1. Mar 2026
    1. IDニックネーム有効期間ステータス操作ORG001-1001タロー2024-01-01 〜 2025-12-31期限切れ編集削除ORG001-1002はなさん2024-06-01 〜 2024-12-31期限切れ編集削除ORG001-1003イチロー2023-04-01 〜 2024-03-31期限切れ編集削除ORG001-1772762857540あああ2026-03-06 〜 2026-03-06

      一気に削除も検討する。

    1. core spirit of the journey we’ve taken you on will always be accessible as long as you have an Internet connection.

      It's good to know I'll be able to refer back to this after the class is over.

    2. all involve similar applications of the same “recursive” processes.

      "Everything is connected". Makes it slightly easier too because you don't need to develop completely different habits/skills for the different processes

    3. The goal is to make you independent thinkers and learners with various critical choices to make as readers and writers, based on who you are and what you think is important in the world.

      The goal of the whole education system should be to make students independent thinkers and learners, preparing them for the future

    4. and hence your learning becomes meaningful and stimulating. Your peers are often your best teachers, and through peer review you can learn from their perspectives, and often their writing techniques and the moves they make

      Peers provide another angle

    5. we use mind maps for reading that your professor assigns you, for research and sources that you find, and for organizing your own original ideas in early stages of the writing process

      Mind maps help organize thoughts and visualize them

    6. This is especially important when you advance into the particular field of study in which you will focus your future career, where through “reading like a writer” you can learn and start to internalize the specific expectations, norms, and vocabulary of that field of study.

      Exactly what I was hoping for in this class

    7. we use mind maps for reading that your professor assigns you, for research and sources that you find, and for organizing your own original ideas in early stages of the writing process.

      Mind maps will be your best friend within this course

    1. THE ANNOTATIONS (SUMMARY, ASSESSMENT, REFLECTION)

      The process of determining if the source is valid, and general overview of what the source is and why you're using it

    2. Therefore, an annotated bibliography includes a summary and evaluation of each of the sources, which include an assessment of and reflection on the source. Thus, an annotated bibliography has three parts: summary, assessment, and reflection for each source.

      This is a good way to keep everything organized and make it easier to go back to instead of having to dig through all your sources again to find a specific piece of information

    3. Therefore, an annotated bibliography includes a summary and evaluation of each of the sources, which include an assessment of and reflection on the source. Thus, an annotated bibliography has three parts: summary, assessment, and reflection for each source.

      Useful for quickly seeing what each source is about

    4. Write brief summaries of each stage of thought or if appropriate each paragraph, mirroring the article’s order.

      Never tried this, really forces you to actually absorb info.

    5. Give specific examples and explain how the source compares with other sources in your bibliography

      Good place to organize opposing view points and ways to counter them.

    6. they are forced to read each source more carefully understanding the source on its own in relationship the assignment and other sources.

      Perfect way to find out if a source is actually helpful to your writing.

    7. it provides a summary of the source, in your own words, andIt starts your Works Cited pageOften, it can be a good way to start collecting quotes or evidence from your annotations of a source.

      Steps build an annotated bibliography,

    1. Once you have multiple notecards or sticky notes per source, you can start to move the notecards or sticky notes around on your desk, to cluster different authors or sources together based on similar ideas or claims, or similar categories of ideas.

      I've never thought of using sticky notes before, that is so much easier than having to erase things or have arrows going everywhere as you change your mind and move things around

    2. In the outline, you can plan to organize your body paragraph topics based on the similar categories of ideas and claims that come from various authors.

      physical connection that you can see and manipulate

    1. , and you can often use those sources for your assignments.

      If I'm having trouble finding relevant sources or if I need more this is what I'll do. Or I'll look through keywords in the article to find something new to search I hadn't thought of

    2. choose to focus on improving Wikipedia’s coverage of underrepresented figures, topics, and viewpoints.

      I would like to contribute to Wikipedia but i will be too anxious to get information wrong and giving others that information.

    3. Wikipedia articles are written, edited, and maintained by volunteers, known as Wikipedia editors or Wikipedians, and like all sources, the quality of Wikipedia articles depends on the knowledge and skill of those creating them.

      The ability of Wikipedia being run by anyone is not a source i would use as some may but biased information.

