131 Matching Annotations
  1. Last 7 days
    1. In the battle between Hindu supremacists and elite egalitarian, 'minority-exploitative' political forces, supremacists won. A new, ''Modified' India is on the wings. Not for everyone.

    1. This week, he triumphantly reaped one of the biggest electoral harvests of the post-truth age, giving us more reason to fear the future
    2. India witnessed a savage assault on not just democratic institutions and rational discourse but also ordinary human decency

      This will go from bad to worse

    3. fictions has been steadily enhanced by India’s troll-dominated social media as well as cravenly sycophantic newspapers and television channels.

      Fiction + trolls + pliant news media = Modi returns. This will go from bad to worse.

    4. From the beginning, he was careful to present himself to his primary audience of stragglers as one of them: a self-made individual who had to overcome hurdles thrown in his way by an arrogant and venal elite that indulged treasonous Muslims while pouring contempt on salt-of-the-earth Hindus like himself.

      This was not just his narrative; it was the narrative of everyone in his coterie.

    5. abandonment

      The two India's India and Bharat now come to haunt us. This is the rise of an apparently disenfranchised India. Will it augur well for all of us?

    6. India is a grotesquely unequal society

      Unequal and inequitable

    7. Mr. Modi and his Hindu nationalist supporters seemed to plunge an entire country into a moronic inferno.

      Consolidation of Hindu supremacist regime.

    8. he is an unreconstructed ethnic-religious supremacist, with fear and loathing as his main political means.

      This will get worse over the next five years!

    9. Over five years of Mr. Modi’s rule, India has suffered variously from his raw wisdom

      and more to come

    10. Mr. Modi has confirmed that the leader of the world’s largest democracy is dangerously incompetent.

      Yet he keeps winning. Why and how?

  2. May 2019
    1. rave servers do not store your browsing data

      Which is why you will not see a single profile and if you have two brave browsers installed on two devices, they will not sync. OK.

    1. Bloom’s Taxonomy is a classification of the different objectives and skills that educators set for their students (learning objectives). The taxonomy was proposed in 1956 by Benjamin Bloom, an educational psychologist at the University of Chicago. The terminology has been recently updated to include the following six levels of learning.
      • Remember
      • Understand
      • Apply
      • Analyse
      • Evaluate
      • Create
    1. If you are using Arch, use this command to enable support to run unprivileged containers for the current session: sysctl kernel.unprivileged_userns_clone=1

      The above code solved the problem. The problem was that, every time I opened Brave browser, it showed an error message, unsupported command-line flag: -no-sandbox

    1. Follow the instructions. There are two ways to go with this: 1) git clone the browser-extension repo, then cd into src/ folder and then go to the injector.js file and change the settings manually taking from the diff file OR 2) use git apply to change the injector.js file 3) Or use git apply as the

    1. Teaching the computer to draw kōlams gave computer scientists insight into how picture languages function, which they then used to create new languages
    2. By providing a meal of rice flour to bugs, ants, birds, and insects, she writes, the Hindu householder begins the day with “a ritual of generosity,” with a dual offering to divinity and to nature

      Very interesting perspective!

    1. The International Study on Asthma and Allergies in Childhood (ISAAC) was established in 1991, and was recognised inthe 2004 Guinness Book of World Records as the largest epidemiology study among children ever conducted

      ISAAC study found food allergy among children in Australia was about 10%, and similar prevalence expected in NZ, and all ethnicity are similar in this respect. No separate estimate for NZ is available

    2. confusion over the difference between food allergy and food intolerance.

      important point.

    1. connectivity (chunking) among new concepts, such as concept mapping, can improve outcomes for subsequent memory-intensive exercises. Formative assessments, when performed frequently, help learners by prompting them to apply new content before it has been overwritten. Faded examples both minimize demands on short-term memory and offer context that helps improve connectivity for future work, in which the “scaffolding” of contextual support can be gradually removed. Anything you can do to a) recognize and b) support learners in working with the limitations of short-term memory will improve the effectiveness of your teaching

      Strategies that help in moving information from short term to long term memory:

      • chunking (tying disparate facts together)
      • concept mapping (done best before lessons begin)
      • repeated formative assessments
      • faded examples All times, avoid cognitive load
    2. guided practice: we set up a structure in which learners can test their skills and get feedback on their progress. This contrasts with another teaching strategy variously known as constructivist, discovery, problem-based, experiential or inquiry-based learning.

