516 Matching Annotations
  1. Nov 2022
    1. You can definitely set the Return-Path header as a sender. But yes, some receivers might rewrite it (But not always ), or depending on who you're sending through, it might be re-written by them. For instance when using MailGun to send bulk email you have to do things just right in order to set a Return-Path that will be preserved. I know this contradicts the RFC you cite, but it's in practice true.
    1. You cannot followrules you do not know. Nor can you acquire an artistic habitany craft or skill-without following rules. The art as something that can be taught consists of rules to be followed inoperation. The art as something learned and possessed consists of the habit that results from operating according to therules.

      This is why one has some broad general rules for keeping and maintaining a zettelkasten. It helps to have some rules to practice and make a habit.

      Unmentioned here is that true artists known all the rules and can then more profitably break those rules for expanding and improving upon their own practice. This is dramatically different from what is seen by some of those who want to have a commonplace or zettelkasten practice, but begin without any clear rules. They often begin breaking the rules to their detriment without having the benefit of long practice to see and know the affordances of such systems before going out of their way to break those rules.

      By breaking the rules before they've even practiced them, many get confused or lost and quit their practice before they see any of the benefits or affordances of them.

      Of course one should have some clear cut end reasons which answer the "why" question for having such practices, or else they'll also lose the motivation to stick with the practice, particularly when they don't see any light at the end of the tunnel. Pure hope may not be enough for most.

    2. Knowing the rules of an art is not the same as having thehabit.
    1. For example, I recently read about how Lin-Manuel Miranda tells the same story dozens of times to the same person because he forgets who he already told. Once, when he finished telling his collaborator Tommy Kail a story, Kail said, “That happened to me. I told you that.” They both laughed then Kail added, “That’s why you’re cut out for theater, because you’ll tell it like it’s the first time.” So in the margin I wrote, LIKE IT’S THE FIRST TIME:

      This is interesting for itself.

      (reference: Sicker in the Head)


      It's also interesting because it's an example of regular rehearsal that actors, comedians, storytellers, performers and even salespeople often do to slowly hone and improve their performance or pitch. Each retelling and the response it gives provides subtle hints and clues as to how to improve the story or performance on the next go round, or at least until the thing is both perfected and comes out the same way every time.

    1. Glyph 0 must be assigned to a .notdef glyph. The .notdef glyph is very important for providing the user feedback that a glyph is not found in the font. This glyph should not be left without an outline as the user will only see what looks like a space if a glyph is missing and not be aware of the active font’s limitation.
  2. Oct 2022
    1. trusting your own process

      trusting the process (ones own, or a facilitator's) implies recognising/knowing the process. The source of trust is that the process in earlier cycles delivered useful (to me) outputs. I usually term in Practice, as not all practice is process, but all process is practice. Vgl my [[% Practice Praktijk OP]] elephant path.

    1. I can't believe I read a tweet saying retrieval practice must be written. What about ...<br><br>- MFL?<br>- EYFS/KS1?<br>- Practical subjects?<br>- Cold calling?<br>- Students with SEND?<br>- EAL learners?<br>- Oracy?<br>- Think, pair & share?<br>- Flashcards?<br><br>Writing is so important, as is verbal recall.

      — Kate Jones (@KateJones_teach) September 26, 2022
      <script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script>
    1. sepulchre

      I had no idea what this meant. The definition I found online says that a sepulchre is "a small room or monument, cut in rock or built of stone, in which a dead person is laid or buried". (This picture is of The Church of Holy Sepulchre in Jerusalem.)

    2. personifications

      I think personification is attribute of a person or the way they are portrayed.

    1. This list is a great framework for showing students what they don't know, so they can actively work and practice at becoming better at their craft.

      I feel like actively annotating and "reading with a pen in hand" has been a great way to practice many of these points. Questioning texts, marking open problems, etc. goes a long way toward practicing these methods.

    2. Wieman, Carl. “How to Become a Successful Physicist.” Physics Today 75, no. 9 (September 2022): 46–52. https://doi.org/10.1063/PT.3.5082

      The details here are also good in teaching almost all areas of knowledge, particularly when problem solving is involved.

      How might one teach the practice of combinatorial creativity?

