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Note

Note

1 - Digital Well Being

Digital Well Being

Digital Well Being

  • Remove all notifications from non-message & calendar apps. Disable all notifications except for the calendar and clock. Disable notifications.
  • Move all non-essential apps off of the front page (perhaps even off of a “page” entirely).
  • Condition everyone around you that you might not reply messages in time
  • Get another device without ANY distraction what so ever. Having a dedicated device for our priority and minimizing adding more stuff to it.
  • Delete every recreational app on your phone. Also delete anything that gamifies passive consumption.
  • Do not open your web browser unless you have a specific search query in mind.
  • Treat your phone as if it had no online connectivity. When you open the phone, use it to organize your notes and structure your thinking. Begin thinking of it as an extension of your brain instead of a bottomless anti-boredom device. As a thought experiment, imagine you had a smart phone without internet access
  • Put some ebooks on your phone and read those. Stop mentally associating the phone with the infinite novelty generated by algorithmic social feeds.
  • Get rid of all the apps where you consume content, except for maybe an eBook reading app. Fill your devices only with apps that allow you to create content. Don’t even worry about sharing the content. Just get apps that let you create. Photography, video, code, drawing, writing, music, whatever.
  • Finding alternatives to screens is probably a good start. You don’t need to toss your phone, just put it farther away from you. Have books/magazines/newspapers with easy access as an alternative. Legos/brain teasers/puzzles/rubix cubes, etc are also great.
  • Get rid of the social media apps. You don’t need them. You’re lying to yourself if you think that you do. Nobody is going to miss your Instagram or Facebook posts. TikTok is a stupid waste of time.
  • Instead, fill your home screen with apps with positive goals.
  • The answer is simple: Stop using smartphone except for explicit reasons. If I want to dick around with tech - I’ll use my desktop/laptop.

2 - Intermittent Fasting

Intermittent Fasting

Intermittent Fasting

Intermittent Fasting Apps

Intermittent Fasting

  • Level 1 (0h - 2h): Blood Sugar Rises. You’ll feel pretty normal during the first fast hours of fasting because your body is going through the regular process of breaking down glycogen. Your bloood sugar rises. Your pancreas releases insulin to break down glucose for energy and stores the extra glucose for later.
  • Level 2 (2h - 5h): Blood Sugar Falls. As a result of the effects of insulin, your blood sugar decreases to near normal after spiking. And it typically doesn’t continue climbing because insulin is immediately delivered into your circulatory system after eating.
  • Level 3 (5h - 8h): Blood Sugar Returns to Normal. At this stage, your blood sugar level returns to normal. Feeling hungry? Your stomach is reminding you that it’s been a while since your last meal; however, you’re not actually that hungry. Starve to death? Shrivel up and lose your muscle mass? None of this is going to happen. Actually, your glycogen reserves will begin to fall, and you might even lose a little body fat. Your body will continue to digest your last food intake. It starts to use stored glucose for energy, and continues to function as if you’ll eat again soon.
  • Level 4 (8h - 10h): Switch into Fasting Mode. 8 hours after your last meal, your liver will use up the last of its glucose reserves. Now your body goes into a state called gluconeogenesis, which indicates that your body has switched into the fasting mode. Studies show that gluconeogenesis, a metabolic pathway, results in the generation of glucose from body fat instead of carbohydrates. It increases your calorie burning.
  • Level 5 (10h - 12h): Little Glycogen Left. Your glycogen reserves are running out! As a result, you may become irritable or hangry. Just relax, it’s a sign that your body is burning fat! With little glycogen left, fat cells (adipocyte) will release fat into your bloodstream. They also go straight into your liver and are converted into energy for your body. Actually, you are cheating your body into burning fat in order to survive.
  • Level 6 (12h - 18h): You’re in the Ketosis State!. Now it’s the turn of fat to fuel your body. You’re in the metabolic state called ketosis. The glycogen is almost used up and your liver converts fat into ketone bodies - an alternative energy source for your body. Fat reserves are readily released and consumed. For this reason, ketosis is sometimes referred to as the body’s fat-burning" mode. Ketosis produces fewer inflammatory by-products, so it provides health benefits to your heart, metabolism and brain.
  • Level 7 (18h - 24h): Fat Burning Mode Starts!. The longer you fast, the deeper into ketosis you’ll go. By 18 hours, your body has switched into fat-burning mode. Research shows that after fasting for 12 to 24 hours, the energy supply from fat will increase by 60%, and it has a significant increase after 18 hours. Now (1) The level of ketone bodies rises, and (2) ketones act as signaling molecules to tell your body how to better regulate its metabolism in a stressful environment, and (3) your body’s anti-inflammatory and rejuvenation processes are ready to work.
  • Level 8 (24h - 48h): Autophagy Starts!. At this point, your body triggers autophagy (literally means “self-devouring”). Cells start to clean up their house. They remove unnecessary or dysfunctional components. It’s a good thing because it allows the orderly degradation and recycling of cellular components. During autophagy, cells break down viruses, bacteria and damaged components. In this process, you get the energy to make new cell parts. It’s significant for cell’s health, renewal, and survival. The main benefit of autophagy is best known as the body turning the clock back and creating younger cells.
  • Level 9 (48h - 56h): Growth Hormone Goes Up. Your growth hormone level is much higher than the level at which it was before fasting. This benefits from the ketone bodies production and hunger hormone secretion during fasting. Growth hormone helps increase your lean muscle mass and improve your cardiovascular health.
  • Level 10 (56h - 72h): Sensitive to Insulin. Your insulin is at its lowest level since fasting. It makes you more insulin sensitive, which is an especially good thing if you have a high risk of developing diabetes. Lowering your insulin levels has a range of health benefits both short term and long term, such as activating autophagy and reducing inflammation.
  • Level 11 (72h): Immune Cells Regenerate. “Survival of the fittest.” Your body turns down cellular survival pathways and recycles immune cells that are damaged when fighting viruses, bacteria, and germs. In order to fill “the vacancy of the guardians”, your body regenerates new immune cells at a rapid pace. It starts the immune system regeneration and shifts cells to a state of self-renewal. Your immune system becomes stronger and stronger.

