reply to u/acosmicjoke at https://www.reddit.com/r/Zettelkasten/comments/17bqztm/applying_zettelkasten_for_math_heavy_subjects/

Most of my math section in my ZK is primarily very basic definitions and theorems. I have very few proofs of basic things outside of my own personal work. There is an occasional useful example or two or lists of various lists of things that fit certain structures (lists of groups, rings, fields, categories, etc.)

Digital notes just don't work for me at all with respect to math, so I'm all-in on index cards and simply typeset all the necessary parts when I'm done with something if I intend to publish or share with others. Paper also makes it much easier to shuffle things around and reshape pieces as necessary to try out different structural approaches.

I also have a short stack of method cards (not dissimilar to Eno & Schmidt's "Oblique Strategies", but with a mathematical bent) to remind me of different approaches to try out when I get stuck which has been pretty beneficial.

I also take a fairly segmented approach between the writing I do for understanding a math text as I'm reading it and the permanent sort of notes I specifically make after-the-fact. My goal is never to recreate entire textbooks within the main section of my own zettelkasten, but create material for new works I might be writing for others to read.

https://openai.com/blog/teaching-with-ai

https://shindig.com/login/event/agifuture

Blue, David. "Bandcamp: Streaming's Secret Savior." The Psalms, 21 Jul. 2018, https://bilge.world/bandcamp-streaming-music.

reply to u/edumanos at https://www.reddit.com/r/antinet/comments/13p0myn/academic_using_of_zettelkasten/

The Luhmann's method was very specific to him, but the broader slip box method has been in wide use in academic settings for centuries, particularly in the humanities. I most often recommend Umberto Eco's book in conjunction with Adler/Van Doren's How to Read a Book, but below are a small selection of manuals on very closely related note taking methods. These can be found in a handful of languages and some even more specific to particular areas of study, though broadly they're all useful to almost any area. You'll note that some are available for free on archive.org as they're out of copyright, have been scanned, or are open educational resources. I've tried to link most of these for convenience.

If this list isn't enough, or you're looking for something written for a specific subfield (sociology, for example), let me know as I'm sure there are a plethora of others, or even some fun short pieces like: - Thomas, Keith. “Diary: Working Methods.” London Review of Books, June 10, 2010. https://www.lrb.co.uk/the-paper/v32/n11/keith-thomas/diary. - Mills, C. Wright. “On Intellectual Craftsmanship (1952).” Society 17, no. 2 (January 1, 1980): 63–70. https://doi.org/10.1007/BF02700062.

My favorite short/overview video is that of Victor Margolin's process: https://www.youtube.com/watch?v=Kxyy0THLfuI.

As for self-plagiarism, some have used a red pencil or other means to mark cards (notes) they've used in specific works as they write so that they know they've been used and can then self-cite their prior works to avoid self-plagiarism or to up their citation count.

