35 Matching Annotations
  1. Aug 2019
    1. Construction businesses need working capital to bridge the gap between cash payables and cash receivables. SMB Compass offers construction business loans to contractors in the United States. One of our reliable lending advisors will help you find the best construction business loan specific to your needs.

      Construction business loans options for small business owners.

  2. May 2019
  3. Apr 2019
  4. Mar 2019
    1. such as scope, simplicity, fruitfulness, accuracy

      Theories can be measured according to multiple metrics. The current default appears to be predictive accuracy, but this lists others, such as scope. If theory A predicts better but narrower and theory B predicts worse (in A's domain) but much more broadly, which is a better theory?

      Others might be related to simplicity and whatnot. For example, if a theory is numerical but not explanatory (such as scaling laws or the results of statistical fitting) this theory might be useful but not satisfying.

    2. Like in evolution, the process does not change toward some fixed goal according to some fixed rules, methods or standards, but rather it changes away from the pressures exerted by anomalies on the reigning theory (Kuhn 1962, 170–173). The process of scientific change is eliminative and permissive rather than instructive.

      This is similar to evolution: not guided, but not random. Does this view contradict the idea of progression?

      It also suggests a complex dynamic system that possess path dependence and environmental interaction.

  5. Feb 2019
    1. or language, in its full extent, means, any way or method whatsoever, by which all that passes in the mind of one man

      A somewhat indirect construction of human? Language is located in the mind? Therefore, humans have minds that they use for language? Or language that they use for minds?

  6. Nov 2018
    1. It may be a small designation to make, but I see a great deal of difference between the act of creation, and the sustained, informed, evaluative elements embedded in construction.

      I do see the distinction between construction and creation but I also see how they easily and usually work hand in hand. I think when helping students use the web and technology to guide and scaffold learning both should be included.

    1. At the intersection of technology and pedagogy:considering styles of learning and teaching

      When examining the pedagogy of learning, teacher and student centered approaches, there is additional evidence supporting a model moving more towards technology-based learning. This articles considers the question of technology in the classroom and its' advantages/disadvantages.

      RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

  7. Oct 2018
  8. Aug 2018
    1. Personal and organizational histories occupy prominent figure positions in the figure-ground dichotomy, and that such histories are used to cope with the future is indicated by several pieces of evidence.

      Does this help to explain the need for SBTF volunteers to situate themselves in time -- as a way to construct a history in Weick's "figure-ground construction" method of sensemaking for themselves and to that convey sense to others?

    2. And if Weick has drawn the correct conclusion about how the past is used to enact the present, being able to note the differences may be even more im­portant than being able to see the similarities. This is especially so in equivocal enactments, which Weick (1979, p. 201) described as involving a figure-ground construction, one in which the ground consists of the strange and unfamiliar

      Weick describes the need to discern differences over similarities to effectively use past-present metaphors as a sense-making device.

  9. Jul 2018
    1. Time is a social construction, or more properly, times are socially constructed, which means the concepts and values we hold about various times are the prod­ucts of human interaction (Lauer 1981, p. 44). These social products and beliefs are generated in groups large and small, but it is not that simple. For contrary to Emile Durkheim’s assertion, not everyone in the group holds a common time, a time “such as it is objectively thought of by everybody in a single civilization” (1915, p. 10). This is so because in the perpetual structuration of social life (Gid­dens 1984) individuals bring their own interpretations to received social knowl­edge, and these interpretations add variance to the beliefs, perceptions, and val­ues.

      Social construction of time. The various definitions are nuanced according to the theorists' disciplines.

      Giddens' work on structuration of social life and its effect on how individuals interpret received social knowledge is salient from Bluedorn's org studies perspective. Structuration offers less grounding when viewed through the lens of technology (see Orlikowski's 1992 critique in Mendeley).

    1. In Chile, the Rosas et al. study (2003) evaluated the effects of introducingeducational video games into the classroom and found indications ofpositive effects on learning, motivation and classroom dynamics.

