50 Matching Annotations
  1. Apr 2019
    1. But thirdly, and most valuably, the template gives you a big space at the bottom to write sentences that summarise the page.  That is, you start writing your critical response on the notes themselves.

      I do much this same thing, however, I'm typically doing it using Hypothes.is to annotate and highlight. These pieces go back to my own website where I can keep, categorize, and even later search them. If I like, I'll often do these sorts of summaries on related posts themselves (usually before I post them publicly if that's something I'm planning on doing for a particular piece.)

  2. Mar 2019
    1. We performed some manipulation checks to examine the internal validity of the perceptual-cognitive skill tests and any learning effects as a result of watching the same video clips multiple times
    1. Mager's tips on instructional objectives This is a very simple page that consists of black and white text without any graphics. As is, the text on the page is rather small and difficult (for me, anyway) to read, so one may wish to enlarge it. The process of creating instructional objectives in this format is explained in a clear and straightforward way. Rating 5/5

  3. Oct 2018
    1. Four groups of subjects were compared in the study.
      1. offenders of violent criminal activity: impulsive, non-deliberate, affectively motivated, affectively aggressive

      2. control group: no criminal activity and no mental disorder

      3. violently deliberating behaving delinquents: non-impulsive

      4. delinquents performing property criminal activities, non-violent, non-impulsive

    1. (1)studies relating clinical focal frontal lobe disor-ders to violent behaviour; (2) studies reportingneuropsychological measures of frontal lobefunction in aggressive and antisocial subjects;(3) studies of clinical neurological findings inviolent and criminal populations; and (4) neu-roimaging studies of aggressive and violentsubjects

      (2) and (4) are empirical research

    2. Methods

      critical review; compiled information from research articles and studies is used to provide evidence for the connection between frontal lobe dysfunction and violent/aggressive behavior

    1. Second, we recruited a group of college students majoring in chemistry tocompletetheprocedure
    2. Weemployed two control groups as a performance standard. First, as in our pre-vious study, we asked a group of people to fill out the questionnaire withoutproviding them any information whatsoever about the specific case except itstype (i.e., murder).
    3. First, a group of senior police detectives who possessedsubstantial experience in criminal investigations participated. Second, werecruited a group of detectives who specialized in the investigation of homi-cide. Third, to contrast investigative experience to general experience as apolice officer, a sample of trainee detectives who possessed significant expe-rience in police general duties but only a marginal amount of experience incriminal investigations was obtained. Finally, a sample of police recruits wasalso used.
  4. Sep 2018
  5. www-jstor-org.proxy.library.georgetown.edu www-jstor-org.proxy.library.georgetown.edu
    1. Our research took place at Florida State University (FSU), a large, flag-ship, Research–1 institution in the Southeast US, had IRB approval and spanned two semesters totaling thirty-five weeks, over the fall of 2009 and the spring of 2010.
  6. Aug 2018
    1. Weber notes that according to any economic theory that posited man as a rational profit-maximizer, raising the piece-work rate should increase labor productivity. But in fact, in many traditional peasant communities, raising the piece-work rate actually had the opposite effect of lowering labor productivity: at the higher rate, a peasant accustomed to earning two and one-half marks per day found he could earn the same amount by working less, and did so because he valued leisure more than income. The choices of leisure over income, or of the militaristic life of the Spartan hoplite over the wealth of the Athenian trader, or even the ascetic life of the early capitalist entrepreneur over that of a traditional leisured aristocrat, cannot possibly be explained by the impersonal working of material forces,

      Science could learn something from this. Science is too far focused on the idealized positive outcomes that it isn't paying attention to the negative outcomes and using that to better define its outline or overall shape. We need to define a scientific opportunity cost and apply it to the negative side of research to better understand and define what we're searching for.

      Of course, how can we define a new scientific method (or amend/extend it) to better take into account negative results--particularly in an age when so many results aren't even reproducible?

  7. Jul 2018
    1. I buy into Newton’s philosophy that we see further by standing on the shoulders of giants.

      I take his general point here, and Newton said something along these lines, but I wouldn't call it "Newton's philosophy". If anything this philosophy is really the scientific method and Newton didn't invent it.

    1. Luhmann didn’t only write a lot and developed the most complex of all theoretical bodies in the social sciences. He was known for his vast knowledge and deep thinking. He didn’t run to his Zettelkasten when you asked him something. This is because he practiced thinking through writing and processing in the context of the Zettelkasten.

      I read Zettelkasten (German for “slip box”, or “card index”) and immediately think commonplace book!

