95 Matching Annotations
  1. Sep 2022
  2. Aug 2022
    1. While Heyde outlines using keywords/subject headings and dates on the bottom of cards with multiple copies using carbon paper, we're left with the question of where Luhmann pulled his particular non-topical ordering as well as his numbering scheme.

      While it's highly likely that Luhmann would have been familiar with the German practice of Aktenzeichen ("file numbers") and may have gotten some interesting ideas about organization from the closing sections of the "Die Kartei" section 1.2 of the book, which discusses library organization and the Dewey Decimal system, we're still left with the bigger question of organization.

      It's obvious that Luhmann didn't follow the heavy use of subject headings nor the advice about multiple copies of cards in various portions of an alphabetical index.

      While the Dewey Decimal System set up described is indicative of some of the numbering practices, it doesn't get us the entirety of his numbering system and practice.

      One need only take a look at the Inhalt (table of contents) of Heyde's book! The outline portion of the contents displays a very traditional branching tree structure of ideas. Further, the outline is very specifically and similarly numbered to that of Luhmann's zettelkasten. This structure and numbering system is highly suggestive of branching ideas where each branch builds on the ideas immediately above it or on the ideas at the next section above that level.

      Just as one can add an infinite number of books into the Dewey Decimal system in a way that similar ideas are relatively close together to provide serendipity for both search and idea development, one can continue adding ideas to this branching structure so they're near their colleagues.

      Thus it's highly possible that the confluence of descriptions with the book and the outline of the table of contents itself suggested a better method of note keeping to Luhmann. Doing this solves the issue of needing to create multiple copies of note cards as well as trying to find cards in various places throughout the overall collection, not to mention slimming down the collection immensely. Searching for and finding a place to put new cards ensures not only that one places one's ideas into a growing logical structure, but it also ensures that one doesn't duplicate information that may already exist within one's over-arching outline. From an indexing perspective, it also solves the problem of cross referencing information along the axes of the source author, source title, and a large variety of potential subject headings.

      And of course if we add even a soupcon of domain expertise in systems theory to the mix...


      While thinking about Aktenzeichen, keep in mind that it was used in German public administration since at least 1934, only a few years following Heyde's first edition, but would have been more heavily used by the late 1940's when Luhmann would have begun his law studies.

      https://hypothes.is/a/CqGhGvchEey6heekrEJ9WA


      When thinking about taking notes for creating output, one can follow one thought with another logically both within one's card index not only to write an actual paper, but the collection and development happens the same way one is filling in an invisible outline which builds itself over time.

      Linking different ideas to other ideas separate from one chain of thought also provides the ability to create multiple of these invisible, but organically growing outlines.

  3. Jul 2022
  4. Jun 2022
    1. Table 1

      Average percentage of problems attempted for males and females in sets 1 and 2 for the 3 minute and 6 minute time conditions in study 2. Significant overall effects are shown for time (3 min or 6 min), test half (set 1 or 2), sex (male or female), interaction between time and sex, and interaction between time and test half.

      Percentage of problems attempted was generally higher in the 6 min condition than in the 3 min condition (time difference), in the 2nd set than in the 1st set (practice effect), and for males than for females (sex difference). The interaction effect between time and sex indicates that males attempt more problems than females throughout, but that the difference decreases as more time is given. The interaction effect between time and test half indicates that participants attempt more problems in the second half of the test than in the first half, but that the difference decreases as more time is given.

    2. Table 2

      Mean amount of problems solved (with SD) for males and females in the 3 minute and 6 minute time conditions of study 2. Significant main effects are shown for sex (male or female) and time (3 min or 6 min).

      Main effect of sex indicates that on average, males solved more problems than females. Main effect of time indicates that on average, participants solved more problems in the 6 min condition than in the 3 min condition.

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    1. Table 6

      No idea how to interpret this. Seems to be statistical figures for questions on the perceived spatial ability test.

    2. Table 4

      Correlations between performance measures for males and females. All correlations were positive and significant at a minimum level of p <.05. Not sure how to interpret this one.

    3. Table 5

      Correlations between measures of absolute and relative accuracy of metacognitive judgments for males and females. Some correlations were significant positive or negative at various levels (p < .05; p < .01; p < .001), and others weren't. Not sure how to interpret this one.