• Ahrens, Sönke. How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking – for Students, Academics and Nonfiction Book Writers. Create Space, 2017.
• Allosso, Dan, and S. F. Allosso. How to Make Notes and Write. Minnesota State Pressbooks, 2022. https://minnstate.pressbooks.pub/write/.
• Barzun, Jacques. The Modern Researcher. Boston : Houghton Mifflin Co., 1992. http://archive.org/details/modernresearcher00barz_1.
• Bernstein, Mark. Tinderbox: The Tinderbox Way. 3rd ed. Watertown, MA: Eastgate Systems, Inc., 2017. http://www.eastgate.com/Tinderbox/TinderboxWay/index.html.
• Blair, Ann M. “Manuals on Note-Taking (Ars Excerpendi).” In Brill’s Encyclopaedia of the Neo-Latin World. Brill, May 7, 2014. https://referenceworks.brillonline.com/entries/encyclopaedia-of-the-neo-latin-world/manuals-on-note-taking-ars-excerpendi-B9789004271029_0058.
• Chavigny, Paul Marie Victor. Organisation du travail intellectuel, recettes pratiques à l’usage des étudiants de toutes les facultés et de tous les travailleurs. Paris: Delagrave, 1918. https://catalog.hathitrust.org/Record/011209555.
• DeCarlo, Matthew, Cory Cummings, and Kate Agnelli. Graduate Research Methods in Social Work. Open Social Work, 2021. https://doi.org/10.21061/msw-research.
• Dow, Earle Wilbur. Principles of a Note-System for Historical Studies. New York: Century Company, 1924.
• Eco, Umberto. How to Write a Thesis. Translated by Caterina Mongiat Farina and Geoff Farina. 1977. Reprint, Cambridge, MA, USA: MIT Press, 2015. https://mitpress.mit.edu/books/how-write-thesis.
• Gessner, Konrad. Pandectarum Sive Partitionum Universalium. 1st Edition. Zurich: Christoph Froschauer, 1548.
• Goutor, Jacques. The Card-File System of Note-Taking. Approaching Ontario’s Past 3. Toronto: Ontario Historical Society, 1980. http://archive.org/details/cardfilesystemof0000gout.
• Heyde, Johannes Erich, and Heinz Siegel. Technik des wissenschaftlichen Arbeitens. 10th ed. 1931. Reprint, Berlin: Kiepert, 1970. https://www.worldcat.org/title/TECHNIK-DES-WISSENSCHAFTLICHEN-ARBEITENS.-MIT-E.-ERG.BEITR.-DOKUMENTATION-VON-HEINZ-SIEGEL.-10.DURCHGES.AUFL/oclc/1075391218.
• Kuntze, Friedrich. Die Technik der geistigen Arbeit (The technique of mental work). Carl Winter’s Universitätsbuchhandlung, 1923.
• Langlois, Charles Victor, and Charles Seignobos. Introduction to the Study of History. Translated by George Godfrey Berry. First. New York: Henry Holt and company, 1898. http://archive.org/details/cu31924027810286.
• ———. Introduction to the study of history. London, Cass, 1966. http://archive.org/details/introductiontos00langgoog.
• Leicester, Mal, and Denise Taylor. Take Great Notes. 1st edition. Thousand Oaks, CA: SAGE Publications Ltd, 2019.
• Maxfield, Ezra Kempton. “Suggestions for Note Taking.” Delaware College Bulletin 6, no. 4 (December 1910).
• Mei, Jennifer. Refining, Reading, Writing : Includes 2009 Mla Update Card. Nelson Canada, 2007. http://archive.org/details/refiningreadingw0000meij.
• Range, Ellen. Take Note! Taking and Organizing Notes. Ann Arbor, Michigan: Cherry Lake Publishing, 2014.
• Schrag, Zachary M. The Princeton Guide to Historical Research. Princeton University Press, 2021. https://doi.org/10.2307/j.ctv1pdrrc9.
• Sertillanges, Antonin Gilbert. La vie intellectuelle; son esprit, ses conditions, ses méthodes. Paris, Éditions de la Revue des jeunes, 1921. http://archive.org/details/lavieintellectue00sert.
• Sertillanges, Antonin Gilbert, and Mary Ryan. The Intellectual Life: Its Spirit, Conditions, Methods. First English Edition, Fifth printing. 1921. Reprint, Westminster, MD: The Newman Press, 1960. http://archive.org/details/a.d.sertillangestheintellectuallife.
• Seward, Samuel Swayze. Note-Taking. Boston, Allyn and Bacon, 1910. http://archive.org/details/cu31924012997627.
• Webb, Sidney, and Beatrice Webb. Methods of Social Study. London; New York: Longmans, Green & Co., 1932. http://archive.org/details/b31357891.
• Weinberg, Gerald M. Weinberg on Writing: The Fieldstone Method. New York, N.Y: Dorset House, 2005.

Good luck!

This is great. I'll put it into my collection along with Shawn Graham who has some prior work for teaching with Obsidian (https://shawngraham.github.io/hist1900/#the-big-idea) as does u/danallosso who has also used it quite bit for both classes as well as Open Education Resources. If you search for Dan's YouTube & Substack, you're likely to find some of his writing/resources there.

https://www.reddit.com/r/ObsidianMD/comments/13khuxs/obsidian_for_teachers/

see also: https://github.com/biscotty666/OBSPKMEssentials

I suspect within the living community in question. The scientific model of being an outside observer falls flat in a complex environment, as any self-styled observer is part of it, and can only succeed by realising that. Brings me to action research too. If they're hard to find from outside such a living community that's probably because they don't partake in the academic status games that run separate from those living communities. How would you recognise one if you aren't at least yourself a boundary spanner to the living community they are part of?

