some

This page explains how to edit shapes in draw.io

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Feature roadmap

• 3x faster Upscaling soon
• Infinity scrolling for camera tab, so you can go back in your history
• Face fix; when shooting wide angle photos the face is too low reso and stops resembling the model, I am building a face fix that restores it
• Zoom in or crop; zoom in and crop parts of the photo which you then get back in high resolution
• Video; shoot 150 variations of a photo for a 5 second video at 30fps
• Deleting models
• Trash auto deleting if >30 days old in trash
• Auto deleting photos/models if customer cancels

spread comments

Remove sub- intro

"I didn't fully understand it at the time, but throughout my time as a freshman at Boston College I've realized that I have the power to alter myself for the better and broaden my perspective on life. For most of my high school experience, I was holding to antiquated thoughts that had an impact on the majority of my daily interactions. Throughout my life, growing up as a single child has affected the way am in social interactions. This was evident in high school class discussions, as I did not yet have the confidence to be talkative and participate even up until the spring term of my senior year."

French theorist, philosopher, and writer [[Roland Barthes]] (1915 – 1980) kept a ''fichier boîte'' or card index file beginning in 1943 until his death. Curator Nathalie Léger has indicated that there are 12,250 slips in Roland Barthes' bequest at the [[Institute for Contemporary Publishing Archives|Institut Mémoires de l’édition contemporaine (IMEC)]].<ref name="Hollier">{{cite journal |last1=Hollier |first1=Denis |title=Notes (On the Index Card). |journal=October |date=2005 |volume=112 |issue=Spring |pages=35–44 |url=https://www.jstor.org/stable/3397642 |access-date=23 April 2022}}</ref><ref>{{cite book |last1=Krapp |first1=Peter |editor1-last=Chun |editor1-first=W. H. K. |editor2-last=Keenan |editor2-first=T |title=New Media, Old Theory: A History and Theory Reader |date=2006 |publisher=Routledge |location=New York |pages=359-373 |chapter=Hypertext Avant La Lettre}}</ref> [[Louis-Jean Calvet]] explains that in writing ''Michelet'', Barthes used his notes on index cards to try out various combinations of cards to both organize them as well as "to find correspondences between them."<ref name="Rowan">{{cite journal |last1=Wilken |first1=Rowan |title=The card index as creativity machine |journal=Culture Machine |date=2010 |volume=11 |pages=7–30 |url=https://www.semanticscholar.org/paper/The-card-index-as-creativity-machine-Wilken/ffeae0931cc269da047d0844a6bef7e1c7424b46 |access-date=23 April 2022}}</ref><ref>{{cite book |last1=Calvet |first1=Louis-Jean |title=Roland Barthes: A Biography |date=1994 |publisher=Indiana University Press |location=Bloomington, IN}}</ref> In addition to using his card index for producing his published works, Barthes also used his note taking system for teaching as well. His final course on the topic of the Neutral, which he taught as a seminar at Collège de France, was contained in four bundles consisting of 800 cards which contained everything from notes, summaries, figures, and bibliographic entries.<ref name="Rowan"></ref> In his autobiographical ''Roland Barthes par (by) Roland Barthes'', Barthes reproduces three of his index cards in facsimile.<ref>{{cite book |last1=Barthes |first1=Roland |title=Roland Barthes |date=1977 |publisher=Macmillan |isbn=978-1-349-03520-5 |page=75}}</ref> Published posthumously in 2010, Barthes' ''Mourning Diary'' was created from a collection of 330 of his index cards focusing on his mourning following the death of his mother. The book jacket of the book prominently features one of his index cards from the collection.<ref>{{cite book |last1=Barthes |first1=Roland |title=Mourning Diary |date=2010 |publisher=Macmillan |url=https://us.macmillan.com/books/9780374533113/mourningdiary}}</ref> In a well known photo of Barthes in his office taken by [[Henri Cartier-Bresson]] in 1963, the author is pictured with his card indexes on the shelf behind him.<ref>{{cite book |last1=Yacavone |first1=Kathrin |title=Interdisciplinary Barthes |date=2020 |publisher=Oxford University Press |isbn=978-0-19-726667-0 |pages=97–117 |url=https://doi.org/10.5871/bacad/9780197266670.003.0007 |chapter=Picturing Barthes: The Photographic Construction of Authorship}}</ref><ref name="Hollier"></ref>

