directly contradicting Clarke in that the medium does not matter?
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INSTRUCTIONAL DIALOGUEDialogue is developed by teachers and learners in the course of the interactions that occur when one gives instructionand the others respond. The concepts of dialogue and interaction are very similar, and indeed are sometimes usedsynonymously. However, an important distinction can be made. The term 'dialogue' is used to describe aninteraction or series of interactions having positive qualities that other interactions might not have.
Instructional dialogue
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These clusters of variables are named Dialogue, Structure, andLearner Autonomy.
Cluster of variable
Dialogue, Structure, Learner Autonomy
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The transaction that we call distance education occurs between teachers and learners inan environmenthaving the special characteristic of separation of teachers from learners. This separation leads to special patterns oflearner and teacher behaviours. It is the separation of learners and teachers that profoundly affects both teachingand learning.
each transaction will create a type of pattern that's observable and measureable? Is that where this is going?
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This universe of relationships can be ordered into a typology that is shaped around themost elementary constructs of the field - namely, the structure of instructional programmes, the interaction betweenlearners and teachers, and the nature and degree of self-directedness of the learner
organization:
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What was stated in that first theory is that 'distance education is notsimply a geographic separation of learners and teachers, but, more importantly, is a pedagogical concept.
definition
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en.wikipedia.org en.wikipedia.org
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en.wikipedia.org en.wikipedia.org
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en.wikipedia.org en.wikipedia.org
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Local file Local file
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Perraton's (1988) theory of distance education is composed of ele-ments from existing theories of communication and diffusion as well asphilosophies of education.
Perraton's theory 1988
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Holmberg, distance education ischaracterized by the following statements:
Holmberg distance education is characterized by the following:
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Holmberg's (1989) theory of distance education, what he calls "guid-ed didactic conversation," falls into the general category ofcommunication theory. Holmberg noted that his theory had explanatoryvalue in relating teaching effectiveness to the impact of feelings ofbelonging and cooperation as well as to the actual exchange of ques-tions, answers, and arguments in mediated communication
Holmberg proposed theory
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Theory of Interaction and Communication
tag
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Based on economic and industrial theory,Peters proposed the following new categories (terminology) for the anal-ysis of distance education:
Peter's theory/terminology/analysis
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Theory of Industrialization of Teaching
another tag.
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He notes that in traditional school settings learners are very dependenton teachers for guidance and that in most programs, conventional anddistance, the teacher is active while the student is passive.
traditional vs distance
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Moore classifies distance education programs as "autonomous"(learner-determined) or "non-autonomous" (teacher-determined)
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three questions
moore questions can help define or plan out how the program functions
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1. The student and teacher are separated.2. The normal processes of teaching and learning are carried out inwriting or through some other medium.3. Teaching is individualized.4. Learning takes place through the student's activity.5. Learning is made convenient for the student in the student's ownenvironment.6. The learner takes responsibility for the pace of learning, withfreedom to start and stop at any time.
Wedemeyer space-time barriers
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1. Be capable of operating any place where there are students—evenonly one student—whether or not there are teachers at the sameplace, at the same time;2. Place greater responsibility for learning on the student;3. Free faculty members from custodial-type duties so that moretime can be given to truly educational tasks;4. Offer students and adults wider choices (more opportunities) incourses, formats, and methodologies;5. Use, as appropriate, all the teaching media and methods proveneffective;6. Mix and combine media and methods so that each subject or unitwithin a subject is taught in the best way known;7. Cause the redesign and development of courses to fit into anarticulated media program;8. Preserve and enhance opportunities for adaptation to individualdifferences;9. Evaluate student achievement simply, not by raising barriersregarding the place, rate, method, or sequence of student study;and10. Permit students to start, stop, and learn at their own pace.
10 components
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American Theory of Independent Study.
1st theory
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levels.io levels.io
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My friend Marc again to the rescue. He suggested that since there was 10,000+ people RT'ing and following, I could just pick a random follower from my current total follower list (78,000 at this point), then go to their profile to check if they RT'd it and see. If they didn't, get another random follower and repeat, until you find someone. With 78,000 followers this should take about ~8 tries.
Technically he said it would be random among those who retweeted, but he's chose a much smaller subset of people who are BOTH following him and who retweeted it. Oops!
Tags
Annotators
URL
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en.wikipedia.org en.wikipedia.org
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WP:SNOW
Bureaucratic behaviours
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Wikipedia:Articles for deletion/Katie Bouman
El caso de Katie Bouman en la categoría de Articles for Deletion y mi análisis de los comentarios bajo la categoría inicial de not relevant
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she does pass the notability criteria on her own
Notability criteria
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This might be a good place for a speedy decision to be made,
Decision
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wide variety of coverage in a variety of media
Coverage Media
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article should be trimmed a bit, but deletion is unjustified
Deletion
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Some undue weight, but that doesn't means she isn't notable
Notable
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Jealous bros should not cry each time a woman is part of an achievement.
Achievement
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the media did give her way too much unasked for credit for a discovery made by a large international team
Media
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Recommend editing article to reflect disproportionate amount of press coverage received and reiterate that she is one of the many researchers behind the photograph of the black hole
Press coverage
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Meets criteria under WP:NACADEMIC due to *extensive* press coverage (including multiple secondary sources) over the past 48 hours.
Criteria Notable Press coverage
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it was held recently in the AfD discussion about Saikat Chakrabarti that coverage of other aspects of the person's like (which our article on her details a fair bit of) satisfied those concerns even if the coverage was in news stories otherwise about the "1E"
Article for Deletion discussion Coverage Notable
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the subject meets WP:GNG
Notable Significant coverage Reliable source
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There is an important nuance that you're missing (along with others)—WP:SUSTAINED press coverage is what establishes notability, not a sudden burst of coverage. WP:TOOSOON also applies.
