3,459 Matching Annotations
  1. Aug 2015
    1. FoundationalworkofMaryL.Northway:Nestedseriesofconcentriccircles

      One of these charts is not like the others. (via @mdvfunes)

    1. 0.804298

      A test of data annotation in an IPython notebook.

    2. ax.set_xticks(range(len(labels)))

      A test of code annotation in an IPython notebook.

    1. If you really want to, you can go see the 21 reasons why you’ll love tumblr. But you don’t have to. You can just dive in.
    1. teaching humans not teaching machines

      Or, perhaps, "teaching humans /and/ teaching machines"

      Kasparov's Equation: (weak human + machine + better process) > (strong human + machine + inferior process).

      "The winner was revealed to be not a grandmaster with a state-of-the-art PC but a pair of amateur American chess players using three computers at the same time. "

      https://www.palantir.com/2010/03/friction-in-human-computer-symbiosis-kasparov-on-chess/

    2. It’s being framed, as of late, as the “gig economy,” the “freelance economy,” the “sharing economy”
    3. this happens every decade or so it seems – in the midst of a hype cycle full of promises of smart machines and artificial intelligence and frenzied speculation about the impact they will have on the future of work.

      In one of those cycles -- though probably not this one -- it won't be speculation and it won't be the future.

    1. First topic, electability.
    2. Carly Fiorina

      As a non-controversial, non political figure, Fiorina has a great amount of potential coming into the debate to break out of the pack, and gain some name recognition on the national stage. Which, she ended up achieving, with most major news networks reporting the event as her win.

      http://www.cnn.com/2015/08/06/politics/carly-fiorina-republican-debate/

      She also has a personal story regarding her rise from secretary to CEO of Hewlett Packard that is not only appealing in and of itself, but it makes her seem a staggeringly different kind of business owner than one Donald Trump, who she addressed quite intelligently later on. Quite simply, Fiorina has much more street cred with small business owners.

      However, the performance on stage was not particularly stellar, so her superior showing did not require any particularly outstanding moments. Nevertheless, she’s one of my favorite candidates in the coming election cycle, and definitely one to watch.

      I was particularly impressed by her responses to the foreign policy questions in the debate, as well as the below post-debate interviews. I may not entirely agree with all of her stances, but the ones she took ranked high for consistency and to an extent, feasibility.

      http://www.cnn.com/2015/08/07/politics/carly-fiorina-donald-trump-name-calling/

    3. Rick Perry

      With a total of three gubernatorial terms under his belt, Perry ran for the presidency in the 2012 election cycle, only to drop out shortly after an extremely poor showing in one of the debates.

      http://cdn.embedly.com/widgets/media.html?src=https%3A%2F%2Fwww.youtube.com%2Fembed%2FkTNjhcyx7dM%3Ffeature%3Doembed&url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DkTNjhcyx7dM&image=https%3A%2F%2Fi.ytimg.com%2Fvi%2FkTNjhcyx7dM%2Fhqdefault.jpg&p=1&key=e898f7f22a3443a6893439149a6fb36f&type=text%2Fhtml&schema=youtube#

      Returning to the stage, with a new pair of glasses to boot, the governor needs to work to redeem himself in the eyes of the public as a viable, consistent, candidate.

    1. The resurgence of film cameras and vinyl is part of a growing determination to experience simple pleasures in the face of a quick-fix digital lifestyle.
    1. critical state

      Near the threshold for fault slip and earthquakes

    1. the nation needs to develop more “aggressive” capabilities to discourage cyberattacks, said Juan Zarate, the former deputy national security advisor for counterterrorism

      "Juan Zarate is an idiot" says Gary McGraw, https://twitter.com/cigitalgem/status/628705116049276928"

    1. STATE OF NEW HAMPSHIRE

      Again.