[[Antonin Sertillanges]]' book ''The Intellectual Life'' is published in 1918 in which he outlines in chapter 7 the broad strokes a version of the zettelkasten method, though writing in French he doesn't use the German name or give the method a specific name.<ref>{{cite book |last1=Antonin |first1=Sertillanges |author-link1= Antonin_Sertillanges |title=The Intellectual Life: Its Sprit, Conditions, Methods |date=1960 |publisher=The Newman Press |location=Westminster, Maryland |translator-last1= Ryan |translator-first1= Mary |translator-link1= |pages=186-198 |edition=fifth printing |language=English}}</ref> The book was published in French, Italian, and English in more than 50 editions over the span of 40 years. In it, Sertillanges recommends taking notes on slips of "strong paper of a uniform size" either self made with a paper cutter or by "special firms that will spare you the trouble, providing slips of every size and color as well as the necessary boxes and accessories." He also recommends a "certain number of tagged slips, guide-cards, so as to number each category visibly after having numbered each slip, in the corner or in the middle." He goes on to suggest creating a catalog or index of subjects with division and subdivisions and recommends the "very ingenious system", the decimal system, for organizing one's research. For the details of this refers the reader to ''Organization of intellectual work: practical recipes for use by students of all faculties and workers'' by {{interlanguage link|Paul Chavigny|fr}}<ref>{{cite book |last1=Chavigny |first1=Paul |title=Organisation du travail intellectuel: recettes pratiques à l'usage des étudiants de toutes les facultés et de tous les travailleurs |date=1918 |publisher=Delagrave |language=French}}</ref>. Sertillanges recommends against the previous patterns seen with commonplace books where one does note taking in books or on slips of paper which might be pasted into books as they don't "easily allow classification" or "readily lend themselves to use at the moment of writing."

https://www.wired.com/story/one-womans-mission-to-rewrite-nazi-history-wikipedia/

https://en.wikipedia.org/wiki/Evidence_board

This needs to be edited

Brief summary of what AR Intervention and AR Induction means.

three locus of focus

...is lacking

While not referred to specifically as Zettelkasten by their non-German speaking users, there is a tradition of keeping similar notes in a commonplace book-like tradition in other countries. American comedians Phyllis Diller (with 52,000 3x5 inch index cards)[10] [11], Joan Rivers (over a million 3x5 inch index cards)[12], Bob Hope (85,000 pages in files)[13], and George Carlin (paper notes in folders)[14] were known for keeping joke or gag files throughout their careers. They often compiled their notes from scraps of paper, receipts, laundry lists, and matchbooks which served the function of waste books.

=== Databases ===

Potential sources for book/library related data for importing/supporting one's own personal library:

• [[Open Library]] ([https://openlibrary.org/developers/api API])
• [https://isbndb.com/ ISBNdb] ([https://isbndb.com/apidocs/v2 API])
• [https://books.google.com/ Google Books] ([https://developers.google.com/books/terms API])
• [[Amazon]]
• [[Goodreads]]
• [https://www.worldcat.org Worldcat] ([https://www.worldcat.org/affiliate/tools?atype=wcapi API])

Ambiguous syntax: $\frac{1}{2T_s}$ or $\frac{1}{2}T_s$?

Data Feminism | Code of Conduct

Hypothesis Community Guidelines also important to read through and discuss

the online version of the book has an introductory annotation guidelines. Maybe copy or re-work this for perusall assignments, or to give students even more agency, have them come up with their own guideline/contract.

I think we should change this to something else.

Text needs editing to:

The heart of JCT Charity is to restore dignity to those who have lost all. To show respect to all, and to hold out that helping hand to those in crisis of some kind. Never have people felt so isolated as now. Being heard is an important part of this. Many we seek to help can’t speak English for example. JCT aims to help people interact and contribute again.