    3. An adviser should have their students explicitly practice decisions 25 and 26, test their solutions, and try to come up with the ways their decisions could fail, including alternative conclusions that are not the findings that they were hoping for. Thinking of such failure modes is something that even many experienced physicists are not very good at, but our research has shown that it can be readily learned with practice.

      To help fight cognitive bias, one should actively think about potential failure modes of one's decisions and think about alternative conclusions which aren't part of the findings one might have hoped for. Watching out for these can dramatically help increase solution spaces and be on the watch out for innovative alternate or even better solutions.

  3. Sep 2022
    1. But others, including Garner, believe, I think rightly, that while it can be ok to omit the hyphen in compound-noun adjectives, the better practice is to include the hyphen to ensure no confusion (especially since including the hyphen never triggers a miscue).
    1. Agarwal, Pooja K., Ludmila D. Nunes, and Janell R. Blunt. “Retrieval Practice Consistently Benefits Student Learning: A Systematic Review of Applied Research in Schools and Classrooms.” Educational Psychology Review 33, no. 4 (December 1, 2021): 1409–53. https://doi.org/10.1007/s10648-021-09595-9

  4. Aug 2022
    1. basic literacies that users of the web and social media ought to have

      Rheingold perceives literacy as skill within community. A skill that comes into its own if there's a community of skilled people, a social practice. He may have adopted it from Paulo Freire who put reading/writing skills interwoven with reading/writing the world (mentioned in Kalir/Garcia's Annotation too). Do I see that community aspect, the social practice aspects in the 5 literacies he lists from Net Smart?

      1. Attention [[Aandacht als geletterdheid 20201117203910]]
      2. Participation
      3. Collaboration
      4. Network awareness
      5. Crap detection, or 'Critical consumption' in polite company (I have it as : [[Crap detection is civic duty 2018010073052]]
    1. Come back and read these particular texts, but these look interesting with respect to my work on orality, early "religion", secrecy, and information spread:<br /> - Ancient practices removed from their lineage lose their meaning - In spiritual practice, secrecy can be helpful but is not always necessary

      timestamp

  5. Jul 2022
    1. It really slows down your test suite accessing the disk.So yes, in principle it slows down your tests. There is a "school of testing" where developer should isolate the layer responsible for retrieving state and just set some state in memory and test functionality (as if Repository pattern). The thing is Rails is a tightly coupled with implementation logic of state retrieval on core level and prefers "school of testing" in which you couple logic with state retrial to some degree.Good example of this is how models are tested in Rails. You could just build entire test suite calling `FactoryBot.build` and never ever use `FactoryBot.create` and stub method all around and your tests will be lighting fast (like 5s to run your entire test suite). This is highly unproductive to achieve and I failed many times trying to achieve that because I was spending more time maintaining my tests then writing something productive for business.Or you can took more pragmatic route and save database record where is too difficult to just 'build' the factory (e.g. Controller tests, association tests etc)Same I would say for saving the file to the Disk. Yes you are right You could just "not save the file to disk" and save few milliseconds. But at the same time you will in future stumble upon scenarios where your tests are not passing because the file is not there (e.g. file processing validations) Is it really worth it ? I never worked on a project where saving file to a disk would slow down tests significantly enough that would be an issue (and I work for company where core business is related to file uploading) Especially now that we have SSD drives in every laptop/server it's blazing fast so at best you would save 1 seconds for entire test suite (given you call FactoryBot traits to set/store file where it make sense. Not when every time you build an object.)
  6. Jun 2022
    1. Interleaving is a learning technique that involves mixing together different topics or forms of practice, in order to facilitate learning. For example, if a student uses interleaving while preparing for an exam, they can mix up different types of questions, rather than study only one type of question at a time.Interleaving, which is sometimes referred to as mixed practice or varied practice, is contrasted with blocked practice (sometimes referred to as specific practice), which involves focusing on only a single topic or form of practice at a time.

      Interleaving (aka mixed practice or varied practice) is a learning strategy that involves mixing different topics, ideas, or forms of practice to improve outcomes as well as overall productivity. Its opposite and less effective strategy is blocking (or block study or specific practice) which focuses instead on working on limited topics or single forms of practice at the same time.