3 - Daily Wisdom

Daily Wisdom

  • In Nature there are neither rewards nor punishments, there are consequences. – R.G. Ingersoll
  • Have constant reminders/cues (what’s important, dreams/expectations)
  • Use motivators (music, dreams/aspirations, good and bad)
  • Use structure/schedule
  • Maintain the same routine, regardless of schedule. Adjust only what is necessary.
  • Prioritize (short-term as well as long-term)
  • Maintain focus/single-tasking
  • Remove/prevent distractions
  • Track tasks done/accomplishments
  • Work vs ‘doing stuff’
  • Look ahead, look back
  • Tackle difficult tasks/situations
  • Appropriate assertiveness
  • Time-limit side treks (eating, news, exploration, entertainment, breaks)
  • Don’t worry about things, do things
  • Budget marketing (time, money)
  • Budget professional development (time, money)
  • Reduce discomfort through familiarity/repetition/exposure
  • Set goals to ‘good enough’/iterative development
  • Review lessons learned periodically to solidify/refresh them
  • Take small steps
  • Don’t get emotionally overloaded
  • Prioritize tasks that are sliding
  • Don’t pick apart a good idea, pursue it
  • Treat failures as false starts & learning experiences (training exercises)
  • Music on 5 minutes before up/downtime (music as motivator)
  • Use caffeine to maintain alertness and focus. If it’s too late in the day for caffeine, GO TO BED.
  • Just START WORKING
  • Maintain an appropriate sense of urgency (but avoid panic and burnout)
  • Take regular stretch breaks (1 minute per 15)
  • End work based on bedtime, not time of day
  • Use zazen (shikantaza) to overcome ‘scattered thoughts’ (too many thoughts or anxious thoughts)
  • Don’t focus on how little time you have, but on what you can get done in the time you have.
  • If you don’t want to do something, DO it and get it out of the way.
  • Start with the MOST IMPORTANT TASK of the day. Everything else can wait.
  • Risk and uncertainty are normal parts of life. Manage them effectively.
  • A life is built one thought, one choice, one action at a time.
  • Start the day with an unpleasant task, to get it out of the way (’eat the frog’).
  • #1 underlying principle: Be proactive (and thereby stay in control).
  • My primary motivator is: Responsibility (reactive)
  • Be yourself. Do your thing.
  • Program a ‘computer-free day’ per week.
  • Use habits to: Reduce processing overhead, Simplify things, Reduce chances for getting off-track, Reduce ability of subconscious to derail
  • Don’t allow a slipped schedule to be an excuse for avoiding things.
  • When projects are slipping, focus exclusively on blockers. Everything else can wait.
  • ‘Do very few things, but be awesome at them.’
  • ‘Do less shallow work — focus on the deep stuff.’
  • Create your own stability.
  • You can be successful without being happy (i.e., you don’t need to be happy in order to be successful; you can still be successful even if you aren’t able to be happy).
  • Focus on what you are responsible for.
  • To avoid binging something, limit yourself to one unit per day; if appropriate, follow it with something (anything) else
  • For video entertainment, set a goal of ‘saving’ before the end/climacs (preemptive pause); don’t get hooked to continue to the next unit (level, show, etc.)
  • You don’t need to feel good all the time (i.e., even if you don’t feel good, keep moving forward).
  • When you feel overwhelmed, pick ONE THING to focus on, ignore everything else; then when that’s done, pick ONE THING….
  • Don’t ‘chain’ tasks if it causes the whole chain to be put off; do what you can NOW and worry about the rest later
  • If you can’t do everything that needs to be done, do SOMETHING (could be a small piece of ’everything’, or just one more-manageable task)
  • I don’t need to feel good to do daily things.
  • You can’t make up for lost time; make the best of what you have (left).
  • Work is life (life requires work).
  • Don’t focus on what’s wrong, but on what can be done to make things better.
  • 3..2..1 (countdown, then just do it)
  • Eat the frog!

