33 Matching Annotations
  1. Feb 2024
  2. Jul 2023
    1. Here we report a patient with a lesion of the superior parietal lobe who shows both sensory and motor deficits consistent with an inability to maintain such an internal representation between updates. Our findings suggest that the superior parietal lobe is critical for sensorimotor integration, by maintaining an internal representation of the body's state. <div class="c-nature-box c-nature-box--side " data-component="entitlement-box"> <div class="js-access-button"> <a href="https://wayf.springernature.com?redirect_uri&#x3D;https%3A%2F%2Fwww.nature.com%2Farticles%2Fnn1098_529" class="c-article__button" data-test="ra21" data-track="click" data-track-action="institution access" data-track-label="button"> <svg class="u-icon" width="18" height="18" aria-hidden="true" focusable="false"><use href="#icon-institution"></use></svg> <span class="c-article__button-text">Access through your institution</span> </a> </div> <div class="js-buy-button"> <a href="#access-options" class="c-article__button c-article__button--inverted" data-test="ra21" data-track="click" data-track-action="buy or subscribe" data-track-label="button"> <span>Buy or subscribe</span> </a> </div> </div>

      Suggests the [[superior parietal lobule]] helps maintain an internal model of the body's state.

      Does this imply that it's a part of the [[default mode network]] when doing this modeling?

  3. Jun 2023
    1. How the information ecology allows the design group to coordinate their actions? How awareness is distributed within the group when working with multiple technologies? How each one of the technologies in the ecology supports coordination and collaboration of learning activities?
  4. Mar 2023
    1. The Language Master<br /> BBC - Michel Thomas<br /> [English CC]<br /> [Leg. PT-BR]

      Michel Thomas is one of the most brilliant language teachers in the world. His usual clients are movie stars and business leaders. This programme takes him to a Sixth Form College in London to work with school pupils, to test his claim that he can teach anyone a language in a week - with no reading, writing or homework. The film also explores his personal history - as a hero of the French Resistance during WW II.

      The Michel Thomas method involves: - slow build up of words, phrases, natural grammar - forced production of the language through practice - positive interaction - patience - no stress - no judgement - encouragement - constant evidence of progress

      How does "understanding" of the language evolve out of this method? It's more like revelation rather than understanding...

      This method appears much more atomic than that of SSiW (Aran Jones), but some of this is down to the fact that there's a live person who is able to unjudgementally prompt one with pieces which they've missed. The teacher has the context whereas the taped instructors do not. Presumably this sort of interpersonal prompting and context isn't necessarily required, but it can help to better lower the learner's stress and potentially speed up the learning process. It would require some standardization to set up a specific experiment to test between these two modes to tease this data out.

      Reference key: [[Levy1997]]<br /> “The Language Master.” 1:33 : 1, color. London, UK: BBC 2, March 23, 1997. https://www.youtube.com/watch?v=O0w_uYPAQic.

    1. Protocols often mediate evolving relationships, especially ones with a natural adversarial element and endemic potential for conflict. These relationships often involve agents with long-term memories, creating an evolving historical context the protocol must handle. How do protocols accomplish such complex mediation?

      I like the Underlay solution to conflicting information, which is that all old and new versions are retained and the individual must set constraints and filters to determine 'truth'. May not be useful for more technical applications. It does however point to the fact that there will be bias, perhaps it's about making the bias transparent — favouring first truth or more prolific or higher status, etc?

      One gap I don't know how to solve is the continued making of meaning that condenses vast quantities of discussion and thinking data into a symbolic representation like squishing a concertina that can be built on in the future in a very constructivist way. How can computers do this in the sticky way humans do?

    2. How do protocols mutate, and what are the limits on the mutability of a protocol beyond which it begins to lose coherence, identity, and utility?

      Initial hunch is that this is related to 'good protocols' and 'bad protocols'.

      Reminds me of Deep Laziness, where structure preserving figures are indefatigable?

      Would also look at 'play'. Perhaps this is a feature of good vs bad protocols? If play can overlap with protocols then mutation might happen to satisfy continuation desire by augmenting to enable continued challenge (as skill improves so complexity continues — challenge and skill as the axes for Flow) see Good Business

      Would need it to become more embodied over time? (see Problem of Embodiment in the Sociology of Knowledge letter)

    3. What is the structural relationship between small-p protocols, in the sense of specific atomic behaviors like handshakes, and big-P protocols in the sense of entire behavior complexes, such as the one governing diplomatic relations among countries?

      maybe come back to this - would this be dialectical? - would it be anthropologically traceable? - would attributing behavioural expressions to some underlying value systems be too hermeneutical?

      easiest answer for now might be that small-p could be used as an archetype to explain big-P, but it would be a story or myth to help understand, like Zizek's toilet joke?