      This may be one of the values of of the Say Something In Welsh method which interleaves various new nouns and verbs as well as verb tenses in focused practice.

      Compare this with the block form which would instead focus on lists of nouns in a single session and then at a later time lists of verbs in a more rote fashion. Integrating things together in a broader variety requires more work, but is also much more productive in the long run.

  7. May 2022
    1. you saw the inevitable blog posts in the blogosphere and the youtubers picked it up and if you actually did it like cold adaption it was very easy to see who actually did 00:04:34 it themselves and then had some practical experience and some people like just researched it and like i think you you know it like when people say like the 12 best tips for x and y 00:04:47 yeah and um you have this kind of blog post that's obvious like easy grabs for content

      There are likely far more people talking about zettelkasten and writing short, simple blogposts and articles about it than those who are actually practicing it and seeing benefit from it.

      Finding public examples of people practicing and showing their work in the zettelkasten space are few and far between.

      This effect likely increases the availability bias of Niklas Luhmann's zettelkasten which is frequently spoken of, but it also has the benefit of being online, even if it's primarily written in German.

  8. Apr 2022
    1. Jason Abaluck. (2021, November 1). It is sad. @DrJBhattarcharya is the worst example I have personally seen of someone who was previously a scholar but who now engages in repeated misrepresentation of scientific results to serve a partisan agenda. [Tweet]. @Jabaluck. https://twitter.com/Jabaluck/status/1455312783789240320

    1. If a creative artefact is the basis of the contribution to knowledge, the research ispractice-based.2. If the research leads primarily to new understandings about practice, it is practice-led.

      Difference between practice-based and practice-led research (Specific to design research).

      Practice- based: based on practice and improving knowledge of practice Practice- Led - leads to new understandings about the practice we are engaged in

  9. Mar 2022
    1. Learning happens when a connection is made between these nodes;

      I think that this is a powerful statement - it shows that true learning occurs when we share, experience and learn from each other and through networking.

    2. PLE is the educational manifestation of the web’s “small pieces loosely joined,” a “world of pure connection, free of the arbitrary constraints of matter, distance, and time.”

      The quotation here is a strong one because I have always felt that many curriculums are constrained by the rules and laws that govern certain institutes - it leaves little to be explored and imagined sometimes ... so the aspect of small pieces coming together to create a larger whole feeds into that aspects of 'ecology'. It is what we might refer to in the design/ art space as gestalt.

    3. PLNs (professional learning networks) and their role in supporting the development of  ‘connected educators’.

      Professional learning networks support professional development of educators (who are digitally literate). Is this a more modern connected version or an extension of communities of practice?

    1. open practices sit somewhat uneasily and unevenly within higher education.

      Yes, this is true. However, open practices are not = higher education. Open practices can exist in formal and informal learning contexts. Open practices are also not = OEPs. You can, for example, have an open art practice, or an open medical practice, etc.

  10. Feb 2022
    1. In the early chapters Ahrens outlines the general form and method for taking notes for a zettelkasten, though he's not overly descriptive of the method and provides no direct examples.

      In the middle chapters he talks broadly about learning research and how the zettelkasten method dovetails with these methods.

      He does this almost as if he's a good teacher showing the student an outline of what to do and why, but leaving it up to them to actually do the work and experimentation to come up with their own specific methods of use to best suit their purposes. This allows them to do the work themselves so that they have a better chance of following a simple, but easy set of rules, but in a way that will allow them to potentially more quickly become an expert at the practice.

      “The one who does the work does the learning,” writes Doyle (2008, 63) [Section 10.5]

      In some sense, he's actively practicing what he preaches as a teaching device within his own book!

      I think that this point may be actively missed by those readers who aren't actively engaging with and converting his ideas into their own and doing the work which he's actively suggesting.

    2. This is why choosing an external system that forces us todeliberate practice and confronts us as much as possible with ourlack of understanding or not-yet-learned information is such a smartmove.

      Choosing an external system for knowledge keeping and production forces the learner into a deliberate practice and confronts them with their lack of understanding. This is a large part of the underlying value not only of the zettelkasten, but of the use of a commonplace book which Benjamin Franklin was getting at when recommending that one "read with a pen in your hand". The external system also creates a modality shift from reading to writing by way of thinking which further underlines the value.