    2. RECORD CHANGE REQUEST

    Tags

    Annotators

    1. VBM detected significant tissue changes within the substantia nigra, midbrain and dentate together with significant cerebellar atrophy in patients (FWE, p < 0.05).
      Observation: significant tissue changes
      AnalysisMethod: vbm 
      Location: substantia nigra
      SubjectGroups: FTL compared to CTL
      
      Observation: significant tissue changes
      AnalysisMethod: vbm 
      Location: midbrain
      SubjectGroups: FTL compared to CTL
      
      Observation: significant tissue changes
      AnalysisMethod: vbm 
      Location: dentate
      SubjectGroups: FTL compared to CTL
      
      Observation: decrease
      AnalysisMethod: vbm 
      Location: cerebellum
      SubjectGroups: FTL compared to CTL
      
  2. Jul 2015
    1. In the Moon Under Water it is always quiet enough to talk.

      Our local spot, Toad in the Hole, gets this right with the help of a thoughtful touch I wish more restaurants would figure out.

      Acoustic baffling

      In this photo you can see two acoustic baffles hung high. There are more all around the ceiling. So simple, so effective.

      Update: "It is always quiet enough to talk"

    1. There were no differences between groups with VBR.
      Observation: no difference
      AnalysisMethod: vbr
      Location: all brain
      SubjectGroups: FTL compared to CTL
      
    2. voxel-based relaxometry (VBR)
    3. Voxel-based morphometry (VBM)
    4. Unified Huntington's Disease Rating Scale (UHDRS)
    5. Unified Dystonia Rating Scale (UDRS)
    6. 3D-T1w
    7. quantitative T2 whole brain
    8. Iron deposition in the caudate head and cavitation in the lateral globus pallidus correlated with UDRS score (p < 0.001).
      Observation: significant (p < .001)
      AnalysisMethod: correlation
      Location: iron deposition: Caudate head, UDRS
      SubjectGroups: FTL
      
      Observation: significant (p < .001)
      AnalysisMethod: correlation
      Location: cavitation: lateral globus pallidus, UDRS
      SubjectGroups: FTL
      
    9. 10 clinically symptomatic patients with the 460InsA FTL mutation and 10 age-matched controls
    1. As Web pages become apps, they will also become collaborative spaces where anyone can annotate -- and the rules of engagement will take a while to work themselves out
    1. The shorter-wavelength MTdeflections relax faster than our 5-ms framerate (5)

      Test annotation.

    1. to force coreference

      test

    2. all information about phonology, syntax and semantics

      test

    3. all information about phonology, syntax and semantics

      f the subject? whose phon, syn, and sem information? It could be interpreted as "all information of the sentence" which is surely not meant in this context.

    4. what it does in GB theory

      The use of little nPs (paralell to Little vP) in some minimalist accounts makes possessives and prenominal genitives to subjects/external arguments, i.e. in probably exactly this kind of "more general sense" that you meant for HPSG

    5. In the idiom in (i),Bär‘bear’ actually means a lie and the adjective has to be interpreted accordingly.

      It is right that "Bären" is in the scope of "groß", but not necessarily that "Bär" means "a lie". "aufbinden" means "to tell something wrong to so.", "Bär" means then "a story". To some extent, one could say that the idiom is not "einen Bären aufbinden", but only "Bär", taking into account that the meaning of "aufbinden" does not change. That is, the modifier would have scope over the entire idiom.

    6. Or more carefully put: They do not have any serious problems since the treatment of idioms in their varietyis by no means trivial (Sailer2000)

      This formulation is not so clear in comparison with the German counterpart (their variety >> author's?, theories? idioms?):

      Oder vorsichtig formuliert: kein großes Problem, denn trivial ist die Behandlung von Idiomen in ihrer ganzen Buntheit nicht

      Better??: "in all their many aspects?" instead of "in their variety",

    7. English differs from German

      It would be good to make this point clearer with an example.

    8. self-embedding

      "Referring to the examples would clarifies the term "self-embedding"

    9. an s

      a sentence

    10. that-Verb

      What does "that-Verb" mean?

    11. that-Ver

      that-Verb?

    12. licensed by the same construction

      I'm not sure if [Subj V [that-S]] and [that Subj V [that-S]] are \"the same construction\". Taken Goldbergs definition of construction, they are actually different in form and also in meaning (cf. illocutive force in embedded sentences). This point would be true if you have 4 clauses, then the 2 constructions in the middle really would have the same form AND meaning.

