505 Matching Annotations
  1. Jan 2021
    1. Get a small home server (e.g. ASRock Beebox), get a domain and run Cloudron, then enable Nextcloud (and any other app they provide).Provides local and off-site backup (e.g. on S3).
    1. There is a dimension of personal preference to it. I don't like to expose more than strictly necessary to external consumers, because it makes it harder to track usages. If you find a bind:prop in a consumer, you know prop is used (which you already kind of knew since the prop is part of the "public" API of the component). Done. If you find a bind:this, you now need to track all usages of this this.
  2. Dec 2020
    1. To help us at these crucial moments we may find it useful to devise a ritual which symbolizes and facilitates our transformation into our second self. Todd Herman, author of the Alter Ego Effect and a peak performance coach, cautions that this technique will only work if the ritualized actions we select are performed exclusively when we need to activate the transition into our second self.

      Ritualized action like baseball players.

    1. Using the Hypothesis API¶

      It'd be great if there were a guide for spinning-up a self-hosted version of the API/Backend

    1. Dr. Chu recommends saying to yourself “I can or I get to learn” to see attending school as opportunities and choices that we shouldn’t take for granted.

      Change your thinking of a task from an obligation to an opportunity

    2. Sanders explains that often when parents see that a child does not appear to be motivated, they tend to place blame and judge. Instead, she recommends that parents should be curious about what is going on and try to work collaboratively by problem-solving.

      Great Parenting.

      Try to understand why your kid has problems with motivations, maybe along the self-determination theory route (autonomy, relatedness, and competency).

      Try to see if your child has a sense of control of the situation, what skills they have or are lacking to tackle the issue, and if they feel heard and connected.

    3. “Autonomy and relatedness are often missed in household tasks. People say to themselves ‘I have to clean or do laundry’ and this thinking reduces our sense of autonomy,” he said.How to overcome it:Dr. Chu says that we can overcome this lack of motivation for household tasks by enhancing autonomy.“Say to yourself ‘I can or I get to clean’ which changes your thinking of household tasks as opportunities and choices that we shouldn’t take for granted.”

      The way we phrase our motivations is a large part in whether we can get it done.

      Say we phrase our chores as something we 'have' to do then we lose our sense of autonomy or control over the situation. This leads to us less likely to do the task as it is something we are compelled to finish. If we rephrase it to "I get to do my chores" then the sense of autonomy returns as now chores are an oppurinity that I can take advantage of.

    4. Dr. Chu explains that self-determination theory states that three basic psychological needs — autonomy, competence, and relatedness — need to be satisfied for people to be intrinsically motivated.

      Self-Determination Theory says we have 3 psychological needs

      1.Autonomy- Having the ability to make your own choices

      2.Competence- The feeling that you have the skills needed to succeed

      3.Relatedness- Sense of feeling connected with others

    5. “Self-determination theory proposes that the quality, rather than solely the quantity, of motivation influences how people act,” says Dr. Tsz Lun (Alan) Chu, sports psychologist

      The Self-determination theory says that the quality and not the quantity of motivation determines how we action

    1. In its true sense, myth pertains and is limited to the gods while legend applies to humanity, the heroes.

      Of Gods and men

    1. Summary This design of the Cambria-Automerge integration has several useful properties: Multi-schema: The document can be read and written in any schema at any time. A document has no single “canonical” schema—just a log of writes from many schemas. Self-evolving: The logic for evolving formats is contained within the document itself. An older client can read newer versions without upgrading its code, since it can retrieve new lenses from the document itself. Future-proof: Edits to the document are resilient to the addition of future lenses. Since no evolution is done on write, old changes can be evolved using lenses that didn’t even exist at the time of the original change. One area for future research is further exploring the interaction between the guarantees provided by lenses and CRDTs. For example, Automerge has different logic for handling concurrent edits on a scalar value and an array. But what happens if the concurrent edits are applied to an array in one schema, and a scalar value in another?
    1. To stay up-to-date with the new parts, just follow this medium or observe me on Twitter. In case you need some help, remember that I am open for consultation.
    2. If you like it, remember to clap. Note that if you hold the clap button, you can leave more claps.
  3. Nov 2020
    1. “I think of the self-actualizing man not as an ordinary man with something added, but rather as the ordinary man with nothing taken away.”

