95 Matching Annotations
  1. Nov 2022
  2. Oct 2022
  3. Sep 2022
    1. your cognitive load increases with the level of indentation. 1 2 3 4 5 6 7 8 9 10 if r.Method == "GET" { if r.Header.Get("X-API-KEY") == key { // ok return nil }else{ return errors.New("Key is not valid") } } else { return errors.New("Invalid Method") }
    2. Cognitive capacity is the total amount of information the brain is capable of retaining at any particular moment. This amount is finite, so we can say our total capacity is only ever 100%. How much of one’s cognitive capacity is being used towards a particular task at any given time is called the cognitive load
  4. Aug 2022
  5. May 2022
    1. .Adopting the habit of knowledge capture has immediate benefitsfor our mental health and peace of mind. We can let go of the fearthat our memory will fail us at a crucial moment. Instead of jumpingat every new headline and notification, we can choose to consumeinformation that adds value to our lives and consciously let go of therest.

      Immediate knowledge capture by highlighting, annotating, or other means when taking notes can help to decrease cognitive load. This is similar to other productivity methods like quick logging within a bullet journal system, writing morning pages, or Getting Things Done (GTD). By putting everything down in one place, you can free your mind of the constant need to remember dozens of things. This frees up your working memory to decrease stress as you know you've captured the basic idea for future filtering, sorting, and work at a later date.

    1. The differences between the L4 and L7 proxy variants come from which level of the OSI model they deal with. L4 load balancers deal with individual connection flows (think TCP/UDP packets, plain bytes), while L7 load balancers deal with individual requests (think HTTP requests, GETs or POSTs).

      L4 & L7 Proxy.

      L4 load balancers deal with individual connection flows (think TCP/UDP packets, plain bytes).

      L7 load balancers deal with individual requests (think HTTP requests, GETS or POSTs)

  6. Apr 2022
    1. The consequences of student frustration (Borges, 2005) can generate a load that has to be borne by all the agents involved in the learning experiences: students, teachers, and institutions.

  7. Mar 2022
    1. Washington State mathteacher Brendan Jeffreys turned to gesture as a way of easing the mental loadcarried by his students, many of whom come from low-income households,speak English as a second language, or both. “Academic language—vocabularyterms like ‘congruent’ and ‘equivalent’ and ‘quotient’—is not something mystudents hear in their homes, by and large,” says Jeffreys, who works for theAuburn School District in Auburn, a small city south of Seattle. “I could see thatmy kids were stumbling over those words even as they were trying to keep trackof the numbers and perform the mathematical operations.” So Jeffreys devised aset of simple hand gestures to accompany, or even temporarily replace, theunfamiliar terms that taxed his students’ ability to carry out mental math.

      Mathematics can often be more difficult compared to other subjects as students learning new concepts are forced not only to understand entirely new concepts, but simultaneously are required to know new vocabulary to describe those concepts. Utilizing gestures to help lighten the cognitive load of the new vocabulary to allow students to focus on the concepts and operations can be invaluable.

    2. A familiar example ofsuch offloading is the way young children count on their fingers when workingout a math problem. Their fingers “hold” an intermediate sum so that their mindsare free to think about the mathematical operation they must execute (addition,subtraction) to reach the final answer.

      Children counting on their fingers is an example of offloading cognitive load by using proprioception.


      Different cultures use different finger sequences (particularly for the number 3) for counting up.

    3. designed gestures can lighten our mentalload.

      Designed (or intentional) gestures can function to lighten the cognitive load of teaching by engaging multiple pathways simultaneously.

    4. Research shows that moving our hands advances our understanding ofabstract or complex concepts, reduces our cognitive load, and improves ourmemory.

      movement and gesture as a mnemonic device

  8. Feb 2022
    1. I don't think it's a surprise to anyone to know that there are certain activities that help create that space, and it’s been widely commented upon. Doing the dishes, walking the dog, cleaning the house – you need to be doing something.For me, pruning trees in our olive grove is perfect. It takes a little bit of attention, but not that much attention.

      This is related to the idea of diffuse thinking caused by taking breaks or doing things that don't require extreme concentration. Flaneuring... walking, etc.

      You want an activity that requires a little bit of attention but not too much attention. Doing dishes, walking, errands, etc. are good examples.