      Guided practice is where we do:

      • We work, our learners in the workshop work
      • We use frequent formative evaluations every 5-10 minutes using multiple choice questions and the MCQs are so created that they can tap misconceptions, not just fact checking.
      • We hold student's hand and guide
      • We do this so that repeated practice will help to store information from short term memory to longer term memory
      • Minimalist guidance actually increases the burden of learning new tools
    3. An instructor can draw a concept map for an entire topic, and use that to decide where to introduce a formative assessment to avoid overloading short-term memory.

      Great tip for desining a lesson

    4. A concept map is a picture of someone’s mental model of a domain

      Steps of drawing concept maps:

      1. List all concepts
      2. Put most abstract concepts on top
      3. Place all specific concepts at bottom
      4. Link them using verbs
      5. The more links the better
    5. memory by creating chunks

      This is the principle of chunking. In chunking you relate or connect the disparate pieces of information by forming connections among them, and then that forms the story or the narrative. this is like the 'attic' of Sherlock Holmes.

    6. ask “What questions do people have?”

      In a workshop setting repeatedly ask: "what questions do you have?"

    7. ability of experts to make use of fluid representations

      Fluid here signifies an easy flow or flexibility.

    8. storing knowledge as a graph in which facts are nodes and relationships are arcs

      This is knowledge graphs. Nodes and edges connect disparate pieces of information

    9. experts have more connections among pieces of knowledge

      Just memorising facts do not matter. You need to have a vault in the mind where you keep pieces of information and then forge links between them.

    1. Several teaching strategies were discussed. Start with reverse design and start with the goals in mind and tailor your teaching to that end. Then, use formative assessments

    2. reverse-design setting,

      Reverse-design setting is where you start with the goals and objectives and tailor your teaching to meet these goals. See more ...

    3. Wiggins and McTighe’s Understanding by Design,
    1. Should we conclude that the studentswho answered “remainder 12”really understand division

      What does the word 'real understanding' mean here? We need to contextualise all information we learn to our own lived experiences. Abstract thoughts are not enough.

    2. Key notes from understanding by design

    1. The summary article about growth and fixed mindsets written from the perspective of high school student teaching but it seems that this can be used for all levels of students and individuals.

    1. annotations here: Article in pdf

    2. oncept map. A concept map is a picture of someone’s mental model of a domain:

      Some more notes about concept maps:

      • Each concept is a noun or adjective
      • Each connector is a verb
      • More general concepts are arranged on the top of the page (so we have a top down or TD arrangement for graphing)
      • Highly specific terms are placed in the bottom ## Software for concept mapping:
      • Paper pencil (most convenient)
      • cmaptools, free and excellent tools
      • freemind (mind mapping as well but you can use for concept mapping) See a large list here

      Here is a 'coggle' that shows how concept maps work (a very simple concept map just two nodes and one edge)

    3. graph model of knowledge

      where you create mental models by linking various pieces of information together. A concept map or a mind map is useful. See also this annotation

      check also this hacker noon article

    1. A discussion on the definition of what constitutes a knowledge graph. Looks like a knowledge graph is where different pieces of information are connected to each other based on their ontology.

    1. Note: A problematic Portable Document Format (PDF) content type

      I set Firefox to open PDF files. When I tried to open PDFs, Firefox repeatedly opened empty tabs. I had to open preferences and click 'preview pdfs in firefox' rather than open pdfs in firefox.

    1. copying and pasting the direct links into the Google comment window

      What could this be?

    2. ook advantage of Hypothesis direct links to annotate my emerging text with the exact snippets and notes that I used as sources for particular text.

      Cross link with direct linking

    3. Hypothesis has largely replaced my use of reference managers as a means to organize important papers.

      Intriguing. Needs closer reading till I figure out a way where I can export the annotations on individual passages and notes to a text document. So, I'd keep integrating hypothesis and zotero together and write papers using Authorea or Jupyter notebooks using a bibtex formatted bibliography management system.

