31 Matching Annotations
  1. Jul 2024
    1. An innovative element of the proposed approach is the use of common cliques in graphs representing documents to create a feature vector.

      for - further research - common cliques in graphs - question - relevance to disaggregating text corpus into sub-sentence graph nodes?

  2. Dec 2023
  3. inst-fs-iad-prod.inscloudgate.net inst-fs-iad-prod.inscloudgate.net
    1. The huge atomic project was pushed feverishly forward, as American know-how and industrialpower were combined with the most advanced scientific knowledge.

      How was Oppenheimer viewed in 1961 as compared with today, after the success of the Christopher Nolan film Oppenheimer? How do historians view the film and do they think it is accurate? Is there a monument to Oppenheimer?

    2. After the battered remnants of his armyhad hoisted the white flag, they were treated with vicious cruelty in the in famous Bataan deathmarch.

      Are there monuments in Bataan about the death march? What do they say about MacArthur and his "return"? If there aren't, we could create a monument.

  4. Aug 2023
    1. Personally I often used #type/sketchnote and #type/question. But I will spend a little time and effort to build up an improved architecture for tagging.

      reply to Edmund at https://forum.zettelkasten.de/discussion/comment/18550/#Comment_18550

      @Edmund since I don't do such a thing myself, I'm curious what sort of affordance your #type/NoteName tagging provides you with (especially if you're using more than just those two)? Do you use them regularly for search or filtering, and if so for what reason? How does it help?

      To me it look likes extra metadata/work, but without a lot of direct long term value in exchange. Does doing this for long periods of time provide you with outsized emergent value of some sort that's not easy to see from the start?

    1. For context, I don't use a traditional Zettelkasten system. It's more of a commonplace book/notecard system similar to Ryan HolidayI recently transitioned to a digital system and have been using Logseq, which I enjoy. It's made organizing my notes and ideas much easier, but I've noticed that I spend a lot of time on organizing my notesSince most of my reading is on Kindle, my process involves reading and highlighting as I read, then exporting those highlights to Markdown and making a page in Logseq. Then I tag every individual highlightThis usually isn't too bad if a book/research article has 20-30 highlights, but, for example, I recently had a book with over 150 highlights, and I spent about half an hour tagging each oneI started wondering if it's overkill to tag each highlight since it can be so time consuming. The advantage is that if I'm looking for passages about a certain idea/topic, I can find it specifically rather than having to go through the whole bookI was also thinking I could just have a set of tags for each book/article that capture what contexts I'd want to find the information in. This would save time, but I'd spend a little more time digging through each document looking for specificsCurious to hear your thoughts, appreciate any suggestions

      reply to m_t_rv_s__n/ at https://www.reddit.com/r/Zettelkasten/comments/164n6qg/is_this_overkill/

      First, your system is historically far more traditional than Luhmann's more specific practice. See: https://boffosocko.com/2022/10/22/the-two-definitions-of-zettelkasten/

      If you're taking all the notes/highlights from a particular book and keeping them in a single file, then it may be far quicker and more productive to do some high level tagging on the entire book/file itself and then relying on and using basic text search to find particular passages you might use at a later date.

      Spending time reviewing over all of your notes and tagging/indexing them individually may be beneficial for some basic review work. But this should be balanced out with your long term needs. If your area is "sociology", for example, and you tag every single idea related to the topic of sociology with #sociology, then it will cease to have any value you to you when you search for it and find thousands of disconnected notes you will need to sift through. Compare this with Luhmann's ZK which only had a few index entries under "sociology". A better long term productive practice, and one which Luhmann used, is indexing one or two key words when he started in a new area and then "tagging" each new idea in that branch or train of though with links to other neighboring ideas. If you forget a particular note, you can search your index for a keyword and know you'll find that idea you need somewhere nearby. Scanning through the neighborhood of notes you find will provide a useful reminder of what you'd been working on and allow you to continue your work in that space or link new things as appropriate.

      If it helps to reframe the long term scaling problem of over-tagging, think of a link from one idea to another as the most specific tag you can put on an idea. To put this important idea into context, if you do a Google search for "tagging" you'll find 240,000,000 results! If you do a search for the entirety of the first sentence in this paragraph, you'll likely only find one very good and very specific result, and the things which are linked to it are going to have tremendous specific value to you by comparison.

      Perhaps the better portions of your time while reviewing notes would be taking the 150 highlights and finding the three to five most important, useful, and (importantly) reusable ones to write out in your own words and begin expanding upon and linking? These are the excerpts you'll want to spend more time on and tag/index for future use rather than the other hundreds. Over time, you may eventually realize that the hundreds are far less useful than the handful (in management spaces this philosophy is known as the Pareto principle), so spending a lot of make work time on them is less beneficial for whatever end goals you may have. (The make work portions are often the number one reason I see people abandoning these practices because they feel overwhelmed working on raw administrivia instead of building something useful and interesting to themselves.) Naturally though, you'll still have those hundreds sitting around in a file if you need to search, review, or use them. You won't have lost them by not working on them, but more importantly you'll have gained loads of extra time to work on the more important pieces. You should notice that the time you save and the value you create will compound over time.

      And as ever, play around with these to see if they work for you and your specific needs. Some may be good and others bad—it will depend on your needs and your goals. Practice, experiment, have fun.