    4. Table 1

      Female performance, female confidence judgment, female global prediction, female global postdiction, male performance, male confidence judgment, male prediction, male postdiction, t-value, degrees of freedom, p-value, Cohen's d, and 95% lower and upper confidence intervals for Raven's matrices test, symmetry span test, paper folding test, spatial relations test, and PSVT:R test.

    5. Table 2

      Female score, male score, t-value, degrees of freedom, p-value, Cohen's d, and 95% lower and upper confidence intervals for absolute accuracy and relative accuracy of spatial relations, paper folding, and PSVT:R.

    6. Table 3

      Female score, male score, t-value, degrees of freedom, p-value, Cohen's d, and 95% lower and upper confidence intervals for global prediction and postdiction of spatial relations, paper folding, and PSVT:R.

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    1. Table 3

      Fixed effect estimates and random effects estimates for confidence predictions using only the participants' gender (Model A) and confidence predictions using the participants' gender and the participants' trial-level PAE as a control. Models A and B demonstrated significance for fixed effects estimates only. Not sure how to interpret this.

    2. Table 2

      Proportion of absolute error and confidence judgment means, standard deviations, minimums, and maximums at the trial level.

    3. Table 1

      Sample size, grade level, percentage of males, number lines/scales used, number of estimations used, and confidence judgment scale used for each study included in the meta-analysis.

    1. Table 1

      Table depicting main effects (F and p values) of stimulus type, gender, and an interaction between stimulus and gender on contrast thresholds and mean reaction times, as well as the gender effects (t and p values; independent t-test of [values for men - values for women]) of MC-biased stimuli and PC-biased stimuli on contrast thresholds and mean reaction times. Stimulus type, and an interaction between stimulus type and gender, had significant main effects on contrast threshold, and PC-biased stimuli had a significant gendered effect on contrast thresholds. Stimulus type and an interaction between stimulus type and gender had significant main effects on mean reaction times. There was no significant gendered effect of MC-biased or PC-biased stimuli on mean reaction time.

    1. Table 2.

      Tests taken by participants, number of participants for each test, independent samples t-test results for each test, p value for each test, and Cohen's d for each test. The visual acuity, visual backwards masking (25 and 5 gratings), simple reaction time, motion direction, and biological motion (inverted 200%) tests showed significant differences between male and female participants.

  5. May 2022
    1. Table 1.

      Sampling information for participants that engaged in various visual perception tests. Information for each test includes the amount of participants that took the test, their mean ages (plus standard deviation), and their age range, in addition to the p-value for mean ages (plus standard deviation).

    1. Table 5

      EEG activations for contextually incorrect tool use over contextually correct tool use from 300ms to 400ms by specific brain lobe and region. "Lobe" refers to the specific lobe within the brain, "region" refers to the specific region within that lobe, and "XYZ(TAL)" are the 3-dimensional Talairach coordinates for the voxel encompassing that region. Z-value and k value need definition.

    2. Table 3

      EEG activations for contextually incorrect tool use over contextually correct tool use from 0ms to 100ms by specific brain lobe and region. "Lobe" refers to the specific lobe within the brain, "region" refers to the specific region within that lobe, and "XYZ(TAL)" are the 3-dimensional Talairach coordinates for the voxel encompassing that region. Z-value and k value need definition.

    3. Table 4

      EEG activations for contextually incorrect tool use over contextually correct tool use from 100ms to 200ms by specific brain lobe and region. "Lobe" refers to the specific lobe within the brain, "region" refers to the specific region within that lobe, and "XYZ(TAL)" are the 3-dimensional Talairach coordinates for the voxel encompassing that region. Z-value and k value need definition.

    4. Table 2

      fMRI activations for contextually incorrect tool use compared to contextually correct tool use by specific brain lobe and region. "Lobe" refers to the specific lobe within the brain, "region" refers to the specific region within that lobe, and "XYZ(TAL)" are the 3-dimensional Talairach coordinates for the voxel encompassing that region. Z-value and k value need definition.

    5. Table 1

      fMRI activations for contextually correct tool use compared to contextually incorrect tool use by specific brain lobe and region. "Lobe" refers to the specific lobe within the brain, "region" refers to the specific region within that lobe, and "XYZ(TAL)" are the 3-dimensional Talairach coordinates for the voxel encompassing that region. Z-value and k value need definition.