      Relate this to the

    1. Our brains work not that differently in terms of interconnectedness.Psychologists used to think of the brain as a limited storage spacethat slowly fills up and makes it more difficult to learn late in life. Butwe know today that the more connected information we alreadyhave, the easier it is to learn, because new information can dock tothat information. Yes, our ability to learn isolated facts is indeedlimited and probably decreases with age. But if facts are not kept

      isolated nor learned in an isolated fashion, but hang together in a network of ideas, or “latticework of mental models” (Munger, 1994), it becomes easier to make sense of new information. That makes it easier not only to learn and remember, but also to retrieve the information later in the moment and context it is needed.

      Our natural memories are limited in their capacities, but it becomes easier to remember facts when they've got an association to other things in our minds. The building of mental models makes it easier to acquire and remember new information. The down side is that it may make it harder to dramatically change those mental models and re-associate knowledge to them without additional amounts of work.


      The mental work involved here may be one of the reasons for some cognitive biases and the reason why people are more apt to stay stuck in their mental ruts. An example would be not changing their minds about ideas of racism and inequality, both because it's easier to keep their pre-existing ideas and biases than to do the necessary work to change their minds. Similar things come into play with respect to tribalism and political party identifications as well.

      This could be an interesting area to explore more deeply. Connect with George Lakoff.

  9. Jan 2022
    1. export const load: Load = async ({ page, session }) => { if (!isPublic(page.path) && !isAuthenticated(session)) { console.log('Unauthorized access to private page'); return { redirect: '/', status: 302 }; } else { console.log('Auth OK'); } return {}; };
  10. Dec 2021
  11. Nov 2021
    1. The destination operand must be a register.

      load effective address 的 destination 需要是什么?

    2. The ability of the leaq instruction to perform addition and limited forms ofmultiplication proves useful when compiling simple arithmetic expressions suchas this example.

      leaq 在什么情况下有用?

  12. Oct 2021
    1. Singanayagam, A., Hakki, S., Dunning, J., Madon, K. J., Crone, M. A., Koycheva, A., Derqui-Fernandez, N., Barnett, J. L., Whitfield, M. G., Varro, R., Charlett, A., Kundu, R., Fenn, J., Cutajar, J., Quinn, V., Conibear, E., Barclay, W., Freemont, P. S., Taylor, G. P., … Lackenby, A. (2021). Community transmission and viral load kinetics of the SARS-CoV-2 delta (B.1.617.2) variant in vaccinated and unvaccinated individuals in the UK: A prospective, longitudinal, cohort study. The Lancet Infectious Diseases, 0(0). https://doi.org/10.1016/S1473-3099(21)00648-4

    1. This function allows you to modify (or replace) a fetch request for an external resource that happens inside a load function that runs on the server (or during pre-rendering). For example, your load function might make a request to a public URL like https://api.yourapp.com when the user performs a client-side navigation to the respective page, but during SSR it might make sense to hit the API directly (bypassing whatever proxies and load balancers sit between it and the public internet).
  13. Sep 2021
    1. A recent review of the evidence finds that when students are cognitively overloaded, they disengage more often, perform badly and learn less. You can help students stay focused by making your presentations less cognitively overloaded. So, shorten slides, reduce text, use diagrams, remove irrelevant images, progressively reveal content and stick to one idea per slide. Take a careful look at the materials you use and ask yourself: “What’s my main message? What distracts from that? How can I remove distractions?”

      This feels related to some of the potential power of sketchnotes.

      I'd like the reference to this particular research though.

  14. Jul 2021
    1. A top down view of some learning strategies to begin teasing out which may be better than others.

      Are they broadly applicable or domain specific?

      What learning methods and pedagogy piece are best and for which domains.

      How can we balance learning and doing an overview of theory versus practice?

      Which methods are better for beginners versus domain specific experts?

      Which are better for overview versus creating new knowledge?

      https://www.scotthyoung.com/blog/2021/07/13/against-the-real-thing/

    2. Play may trump problem solving. When working on a problem without a specific goal, the student can try lots of things to figure out what works. In contrast, only one answer is needed to solve a problem with a single goal. A playful, exploratory mindset may map out the patterns of interactions better than a narrowly, solution-oriented perspective. As an example of this, Sweller asked students to solve some math problems. One group was asked to solve the problems for a particular variable, and the other group was asked to solve for as many variables as they could. The latter group did better later, which Sweller explained in terms of cognitive load.4

      exploratory play >> problem solving

      How does this compare to the creativity experience of naming white things in general versus naming white things in a refrigerator? The first is often harder for people, while the second is usually much easier.