    1. You'd have to be astoundingly brazen to run for president, churning up toxic xenophobic sentiments, just to get the political leverage to win a huge tax break, or to build a casino or to stop somebody else's casino.

      Or a sociopath for whom it's all just another day at the office.

    1. Rather than waiting passively for technology to change the world, let's see how much we can do with what we already have.

      And let's reward innovators who leverage and recombine mature technologies to solve real problems as richly as we reward those who create novel technologies that may solve no problem at all, or perhaps only the narrow problems of the tech elite.

    2. Fixing the world with software is like giving yourself a haircut with a lawn mower.

      That's a keeper.

    1. The record suggests clusters of earthquakes, each followed by gaps of 730–1,190 years.

      That is what I've been looking for.

    2. Before T5, a gap of ~980 years separates this group from a second cluster that includes T6–T10 and averages ~560 years between earthquakes.

      Good to know!

    3. The long Cascadia earthquake record provides evidence of several long gaps in the earthquake series and suggests clustering (Goldfinger and others, 2004).

      This was not in the New Yorker article.

    4. Histogram for Recurrence Segment D

      Now I need to know the diff between recurrence segments A and D.

    5. Histogram for Recurrence Segment A

      Peaks around 450. (Presumably years?)

    6. Margin average following interevent, in time, years

      Or this one?

    7. Northern margin following interval, in years

      This might be the series I am looking for.

    8. Interevent Time

      This seems to be the series I'm looking for, although the New Yorker article talks about 41 datapoints and this is a series of 18.

    1. Apps are important on phones because the web experience is dismal.

      Other way round. Phones make the web experience dismal to push apps.

    1. resveratrol

      More information on resveratrol can be found at: CTD

    1. But although most of their long-term memory is heavily impaired, they may continue to relate astonishingly well to autobiographically relevant pieces of music

      My daughter, a geriatric social worker, sees this all the time. It's an amazing and wonderful thing.

    1. Thanks to that work, we now know that the Pacific Northwest has experienced forty-one subduction-zone earthquakes in the past ten thousand years.

      If the geological data can tell us that number of events so precisely, I would guess -- but the article doesn't say -- that it also tells us with some precision about the regularity of recurrence. But then:

      Recurrence intervals are averages, and averages are tricky: ten is the average of nine and eleven, but also of eighteen and two.

      Which suggests that we don't have data on regularity of recurrence.

      Which is the case? A crucial question that's frustratingly unresolved, and leaves me unable to evaluate the premise.

      I'd love to see more context attached to this point.

    1. Atom Feeds

      The use of feeds described here doesn't strike me as a way for publishers to enable their visitors to annotate, but rather as a way to gather and present annotation activity. Perhaps call it out as such? And, in that case, the Atom use case is just a variant of the API use case which we talked about here

    1. Channel 9, for example, is a website that encompasses a library of training resources in computer coding and programming, with streaming videos and interactive events

      Shout out to my former team!

    2. There are a number of existing OER repositories and search tools in place for the higher education community

      Is that proliferation a problem?

    3. awareness of OER and related issues was significantly scarce, with only 5.1% of respondents answering that they were “very aware” of OER and its use in the classroom

      Collaborative curation/categorization is the way forward.

    4. Is there a summary of prior predictions and outcomes?

    5. Makerspaces are becoming a more relevant part of cultural and economic discussions, and universities are taking notice. F

      Prediction for Horizon Report 2018: Seeing Spaces

    1. We are creating a world where anyone, anywhere may express his or her beliefs, no matter how singular, without fear of being coerced into silence or conformity.

      Still some work to do on that front. The global conversation can be as enlightened or vicious as the village conversation.

    1. Resistance to Slack was predictably futile, and now we are assimilated. I was not among the resisters. Nothing floats my boat like powerful team-enabling software, and I'm having a ball exploring the nooks and crannies of Slack.
    1. And books, it turns out, are still the same wonderful things they used to be. I can read them again.