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  6. Apr 2022
  7. Jan 2022
    1. The advantage of usinga jump table over a long sequence of if-else statements is that the time taken toperform the switch is independent of the number of switch cases.

      jump table 对比 if-else 的优势是什么?

  8. Oct 2021
    1. Coronavirus Pandemic Data Explorer. (n.d.). Our World in Data. Retrieved March 3, 2021, from https://ourworldindata.org/coronavirus-data-explorer

      is:webpage lang:en COVID-19 graph case death Germany Sweden UK Afghanistan Africa Albania Algeria Andorra Angola Anguilla Antigua Barbuda Argentina Armenia Asia Australia Austria Azerbaijan Bahamas Bahrain Bangladesh Barbados Belarus Belgium Belize Benin Bermuda Bhutan Bolivia Bosnia Herzegovina Botswana Brazil Bulgaria Burkina Faso Burundi Cambodia Cameroon Canada Cape Verde Cayman Islands Central African Republic Chad Chile China Colombia Comoros Congo Costa Rica Cote d'ivoire Croatia Cuba Cyprus Czechia Democratic Republic of Congo Denmark Djobouti Dominica Dominician Republic Ecuador Egypt El Salvador Equatorial Guinea Eritrea Estonia Eswatini Ethiopia Europe Europian Union Faeroe Islands Falkland Islands Fiji Finland France Gabon Gambia Georgia Ghana Gibraltar Greece Greenland Grenada Guatemala Guernsey Guinea Guinea-Bissau Guyana Haiti Honduras Hong Kong Hungary Iceland India Indonesia Iran Iraq Ireland Isle of Man Israel Italy Jamaica Japan Jersey Jordan Kazakhstan Kenya Kosovo Kuwait Kyrgyzstan Laos Latvia Lebanon Lesotho Liberia Libya Liechtenstein Lithuania Luxembourg Macao Madagascar Malawi Malaysia Maldives Mali Malta Mashall Islands Mauritania Mauritius Mexico Micronesia Moldova Monaco Mongolia Montenegro Morocco Mozambique Myanmar Namibia Nepal Netherlands New Zealand Nicaragua Niger Nigeria North America North Macedonia Northern Cyprus Norway Oceania Oman Pakistan Palestine Panama Papua New Guinea Paraguay Peru Philipines Poland Portugal Qatar Romania Russia Rwanda Saint Helena Saint Kitts and Nevis Saint Lucia Saint Vincent Grenadines Samoa San Marino Sao Tome and Principe Saudi Arabia Senegal Serbia Seychelles Sierra Leone Singapore Slovakia Slovenia Solomon Islands Somalia South Africa South America South Korea South Sudan Spain Sri Lanka Sudan Suriname Switzerland Syria Taiwan Tajikistan Tanzania Thailand Timor Togo Trinidad Tobago Tunisia Turkey Turks and Caicos Islands Uganda Ukraine United Arab Emirates USA Uruguay Uzbekistan Vanuatu Vatican Venezuela Vietnam World Yemen Zambia Zimbabwe test vaccine chart map table data case fatality rate mortality

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    URL

  9. Sep 2021
  10. Jun 2021
  11. May 2021
  12. Mar 2021
  13. Feb 2021
  14. Jan 2021
    1. fixed: With this value, the table’s layout ignores the content and instead uses the table’s width, any specified width of columns, and border and cell spacing values. The column values used are based on widths defined on columns or cells for the first row of the table
  15. Nov 2020
    1. 4. Can you explain the design schemas relevant to data modeling?Hiring teams may question you about design schemas as a way to test your knowledge of the fundamentals of data engineering. When you respond, do your best to explain the concept clearly and concisely.Example: “Data modeling involves two schemas, star and snowflake. Star schema includes dimension tables that are connected to a fact table. Snowflake schema includes a similar fact table and dimension tables with snowflake-like layers.”
      • [[data modeling]]
      • ability to explain schemas and schema types, [[star schema]] [[snowflake schema]]
  16. Oct 2020
    1. See the following diagram for an illustration of the basic table components.

      apa table format

  17. Sep 2020
  18. Aug 2020
  19. Jul 2020
  20. Jun 2020
    1. Standard Markdown Extended Markdown in GitLab
    2. You can add a table of contents to a Markdown file, wiki page, or issue/merge request description, by adding the tag [[_TOC_]] on its own line. It will appear as an unordered list that links to the various headers.
  21. May 2020
    1. Table of Contents