4 - Habit

Habit

Mindfulness Habit

Physical Wellness

  • Avoid Alcohol
  • Avoid Caffeine
  • Avoid Sugar
  • Dim the Lights
  • Eat Healthier Foods
  • Floss
  • Get Enough Sunlight
  • Go for a Run
  • Go for a Walk (20 mins)
  • Go to bed on time, enough sleep (7-9 hours)
  • Maintain Better Posture
  • Practice Deep Breathing
  • Stay Hydrated
  • Stretch it Out
  • Wake up Earlier

Social Wellness

  • Step outside your comfort zone, get more experiences
  • Stick to personal boundaries
  • Write 3 things you are grateful for

Mental Wellness

  • Spend Time in Nature (30 mins)
  • Stop Working after Work Hours
  • Watch the Sunset

Intellectual Wellness

  • Listen to Podcasts
  • Practice a Hobby
  • Read More (30 mins)

Spiritual Wellness

  • Form deeper connections
  • Meditate
  • Trust your instincts

Habit Tracker Apps

Behavior

  • habit: trigger, behavior, reward
  • see food, eat food, feel good

Habit

5 - All about Startup

All about Startup

Startup

Angel Investor Startup Indonesia

Pitch

Application Marketplace

6 - Interesting Academia Articles

Interesting Academia Articles

Critical Notes about Academia’s Lives

Academia

Critic to Higher Education

PhD Management

  • Advisor should express his expectations for student finishing and tailoring those expectations to student career goals clear up front
  • Each time, make evaluation of those expectations
  • Create a expectation document, for example, it will contain target like:
    • 1 journal paper as the first author, so that they learn how that process (often is a review or perspective paper on their field, which goes in their dissertation)
    • 2 first author papers in top-tier machine learning venues (goes in dissertation)
    • 1 first author paper in a top-tier or second tier venue (goes in dissertation)
    • 1 collaborative paper with another PhD student (have to learn how to collaborate)
  • PhD Guidelines
  • Lessons from my PhD - Austin Z. Henley
  • 10 reasons Ph.D. students fail

7 - Interesting Technology Articles

Interesting Technology Articles

Interesting Reading

Interesting Reading

Article

Interesting Article

Article to Read

Article

Reading Tips

ML Reading

Working

Interesting Reading

8 - Productivity Tools and Tips

Productivity Tools and Tips

Productivity Tools

Time Tracker and Productivity

OKR

Productivity

  1. At the beginning of the day, create one goal that I have to accomplish that day. The goal needs to be specific enough that I can definitively say when its done, and it needs to be completely realistic for me to finish it that day, so that I can say “Yes, I can definitely do this. No excuses”. It also needs to be significant enough that at the end of the week, even if I only did those goals, I would still feel like Im making some consistent progress. Typically the goals I choose are things that might take one to two hours of focused effort.
  2. Only do one thing at a time, and log what I’m doing as I go. Before I start a task, I write down what Im about to do. When I finish the task, I check it off and write the next bullet point. If something comes up while executing the task, like realizing I have a question I need to ask someone, instead of asking them right away, I will write down a “TODO” in-line in my log and box it to come back to later. So if the task is “Check email”, I write down “Check email”, open my email, read it and execute only small tangential tasks (so, e.g., I dont see an email about a code review and then get distracted and go do the code review), and when Im done, I quit my email and check off my task. I do the same for Slack, which means I dont leave it open in the background. If I take a break, I write “Break” and check it off when I’m done and come back to my desk. I write my big goal at the top of the page and when I finish it, I box it and check it off for some extra satisfaction. At the end of the day I write DONE and box it, to get some closure. Note: I find if I write down 5 tasks and cross them off one by one, I will gravitate to the short easy ones first for instant gratification.
  3. Leave my phone in the other room while I’m working. It seems that I really do have to be physically separated from it by a significant distance to keep from being distracted by it.

