30 Matching Annotations
  1. Last 7 days
  2. learn-us-east-1-prod-fleet01-xythos.s3.us-east-1.amazonaws.com learn-us-east-1-prod-fleet01-xythos.s3.us-east-1.amazonaws.com
    1. This study researches the development of clinical trainers and their learners. Also, the article discussed how to create effective training. Key Words knowledge translation, training transfer, continuing professional education, instructional design

  3. Mar 2019
    1. Adult enrollment in higher education grew by more than 50 percent between 1991 and 2011, according to U.S. News & World Report. This trend shows that today’s educators and corporate trainers must adapt to the different needs, learning styles and challenges presented by teaching adult students. By understanding adult students, you can become a better educator or trainer. Here are six key teaching strategies for making lessons more applicable for adult learners. Keep It Relevant Adult students truly latch onto lessons they feel are relevant. They have to understand how the skills they learn will improve their daily lives. If they believe a lesson will have a measurable impact, they will be far more likely to be engaged and internalize the lesson. How can this be achieved? Education resource eLearning Industry recommends considering the “real value in the educational experience you’re providing.” While teaching adults, educators and trainers should consider the real-world impact on how a person works or interacts with  family. Remind adult students that a math lesson can help them better understand what they do every day or that the course will give them the experience they need to advance in their careers. Real-world outcomes will inspire an adult student to put forth more effort in a course. Remember Student Backgrounds One of the many differences between adult learners and their younger counterparts is experience. Adult education has to draw on the fact that stu

      Adults going back to further their education has grown by 50 percent between 1991 and 2011! With these staggering numbers, educators must remember 6 effective strategies for teaching adults. The 6 strategies are:

      1. Keep it Relevant
      2. Remember Student Background - adult learners have far more experience and more background.
      3. Integrate Emotion into Lessons - helps students to connect.
      4. Encourage Exploration - didactic teaching - allowing activities and assignments to stay static but topic to be explored.
      5. Make Assignments Convenient - With more people working, assignments need to be broken into smaller more manageable parts.
      6. Always Offer Feedback- The quicker feedback the better! Rating 8/10
  4. Nov 2018
    1. Thinking in Multimedia: Research-Based Tips on Designing and Using Interactive Multimedia Curricula.

      This article examines various methods of delivery: multimedia integration, possibly including audio, video, slides, and animation. The recommendation is to carefully consider which online delivery mode matches with the learner, and to be cognizant that not everyone learns in the same manner. Certain topics may be best presented in live videos and not in power-point slides show as meaning may be lost or not delivered correctly. It’s important to follow-up with immediate assessment and feedback to continue to develop effective training.

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

  5. Dec 2017
    1. It would be unethical, for example, to include as an author someone who had made only minor contributions to the research (e.g., analyzing some of the data) or for a faculty member to make himself or herself the first author on research that was largely conducted by a student.

      This example effectively identifies and communicates what could be a minor contribution to a study as well as an improper behavior regarding the assignment of contribution.

  6. Nov 2017
    1. la causeformelle est la causalité des propriétés émergentes

      Dans la définition de la cause formelle, la notion d'émergence introduite ici : "causalité des propriétés émergentes" me paraît centrale. Elle n'est guère reprise (en tant que telle) ailleurs dans le présent article, ni dans celui de Louise. Toutefois, cette question de phénomènes émergents liés aux dispositifs d'éditorialisation permet peut-être d'indiquer certains limites à l'usage des mots "circulaire" ou "récursif" qui semblent à la fois décrire des processus similaires tout en contenant une contradiction interne : un phénomène récursif n'est justement pas circulaire... (http://www.cnrtl.fr/definition/r%C3%A9cursivit%C3%A9)

  7. Oct 2017
    1. DHers need more effective communication with broader publics, to bring our own work in preservation, speculative computing, and cultural memory into the light—and to foster collaborations with people outside the academy who share our orientations and concerns.

      I am in 100% agreement. The question remains; how do you bring DH to the attention of the general public in a relatable and accessible way? How do you bridge the communication gap between those working in DH in an academic capacity and those who know nothing of the concept and work outside of academia?

  8. Sep 2017
    1. I will argue that the agonistic relationship between Elizabeth and Charlotte exemplifies competing claims about the development of the person through conjugal intimacy. Ultimately, marriage in Pride and Prejudicebecomes a divisive lens for imagining future selves as well as justifying current happiness.

      Another point of Moe's argument. She contends that marriage and "conjugal intimacy" develops characters differently, based on their opinions on the subject.

    2. Because of Charlotte’s disgraceful attitude toward marriage, “all the comfort of intimacy was over” for the two women (P, 174).

      Moe does an excellent job at providing pivotal quotes from the text to support her characterization of Elizabeth and Charlotte's vastly different opinions on marriage. For an introduction, Moe's explanation of their different views to ground her eventual argument is effective, as it draws the reader in, and establishes the validity of her eventual assertions.

  9. Jul 2017
  10. Mar 2017
    1. As people age, do you have any advice for them as they get older?

      This is a great question. She obviously planned the interview ahead of time by having good questions ready. She knew what she wanted to learn more about and was sure to ask pointed questions about it. This particular question is interesting since only an elderly person like James can answer it. I think that it is a question that few people think about but everyone is interesting in the answer once they hear it. The interviewer is a great listener and she doesn't assume that she knows the answer even though she knows her grandfather well.