  15. Jun 2021
    1. If you return a Promise from load, SvelteKit will delay rendering until the promise resolves.
    2. should run on the same domain as any upstream API servers requiring credentials
  16. May 2021
    1. As one of the authors recently pointed out [2], the cognitive demands on a person in a low-tech, paleolithic environment equal or exceed the cognitive loads placed on members of industrialized societies.

      I'll have to bump up Tyson Yunkaporta's work on my reading list, particularly the cited text:

      Yunkaporta T. Sand talk: how Indigenous thinking can save the world. Melbourne, Victoria: Text Publishing Company; 2019.

  17. Mar 2021
  18. Feb 2021
    1. programmers can try to be aware of their configuration systems and the cognitive overhead they impose on people.
    2. The alternative was to have multiple scripts or stylesheet links on one page, which would trigger multiple HTTP requests. Multiple requests mean multiple connection handshakes for each link “hey, I want some data”, “okay, I have the data”, “alright I heard that you have the data, give it to me” (SYN, ACK, SYNACK). Even once the connection is created there is a feature of TCP called TCP slow start that will throttle the speed of the data being sent at the beginning of a request to a slower speed than the end of the request. All of this means transferring one large request is faster than transferring the same data split up into several smaller requests.
    1. every human has a defined cognitive load that the memory can process. Making anyone process more information than defined will result in cognitive overloading.
  19. Dec 2020
  20. Nov 2020
    1. Cognitive Overhead (aka Cognitive Load): often the task of specifying formalism is extraneous to the primary task, or is just plain annoying to do.

      This is the task that you're required to do when you want to save a note in Evernote or Notion. You need to choose where it goes.

  21. Sep 2020
  22. Aug 2020
    1. Guo, L., Boocock, J., Tome, J. M., Chandrasekaran, S., Hilt, E. E., Zhang, Y., Sathe, L., Li, X., Luo, C., Kosuri, S., Shendure, J. A., Arboleda, V. A., Flint, J., Eskin, E., Garner, O. B., Yang, S., Bloom, J. S., Kruglyak, L., & Yin, Y. (2020). Rapid cost-effective viral genome sequencing by V-seq. BioRxiv, 2020.08.15.252510. https://doi.org/10.1101/2020.08.15.252510

  23. Jul 2020
  24. Jun 2020
  25. May 2020
  26. Apr 2020
  27. Mar 2020
    1. I would like to make an appeal to core developers: all design decisions involving involuntary session creation MUST be made with a great caution. In case of a high-load project, avoiding to create a session for non-authenticated users is a vital strategy with a critical influence on application performance. It doesn't really make a big difference, whether you use a database backend, or Redis, or whatever else; eventually, your load would be high enough, and scaling further would not help anymore, so that either network access to the session backend or its “INSERT” performance would become a bottleneck. In my case, it's an application with 20-25 ms response time under a 20000-30000 RPM load. Having to create a session for an each session-less request would be critical enough to decide not to upgrade Django, or to fork and rewrite the corresponding components.
  28. Feb 2020
    1. I had created a bunch of annotations on: https://loadimpact.com/our-beliefs/ https://hyp.is/bYpY5lKoEeqO_HdxChFU0Q/loadimpact.com/our-beliefs/

      But when I click "Visit annotations in context"

      Hypothesis shows an error:

      Annotation unavailable The current URL links to an annotation, but that annotation cannot be found, or you do not have permission to view it.

      How do I edit my existing annotations for the previous URL and update them to reference the new URL instead?

    1. Performance Benchmarking What it is: Testing a system under certain reproducible conditions Why do it: To establish a baseline which can be tested against regularly to ensure a system’s performance remains constant, or validate improvements as a result of change Answers the question: “How is my app performing, and how does that compare with the past?”
    1. Do Browse like a user wouldTake natural pauses that users would take to consume page contentFocus on the most common use cases, rather than all the possible use casesTake note of pages where forms/logins occur, you will likely need to complete some scripting there
    1. We believe load test scripts should be plain code to get all the benefits of version control, as opposed to say unreadable and tool generated XML.

      Saw another comment lamenting the use of ugly/unreasonable XML files:

      https://github.com/flood-io/ruby-jmeter

      Tired of using the JMeter GUI or looking at hairy XML files?