    4. ability to take notes anchored to specific passages of text, and have them tagged and searchable across papers, are such major benefits

      For this to happen, start with:

      1. Open an article in the web browser (Google Chrome or Firefox) that can support pdf.js or epub.js or html if that is available
      2. Open hypothesis app, and start annotating at passages (as in this annotation)
      3. Add a consistent tag (see the other how_to tagged articles)
      4. Then search all related hypothesis annotations and notes on pages using those tags and organise knowledge that way.
    1. This movement toward open and interoperable web annotation sets the stage for a democratization of the scholarly arts of close reading, line-by-line analysis, and accurate citation.

      This is an excellent use case for teaching and research, section by section, segment by segment. As an extension, this can lead to a new form of scholarly documentation, where mashup and commentary can itself become the basis of peer reviewed contribution.

    1. This is a great tool for using hypothes.is in the classroom. Select article, ask focused questions, prepare your own answers and let students use this in real time in the classroom.

    1. Open Access. A colorectal cancer prediction model using traditional and genetic risk scores in Koreans. Keum … cohort members. A genetic risk score (GRS) was calculated by summing the number of


    1. So, this page lays out the basic idea behind hypothes.is. The page note is an overarching summary, or can add another layer of information of related pages, annotate 'weblinkography', 'bibliography' if it is an article, a set of equations or perhaps even point to something like codes or jupyter notebooks that can flow from a 'page' or a 'document' level. Yet embedded within that document could be other commentaries that are marginal notes. What this system needs is a seamless way to extract these notes per user basis, so that I can collate a set of links strewn across the web with identical tags. For example, if have tagged this note along with other marginal notes I created with tags 'howto', and 'hypothesis_how_to'. These were created as I tried to get to understand this system. If I were able to now extract these various pieces of texts to a single document that would contain a link to this parent document, then I could use this to teach or let others know how to use this system as well, and for my future notes. In theory, the notes system could be used for a thought logging system as one were to read a 'paper' or a webpage, or add comments. Then these comments could be either emailed or 'shared' in some way that would make it useful to write a script (say a python script using Beautiful Soup or somehting) to scrape all comments to a theme based set of plain text, which in turn could be arranged to develop into an annotated bibliography with very little effort. The effort would be to read and annotate on the fly. it could also be used to curate knowledge across the web and bring everything into one place, in this case, hypothes.is user page.

    2. to annotate a whole document (versus a selection), create a page note

      This is more like a summary or a critique or a succinct account of a page that gets annotated. it could be a video site as well, say a youtube site. Or an audio site. It could provide additional information to a page or a related page.

    3. agree on a standard set of tags to classify sets of resources

      This is step one. Set up a standard set of tags. These tags will then classify resources. Let's say I want to classify all studies on polygenic risk scores on the web. These documents come in the form of HTML, or PDF. If on the top of that, you'd also like to tag something like tutorial, or software to do the job, then write those tags as well when you come across a resource and tag it. So, a list of tags to learn about polygenic risk scores could be something like:

      • polygenic risk score
      • polygenic_risk_score
      • tutorial
      • utility
      • why_how So, all resources that pertain to polygenic risk scores can now be divided into a set of main document types: some that discuss tutorials and how tos, others discuss the utilisation values and debates. Later, these could be reassembled.
    1. Test

    2. rom the meta-analysis, SNPswere selected that had an imputation INFO score40.9 and minorallele frequency40.02, and low linkage disequilibrium to eachother (r250.25 within 500 kb window, filtering for significance;PLINK-command7clump-p1 17clump-p2 17clump-r2 0.257clump-kb 500).


    1. All statistical tests were two-sided, and statistical significance was determined as p<0.05

      This paper provides a tutorial and a comparison between risk modelling for colorectal cancer

  3. Nov 2018
    1. Beamer

      Another point worth mention, you must have beamer package installed in your texmf tree or if you use linux or macOS, install beamer separately. None of these commands or options will work if beamer itself is not installed. These tutorials are useless if they do not mention these things.

    2. nsert the defaul

      This information is wrong or outdated. The way to insert a default org-exporter is to do M-x-org-export-default and select default when they present for options.