      Interesting way to look at it. We are all capable of greatness and what stops us are things that hold us back, not traits we do not posses.

      It is saying that we have all we need to self-actualize

    1. One last bonus: CSS variables can be written in a way that makes it easier for human programmers to understand. If you just see hex code #93e9be, you won’t know what color it produces, while --brand-green makes clear the purpose of the variable.
    1. Psychologists have only seriously begun analyzing self-talk in the last couple of decades, and here’s what we know:1) Positive self-talk improves performance in most sports.2) Questions like “Will I do this?” produce better results than statements like “I will do this.”3) Using “we” in self-talk is better than using “I.”4) Talking about yourself in third person is more effective than talking in first person.5) Both motivational (“I will do this!“) and instructional (“See the target…straighten elbows…lock onto target…“) self-talk seems to be effective in enhancing performance.

      How to talk to yourself! Positive Self - talk and motivation are best executed when done this:

      1) Positive self-talk improves performance in most sports.

      2) Questions like “Will I do this?” produce better results than statements like “I will do this.”

      3) Using “we” in self-talk is better than using “I.”

      4) Talking about yourself in third person is more effective than talking in first person.

      5) Both motivational (“I will do this!“) and instructional (“See the target…straighten elbows…lock onto target…“) self-talk seems to be effective in enhancing performance.

    1. On the view that experience, like thought, has representational content, this can be understood as the view that experiences, like thoughts, can have content that is first-personal.

      Is it implied here that,

      (0) Concept is like a box which holds Representational Content (A) Experiences can have First Person Representation Content (B) Thoughts can have First Person Representational Content (C) Thoughts are conceptual. (D) Experiences are non-conceptual (E) Having Conceptual First Person Representational Concept implies the subject is self-conscious

      Therefore (F) Having Non-Conceptual First Person Representational Concept implies the subject is self-conscious as well?

    2. After all, self-consciousness is presumably a form of consciousness

      Does Self-Consciousness then imply consciousness of ones own thoughts, and consciousness of one's own sensory and non-sensory experiences?

    3. On this account, every belief involves the self-ascription of a property and so, arguably, is an instance of self-consciousness

      If you say, "I believe P", it may imply you are conscious that "you believe 'that P'"

      But can you believe something that you're not conscious of? Does saying 'I believe P' imply, you're actually conscious of P?

      for example, If I say "I believe that "All Cats have 5 legs" could it mean that I am conscious that "All Cats have 5 Legs" or does it mean that I am conscious that I believe "All Cats have 5 Legs". If the later is acceptable, then it is probably valid to say that beliefs, even visibly wrong ones, have self-ascription (self-indicating) property. That is, they indicate I am aware of 'What I believe'.

    4. first-personal thought and language is irreducible to non-first-personal thought and language, and is essential to the explanation of action

      Is the author implying that, on a 'Referent' and 'Thought and Language' Grid, 'Referent" ("I" as Subject) as a content of the 'Thought and Language' ("My pants are on fire") calls for action enablement. Whereas 'Referent' ("Smith" as Subject) as content of the 'Thought and Language' ("Smith's pants are on fire") is not self-locating, for being non-first personal thought?

      == Two Lines of Thinking == (1) Smith's pants are on fire. He should put it out. (2) Smith's pants are on fire. He should put it out. I am Smith. Therefore, my pants are on fire. Therefore, I should put it out.

      == unless, I come to believe 'I = Smith', only then it calls for action. Unless and until, 'Smith' becomes first-personal in the mind, it is unable to self-locate.

