22 Matching Annotations
  1. Jun 2021
  2. Apr 2021
  3. Mar 2021
  4. Dec 2020
  5. Sep 2020
  6. Jul 2020
  7. May 2020
    1. The magnitude of the Pearson correlation coefficient determines the strength of the correlation. Although there are no hard-and-fast rules for assigning strength of association to particular values, some general guidelines are provided by Cohen (1988):

      Magnitude of pearson correlation coeficient.

  8. Jul 2019
  9. Jan 2019
  10. Jun 2018
    1. word clouds

      One year during the beginning of word clouds, two of my students created a project for the rest of the class -- paragraphs honoring veterans also presented as word clouds -- but explaining their organization, layout, colors, fonts, and word choice. What would work best to enhance the message. I thought that was clever of them.

  11. Oct 2017
    1. It was the degree of centrality to the white population of the state which alone then constituted the important point of comparison between these places

      This was really unsettling for me read. Proximity to the most white people is the one criteria that made the difference in where the University's location was chosen. If Charlottesville hadn't been most central to the white population of Virginia, UVa would be located in Lexington or in Staunton. Its definitely not a good thing that our school was centered around pleasing only the white race before our grounds were even built. I can't imagine how different our grounds would be and our university if another place had been more convenient for white people. UVa certainly has a racist past and I think most of us, if not all, are aware of that but I still couldn't believe that such a racist criteria is the reason the school exists where it does today and is the way Uva is today.

      • Becca Meaney
  12. Jan 2017
    1. No longer the fault has to be made. from the columb failure to the firction failure is that there is no cohersion coefficient

    2. The relationship between the shear stresses vs the normal stresses will determine the type of fracture seen and it is called the composite failure envelope- KNOW THIS PAGE

      Coulomb failure criterion: shear stress = Cohesion + The multiplication between the normal stress and mu is the coefficient of internal friction.


      sigma 1- sigma3= sigma failure..... There is a straight line between the failure point of shear stress and the difference between sigma 3 and sigma 1.

      There's failure points of larger differences will be of the same angle... in the diagram it;s about 60 degrees. this is the coefficient of internal friction or mu.

      IF you generate a fault is always 30 degrees to sigma 1 and 60 degrees to sigma 3

  13. Jun 2016
    1. (a) those who work together on the research project throughout its duration or for a large part of it, or who make frequent or substantial contribution; (b) those whose names or posts appear in the original research proposal ~9; (c) those responsible for one or more of the main elements of the research (e.g. the experimental de- sign, construction of research equipment, execution of the experiment, analysis and interpretation of the data 20 writing up the results in a paper).

      Some core definitions:

      • Those who work together through the duration of a project
      • Those whose names appear on the original proposals
      • Those responsible for one or more of the "main elements of the research (e.g. the experimental design, construction of research equipment, execution of the experiment, analysis and interpretation of the data, writing up of the results in a paper)."
  14. Jun 2015
    1. Criteria for performance, such as the Alverno criteria for speaking across the curriculum guide the interaction between student and teacher.

      The purpose of criteria is not about judgment or meeting standards, it's a precursor for conversation or interaction between teacher and student.

    2. Using explicit criteria, the student develops the ability to look at her own work and determine the strengths and weaknesses evident in a particular performance or across a set of performances. She begins to set goals to address the areas she needs to develop and to deepen her areas of strength.

      The obvious paradox here is that the more "explicit" and digestible (student friendly) our criteria, the more a student can be independent in assessing her own work. That's a wonderful tension between top-down criteria and bottom-up assessment.

  15. May 2015
    1. "What connections can I make between what I'm learning in one class with what rm learning in another?" ""What questions do I have about my learning?"

      Versions of these questions would be good for us to consider in our portfolio panels.

  16. Jan 2014
    1. We decided to make a spreadsheet of the possible environments we would consider using for our next generation product. The inputs were: Community Velocity Correctness (aka, static typing-like things) Debuggability/Tooling Downtime/Compile Time Libraries (Standard/External) Testability Team Experience Performance Production We setup the spreadsheet so we could change the weight of each category. This let us play with our feelings, what if we only cared about developer velocity? What if we only cared about testability?

      Good considerations for selecting a platform.