14 Matching Annotations
  1. Mar 2019
  2. Aug 2018
    1. The most important takeaway Tuesday is that the president’s own former personal attorney pleaded guilty to breaking campaign-finance laws at his alleged direction.
  3. Mar 2018
    1. Complexity Theory replaces simple causality with an emphasis on networks, linkages, holism, feedback, relationships and interactivity in context, emergence, dynamical systems, self-organization and an open system, rather than the closed world of the experimental laboratory. Even if we could conduct an experiment, its applicability to ongiong, emerging, interactive, relational, changing, open situations, in practice, may be limited. It is misconceived to hold variables constant in a dynamical, evolving, fluid, open situation.

  4. Nov 2017
    1. nothing, more than education, adorning the prosperity, the power and the happiness of a nation.

      This reminds me of what education reformer Horace Mann said in 1848: “Education, then, beyond all other divides of human origin, is a great equalizer of conditions of men—the balance wheel of the social machinery.” Like Horace Mann said, education can empower people—despite social, ethnic, or gender differences—to ameliorate societal conditions. Although this time period was characterized by racism and sexism, the mentality demonstrated in these lines in the Rockfish Gap Report is a progressive one. In this line, it does not say "white men are the key to the power and happiness of a nation." "Nothing, more than education" it asserts, is key to a nation's prosperity and posterity as well. Jefferson wholeheartedly believed that the values we hold dear, such as democracy and liberty, depend on providing people with a quality education for years to come. In this paragraph of the Rockfish Gap Report, he makes his views on the importance of education abundantly clear to emphasize the necessity of establishing a college that will serve for years to provide high-quality, comprehensive educations that will enable people to partake in bettering society. This article has a little tidbit about Thomas Jefferson's view on education

    2. To harmonize & promote the interests of agriculture, manufactures & commerce

      To contextualize this time period, the document was written during a time when the South was thriving thanks to its production of cash crops tobacco and cotton. While the North's economy was transitioning into an industrial one, the South's economy remained rooted in agriculture. It's interesting to imagine UVA as a school that emphasized the importance of agriculture as opposed to its emphasis today on fields such as business, biology, and English. In the early 19th century, it was important to consider "agriculture, manufactures & commerce" not as three distinct fields as we might today, but instead as interconnected fields. The advent of the cotton gin, along with other strides in agricultural technology, helped to strengthen this relationship between agriculture, manufactures & commerce as the basis of the South’s economy, and it makes sense that this early Board of Commissioners would want to promote the interests of those aforementioned fields. An interesting presentation about the economy of the South

  5. Oct 2017
    1. fixing the number of professors they require, which we think should at present, be ten, limiting

      While assessing historical documents like the Rockfish Gap Report, we must keep in mind that not everything should be taken word for word. Like the U.S. Constitution, the Rockfish Gap Report is a living, breathing entity that must evolve over time. Although Thomas Jefferson may have initially intended for there to be a small, fixed number of professors, our University has expanded greatly since the publication of this document. We must always consider the context in which a document was written before we decide on what principles of the document should be applied to the governance of our modern community. Clearly, to accommodate the student body that has grown substantially in the past two centuries, it was crucial that more professors were hired.

    2. And generally to form them to habits of reflection, and correct action, rendering them examples of virtue to others & of happiness within themselves.

      I really appreciated the inclusion of this concept. College is often thought to be a time focused on academics; or in other words, learning as much about how to be successful in your prospective career as you possibly can. And while this is true, college is so much more. College is a time when people not only learn about academics; they also learn about themselves and how to be independent, and it's quite the transition. Students in college must make their own decisions, decisions that can easily be impacted by their experience at the University. The Rockfish Gap Report describes UVA as a university that works to not only teach basic values but instill righteousness in its students. UVA does not want students to accept; rather it wants students to reflect on their experiences and share with others for the sake of learning and bettering us all. College is a stage of life where our morals and values develop, and for the first time for many of us, our beliefs are not hand-me-downs; they are custom made to fit the people we have become through our college experience.

  6. Aug 2017
  7. Apr 2017
    1. For instance, in history and the humanities at most universities in the United States, there is a vertically integrated industry of monographs, beginning with the dissertation in graduate school—a proto-monograph—followed by the revisions to that work and the publication of it as a book to get tenure, followed by a second book to reach full professor status. Although we are beginning to see a slight liberalization of rules surrounding dissertations—in some places dissertations could be a series of essays or have digital components—graduate students infer that they would best be served on the job market by a traditional, analog monograph.

      Career paths as vertical industry

    2. Almost by definition, academics have gotten to where they are by playing a highly scripted game extremely well.

      Academics are good at playing scripted game

    3. What we did not anticipate was another kind of resistance to the web, based not on an unfamiliarity with the digital realm or on Luddism but on the remarkable inertia of traditional academic methods and genres—the more subtle and widespread biases that hinder the academy’s adoption of new media. These prejudices are less comical, and more deep-seated, than newspapers’ penchant for tales of internet addiction. This resistance has less to do with the tools of the web and more to do with the web’s culture. It was not enough for us to conclude Digital History by saying how wonderful the openness of the web was; for many academics, this openness was part of the problem, a sign that it might be like “playing tennis with the net down,” as my graduate school mentor worriedly wrote to me. ((http://www.dancohen.org/2010/11/11/frank-turner-on-the-future-of-peer-review/))

      Resistance to new forms on part of academia

    4. The story of Nate Silver and FiveThirtyEight has many important lessons for academia, all stemming from the affordances of the open web. His efforts show the do-it-yourself nature of much of the most innovative work on the web, and how one can iterate toward perfection rather than publishing works in fully polished states. His tale underlines the principle that good is good, and that the web is extraordinarily proficient at finding and disseminating the best work, often through continual, post-publication, recursive review. FiveThirtyEight also shows the power of openness to foster that dissemination and the dialogue between author and audience. Finally, the open web enables and rewards unexpected uses and genres.

      On how the web introduces new genres--example of Nate Silver and his ending up at the NYT

  8. Nov 2016
  9. Feb 2015
    1. “If this data is accurate, then it is an unbelievably devastating indictment of the industry,” said Dr. Pieter Cohen, an assistant professor at Harvard Medical School and an expert on supplement safety.

      A link to Pieter Cohen's directory entry at Harvard: https://connects.catalyst.harvard.edu/profiles/display/Person/21925. His LinkedIn profile: https://www.linkedin.com/pub/pieter-cohen/36/1/632.