‘I am a White person:’ UC Berkeley scholar apologizes for wrongly claiming to be Native American her ‘whole life’ by Martha Ross

1. Zettelkasten for INTERMEDIATE users of Obsidian

Buttons for coprolites and oosik... 🤣

His templates look a lot like some of the work and templates I use to import annotations/notes from Hypothes.is into Obsidian.

The ever-growing army of coordinators for Title IX — the federal law prohibiting sex-based discrimination — is one manifestation of the bureaucratic bloat, which since the 1990s has helped propel tuition costs far ahead of inflation.

Benjamin Ginsberg has documented bureaucratic bloat since the 1970's and only the tiniest fraction is down to Title IX, which is a political red herring here. A much larger amount of bloat can be attributed to professionalization of running the university allowing professors more time for teaching and research and less administrative work. Commercial specialization of this sort has increased because of increased competition within the capitalistic system which has grown there. A sizeable portion also goes into development efforts as educational funding has shrunk (due primarily to conservative efforts) as well as administrative functions to run fringe benefits like athletic centers, activities, lazy rivers, climbing walls, etc. which are used to recruit students into a much more selective number of universities.

I just finished my Bachelor thesis working with Obsidian! by u/ThiIsAnkou

100 literature- and about 650 permanentnotes. Thanks to Obsidian and Zettelkasten!

No entiendo en qué modo esto es Hackear la academia

De ahí lo importante del diseño y estas formas de publicación hacktivista, que van más allá del trabajo y sus obligaciones, sin ser un discurso moralizante, sino una trocha visible de caminos por recorrer en colectivo, entre comunidades de base y académicos y en un sentido pendular, para ensanchar los puentes, los tránsitos y las posibles articulaciones.

¿Y qué hay de la academía hacia adentro? Cómo ocurren esas resistencias. Podríamos, en clave activista, performática, política, dar cuenta y encarnar las insurrecciones y resistencias dentro de la academía. ¿Cómo ellas, a pesar de ser visibilizadas, se resisten a la coptación?

La publicación hacktivista en puente hacia la academia activista puede ser una manera no sólo de mostrar esas resistencias de la gente humilde de "afuera" de la academía, sino de encarnarla hacia adentro y de usar nuestros privilegios para visibilizar, estratégicamente, a quienes no los tienen.

¿Y si el discurso no fuera sobre las generalizaciones, sino sobre la forma de conectar particularidades? Al menos como resistencia diversa y alternativa a los discusos hegemónicos.

Cfg: la lección sobre recibir plata de Facebook y feminismos.

¿Pueden haber prácticas insurgentes en la academia? Por ejemplo, ¿las asociadas a otras formas y objetos para publicar, bajo otras licencias, en otros circuitos?

Cfg: Ronin Institute

reply to u/m_t_rv_s__n at https://www.reddit.com/r/Zettelkasten/comments/11bxjms/am_i_taking_too_long_to_finish_notes/

Some of it depends on what you're reading for and what you're trying to get out of the reading. On a recent 26 page journal article, I spent several hours over a couple of days (months apart) reading and taking notes in a relatively thorough fashion. I spent another hour or so refining them further and filing them and another 15 minutes noting out references for follow up. It was in an area I'm generally very familiar with, so it wasn't difficult or dense, but has lots of material I specifically know I'll be using in the near future for some very specific writing. Because I know it's something of specific interest to me and several overlapping projects, I had a much deeper "conversation with the text" than I otherwise might have.

Because it was done digitally, you can see the actual highlights and annotations and even check the timestamps if you like (you'll have to click through individual notes to get these timestamps): https://hypothes.is/users/chrisaldrich?q=url%3Aurn%3Ax-pdf%3A6053dd751da0fa870cad9a71a28882ba Some of it is basic data I'll use for a variety of purposes on several already well-defined projects. A few are for more slowly developing projects further out on the horizon. It's relatively easy to see the 10 or 15 permanent notes that I'll pull out of this group of about 74 notes. Since writing them, I've already referenced two of the more fleeting notes/highlights by searching for related tags on other reading which look like they may actually develop further.