    1. Self-Directed Learning: A Core Concept in Adult Education

      Svein Loeng. (2020). Self-Directed Learning: A Core Concept in Adult Education. Education Research International, 2020. https://doi.org/10.1155/2020/3816132

    1. Thanks for posting this helpful, well written article. Learning programming, or any other thing one takes up, requires you to sit at one place have a plan of action for your study.

      I was going through my Firefox bookmarks and I found article. I had read this article two years back and had commented that I found it to be useful. I read it back in May 2018. As of now, November 2020, my programming skills are still novice-level. I haven't implemented the ideas or followed suggestions given here.

      It has been 2 years and 5 months since I found this article to be relevant and it baffles me that I haven't taken action by making use of the knowledge given in this article. Two long years flew by. I guess reviewing my bookmarks is something that I will do more often.

      The article was posted on May 23, 2018 and I had stumbled on it the next day itself, i.e., May 24, 2018. This gets me thinking that we could finds solutions for problems(latest ones in this case) once we identify it, articulate it, hit the search button and just read stuff. I could presume that what happened next was that I misunderstood "finding a solution" to "realizing the solution", and perhaps became complacent or maybe there were more problems that didn't come to my awareness to identify and further find solutions. I'm not quite sure. Should I have identified my problems and googled more so that I could have learned C and C++ sooner?

      I wonder what held me back from taking action to accomplish and master something that usually takes not more that 5-6 months maximum.

  4. Oct 2020
      1. The best projects start with goals and plans.
      2. The subconscious has so much to do with success.
      3. Our subconscious decides whether to accept something into our awareness based on something called "Hot Goals".
      4. From this udemy course, I will learn how to set goals with the MOMA subconscious method, by which I convert what's not working for me into a HOT GOAL.
      5. Achieving hot goals is the means of the subconscious mind to keep you safe even if it isn't necessary.
      6. If your goals have to become hot goals then, your conscious goals must translate to subconscious goals.
    1. Self-regulation supports learning and performance on specific tasks through the following: Metacognitive knowledge about academic work. Strategies for analyzing tasks. Metacognitive knowledge about task-specific strategies (e.g., for managing work, learning mathematics, comprehending texts, writing paragraphs). Skills for implementing strategies. Strategies for self-monitoring and strategic use of feedback.

      Self-regulated Learning supports metacognition.

    1. emotional intelligence in initiating the process of self-directed learning among the employees of Bhilai Steel Plant.

      I am not certain where humanism comes into play here. But I recently read some information about it in another article.

    1. 1. The Omniscience Flaw:Reflection in practice requires teachers to effectively address whatever provokes them in the moment, yet sometimes the challenges that require action are not the ones teachers see or hear. For example, while working with a small group or helping an individual student, teachers may miss off-task students in other corners of the classroom. To maximize reflection in practice, teachers need extraordinary, all-knowing powers. While many teachers have superhero-like qualities, omniscience is not one of them.2. The Symptom-Treatment Flaw:Another inadequacy of situational thinking is that it does not provide time for the consideration of root causes. Because teachers must react in the moment, the critical pause required to conduct an “act of search or investigation” is not possible (Dewey, 1910).3. The Recollection Flaw:Reflection on practice relies on the accuracy of memory. Educators must recall the details of prior lessons to maximize their diagnosis, but those details often fade in memory. Reflection is best when specific, yet memory can only deliver an adumbrated version of what happened in any given hour.