      What other building blocks are present in addition to: - modality shift - deliberate practice - confrontation of lack of understanding

      Are there other systems that do all of these as well as others simultaneously?


      link to Franklin quote

    1. Coming from a functional programming background, I feel there is a profound distinction between function and method. Mainly methods have side effects, and that functions should be pure thus giving a rather nice property of referential transparency
    2. I agree it might be nice if "function" and "method" meant what you wanted them to, but your definitions do not reflect some very common uses of those terms.
    1. The problem almost certainly starts with the conception of what we're doing as "building websites".

      When we do so, we mindset of working on systems

      If your systems work compromises the artifacts then it's not good work

      This is part of a broader phenomenon, which is that when computers are involved with absolutely anything people seem to lose their minds good sensibilities just go out the window

      low expectations from everyone everyone is so used to excusing bad work

      sui generis medium

      violates the principle of least power

      what we should be doing when grappling with the online publishing problem—which is what this is; that's all it is—is, instead of thinking in terms of working on systems, thinking about this stuff in such a way that we never lose sight of the basics; the thing that we aspire to do when we want to put together a website is to deal in

      documents and their issuing authority

      That is, a piece of content and its name (the name is a qualified name that we recognize as valid only when the publisher has the relevant authority for that name, determined by its prefix; URLs)

      that's it that's all a Web site is

      anything else is auxiliary

      really not a lot different from what goes on when you publish a book take a manuscript through final revisions for publication and then get an ISBN issued for it

      so the problem comes from the industry

      people "building websites" like politicians doing bad work and then their constituents not holding them accountable because that's not how politics works you don't get held accountable for doing bad work

      so the thing to do is to recognize that if we're thinking about "websites" from any other position things that technical people try to steer us in the direction of like selecting a particular system and then propping it up and how to interact with a given system to convince it to do the thing we want it to do— then we're doing it wrong

      we're creating content and then giving it a name

  11. Jan 2022
    1. motor skills

      Specific movements of the body

    2. sequence

      practicing

    3. Every

      practice :)

    4. motor skill

      Function that involves specific movements of the body's muscles to perform a certain task.

    5. oxygen

      We need oxygen to live.

    6. shivering

      Practice

    7. "Infants are equipped with a number of reflexes."

    8. or involuntary movements in response to stimulation

      La de da

    9. life

      Life is a word

    10. two years

      24 months

    11. blankets

      I like blankets. They make me feel happy and cozy.

    12. reflexes

      practice

    13. hiccups

      good afternoon!

    14. sequence

      Participation 4

    15. cheek

      something

    16. cheek

      Cheeks are cool

    17. Every
    18. motor skill

      motor skill: any movement ability

    19. motor skill (any movement ability)

      ...