    1. 단, 임장이 예약되어있을 경우 환불 진행 전까지는 임장

      내용 추가) 허위 매물신고로 비노출된 매물에 임장이 예정되어있는 매수자에게 사유가 포함된 알림 발송 (ex. 허위 신고가 접수된 매물입니다, 취소하실래요?), 자동 취소처리는 아님.

    2. 관심 단지 또는 동일 단지 내 타 매물의 매칭/거래 완료 시 앱 푸시 알림 전송

      동일 매물은 상세 페이지 내 띠배너이고/ 관심단지가 앱푸시 알림일까요?

    3. 4.2 등기부 최신화

      바운티헌터 정책 추가 부탁드려요! 조회 시, 소유주가 변경된 것이 확인되면 등기부등본 열람 쿠폰과 열람권 각 1개씩 지급되는거요~

    4. 소유주 정보 불일치가 누적 3회 발생할 경우, 해당 계정은 1일간 매물 등록 행위가 차단됨

      소유주 불일치가 3회 연속 발생한 경우 3일간 등록 제한 내용 삭제(과금으로 정책 변경됨)

    5. 불일치누적 횟수

      소유주 불일치가 3회 연속 발생한 경우 3일간 등록 제한 내용 삭제(과금으로 정책 변경됨)

      최초 1회 과금되며, 그 이후에는 소유주가 비용 부담함

    1. But if we add parentheses and search for (“Early childhood” OR pediatric OR infant) AND obesity:

      good to know you can specify your searches, and make it easier to find relevant sources

    2. assume other experts have established the author’s credibility before the source was published.

      It's probably a good idea to still do your own checking. Trust but verify

    3. After reading “Why Historical Thinking is NOT about History,” use evidence from the article to discuss why it is important to carefully evaluate the credibility of a source. What could be some consequences of spreading misinformation?

      Some consequences of misinformation are potentially causing harm, causing a herd mentality, and drowning out sources of accurate information. There is the potential for harm, as we saw during Covid with the rise of anti-vaxxers, when people don't properly understand the affects that their decisions or actions will have on themselves or others. A herd mentality can also arise, as misinformation is spread widely it becomes the thought of "everyone believes it, so how could it be wrong". And as this misinformation is spread it drowns out good sources and makes it even more difficult to determine what is to be believed.

    4. whether or not you believe it, and why.

      The why is the most important part of this, understanding if you believe it because of the facts and evidence, or if it's because it's supporting a personal view regardless of the facts

    5. Truncation/Wildcard Symbol – * searches for all of the variable endings of a root wordFor example, searching for develop* will return results with develop, develops, development, developmental, and developmentally

      Did not know that

    6. Did you know that when you do a Google search you might get different results than the person sitting next to you? Google search results are heavily influenced by algorithms, keywords, advertisements, and even social biases.

      That's kind of horrible that not everyone would have access to the same answers or sources

    7. For example, you can use site:.gov to search only government websites.

      I didn't know you could do this, I'll definitely have to keep that in mind for the future

    8. use words or shorter phrases for their search terms

      I've found that this also helps gets to the base of what the question is, and break it down to the most simplistic parts

    9. google, and we’re also probably used to considering whether we believe a source or not, how legit it is, and whether it is, to use the parlance of our times, “fake news.”

      A more pressing issue with everyday, especially with the prevalence of AI, making it so it's difficult to believe what we see with our own eyes

    10. you have to evaluate the credibility of the online, popular source you read—or in other words, you have to always consider whether or not you believe it, and why.

      Why is the most important part

    1. The APA Council of Representatives votes to adopt the APA Resolution on Racism: Harnessing Psychology to Combat Racism: Adopting a Uniform Definition and Understanding.

      It took until 2021 to figure out a resolution on racism, and highlight how slowly the filed of psychology has been progressing. It is disappointing it took APA that long to confront the fact that it has its own role in racism. It has ruined and affected many innocent lives over the past century.

    2. Jessica Henderson Daniel elected first Black woman president of APA.

      It took until 2018 for the first black woman to be elected, which reflects the exclusion of black women from positions of power. This milestone is amazing, as historically leadership has been dominated by whiteness. Black women face intersectionality, and have profound knowledge of systems, and justice, they should have the opportunity, if not more than others, to be in charge.

    3. Ponteretto (1988) reviews articles published in the Journal of Counseling Psychology between 1976 and 1986 and finds that 5.7% of the articles focus on people of color. Furthermore, people of color made up only 6.5 to 11.1% of regular editorial board reviewers.