      Structured self-reflection play an important role in self reflection. The three common flaws in self-reflection allow instructors to analyze specific challenges. Using this method of analysis offers teachers the opportunity for self-reflection and correction. Rating: 8/10

    1. Self-concept also differs from self-esteem: self-concept is a cognitive or descriptive component of one's self (e.g. "I am a fast runner"), while self-esteem is evaluative and opinionated (e.g. "I feel good about being a fast runner").
    2. Self-concept is distinguishable from self-awareness, which refers to the extent to which self-knowledge is defined, consistent, and currently applicable to one's attitudes and dispositions.
    1. Subgroups of the computer underground with different attitudes and motives use different terms to demarcate themselves from each other. These classifications are also used to exclude specific groups with whom they do not agree.
    1. Preservice Teacher Experience with Technology Integration: How the Preservice Teacher’s Effica-cy in Technology Integration is Impactedby the Context of the Preservice Teacher Education Pro-gram

      This article discusses the need for teacher education to focus just as much on technology knowledge (regardless of grade level taught) as on educational theory and methods. It argues that teachers cannot be effective if they are not trained in not only current technologies, but also taught to be familiar with navigating new technologies as the emerge. 5/10 Very specific to K-12 teacher education.

    1. Link to https://ponyfill.com in your readme. Example. Add ponyfill to the keywords section in package.json.
    1. Andragogy and Self-Directed Learning:Pillars of Adult Learning Theory

      This chapter defines andragogy and reviews the early foundations of adult learning theory. Previous adult learning research performed with multiple constraints demonstrated that circumstance (education, training, health, speed of response) may have more of an impact in learning than age. Studies also revealed that age impacts the ability to perform some cognitive functions yet has little impact on others. While the characteristics of the adult learner have remained relatively consistent, perspectives in classifying the topic and its principles have varied. In discussion of self-directed learning, the authors address related objectives, ethos, self-directed attributes, and assessment methods. The authors report a decline in literature focused on self-directed learning within adult education and advocate for continued investigation and research. 8/10

    1. The educator’s role in self-directed learning

      Fostering self-directed learning through strategy is discussed by Bailey et al. (2019) in chapter 1 of “Self-Directed Learning for the 21st Century: Implications for Higher Education.” The authors review the changing role of the educator and the learner based on respective self-directed teaching strategies (problem-based learning, cooperative learning, process-oriented learning) and the learner’s propensity for self-directed learning. In addition to providing principles to promote self-directed learning, the Grow and Borich models for implementing said learning were briefly reviewed. 8/10

    1. Creativity, Self-Directed Learning and the Architecture of Technology Rich Environments

      (Click Download full-text PDF to read). In this article, the authors reflect on the need to cultivate creativity and self-directed learning through transition from conventional course design to a more comprehensive design, which includes technology, problem solving, and collaboration. Moreover, the authors contend that measures of success should not be limited to traditional assessment methods. Barriers to the success of a self-directed design within the typical learning environment are mentioned. Through case study review, the authors demonstrate that strategic course design (educator, setting, technology, expectations) fosters development of the self-directed learner. Dynamics supporting the success of the technology-rich, creative, self-directed design were included. With a methodological approach that incorporates technology, problem-solving, teamwork, and educator support, self-directed behaviors emerge.(8/10)

    1. Empowering older adults’ informal, self-directed learning: harnessing the potential of online personal learning networks

      Article discusses informal, personal learning networks as they relate to older, adult learners and self-directed study. Author questions how and why adults turn to internet and social media tools for knowledge acquisition. Concedes a lack of research in regard to adults' use of internet-based tools. Defines older adults as 60+. Rating 7/10

    1. Self-Directed Learning:  A Key Component of Adult Learning Theory Geri Manning

      Article offers a discussion of SDL as component of adult learning theory. Useful discussion of conceptual framework and literature review. Characteristics of SD learners are explored. Concludes with some implications for the study of adult learning. Rating 7/10

    1. I'm suggesting that the cookbook apps be self-contained & forkable. 3rd parties could host their own cookbook recipes, possibly using a forked cookbook from an already established pattern.
    1. Description: This article reflects on the impact of self-directed learning, technology readiness, and student motivation in blended and non-blended learning environments. These three categories were selected due to their importance in success as a student as well as an employee. It is clear that self-directed learning has a bigger effect on blended learning environments because of the independence students must exhibit during the online portion of the class. Similarly, students need more technology related skills to be successful in a blended environment. Yet, student motivation impacted both blended and non-blended learning nearly equally.

