38 Matching Annotations
  1. Jan 2024
  2. Sep 2023
    1. a useful way to answer such questions is to look at when it has been used on Fox News. Analysis of closed-captioning collected by the Internet Archive shows that use of “Chinese Communist Party” or “CCP” has been far more common on Fox News and Fox Business than on CNN and MSNBC.

      One can query the text in closed-captioning from the Internet Archive to track trends, and particularly politics, on television news.

  3. Jun 2023
    1. (1:21:20-1:39:40) Chris Aldrich describes his hypothes.is to Zettelkasten workflow. Prevents Collector's Fallacy, still allows to collect a lot. Open Bucket vs. Closed Bucket. Aldrich mentions he uses a common place book using hypothes.is which is where all his interesting highlights and annotations go to, unfiltered, but adequately tagged. This allows him to easily find his material whenever necessary in the future. These are digital. Then the best of the best material that he's interested in and works with (in a project or writing sense?) will go into his Zettelkasten and become fully fledged. This allows to maintain a high gold to mud (signal to noise) ratio for the Zettelkasten. In addition, Aldrich mentions that his ZK is more of his own thoughts and reflections whilst the commonplace book is more of other people's thoughts.

    1. This thread is locked.

      Yet another example of why it's dumb for Microsoft to lock Community threads. This is in the Bing search results as the top article for my issue with 1,911 views. Since 2011 though, there have been new developments! The new Media Player app in Windows 10 natively supports Zune playlist files! Since the thread is locked, I can't put this news in a place where others following my same search path will find it.

      Guess that's why it makes sense to use Hypothes.is 🤷‍♂️

  4. Apr 2023
  5. Mar 2023
  6. Dec 2022
    1. This thread is archivedNew comments cannot be posted and votes cannot be cast

      This is so stupid. I have a relevant question/comment to add to the thread, but someone has decided that no more value can come of this thread - yet it's in search results, so new people are seeing it all the time.

      If people don't want notifications on an old thread, they should mute notifications on it - not declare it dead because they bore easily.

      One could start a new thread talking about it, but that just daisy chains the topic across multiple threads.

      Reddit is dumb for having this "feature" and it originated to censor people, which is abhorrent.

  7. Nov 2022
    1. It's supposed to be a safe space

      Safe spaces are only safe when you make them safe by repelling attackers.

      Waving a magic wand and declaring a place safe doesn't make it so. We see it over and over and people keep pretending harder.