Copy needs editing to:

During the pandemic, Jesus Centre staff are collaborating and are working diligently to adapt existing services and develop new projects for people in social and economic hardship. Our plan is to channel our resources where they are most needed and to continue to support the homeless, elderly and refugees who are struggling even more throughout the Coronavirus pandemic

Get you Hypothes.is API toke here. To sync Hypothes.is notes for readwise.io, copy this API token and paste in the Add Highlights->Sync Highlights->Hypothes.is section in readwise.io.

In both figure S1 and S2 there are no red or blue lines. adding these colors as written in the text would let the plots more readable

This sentence should be revised. Neglecting waves lead to significant errors in which variables? all or only some of them? This work clearly shows that waves can influence the hydrodynamic in some areas of the bay, especially in the outer basin and near inlet 2, but I think that a conclusion that neglecting waves can lead to significant errors should be supported by comparison of the model output with some observations (sea level, u ,v , Temp and Salt) that demonstrates the benefits of including waves in the simulation. I suggest to modify the sentence or to add some statistical index quantifying the improvement of the simulation with waves compared with the one without waves. This also is connected to the sentence in the conclusion at line 606

plot f) of the radiation stress gradients is missing

It is straightforward from figures title but the a, b and c references of the figures are missing. As in line 206 the C of Celsius degree is missing in the temperature plot.

What is the reference period of wave and wind data shown here? Is it the same period of the model simulations? Is the percentage shown representing the percentage of time in which those conditions are present considering the entire observation time? I suggest to add these information in the text.

I can't see the dashed blue line in figure 1a

This is the same caption of figure 3. It must be changed with wave height and Direction.

Same issue of figure 3. the letter references in the plot are missing

The correlation can be negative. It ranges from -1 (anti-correlation) to 0 (no correlation) up to 1 (total correlation). I suggest to correct the definitions.

Can you explain me this sentence? Trade winds may explain the E or NE direction of the wind. Looking also at the spreading of the wind in the W-NW directions in figure 1e and at the positioning of the cost, it seems that W-NW wind direction could be attributed to breeze.

Are you talking of bays in general or only Spanish bays? I don't know, maybe most of the Spanish bays have a negligible contribution from freshwater? However there are places where the freshwater contribution in lagoon is very common, e.g. many lagoons discharging in the Baltic sea (Curonian lagoon, Vistula lagoon, ...). Can you be more specific?

C in Celsius degree is missing

Do you mean "than"?

I think here you want to refer to fig. 4b1 isn't it?

R squared is the determination coefficient, that is the squared value of the correlation coefficient and is different from the definition given before (line 238-239). What is the actual value of table 1?

The C of Celsius degree is missing

The common definition of RMSE for the term between brackets is Model output minus Observation. This however does not affect the result

The definition of the numerical grid is not totally clear. There are no clear correspondences between figure 1a and the highlighted test. The cell size 20x20 is the one in B or C of figure 1a? and why there is no grid in the creeks in figure 1a? How is defined the grid in the outer domain (A in figure 1a)? Is it the same of B?

I think it is better to use SI units.

I find this section very convincing!

One additional suggestion, still. What do the sea ice area export curves look like in the FESOM simulations? I am assuming that if you were to look at area export (function of ice drift and ice concentration), you would get a similar picture to Fig. 3c - i.e.: slightly positive trends, with the variability almost entirely explained by winds. Is it possible to show that (additional panel in Fig. 3)? I believe it would bring yet an another argument supporting that the long term trend in volume export has to be thickness driven.

I would like to see just a little bit more detail as to why PIOMAS shows no trend. Selyuzhenok et al. (2020) report that the systematic error in PIOMAS (smoothed difference between thick and thin ice) might play an important role in this discrepancy. Do you have any other insight as to why the Selyuzhenok et al. PIOMAS trends stand out compared to the other?

Same comment here. At Fram Strait - average thickness across Fram Strait is implied?

Remove 'the', unless there is a missing word following Greenland?

I find the introduction very clear and well structured.