    4. emergence of a good protocol is the recognition and diffusion of good solutions that are also easy to imitate
      • do all protocols emerge or can some be designed?
      • are solutions kind of like patterns?
      • is there a difference in quality that can be assumed about designed or emergent solutions?

      side note: relates to "How to meme your data" idea. In that it is easily reproducible and iterable, maybe overlaps with composable

      potential link to Stigmergy too?

  5. Feb 2023
    1. “Writing a thesis,”Eco wrote, “requires a student to organize ideas and data, towork methodically, and to build an ‘object’ that in principlewill serve others. In reality, the research experience mattersmore than the topic.”

      Where does the learning portion of education morph into research? Where is the dividing line?

  6. Nov 2022
    1. “People always say of great athletes that they have a sixth sense,” Malcolm Gladwell says in Miracle and Wonder: Conversations with Paul Simon. “But it’s not a sixth sense. It’s memory.” Gladwell then analogizes James’ exacting memory to Simon’s. In the way James has precise recall of basketball game situations, Simon has it of sounds and songs. “Simon’s memory is prodigious,” Gladwell says. “There were thousands of songs in his head. And thousands more bits of songs—components—which appeared to have been broken down and stacked like cordwood in his imagination.”

      In Miracle and Wonder: Conversations with Paul Simon, Malcolm Gladwell comments on the prodigious memories of both Paul Simon with respect to sounds and Lebron James with respect to basketball game play.

      Where these sorts of situational memories built and exercised over time or were they natural gifts? Or perhaps natural gifts that were also finely tuned over time?

  7. Oct 2022
    1. for as Dialectic will have shown all branches oflearning to be inter-related, so Rhetoric will tend to show that all knowledgeis one.

      How did we shift from inter-related subjects and "one knowledge" of rhetoric in the Middle Ages to such strict departmentalization in the academy to only now be moving back toward multi-disciplinary research?

  8. Sep 2022
    1. In a set of groundbreaking studies in 1932, psychologist Frederic Bartlett told volunteers a Native American legend about a young man who hears war cries and, pursuing them, enters a dreamlike battle that eventually leads to his real death. Bartlett asked the volunteers, who were non-Native, to recall the rather confusing story at increasing intervals, from minutes to years later. He found that as time passed, the rememberers tended to distort the tale's culturally unfamiliar parts such that they were either lost to memory or transformed into more familiar things.

      early study relating to both culture and memory decay

      What does memory decay scale as? Is it different for different levels of "stickiness"?

    1. It would be very interesting to have information on the methodsof work of the great scholars, particularly those who undertooklong tasks of collection and classification. Some information ofthis kind is to be found in their papers, and occasionally in theircorrespondence. On the methods of Du Cange, see L. Feugfere, Mudesur la vie et les ouvrages de Du Gomge (Paris, 1858, 8vo), pp. 62 sqq_,

      Indeed! I find myself having asked this particular question in a similar setting/context before!!!

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  9. Nov 2021
    1. “What is the meaning of home?

      “What is the meaning of home?”

    2. “How do Dutch adolescents aged 14-18 en

      “How do Dutch adolescents aged 14-18 engaging in online education experience the meaning of home

      during the Corona pandemic?”

    1. What have been the decisive positive and negative changes andchallenges in the teachers

      What have been the decisive positive and negative changes and challenges in the teachers' professional roles and teacher-student relationship? • What tools and strategies have the teachers used to overcome difficulties and strengthen their ability to cope? • How has EDT affected teachers' health and well-being?

  10. Jul 2021
    1. we should ask: (a) is the platform essentially new, and therefore productive of new organizational forms?; (b) is the platform essentially digital?; and (c) if the answer to both is ‘no’ then what do organization studies, technology studies and media studies miss by treating platforms as both new and essentially digital?

      RQs

  11. May 2021
    1. Following the 20-minute rest, a final recall test was performed, this time without the opportunity for students to review the list prior to recall testing.

      It would be highly useful to do another test at a larger interval, say a week or a month later as well, both with and without the suggestion of spaced repetition with all three groups.

  12. Jun 2020
  13. May 2020
  14. Jul 2018
    1. Teach Source EvaluationSkillsIf you want to teach source evaluation skills, have small groups conduct research to answer a three-part problem such as this:1.How high is Mt. Fuji in feet?2.Find a different answer to this same question.3.Which answer do you trust and why do you trust it?

      Teach source evaluation skills- I like this idea!