9 - Digital Literacy

Digital Literacy

Digital literacy is

  • skill to live, learn, and work where communication and acces to information is through digital technologies (internet platforms, social media, mobile devices)
  • ability to find, evaluate, and clearly communicate information through typing and other media on various digital platforms
  • the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills

Level:

  • Accesss
  • Use:
    • Techincal fluency
  • Understand
    • Recognize impact
    • Recognize potential
  • Create

Skill:

  • Critical Thinking
  • Communication and Collaboration Skills
    • Clearly express ideas
    • ask relevant questions
    • maintain respect
  • Practical Technical Skills
    • how to access
    • how to manage
    • how to create information
  • Social and Cultural Skills

Competency

  • Critical thinking
  • Online safety
  • Digital culture (social cultural understanding skill)
  • Collaboration
  • Creativity
  • Finding Information
  • Effective Communication and Netiquette
  • Functional skill

Key points

  • Digital media are networked.
  • Digital media are persistent, searchable and shareable.
  • Digital media have unknown and unexpected audiences.
  • Digital media experiences are real, but don’t always feel real.
  • How we respond and behave when using digital media is influenced by the architecture of the platforms, which reflects the biases and assumptions of their creators.

Digital Literacy Skills

  • Ethics and Empathy (ethical decisions : cyberbullying, sharing other people’s content).
  • Privacy and Security (online privacy, reputation and, how to share, understanding data collection, malware and phising, digital footprint awareness).
  • Community Engagement (citizen rights, positive influence, active, engaged citizens.
  • Digital Health (managing screen time, balancing online and offline lives, managing online identity; dealing with digital media; understanding unhealthy online relationships.
  • Consumer Awareness (digital world is commercialized online environments: recognizing and interpreting advertising, branding and consumerism; reading and understanding the implications of website Terms of Service and privacy policies; and being savvy consumers online).
  • Finding and Verifying (skills to effectively search the Internet, and then evaluate and authenticate the sources and information they find)
  • Making and Remixing (making and remixing skills to create digital content, understanding legal and ethical considerations, and to use digital platforms to collaborate with others.

Goal of Digital Literacy

  • Critical/creative thinking
  • Constructive social action
  • ICT Innovation (in ICT or with ICT)

Access:

  • Distribution, Infrastructure, Tools

Use:

  • Navigation skills
  • Accessing skills
  • Tools related skills

Understand

  • Right and Responsibility
  • Scial awareness and identity
  • Judgement
  • Safety and security
  • Decision making

Create

  • Problem solving
  • Synthesizing
  • Culturel empowerment

Critical Thinking

Basic of Critical Thinking:

  • Analyse and evaluate information and arguments
  • See patterns and connections,
  • Identify and build meaningful information

Strategy of Critical Thinking:

  • Who (siapa yang menulis, untuk siapa, siapa yang diuntungkan, siapa yang dipengaruhi, siapa sumbernya, siapa yang mensponsori?)
  • What (apa yang tidak disampaikan kepada kita, apa pendapat yang berbeda, apa yang lebih penting dari yang disampaikan, apa kekuatan dan kelemahannya, apa lagi detil yang harus kita ketahui)
  • Where (dari mana informasi ini datang, di mana itu terjadi, di mana bukti pendukungnya)
  • When (kapan terjadi, kapan dibuat, kapan diperbarui informasinya, kapan kejadian yang sama terjadi di masa lalu)
  • Why (mengapa ini dibuat, mengapa memilih pandangan semacam itu, mengapa ini penting dan relevan)
  • How (bagaimana aku bisa tahu ini benar, bagaimana meyakinkan, bagaimana ini akan bermanfaat)

Online Safety

Problem: cyber bullying, sexting, age-appropriate content, photo sharing and permission, Online extortion, Online exploitation, Plagiarism and copyright, Virus protection

Quick guide for online safety

  • know risks
  • keep your personal information safe
  • Be kind online
  • don’t download unknown thing

Digital culture Problems: transhumanism, AI, cyber ethics, security, privacy, hacking, social engineering, modern psychology

Digital Collaboration including: digital team, digital discovery, digital content creation, digital communication, digital presentation

Finding Information

  • think before begin
  • where are you searching?
  • dig deep of the search results
  • check the website/link
  • take closer look (credibility)
  • look beyond the headline
  • camera can lie, keyboard can lie
  • virality is not accuracy
  • check other sources, compare
  • check the fact
  • check your bias
  • is it a joke?
  • ask the experts

Communication Skills

Online shairng tips

  • share only what you fell comfortable with
  • avoid sharing your location/identity
  • be mindful of other people’s feelings
  • pay attention to your privacy settings
  • don’t share every photo/video

Netiquette

  • behaviour : respect people, avouid cyberbullies
  • language: think before click, every character matters
  • timing: stay on topic
  • copyright: make sure you have permission
  • content: use your critical thinking

Link:

10 Langkah Aksi Literasi Digital [1] Jaga Privasi Digital [2] Amankan Data Digital [3] Waspadai Bahaya Digital [4] Kritis terhadap Informasi [5] Verifikasi setiap Informasi [6] Komunikasi Digital dengan Etis [7] Empati terhadap Warga Digital [8] Kolaborasi Positif secara Digital [9] Tepat dalam Mencari Informasi Digital [10] Buat Kreasi Inovasi Digital

Proyek: Pelatihan Kecakapan Literasi Digital

Apa itu Literasi Digital?