      I'm in the same boat. I've never been a reader of e-books, but it's harder and harder to focus on any long form material.

      It may be self-serving rationalization but I am lately exploring the idea that annotation of digital texts is a way to dial down distractions that take me away from them and dial up my engagement with them.

    1. DURING READING Mark in the text: > Characters (who) > When (setting) > Where (setting) > Vocabulary ~~~~~ > _______ Important information

      I think this would be a great use for what, in other systems, are called emoji. It might or might not make sense to offer the conventional ones in Hypothesis: thumbs up, happy face, etc. But I can see a clear case for teachers providing students with custom icons that -- as in this example -- denote Who/What//When/Where elements in a text. They'd be essentially a controlled vocabulary, on which search and filters could operate as with tags.

    2. From their reflections, I saw that annotating had helped students see that reading is a process and that applying the ways of responding to text through annotation changes comprehension. Because annotating slows the reading down, students discover and uncover ideas that would not have emerged otherwise.

      I think about this a lot. In general, reading online invites us to leave the text to explore external associations. Annotation takes us deeper into the text and will, I hope, help launch a slow reading movement.

    1. I call this the "totem", the embodiment of the spirit of the idea
    2. Waiting for the right moment is a powerful skill. It keeps you from lighting off the rocket before it is fueled.
    3. Every idea I've turned into impact I have repeated for years.
    1.  how  student  feedback  delivered  via  privately  shar

      Private groups: always a top requirement.

    2.  Building  on  this  experience,  a  social  networking  approach  was  used  to  engage  students  in  a  recursive  cycle  of  discussion  on  assessed  work  in  order  to  facilitate  incre

      Evidence for why a social component to Hypothesis matters in education.

    1. 2+2=4 2+2=4 )

      Can this expression be a target?

  3. Jun 2015
    1. SVG images that worked fine standalone, but wouldn't render properly in the GDrive viewer

      That was really disappointing, and it seems to have been the case for years.

    2. I could automate that OAuth interaction with Selenium WebDriver. But that's beyond geeky. I just want to FTP some files! There's got to be an easier way.
    1. Using the clipboard as the wiring junction will make a lot more sense to most people.

      Still true, still needs to happen.

    1. And if your “platform” always needs the same shims here and polyfills there, let me be candid: it ain’t no platform.

      Don't forget: also needs a custom-build extension for every major browser.

    1. Another ripe opportunity would be standardizing the concept of a "dataframe" emerging from R and pandas into an object model (DFOM?) that is to spreadsheets as the DOM is to "word processor" documents.

      Yes! http://twitter.com/JoeGermuska is spot on. It'd take a decade to standardize dataframe but it'd be worth it.

    2. From what I can tell, the core problem is that the spec's guidance to browser makers when it comes to content editable fields is minimal at best.

      Russell Beattie commenting on Tim Bray's https://www.tbray.org/ongoing/When/201x/2015/06/05/End-of-HTML

      Tim has learned well how to write a clickbait Death-Of-X headling but of course he doesn't mean that, it's a nice overview, and it's attracted good comments from a number of good folks.

    1. Sandstorm could act as the platform for a whole new generation of privacy-friendly, federated web services that could provide viable alternatives to the services of Google, Facebook and Twitter, and I very much hope the team realizes that dream.

      +1

    1. Discussions are workflow

      Yes! That's why the Hypothesis model is so appealing for collaborative editing. You attach discussion to specific parts of a document, at any point in the workflow no matter how it's implemented. /cc @dwhly

    1. As Garry Wills once wrote, “One does not bear arms against a rabbit.”
    1. I’d happily talk to people from Google and Apple, too, but they so rarely reenter the general population.
      <chuckle>
    1. he social patterns of your community’s participants, once set down, are di f- ficult to mo d ify in a significant way

      Conversely patterns that start well can end well. A great example is MathOverflow. From When Open Access is the norm, how do scientists work together online?