    2. The Barbell Method takes this into account by integrating your reading habit into your knowledge work with two steps: Read the book. Read swiftly but don’t skip any parts unless they make you vomit or put you to sleep. Mark all the passages that stand out and contain useful, interesting or inspiring information. Read the book a second time. But now you read the marked parts only. This time you make notes, connect them to past notes (Zettelkasten Method!) and think about what you’ve read. Make mindmaps, drawings, bullet points – everything that helps you to think more clearly.
  8. May 2018
    1. Instead of being simply the recipient of negative comments, the reader, in this situation, sees an alternative possibility.  It's not the only one.  It's another option on the way to success. 

      love it

  9. Mar 2018
  10. Nov 2017
    1. A practice is included in our list if large numbers of researchers use it and large numbers of people are still using it months after first trying it out. We include the second criterion because there is no point in recommending something that people won't actually adopt.

      I like the criteria for inclusion (and the whole article), but one could wonder if they really makes something a "good enough" practice. How many is "large numbers of researchers"?

  11. Oct 2017
    1. applying networkand content analyses

      I came across this article while doing research for last week’s blog. I know this is not a straight forward SNA article, but I found it very interesting since it is a combination of SNA and content analysis. Considering this week’s readings on different data collection method, I found their approach of collecting data from Twitter very unique. In this context, content analysis refers to analyzing tweets and their content. Recently, content analysis is being used in various fields. Even social researchers are taking this opportunity of exploring already existing data. Do you think you can use the combination of both SNA and content analysis in your own research field?

  12. Jul 2017
    1. I have written elsewhere: ‘The way of becoming actually free is both simple and practical. One starts by dismantling the sense of identity that has been overlaid, from birth onward, over the innate self until one is virtually free from all the social mores and psittacisms. Virtually free from all the beliefs, ideas, values, theories, truths, customs, traditions, ideals, superstitions ... and all the other schemes and dreams. One can become aware of all the socialisation, of all the conditioning, of all the programming, of all the methods and techniques that were used to produce what one thinks and feels oneself to be – a wayward identity careering around in confusion and illusion. A ‘mature adult’ is actually a lost, lonely, frightened and very cunning entity. However, it is never too late to start in on uncovering and discovering what one actually is. One can become virtually free from all the insidious feelings – the emotions and passions – that fuel the mind and give credence to all the illusions and delusions and fantasies and hallucinations that masquerade as visions of The Truth. One can become virtually free of all that which has encumbered humans with misery and despair and live in a state of virtual freedom ... which is beyond normal human expectations anyway. Then, and only then, can the day of destiny dawn wherein one becomes actually free. One will have obtained release from one’s fate and achieved one’s birthright ... and the world will be all the better for it’.
  13. Apr 2017
    1. This article can be utilized as an argument piece wherein I can help build on my argument.

      Empty rhetoric here. Can cut it. It doesn't say anything really, right?

  14. Feb 2017
    1. mechanistic approach

      "ars est celare artem: art consists in concealing art"

      I do not dig this mechanical, technical, scientific method dissection of writing. Unfortunately, this article is filled with this pre-Freudian crap. You wouldn't tear Raphael a new one because he painted The School of Athens figures in the wrong order.

      Are these mechanics the result of the scientific method?

  15. Dec 2016
    1. results of your research, and within the context of the study, we found ample evidence about significant cha

      You can get it down even more, no? "Your research suggests we should make . . . "

  16. Oct 2016
  17. Sep 2016
  18. Aug 2016
    1. Performance CategoryDesign Categoriesi. StructureFrame design, shape and materials –for functionii. MobilityThrusters: number, power, orientationiii. SensorsCameras, lights, sonar, touch sensors, compass, GPSiv. ToolsArms, claws, rakes, wrenches, hammersv. Ranging DistanceTether length: waterproofing required vi. Buoyancy/ BallastFixed or variable, location and materialsvii. ControlsRC via wire or signal via fibre optic cableviii. Other?Depends on the specific mission

      Are you doing science projects? Maybe you can use an old mission scope to have students ask questions about. That way some of the questions we will need to face will be answered before we actually get the mission for this year.

    1. For the humanities syllabi, I also asked how many tools were being taught in each course.
    2. I looked at whether the courses: 1) required a collaborative project and 2) set aside time to discuss the challenges of collaboration or cross-disciplinary research (or had readings that indicated such).
    3. With each syllabus I looked for general focus (is it tools-, training-, or topics-focused?), the breadth of assigned readings (is the literature from librarianship, humanities fields, or both?), and the structure of project(s) (collaborative, individual).
  19. Jul 2016
    1. Page 15

      Rockwell and Sinclair on the importance of staying up-to-date on commercial developments in text mining and text-handling:

      we are practicing thinking in the humanities while the way people read, the tools of reading, and information privacy and organization are shifting around us. These shifts matter. If we continue to treat textuality as a subject, we need to understand how text can be mined.

    2. Page 6

      Computer-assisted research in the humanities, by contrast to the Cartesian story and traditional humanities practices, has almost always been collaborative. This is due to the variety of skills needed to implement digital humanities projects. It is also linked to the relationship between the practices of interpretation in the development of the tools of interpretation, be the tools for analyzing text or digital editions. Anyone who has used tools forged by another person is in collaboration, even if one isn't personally influencing the provider of the tools. The need to collaborate, though acknowledged in various ways, has been a professional hindrance, as anyone who submits a curriculum vitae for promotion listing nothing but co-authored papers knows.

