You can order Correct’s indexcard, dock, and Kokuyo’s fieldnote via the Service page.

CountryJapan Emailtakayuki.h.sugano@gmail.com Facebooktakayuki.h.sugano

Licenses : You are free to share all of my pictures under the Creative Commons BY-NC-ND 2.0. The PoIC, as a software, is free to modify and/or redistribute under the GNU General Public License v3.0.

Record Card Icon : CircleTag : 2nd block Diary, note, account, health, weather, cook, any kind of records about us belong to this class. An individual record is so tiny and less informative. However, from view point of long time span, these records provide us a useful information because we will find a certain "pattern" between them. A feedback from the pattern improves our daily life.

How to link between Cards The "date" and "time" stamp of a cards define their "absolute name". This is why the time stamp must be unique, but not necessary to be accurate. In addition, it is easy to find a specific card, according to the stamp, if all cards are kept in chronological order. This technique was first introduced on the 2-channel.

4. Cite Card Icon : Hat (something above you)Tag : 5th block Quotation, cooking recipe from book, web, tv, anything about someone else’s idea is classified into this class. Important here is distinguishing “your idea (Discovery Card)” and “someone else’s idea (Cite Card)”. Source of the information must be included in the Cite Card. A book, for example, author, year, page(s) are recorded for later use.

0. PoIC Format Move your mouse over the picture. This is the basic of PoIC Fromat. It is consisted from Tag, Icon, Title, Date and Time Stamp, and Contents. After several trial, you will remember this format easily. It's virtual template. You can start PoIC with blank card, anytime, anywhere. In this universe, there are only four class of information : Record, Discovery, GTD, and Cite.

Discovery Card Icon : Electric Bulb (lightning)Tag : 3rd block Things from my brain, mind, spirit, anything emerge from inside me, are classified into this class. This is the most important and enjoyable cards among the Four Cards. You will see your discoveries emerges in your mind like a water from spring. In fact, the 80% of index cards in my dock is dominated by this Discovery Card.

Hawk Sugano has shared his Pile of Index Cards (PoIC) method as well.

Google "Hawk Sugano" and "PoIC" for the reinvention and updating of a system much in use by the Japanese (Umedao author) and Germans (Buhmann author) in the Sixties and Seventies. Neither of these works has been translated into English...apparently Japan and Germany are jealously holding on to their State Secrets ;)

Posted byu/raphaelmustermann9 hours agoSeparate private information from the outline of academic disciplines? .t3_xi63kb._2FCtq-QzlfuN-SwVMUZMM3 { --postTitle-VisitedLinkColor: #9b9b9b; --postTitleLink-VisitedLinkColor: #9b9b9b; --postBodyLink-VisitedLinkColor: #989898; } How does Luhmann deal with private Zettels? Does he store them in a separate category like, 2000 private. Or does he work them out under is topics in the main box.I can´ find informations about that. Anyway, you´re not Luhmann. But any suggestions on how to deal with informations that are private, like Health, Finances ... does not feel right to store them under acadmic disziplines. But maybe it´s right and just a feeling which come´ out how we "normaly" store information.

“Monetising what we see as sacred knowledge, our way of being – driving, walking – is sacred knowledge and the only people who should have any purview over that is our community. … What if we look at what the data could do for our community and how to achieve that? … We are gathering our data because we love our people, we want a better future for the next generations. What if all data was gathered for those reasons? What would it look like?”

rather, he doesn't like it because he thinks it makes claims for benefits that cannot be scientifically substantiated and so leaves academe open to all sorts of meddling criticism

hat use-value the curriculum may ultimately have for them in their particular contexts

As a result, students will begin to see rhetoric as an adaptive process that requires a proliferation of methods at every instant. Instead of pre-ordained processes or methods, students would “start with experience, generalize a pattern or schema from that experience, turn that pattern on future experience, and then adapt the pattern to devise a new schema

Hawk’s emphasis on ecology and immersion promises to counter-act such hyper-disciplinarity and ossification.

s. It is no surprise then that institutionalized writing is steadily moving away from the essay as the universal proving ground for student writers, and towards teaching to write effectively in a variety of genres students can expect to work in as they leave college for the workforce. This shift from writing as a single, universal skill to writing as multiple and genre-based is both potentially liberating and potentially disenfranchising.

as the ability to think of different ways of locating themselves within complex human-technological networks, the emergence of students’ own purposes for using rhetoric, and along with that, their own methods of rhetorical invention.

Instead of a pedagogy of heuristics, which presupposes interiority, Hawk argues for the importance of “ecology and immersion,” in which students gain a greater understanding of their rhetorical presence as multivalent, existing from moment to moment, in connection with other bodies and technologies

Hawk further argues that as the proliferation of communication technologies continue to fracture our understanding of what is good and effective writing, it no longer makes sense to teach texts as if they are strictly the product of a dialectic between writer and audience.

nanarrativeofdefeat,

howtodevelopanationalpoliticalmovementonthebasisofacitystra-tegyandpolitics.