Press coverage Notable
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it isn't indicative of is significance, but that's a different thing
Significance
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press coverage is exactly indicative of (and more or less synonymous with) notability, as defined by GNG
Press coverage Notable
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not necessary indicative of notability if it is not WP:SUSTAINED
Notable
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it will be more due to press/social media celebrity
press/social media
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the sources like the NYT note that the press coverage she's received is of outsize significance to her actual role in the project.
Sources Press coverage
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WP:1E is pretty clear;
Notable
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I don't know that "her story needs to be told" is a justification for a WP article.
Story
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the disproportionate level of coverage to her share of the project should be clarified.
Coverage
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Bouman has received substantial focused coverage from many major news outlets
Coverage
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it's an embarrassment to Wikipedia to have the AfD tag on top
Article for Deletion
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WP:SNOW
Borocratic behaviour
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is predicated on non-trivial coverage in reliable sources, and there is plenty of that here
Coverage Reliable sources
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WP:BIO
Wikipedia: Notability (person) Notable
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Her notability doesn't hinge on whether she was the principal person behind the the images
Notable
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This article is much better than many others about non-notable academics!
Non-notable academics
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this is good indication that the Bouman article is notable
Notable
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Prominent coverage is primarily due to a facebook photo that went viral.
Coverage
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per WP:1E
Notable
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the press should not have covered her work is original research
Press Covered Original research
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the subject meets criterion 7 under NACADEMIC due to the press coverage
Criterion (policy) Notable Press coverage
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adjust her article to reflect the analysis—in reputable secondary sources—about how the media singled her out as the "hero".
Secondary sources Media
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Her story *should* be on Wikipedia
Story
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Bouman has probably been covered in the news in every country in the world
Covered News
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She is obviously notable enough to have a profile on here
Notable
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And the Washington Post story shifts gears from her role in the black hole image to online trolling focused around her,
(Press) story Trolling
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There's now tons of in-depth coverage specifically about her
Coverage
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WP:GNG or WP:NACADEMIC.
Wikipedia: Notability Wikipedia: Notability (academics) Notable
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There is no evidence that she is a "key component"
Evidence
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Easily notable
Notable
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list of Academics and educators-related deletion discussions
Academics and educators-related deletion discussions
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list of Women-related deletion discussions.
Women-related deletion discussions
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list of Science-related deletion discussions.
Science-related deletion discussions
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We cover what reliable sources cover.
Cover Reliable source
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Something like that would almost be worth an article itself.
Article
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I don't see the policy basis for keeping this page
Policy
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doesn't satisfy WP:NACADEMIC
Wikipedia: Notability (academics) Notable
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Where do the sources say that she is tenured?
Sources
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her tenured position at CalTech was announced before the media frenzy this week
Media
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I don't support deletion of the article, but the importance of the mediatic coverage and her implication in the M*87 black hole should be explicit as “member of a collaboration of 200 researchers”
Coverage
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Don't you think that this position is a consequence of this mediatic coverage?
Coverage
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She's been featured in almost all coverage
Coverage
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There were at least 200 people with comparable roles and dozens of people with much more notable roles in this event.
Notable
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WP:1E,
Notable
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These are guidelines, not policy, and based on the amount of publicity she's receiving, I see no reason why Wikipedia shouldn't have a well-sourced article on her.
Policy Publicity Well-sourced article
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she isn't actually credited with any notable accomplishments herself.
Notable
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only in the context of WP:1E
Notable
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there are many reliable sources providing significant coverage of her personally.
Reliable sources
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Bouman's not right for Wikipedia because she "is certainly not notable as a scientist",
Notable
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Any relevant material can be mentioned there
Relevant
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of WP:1E
Wikipedia: Notability (people). Notable
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Someone who isn't even an assistant professor is certainly not notable as a scientist.
Notable as a scientist
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Wikipedia:Notability is not inherited.
Notability
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The Event Horizon Telescope project is notable in itself, and has its own article, but anyone who are in some way (remotely) associated with it are not inherently notable.
Notable
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xtools.wmflabs.org xtools.wmflabs.org
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Wikipedia:Articles for deletion/Katie Bouman • en.wikipedia.org
Estadísticas sobre el Article for Deletion de Katie Bouman
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inst-fs-iad-prod.inscloudgate.net inst-fs-iad-prod.inscloudgate.net
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The Whale and the Reactor (Langdon Winner)
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www.ncbi.nlm.nih.gov www.ncbi.nlm.nih.gov
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The urticaria resolved upon treatment of the AITD. We also summarize the currently postulated pathophysiological links between the two diseases.
Before reading the study, I'll state that my suspected mechanism is dry skin. Hyperthyroidism causes oily skin, while hypothyroidism causes dry skin. Thus, I'd expect hypothyroidism to have similar symptoms to using harsh detergents/soap and/or scrubbing too frequently or too hard.
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www.biorxiv.org www.biorxiv.org
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Interactions between Mycobacterium tuberculosis (Mtb) and human (players) are often included in the Mtb’s strategies to invade host responses, to replicate and persist within the host,
Does the M.Tb have knowledge of the host responses or is it merely adapting bet hedging strategies (a mix of multiple strategies across population) and whatever survived is what we see.
This will have major implications in treating the problem in a game theoretic fashion
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academic.oup.com academic.oup.com
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Losing face
Open research working paper version: https://eprints.soton.ac.uk/427678/1/LosingFace_workingversion_nomarpar.pdf
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