      Rating: 7/10

      Reason for the rating: There are plenty of citations throughout the text and the data is represented in an easy to understand fashion. Yet, the data sample size was small with only 200 students participating in the research. Therefore, more trials are needed to get a definitive answer.

    1. In order to coordinate these processes, an individual needs to be able to monitor and regulate his own learning. The ability to monitor and regulate learning changes over the life span and can be improved through interventions.

      Self-regulated learning--it can be improved

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    1. Description: The article discusses the use of social media in a blended learning environment. There were three groups. The control group was taught the material face-to-face without technology. The first experimental group was taught in a blended setting with some face-to-face interaction and limited internet classes. The second experimental group was blended, similarly to experimental group one, but also had access to the class through social media. All students took a pre and post test. Students in the control group stayed the same while students in the experimental groups grew. The researchers concluded that the blended environment helped while social media support did not.

      Rating: 6/10

      Reason for the rating: The researchers were thorough in their data collecting and interpretations. They described each method in detail and included charts with their data. Yet, only 74 people participated in this study therefore it may not be the best judge of social-medias ability to aid education.

    1. It’s the same old story – if you spend a lot of time trying to become famous, then you become famous, but you won’t have spent any time doing anything worth being famous for.
    1. Why, though, do we not romanticize our preservation? The same matter of chance, of the fleeting nature of fate exists on the other side of the coin. What would have happened if we were better rested, if our energy was better preserved, if we managed our time and said what we really mean? Rarely do we approach whether we get eight hours of sleep with the same guilt as we do whether or not we attended a party, even when, according to sleep expert Matthew Walker, sleep deprivation prevents the brain from remembering information, creating new memories, and sustaining emotional well-being.

      A great observation!

    1. Second, I have a not-very-well supported theory that’s paired with the book Thinking, Fast and Slow. The behavior design implication of that book is that you need to speak to two systems of the brain. Speaking to the rational, Slow System is easy. Just lay out the facts.Speaking to the emotional Fast System is much harder, namely because it’s so hard to see or introspect on what’s going on in there. But if you accept that difficulty (and this is the part of my theory that feels like pop brain science), then you realize that you need to start looking for ways to rewire your emotional core.Then, having accepted that rewiring your emotions is part of most behavior design, I’ve started to notice things — like that most self-improvement advice is not very rational. That’s by design. A self-improvement book is mostly emotional rewiring. That is exactly why you need to read the entire book rather than cheating with a summarized version.

      This is an interesting sounding take. Worth thinking about further.

    1. If private-equity firms cannot be socially responsible stewards of capital, then Congress will need to act. One possible reform would involve fully taxing the advisory and other fees that private-equity investors extract from the companies they own. Another potential reform would impose restrictions on dividends paid out in the two years following a buyout. Since the current system allows private-equity firms to reap much of the positive gains from successful acquisitions, they could also be required to bear some of the liability for a company’s debt when the buyout ends in bankruptcy.
    1. He says that he sees the combination of long form pieces and Q&A as a new level of support. “We used to have level one, which was sending a ticket to the help desk, and it was something we could easily resolve for you. Level two was a more complex problem that maybe required an engineer or specialist from a certain team to figure out. I look at this new system as a level zero.” Before sending us a ticket, folks can search Teams. If they find a question that solves the problem, great. If they need more details, they can follow links to in-depth articles or collections that bring together Q&A and article with the same tags.“
  5. Sep 2020
    1. The appeal of social networks is partly because they let us create documents without thinking about web technology,

      mirrors strongly another comment i made, that our appetites & expectations for computing has outstripped the personal, that we now expect computing to be connective. we want the digital matter we create to exist not just locally, but widely. https://hypothes.is/a/11-k1v7pEeqJ1qdf5kJahQ

    2. There was a time when we could install applications, give some sort of explicit agreement that something would run on our computers and use our hardware. That time is ending,

      The end seems perilously close at hand for personal computing, but, imo, as much as anything that is because users now expect to compute to have impact & effect far beyond the beige box.