    1. Kevin Flowers Nov 7th at 12:50 PM# Question about repliesForgive me a bit if this is the wrong place to ask, but is the feature of having Hypothes.is list replies somewhere on the roadmap?  I checked the github issues with "label:enhancement" but nothing matches what I'm wondering aboutI could be missing something obvious, but when I search my username in https://hypothes.is/users, none of the replies I've made on other people's public annotations show up# Use casesSometimes people have insightful observations and references they provide, so I tend to reply to those annotations with tags that I use to sort through (eg, tags like "to read", "how to", "tutorial", and so forth)I also tend to make comments on what the OP's annotation made me think of at the time of reading it which is exemplified in the attached screenshotimage.png 9 repliesMichael DiRoberts  7 days ago@Kevin Flowers You’re right, the Activity Page (https://hypothes.is) doesn’t show replies. The Notebook, which will be built out more with time, does.https://web.hypothes.is/help/how-to-preview-the-hypothesis-notebook/HypothesisHow to Preview the Hypothesis Notebook : HypothesisHypothesis has released an early preview of Notebook, which enables you to view, search for, and filter annotations. While this tool is available in both the LMS and web apps, it is designed to bring much-needed functionality to our LMS users. This initial release contains some basic features we have planned to include in the […]Est. reading time2 minutes1Michael DiRoberts  7 days agoI hope Notebook solves the issue for you! For now it’s going to work on private groups and not the Public group (due to it having a limit of 5,000 annotations), though that may change in the future.Michael DiRoberts  7 days agoIf you’re comfortable using APIs then you might check out our API as well: https://h.readthedocs.io/en/latest/api-reference/v1/.You can find replies by looking at rows that contain references.Kevin Flowers  7 days agoOh, the Notebook seems like a neat tool, I'll have to share that with some friendsKevin Flowers  7 days agoThe issue for my own PKM (personal knowledge management) stack is that I couple Hypothes.is with an Obsidian [1] plugin that imports my annotations into my local file system.  Atm, I think the plugin only references the Activity Page to import annotations, so it looks like I'll have to play around with the API you mentioned if I want to grab my replies (along with their parent replies & annotations)[1] Obsidian is a notetaking software similar to Roam & Logseq; it just adds a pretty GUI on top of .md files which are stored locallyMichael DiRoberts  7 days agoNote that the Obsidian plugin wasn’t made by us, so I’m not familiar with how it works. It’s a little weird to me that it would work over the activity page and not use our API, however.Brian Cordan Young  7 days ago@Kevin Flowers Do you have, or have you considered, blogging about your use of Hypothesis as a part of a PKM?I’m still not a regular user of Hypothesis because it doesn’t fit in to my current info consumption well enough. That said I love learning how others do fit it in.(Obsidian is really great too) (edited) Kevin Flowers  7 days ago@Michael DiRoberts ah, you're right, thanks for mentioning that.   Looks like it requires one to generate an API token in order to pull highlights, so it must be using the Hypothes.is API in some way.  Sadly, I'm not familiar enough with general software development design (or JavaScript/TypeScript), and the source code for obsidian-hypothesis-plugin doesn't have enough high level comments for me to parse what any given file does.  It'll probably be cumbersome and somewhat painful, but I'll probably learn more by just building something from scratch@Brian Cordan Young Huh, I hadn't considered that until you mentioned it.   Recently developed some interest in building something with JavaScript (probably with the Next.js framework), so a blog might be just the project I've been looking forGitHubobsidian-hypothesis-plugin/src at master · weichenw/obsidian-hypothesis-pluginAn Obsidian.md plugin that syncs highlights from Hypothesis. - obsidian-hypothesis-plugin/src at master · weichenw/obsidian-hypothesis-plugin (150 kB)https://github.com/weichenw/obsidian-hypothesis-plugin/tree/master/srcMichael DiRoberts  7 days agoJust in case, or for others in the future, you can generate a Hypothesis API token here: https://hypothes.is/account/developer1

      This is a post I made on the Slack public channel asking about whether or not Hypothes.is indexes replies. A tech support membered confirmed this is true.

      However, Obsidian's Hypothes.is plugin does pull replies. It should be noted that default settings don't capture updates to the annotations or tags.

  8. Sep 2022
  9. Jul 2022
  10. Jun 2022
    1. Had their colonies not allowed European countries totranscend their territorial limits, it would have been necessary to findthese sources of supply elsewhere.

      Colonial exploitation between 1500 and 1800 allowed European countries to dramatically expand beyond their own dwindling natural resources and territorial limits. Had they been trapped in a closed system, the world would have seen a very different arc of history.

  11. Apr 2022
    1. https://en.wikipedia.org/wiki/Open_text

      Within the field of semiotic analysis, an open text is one that can be interpreted by readers in a variety of ways. By way of contrast, a closed text prompts the reader to only one interpretation.

      Given the definition of an open text (opera aperta), in practice, the Bible may be one of the most open texts ever written despite its more likely original intention of it being a strictly closed text.

      What does a spectrum of open to closed look like? Can it be applied to other physical forms that could potentially be open to interpretation? Consider art, for example, which by general nature is far more open to interpretation (an open "text") and rarely are there artworks which are completely closed to a single interpretation.

      How does time and changing audiences/publics affect a work? The Bible may have been meant as a closed text in its original historical context, but time and politics have shown it to be one of the most spectacularly open texts ever written.

  12. Feb 2022
    1. Principle 2: Consider Adding On‐Screen Text to Narration in Special Situations

      p. 139-141

      Clark and Mayer describe a key exception to the first principle they describe. One of the special situations they describe consists of when a learner must "exert greater cognitive effort to comprehend spoken text rather than printed text" (p. 140). This could be when the verbal material is complex and challenging, such as when learners are learning another language or when terminology is challenging such as might be encountered in scientific, technical, or legal(?) domains (p. 141).

      [P]rinting unfamiliar technical terms on the screen may actually reduce cognitive processing because the learner does not need to grapple with decoding the spoken words.