    1. More recently, scientists who are not themselves computational experts are conducting data analysis with a wide range of modular software tools and packages

      What do you think?

  4. Oct 2018
    1. boxplot is a type

      Need to add a code that can produce boxplot for a single variable and state that the code will be

      data %>%
       ggplot() +
       geom_boxplot(aes(x = "", y = continuous_variable))
    1. A big listicle with plenty of misinformation about prices of the tools, and outdates or broken links. These people do not maintain what they write. Practically none of the tools are good, except for freeplane/freemind to some extent, and I'd say wisemapping.

      There is a need for developing better concept/mind mapping tools for regular use.

    2. browser enabled tool

      A good and free tool true, but you cannot connect the nodes and you cannot label the connectors. So, while a good mind mapping tool, practically useless for concept map as well.

    3. Mind42 is supported with free

      Free, fast and easy, but the interface is clumsy. It does not allow for linking of nodes, and it does not allow for labelling of arcs. Useless but a nice diagramming tool.

    4. LucidChart provides an entirely new perspective to the process of creating diagram

      It is nice and has free options, and for educators. Can be "tweaked" to produce concept maps, but clumsy.

    5. MindManager

      Good tool but NOT free.

    6. Like others, using this tool

      Looks good, but too expensive for 20 bucks a month. Useless.

    7. Brainstorming could never be simple

      A nice visual editor that works in html but clumsy. Not worth the six dollars a month they are asking. But can be useful for concept mapping, not so much as mind mapping

    8. are in a hurry

      Anything but. The site did not open after five minutes and I gave up.

    9. t’s one of the best tool I’ve used

      Broken link, useless

    10. Easiest and simplest mind mapping tool

      Not quite. Very ugly and not at all user friendly.

    11. FREE

      No, it is expensive, there is no free option.

    1. Collaborative close reading involves breaking the class into small groups and passing short excerpts from a text around the room. Each group annotates the passage, making their marks and weaving a colorful web of observations atop the author’s words

      Select short texts >> pass around the class >> ask students to annotate

  5. Apr 2018
    1. veridical

      Theory of planned behaviour by Ajzen; veridical here means truthful. Three factors:

      1. What is my attitude to the behaviour?
      2. What do others think or I think others think towards my behaviour (normative belief)?
      3. How much control I think or I believe I have towards my behaviour or what factors either make it easy or make it difficult for me to conduct my behaviour?

      These will determine my intention to actually act my behaviour, and then intention precedes my actual conduct.

  6. Mar 2018
    1. A very important note for writing the introduction of a journal article, and I think it is useful for any article for that matter. Essentially four or five points:

      • Start with a compelling question, story, data, quote
      • Layout the map of the rest of the paper right there in the introduction leading to the next section
      • Spell out the main argument in the introduction section, this helps to lay out the rest of the map of the paper together
      • Use simple language.
      • Use one of the two approaches or horses for courses - either write a rough sketch in the beginning and then rewrite, or write the perfect story right from the beginning. I like the former approach.



  7. Jan 2018
    1. even use the data to try to disprove what the original investigators had posited

      Isn’t this the point of reproducible and replicable research? Old Popper must be turning in his grave! Oh dear!

    2. people who had nothing to do with the design and execution of the study but use another group’s data for their own ends,

      This is the point of research. Give it, show it to others who can take your data and challenge your assumptions and find new meaning. Why is this a limitation?

  8. Nov 2017
    1. In study 2, why did the authors not employ a an intervention for the longhand note takers as well but only for the laptop group?

    2. Better paraphrasing and less word overlaps for longhand note takers. Were the students randomised? Did the students have similar background and experiences in note taking in each medium selected? How was that known?

    3. The study compared two note taking methods: laptop based note taking methods and longhand note taking methods. Used TED talks as cues or stimulus and paired students in a room to view and take notes using their favourite note taking methods. Then after 30 minutes the students were tested on their recall and concepts. The authors found that while there was not much differences in their recall and comprehension in or o for the facutual contents, when it came to testing concepts, those who took notes i in longhand performed better. Several arguments could be raised. This was not a typical class simulation as in a class the students are expected to read the materials beforeand beforehand and the lectures can augment these experiences. Here they did not have that opportunity.