      This highlights racial inequity in psychological research. This is harmful as this demonstrates that white or European individuals experiences were prioritized. This leads to injustice in legal and criminal situations.

    1. Set goals with yourchildren toward theirfuture aspirations andcollaborate with teachersto make plans aboutachieving them

      The collaboration between families and teachers can sometimes be overlooked due to school's/teacher's agenda. As we have read before, family engagement is highly important for a student's educational and personal growths. Education has a place at home, and qualities at home (such as traditions, cultures, routines, songs, clothing, etc) have a place in the classroom. This parallel should also include parent's and teacher's collective expectations and steps to best help their student to achieve. Through this team work, plus many other factors mentioned in this frame work, students are best set up for their educational and personal persuits.

    1. 3. Choose one of these issues to discuss: Why or how would your research of this issue represent an example of “intrinsic motivation” for you?

      Women's rights would be an intrinsic motivator for me, as it impacts how I live and go about my day every single day. I have a new example everyday of why this issue matters, and I would like nothing more than for that to change

    2. remain open to new perspectives as you research and read, but also recognize and keep track of your stance as you research

      understand the other side and see why they think that way

    3. 2. Why are these issues important to you?

      These issues are important to me because they affect me and my family and our everyday life. And there are many social issues, that while they may not immediately or directly impact me, are still very important to me because they affect the people I care about and how they live their lives.

    4. 1. What are some personal experiences you have that relate to larger social issues?

      Many; women's rights, immigration laws, mental health issues, etc

    5. poor and under-represented workers were denied voting and other political rights because they were never taught to read and write

      We see this tactic even today, how are the people going to know to be outraged if they don't know any different and don't have the resources to know that it could be better. It's similar to Plato's "Allegory of the Cave" where the prisoners don't know their reality is just shadows of what it could be until someone breaks free and goes through the struggle of bringing everyone else with them into the light.

    1. ① 設置根拠を明記した文書設置根拠となる条例・学則・規則等の全文。※著作権法施行令第2条に定義されている「図書館等」に該当することを証明できる文書である必要があります。例えば、公共図書館の場合は自治体の図書館条例、大学図書館の場合は「本学に附属図書館を置く」といった規定がある学則や組織規則等が該当します。

      学校設置基準なのか学校図書館設置基準なのか財団側で確認する。

    2. ① 設置根拠を明記した文書設置根拠となる条例・学則・規則等の全文。※著作権法施行令第2条に定義されている「図書館等」に該当することを証明できる文書である必要があります。例えば、公共図書館の場合は自治体の図書館条例、大学図書館の場合は「本学に附属図書館を置く」といった規定がある学則や組織規則等が該当します。② 読書に困難さのある方へのサービスの状況が分かる資料紙の本での読書に困難さのある方へのサービスの状況が分かる資料。利用規則・運営規則・管理規則等で、図書館等の活動について定めた規則の全文、パンフレット、ホームページ、年報等。提出書類フォーマット.docx提出書類フォーマット.pdf

      ①は必須/②も必須だが複数の場合がある。用意ができない団体用にフォーマットを用意したい。

    1. 団体名: 綿貫代表者名: 愛子団体区分: 学校図書館(通常校)郵便番号: 165-0026都道府県: 都道府県市区町村: 中野区丁目番地: 新井1-1-16 アーバンプラザ201電話番号: あ担当者メールアドレス: 担当者氏名: org5

      ホームページがない、他の項目もあるかも要確認

    1. Don’t air drop quotations-make sure they are situated with respect to their source. Introduce them, comment on them, make connections to expand your discussion.Â

      This is a warning I needed because I’m guilty of dropping quotes in and moving on. I have to introduce the author, explain the quote, and then connect it back to my fieldnotes.

    1. The framing of climate change as an impendingenvironmental disaster may contribute to a sense of despair andfeelings of helplessness, which can lead to disillusion, apathy, andinactivity, or a perceived lack of potential to influencesustainability outcomes (Schreiner and Sjøberg 2005, Ødegårdand Berglund 2008, Ojala 2015). However, more positive framingsand emotions can invoke a sense of hope, engagement, and moreconstructive strategies of coping (Ojala 2012a, b, 2013). Someresearchers suggest that children and youths’ concern andactivism about the environment is also influenced by directexposure to climate change impacts (Strazdin and Skeat 2011).