      *Another key success factor was the founders’ strong leadership in the early going. They set high expectations for the quality and tone of discourse. “We made it clear that you wouldn’t just ask an unmotivated question,” Morrison says. “You’d put a lot of thought into your question, you’d explain why you were asking, and you’d specify what would constitute a good answer.” Discourse was expected to adhere to the norms of professional math. “We had to say, look, you wouldn’t behave that way in a graduate seminar, and you won’t behave that way here.”

      Today the site mostly runs itself. There are still moderators who “take out the trash” when needed, but the need rarely arises. That’s partly a reflection the StackExchange’s “wonderful support for community moderation,” Morrison says. But it’s also a validation of how the founders began with a clear statement of values and expectations.*

    Annotators

    1. What we need, and still don't have, is a systematic way of publishing to the future. Such a system would allow you to pay a fixed sum to keep your content at a specific address for the foreseeable future.

      A related service: keep track of many addresses (and representations) of a given work.

    1. h?Bb `mMbb?`THv +QmMi2` iQ i?2 T`2pBHBM; aBHB+QM oHH2v M``iBp2- r?B+? Bb 2bb2MiBHHvQM2 Q7i2+?MQHQ;B+H /2i2`KBMBbKĜ i?2 B/2 i?i i2+?MQHQ;v /`Bp2b ?BbiQ`vX
    1. pay a few dollars

      Creating that option would force FB to assign a per-capita value to the surveillance. Awkward! And likely more than the market would bear.

    1. the central issue of ‘the idea of the university’, the meaning and purpose of higher education, is reinvented at the level of curriculum development as a democratic, horizontal pedagogical process

      Is this different from self-directed learning?

    2. ‘education’ cannot be separated from ‘life’ in institutions, and that thinking about education cannot be separat ed from the spaces and times in which we produce knowledge – which, in this formulation, are potentially everywhere and always.

      Embodied cognition?

    3. Given the extent to which the language of man a gerialism has overwhelmed the discourse of higher education, this is no mean achievement

      A kind of re-balancing? Appropriate this space to create something beyond managerialism?

    4. living knowledge

      ‘the theoretical and practical knowledge of social life in the community’ (Lefebvre 1969: 155)

    5. a moral code: ‘social ethics’ rather than ‘business ethics’ (161), grounded in what Merrifield describes as the Other of abstract labour, ‘the nature and capacities of concrete people’ (21).

      hmm....saturated? Is the LMS a teaching landscape? Is the open web another?

    6. patial learning landscapes within which teaching is set: at the geographical level of the classroom , the campus and beyond; but also as a horizontal space within which collaborations can multiply. And, in a learning environment that is saturated with digitalised educational technologies how are students made aware of the politics of machinic production.

      hmm....saturated? Is the LMS a teaching landscape? Is the open web another?

    7. time is no longer simply a measure of work, but a rhythm which corresponds to the ‘beat or pulse of human life’ (Ne ary and Rikowski 2000). Living labour.
    8. use value is converted into exchange value in a process dominated by both the violence of abstraction and resistance to abstraction,

      two sides of a coin that create the problem? In trying to solve it, perpetuates it? I have no idea what this means...yet seems important to understand it

    9. The supreme good is time - space: this is what ensures the survival of being, the energy that being contains and has at its disposal’

      Discuss?

    10. tudent research and research - like activity at all levels of undergraduate programmes, for the production of new knowledge and not simply as a pedagogical device

      I love this! teaching people how to inquire early

    11. t is therefore likely that any really promising occupation of the curriculum, which app ropriated it to communalise, defetishise and decommodify education, would constitute a direct threat to the logics of capital and give rise to political struggle.

      I have difficulty with this type of language.

    12. less metaphorically – the alienation and exhaustion that come from the intensification, exploitation and ab straction of academic labour.

      Is this part of the 'why' rage should be situated?

      In the UK we have: "We have rather lost control over the form, structure and function of academic knowledge; the determination of the times and spaces in which we teach and learn; the relationships between educational philosophies and the material environments of teaching; and relationships between students and teachers."

      If this is so in this sweeping kind of way, then may be I need to become more of an activist...