I would consider including a word on Fram Strait sea ice area export (which is reported to be increasing (Smedsrud et al. 2017)), which would help set a contrast with volume export, which is decreasing. 'sea ice export' is used to describe area or volume export, depending on the paper. Although it is perfectly clear through the manuscript that we refer to volume export, a short note on area export in Fram Strait could be of interest for readers.

I don't understand this part of the sentence. What does 'both the SLP gradients' mean? Was it meant to refer to the mode that better describe the thickness variability and the sea ice drift variability?

This is in line with the findings of Williams et al. (2016) Fig. 3, who demonstrate co-variability between sea ice area export in the Eurasian sector and sea ice area export in the Fram Strait, and further show the correlation with the AO index.

typo

I understand this is the sea ice drift averaged across Fam Strait? Furthermore - is this the component of the drift perpendicular to the Fram Strait gate? I think these details are important to precise in-text.

Can you provide more information as to how the winds induce sea ice thickness variability in the Fram Strait (in the wind_vari setup)? In the following paragraph you make the case for convergence of sea ice causing an increase in thickness. Could other mechanisms, such as advection of thicker ice from regions with typically thicker ice, due to a change in the atmospheric forcing pattern - also be at play?

I do not see the correlation between ice thickness and drift reported anywhere?

This is the annual mean anomaly with respect to the 1992-2014 mean, is that correct? Maybe precise this in the legend.

Please precise the definition of the Fram Strait used for producing the results. Is it a line of constant latitude (82°N)? Or a straight line between Greenland and Svalbard?

The Fram Strait gate could also be illustrated on the map of averaged thickness and sea ice drift I suggested above.

More precision on how FESOM simulates sea ice should be included. Are there any know biases?

Also, I think a useful additional figure would be a map of averaged thickness and sea ice drift over the 2001-2019 period for the control run (a figure similar to Fig. 1a in Min et al. (2019)).

My comment above applies here - a map of averaged ice thickness and sea ice drift over the 2001-2019 period would be very useful in supporting this point.

How is that being handled? Are the fields replaced by their climatology above a certain latitude (60°?), or is there a finer definition of an Arctic Ocean domain?

Also are certain criterions imposed for continuity in the climatology/dynamic-fields transition zones?

What does the sea ice model use as an Ice Thickness Distribution (ITD)? ITDs will influence the representation of ice thickness in the model, and since ice thickness is of major importance in this study, I believe this is useful information.

I would find it interesting to have little bit more information here, on the changes in thickness reported by Hansen et al. 2013 and Renner et al. 2014. - i.e.: very briefly report on the change in modal thickness, or % change over recent decades.

What is being referred to as a long time scale? Decadal? Multi-decadal?

A reference to Williams et al. (2016), Dynamic Preconditioning of the Minimum September Sea-Ice Extent, doi: 10.1175/JCLI-D-15-0515.1; should also be included. The authors make the connection between Fram Strait sea ice export and September minimum sea ice extent.

I am not sure this is well formulated. The specification does not require, but implementation does require a bunch of particular technologies. I think the intention here is to say something like "This specification does not depend on any particular technology..."

I do not understand this statement. The DID subject is defined as:

The entity identified by a DID and described by a DID document. A DID has exactly one DID subject. Anything can be a DID subject: person, group, organization, physical thing, digital thing, logical thing, etc. The document cannot contain a person…

Visual Literacy for Educators and Performance Specialist | Chapter 1

Glossary

Decorative Visual - a visual that does not have a strong association with instructional content. Added for aesthetic reasons.

Educational Design - Similar to instructional design, but focusing on materials for learning and long term memory. Transfer knowledge to a new and novel situations is the ultimate goal.

Electronic slides - Display software used in business and educational settings.

Instructional Design - Design that encompasses educational and performance design; the art and science of solving instructional problems and identifying their solutions.

Instructional Designer - A professional who analyzes instructional problems and their solutions and creates, implements, and tests appropriate interventions.

Interface - The message or cue between a system and a user such as a link or button on a computer screen, or headings, and page numbers in a document. These cues tend to provide navigational assistance to the user/learner.