Had this been something less targeted to my specific area, say for a master's level course of general interest, I'd probably have spent far less time on it and likely not gone over about 15 or so notes. Sometimes for these, I'll just read the abstract and conclusions and scan the references. Reading lots of these in your area of interest gives you some idea of the space and types of questions you might be asking. As you hone in on a thesis, you'll begin asking more and more questions and delve more deeply into material, and if something you read in the past becomes more specific to your project then you'll likely go back to re-read it at a deeper level, but you'll still have your prior work at your fingertips as a potential guide.

Once you know what your particular thesis is going to be your reading becomes more dense and targeted. Some things you'll read several times and go through with fine-toothed combs while others you'll skim to get the gist/context and only excerpt small specific pieces which you need and then move on.

(If you need it, remember that you only need one or two good permanent notes per day to make some serious progress.)

Kathryn Greenhill in PhD notetaking workflow – PDF to Zotero to Zotfile to Dropbox to GoodNotes to Zotero to Scrivener. Blogjune 2019/7 at 2019-06-07 (accessed:: 2023-02-24 10:18:56)

Regina Martínez Ponciano aka u/NomadMimi in r/ObsidianMD - PhD workflow: Obsidian, Zettelkasten, Zotero, Pandoc, and more at 2021-03-15 (accessed:: 2023-02-24 10:10:11)

Broadly similar to my own workflow though I use Hypothes.is for fleeting notes rather than Zotero.

Original copy at: https://martinezponciano.es/2021/04/05/research-workflow-as-a-phd-student-in-the-humanities/

A partial answer to note taking why.

https://www.reddit.com/r/ObsidianMD/comments/jc25p4/going_from_obsidian_notes_to_a_finished_piece_of/

Nothing remarkable here other than a reference for someone who uses Zettlr for writing

https://www.reddit.com/r/ObsidianMD/comments/t3buj2/what_are_the_best_themestemplates_for_the_purpose/

Nothing really useful here.

Ghosting is only a problem for the ghosted if the ghosted values the opinion/support/endorsement of the ghoster.

So the real questions are: Why does one value the ghoster? Is that valuation warranted?

reply to u/stjeromeslibido at https://www.reddit.com/r/antinet/comments/10nlu4l/comment/j6bdgma/?utm_source=reddit&utm_medium=web2x&context=3

I've used data from my own cards to create timelines before using the Knightlab's TimelineJS tool: https://cdn.knightlab.com/libs/timeline3/latest/embed/index.html?source=18QD2-Kx0WdFBzqDv1sTkQWOJLGHGXsvr4NBLYNiX9FA&font=Default&lang=en&initial_zoom=2&height=650%27%20width=%27100%%27%20height=%27650%27%20webkitallowfullscreen%20mozallowfullscreen%20allowfullscreen%20frameborder=%270%27

You'll note that it's got a fun card-like flavor to its design. 🤩

Historically, while they had certainly done so much earlier, historians began doubling down on slip-based research work flows in the late 1800's. Many in the late nineteenth and early twentieth centuries were heavily influenced by the idea of "historical method" or the German "Wissenschaftlichen Arbeitens". Primary sources going back over a century have included:

• Bernheim, Ernst. Lehrbuch der historischen Methode und der Geschichtsphilosophie : mit Nachweis der wichtigsten Quellen und Hilfsmittelzum Studium der Geschichte ... völlig neu bearbeitete und vermehrte Auflage. 1889. Reprint, Leipzig : Duncker, 1903. http://archive.org/details/lehrbuchderhisto00bernuoft.
• Langlois, Charles Victor, and Charles Seignobos. Introduction to the Study of History. Translated by George Godfrey Berry. First. New York: Henry Holt and company, 1898. http://archive.org/details/cu31924027810286.
• Dow, Earle Wilbur. Principles of a Note-System for Historical Studies. New York: Century Company, 1924.
• Barzun, Jacques, and Henry F. Graff. The Modern Researcher. New York, Harcourt, Brace, 1957. http://archive.org/details/modernreseracher0000unse.
• Eco, Umberto. How to Write a Thesis. Translated by Caterina Mongiat Farina and Geoff Farina. 1977. Reprint, Cambridge, MA, USA: MIT Press, 2015. https://mitpress.mit.edu/books/how-write-thesis.