    13. “occupy” our classrooms, “occupy” the curriculum, and then collect stories about what we have done (Bigelow 2011)

      It’s your classroom; occupy it with some important and creative lessons! Amen to that! and yet becoming harder to do with LMS requirements

      but authors suggest caution:

      "As Judith Butler advised, while acting out can give a buzz of empowerment, ‘it’s really important to be able to situate one’s rage and destitution in the context of a social movement’ (Bella 2011)"

      I am not sure I have ever situated my rage in the context of a social movement. Should I? Why?

    14. So what might it mean to ‘occupy’ a curriculum?

      Well, people what might it mean?

    15. ‘We are always in occupation’

      We understand what is occupying a space and then adapt what is there for alternative purposes. It is how knowledge grows.

    16. It can only exist when enacted within particular social relations and material environments , spaces and times

      This reminds my of Jim Groom's idea of content being the residue of relationships that exist in space time...

      The Really Open University love that!

    17. a confirmation of the unde fined and indefinable multiplicity of things, and gets lost in classifications, descriptions, and segmentations’, curricula may be regarded as violent abstractions in their own right

      I love the evocative words...and I do not really understand them... is it as simple as a curriculum can be a violent abstraction if it is fixed and 'unoccupied'?

    18. t may be said of a natural space modified in order to serve the needs and possibilities of a group that it has been appropriated by that group. Property in the sense of possession is at best a necessary precondition, and most often merely an epiphenomenon, of “appropriative” activity, the highest expression of which is the work of art

      Discuss please? Their lips move but I cannot hear what they are saying

    19. will remain a permanent crisis unless it is understood in a more holistic materialist way.

      This seems to imply an asserted need for embodied ( I prefer it to materialist) understanding?

    20. ‘reconfigure the common experience of the sensible’ and ‘create a new landscape of the visible , sayable and doable’

      And does this landscape now include the virtual? How?

    21. They also asserted that because it was primarily an idea or collectivised sense of agency, it could never be ‘evicted’ from social relations.

      I love the idea that you cannot evict an idea :)

    22. The logics and languages of Occupy resonate with these projects, being experimental, emerge nt, focused on journeys rather than destinations, valorising the critical attitude, positioned outside of hegemonic discourses and practices, and radically hopeful (Cote et al . 2007: 14)

      Sounds familiar?

    23. primary function of both formal and informal education is to produce docile neoliberal consumer - citizen subjects,

      I am having difficulty with the overly generalised propaganda. This depersonalised the activity of education. Some educators might produce such beings but not all?

    24. the Occupy movement is explicitly pedagogical

      I never thought about this before. The very existence of something in space and time can be pedagogical? They know they will not succeed but they will teach?

    25. does Occupy open new possibilities for reclaiming higher education from capitalist logics; for creating new forms of teaching, learning and critical inquiry that enable the production of autonomous subjectivities and liber ating relationships within, but more importantly beyond, formally ‘occupied’ territories and environments?

      How can we enable the production of autonomous subjectivities and liberating relationships within and beyond formally ‘occupied’ territories and environments? Is this not what the open education movement is trying to do?

    26. Do the core principles and diverse practices of Occupy, as well as its weaknesses and contradictions, suggest a new ‘pedagogy of space and time’ (Lefebvre 2008: 354) that can inform the increasing struggles against all forms o f dehumanisation in contemporary society, including, but not solely, those which have their origins in the violence of capitalist abstraction?

      Okay 'the violence of capitalist abstraction' somebody give me something beyond surface meaning?

    27. critical pract ical reflexivity is more than simply intellectual or theoretical knowledge production; that it is embodied, affective, intersubjective and collective;

      Critical Practical Reflexivity has a certain ring to it

    28. a critique of the politics of space and time into the institutions and idea of education itself.

      What does this mean?

    29. as educators who are seeking to ‘occupy’ spaces of higher educat ion inside and outside of the institutions in which we work.

      I have been interested in Occupy for a while. What an interesting use of an explicit metaphorical mapping. Occupy as a non-physical activity

    30. ‘deviant or diverted spaces, though initially subordinate, show distinct evidence of a true prod uctive capacity’ (2008: 383), and in doing so reveal the breaking points of everyday life

      Connections to third space and heteropias?