Literasi Digital adalah

  • kemampuan dalam belajar, bekerja, dan hidup dengan menggunakan teknologi digital (internet, media sosial, perangkat mobile) sebagai sarana komunikasi dan akses informasi.
  • kemampuan menemukan, menilai, dan menyampaikan informasi dengan menggunakan perangkat digital
  • pengetahuan dan kemampuan teknis untuk menggunakan teknologi komunikasi dan informasi untuk mencari, menilai, membuat, dan menyampaikan informasi

Apa tujuan dari Literasi Digital

  • Masyarakat dapat meningkatkan kemampuan berpikir kreatif dan kritis dengan/dalam menggunakan teknologi informasi dan komunikasi
  • Masyarakat dapat mengembangkan inovasi dan meningkatkan kesejahteraan dengan menggunakan teknologi informasi dan komunikasi
  • Masyarakat dapat mengubah keadaan sosial dengan teknologi informasi dan komunikasi

Apa saja ukuran Literasi Digital suatu masyarakat?

  • Budaya Digital (digital culture)
  • Etika Digital (digital ethics)
  • Kecakapan Digital (digital skill)
  • Keamanan Digital (digital safety)

Bagaimana cara meningkatkan kecakapan Literasi Digital masyarakat?

  • Pelatihan kecakapan literasi digital
  • Sosialisasi kesadaran dan kecakapan literasi digital

Apa saja topik pelatihan dan sosialisasi Literasi Digital masyarakat?

  • Etika dan empati secara digital (termasuk anti cyberbullying, etika sharing).
  • Privasi dan keamanan digital (privasi online, keamanan data dan akses, malware dan phising, kesadaran jejak digital).
  • Hak dan kewajiban warga digital.
  • Kesehtan digital (pengaturan screen time, keseimbangan kehidupan online dan offline, mengatur identitas online, menjaga relasi online).
  • Kesadaran sebagai konsumen digital.
  • Menemukan dan memverifikasi informasi digital.
  • Membuat den mencampur konten digital.
  • Pedoman Berinternet Sehat
  • Kewirausahaan Digital
  • Dampak sosial media untuk anak dan remaja
  • Keamanan siber untuk bisnis online
  • Eksploitasi seksual pada internet

10 - Thinking Methods

Thinking Methods

Thinking Strategy

11 - Derivative Works and Attribution

Derivative Works and Attribution

  • Copyright protection is available for various types of original creative works, including: Literary works (both fiction and non-fiction), Sound recordings, Musical works (including the musical score and lyrics), Dramatic works (such as plays, including music), Motion pictures (including those shown at movie theaters, on television (regardless of whether broadcast over-the-air, by cable, or by satellite), or over the internet), Visual artworks (such as paintings, drawings, and sculptures)
  • A “derivative work” is a work based upon one or more preexisting works, such as a translation, musical arrangement, dramatization, fictionalization, motion picture version, sound recording, art reproduction, abridgment, condensation, or any other form in which a work may be recast, transformed, or adapted. A work consisting of editorial revisions, annotations, elaborations, or other modifications which, as a whole, represent an original work of authorship, is a “derivative work.”
  • There must be major or substantial new material for a work to be considered copyrightable as a derivative work. The new material must be sufficiently original and creative to be copyrightable by itself.
  • Common examples of derivative works are: A new, updated or revised, edition of a book, A translation of a book into another language, A sequel to a novel or motion picture, A novel adapted to a screenplay, stage production, or motion picture, A new musical arrangement of a composition.
  • There are two ways that derivative rights are protected under copyright law.
    • First, the derivative work has protection under the copyright of the original work. Copyright protection for the owner of the original copyright extends to derivative works. This means that the copyright owner of the original work also owns the rights to derivative works. Therefore, the owner of the copyright to the original work may bring a copyright infringement lawsuit against someone who creates a derivative work without permission.
    • Second, the derivative work itself has copyright protection. The creator of the derivative work owns the copyright to the derivative work. This can either be the creator of the original work, or someone else who has obtained a derivative work license from the holder of the original copyright. The copyright of a derivative work is separate from the copyright to the original work. Therefore, if the copyright holder gives someone a license to create a derivative work, the holder retains the copyright to the original work. In other words, only the derivative rights are being licensed.
  • Derivative work as a “work based or derived from one or more already existing works.”
  • To be copyrightable, a derivative work must incorporate some or all of a preexisting work and add new original copyrightable authorship to that work.
  • The term “derivative work” refers to the entire new creative work as a whole, not merely the new elements.
  • The copyright ownership in the derivative work is independent of any copyright protection in the preexisting material.
  • The copyright in the preexisting materials remains with their owner.
  • The owner in the preexisting work must authorize the creation of a derivative work in order for it to be separately owned by another. If not authorized, the preparation of a derivative work constitutes copyright infringement of the preexisting work and is not copyrightable.
  • Once the copyright owner authorizes the preparation of a derivative work, the grant to utilize the preexisting work in the derivative work created is perpetual and cannot be terminated by the owner of the preexisting work. The derivative-work owner holds all copyright rights in the new work created, including the right to license and transfer the derivative work to a third party. The derivative-work owner does not own the copyright in the preexisting material employed in the work but holds the exclusive ownership in the new derivative work. The derivative-work owner therefore can license or transfer the copyrights in the derivative work without permission from the owner of the preexisting materials.
  • Am I required to claim a copyright on my modifications to a GPL-covered program? You are not required to claim a copyright on your changes. In most countries, however, that happens automatically by default, so you need to place your changes explicitly in the public domain if you do not want them to be copyrighted. Whether you claim a copyright on your changes or not, either way you must release the modified version, as a whole, under the GPL
  • What does the GPL say about translating some code to a different programming language? Under copyright law, translation of a work is considered a kind of modification. Therefore, what the GPL says about modified versions applies also to translated versions. The translation is covered by the copyright on the original program. If the original program carries a free license, that license gives permission to translate it. How you can use and license the translated program is determined by that license. If the original program is licensed under certain versions of the GNU GPL, the translated program must be covered by the same versions of the GNU GPL.
  • How do I get a copyright on my program in order to release it under the GPL? Under the Berne Convention, everything written is automatically copyrighted from whenever it is put in fixed form. So you don’t have to do anything to “get” the copyright on what you write—as long as nobody else can claim to own your work. However, registering the copyright in the US is a very good idea. It will give you more clout in dealing with an infringer in the US.
  • The Berne Convention Implementation Act of 1988: The Berne Convention formally mandated several aspects of modern copyright law; it introduced the concept that a copyright exists from the moment that a work is “fixed”, rather than requiring registration. It also enforces a requirement that countries recognize copyrights held by the citizens of all other signatory countries.