  15. Feb 2018
    1. songs

      All that I have given up to this let them serve as examples of the way in which the Connaught peasant puts his love-thoughts into song and verse, whether it be hope or despair, grief or joy, that affect him. (147)

      In these final lines of the book, the reader is offered Hyde’s selection of songs as a faithful and complete insight into vernacular Connacht song about the theme of love. Moreover, Hyde suggests that in reading this anthology one achieves a good degree of familiarity with an idealized, essentially native ‘Connaught peasant’.

      Although speakers in the songs are variously male and female, and the reasons for separation from absent lovers differ, the experience of love is fairly uniform throughout. It is a sore experience of unrealized desire. That scenario produces a pronouncedly virtuous image of the ‘Connaught peasant’ for a number of reasons.

      The reader encounters deep loyalty where admiration is unstinted by forbiddance of love because of emigration, lack of requital, or death. ‘Úna Bhán,’ for example, is preceded by a long passage explaining how deeply a bereaved lover missed the fair Úna after, until he himself passed away. Also, Hyde’s anthology is particularly rich in its examples of similes drawn from the natural world. See ‘my love is of the colour of the blackberries’ (5) in ‘If I Were to Go West’, ‘I would not think the voice of a thrush more sweet’ (27) in ‘Long I Am Going,’ and ‘My love is like the blossom of the sloe on the brown blackthorn’ (31) in ‘An Droighneán Donn’. In the vivid rendering of these images, the beauty of the desired lover is stressed, and the delicate sensibility of the speaker is inherently implied. The Connaught peasant is thoroughly valorized as a result.

      Accounting for consistencies among what anthologies include, and among what they exclude, can highlight their organizing agenda. One obvious example in the area of Irish Studies is the Field Day Anthology controversy, detailed in depth by Caitríona Crowe in The Dublin Review: https://thedublinreview.com/article/testimony-to-a-flowering/

      In the case of Hyde’s Love Songs, consistencies among excluded material strengthen our perception of how actively he sought to contrive an estimable image of the Connaught peasant. Though Hyde claims his selection is emblematic of the love-thought of that idealized personage, he does not provide any examples of la chanson de la malmariée. This variety of song is so widespread that Seán Ó Tuama, who was the principal authority on the theme of love in Irish folksong, included it as one of five major genres in his article ‘Love in Irish Folksong’ (in the book Repossessions: Selected Essays on the Irish Literary Heritage. Such songs are an expression of grief by a young woman unhappily married to an elderly man.

      If we are to view the songs anthologized by Hyde in a broader context of Connacht songs about love, an awareness of the chanson de la malmariéé is required. Faoi Rothaí na Gréine (1999) is a relatively recently published collection of Connacht songs. The collecting work was done in Galway between 1927 and 1932 by Máirtín Ó Cadhain, and latterly edited by Professor Ríonach Uí Ógáin. ‘An Droigheán Donn’, ‘Úna Bhán’, and ‘Mal Dubh an Ghleanna’ are common to Faoi Rothaí na Gréine and Love Songs of Connacht. The inclusion in the former of two famous songs of the malmariée genre, ‘Dar Mo Mhóide Ní Phósfainn Thú’ (I Swear I Wouldn’t Marry You), and ‘Amhrán an Tae’ (The Tea Song) demonstrate the strong presence of that genre in the ‘love-thought’ of vernacular Connacht song.

      This way of framing discussion of Love Songs of Connacht invites close interrogation of Hyde’s biases. The choice of material for inclusion and exclusion is ideologically cohesive, to the specific end of creating a valorous image of the idealized native peasant. In my M.A. thesis, I might further refine the line of argument pursued in this annotation, and use it as the basis on which to build a discussion of Hyde’s particular ideological motivations.

    2. Connacht

      'I have compiled this selection out of many hundreds of songs of the same kind which I have either heard or read, for, indeed, the productiveness of the Irish Muse, as long as we spoke Irish, was unbounded.' (vi) This point in Hyde’s preface to Love Songs of Connacht is relevant to two questions that my M.A. thesis preparation is concerned with.

      ● What are the ways that works of the Irish Revival period express the idea that a natural cultural inheritance might be recuperated through art?

      ● What are the reasons for such works to treat of rural folkways as a repository of essentially native identity?

      Hyde illustrates that an awareness of the significance of the Irish language within a revivalist milieu will be required for informed discussion of the questions stated above.

      Proper-noun naming of an ‘Irish Muse’ suggest that there is such a thing as some essential indigenous genius, which lies in wait of stimulation. An idea of the Irish language emerges whereby it is connected intimately with a native genius, and holds inherent power to spark creativity.

      Of course, this line of argument proffers Hyde’s translations – through their close linkage with the Irish language – as stimuli for new artistic production. It works well as a way of turning Hyde’s skill as a linguist into a selling point for his book.

