265 Matching Annotations
  1. Last 7 days
    1. As a result, I end up quoting multiple people, sometimes quoting several people back-to-back, before even writing my reply. In those instances it feels like I'm not properly citing those individuals. I feel like it might seem I'm not providing new readers appropriate context for a given quote. It might also be implied that separate quotes are from the same person, leading to mis-attribution.
  2. Jul 2020
  3. Jun 2020
    1. I know you acknowledged your response was late and you're just trying to help but please don't resurrect very old threads.

      This is better than creating a duplicate new thread.

      There is no better place to respond to an existing topic than in the existing thread for that topic.

  4. May 2020
    1. This is not a Q&A section. Comments placed here should be pointed towards suggestions on improving the documentation or server, and may be removed again by our moderators if they are either implemented or considered invalid/off-topic.
    1. Hey there. We see you’ve been busy reading, which is fantastic, so we’ve promoted you up a trust level! We’re really glad you’re spending time with us and we’d love to know more about you. Take a moment to fill out your profile, or feel free to start a new topic.
    1. I believe he will not die, he – the people, because he is a human.

      How does the ending of this poem fit into the focus on individual and collective accountability for Chernobyl that is developed throughout the rest of the text?

      Please reply directly to this annotation.

    2. Why does he look exhausted         in the ward? Not for gold, not for a check. Because he shielded the     dear children         himself; because he is     a human. When     the robot could not         shut down the troubles, he stepped into the contaminated compartment.

      How is heroism represented across these three poems? Who is depicted as a hero, and what are the potential implications of these characterizations for our understanding of the Chernobyl catastrophe?

      You may wish to consider the following annotations to inform your response:

      They did not share it

      God is in . . .


      Doctor Gale / The man who flew into Russia

      Robots and liquidators

      Please respond directly to this annotation.

    3. Was all that existed to control such an explosion an Iron Curtain?

      Who has the right and the responsibility to write about and reflect on Chernobyl and other disasters? How do these poems complicate your understanding of the categories of victim, witness, and perpetrator?

      Please reply directly to this annotation.

    4. One day after the destruction in Sweden they found, boundary radiation; the same in Finland as in Germany, too.

      How do these poems place Chernobyl within the context of international politics? How are catastrophes instrumentalized, and by whom?

      You may wish to consider the following annotations to inform your response:


      The radioactive cloud

      Hiroshima and Chernobyl

      Science versus humanity

      Please reply to this annotation with your response.

  5. Apr 2020
    1. from one problem to the next. We have the alphabet of death: N. P. S.

      Do you think that transnational catastrophes require us to reevaluate the limitations and possibilities of language and communication? In the face of the "alphabet of death," what can writers, artists, and scientists do to respond to catastrophes in a way that is productive but not reductive?

      Please reply directly to this annotation.

    2. the doctor transplants     bone marrow to him, because he is a human.

      What might ethical scientific engagement look like in the aftermath of catastrophe? How do these poems represent science and medicine in relation to Chernobyl?

      You may wish to consider the following annotations, among others, to inform your response.

      Doctor Gale


      Is it the fault of science?

    3. According to experts, time will increase the thousands of dead 500 times more than in Hiroshima.

      What are the benefits, limitations, and ethical implications of comparing catastrophes?

      You may wish to consider this note as you formulate your response.

      Please reply directly to this annotation.

    1. students responded to messages more actively and engaged in more in-depth discussions when discussions were moderated by a peer.

      This could be a good argument to push Hypothes.is to introduce some sort of moderation, in combination with the finding that annotation threads would be rare, and not very deep (Wolfe & Neuwirth, 2001)

    1. European Geosciences Union have already become accustomed to such openness and are posting their work prior to peer-review as a discussion on the Copernicus platform [20].
      • Beberapa platform jurnal seperti yang dirilis oleh EGU memiliki jenis makalah diskusi (discussion paper) yang dirilis begitu makalah dikirimkan ke jurnal. Pada dasarnya ini preprint.