    20. blankets

      I personally am a fan of blankets

    21. basic

      Test

    22. involuntary

      not having control over

    23. automatically

      practice

    24. involuntary movements

      breathing and blinking

  12. Dec 2021
    1. As physical flux are constrained in our houses exacerbating existing hierarchies inequities, social constraints, as well as giving the occasion to some of us to confirm the richness of our differences and affirm the benefit of collective life choices, ground new network organization, exacerbate our need to share practices of care.
    1. Une communauté d’apprentissage numérique dans son collège Animation : René Bélanger et Suzanne Mercier (Cégep de Matane) La mise en place d’une communauté d’apprentissage numérique dans son collège amène la mobilisation d’un groupe d’enseignants à innover dans sa pratique ce qui insuffle un vent de changement pour tout le collège. Partage d’expertise, validation de pratique, formation, réflexion sur les enjeux du numérique…
    1. 10 Cultivating Change for Inclusive Practice: Creating a Community of Learners By Lisa Mauro-Bracken, Head of Department Health and Well-being; School of Allied Health and Community This case study illustrates an innovative, department-wide approach to learning and professional development of staff. Higher Education encounters increasing numbers of students from diverse linguistic, cultural and ethnic backgrounds requiring personalised learning (V1; V2). To cultivate a ‘new’ inclusive culture within the Department of Health and Well-being, I organised a workshop introducing Universal Design for Learning (UDL) as part of a team away day (K5). UDL is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn (CAST, 2019). The UDL framework supports inclusive practice and relies on multiple means of: ‘engagement,’ ‘representation’ and ‘action and expression.’ In other words, a focus on personalised learning and meaningful choice to ensure all students can access the curriculum in a way that develops their strengths. To embed this approach within the department, I delivered workshops on implementing University of Worcester’s Inclusive Assessment Policy. This was implemented using Technology Enhanced Learning and Blackboard in an inclusive way and auditing module resources using de Montfort University’s UDL self-assessment checklist. This proved to be an effective reflective tool to further inform learning, teaching and assessment (Bracken, 2019; Moriarty and Scarffe, 2019). The values underpinning our department are student-focused and this was reflected in our approach of implementing new ideas, as it required staff and student involvement and regular consultation with students about inclusive design for learning. Staff enthusiasm for the innovative approach was balanced against accepting a response of hesitancy and fear of change (Dasborough, Lamb and Suseno, 2015). However, one colleague stated ‘UDL allows me... [to] reflect, listen, change my pedagogical approach...getting input from colleagues and feel safe[ty] in questioning

      Current practice in UK on UDL- updated references and useful publication linked to HEA accreditation

    1. In this study, we drew on sociocultural notions of agency – where individual actions are entwined with community goals. A community is comprised of people with shared and individual goals, in their environments, in the midst of a historical context (Wenger 1998Wenger, E. 1998. Communities of Practice: Learning, Meaning, and Identity. New York, NY: Cambridge University Press. [Crossref], [Google Scholar]). Due to this web of relationships with people, environment, and history, people do not act autonomously, but according to possibilities within the community. Such possibilities for agency are negotiated over time; actions that strengthen ties to the community constitute investments in the self that in turn, have outcomes for the community as well (Peirce 1995Peirce, B. N. 1995. “Social Identity, Investment, and Language Learning.” TESOL Quarterly 29: 9–31. doi:10.2307/3587803. [Crossref], [Web of Science ®], [Google Scholar]). The financial metaphor in using the word investment is critical – it connotes spent effort that yields dividends. These dividends emerge immediately and over time.

      This helps me consider communities of practice, and unpacking the relational aspects - agency within a context, not autonomous, informed by the context and others. Is there a tension with "groupthink", how to value the diversity in a group, and build stronger not weaker, not defaulting or regressing to a mean?. How do we build a group to be more than the sum of the parts. how does the community work to enhance practice.

  13. Nov 2021
  14. Oct 2021
    1. Where philosophy meets tech.

      Design Philosophy

      This seems to be the space that I occupy on the edges of design education and practice.

      Maria Selting of Unbox Your World podcast has just shared the raw audio of our conversation to get feedback before she publishes the episode, Redesigning Design: Applying UX Principles to Design a Better Future.

  15. Sep 2021
    1. One complicating issue when trying to make sense across multiple communities is that not only do different communities have different cultures and practices, but also different epistemologies: different languages to describe their community and the soci(et)al context it operates in, with often different meanings attached to the terminologies used.
    1. Building upon Sweeney and Rhinesmith’s approach, and bringing the conceptualizations of care [14,33,34], I propose the following framework:I define social practices as the acts of care performed by individuals and afforded by CTCs in order to promote self and community needs;Based on this study’s ethnography, I categorize social practices into three groups:Care work: the invisible work performed by the infomediaries, or any CTC worker, as described by Sweeney and Rhinesmith;Peer-to-peer care: individuals (CTC users) collaborating with each other so they can inform, take decisions, and strive towards their individual needs; andCommunity care: individuals (CTC users and infomediaries) acting collaboratively or individually in order to promote community wellbeing.It is important to emphasize that social practices also include other social acts that are not necessarily “care”, but given the interactions observed in the CTCs in the favelas, I chose an explicit care-focused lens as the basis of this framework in order to breakdown the social practices in a way that could help make a case for the importance of the CTCs beyond their ICT-focused roles.
  16. Aug 2021
    1. therefore in practice it's a bit academic to worry about which lines inside that block the compiler should be happy or unhappy about. From falsehood, anythihng follows. So the compiler is free to say "if the impossible happens, then X is an error" or "if the impossible happens, then X is not an error". Both are valid (although one might be more or less surprising to developers).
    1. when you're reading some fresh code in your browser, do you really want to stop to configure that test harness

      Running the tests should be as easy as opening something in the browser.