A few prime examples of historians practicing this sort of card index method (though not necessarily in the same form as Niklas Luhmann) include:

• Thomas, Keith. “Diary: Working Methods.” London Review of Books, June 10, 2010. https://www.lrb.co.uk/the-paper/v32/n11/keith-thomas/diary.
• Pomeroy, Earl. “Frederic L. Paxson and His Approach to History.” The Mississippi Valley Historical Review 39, no. 4 (1953): 673–92. https://doi.org/10.2307/1895394.
• Aldrich, Chris. “S.D. Goitein’s Card Index (or Zettelkasten).” BoffoSocko (blog), January 15, 2023. https://boffosocko.com/2023/01/14/s-d-goiteins-card-index-or-zettelkasten/.
• Lustig, Jason. “‘Mere Chips from His Workshop’: Gotthard Deutsch’s Monumental Card Index of Jewish History.” History of the Human Sciences 32, no. 3 (July 1, 2019): 49–75. https://doi.org/10.1177/0952695119830900.
• Goutor, Jacques. The Card-File System of Note-Taking. Approaching Ontario’s Past 3. Toronto: Ontario Historical Society, 1980. http://archive.org/details/cardfilesystemof0000gout.
• Margolin, Victor. The Process of Writing World History of Design, 2015. https://www.youtube.com/watch?v=Kxyy0THLfuI.

Margolin's short video is particularly lovely for its incredible depth despite its brevity.

Beyond this there is also a very rich history of sociologists, anthropologists, philosophers, linguists, and others in the humanities using similar methods.

Beatrice Webb has a fairly good description of how she created her "scientific notes" in the late 1880/1890s in a database-like fashion in the appendix to her memoir My Apprenticeship and expanded on some of the ideas in a more specific text a few years later.

• Webb, Beatrice. My Apprenticeship. First Edition. New York: Longmans, Green & Co., 1926.
• Webb, Sidney, and Beatrice Webb. Methods of Social Study. London; New York: Longmans, Green & Co., 1932. http://archive.org/details/b31357891.

reply to u/rl4215 at https://www.reddit.com/r/ObsidianMD/comments/10jhlr2/using_obsidian_in_academia_a_demotutorial_vault/

This is an awesome start.

Some additional resources I often recommend for folks: Obsidian has a discord with a chat room specific to #academia where folks can ask questions. https://discord.com/channels/686053708261228577/@home

Historian and professor u/DanAllosso has some great YouTube Videos on Obsidian with respect to both his own work as well as discussion on using it to teach: https://www.youtube.com/@MakingHistory2022/search?query=obsidian Because he's into Open Educational Resources, he's naturally got a great book on note taking and writing: https://boffosocko.com/2022/08/02/how-to-make-notes-and-write-a-handbook-by-dan-allosso-and-s-f-allosso/. His YouTube channel has a series of videos in which he reads the entire book making it an audio book of sorts as well. If you dig around you'll see that he's got a book club with a shared Obsidian vault that multiple can contribute to in a wiki-like manner.

Kathleen Fitzgerald, Director of Digital Humanities has a fairly significant Obsidian practice and has some fun material on task tracking: https://kfitz.info/tasks-matter/. It looks like you've got a good start on some of this in the example vault already.

Archaeologist Shawn Graham has a class he's teaching with Obsidian that has some great resources some may appreciate: https://mastodon.social/@electricarchaeo@scholar.social/109509678170907504. See also: https://shawngraham.github.io/hist1900/

I haven't run into anyone in the Library Carpentries space with Obsidian resources, but I suspect they'll show up sooner or later.

We definitely need more of these resources to share and learn from collectively.

