In Brasilien und anderen südamerikanischen Ländern folgt eine extreme Frühlingshitzewelle auf eine Hitzewelle im dortigen Winter. Reportage im Guardian.

https://www.theguardian.com/world/2023/sep/26/brazil-temperature-spring-heatwave-weather-climate-change?CMP=Share_AndroidApp_Other

Auf der Insel Maui in Hawaii haben Feuer einen großen Teil der alten Stadt Lahaina zerstört und über 50 Menschenleben gefordert (Update 15. 8.: mindestens 93 Tote). Eine lang anhaltende Trockenheit hat das Ausbrechen der Feuer an verschiedenen Teilen der Insel erleichtert, Stürme in der Folge des Orkans Dora haben sie verbreitet. In ihrem Ausmaß wird die Katastrophe mit dem Camp Fire verglichen dass 2018 die kalifornische Stadt Paradise zerstörte. https://www.theguardian.com/us-news/2023/aug/10/hawaii-fire-kills-people-lahaina-town-maui

This could be a good framework for how schools engage with the community to provide opportunities they are not able to otherwise provide for students. The community is a part of the learning process and exposes students to authentic learning opportunities.

Why are these experiences unique to school? Were they industry or research based? Were they looking at specialized equipment?

For schools, does "out of school learning" mean that students are reaching for things schools cannot provide? Or things they do not provide (choice)?

We are not helping students by dismissing background knowledge they possess as a result of learning on their own.

Calvin and Hobbes - "we don't talk about dinosaurs in school."

See Esach (2007) for more context of the "edutainment" aspect of informal learning. Is entertaining content/context more important that the educational context? What should schools accept - or reject - from that position?

https://youtu.be/UTtDb73NkNM?t=49

CBS has a card index with an index card indicating that Morley Safer brought an Olivetti typewriter to the office.

Whose card index was this? What other purpose did it serve?

Hennemann, Alexa. “Ausstellungseröffnung am 4. März: »Zettelkästen. Maschinen der Phantasie« Mit Navid Kermani, Norbert Miller und Meike Werner. Zum 250. Geburtstag von Jean Paul.” Deutches Literatur Archiv Marbach, February 13, 2013. https://www.dla-marbach.de/presse/presse-details/news/pm-11-2013/.

https://socialmediaissues.net/

Website for Social Media Issues, A resource for Comm 182/282. A course offered by Howard Rheingold at Stanford, Autumn, 2013

https://hobohm.edublogs.org/2013/03/15/zettelkasten-maschinen-der-phantasie/

Short blogpost about the Marbach 2013 zettelkasten exhibition with a few photos:

Kaube, Jürgen. “Zettelkästen: Alles und noch viel mehr: Die gelehrte Registratur.” FAZ.NET, June 3, 2013. https://www.faz.net/aktuell/feuilleton/geisteswissenschaften/zettelkaesten-alles-und-noch-viel-mehr-die-gelehrte-registratur-12103104.html

https://lifehacker.com/im-ryan-holiday-and-this-is-how-i-work-1485776137

An influential productivity article from 2013-12-18 that is seen quoted over the blogosphere for the following years that broadened the idea of the commonplace book and the later popularity of the zettelkasten.

Note that zettelkasten.de was just starting up at about this time period, though it follows the work of Manfred Kuehn's note taking blog.

Wang, C. J., Ng, C. Y., & Brook, R. H. (2020). Response to COVID-19 in Taiwan: Big Data Analytics, New Technology, and Proactive Testing. JAMA, 323(14), 1341. https://doi.org/10.1001/jama.2020.3151

Trago aqui o link do vídeo que fala sobre as emoções fantasmas - experiências emocionais no ciberespaco! E um estudo de um grupo de trabalho do mpel6

The authors spend time noting and comparing new perspectives between andragogy and pedagogy. The authors compare teaching strategies and personality types. They conclude by defining several rules observed for e-learning in adult education.