      Meme image from Office Space featuring a crowd of office employees standing in front of a banner on the wall that reads: Is this Good for the Zettelkasten?

  5. Jul 2023
  6. Jun 2023
  7. May 2023
    1. Tagging and linking with AI (Napkin.one) by Nicole van der Hoeven

      https://www.youtube.com/watch?v=p2E3gRXiLYY

      Nicole underlines the value of a good user interface for traversing one's notes. She'd had issues with tagging things in Obsidian using their #tag functionality, but never with their [[WikiLink]] functionality. Something about the autotagging done by Napkin's artificial intelligence makes the process easier for her. Some of this may be down to how their user interface makes it easier/more intuitive as well as how it changes and presents related notes in succession.

      Most interesting however is the visual presentation of notes and tags in conjunction with an outliner for taking one's notes and composing a draft using drag and drop.

      Napkin as a visual layer over tooling like Obsidian, Logseq, et. al. would be a much more compelling choice for me in terms of taking my pre-existing data and doing something useful with it rather than just creating yet another digital copy of all my things (and potentially needing sync to keep them up to date).

      What is Napkin doing with all of their user's data?

  8. Mar 2023
    1. In the fall of 2015, she assigned students to write chapter introductions and translate some texts into modern English.

      continuing from https://hypothes.is/a/ddn4qs8mEe2gkq_1T7i3_Q

      Potential assignments:

      Students could be tasked with finding new material or working off of a pre-existing list.

      They could individually be responsible for indexing each individual sub-text within a corpus by: - providing a full bibliography; - identifying free areas of access for various versions (websites, Archive.org, Gutenberg, other OER corpora, etc.); Which is best, why? If not already digitized, then find a copy and create a digital version for inclusion into an appropriate repository. - summarizing the source in general and providing links to how it fits into the broader potential corpus for the class. - tagging it with relevant taxonomies to make it more easily searchable/selectable within its area of study - editing a definitive version of the text or providing better (digital/sharable) versions for archiving into OER repositories, Project Gutenberg, Archive.org, https://standardebooks.org/, etc. - identifying interesting/appropriate tangential texts which either support/refute their current text - annotating their specific text and providing links and cross references to other related texts either within their classes' choices or exterior to them for potential future uses by both students and teachers.

      Some of this is already with DeRosa's framework, but emphasis could be on building additional runway and framing for helping professors and students to do this sort of work in the future. How might we create repositories that allow one a smörgåsbord of indexed data to relatively easily/quickly allow a classroom to pick and choose texts to make up their textbook in a first meeting and be able to modify it as they go? Or perhaps a teacher could create an outline of topics to cover along with a handful of required ones and then allow students to pick and choose from options in between along the way. This might also help students have options within a course to make the class more interesting and relevant to their own interests, lives, and futures.

      Don't allow students to just "build their own major", but allow them to build their own textbooks and syllabi with some appropriate and reasonable scaffolding.

  9. Feb 2023
  10. Nov 2022
    1. Computers can only deal with well-structured problems

      ie, "well-defined problems" in John Vervaeke's language. Cultivation of wisdom, per Vervaeke, is developing the capacity to navigate a ill-defined problem space, and realize (ie, recognize, and make real) what is relevant to resolving the situation.

      Examples of ill-defined problems: - how to take good notes? - how to tell a funny joke? - how to go on a successful 1st date? - how to be a good friend?

      May relate to Shapiro's "role theory". Needs further research

  11. Jan 2022
  12. Sep 2021
  13. Jun 2021
    1. "Music education students enter universities from diverse backgrounds that include musical experiences in “subaltern” musical practices (rock bands, music theatre, hip hop, and other genres). After four years or so in the institutional environment, we send them out to the world somehow convinced that what they ought to be teaching is the Western canon."

  14. Mar 2021
  15. Feb 2021
  16. Nov 2020
    1. Instead of reacting, I responded.

      Difference between reaction and response

    2. Was it realistic to expect them to comprehend the experiences of black women

      This is really interesting. I definitely think there's no way to know what someone else's experience is like and we should all constantly be learning and educating ourselves to be more empathetic.

  17. Sep 2020
  18. Aug 2020
    1. Test Your Readiness: Data Practices

      This seems to be the same overall Readiness test available in all Chapters. Consider segmenting the Readiness test into portions that align with the particular chapter that the learner is in.

  19. Jul 2020
  20. Jun 2020
  21. Sep 2019
    1. make the entire course relevant to students’ daily lives. All of the labs center around chemicals and materials that students interact with regularly. For instance, they evaluate bottled water versus tap water, test both for pH, conductivity, and taste, and then debate why so many people choose bottled over tap
  22. May 2019
  23. Mar 2019
    1. This page describes a method of teaching designed specifically for adults. The instructional design theory is Keller's "ARCS," which stands for attention, relevance, confidence, and satisfaction--all features that adult learning experiences should be characterized by. The text on this page is readable but the popups and graphics are a bit annoying. rating 3/5

  24. Oct 2018
    1. Neuropsychiatry of frontal lobe dysfunction inviolent and criminal behaviour

      definitely relates to how i want to incorporate neuropsychiatry (more accurate than neurobiology) into my project

  25. Oct 2016
    1. April1,2011

      This report was published in 2011. What does that mean to you?

  26. Jul 2015
    1. Which annotations will people want to intentionally share? Will other readers be able to make sense of these annotations?

      Key questions.