Thanks again!

https://github.com/rlaker/Obsidian-for-Academia/issues/1

Perhaps I can circle back around to add in more of the specifics, both for the documentation and so people better understand what's going on and how things are dovetailed. Until then, the following two articles about setting up and using Obsidian with Zotero are fairly useful templates/walk throughs: - https://www.marianamontes.me/post/obsidian-and-zotero/ - https://nataliekraneiss.com/your-academic-reading-list-in-obsidian/

This sounds somewhat similar to Mark Robertson's method of "live Roaming" (using Roam Research during his history classes) as a teaching tool on top of other prior methods.

link to: Roland Barthes' card collection for teaching: https://hypothes.is/a/wELPGLhaEeywRnsyCfVmXQ

Gertrud Bauer used her zettelkasten on Coptic and Greek to write Konkordanz der nichtflektierten griechischen Wörter im bohairischen Neuen Testament, Göttinger Orientforschungen VI/6, Wiesbaden: Harrassowitz 1975, a work on borrowed function words.

https://www.reddit.com/r/Zettelkasten/comments/zwgeas/is_the_zk_method_worth_it_and_how_it_helped_you/

This just means that they're measuring productivity incorrectly. If they worked out productivity per work hour, they'd likely find the drop in productivity was much less, if present at all.

https://docs.google.com/spreadsheets/d/1T-IUl72xlbEcaclP7TUA8kgrhDTVSrMwwsi5iIIfsow/edit#gid=0

https://github.com/nathanlesage/academics-on-mastodon#readme

In academia, the act of not taking notes can act as an external signal of superiority or even indifference.

In addition to the concerns about CRT generally, this popularization, and bastardization, of CRT speaks to the danger of releasing too much information from academia into the popular sphere. When incompletely considered theories, arguments, and models are made widely available, they will be taken advantage of by unscrupulous and malicious people.

https://www.insidehighered.com/blogs/higher-ed-gamma/humanities%E2%80%99-scholarly-infrastructure-utter-disarray

Interesting problem. Why is the CTL not seen as an "arm of shared governance" in these cases? Or at least a venue of it?

Fascinating to see what "neutral" means here. There's the "non-evaluative"/"non-supervisory" sense, where "neutrality" is essentially with respect to office politics, and the "not advancing an argument" sense, which in the strictest sense seems almost impossible to reconcile with any kind of developmental work.

Research

Luhmann indicates that aspiring academics came to visit to see his card collection in potentially planning their own.

1. Ralf Klassen, “Bezaubernde Jeannie oder Liebe ist nur ein Zeitvertreib,” in Wir Fernsehkinder. Eine Generation ohne Programm, ed. Walter Wüllenweber (Berlin: Rowohlt Berlin Verlag, 1994), 81 – 97, at 84.