      Relates to the Cornelio article: Different types of content promote different types of thinking and reactions

    1.  However, secondary sources are extremely helpful in situating your discussion within a larger academic conversation, in making clear that your ideas, thoughts and feelings about your field research is well-informed.Â

      So sources aren’t there to “prove” me right—they help me connect to bigger ideas. What’s the best way to add sources without drowning out my own observations?

    1. Your fieldnotes, as primary data are then the source for your primary evidence.

      This reminds me that my fieldnotes are not “extra,” they’re the evidence. The writing only works if I actually include scenes and specific details from the site.

    1. In this section, you will discuss the process you went through as a researcher and expand your broad focus statement so that it details for your readers exactly how you plan to develop and explore that focus.Â

      This helps with organization: scene → method → focus. It also proves I didn’t just make claims—I actually did the research steps to earn my argument.

    1. What if your introduction were a kind of “opening scene” for your essay?Â

      I like this because it gives me permission to write more vivid and not so stiff. The intro should feel like I’m dropping the reader into the site, not giving a boring summary first.

    1. I liked the idea "Dustin Ballard" said about AI. He said that Ai could also help us with creativity and it could expose us to new types of music that no even famous artists would have think of by for themselves.

    1. perspectives or experiences of scholars that have come before you.

      This is where the "conversation" comes into play. You are putting all these scholar's opinions in to agree and disagree with each other along with what you think

    1. Make a habit of carrying that small notebook or device with you everywhere, and at all times, this semester or trimester or quarter.

      This is practical advice for fieldwork. Observations can happen anytime, not just during planned visits, so always having a way to record notes helps capture moments I might otherwise forget.

    2. Your observations and ideas must make it to the page in order to become primary data and inform your ethnographic essay.

      This reinforces that fieldnotes are what actually turn experiences into research. If something stays only in my head, it can’t really be analyzed later. Writing it down is what gives the observation value for the project.

    3. Jottings translate to-be-remembered observations into writing on paper as quickly rendered scribbles about actions and dialogue.Â

      This is basically the bridge between memory and full fieldnotes. Even a few quick words can help recreate a whole scene later.

    4. Headnotes are, simply stated, the notes you keep in your head.

      This idea is interesting because memory is part of the research process. But it also seems risky since memories can change over time. How quickly should I turn headnotes into written notes so I don’t forget details?

    1. “mix up” the ways we are delivering content to you.

      I've always benefited from this, by hearing/seeing the content in different ways it can help you to fill in any gaps and get a better understanding than if you just had one way

    2. Chunking and close reading are inter-related reading strategies that allow readers to “zero-in” on one or two passages that are especially difficult to understand.

      I've often had to do this in English classes when the texts are dense, or if the language used is not standard

    3. I have always used personalized symbols in the margins of texts, like a star for ideas I like, a “Q” for Quotes I may use in my essays or papers, a “!” for an alarming or surprising idea. I often use ? for difficult or confusing concepts that I want to return to later,

      I have a shorthand very similar to this when I am writing notes or anything I want condensed as much as possible

    4. SFSU Professor Paul Morris describes annotation as dialogue, where the reader is able to engage in a written conversation with the author’s ideas

      And boy do I talk to them, I think most of my annotations so far have been random comments

    5. Reading the world, according to Freire, happens before we “read the word”(s) on a page, and involves “reading” through visuals and physical objects, reading through experiences, reading through your earliest childhood memories.

      I wonder if in this case he means our subconscious noticing and remembering patterns and experiences and applying that to the way we live our life and conduct ourselves.

    6. Schema-building: What does “reading” mean to you? Who are you as a reader? How would you describe your reading process?

      To me, reading is an enjoyable past-time and hobby that I do for fun and to relax. My reading process is pretty basic, if the text is more complicated or dense I may go through it a few times or break it down as needed to fully understand it, but otherwise I just read through and mentally take note of any interesting passages or ideas I come across.

    7. by reading, and specifically reading in the discipline in which you wish to write.

      I have noticed that the way I write often reflects the style of what I've been reading most. And if I'm not sure how to structure a sentence I'll use something I've read that's similar to model my writing off of

    1. Ethos: How credible is the author to their intended audience? How credible are they to you? What do they do to establish trust or authority?Pathos: How does the author make moves to appeal to your emotions as a reader? How does the author appeal to the emotions of other intended audiences?Logos: How does the author make a logical argument? Why do they make sense?