      Good publication to look at research studies proving OCC and video game creations and educational tools were beneficial to classrooms

    1. When young people help to create content for the Internet -- when they experience being active participants, contributing to what there is online -- they are more likely to see the Internet as a resource that they understand and use effectively. By contrast, when people, especially the young and underrepresented, do not have a chance to experience the Internet as something they have a part in shaping, they miss out on being more closely connected to a wealth of resources, information, interaction, and opportunities for growth that can help them to cross over the digital divide.

      Great point- when students are guided in creating online content, they become more comfortable with using technology to propel them forward in their learning

    1. Part of the reason is because an undergraduate education doesn't really train a person to think like a scientist. Instead, undergraduates focus on learning the large amount of foundational material in a field. It really isn't until graduate school (or after several years at the bench) that a person is taught how to generate new knowledge in the field. Once you can generate new knowledge in the field, then you call yourself a scientist.

      So if you don't generate new knowledge in the field you aren't a scientist? What that mean for the earlier paragraph about the PhD and completion of a block of instruction/training to call yourself a scientist?

  10. Mar 2018
    1. use ‘本を貸していただけませんでしょうか’ to make it even politer.

      book PRT-OBJ lend/give-TE_FORM it-is-acceptable-NEG COPULA-SUGGESTIVE PRT-INTERROGATIVE. "Is it not acceptable to give me your book?"

    2. ‘本を貸してくださいませんか’ (Can’t you lend me your book?)

      (your) book PRT-OBJ give-TE_FRM please-NEG (cannot) PRT-INTEROG (?). "Can't you give/lend me your book?"

      Using くださいません is the negative of ください which, when coupled with か makes a polite order in the form of a question: instead of "Please give me your book," it is "Can't you lend me your book?"

    3. By asking questions, the listeners feel that they have a choice to say no and thus are not offended by your request. In Japanese, you should also ask questions when you ask for a favor.

      When you ask a question, you give the other person(s) the choice to say "Yes" or "No." This is much more polite than any order using 下さい.

  11. Aug 2017
    1. Joan Withers, TVNZ’s chair, added that Fletcher was on a guaranteed fixed price contract. Either that was literally true and Fletcher took a bath it hasn’t disclosed. Or, it kept ratcheting up the fixed price as the work expanded.

      One wonders which it is - Fletcher hiding a $30m loss, or TVNZ hiding a $30m cost blowout.

      Hmmm www.fyi.org.nz ..

  12. Jul 2017
    1. Creation can be viewed simply as the act of producing, or causing to exist.  Construction is the building or assembling of an infrastructure. Construction is equal parts inspiration and perspiration. Construction calls on creativity as well as persistence, flexibility, and revision. Construction asks our students and teachers to focus on the power and patience employed during work process…and not just the final resultant work product.
  13. Apr 2017
    1. which developed naturally

      "Natural development" here seems to imply that there are types of language that are not constructed, but of course we can use cultural context to intuit that she does not mean "natural" as the opposite of constructed but to mean something closer to "just as valid as other language, which is all constructed and ever-evolving."

  14. Mar 2017
    1. Each of us is a narrativ

      It seems that the writers are increasingly collapsing boundaries and challenging notions of Truth. Rhetoric is less about seeking absolute truth and more about how we construct ourselves and the world around us. This also connects with Foucault.

    1. are not,

      Another chain of "are not"s. I can see why Nathaniel promised we'd be ripping our hair out this week. I think there is something interesting about Foucault's rather oppositional way of constructing his arguments. Twice, so far, he has begun with a list of things he is not trying to do. It is reasonable to try to clarify one's project by stating what that project is not, but these lists seem to be so complex as to completely distract and derail the reader into thinking about what the project is not before they ever find out what it is. Does this serve a purpose? Does it serve to reinforce the difficulty of the project? Does is leave some sense of ambiguity about what he is arguing, by also forcing you to consider the issues that he claims he does not want to address?