xml <link rel="related" type="application/atom+xml;profile=opds-catalog" title="theses.fr > Flux ATOM et OPDS des thèses accessibles en ligne" href="/?q=&sort=dateSoutenance+desc&access=oui&format=atom"/>

```html <link rel="alternate" type="application/opml+xml" title="Outline" href="https://www.openedition.org/?page=opml" />

<link rel="alternate" type="application/atom+xml;profile=opds-catalog" title="OpenEdition OPDS Catalogue" href="http://opds.openedition.org" /> ```

Racist text and racist pals.

I used to think that taking notes was an important but relatively small part of my work. But now I think of note-taking as my actual work.

Kwiek, M. (2021). The Globalization of Science: The Increasing Power of Individual Scientists. MetaArXiv. https://doi.org/10.31222/osf.io/gj4aq

Davies, A., Seaton, A., Tonooka, C., & White, J. (2021). Covid-19, online workshops, and the future of intellectual exchange. Rethinking History, 25(2), 224–241. https://doi.org/10.1080/13642529.2021.1934290

What problem is AI solving in education?

Holmes, N. P. (2021). I critiqued my past papers on social media—Here’s what I learnt. Nature, 595(7867), 333–333. https://doi.org/10.1038/d41586-021-01879-y

Prof Nichola Raihani on Twitter: “Submitted a paper reporting null results to a mid tier journal. Guess how it went. I literally don’t care at this point but I do feel bad for the first author (who I won’t name here). Https://t.co/sX5lTcEl29” / Twitter. (n.d.). Retrieved July 16, 2021, from https://twitter.com/nicholaraihani/status/1415308025179656194

Plakhotnik, M. S., Volkova, N. V., Jiang, C., Yahiaoui, D., Pheiffer, G., McKay, K., Newman, S., & Reißig-Thust, S. (2021). The Perceived Impact of COVID-19 on Student Well-Being and the Mediating Role of the University Support: Evidence From France, Germany, Russia, and the UK. Frontiers in Psychology, 12, 642689. https://doi.org/10.3389/fpsyg.2021.642689

I suggest that the real power of annotation is not necessarily with academia. We need to go beyond academics and find ways to engage with others outside. For example, I have tried to engage Matt Taibbi on his substack article: https://hyp.is/go?url=https%3A%2F%2Ftaibbi.substack.com%2Fp%2Fcongratulations-elitists-liberals&group=__world__

This guy gets it.

Again Morningstar shows a lack of recognition that academia (most especially in the USA) operates in a marketplace, even though he describes some of its market characteristics elsewhere.

.

There can be clear benefits to treating academia like a business.

Hazell, C. M., Niven, J., Chapman, L., Roberts, P., Cartwright-Hatton, S., Valeix, S., & Berry, C. (2021). Nationwide assessment of the mental health of UK Doctoral Researchers [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/cs73g

GruberMay. 20, J., 2020, & Pm, 4:50. (2020, May 20). Professors must support the mental health of trainees during the COVID-19 crisis. Science | AAAS. https://www.sciencemag.org/careers/2020/05/professors-must-support-mental-health-trainees-during-covid-19-crisis

Don't feel bad, I don't think many (any?!) programs do this. It's a terrible disservice to academia.

Examples of programs that do this would be fantastic to have. Or even an Open Education based course that covers some of this would be an awesome thing to see.

Pownall, M., Harris, R., & Blundell-Birtill, P. (2021). Supporting students during the transition to university in COVID-19: 5 key considerations and recommendations. PsyArXiv. https://doi.org/10.31234/osf.io/4fykt

PhD, D. D. (n.d.). Managing scientific discourse on Twitter. Retrieved 5 March 2021, from https://statsepi.substack.com/p/managing-scientific-discourse-on

r/BehSciAsk - Workshop hackathon: ReSearch Engine: Search Engine for SciBeh’s knowledge base & beyond. (n.d.). Reddit. Retrieved 5 March 2021, from https://www.reddit.com/r/BehSciAsk/comments/jkz7jx/workshop_hackathon_research_engine_search_engine/

Morgan, A. C., Way, S. F., Hoefer, M. J. D., Larremore, D. B., Galesic, M., & Clauset, A. (2021). The unequal impact of parenthood in academia. Science Advances, 7(9), eabd1996. https://doi.org/10.1126/sciadv.abd1996

“The Eight Biggest Covid-Sceptic Myths – and Why They’re Wrong.” Accessed February 24, 2021. https://www.newstatesman.com/science-tech/coronavirus/2021/01/eight-biggest-covid-sceptic-myths-and-why-they-re-wrong.

David Dye. (2021, January 26). So if you work somewhere already like this maybe suggest how to really run a WFH/mobile collaboration uni, and how we re-tool the physical meeting place we then in light of that? Maybe the philosophers already know this?? [Tweet]. @DavidDye9. https://twitter.com/DavidDye9/status/1354176181042556929

Prosser, A. M. B. (2020, November 10). The Pandemic and my PhD: Lessons from a Policy Research Placement with the Reset Initiative. https://doi.org/10.31234/osf.io/jg67m