Interpretive Visual- A visual that helps explain content.

Job Aids - Performance tools that help people perform a task at the time of need.

Just-in-Time- Instructional or task support available at the moment of need. E.g. instructions on the gas pump or automatic bank teller. Job aids are considered just-in-time support.

Literacy - A broad term describing the ability to be knowledgeable about a particular subject, traditionally that of reading and writing. We also have visual literacy in this case!

Organizational Visual - A visual that strengthens the structure and hierarchy of information and helps integrate information.

Performance Design - Design that helps people perform a task or job immediately.

Performance support - a tangible support that helps people do something at the moment of need (just-in-time). Maps, recipes, and instructions on a gas pump are types of performance support.

Powerpoint- an electronic slide software tool from Microsoft.

Representative Visual- A visual that carries the same information as the text or clearly identifies information to make it more concrete.

Slide-ware - Electronic slide display software.

Transformative Visual - Visuals that supplant new information into memory by making the information more memorable.

Typography - the art and science of letterform.

Universal Design - A usable design of products and environment, accessible to all people. Recently the term universal design has been used to address the larger context of design. Universal design employs principles (visual and otherwise) to create environments accessible to as many people as possible. Skills in visual literacy rely on a number of principles that also fall under the universal design umbrella.

User - The receiver of a message, also considered the audience. Learners are considered users who interact with instructional messages.

Visual Literacy - A group of acquired competencies for interpreting and composing visible messages. A visually literate person is able to (a) discriminate and make sense of visible objects as part of a visual acuity, (b) create static and dynamic visible objects effectively in a defined space, (c) comprehend and appreciate visual testaments of others, and (d) conjure objects in the mind's eye (Brill, Kim, and Branch, 2001)

Visual Literacy for Instruction and Performance Support - The ability to work with tools (type, shape, color, depth, and space) and actions (contrast, alignment, repetition, and proximity) to influence learning and performance. More specifically this could be described as the tools and actions necessary to facilitate cognitive processes of selection, organization, and integration.

Objc. becoming more visually literate on the composition sense. Creating compelling visuals is both art and a science.

Providing clear instructions is worthwhile because it preservers the user's mental energy for the important information rather than wasting that energy.

Questions to ask:

What information is critical to this job? How do I make the information the focus of attention.

The book uses the word Users as a way to identify the audience of each type of visual document.

What Exactly is a Visual?

• Semiotics and film/video conventions
• signs, symbols, and icons
• images and illustrations
• multi-images
• graphic representation

Saunders' Definition

• symbols (pictographic or abstract)
• maps graphsdiagrams illustrations or rendered pictures (realistic to abstract)models composite graphics (multi-images)photographs

Exploring the Gestalt Principles of Design

Resources

ideal length of a line.

Bookmark EDIT 5322

Save this for later reading - note to self: downloaded to the computer already.

Guiding notes from the instructor:

Here is the list of strategies from the chapter.

Strategies to reduce overload

• Stick to relevant graphics
• Simplify explanatory visuals
• Use thoughtful reduction to design data visualization
• Group images and text together
• Design text for comfortable reading
• Use layers and hotspots to manage levels of detail
• Use negative affordances to rule out options for learners Strategies to guide attention
• Support learning with visual hierarchy
• Support learner attention with conscious signals
• Use rules and rapid recognition Strategies to support visual perception
• Avoid color and texture faux pas
• Use luminance for visual detail
• Use depth selectively
• Support learning and learnability with color-coding Strategies to promote visual learning
• Translate large data sets into abstract graphics
• Stay clear of the lie factor
• Use segmenting, sequencing, and layering to tame complexity
• Avoid interference
• Use multiple representations
• Use a systematic approach

For an activity, and a fandom, that is such a large part of the practitioner's identity (see Gerbasi et. al 2008 and associated responses), it's no surprise that the stigmatization that comes with being a furry is an isolating experience. I believe that this is a large a part of the reason why acceptance is such a large tenant of the furry fandom. Exclusion elsewhere leads to increased inclusion in other areas and groups.