Derivative of Derivative Works

  • Person A is original creator of Work0 and have licensed his work under CC-BY 4.0. Person B created a derivative work (Work1) of Person A and he attributed A in a proper way. Then Person C created a derivative work (Work2) of B, does he still need to give attribution for A?
  • If a license requires attribution of the original authors/copyright holders when you create a derived work, then that means you need to give attribution to all copyright holders. If Person A creates Work0, which is then adapted to Work1 by Person B, then the copyright of Work1 is shared between Jane and Alice. This means that, if the work is under a CC-BY license and Person C uses Work1 to create a derived work Work2, then Bob needs to attribute both Person A and Person B.

Attribution

Attribution of Derivative Work Examples

"[Derivative Work]" by [Derivative Creator] is licensed under CC BY-SA 4.0 / A derivative from the original work

Copyright 2017 [Derivative Creator] Copyright 2016 [Original Creator] Licensed under the Apache License, Version 2.0 (the “License”); you may not use this file except in compliance with the License. You may obtain a copy of the License at http://www.apache.org/licenses/LICENSE-2.0 This file has been modified by [Derivative Creator] to add support for foo and get faster baz processing.

This work, “[Derivative Work]”, is a derivative of “[Original Work]” by [Original Creator], used under CC BY. “[Your Work]” is licensed under CC BY by [Derivative Creator].

Copyright (c) 2016 [Original Creator] Modifications Copyright (c) 2017 [Derivative Creator] 2017-10-01: Update the interactive streamline nosql to supply strategic users This program is free software: you can redistribute it and/or modify it under the terms of the GNU General Public License as published by the Free Software Foundation, either version 3 of the License, or (at your option) any later version. This program is distributed in the hope that it will be useful, but WITHOUT ANY WARRANTY; without even the implied warranty of MERCHANTABILITY or FITNESS FOR A PARTICULAR PURPOSE. See the GNU General Public License for more details. You should have received a copy of the GNU General Public License along with this program. If not, see http://www.gnu.org/licenses/.

Copyright (c) 2019 [Derivative Creator], based on [Original Work], (c) 2014-2018 [Original Creator-1], (c) 2003-2018 [Original Creator-1]

Materials on this page were adapted from:

  • The Creative Commons Wiki licensed under CC BY 4.0.
  • How to attribute Creative Commons licensed Materials by National Copyright Unit, Copyright Advisory Groups (Schools and TAFEs) licensed under CC BY 4.0.
  • “Open Attribution Builder” by Open Washington, SBCTC licensed under CC BY 4.0

The rap in this video was based on ‘Let’s Get Moving’ by charliehiphop available at http://www.charliehiphop.com. Licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported licence, http://creativecommons.org/licenses/by-nc-sa/3.0.