Often when I see this pattern happening, the dissertation is the new and original research and the subsequent book is a rewriting of that research into a form meant to help popularize and distribute it into a broader public.

This is similar, in a way to journal articles being written about by science journalists which then usually massively broadens the audience of the work. Usually this version helps the work to reach more eyeballs than the dissertation to book route does.

Another version of this might be the translation of a screenplay and a move into a novelization for popular movies. Some of the goal here however is just to make more money.

It's worth looking at who is (privileged to be) doing the writing in each of these cases.

Grossmann, I., Twardus, O., Varnum, M. E. W., Jayawickreme, E., & McLevey, J. (2021). Societal Change and Wisdom: Insights from the World after Covid Project. PsyArXiv. https://doi.org/10.31234/osf.io/yma8f

SPARC (2020) We Declared Independence and so can you. Retrieved from https://declaring-independence.org/

White-Sullivan. C., (2019) Retrieved from https://twitter.com/Conaw/status/1278609573973127169

Researchers and Their Stories (2020) WEBINAR: Managing your mental health is an ongoing journey – Let's embrace the process!. Retrieved from https://www.editage.com/insights/managing-your-mental-health-is-an-ongoing-journey-lets-embrace-the-process

This is going to be awesome when it debuts in universities. I can't imagine that any academics will be concerned when a departmental chair or administrator asks you why you're not sending more emails.

It's great that MS has reacted so quickly to the outcry around the privacy of workers.

I thought it would be super-interesting to see how academics might have responded to the idea of institutional administrators keeping tabs on the number of hours that they'd spent in meetings (via Teams), composing and reading emails (via Outlook), writing articles (via Word), and so on.

And yet these would be the same academics who do this kind of monitoring of student work.

Science as Amateur Software Development. (2020, September 26). https://www.youtube.com/watch?v=zwRdO9_GGhY&feature=youtu.be

Hybrids: Between Industry and Academia ft. Nurit Nobel (Episode 016). (2020, August 9). https://www.youtube.com/watch?v=_oRegXaGsTU

Kojaku, S., Livan, G., & Masuda, N. (2020). Detecting citation cartels in journal networks. ArXiv:2009.09097 [Physics]. http://arxiv.org/abs/2009.09097

King, M. M., & Frederickson, M. (2020). The Pandemic Penalty: The gendered effects of COVID-19 on scientific productivity [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/8hp7m

FreeOurKnowledge/discussion. (2020). Free Our Knowledge. https://github.com/FreeOurKnowledge/discussion (Original work published 2019)

FreeOurKnowledge/discussion. (n.d.). GitHub. Retrieved September 10, 2020, from https://github.com/FreeOurKnowledge/discussion

Postdocs in crisis: Science cannot risk losing the next generation. (2020). Nature, 585(7824), 160–160. https://doi.org/10.1038/d41586-020-02541-9

Sir Anthony Seldon on Twitter. (n.d.). Twitter. Retrieved September 2, 2020, from https://twitter.com/AnthonySeldon/status/1300355492783554561

Petersen, A. H. (n.d.). Between f**ked and a hard place. Retrieved August 30, 2020, from https://annehelen.substack.com/p/between-fked-and-a-hard-place

The Cost of Correcting Bad Science. (2020, July 9). RIOT Science Club - YouTube. https://www.youtube.com/watch?v=LZBHGzQ8lVg

Esther Choo, MD MPH on Twitter: “Question for Twitter. Why didn’t academia take the lead on Covid information? Why didn’t schools of med & public health across the US band together, put forth their experienced scientists in epidemiology, virology, emergency & critical care, pandemic and disaster response...” / Twitter. (n.d.). Twitter. Retrieved August 10, 2020, from https://twitter.com/choo_ek/status/1291789978716868608

Perrott, D. (2020, May 22). Exploring the Valley’s of the Applied Behavioural Science Landscape. Medium. https://medium.com/@DavePerrott/exploring-the-valleys-of-the-applied-behavioural-science-landscape-a8b8ed53e58a

Leibniz PhD Network - Mental Health for Doctoral Researchers During COVID-19 Webinar

Free our knowledge. (n.d.). Retrieved June 30, 2020, from https://www.freeourknowledge.org/pages/about/

Goh, H.-H., & Bourne, P. E. (2020). Ten simple rules for researchers while in isolation from a pandemic. PLOS Computational Biology, 16(6), e1007946. https://doi.org/10.1371/journal.pcbi.1007946

Amy Perfors on Twitter: “I’ve been having a difficult time lately — partly because of [insert frantic gesturing at the state of the world], partly personal — but one thing has been a real bright light for me in the last few months. I think it has some broader lessons that might give some hope, so THREAD” / Twitter. (n.d.). Twitter. Retrieved June 26, 2020, from https://twitter.com/amyperfors/status/1275931919897595904