    1. They will still be there. No one is going to take them away

      In this statement, Berger, is reassuring the reader by attempting to instill an air of patience. Although it may have been possible to argue this statement when it was written, today we can definitively say that the resources are still there. It’s difficult to know if Berger really thought that after 40 years the energy companies are still figuring out the details of this project. Although many of the land claims that were so pivotal in arguing the moratorium have been settled decades ago, there are still economic social and logistical barriers yet to be worked out. Nevertheless, energy companies continue to knock on the door of the Canadian Arctic. For example, In 2005 a government appointed Joint Review Panel completed and approved a five year survey of a recently proposed pipeline through the Mackenzie Valley. This approval was conditional upon the implementation of 176 recommendations including enviro-social aspects. This review had mimicked similar style to that of the original Berger Inquiry and sought the diverse voices and opinions of the Mackenzie Valley. Although support wasn’t unanimous there was clear shift in opinion of the pipeline since the original inquiry. However, as recently as 2016 Imperial Oil Resources Ventures Ltd. was approved for an extension to the construction of their proposed pipeline through the Mackenzie Valley citing the market conditions of natural gas as the primary inhibiting factor. This shows that to this day, not for lack of trying, the words of Thomas Berger still ring true “The resources will still be there”.

      Annotation drawn from “Mackenzie gas project extension approved.” Oil and Gas Journal. June 03, 2016 Accessed March 08, 2017 http://www.ogj.com/articles/2016/06/mackenzie-gas-project-extension-approved.html

      Annotation drawn from “Mackenzie pipeline gets green light from panel.” CBC News. December 30, 2009. Accessed March 08, 2017.

      http://www.cbc.ca/news/canada/north/mackenzie-pipeline-gets-green-light-from-panel-1.864721

  15. Dec 2016
    1. In terms of Bloom’s revised taxonomy (2001), this means that students are doing the lower levels of cognitive work (gaining knowledge and comprehension) outside of class, and focusing on the higher forms of cognitive work (application, analysis, synthesis, and/or evaluation) in class, where they have the support of their peers and instructor. This model contrasts from the traditional model in which “first exposure” occurs via lecture in class, with students assimilating knowledge through homework; thus the term “flipped classroom.”
  16. Jun 2016
  17. Apr 2016
    1. Things stayed civil because the system aligned incentives correctly.

      Sounds like there were many other reasons that most Internet-based initiatives stayed civil in their early days. Some of them have to do with human diversity.

  18. Sep 2015
    1. by humans

      Can it be said that the term "built environment" refers to how humans are implementing their presence throughout nature?

    2. through construction by human

      we are changing the environment

    3. when the built environment ceases to accommodate behavioral requirements, people seek to correct the problem through construction, renovation, or moving to a different building

      Stauffer Science Building transitioning into the new and improved Science and Learning Center is an example on Whittier College's campus of this idea.

  19. Nov 2013
    1. Here one may certainly admire man as a mighty genius of construction, who succeeds in piling an infinitely complicated dome of concepts upon an unstable foundation, and, as it were, on running water. Of course, in order to be supported by such a foundation, his construction must be like one constructed of spiders' webs: delicate enough to be carried along by the waves, strong enough not to be blown apart by every wind.
    2. As a genius of construction man raises himself far above the bee in the following way: whereas the bee builds with wax that he gathers from nature, man builds with the far more delicate conceptual material which he first has to manufacture from himself. In this he is greatly to be admired, but not on account of his drive for truth or for pure knowledge of things.
    3. In the same way that the sound appears as a sand figure, so the mysterious X of the thing in itself first appears as a nerve stimulus, then as an image, and finally as a sound. Thus the genesis of language does not proceed logically in any case, and all the material within and with which the man of truth, the scientist, and the philosopher later work and build, if not derived from never-never land, is a least not derived from the essence of things.

      It's fascinating to consider how if our language had been constructed differently... based on, somehow, a logical reasoning of stimuli... mankind would think entirely differently.