Non-judgementality should be the ultimate goal for health care workers in this position, but we have to recognize that it is a difficult, if not unrideable horse to handle.

Выразимость чистоты веры в догматических определениях ставит содержение веры в зависимость от избранного понятийного языка и лингвистических формулировок, оперирующих ими. При общности понятийного языка оказывается действительно возможным сравнить общность опыта, стоящего за одной и другой формулировками. Но общность философского языка современных богословов-теологов ещё не означает общности опыта их как богословов-молитвенников. Апофатическое богословие лишь очерчивает рамки опыта, не говоря по существу ничего из того, о чём нет насущной внешней необходимости говорить (насущная внутренняя необходимость говорить об опыте богообщения обычно вылиывается либо в поэзию, либо в проповедь, либо в размышление — но никак не в создание объективной картины.

bookmark

bookmark

bookmark

Designing a Course Syllabus

The ultimate goal of a well-designed syllabus, therefore, is to inform students about what is expected of them throughout the semester by outlining content, requirements, policies, and due dates.

notes

0:20 - 2:45 Introductions

2:50 - 3:35 Workshop Objectives

Course Syllabus as a roadmap 3:56

Syllabus will be first substantial means of communication with students.

• Easy to read
• Roadmap for the semester
• Primary source of info to guide students for semester.
• Acts as a Teaching Outline

4:53 Purpose of a Course Syllabus

Accessibility and Accomodations

planning your course.

syllabus instructions

reminder: go through and chunk info into smaller concept and their time stamps.

M5 Instructional Strategies

Notes and reflections

What is an instructional strategy?

A set of instructional and learning events appropriate for achieving a learning goal.

An instructional strategy is a bigger picture of how your curriculum should be presented.

Example: Project Based Learning

Producing a PRODUCT

Multiple lessons could be involved and various activities. Then you have multiple lessons with various group or individual activities. Various learning objectives, etc.

Designing Strats for Distance Education.

• Engage learners in active learning experiences.
• Scaffold instruction to develop learner self-reliance.
• Recognize prior learning experiences.
• Facilitate learning as an active instructor.
• Link learning from prior knowledge to new ideas.
• Provide collaborative, respectful and informal setting.
• Provide self-reflection opportunities throughout the learning experience.

Teacher vs. Student Center

Complete Transformation? not quite.

Think of a good combination between teacher-centered to student-centered.

Instructional Strategies

Types of Activities

Learning contracts

Lecture

• most frequently used
• an efficient way of disseminating info.
• laying foundations

Discussions

• interactive, participatory learning
• Asynchronous and synchronous discussions

Types of Tools

Mailing lists

Course LMS

Social Media

Web conferencing

Chat rooms

Small Group Work

Discuss content, share ideas, solve problems.

Less hassle with organizing for larger groups.

Discussion, problem solving activity and role-playing.

Game activities.

Project

Work on special interest topics

Individual or group based

Increased relevance to learner

Actual products

Critique on product is possible

May involve other instructional strategies as well.

Case Study

Requires to draw upon prior knowledge and experience

Need an appropriate real-world situation relevant to learners

Problem based or expert case - the biggest issue is finding a good case study.

Both individual and group-based.

Additional research often needed.

Symposium

Series of presentations and follow-up discussions

2 to 5 people discussing different aspects of the same theme.

Exposure to various experts viewpoints.

Format suitable to webinars (asynchronous & synchronous)

Audience participation through Q&A

A moderator is often needed.

Instructional strategies bookmark

Instructional strategies bookmark

Instructional strategies bookmark

M5 Successful Online Instruction

Notes

Basic Principles:

View this from various perspectives (ID, Teacher, Student POV)

• Communication with Students
• Collaboration among students
• High Expectations
• Prompt Feedback
• Active learning experiences
• Respecting diversity

structure of instruction

• Organization
• Syllabus facilitationinstructional materials *assessments
• teaching and learning environments + tecvhnologies

Teacher Roles

• elaborating course content
• supervising and moderating discussions
• supervising indiv. and group projects.
• grading assignments and providing feedbacks
• answering all sorts of questions
• helping students manage their study
• motivating students Etc.