12 - Fair Use of Licensed Works

Fair Use of Licensed Works

License: Fair use

the fair use of a copyrighted work, including such use by reproduction in copies or phonorecords or by any other means specified by that section, for purposes such as criticism, comment, news reporting, teaching (including multiple copies for classroom use), scholarship, or research, is not an infringement of copyright

  • Overview Sections Archive - Stanford Copyright and Fair Use Center
  • Summaries of Fair Use Cases - Copyright Overview by Rich Stim - Stanford Copyright and Fair Use Center
  • Fair uses:
    • a fair use is any copying of copyrighted material done for a limited and “transformative” purpose, such as to comment upon, criticize, or parody a copyrighted work.
    • Such uses can be done without permission from the copyright owner.
    • Fair use is a defense against a claim of copyright infringement.
  • Main categories:
    • Commentary and Criticism : criticism, comment, news reporting, teaching, scholarship, or research
    • Parody
  • Four factors:
    • The Transformative Factor: The Purpose and Character of Your Use
      • Whether the material has been used to help create something new or merely copied verbatim into another work.
      • So check: [1] Has the material you have taken from the original work been transformed by adding new expression or meaning? [2] Was value added to the original by creating new information, new aesthetics, new insights, and understandings?
      • Example of transformative uses: parody, scholarship, research, or education
    • The Nature of the Copyrighted Work
      • Dissemination of facts or information benefits the public. Fair use copy from factual works (biographies, facts) is better than you do from fictional (plays or novels).
      • Fair use copy the material from a published work is better than from an unpublished work
    • The Amount and Substantiality of the Portion Taken
      • The less you take, the more likely that your copying will be excused as a fair use, but you are more likely to run into problems if you take the most memorable aspect of a work
    • The Effect of the Use Upon the Potential Market
      • Is whether your use deprives the copyright owner of income or undermines a new or potential market for the copyrighted work.
  • Common mistakes:
    • Acknowledgment of the source material (such as citing the photographer) may be a consideration in a fair use determination, but it will not protect against a claim of infringement. So check four factors above.
    • Disclaimers such as “No Copyright Intended” or fair use claims, don’t mean that the work qualifies as a fair use. If the fair use factors weigh against you, the disclaimer wont make any difference. So check four factors above.
  • To limit damages:
    • Stating something to the effect of: “No copyright is claimed in [content copied] and to the extent that material may appear to be infringed, I assert that such alleged infringement is permissible under fair use principles in U.S. copyright laws. If you believe material has been used in an unauthorized manner, please contact the poster.”
    • Stating disclaimers. “This book is not associated with or endorsed by the xxx Company.”

13 - Slide and Presentation Tips

Slide and Presentation Tips

Slide Tips

  • Slides that are text only distract the audience. They read the text.
  • Slides that are non-self-explanatory images, require the audience to listen to the speaker. Try it. Put two circles on the screen and see what people do. They look at you for explanation.
  • TedX has a pretty good style-guide about slides:
  • What goes in my slides?
    • Images and photos: To help the audience remember a person, place or thing you mention, you might use images or photos. People will understand that the images represent what you’re saying, so there is no need to verbally describe the images onscreen.
    • Graphs and infographics. Keep graphs visually clear, even if the content is complex. Each graph should make only one point.
    • No slide should support more than one point.
  • What should the slides look like?
    • Use as little text as possible – if your audience is reading, they are not listening.
    • Avoid using bullet points. Consider putting different points on different slides.
  • But, slides with images and no text are a nightmare for non visual person.
  • So good slides are: important graphs with little text