    31. groups take up residence in spaces whose pre - existing form, having been designed for some other purpose, is inappropriate to the needs of their would - be communal life

      This paper is not about online spaces, but resonates strongly with connected learning spaces?

    1. The Voice and the Emotions
    2. it ought to resist presuming sameness across senses

      Indeed. What part of my sensorium is active when I receive signals reporting interaction with the presence that I project into online spaces?

    3. these meanings are meanings of ideas,images, concept

      And in the case of aboriginal songlines, places.

    1. Why, this is like the mending of highways

      5, 1, 201

    2. So sore as keeping safe Nerissa’s ring.

      5, 1, 203

    1.  The letter at Sir Toby’s great importance,

      5, 1 187

    2.  But that’s all one, our play is done,

      5 , 1, 189

  4. May 2015
    1. The book would need to be set up on a website first

      Not necessarily, if PDF is in the mix, it can be the medium for annotations that might later anchor to a website -- even if PDFs are distributed to participants and used locally as mentioned above.

    1. S) AC -1

      I report -1 for the stream in the PDF case because https://hypothes.is/stream?q=uri:https:foo.com%2Fbar.pdf tries to load as a PDF.

    2. http://project.hypothes.is/design/margins/PageMargins.pdf

      Annotations anchor in the sidebar in both cases, but in 4.1.32 highlighting, and sync between highlights and the sidebar, is confused.

    3. http://www.dataone.org/sites/all/documents/DataONE_BP_Primer_020212.pdf

      Just a timeout. Recheck.

    4. E) AC 10, HL 0, BC 4,5

      This is a bug. With 4.1.32 some PDFs anchor annotations correctly in the sidebar but fail to highlight them correctly. TBD: Find out which PDFs and why.

    5. E) AC 4, HL 2, BC 2

      This difference does not reproduce interactively.

    6. http://arxiv.org/pdf/1207.0580v1.pdf

      Does not reproduce interactively. Check this on the next run, if persists, debug the test.

    7. E) AC 0, HL 0, BC

      No diffs here, simply a case where the annotation target fell off the event horizon.

      Underscores the (well-known) need to find a way to display -- or at least signal the existence of, and provide access to -- orphans.

    8. E) AC 1, HL 1, BC 1

      Verified interactively: 4.1.32, while much faster (3.0.2027 is barely usable), only anchors 1 of 2 annotations.

      The one that anchors has voluminous text. The one that does not is the single word re-test

      https://hypothes.is/api/search?uri=https%3A%2F%2Ftwitter.com%2FKenNeumeister%2Fstatus%2F582190731592396800

    9. E) AC 0, HL 0, BC

      Verified interactively. As per the other Medium example above, 4.1.32 can anchor annotations that 3.0.2027 cannot. Cool!

    10. E) AC 9, HL 45, BC 4,2,1,2

      Verified interactively: $('.annotation').length == 9.

      So this is case of a clear (but very minor!) difference in anchoring between 4.1.32 and 3.0.2027.

      That such cases are rare and minor is remarkable!

    11. E) AC 8, HL 43, BC 4,1,1,1,1

      Verified interactively: $('.annotation').length = 8

    12. E)V) AC -1, HL -1, BC -1

      network or js timeout?

    13. E) AC 0, HL 0, BC

      No diffs between 4.1.32 and 3.0.2027 here, but it's a mystery why no annotations show up.

      Hmm.

      https://hypothes.is/api/search?uri=http://www.bbc.co.uk/news/uk-scotland-glasgow-west-26243567 -> 4

      But the app is using:

      https://hypothes.is/api/search?limit=200&offset=0&order=asc&sort=created&uri=http:%2F%2Fwww.bbc.com%2Fnews%2Fuk-scotland-glasgow-west-26243567 -> 0

      Why a different result for the URL-encoded variant? And why is this the only case I've found that exhibits the behavior?

    14. E) AC 3, HL 229, BC 3

      I'm really curious about why the vastly different highlight counts here.