      However, it may be necessary to ensure that video is slow-paced or learner-controlled under circumstances where both audio narration and on-screen text are provided. Mayer, Lee, and Peebles (2014) found that when video is fast-paced, redundant text can cause cognitive overload, even when learners are non-native speakers.

      Mayer, R. E., Lee, H., & Peebles, A. (2014). Multimedia Learning in a Second Language: A Cognitive Load Perspective. Applied Cognitive Psychology, 28(5), 653–660. https://doi.org/10.1002/acp.3050

    2. Principle 1: Do Not Add On‐Screen Text to Narrated Graphics

      p. 133-134

      Clark and Mayer advise against providing redundant on-screen text at the same time that graphics (video) and narration are provided. They base their recommendation on both research and theory. And they provide two reasons before getting into the details: 1) learners reading on-screen text might not attend to graphics and 2) learners may try to reconcile on-screen text and audio narration and engage in extraneous processing defined below (p. 459)[emphasis added]:

      Irrelevant mental work during learning that results from ineffective instructional design of the lesson. For example, a graphic appears at the top of a scrolling screen and text explaining the graphic appears at the bottom so that contiguity is violated.

      But what if recognizing words and phrases accurately becomes a key component of comprehending a graphic or a video-recorded presentation? And what if the combination of audio narration and on-screen text can be used to support that that comprehension?

      There are some interesting studies in second language learning that seem to show similar benefits.

      Gass, S., Winke, P., Isbell, D. R., & Ahn, J. (2019). How captions help people learn languages: A working-memory, eye-tracking study. Language Learning & Technology, 23(2), 84–104. https://doi.org/10125/44684

      Mayer, R. E., Lee, H., & Peebles, A. (2014). Multimedia Learning in a Second Language: A Cognitive Load Perspective. Applied Cognitive Psychology, 28(5), 653–660. https://doi.org/10.1002/acp.3050

      Winke, P., Gass, S., & Sydorenko, T. (2010). The Effects of Captioning Videos Used for Foreign Language Listening Activities. Language Learning & Technology, 14(1), 65–86. http://dx.doi.org/10125/44203

  13. Oct 2021
    1. The closed and centric positionality of the animal is characterized first and foremost by the immanent constitution of a self. While not occupying any definitive space, it is spatial inasmuch as it constitutes the non-relativizable "here" of the organism. Double aspectivity is defined for the animal with respect to a separation, and at the same time non-separation, between its core, its here, its self and its whole body of which the core is part. Thus the living thing whose organization exhibits a closed form is not only a self that 'has', but a special kind of self, a reflexive self or an itself. We may speak of a living thing of this kind as being present to the living thing that it is, as, by virtue of its set-apartness from this living thing, forming (not yet 'having', which is why it is not yet an 'I'!) an unshakeable point in this living thing in relation to which it reflexively lives as one thing. In the irreducible oscillation between being inside and being outside that distinguishes the positionality of the closed organism on the ground of simply being the body itself lies the boundary for the referentiality of the thing back to itself. (pp. 220-21) One can anticipate the movement of Plessner's dialectical logic in setting up the conditions for his anthropology. The animal has a self-presence but not a reflective access to it. The animal has achieved a distance to its own body (one might say a "detachment") but does not have a perspective on having such distance. It enjoys a qualitatively new level of agency in its relationship to its surround but it is still fully absorbed in its here and now. The animal is conscious inasmuch as it has awareness of that which it stands in opposition to and reacts to from out of its center (albeit without being able to thematize that relationship). Plessner refers to this as the animal's "frontality."

      Here, Moss helps clarify the word "detachment" as the living organism achieving some kind of distance from its own body, but does not have a perspective of it. Importantly, Plessner holds that the animal is conscious, but not self-conscious. Plessner's term for this type of consciousness is "frontality".