  17. Jul 2021
    1. A top down view of some learning strategies to begin teasing out which may be better than others.

      Are they broadly applicable or domain specific?

      What learning methods and pedagogy piece are best and for which domains.

      How can we balance learning and doing an overview of theory versus practice?

      Which methods are better for beginners versus domain specific experts?

      Which are better for overview versus creating new knowledge?

      https://www.scotthyoung.com/blog/2021/07/13/against-the-real-thing/

  18. Jun 2021
    1. Writing is a verb, a practice. It is labor. A paper is at least one step removed from that labor and learning. It is a product of your labor, not your labor itself. So our grading system should align with what this course is mostly about, which is your acts of learning, your labors of writing. 

      I'm reminded here of a portion of Benjamin Franklin's passage in his Autobiography where he describes his writing process and work to improve:

      About this time I met with an odd volume of the Spectator.[18] It was the third. I had never before seen any of them. I bought it, read it over and over, and was much delighted with it. I thought the writing excellent, and wished, if possible, to imitate it. With this view I took some of the papers, and, making short hints of the sentiment in each sentence, laid them by a few days, and then, without looking at the book, try'd to compleat the papers again, by expressing each hinted sentiment at length, and as fully as it had been expressed before, in any suitable words that should come to hand. Then I compared my Spectator with the original, discovered some of my faults, and corrected them. But I found I wanted a stock of words, or a readiness in recollecting and using them, which I thought I should have acquired before that time if I had gone on making verses; since the continual occasion for words of the same import, but of different length, to suit the measure, or of different sound for the rhyme, would have laid me under a constant necessity of searching for variety, and also have tended to fix that variety in my mind, and make me master of it. Therefore I took some of the tales and turned them into verse; and, after a time, when I had pretty well forgotten the prose, turned them back again. I also sometimes jumbled my collections of hints into confusion, and after some weeks endeavored to reduce them into the best order, before I began to form the full sentences and compleat the paper. This was to teach me method in the arrangement of thoughts. By comparing my work afterwards with the original, I discovered many faults and amended them; but I sometimes had the pleasure of fancying that, in certain particulars of small import, I had been lucky enough to improve the method of the language, and this encouraged me to think I might possibly in time come to be a tolerable English writer, of which I was extremely ambitious. My time for these exercises and for reading was at night, after work or before it began in the morning, or on Sundays, when I contrived to be in the printing-house alone, evading as much as I could the common attendance on public worship which my father used to exact of me when I was under his care, and which indeed I still thought a duty, thought I could not, as it seemed to me, afford time to practise it.

  19. May 2021
    1. Prof. Devi Sridhar on Twitter: “Feel nauseous watching this testimony. It’s what we all could piece together was happening in No.10 & in SAGE, but to hear it directly and to re-live those weeks is just astonishing. How many lives could have been saved? How much of the harsh domestic restrictions were avoidable?” / Twitter. (n.d.). Retrieved May 27, 2021, from https://twitter.com/devisridhar/status/1397507437951922180

    1. Taddio, A., McMurtry, C. M., Shah, V., Riddell, R. P., Chambers, C. T., Noel, M., MacDonald, N. E., Rogers, J., Bucci, L. M., Mousmanis, P., Lang, E., Halperin, S. A., Bowles, S., Halpert, C., Ipp, M., Asmundson, G. J. G., Rieder, M. J., Robson, K., Uleryk, E., … Bleeker, E. V. (2015). Reducing pain during vaccine injections: Clinical practice guideline. CMAJ : Canadian Medical Association Journal, 187(13), 975–982. https://doi.org/10.1503/cmaj.150391