Community of Learners

Cultivate a community of learners and possible group of peers that they can rely on for feedback, sharing knowledge, critiques and fruitful interactions. Assessments would need to be criterion-based (rubric) and product-oriented. Environment has to be adaptable and technology-driven.

Management

Communication Very important, specially in fully online. You can create routines, correspondence time, and an open link for gathering around and meeting with the instructor.

Assignments and grading They are useful to check in on progress. There is a debate on fewer vs. many. Have an expectation set in advance, like the use of rubrics. Provide examples or not?

Reflection: For art classes a rubric would be good, but not examples. Examples can cause students to copy the example and you want to encourage them to do it well.

Plagiarism: Teach students about copyright and fair use. Teach students how to cite and provide reference. Provide an institutional policy. Tracing = bad.

Reflection: How big of a concern would plagiarism be in an art class?

Review Other Elements in the textbook.

reflection: Joshua might be fairly good with tech. We need to have some support for future instructors that might take over that class. Provide material for students and instructors on support.

We still have the upcoming course design template and syllabus draft.

No reading check this week. Probably next week as we wait for feedback on all these things.

I want to be clear is still a great video. I learned quite a few new things.

That said:

They should chunk the video. If they are going to list materials, you should provide a "table of content" for video sections. The instructor lists all the materials. And how to make a viewfinder. Things that could have their own videos.

She does not make use of the the video description.

She uses word cues very well. At 1:20 she says "Create thumbnail drawings" and it appears in the video "white space".

They edit video really well.

They have interesting graphics that help represent certain concepts.

There is a background music.

I think there is a lot of CONTENT in this video that could have been split into small videos. Like tinting a bristol paper for the still life.

They are using slightly different approaches to the measuring but all of it is fairly solid.

On the whole, it does not ask any questions to prompt the student to reflect.

She doesn't get into the point about lights, midtone and dark shapes, but I feel like if you have time to discuss how to do a proper sight technique, then you can briefly discuss that concept. It definitely had a bigger production value with multiple camera angles, a longer length, narration by the same artist. special effects, etc.

Very brief intro

no word cues

no extraneous music

it is chunked, very quick video 2mins 47 seconds total.

Conversational tone, but quick and to the point.

Credits at the end of the video.

The course website design plan is due on March 15th, but the Syllabus is probably more difficult.

1.Select one material that you may create for your A&E project and describe what that may be (e.g., type of material, how it is going to be used, why choose that material?). I expect each of you to create at least one material by yourself even if you are working as a team.

2.Select one production or creation tool that allows you to create the material.

• Introduce briefly about the tool.
• Is it easy to create an instructional or learning material?
• How does this tool contribute to designing your material?
• How could this tool be used in your specific context other than creating this material?
• What would you add or omit to enhance this tool?

homework: read chapter 8

Discussion 2-1 pick one async or sync tool from module 4 to test and report on its use.

1. Think about the following questions to post about the tool:

• Introduce briefly about the tool.
• Is it easy to setup and use?
• What are some advantages/disadvantages in terms of its use in online environments?
• How does this tool contribute to building interaction or allowing discussion of content in an education or training setting?
• How does this tool permit the sharing and/or creation of content?
• How could this tool be used in your specific context?
• What would you add or omit to enhance this tool?

Album of Images

Write an analysis when you get some time tomorrow.

Review textbook chapter 4.

model of communication

... but where there are no high p_T, isolated light leptons on which to trigger.

... for searches for or study of ...

...in the chosen...

...VDFs. However...

...QTN, only...

...that for...

introduces

plane, we

remove "however,"

There's a repeat here.

Gather

should be 5 - 10 instead of 5 - 0

Suggest elaborating on "such mechanisms" for better understanding. For example, explicitly stating that "understanding this offset phasing in TCs" is critical.

Add "the" after of

Suggest rewording of this phrase to, e.g., "that has long been considered in the literature."

This note is from a different publication, an abstract of the paper. The abstract was published in a US journal (Publications of the Astronomical Society of the Pacific), and this note accompanied it. The note should not be included here.