      In so doing, it highlights that a perceived inter-connection between language and an essentially native worldview was a major part of the book’s appeal. The representation of that connection in this and other works becomes important to my first research question as a result. An implication for my second research question is that I should consider the Irish language as a key part of the symbolic importance which attached to rural populations.

    1. Search alphabetically by song title

      This website provides important context for the exploration of a research question I am addressing in my M.A. thesis preparation.

      The portrayal of female personages in revivalist literature sets them in signally passive roles. This is most clearly at issue in the work of that period’s two foremost dramatists. In W.B. Yeats’ Cathleen Ni Houlihane, the female protagonist does not pursue her own course of action, but rather serves to inspire male heroism (P.J. Mathews discusses the play’s portrayal of female passivity at length in a piece, see http://www.rte.ie/centuryireland/index.php/articles/literature-and-1916). In The Only Jealously of Emer and The Countess Cathleen the value of women to society is achieved through acts of self-sacrifice for the benefit of significant male others (Christina Wilson has argued similar points in great detail: http://chrestomathy.cofc.edu/documents/vol5/wilson.pdf).

      In John Millington Synge’s Riders to the Sea, we encounter a blending of the taste for passive female characters with a revival fascination with the rural west. Old Maurya’s reticence and stern faith in God, following the drowning of her five sons, established her as the moral centre of her native Aran community. Her monologue in the play’s ending concentrates our attention on the community’s willingness to surrender to tragic fate, which is always threatened by the danger of the sea (the play is available to read online at this link: http://www.one-act-plays.com/dramas/riders_to_the_sea.html).

      What is interesting to me is that images of a massive female subject, favoured by Abbey playwrights who sought to stress the cultural specificity of Ireland, differ strongly with some prominent portrayals of the female subject in vernacular literature in Irish. In my annotation of this archive, I will provide examples of some genres of folk song – composed by females, and traditionally sung by female singers – that contradict ideas of a female subject as passive sufferer of fate. Annotations will include translations to English.

      After highlighting these features of oral literature in Irish, I will have laid down substantial grounding for a discussion of the ideological motivations of revivalist authors’ depiction of female subjects. It is interesting that certain tropes of a national identity, which these authors consciously sought to create, can be seen as divergent with realities of the social group which was most fundamental to that identity. This observation encourages consideration of European intellectual currents which might have influenced revivalist writers, romantic nationalism in particular.

  16. Oct 2017
    1. Especially in societies likeTurkey where the state is dominant in the business life,organizations and managers prefer to be included in reli-gious networks to make close contacts with the state.Another significant finding is that efforts of the members ofreligious networks—in spite of their relatively closedcharacteristics—in terms of being at the center of anetwork and taking the brokerage role, are highly devel-oped on the contrary to the literatur

      Does anyone else find this difficult to understand? I am not sure if these statements are the authors interpretation of their results or if this is their hypothesis. Also, what are the authors saying about the place/role of members of religious networks?

    1. Who are the central participants in the Twitter-based CoPs?RQ3:What healthcare roles are central in the Twitter-based CoPs?RQ4:Is the CoPs centralized and dominated by a few participants?RQ5:What are the characteristics of the interactions between different healthcare roles?

      Again, take note of these research questions. Look back at the literature review to observe how theory and research was used to set up the basis for these questions. When the answer is found, the theory/research will be used to interpret it and discuss the importance of the answer.

    2. What are the salient themes in health-related conversations via Twitter hashtags?

      Take note of this research question. It is a descriptive question but it is based in theory.

  17. Sep 2017
    1. ultural ideology being that poor people have little to offer the rich.

      Excellent point. Has any research been done to compare the actual social networks of rich and poor kids? For example, asking a poor kid to name five people she would go to for advice and asking a rich kid the same question. Has that been done?

    1. other network includes climate change deniers.

      What a great way of using SNA to compare two competing ways of knowing. How would you collect data to show the different flow of information through these networks? What what would you be looking for? What would the node be? The link?

  18. Apr 2017
    1. p. 57 Research questions

      1) What were the different types of lists? 2) what form of social relationship developed through the medium 3) were they a community

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  19. Jul 2015
    1. I have asked this question all my life. I have sought the answer through my reading and writings, through the music of my youth, through arguments with your grandfather, with your mother. I have searched for answers in nationalist myth, in classrooms, out on the streets, and on other continents. The question is unanswerable, which is not to say futile.

      (I know this is an aside... but maybe it isn't.) Just in case anybody needed a definition of "inquiry," these sentences would do just fine. I know it can seem like too much to ask of youth, but I think we can find ways to help them to find the question they have been asking all of their lives, just like Coates's question here: "unanswerable, which is not to say futile." How different that is from finding a "researchable question."