      The ideas included here are just a start. The hope is that the community helps add, refine, even remove ideas that don't meet our bar. If you see some ideas or disciplines that you think are missing, let us know! https://ltcwrk.com/contact/

  22. Apr 2020
    1. Finally, from a practical point of view, we suggest the adoption of "privacy label," food-like notices, that provide the required information in an easily understandable manner, making the privacy policies easier to read. Through standard symbols, colors and feedbacks — including yes/no statements, where applicable — critical and specific scenarios are identified. For example, whether or not the organization actually shares the information, under what specific circumstances this occurs, and whether individuals can oppose the share of their personal data. This would allow some kind of standardized information. Some of the key points could include the information collected and the purposes of its collection, such as marketing, international transfers or profiling, contact details of the data controller, and distinct differences between organizations’ privacy practices, and to identify privacy-invasive practices.
  23. Mar 2020
  24. Dec 2019
    1. COMMAND EXECUTE BASHRC -------------------------------- bash -c foo NO bash foo NO foo NO rsh machine ls YES (for rsh, which calls `bash -c') rsh machine foo YES (for shell started by rsh) NO (for foo!) echo ls | bash NO login NO bash YES
  25. Nov 2019
    1. JavaScriptReason const x = 5;let x = 5; var x = y;No equivalent (thankfully) let x = 5; x = x + 1;let x = ref(5); x := x^ + 1;
  26. Sep 2019
    1. Les consommateurs peuvent désormais produire et réparer des objets jadis importés ou construits par des multinationales.

      Quand le joueur s'amuse à déjouer le système, il s'affranchit du commerce.

  27. Aug 2019
  28. Mar 2019
    1. Overview of Learning Theories

      The Berkeley Graduate Division published an interesting and straightforward table of learning theories. The table compares behaviorism, cognitive constructivism, and social constructivism in four ways: the view of knowledge, view of learning, view of motivation, and implications for teaching. This is an easy-to-read, quick resource for those who would like a side-by-side comparison of common theories. 9/10

  29. Jun 2018
  30. Nov 2017
  31. Apr 2017
    1. Peer-Reviewed Article

      Grid lines missing. DM. Tables 1-4.

    2. Peer-Reviewed Article

      Problem with table grid lines at S13.

    3. Peer-Reviewed Article

      Problems with table grid lines at S-42 and S-44.

    4. Peer-Reviewed Article

      Table grid lines missing at S50

    1. Nr. AM 162 B fol. β AM 133 fol. GKS 2868 GKS 2870 7,37 x x 8,1 x 8,6 x x x 8,8 x x x x 8,9 x 8,10 x x x 8,11 x x x 8,15 x x x 8,16 x x 8,18 x x 8,27 x x 8,29 x x x

      Table grid lines missing.

    1. Number Feature Name Feature 1 Number of static strokes Feature 2 Number of nodes Feature 3 Number of straight static strokes Feature 4 Number of bent static strokes Feature 5 Number of vertical static strokes Feature 6 Number of horizontal static strokes Feature 7 Number of loops Feature 8 Number of open ends Feature 9 Number of closed elements

      No grids.

    2. Channel Filter Annotation H1 HP 400 UV reflectography H2 LP 400 VIS-IR H3 BP 450 VIS-IR H4 BP 550 VIS-IR H5 BP 650 VIS-IR H6 BP 780 VIS-IR H7 LP 800 IR reflectography H8 no filter VIS-IR N1 RGB VIS-IR N2 RGB UV fluorescence

      No grid lines.

    3. Folio k- means MRF Sauvola 17 recto precision 0,58 0,93 0,67 recall 0,34 0,64 0,72 29 recto precision 0,67 0,82 0,63 recall 0,72 0,78 0,61 30 verso precision 0,54 0,90 0,73 recall 0,75 0,68 0,72 27 recto precision 0,85 0,92 0,55 recall 0,69 0,81 0,64 Average precision 0,66 0,89 0,65 recall 0,63 0,73 0,67
    4. n = 1 n = 2 n = 3 n = 4 n = 5 precision 0.81 0.81 0.82 0.82 0.80 recall 0.62 0.65 0.65 0.78 0.70 n = 1 n = 2 n = 3 n = 4 n = 5 precision 0.80 0.79 0.83 0.79 0.75 recall 0.67 0.73 0.66 0.80 0.66
  32. Nov 2015