    2. What are the keys to a happy marriage

      This is a big question. She uses the technique of asking easy questions and deeper ones. By asking about things from his past, easy questions and then asks this more philosophical ones, she helps the interview be relaxed but interesting. This is a good technique as far as mixing the more simple and more deep questions.

    1. As far as receiving forgiveness from you–sometimes I still don’t know how to take it because I haven’t totally forgiven myself yet. It’s something that I’m learning from you – I won’t say that I have learned yet – because it’s still a process that I’m going through.

      Without asking any questions, she is able to get Oshea to talk about his feelings by listening well and simply commenting a little based on his responses. This is good, but I think that if she had asked a question or two, it could have been even more interesting. I would suggest a question like: How do you deal with challenges in your daily life? How have you changed since your time in jail? I think that a mix of question/answer and non-planned conversation is the best technique for my interview.

    2. n. I wanted to know if you were in the same mindset of what I remembered from court, where I wanted to go over and hurt you. But you were not that 16-year-old. You were a grown man. I shared with you about my son.

      This is a conversation and not an interview, so it is an interesting comparison with other classic interviews. There are no questions asked, but the two have a history together, so they talk about their relationship. Mary did a good job not answering for him, interrupting or assuming that she knew what he wanted to say since she knew so much about him. This may be helpful to me as I interview my coach, since I will be asking questions, but I can also be open to the conversation. It doesn't have to involve questions only. We can chat about things too.

    1. When you were in jail and I first came out, who was I with?

      This is a good "easy question" that was mentioned in the readings. I see how an easily answered question is good to use, because the interviewee is able to give a lot of detail and will normally get into the conversation more because they know that they have a lot to say on the topic. It opens up the talk and eases the flow, I think.

    2. P: But I wanted to know why you never told me this stuff? Why didn’t you?

      This reveals that Savannah's interview with her mom was motivated by the desire to know more about what happened to both of them and what her mother felt about the circumstances. The first 4 questions definitely felt planned. I think that Savannah wrote them down beforehand, so that she could get specific answers. This shows good planning.

  11. Sep 2016
    1. EA principles can work in areas outside of global poverty. He was growing the movement the way it ought to be grown, in a way that can attract activists with different core principles rather than alienating them.
    2. Effective altruism is not a replacement for movements through which marginalized peoples seek their own liberationAnd you have to do meta-charity well — and the more EA grows obsessed with AI, the harder it is to do that. The movement has a very real demographic problem, which contributes to very real intellectual blinders of the kind that give rise to the AI obsession. And it's hard to imagine that yoking EA to one of the whitest and most male fields (tech) and academic subjects (computer science) will do much to bring more people from diverse backgrounds into the fold.
    3. The other problem is that the AI crowd seems to be assuming that people who might exist in the future should be counted equally to people who definitely exist today. That's by no means an obvious position, and tons of philosophers dispute it. Among other things, it implies what's known as the Repugnant Conclusion: the idea that the world should keep increasing its population until the absolutely maximum number of humans are alive, living lives that are just barely worth living. But if you say that people who only might exist count less than people who really do or really will exist, you avoid that conclusion, and the case for caring only about the far future becomes considerably weaker
    4. The problem is that you could use this logic to defend just about anything. Imagine that a wizard showed up and said, "Humans are about to go extinct unless you give me $10 to cast a magical spell." Even if you only think there's a, say, 0.00000000000000001 percent chance that he's right, you should still, under this reasoning, give him the $10, because the expected value is that you're saving 10^32 lives.
    5. At one point, Russell set about rebutting AI researcher Andrew Ng's comment that worrying about AI risk is like "worrying about overpopulation on Mars," countering, "Imagine if the world's governments and universities and corporations were spending billions on a plan to populate Mars." Musk looked up bashfully, put his hand on his chin, and smirked, as if to ask, "Who says I'm not?"

      Es decir, debemos preocuparnos ahora por los riesgos imaginarios de inversiones que ni los gobiernos, ni las universidades están haciendo para un "apocalipsis Sci Fi" un lugar de preocuparnos por los problemas reales. Absurdo!

  12. Feb 2016
    1. The rule of thumb is to avoid using more than two expressions in a list comprehension. This could be two conditions, two loops, or one condition and one loop. As soon as it gets more complicated than that, you should use normal if and for statements and write a helper function
    2. Dictionaries and sets have their own equivalents of list comprehen-sions.

      It gets better an better!

      d = { "foo": "bar", "baz": "qux" }
      r = {val: key for key, val in d.items()}
      #=> { "bar": "foo", "qux": "baz" }
      
    3. Unlike map, list comprehensions let you easily filter items from the input list, removing corresponding outputs from the result.

      This might be the greatest advantage of list comprehensions. Even in Ruby requires one to return a nil value from a map and then a call to compact, like: array.map(&:transform).compact.

    4. Beware that indexing a list by a negative variable is one of the few situations in which you can get surprising results from slicing. For example, the expression so melist[-n:] will work fine when n is greater than one (e.g., somelist[-3:]). However, when n is zero, the expression so melist[-0:] will result in a copy of the original list.

      Which is the same for somelist[:]. Not sure what the author is getting at. Maybe he meant to say that using variables as indexes when slicing can become confusing?

    5. Slicing can be extended to any Python class that implements the__getitem__ and __setitem__ special methods
    6. In a file, functions and classes should be separated by two blank lines.

      I wonder what the reasoning for having two blank lines for separating functions and one blank line for methods is. Seems like an arbitrary distinction.