26 Matching Annotations
  1. Jan 2024
  2. Dec 2023
    1. The purpose of entering the time is not only to ensure a chronological order, but also to give that information an absolute reference name and create a link. In order to create links between cards, it is necessary to give the material a unique name according to certain rules. The quickest way to do this is to use date + time (time stamp). The time does not need to be exact; it can be within ±5 minutes. It was 9:30 when I wrote the first one, and since I'm on the second one now, it's probably two minutes after that, so I'll leave it as loose as this. However, ensure the context between cards and the uniqueness of the time (that is, the only material with that time stamp) . It's a good idea to get into this habit when writing, not only on information cards, but also on notebooks, report sheets, Word documents, PostIts, and anything else. When creating a link, for example,  ref. 2006.03.03 03:03 (basic, card)  ref. note 2006.03.03 03:03 (note)  ref. proj.pap. 2006.03.03 03:03 (report paper) , etc. All you have to do is write it down.

      https://web.archive.org/web/20060422014759/http://that4.2ch.net/test/read.cgi/stationery/1021438965/l50

      Interesting to see people using datetime stamps as unique identifiers in 2006 to link notes together.

  3. Oct 2023
  4. May 2023
    1. I first wrote about this system in a 2006 whitepaper that outlined most of my productivity tools and methods at the time.

      Patrick Rhone's use of the dash plus system dates back to at least 2006.

      (See original post at http://patrickrhone.com/2006/05/12/org-fu-uberpost-productivity-whitepaper/)

  5. May 2022
  6. Jan 2022
  7. Apr 2021
    1. L’instruction, c’est l’acquisition de connaissances grâce à l’enseignement. L’éducation, c’est le développement de la capacité à être soi tout en étant avec les autres, à ménager ses relations avec eux, à participer à la vie sociale, à intérioriser la culture commune. On peut être convenablement éduqué et socialisé sans pour autant être très instruit. Mais on ne peut pas s’instruire, on ne désire pas apprendre si, d’abord, on ne bénéficie pas d’une certaine socialisation.
  8. Nov 2020
    1. C.A.A. Marseille - 6 juin 2006 - N? 02MA02351 2Enseignement – Discipline – Sanction – Travaux d’intérêt général - - Mesure de réparation - Mesure d’ordre – Non susceptible de recours 3La décision du directeur de l’établissement scolaire de faire effectuer par des élèves fautifs pendant les récréations des tâches d’intérêt général (balayer la cour et nettoyer le sol qu’ils avaient contribué à salir, pour une durée maximum de 2 mois) porte sur des mesures de nature éducative plus que punitive, dont la mention ne figure pas dans les dossiers des élèves concernés, qui n’ont aucune conséquence sur leur scolarité et ne sont attentatoires ni à leur liberté ni à leur dignité, constituent des mesures d’ordre intérieur qui ne sont pas susceptibles de faire l’objet d’un recours contentieux

      Réparation ou stigmatisation ?

  9. Oct 2017
    1. Oberlander, Sarah E., and Robert J. Spencer. 2006. “Graduate Students and the Culture of Authorship.” Ethics & Behavior 16 (3): 217–32. doi:10.1207/s15327019eb1603_3.

    Tags

    Annotators

    1. Lotka, A. J. (1926). The frequency distribution of scientific productivity. Journal of the WashingtonAcademy of Sciences,16, 317–323

      Early discussion of differential publication frequency

    2. West, L. H. T., Hore, T., & Boon, P. K. (1980). Publication rates and productivity.Vestes,23,32–37
    3. Emden, C. (1998). Establishing a ‘track record’: Research productivity and nursing academe.Australian Journal of Advanced Nursing,16(1), 29–33

      Discusses the adequacy of writing training and support in PhD programmes.

    4. McGrail, Matthew R., Claire M. Rickard, and Rebecca Jones. 2006. “Publish or Perish: A Systematic Review of Interventions to Increase Academic Publication Rates.” Higher Education Research & Development 25 (1): 19–35. doi:10.1080/07294360500453053.

    1. Nevertheless, McGrail, Rickard, and Jones (2006)report that, whilst a small minority of academics publish a great deal, publication outputs ingeneral are quite low

      A few academics publish a lot; most publish very little. McGrail, Rickard, and Jones 2006.

  10. Apr 2017
    1. ??????? ?????????? ?? ?? ????? ? ??????? and ???????? ?? ?????????? ? ???????????, ???, ?????

      didn't convert properly.

  11. Mar 2017