    1. We do not have to worry about both bases in both strands. Any one strand is fine. Because A always pairs with T and C always pairs with G.

    1. An excellent commentary on what ails our current peer review system and how alternative quality assurance system might work in academics.

  9. Oct 2017
    1. People want health, not health care. And those who require the most health care and get the least health — high-need, high-cost patients with multiple or severe medical conditions — feel this most acutely.

  10. Aug 2017
    1. An excellent meditation that brings out the problem in today's computing culture: under-representation of the minority and females in computing, starting with the students and all the way up to venture capitalists and the culture. It is interesting how Bogost talks about alternative scenarios. Looks like this is a disbalance of power.

  11. May 2017
    1. The mixing of two distinct lineages led to most modern-day Indians. Elie Dolgin

      An important report.

  12. Mar 2017
    1. রা হাত িটেয় নেব

      রাষ্ট্র ঠিক হাত গুটিয়ে নেয়নি, ডিফেন্স কিন্তু বিভিন্ন খাতে গবেষণায় ভাল পয়সা ঢেলেছে।

    1. Provided that the clinical ...

      This rider contravenes with the first objective that people cannot be denied emergency services. How does the establishment exert its right to recover the cost of operations? Is it allowed to determine how much to charge and interest rates, etc?

    2. Which 20%? which 10%? Per day quota of visits? If the bed size is 100, it will be 10 patients but which ten patients? Will they be randomly selected? Same patient can receive the free treatment twice? what will determine this?

    1. I believe it unfair to demand that students watch the video outside of the class time for various reasons. If you have a blended learning environment, that of course provides a natural time and place to watch the videos, but it will be difficult to ensure all students watch a video as homework
    2. If reflection is not a regular part of your classroom culture, then implementing the flipped classroom will not be as effective

      How is it going to be helpful? What is its relevance?

    3. project-based learning (PBL), game-based learning (GBL), Understanding by Design (UbD), or authentic literacy, find an effective model to institute in your classroom

      Project based learning Game based learning Understanding by design

    4. must be paired with transparent and/or embedded reason to know the content

      So, on the test is not good enough? Hlep you in real life not good enough? WHAT is good enough?????

    5. just because I "free" someone, doesn't mean that he/she will know what to do next, nor how to do it effectively

      Good point. What's the way to bring students to use technology effectively?

    1. A specific component cause mayplay a role in one, two, or all three of thecausal mechanisms pictured

      Figure 1 here is particularly important.

    2. “sufficient cause,” whichmeans a complete causal mechanism, can bedefined as a set of minimal conditions andevents that inevitably produce disease; “mini-mal” implies that all of the conditions orevents are necessary to that occurrence

      Set of minimal conditions together define the sufficient cause or complete causal mechanism.

    3. an event, condition, or characteristicthat preceded the disease event and withoutwhich the disease event either would nothave occurred at all or would not have oc-curred until some later time

      The expression, "without which the disease or event would not have occurred", points out to another important concept here, the notion of counterfactual theory of causation.

    4. We can define a cause of a specific dis-ease event as an antecedent event, condition,or characteristic that was necessary for theoccurrence of the disease at the moment itoccurred

      Note the criteria:

      1. Cause as an event
      2. Cause as a condition
      3. Cause as characteristic
      4. Cause is antecedent
      5. Cause is necessary
      6. Cause is conditional We will see all of these conditions expanded
    5. we need a moregeneral conceptual model that can serve as acommon starting point in discussions ofcausal theories

      Note that we start with the example of the bulb and then expand to generalise this example to larger issues -- in our case, health.

    6. Theeffect usually occurs immediately after turn-ing on the switch, and as a result we slip intothe frame of thinking in which we identify theswitch as a unique cause

      Another important point -- often the last observable event tends to be considered the "cause" of an outcome. One must be careful to find out other possible causes of an outcome.

    7. When allother factors are in place, turning the switchwill cause the light to go on, but if one ormore of the other factors is lacking, the lightwill not go on

      This is a very important point in this paper. It points to the notions of multifactorial causality -- that is, an outcome will more often than not have more than one cause, and one cause is not usually sufficient to result in the effect.

  13. Jan 2017
  14. Jun 2016