    2. It is also good practice to make sure that your load testing is functionally correct. Both the performance and functional goals can be codified using thresholds and checks (like asserts).
    1. Load Testing Manifesto Simple testing is better than no testingLoad testing should be goal orientedLoad testing by developersDeveloper experience is super importantLoad test in a pre-production environment
    2. You can use it for running tests with a high load (spike, stress, endurance tests) in pre-production and QA environments.
    1. TABLE 1. Practices to maximize student learning from educational videos

      Table 1. resource for planning/making effective videos

    2. Finally, the utility of video lessons can be maximized by matching modality to content. By using both the audio/verbal channel and the visual/pictorial channel to convey new infor-mation, and by fitting the particular type of information to the most appropriate channel, instructors can enhance the germane cognitive load of a learning experience.

      matching modality to content. So if you want to talk about history, or a book, or just some reflection, it makes less sense to do it over video, but if you want to talk about art history maybe you want to have a video component or be primarily video

    3. Weeding, or the elimination of interesting but extraneous information that does not contribute to the learning goal, can provide further benefits. For example, music, complex back-grounds, or extra features within an animation require the learner to judge whether he or she should be paying attention to them, which increases extraneous load and can reduce learn-ing.

      Weeding + definition, removing flash and bells and whistles that might cause the student to be distracted

    4. The benefits of signaling are complemented by segmenting, or the chunking of information in a video lesson. Segmenting allows learners to engage with small pieces of new information and gives them control over the flow of new information.

      Segmenting or chunking

    5. Signaling, which is also known as cueing (deKoning et al., 2009), is the use of on-screen text or symbols to highlight important information. For example, signaling may be provided by the appearance of two or three key words (Mayer and John-son, 2008; Ibrahim et al., 2012), a change in color or contrast (deKoning et al., 2009), or a symbol that draws attention to a region of a screen (e.g., an arrow; deKoning et al., 2009).

      Signaling definition + examples

    6. The third component of a learning experience is extraneous load, which is cognitive effort that does not help the learner toward the desired learning outcome.

      extraneous load, the fiddling with technology, the finding new content to read, the poorly connected information, etc.

    7. The first of these is intrinsic load, which is inherent to the subject under study and is determined in part by the degrees of connec-tivity within the subject

      how difficult is a concept to understand, word pairing is less difficult than grammar rules.

    8. he second component of any learning experience is germane load, which is the level of cognitive activity necessary to reach the desired learning outcome—for example, to make the comparisons, do the analysis, and elucidate the steps necessary to master the lesson.

      the level of cognitive activity needed to learn the learning outcome (memorize a few words), define terms, recall a history event, draw something.

    9. This processing is a prerequisite for encoding into long-term memory, which has virtually unlimited capacity. Because working memory is very limited, the learner must be selective about what information from sensory mem-ory to pay attention to during the learning process, an observa-tion that has important implications for creating educational materials
    10. Cognitive load theory, initially articulated by Sweller (1988, 1989, 1994), suggests that memory has several components. Sensory memory is tran-sient, collecting information from the environment. Information from sensory memory may be selected for temporary storage and processing in working memory,

      Cognitive load theory

  29. Nov 2019
    1. E-Learning Theory (Mayer, Sweller, Moreno)

      This website outlines key principles of the E-Learning Theory developed by Mayer, Sweller, and Moreno. E-Learning Theory describes how the implementation of educational technology can be combined with key principles of how we learn for better outcomes. This site describes those principles as a guide of more effective instructional design. Users can also find other learning theories under the "Categories" link at the top of the page. Examples include Constructivist theories, Media & Technology theories, and Social Learning theories. Rating: 8/10

  30. Oct 2019
    1. The X-Forwarded-Proto request header helps you identify the protocol (HTTP or HTTPS) that a client used to connect to your load balancer. Your server access logs contain only the protocol used between the server and the load balancer; they contain no information about the protocol used between the client and the load balancer.

      The load balancer may talk to the server via http so using $scheme in nginx when there's an AWS load balancer in front may lead to the $scheme being unexpectedly http instead of https.

      http {
          map $http_x_forwarded_proto $original_scheme {
            "" $scheme;
            default $http_x_forwarded_proto;
          }
      }
      
  31. Apr 2019
  32. Mar 2019
    1. Joe understands this and explains that he will do his best to give you the valid conceptual feel that you want—trying to tread the narrow line between being too detailed and losing your over-all view and being too general and not providing you with a solid feel for what goes on.
  33. Jan 2019
  34. Oct 2017