    2. Plessner's distinction between plant and animal is both an enabling pathway towards his anthropology but also quite distinctive and worthy of consideration in itself. Contrary to the mainstream legacies of botany and zoology, but consistent with the logic he is developing, plants and animals for Plessner are a priori life-categories or modals of the organic based upon filling alternative organizational possibility spaces that follow from the dialectics of positionality and not in the first instance about the distinction between autotrophy and heterotrophy. Accordingly, certain heterotrophic species such as corals, hydroids, bryozoan and ascidians are classed by Plessner into the plant category. In broad terms, the plant-animal distinction is defined by the difference between "open" and "closed" positionalities, a distinction which has much to do with levels of mediation. One may think of this as two alternative basic strategies for achieving the aforementioned balance between assimilative and resistive moments immanent in any form of positionality. "A form is open if the organism in all of its expressions of life is immediately incorporated into its surroundings and constitutes a non-self-sufficient segment of the life cycle corresponding to it" (p. 203). An open form of positionality, we can say, doesn't require mediation by way of a posited center and the consequence of this is realized throughout the morphology, physiology and growth patterns of the plant. Morphologically this is manifested in the tendency of the organism to develop externally and expansively in a way that is directly turned toward its surroundings. It is characteristic of this kind of development that it does not have the need to form centers of any kind. The tissues responsible for mechanical solidarity, nutrition, and stimulus conduction are not anatomically or functionally concentrated in particular organs but rather permeate the organism from its outermost to it innermost layers. The absence of any central organs tying together or representing the whole body means that individuality of the individual plant does not itself appear as constitutive but rather as an external moment of its form associated with the singularity of the physical entity; in many cases the parts remain highly self-sufficient in relation to each other (graftings, cuttings). This led a great botanist to go so far as to call plants 'divididuals'. (pp. 203-204)

      This is an interesting classification of "open" and "closed", depending on whether the living organism has uniform functionality or specialized, and centralized structures respectively.

  14. Aug 2021
  15. Jun 2021
    1. Apologies for digging up a closed thread, but it already contains some monorepo examples so feels like the best place to do it.
    1. Isabel: What did you have to learn? What was picking up the different cultural experiences like?Angelo: The main thing was learning how to interact with others, because it was very hard. I feel like an outsider so I wouldn't really go up to people, I wouldn't go up to any other races. So it was very hard, I would really stay to myself and to that just one friend. Even sports, I couldn't do sports because I didn't feel like I fit in. I never felt like I fitted it in. And throughout all my school experiences, I never felt like that belong to me because there was many times where I had opportunities for my academics to get awards or be presented with some stuff, but I was always told "No, you're not American so you can’t do that. And there's no way that you're going to go to another state they're going deport you on the way there, we're going to get pulled over.” And so, I really didn't see a future there for me.Isabel: Where was that message coming from? Is it just your day to day interaction with people—like the way you felt othered—or did people explicitly say, “You have no opportunity here?”Angelo: Mainly it was my parents. My parents wanted us to keep to ourselves. My parents just raised us with that mentality that we're here, we're your family, there's nobody else. So you go to school you come home and that's it. So, any other projects, and the after-school activities, didn't even come to mind because I didn't see it for myself. I couldn't seem to picture myself having fun in after-school activities. It was just that mindset that, "Okay, I got to go home because we're not from here and something bad might happen."

      Time in the US, School, Fitting in/belonging, Struggling, Feelings, Disorientation

  16. Apr 2021
  17. Mar 2021
  18. Feb 2021
  19. Dec 2020
    1. An authority that answers to itself, that derives its power not from an open system, but from a closed system is a tyranny and prone to a failure-denial cycle in which each failure is then covered up by greater abuses of power until the resulting disaster can no longer be covered up.

      failure-denial cycle

  20. Aug 2020
    1. Video 2.1

      The closed captioning is in an Asian language. Can that be changed to English or is this something customizable by the learner?

  21. Jul 2020
  22. May 2020
  23. Apr 2020
  24. Oct 2019
    1. There's no problem with Chromecast per se it's just that Chromecast is a closed ecosystem that doesn't lend itself very well to experimentation.
    1. Their hope by announcing so loudly what they have accomplished, is that others in the Android modder/hacker scene will step up and help them turn this root exploit into something useful for users by deploying features that are not currently available through the Google controlled Chromecast experience.
  25. Aug 2019
  26. Feb 2018
  27. Jan 2017
    1. The ‘structuralist’ strand of literary theory tends to deploy close – sometimes microscopic – readings of a text to see how it functions, almost like a closed system. This is broadly known as a ‘formal’ mode of literary interpretation, in contrast to more historical or contextual ways of reading.