      • Cara-cara seperti ini jarang diadopsi oleh jurnal nasional!

  6. Mar 2020
    1. Don't be discouraged when you get feedback about a method that isn't all sunshine and roses. Facets has been around long enough now that it needs to maintain a certain degree of quality control, and that means serious discernment about what goes into the library. That includes having in depth discussions the merits of methods, even about the best name for a method --even if the functionality has been accepted the name may not.

      about: merits

    1. Before posting your question to a discussion board, check if anyone has asked it already and received a reply. Just as you wouldn’t repeat a topic of discussion right after it happened in real life, don’t do that in discussion boards either.

      Read everyone else's post before posting your own question.

      Stay on topic, don't post irrelevant links, comments thoughts or pictures. Don't type in leetspeak, abbreviations, ALL CAPS, etc.

      Be polite, say please and thank you when soliciting help from your classmates.

      Respect the opinions of your classmates if you disagree. Acknowledge valid points and understand others are entitled to have their own perspective on the issue.

      Be brief when posting in the discussion boards.

      Try and quote what your classmate said if you are referring to something specific. Give them credit.

      Be forgiving of your classmates, they are learning and they too make mistakes.

      Run a spelling or grammar check before posting anything to the discussion board. I'd recommend Grammar.ly.

      Compose your discussion board post in a word or google document and then copy and paste it (save your responses for posterity).

    1. Netiquette Tips

      You will be asked to participate in online discussions and engage with your peers. You should adhere to the following general guidelines (on top of any specific assignment instructions):

      • Use proper language
      • Be precise
      • Avoid emoticons or "leetspeak".
      • Be explanatory. Justify your opinion.
      • Read all comments before hitting submit.
      • Recognize and respect diversity.
      • Tone down your language
      • Control your temper
      • Take your post seriously.
      • Be credible, use sources.
  7. Feb 2020
    1. it is worth opening a merge request with the minimal viable change instead of opening an issue encouraging open feedback on the problem without proposing any specific change directly.
  8. Nov 2019
    1. Coffey argues the effectiveness of online literature discussions in the elementary classroom. Addressing both synchronous and asynchronous environments, she suggests that computer-based discussions can enhance understanding of literature and promote community within the classroom.


  9. Oct 2019
  10. Sep 2019
    1. Some researchers have referred to this type of learning arrangement as anchored discussion.23 When students “talk” with one another about a shared text through digital annotation, evidence suggests.d-undefined, .lh-undefined { background-color: rgba(0, 0, 0, 0.2) !important; }.d-undefined, .lh-undefined { background-color: rgba(0, 0, 0, 0.5) !important; }3Lauren Zucker, Jeffrey Pomerantz, Maha Bali annotation affords richer conversation as students pay closer attention to the text, establish more proximal connections between their discussion and the source material, and embrace opportunities to elaborate their ideas, clarify, and learn from the viewpoints of their peers.
    1. moderating discussion forums

      I don't know if I would consider this a routine task considering the amount of facilitation a good discussion often requires. Perhaps moderating a forum related to routine support questions where the questions might be "when is my term paper due", or "how do I access the course syllabus" could be routine posts in a discussion forum. But when you get into forums where learner discourse is key to the learning process, the moderating is not routine, or that moderating is even the right word to use to frame those discussions as these types of discussion forums often require a facilitator, not a moderator.

  11. Aug 2019
    1. For every question you might have, please create a discussion thread, not a single comment. This makes it a bit easier to see and reply to the question, instead of questions and answers getting mixed together:
    1. Comments are moderated and will only be made live if they add to the discussion in a constructive way. If you disagree with a point, be polite. This should be a conversation between professional people with the aim that we all learn.
  12. Mar 2019
  13. Jan 2019
    1. Or you can ask them to take 1-5 minutes in class before you start discussion.

      We can also think of this pre-writing or even free writing as a mindfulness exercise which helps students reflect and potentially manage stress (beyond the stress of having to speak in public).

    1. Curiosity Is as Important as Intelligence

      This one is a pretty bold statement to make, in general.