    1. For this very reason, we have the hx’s on our site dynamically create id’s. I love being able to direct people directly to a particular part of a page when I find something interesting, but the problem is that only we, as developers, know how to do this.
  20. Apr 2021
  21. Mar 2021
    1. “Follow your blisters” implies something that you come back to so many times that you eventually move past the blister stage, into toughened skin. Eventually, the activity “marks you” through use and practice, and you develop a special competence. When you practice an activity a bit more obsessively than other people, you build unique character – you earn some wear and some healing that makes you idiosyncratic, and a little unbalanced.It is something that you don’t need to put on your to-do list, something you care enough about to return to repeatedly, even though it causes discomfort. Over time, you develop a layer of protection that enables you to do that something more easily.
    1. Stephan Lewandowsky. (2021, January 6). The COVID-19 Vaccine Communication Handbook: A practical guide for improving vaccine communication & fighting misinformation https://t.co/3s5JWBvi0m Our new handbook (PDF+living wiki), which helps fighting the spread of misinformation about COVID-19 vaccines. #c19vaxwiki 1/n https://t.co/pRpkcJgVfC [Tweet]. @STWorg. https://twitter.com/STWorg/status/1346969671732490241

  22. Feb 2021
  23. Jan 2021
    1. For the future, you should: Install LTS (Long-term support) versions as they have an 8-year life span (with Extended Security Maintenance) or 5 years without. The current LTS version is Ubuntu 18.04.1 LTS Bionic Beaver released on July 26, 2018 with an EOL in April 2023. OR Carefully watch the EOL of the interim / development releases and upgrade frequently.
    1. Van Breda Kolff says that Bradley is “a great mover,” and points out that the basis of all these maneuvers is footwork. Bradley has spent hundreds of hours merely rehearsing the choreography of the game—shifting his feet in the same patterns again and again, until they have worn into his motor subconscious. “The average basketball player only likes to play basketball,” van Breda Kolff says. “When he’s left to himself, all he wants to do is get a two-on-two or a three-on-three going. Bradley practices techniques, making himself learn and improve instead of merely having fun.”

      More classic deliberate practice type stuff. This guy rehearses footwork ..

    2. His jump shot, for example, has had two principal influences. One is Jerry West, who has one of the best jumpers in basketball. At a summer basketball camp in Missouri some years ago, West told Bradley that he always gives an extra hard bounce to the last dribble before a jump shot, since this seems to catapult him to added height. Bradley has been doing that ever since. Terry Dischinger, of the Detroit Pistons, has told Bradley that he always slams his foot to the floor on the last step before a jump shot, because this stops his momentum and thus prevents drift. Drifting while aloft is the mark of a sloppy jump shot. Bradley’s graceful hook shot is a masterpiece of eclecticism. It consists of the high-lifted knee of the Los Angeles Lakers’ Darrall Imhoff, the arms of Bill Russell, of the Boston Celtics, who extends his idle hand far under his shooting arm and thus magically stabilizes the shot, and the general corporeal form of Kentucky’s Cotton Nash, a rookie this year with the Lakers. Bradley carries his analyses of shots further than merely identifying them with pieces of other people. “There arc five parts to the hook shot,” he explains to anyone who asks. As he continues, he picks up a ball and stands about eighteen feet from a basket. “Crouch,” he says, crouching, and goes on to demonstrate the other moves. “Turn your head to look for the basket, step, kick, follow through with your arms.” Once, as he was explaining this to me, the ball curled around the rim and failed to go in.

      Great example of deliberate practice.

  24. Dec 2020
    1. Academic research and teaching often necessitate manipulation, re-creation, breaking, rebuilding, etc. This “manipulation, re-creation, breaking, rebuilding” — in other words, hacking

      It's not self-evident to me that these activities are the same as those associated with hacking (and I'm not talking about the malevolent/negative connotations of hacking).

      I also think of a hacker as a tinkerer, which can include "manipulation, re-creation, breaking, building, etc." but need not. It feels like there's something fundamental missing here but I can't put my finger on it.

      I don't really have a conclusion here, other than to suggest that the hacker/scholar relationship might need a lot more development than I see here.

  25. Nov 2020
    1. Edward J. Alessi, P. D., Courtney Hutchison, L. M., & Sarilee Kahn, P. D. (2020). Understanding COVID-19 through a complex trauma lens: Implications for effective psychosocial responses. PsyArXiv. https://doi.org/10.31234/osf.io/8kmqb