This number may not be correct for the Philosophical Journal publication

"Ground", not "Earth"

Series 5, Volume 41, pp. 237-276

Philosophical Magazine and Journal of Science

Publication date should be April 1896

Would be good to give a basic list either here or in the above where you introduce metadata, or even a filled-out dummy form that shows some basic metadata. Would help folks who still have trouble visualizing the boundary between metadata and paradata.

Storage and Preservation

Is this what header 2 looks like? Would be good to format these items so they stand out. The text is really understandable and helpful though.

Here introduce the key concepts you define below by saying something like: in order to get as close to a perfectly usable and preservable dataset, you should collect both metadata and paradata.

Before this sentence, introduce paradata somehow, like: "What you can do is record paradata, or information about how and why the data was created, like a data diary."

This is a bit overwhelming - are you saying you should not aim to collect "all the data there are" and set appropriate boundaries, or that you should not expect to avoid all possible hiccups (a "perfect" dataset)? Or both? I think since you used the previous paragraph to point out some specific concerns to address, you should explicitly reference them here. I think you're saying that the key to good datasets is having reasonable and attainable goals, rather than striving to get "all the data and complete in every way possible".

This section is starting to get a bit hard to understand because the data are taking on person qualities. Could you introduce an example of an amusing fake-name project so that folks who do not discuss data in the abstract could more easily follow along?

:

"It is important to plan the structure of the data, expectations for its use by researchers, and arrange for its storage from the beginning of your research."

"Creating good data requires planning"

"And maintaining data in this condition helps protect them from the ravages of time" maybe?

Reword this so it is clear that it is different from the above: Access part = text and numbers and database saved in a bad format but still usable // Reuse part = a map or output saved as an image but the underlying data used to create it is not present (did I understand correctly?)

Make sure somewhere earlier in the text someone has defined "proprietary" in plain language

?

Remove this question - the following section needs to be read first otherwise it is overwhelming

remove "in the past" and change following to "when trying to use someone else's data or reconstruct their conclusions"

I assume this is going to be turned into a link to a previous chapter?

Remove

Introduction: Observations add colon

change 1 to I

Should be "This raises questions"

Should be "even if verification"

Should be "considered to be"

Should be "increases"?

Should be "it can be useful"

Some argue that women are able

These norms mean that when I perform a role, reenacting a scene, or trying to relate to the lyrics of a particular song, I am also performing gender, sexuality, and race, all in ways that make it a challenge to find an authentic operatic voice.

I think there is a part missing here. I'd like to propose the following new sentence as a replacement:

Callback is passed the decoded payload if the signature is valid and optional expiration, audience, or issuer are valid.

Hola Rene. always on the edit run! Eh?

Do I need to submit the dataset itself?

We are not consistent about referring to the specifically scholarly object. Recommend that we do so.

[delete]

[delete]

– [en dash]

– [en dash]

– [en dash]

– [en dash]

Buffalo, New York

– [en dash]

Phone: 800-724-3506 Fax: 570-825-9669

Wilkes

[change ALL CAPS to Sentence case.] Covering New York, Pennsylvania, New Jersey, Maryland, West Virginia, Virginia, North Carolina, and South Carolina. Call 1-800-724-3506 or contact the store nearest you.

Wilkes Barre

Phone: 800-724-3506 Fax: 570-825-9669

[delete]

way

Wilkes Barre

LEARN MORE

Phone: 800-724-3506 Fax: 570-825-9669

Wording

Add correct pictures of the people

Make this proper

Batch Editing - Very interesting feature for ASP.NET data grid!!!

Prova nota Unito

The Welcome Page. The Man behind the scene's has been truly welcoming. Test 1 Test 2

So my consideration here is to go between an annotation structure such as this and a mind-map structure(initially until I regard other infographic materiaux making) such as mindmup.com.

reliant as they are on...

Change to singular.

"which form"

Delete this placeholder?

"Dr. Weisman knows how to utilize his scientific credentials to undermine the scientific process."

So this is a short note.