      This is always something to keep in mind, especially if what you're reading is meant to be persuasive in any way

    1. I wrote about an imaginary cloud service that would be about hosting forms for batch processing later this is similar to the workspace.zip in this article but this is used for the app itself.https://www.halfbakery.com/idea/Secure_20Form_20Endpoint_20S...

      samsquire is user chronological on the halfbakery.

    1. Metacognition—the ability to reflect on one’s own thinking as well as on the individual and cultural processes and systems used to structure knowledge. Metacognition is fostered when writers are encouraged to

      This may be what I'm most looking forward to working on for myself.

    2. Openness—the willingness to consider new ways of being and thinking in the world. Openness is fostered when writers are encouraged to

      An essential part of growth mindset

    3. We’ve got our ideas; what are your learning goals as a student??? What are some strategies you will use to accomplish them?

      My learning goals are to manage my time better and to become a better writer. Some strategies for time management are to create a schedule, set reminders, and set timers. Some strategies to become a better writer will be to double check my grammar, have my writing peer reviewed, and ask my professor for help

    1. Record the basic journalism info: WHO, WHAT, WHERE, WHEN, and HOW.  You should leave answering the WHY question to your analysis, unless this WHY is presented by an informant, i.e. someone offers up their interpretation of why something is or was or happened and you simply record their ideas.Â

      This guideline gives a clear structure for observations. Recording these details ensures the fieldnotes capture the full context of what happened. It also prevents descriptions from becoming too vague later.

    2. After you have taken your jottings on site or completed interviews, you will want to expand them into fully developed sentences and paragraphs.

      This is the step where quick notes become real fieldnotes. It’s also where reflection and analysis start to appear.

    1. Plus, tutoring is free. Or, to be more accurate, you already paid for it in your tuition and fees

      That's usually why I'll do tutoring, I've already paid for it and why not. It doesn't hurt

    2. Take note, also, that asking your professor to address questions that can be answered with a little care on your part may communicate laziness and lack of interest. In other words, asking, “What is the due date for this assignment?” when the specific date is clearly printed on the assignment sheet suggests that you did not take the time to read the details to the assignment before asking your question. On the other hand, asking your professor to help you better understand how a concept or a skill might be applied outside of the classroom reveals reflection and garners respect.

      Summary: do your due diligence before asking the professor a question or for something

    3. respect for your professors’ time and effort, and these are qualities that instill trust

      Professors are also human, and everyone wants to think and know that their effort and passions are valued

    4. they are also your allies and supporters.

      This is important to remember, since having a good professor that you can go to for help or for questions can make or break your college experience.

    1. Keep in mind that these notes are just notes.

      This is reassuring because it means the first notes don’t have to be perfect. Jottings are just reminders I can expand later.

    2. You want to gather the kind of information that will make it possible to bring your site alive through your writing.

      This connects to thick description. The goal isn’t just facts, but details that help readers picture the place.

    1. In other words, while observing is important, the observations themselves mean nothing if they aren’t made visible and tangible in the form of fieldnotes.Â

      This really changed how I see observation. Just watching isn’t enough. the writing is what actually turns it into research.

    2. Even so, you MUST ALWAYS let your informants know that they are being observed, that you are engaged in a project for class, that their actions and words may be re-presented by you in a paper at some point down the road.

      The ethics part feels important here. Even if I’m just observing casually, people should know they might appear in my research.

    3. During your ethnography project, you’ll collect most of your primary research by taking fieldnotes, or descriptive observations at your research site.

      This makes fieldnotes feel like the core of the project, not just something extra. If I don’t write things down, the observations basically don’t count as data.

    1. Before reading the narratives below, why do YOU think individual experience is important? How can we start to connect experiences in academic settings?

      Individual experiences change how we perceive different ideas, topics, and the beliefs that we have. Those experiences will change how you view the world, and give you a unique perspective that will always be different from someone else.

    1. truly grow as readers and writers.

      Summary: in order to grow and become better readers/writers we must be willing to be uncomfortable and get out of our comfort zone.

    1. What do you believe your learning style is? If you were to place yourself on the Zone of Appropriate Challenge and Growth, where has the majority of your education taken place as a learner?