Rating: 7/10

Note: https://eric.ed.gov/?id=EJ1013743

(Click Download full text to read.) In this brief article, the authors contrast the child and adult learner. Highlighting the adult learner's characteristics, the article further discusses factors that might affect the individual learning style. Furthermore, the authors discuss these styles in the context of eLearning (extravert, introvert, sensory type, intuitive adult, reflexive type, affective type, rational type, and perceptive type). Each learning type and preferred eLearning method is illustrated (Table 1, p. 60). Rationale for the implementation of eLearning is detailed (p. 61). Guidelines for the use of eLearning is discussed. (6/10)

Now that GTAs are unionizing, will caps on the amount they can teach continue to drop?

What's the best way to tell GTAs this?

This page is the main page through which the other pages are accessed, and to which they redirect when finished. Some pages have directions to the PubMed Commons pages that in 2013 began facilitating the annotation of articles in the bioscience literature. Sadly, this was stopped in 2018, but comments can be retrieved through the Hypothesis site as detailed on my Laboratory Page.

Mon Mar 27 2017 09:20:19 GMT-0400 (Eastern Daylight Time)

Fri Jan 27 2017 11:37:54 GMT-0800 (Pacific Standard Time)

Page 8

Jockers talking about the old approach in the 1990s to anecdotal evidence:

… in the 1990s, gathering literary evidence meant reading books, noting "things" (a phallic symbol here, a bibliographical reference there, a stylistic flourish, an allusion, and so on) and then interpreting: making sense and arguments out of those observations. Today, in the age of digital libraries and large-scale book-digitization projects, the nature of the "evidence" available to us has changed, radically. Which is not to say that we should no longer read books looking for, or noting, random "things," but rather to emphasize that massive digital corpora offer is unprecedented access to literally record an invite, even demand, a new type of evidence gathering and meaning making. The literary scholar of the 21st-century can no longer be content with anecdotal evidence, with random "things" gathered from a few, even "representative," text. We must strive to understand the things we find interesting in the context of everything else, including a massive possibly "uninteresting" text.

Pages 7 and 8

Jockers is talking here about Ian Watt’s method in Rise of the Novel

What are we to do with the other three to five thousand works of fiction published in the eighteenth century? What of the works that Watt did not observe and account for with his methodology, and how are we to now account for works not penned by Defoe, by Richardson, or by Fielding? Might other novelists tell a different story? Can we, in good conscience, even believe that Defoe, Richardson, and Fielding are representative writers? Watt’s sampling was not random; it was quite the opposite. But perhaps we only need to believe that these three (male) authors are representative of the trend towards "realism" that flourished in the nineteenth century. Accepting this premise makes Watts magnificent synthesis into no more than a self-fulfilling project, a project in which the books are stacked in advance. No matter what we think of the sample, we must question whether in fact realism really did flourish. Even before that, we really ought to define what it means "to flourish" in the first place. Flourishing certainly seems to be the sort of thing that could, and ought, to be measured. Watt had no yardstick against which to make such a measurement. He had only a few hundred texts that he had read. Today things are different. The larger literary record can no longer be ignored: it is here, and much of it is now accessible.

Jockers, Matthew L. 2013. Macroanalysis: Digital Methods and Literary History. Topics in the Digital Humanities. Urbana, IL: University of Illinois Press.

Here is an interesting mega-mall i have found in china that is now deserted because of online shopping. The plans have even started taking back its land.

I am the author of this paragraph. I am also one of the scientists doing the metabolomic studies. I am in collaboration with many others in this project.

The highest value in the lowest 10% of z-scores in the article.

Median z-score: the middle z score for all the journals cited in the paper. I wonder why median?

Interesting! So the more random the pairing appeared the more novel the original paper was deemed to be?

This is a tall order!

The importance of framing your work in work that has already been done.

It will be interesting to see how they measured this in so many articles.

BP plc Share capital in other currencies

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