- Mar 2021
In the attached YouTube video Dan talks through his post as usual, but he has the added bonus here of showing a split screen of his annotated copy of the book with his Obsidian notebook open. We then see a real time transcription of his note taking process of moving from scant highlights in the book to more fleshed out thoughts and notes in his notebook. We also see him cross referencing various materials for alternate definitions and resources.
- Feb 2021
I rely pretty heavily on Hypothes.is for most of my note taking, highlights, and annotations. This works whether a paper is online or as a pdf I read online or store locally and annotate there.
Then I use RSS to pipe my data from Hypothes.is into a text file in OneDrive for my Obsidian vault using IFTTT.com. I know that a few are writing code for the Hypothes.is API to port data directly into Roam Research presently; I hope others might do it for Obsidian as well.)
Often at the end of the day or end of the week, I'll go through my drafts folder everything is in to review things, do some light formatting and add links, tags, or other meta data and links to related ideas.
Using Hypothes.is helps me get material into the system pretty quickly without a lot of transcription (which doesn't help my memory or retention). And the end of the day or end of week review helps reinforce things as well as help to surface other connections.
I'm hoping that as more people use Hypothesis for social annotation, the cross conversations will also be a source of more helpful cross-linking of ideas and thought.
I prefer to keep my notes as atomic as I can.
For some smaller self-contained things like lectures, I may keep a handful of notes together rather than splitting them apart, but they may be linked to larger structures like longer courses or topics of study.
If an article only has one or two annotations I'll keep them together in the same note, but books more often have dozens or hundreds of notes which I keep in separate files.
For those who don't have a clear idea of what or why they're doing this, I highly recommend reading [[Sönke Ahrens]]' book Smart Notes.
I do have a handful of templates for books, articles, and zettels to help in prompting me to fill in appropriate meta data for various notes more quickly. For this I'm using the built-in Templates plug-in and then ctrl-shift-T to choose a specific template as necessary.
Often I'll use Hypothes.is and tag things as #WantToRead to quickly bookmark things into my vault for later thought, reading, or processing.
For online videos and lectures, I'll often dump YouTube URLs into https://docdrop.org/, which then gives a side by side transcript for more easily jumping around as well as annotating directly from the transcript if I choose.
I prefer to use [[links]] over #tags for connecting information. Most of the tags I use tend to be for organizational or more personal purposes like #WantToRead which I later delete when done.
When I run across interesting questions or topics that would make good papers or areas of future research I'll use a tag like #OpenQuestion, so when I'm bored I can look at a list of what I might like to work on next.
Syndicated copies: https://forum.obsidian.md/t/research-phd-academics/1446/64?u=chrisaldrich
- Oct 2020
The Instapaper highlights go to my Evernote inbox, then I copy them from Evernote into Roam (annoying, I know, hopefully the Roam API will be set up soon!)
Getting data into any of these note taking tools quickly always seems to be the most difficult part of the process.
But thirdly, and most valuably, the template gives you a big space at the bottom to write sentences that summarise the page. That is, you start writing your critical response on the notes themselves.
I do much this same thing, however, I'm typically doing it using Hypothes.is to annotate and highlight. These pieces go back to my own website where I can keep, categorize, and even later search them. If I like, I'll often do these sorts of summaries on related posts themselves (usually before I post them publicly if that's something I'm planning on doing for a particular piece.)
- Jun 2020
getting trained in specific note-taking strategies can significantly improve the quality of notes and the amount of material they remember later. (Boyle, 2013; Rahmani & Sadeghi, 2011; Robin, Foxx, Martello, & Archable, 1977).
Let me dive into these articles.
Rahmani & Sadeghi, 2011 found that teaching Iranian EFL students how to take notes using graphic organizers, the experiment group did better in recall and comprehension tests.
Boyle, 2013 used a method called "strategic note taking" which performed better than regular note-taking methods. What does regular and strategic note taking measures mean?
Boyle's paper goes over strategic and guided note-taking.
Guided Notes are teacher-prepared handouts that outline lectures, audiovisual presentations, or readings, but leave blank space for students to fill in key concepts, facts, definitions, etc. Guided Notes promote active engagement during lecture or independent reading, provide full and accurate notes for use as a study guide, and help students to identify the most important information covered.
strategic note taking
Before the lecture begins, the students identify the lecture topic and relate it to what they already know. This helps to activate prior knowledge and make information more meaningful.
During the lecture, the students record notes by clustering three to six main points (or related pieces of information) and immediately summarizing them for each section of the lecture. Typically, this process will be repeated multiple times throughout the lecture. The clustering of ideas helps students remember the information, and summarizing helps them to monitor comprehension and store the information in long-term memory. To effectively teach students how to record important information, and summarize the content, the teacher can introduce the students to the CUES strategy. The teacher should do this while teaching students how to effectively use the strategic note-taking paper, making sure to emphasize that the C (Cluster) and U (Use) steps should be used when listing lecture points in the section titled “Name 3 to 6 main points with details as they are being discussed,” the E (Enter) step should remind them to enter vocabulary terms in the section titled “New Vocabulary or Terms,” and the S (Summarize) step should be used to quickly summarize the clustered lecture points under the “Summary” section. In addition, it is important that teachers encourage students to use abbreviations as they often do while texting to help them to record notes quickly.
At the end of the lecture, the students should always list and describe five important lecture points that they remember. Although this serves as a quick review of the lecture, students should review their notes to help them retain and recall the information presented during the lecture.
- Jan 2020
In almost all cases the genetic basis of RTH lies in mutation of the carboxyl-terminus of the ß-thyroid hormone receptor. RTH is a dominant disorder, except in one family; most individuals are heterozygous for the mutant allele.
So, given that thyroid hormone resistance does exist, the remaining question is whether it is common enough to explain some cases of CFS or similar conditions. Unfortunately this paper is not in english, but the abstract provides enough information to google more.
- Dec 2019
The sodium-restricted diet group received a regimen aiming a maximum intake of 3 g of sodium per day (equivalent to 7.5 g of sodium chloride).
That sounds incredibly high to me. 3000 mg is the absolute maximum intake that could ever be considered 'low' sodium. Under 1500 is usually considered ideal. Would, then, a diet aiming for half the sodium be twice as effective?
- Dec 2017
A beneficial impact of the fat quality on insulin sensitivity is not seen in individuals with a high fat intake (> 37E%).
This is likely do to the reduced carbohydrate intake rather than increased fat intake. Since carbohydrates generally insulin sensitivity, it's likely that this additional insulin resistance is acting as a confounder (as well as, presumably, a standard deviation widener). Thus, I would expect similar results during hypocaloric carbohydrate restriction.
- diet health lifestyle disease prevention and reversal food nutrients nutrition eat
- diabetes / insulin sensitivity/resistance / blood sugar
- fatty acid / fat / LCSFA(s) /
- diabetes insulin sensitivity resistance blood sugar
- saturated fatty acid fat LCSFAs unsaturated ceramide intramuscular triglycerides intramyocellular lipid
- research note