      Open source has many amazing things, but in terms of ways to get user's digital stuff online & available & circulating, there have been precious few compelling attempts. I'd call out in particular RemoteStorage spec, & the newer SOLID specs from MIT & TBL.

    1. my people

      Already I can sense the lack of self-awareness that Franklin has in his position/privilege in life...he doesn’t have the side notes/commentaries of our other two narrators, showing us that he doesn’t feel the need to prove himself because he takes his place in life for granted.

    2. thanks to my early training

      Miss Clack frustrates me already. On one hand, she seems to be aware of how prideful she is (“Christian humility conquered sinful pride”), but at the same time, she also seems prideful about being self-aware of her pride - “thanks to my early training” seems self-congratulatory and even “Christian humility” has an air of self-righteousness, as if she wants to remind herself/us that she’s superior because of her humility.

    3. as all serious people know

      Miss Clack seems to include a lot of these little (almost breaking the fourth wall type) commentaries…ultimately, they annoy me, but I think they’re probably important to show how she feels she must constantly justify herself and confirm her good intentions/character. Other examples include “in a tone of Christian interest” or this one “as all serious people know”, which I guess aren’t particularly intentionally objective, which is why they come across as her needing to prove herself in some way.

    1. Blokland, I. V. van, Lanting, P., Ori, A. P., Vonk, J. M., Warmerdam, R. C., Herkert, J. C., Boulogne, F., Claringbould, A., Lopera-Maya, E. A., Bartels, M., Hottenga, J.-J., Ganna, A., Karjalainen, J., Study, L. C.-19 cohort, Initiative, T. C.-19 H. G., Hayward, C., Fawns-Ritchie, C., Campbell, A., Porteous, D., … Franke, L. H. (2020). Using symptom-based case predictions to identify host genetic factors that contribute to COVID-19 susceptibility. MedRxiv, 2020.08.21.20177246. https://doi.org/10.1101/2020.08.21.20177246

  6. Aug 2020
    1. Nguyen, L. H., Drew, D. A., Graham, M. S., Joshi, A. D., Guo, C.-G., Ma, W., Mehta, R. S., Warner, E. T., Sikavi, D. R., Lo, C.-H., Kwon, S., Song, M., Mucci, L. A., Stampfer, M. J., Willett, W. C., Eliassen, A. H., Hart, J. E., Chavarro, J. E., Rich-Edwards, J. W., … Zhang, F. (2020). Risk of COVID-19 among front-line health-care workers and the general community: A prospective cohort study. The Lancet Public Health, 0(0). https://doi.org/10.1016/S2468-2667(20)30164-X

    1. Two, deciding whether or not your image (and, by exten-sion—since many Instagrammers post images of themselves—your body) has worth. You can base this purely on how many likes it gets, but if you don’t see how many likes other images get, you can’t compare your number of likes to anyone else’s. You can only compete with yourself. As we’ll learn in Chapter 4 when we discuss contrast effect, we avoid making decisions in a vacuum, so if you show us other people’s likes, we’ll be tempted to use them to rate our own value. Removing likes is a step away from making a bad decision about what to compare your image to.

      I like the thinking here and where it could subtly push us to.

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    1. Content that is self-contained in that it makes sense on its own when taken out of context. That could mean a widget, a blog post or even a comment within a blog post.
  7. Jul 2020
    1. I learned that I should never ever trust the feeling that I would understand my notes later.

      Your audience is you, but you from the future, so not really you. Write as if you were explaining it to someone else.

    1. Locher, Clara, David Moher, Ioana Cristea, and Naudet Florian. ‘Publication by Association: The Covid-19 Pandemic Reveals Relationships between Authors and Editors’. Preprint. MetaArXiv, 15 July 2020. https://doi.org/10.31222/osf.io/64u3s.