      I learn best by seeing the information, whether written or in a visual aide, as it's easier for me to remember visuals than if someone were to just tell me the information. I would say I was typically in the Comfort Zone during school, and then every once in a while when I go too comfortable was not fully engaged I would skip over to the Panic Zone when I realized I had missed something or if the teacher went over a difficult topic too quickly.

    2. “the Comfort Zone”—where they are not engaged, they are bored, and they become passively complacent about learning.

      This where I often ended up in other classes, I would get bored or uninterested and typically check out and not be engaged

    1. “logical-mathematical intelligence, musical intelligence, spatial intelligence, and interpersonal intelligence,” among others.

      Not only does everyone has different learning styles, but everyone has different strengths and is intelligent in different areas.

    2. actually all testing in general.

      While I agree standardized testing should not be used, I do believe tests can be beneficial to see how a class is doing in understanding/comprehending the material so the teacher knows what needs to be explained more or if there's a disconnect. I don't think that test should be traditionally graded however, aside from maybe participation.

    1. “By contrast, the best sort of education—which is not only more respectful of children but far more effective—takes its cue from the interests of those who are being educated. The center of gravity is the kids; their purposes and interests are our point of departure”

      Rephrase: focus on the kids and what's important to them specifically and use that as your starting point

    2. Freire made learning to read a very political and liberatory act in ways that many will never understand today,

      Education, especially for the working and lower class, will always be political. Which is why, historically, education and knowledge has been kept only for the elite or certain members of society.

    3. Paulo Freire, who is known as the father of “student-centered” teaching and learning.

      Seems fitting, since "freire" is a Portuguese surname historically denoting a friar, which were typically people who (besides devoting themselves to religion) would devote themselves to serving the public and the poor by preaching and teaching the undereducated. I'd say he really lived up to his name.

    4. “constructivist approach,” that always has to involve students.

      This makes sense, teachers don't teach for their own benefit and there's no point in doing their job if the students aren't there or aren't going to take in the information. Since the students are the core of learning, it makes sense that they should be involved as much as possible

    1.   Production of the summary is the practice of translating the whole of an article or book into a short, general statement, usually no longer than a paragraph.

      This explains what a good annotated bibliography summary should actually do.

    2. . Be sure to note the page numbers of any quotes your record and identify quotations with quotation marks – this will allow you to differentiate your summary and the author’s actual words later.

      This is how you avoid plagiarism by accident: track quotes + pages immediately.

    1. To enable encryption, add an additional query parameter with the encryption key. For AES128 encryption use "password=KEY" and for AES256 use "password256=KEY". For example: sqlite3_open_v2("file:demo1.db?zv=zlib&password=abc123", &db, SQLITE_OPEN_READWRITE | SQLITE_OPEN_CREATE | SQLITE_OPEN_URI, 0);

      HTTP at least has a provision for specifying URLs with Basic Auth credentials. It's interesting that sqlite's file-scheme URL parser didn't adopt an extension to the standard in that vein (RFC 8089 Appendix E, Section 1), instead of putting the key in the query string (which is another non-standard extension—not mentioned in the RFC at all).

    1. Statistics and facts can be powerful, but they are also often beside the point since the most important data is the data that you will collect.Â

      Secondary sources support the research, but my fieldnotes and observations are still the core evidence.

    1. Consider the date of publication, the publisher and the location/position/expertise of the author.Â

      This is how credibility gets evaluated. Who wrote the source and when it was published actually matters.

    1. Bibliography plundering:  If you have the experience of finding one “really good” source, look to that source for more answers.Â

      When the database fails, the shelves + Works Cited save you.

    1. You need to “get creative” about how you might think about your site and what kinds of academic conversations might help you with your analysis.

      Searching academically is less about the exact place and more about the larger themes behind it.

    2. Because there will most likely not be any sources that specifically discuss your research site, when thinking about your own research project you need to move from the specifics of the site to more general relationships between your research and other academic ideas

      This makes sense for my topic because FilmTok itself probably isn’t heavily researched yet. I’ll need broader ideas like film culture, online communities, or media audiences.

    3. When you pull up the full database record for the source you will typically see a list of Library of Congress Subject Headings (LCSH), which identifies the controlled vocabulary used by the Library of Congress to identify the types of subjects in which your source is categorized. This list is invaluable because it provides additional key words and subject headings for your own search

      These subject headings are basically better search terms—why wouldn’t I steal them?