      Not reproducible interactively.

      document.getElementsByClassName('annotator-hl').length == 10

      Evidently a test artifact. Explore why.

    15. E) AC 0, HL 0, BC

      This annotation is an orphan:

                          {
                              "type": "TextQuoteSelector", 
                              "prefix": "nymous with faith in the future\u2014", 
                              "exact": "both in the future as a better world and as one in which the United States bestrides the globe as a colossus.", 
                              "suffix": "Technology has long been the un"
                          }, 
      

      Presumably that's because it lives behind the paywall.

    16. V) AC 14, HL 48, BC 20

      many annotations, slow loading, hence timing variability

    17. E) AC 5, HL 93, BC 93,70,69,9

      This appears to say that even though both versions only managed to load 5 of 937 annotations before the timeout, 4.1.32 managed to draw a bunch of highlights whereas 3.0.2027.

      Hard to confirm interactively because the larger issue is that, 4.1.32's superior performance notwithstanding, we are effectively unusable at this annotation density.

    18. V) AC 9, HL 1, BC

      In theory, via in column A should not differ from its counterpart in column B. But slow-loading pages are vulnerable to variable network latency. I think that's why the difference here.

    19. E) AC 16, HL 11, BC 11

      Still reflecting on what it means when highlight and bucket counts differ. Is 4.1.32 better than 3.0.2027? Worse? Or do they just differ in an unimportant way?

    20. E) AC 3, HL 3, BC 1,2

      In this case, 4.1.32 gets right what 3.0.2027 does not.

    1. To achieve this, Climate Feedback—less an organization at this point than an amorphous gathering of climate scientists, oceanographers, and atmosperic physicists—is making use of a browser plugin from the nonprofit Hypothes.is to annotate climate journalism on the Web.
    1. What killed the annotated web was a lack of interest. Few could be bothered to download and install the plug-in
    1. S) AC -1

      I report -1 for the stream in the case of PDFs because an URL like https://hypothes.is/stream?q=uri:http:%2F%2Fjonudell.net%2Ffoo.pdf tries to load foo.pdf.

    2. http://cyber.law.harvard.edu/people/tfisher/IP/1991_Feist.pdf

      timeout

    3. http://arxiv.org/pdf/1207.0580v1.pdf

      This works interactively, check result of next test.

    4. E) AC 0, HL 0, BC

      timeout

    5. E)V) AC -1, HL -1, BC -1

      timeout

    6. http://www.plosone.org/article/info:doi/10.1371/journal.pone.0078188

      timeout

    7. E) AC 9, HL 45, BC 4,2,1,2

      Probably timing, but compare to a future run.

    8. http://www.economist.com/blogs/democracyinamerica/2015/04/mike-huckabee-and-2016

      timeout, try again

    9. E) AC 3, HL 237, BC 3

      Very curious about the large # of highlights here!

    10. http://www.folgerdigitaltexts.org/html/MND.html

      timeout, try again

    11. E) AC 0, HL 0, BC

      timeout, try again with > limit

    12. A) AC 250

      With large #s of annotations, only some will load before the timeout. This time through that was 15 secs, I'll bump it next time.

    13. S) AC 20

      Remember: for now this will never be > 20 because of inability to send PageDown or ScrollDown events using Chrome WebDriver.

    14. E) AC 16, HL 11, BC 11

      Still exploring whether differences in highlight and bucket counts between 4.1.32 and 3.2.2027 mean that the former is more correct, less correct, or just different.

    15. E) AC 2, HL 4, BC 2

      Only 1 annotation expected, but 2 found for blog.jonudell.net, however 2 expected and found for blog.jonudell.net/.

    16. E) AC 3, HL 3, BC 1,2

      In this case the new code is more correct.

    1. I've been spending a lot of time lately learning how to use Selenium WebDriver, the premier automation toolkit for functional testing of Web software.

      A /lot/ of time. But it's turning out to be well spent.

    1. Step 11: Add Medium and Hypothesis notes to this sentence.

      Step 11, part b: add a Hypothesis note to this sentence.

    2. Annotate this sentence in the cross-post on my blog.

      This is step 6.