    3. Pages 6-7

      Collaboration is not always good. It separates the interpreter/scholar from the designer/programmer who implements the scholarly methods. Willard McCarthy notes that the introduction of software "separated the conception of the problems (domain of the scholar) from the computational means of working them out (baliwick of the programmer) and so came at a significant cost.” As computing is introduced into research, it separates consumption, implementation, and interpretation in ways that can be overcome only through dialogue and collaboration across very different fields. Typically, humanities scholars know little about programming and software engineering, and programmers know little about humanities scholarship. Going it alone is an option only for the few who have time to master both. The rest of us and up depending on others.

    1. p. 8-actually this is link to p. 7, since 8 is excluded

      Another trend is the blurring of the distinction between primary sources, generally viewed as unprocessed or unanalysed data, and secondary sources that set data in context.

      Good point about how this is a new thing. On the next page she discusses how we are now collpasing the traditional distinction between primary and secondary sources.

  20. Jan 2016
    1. Is he saying something about inductive vs deductive methods? Where typically historians have a model or a hypothesis but now they are allowing the data to tell the story?

  21. Nov 2015
  22. Jun 2015
    1. The models criticized earlier do not need to be trashed. They are not just plain wrong. It's just that their sphere of applicability must be recognized as limited to a particular mode of exis­ tence, or a particular dimension of the real (the degree to which things coincide with their own arrest).

      This seems to be applicable to method discussions. Certain methods are applicable to certain audiences. Perhaps reductive...

    1. iterative-inductive research (that evolves in design through the study), drawing on a family of methods,

      Hmmm....I really like this articulation of method and find it analogous to "affect theory." That is...the slipperiness that we often encounter in affect theory is often a result of the formal commitments to an ongoing process of evolving terms. Here..."iterative-induction" works well to foreground that process of change.

  23. May 2015
    1. 'rbe concepts appear and reappellT like II revolving cast of characters, joining forces or interfer ing with each other in a tumble of abstract intrigues-at rimes (I admit) barely controlled

      I love the following few pages--on methodology?

    1. x = -a +/- (a2 -b)1/2

      This page looks very interesting but this kind of math formatting has forced many people to take their lives. $$x = -a \pm \sqrt{a^2 - b}$$

  24. Apr 2015
  25. scalar.usc.edu scalar.usc.edu
    1. get information of the literature’s abstr

      Do you mean that excluded literature published before the year 2000? This is also a methodological choice which effects results, thus it warrants some discussion of justification.

    2. vironment’,’trade’,’trad

      Why 30 times and not another cutoff? This kind of methodological choice makes a difference to results and thus deserves some discussion of its justification.

  26. Nov 2013
    1. In use these should be united, so that the same oration can expound purely, speak ornately, and express thought wisely. However, the precepts of pure diction, ornate delivery, and intelligent treatment must be kept separate and should not be confused.

      surely, like learning to play the guitar: fingering on the keyboard, strum and pick, and annotation are studied as distinct practices, and combined together to produce the music.

    2. method

      Method vs. purpose Grammar vs. message

  27. Oct 2013
    1. Moreover, we must not even trust to the first learning by heart; it will be better to have syllables repeated and to impress them long upon the memory; and in reading too, not to hurry on, in order to make it continuous or quick, until the clear and certain connection of the letters become familiar, without at least any necessity to stop for recollection

      Teaching to long memory, more effective than to short memory

  28. Sep 2013
    1. false knowledge

      substitutes "knowledge" for "learning"

    2. SOCRATES: And that, Gorgias, was what I was suspecting to be your notion; yet I would not have you wonder if by-and-by I am found repeating a seemingly plain question; for I ask not in order to confute you, but as I was saying that the argument may proceed consecutively, and that we may not get the habit of anticipating and suspecting the meaning of one another's words; I would have you develope your own views in your own way, whatever may be your hypothesis. GORGIAS: I think that you are quite right, Socrates.

      Socrates himself seems to be a master of persuasion via making the opinions of his opponents sound an awful lot like his own.

    3. Now I want to know about rhetoric in the same way;—is rhetoric the only art which brings persuasion, or do other arts have the same effect? I mean to say—Does he who teaches anything persuade men of that which he teaches or not?

      If this is that, then is that also this?

      Socrates method of persuasion seems to be to tease out distinguishing elements in such a manner as to expand the view and scope of the proposition. it feels like kind of a psychological exercise. I feel like he is going somewhere with this and that he has used several rhetorical tactics and tricks of persuasion that are about be revealed.

    4. And here let me assure you that I have your interest in view as well as my own

      not arguing for the sake of argument, but clearly in pursuit of truth - the psychology of his approach - his method