      Mike Johansson, at Rochester Institute of Technology, makes the case that curiosity is the key to enabling both Creative and Critical Thinking for better problem solving, in general.

      What are some of your ideas?

    2. “Why are some people more able to manage complexity?”

      Agreed. This is a much better question to ask, as it is an open-ended and discussion enabling question..

    3. Although IQ is hard to coach, EQ and CQ can be developed.

      This one is an interesting phrasing -- there's a lot of debate going on about IQ being an outdated metric already.

      For example, N. Taleb is very vocal that IQ simply does not make sense in today's society.

      What do you think? Is IQ overrated?

  14. Nov 2018
    1. "Using mixed methods, we examined the contribution of four scenario-based online discussion strategies -structured, scaffolded, debate and role play – to the learners’ cognitive presence, the outcome of the discussion. "

  15. Oct 2018
    1. E data infrastructures need to be seen not just as technical programs but as practical relays of political objectives to reform the sector

      I am not entirely clear what this sentence really means?

    1. the correlation of increased impulsiveness and hypofrontality in individuals in the second stage of alcoholism,
    2. t is likely that the cognitive deficit related to impulsive forms of aggressive behavior could be located in a single cortical area
    3. possible existence of a neurophysiologic correlate for impulsively aggressive delinquent behavior in the framework of the “uncontrolled affect”.
    4. results suggest a presence of cognitive deficits and/or attentional system deficits, and likely the existence of a specific sensory system in individuals with impulsively aggressive behav
    5. neither specific nor non specific EEG findings as predictors of criminal behavior in general
    6. more advanced recording techniques, higher numbers of electrodes placed, and better artifact control may be responsible for the differences from earlier results
    7. previously reported findings of a general increase in nonspecific EEG abnormalities associated with violent recidivism in general (Pillman et al., 1999) were not confirmed by our investigation.
    8. Different statistical significance in delta or theta abnormality was not found even between groups of impulsive criminals and control group

      maybe delta & theta waves do not influence the aggressiveness/whatever drives them to commit crimes?

    9. impairment of left hemisphere functions may enhance the propensity for violent behavior in a subgroup of offenders

      but why? is there a specific reason?

    10. focal abnormalities, however, especially of the left hemisphere, were related to a significantly higher number of violent offenses

      was there a reason why abnormalities in the left hemisphere in specific affected their violent tendencies?

    11. the studies suffered from methodological problems.

      what methodological problems? how does thus study differ in method?

    1. forensically informed, interdiscipli-nary approach that integrates neuropsychiat-ric, neuropsychological, and psychophysiologi-cal methods for the study of brain localisation,social cognition, and emotional processing

      can such a large study be done?

    2. neuropsychiatric evaluation of violentpatients should include clinical assessment forfrontal lobe impairment and neuropsychologi-cal evaluation of executive functions,
    3. Accurate measurement of theincreased risk of violence in subjects with pre-frontal dysfunction also requires comparisonwith rates of aggression in appropriate controls

      different brain impairments = different levels of anger?

    4. future studies testing the relation betweenfrontal lobe dysfunction and aggression shouldincorporate controls for known risk factorscontributing to violent behaviour

      good solution, but there's sOOO many factors to consider

    5. The actual frequency of violent behav-iour, however, seems relatively low

      more likely to express aggression due to mental capacities but violence is not likely -- why? perhaps influenced by other factors (upbringing?)

    6. Executivefunction deficits, therefore, may increase therisk of violence via direct eVects on impulsecontrol or through associated psychosocialeVects, or both, either interactively or inde-pendently
    7. Resulting educational and social failure likelycontribute to aggressive and antisocial lifeadaptation,
    8. few studies attributing violent crime tofrontal lobe dysfunction adequately addressconcurrent psychosocial variables

      do not account for other variables that could attribute to violent crimes

    9. grossmeasures of brain function with low specificityand questionable clinical significance, whilefailing suYciently to relate the clinical data tothe specific aggressive behaviours in question