    4. In database search forms, there are typically ways to narrow your search, fore example by date, by journal, by field, etc.

      Peer-reviewed = credibility filter. I’m using that first.

    5. You will have to think creatively about which key words you may use in order to gather sources that may, in some way, help you think about your research.

      FilmTok might not be the keyword—bigger concepts are.

    1. 3 – Good; the teachers were engaging but I mostly went through the motions

      I chose the third option because, although the majority of my teachers were engaging and would try to let students interact, it was still heavily teacher-led, and the students were often difficult to engage fully. This extended to me as well, unfortunately, as there were some topics or subjects I liked more than others, and my effort at the time would reflect that.

    2. which requires that students are collaborating with teachers)

      I much prefer this method of learning as opposed to just listening to a lecture everytime.

    1. You will want to constantly ask yourself all of these questions, not in order to induce frustration, but because it’s likely the answers will most probably change as you continue to conduct your fieldwork and read secondary research regarding your site.

      Research isn’t static. As I read more sources and observe my community more, my understanding will probably shift.

    2. When you’re ready to start your search for secondary sources, read through any fieldnotes you’ve already written and review the questions may have presented about your site in your research proposal.

      fieldnotes literally tell me what to search for.

    3. Now, we turn our attention to the collection of secondary resources, most of which are usually obtained through library research and online database research.

      Secondary sources = the “academic backup” for my fieldnotes.

    1. Children’s books teach children about who is important, who matters, who is even visible. Consequently, carefully choosing quality children’s books is an indispensable educational and child-rearing task.

      Picture books have power and they give our students the lenses to view our world. Education and literature is a skill that can open doors and empower individuals to make differences. So it does matter what our students read, and what is censored and banned. This form of escapism is negatively impacting students, shielding them from what differences they can make.

    1. 43.1

      For example, BTG has been detected 43.1% during diurnal high tide, overall at the array level.

      At Curlew point, the species has been detected 65.5% during diurnal high tide, overall at the station level.

      If we were wondering where the species is detected the most during nocturnal high tide, we would look at the highest value for the corresponding tide col. and find Tomago (78%)

    2. Detection per Tide Category (%)

      By getting the ratio to percentage, we get rid of the limitiaion brough by raw hours added to each other across stations, so we can compare proportions of detection vs. survey effort period accross stations.

    3. Hours per Tide Category

      These survey effort numbers (right side of the "/") can't be compared between each other because we are adding hours and hours of survey effort for the same dates accross stations.

    4. 508 / 72875 (0.7 %) 69 / 18152 (0.4 %) 198 / 18171 (1.1 %) 22 / 18252 (0.1 %) 219 / 18300 (1.2 %)

      Percentage values are not very helpful here because this hour additivity limitation, again.

    1. What Makes Us Tick?

      I don't love this. This phrase and the word "tick" comes across a bit aggressively, or angrily. I don't necessary feel a sense of comfort or confidence when hearing this phrase. I understand the sentiment is to convey that we have a high level of belief in our core values and is meant to invoke a strong emotional response, but I think we should think about changing this to convey our core values in a bit more of a productive, friendly, passionate, inspiring way. Here is an alternative: Our Core Values - What Powers Our Purpose

    1. If you catch yourself doing things that you could feel could be rolled into a process or automated, bring them up to the team right away.

      Re-write - remove extra "could" before "feel"

    2. I never want to catch people doing stupid work that could have been systematized.

      The word stupid here offers no benefit, and feels unprofessional. Here is an alternative phrasing: "I want our team to avoid unnecessary work that could be reduced by putting systems in place that make processes more efficient and consistent."

    3. I'll schedule a call for you with Miles, you'll likely be blown away by the awesome feedback and ideas you get during that call.

      We would be more open to this if there were consistency with the calendar. There has been ongoing resistance to scheduling meetings because your availability is unpredictable, and frequent rescheduling or unavailability does not present well. I like the idea, but we should only move forward if we are committed to making that change happen.

    1. Overall, I think the concepts align well with what we want to convey. Some phrasing could be reworked, not to change the meaning, but to simplify our ideas and make them more concise.

    2. Owners that realize their properties are investments, and are willing to invest into them to create the best rate of return appropriate for their asset to craft a mutually respectful environment for those who will live in them.

      We should adjust: "Owners who treat their properties as investments, strategically enhancing them to maximize returns and create a positive, respectful community for residents."