Presentation Tips

  • See Patrick Wilson’s “How To Speak”
    • How to Start
      • Do not start a talk with a joke. Audience are not ready yet.
      • Promise - Tell them what they gonna learn at the end of your talk.
    • Samples
      • Cycle – make your idea repeated many times in order to be completely clear for everyone.
      • Make a “Fence” around your idea so that it can be distinguished from someone elses idea.
      • Verbal punctuation – sum up information within your talk some times to make listeners get back on.
      • Ask a question - intriguing one
    • Place and Time
      • Best time for having a lecture is 11 am (not too early and not after lunch)
      • The place should be well lit.
      • The place should be seen and checked before the lecture.
      • The place should not be full less than a half, it must be chosen according to the amount of listeners.
    • Board and Props
      • Board – it’s got graphics, speed, target. Watch your hands! Don’t hold them behind your back, it’s better to keep them straight and use for pointing at the board.
      • Props – use them in order to make your ideas visual. Visual perception is the most effective way to interact with listeners.
    • Projections
      • Don’t put too many words on a slide. Slides should just reflect what you’re saying, not the other way around. Pictures attracts attention and people start to wait for your explanation – use that tip.
      • Make slide as easy as you can – no title, no distracting pictures, frames, points and so on.
      • Do not use laser pointer – due to that you lose eye contact with the audience. Instead you can make the arrows just upon a slide.
    • Case: Informing (e.g. teaching)
      • Promise: a promise what we’will go through
      • Inspiration: they were inspired when someone exhibited passion about what they were doing
      • How to Think: Education is continuity of storytelling. So, provide audience with the stories they need to know, the questions they need to ask about those stories, mechanisms for analyzing those stories, ways of putting stories together, ways of evaluating how reliable a story is.
    • Case: Persuading (e.g. oral exam, job talk, getting famous)
    • Oral Exam
      • the most usual reason for people failing an oral exam is failure to situate and a failure to practice. By situate, it’s important to talk about our research in context (problem, solution, impact).
    • Job talk
      • Show to your listeners that your stuff is cool and interesting and you’re not a rookie
      • You have to be able to: (1) show your vision of that problem, (2) show that you’ve done particular things (by steps), (3) conclude
      • Vision of a problem that somebody cares about and something new in your approach.
      • How do you express the notion that you’ve done something? By listing the steps that need to be taken in order to achieve the solution to that problem.
      • And then you conclude by you conclude by enumerating your contributions.
      • All of that should be done real quick in no more than 5 min.
    • Getting Famous: about how you’re going to be recognized for what you do. Your ideas are like your children, so what you want to do is to be sure that you have techniques, mechanisms, thoughts about how to present ideas that you have so that they’re recognized for the value that is in them.
    • If you want to your ideas be remembered you’ve got to have “5 S”:
      • Symbols associate with your ideas (visual perception is the best way to attract attention)
      • Slogan (describing your idea)
      • Surprise (common fallacy that is no longer true, for instance, just after you’ve told about it)
      • Salient Idea (an idea which not necessarily important but the one that sticks out)
      • Story (how you did it, how it works…)
    • How to Stop Pursuading Presentations
      • Don’t put the end with:
        • put collaborators at the end (do that at the beginning).
        • ‘questions?’
        • ’link: https://bla.bla'
        • ’the end'
        • ‘conclusions’ (it will better ended with ‘contributions’).
        • ‘Thank you (for listening)’ (except, after applause).
      • Put the end with:
        • contribution
        • jokes, since people then will leave the event feeling fun and thus keep a good memory of your talk.
        • a salute to people (how much you valued the time being here, the people over here…, “I’d like to get back, it was fun!"). With this you won’t have to worry about how to end!

Presentation Tips by https://soappresentations.com/

  • Wow your audience with a great story
    • Instead of thinking: “What slides should I use”, try asking, “What story do I tell?”
    • Know your audience and prepare a story that will appeal to it
    • A presentation can be just like a good movie
    • If the story is really good, dialogue is unnecessary
    • Continuity is one of the main elements of a good movie and a good presentation
    • If something has no reason for being, get rid of it!
    • Activate the imagination of your audience
    • Confronted problems, explored the possible consequences of the problem, and created heroic solutions in the form of products
    • Give your audience a bit of fun
    • Understanding comes before engaging
    • A presentation is less about how good you are and more about how your advantages can help your audiences
    • A presentation needs action, contrasts, ups and downs and characters that are vivid
    • Choose a few awesome moments that will remain forever with your audience
  • Create state-of-the-art slide
    • Invest most of your time planning the message you want to convey
    • Think of the way you can convey content with the slides before thinking of what the visual will be
    • Only use on the slides text that will help guide your speech
    • Visuals exist to support the presenter’s speech
    • If the visuals are too informal, unprofessional, or imprecise, the audience will draw similar conclusions about you
    • The more dialogue and lettering that’s needed, the less efficient the visuals are.
    • Each movie scene should contain only indispensable elements. That same is true for presentation slides.
    • The more flexible you are when transforming the script into visuals, the better the result is going to be
    • It’s crucial to develop a first slide that will generate interest and excitement in everything you’re about to say
    • Use the potential of typography well. Play with words.
    • PowerPoint presentation slides are only a supporting device for the speaking portion
    • A presentation is a team effort between you and your slide deck.
    • Presenter think their work is done right about the time the PowerPoint work is finished (WRONG)
  • Become a better presenter
    • Anybody can learn to be a great presenter. You must believe that.
    • Take the time to master your fears.
    • Know your story flawlessly
    • Study the presentation flow and its sequencing
    • Practice, practice, practice, practice
    • Rehearse until the delivery is natural
    • Always keep your goal in mind, so you never lose focus.
    • Speak from the heart
    • Be spontaneous!
    • Speak concisely, clearly and simply
    • Tone of voice has an important impact, so use it as your tool in your favor
    • Improvise as needed, have a few backup stories
    • Convey enthusiasm with your voice
    • Make visual contact with your audience
  • Improve your performance level
    • Plan in advance, determine your objective, decide which format will work, and use only that format
    • Prioritizing is one of the main challenges in creating a great presentation
    • A presenter can engage any audience using PowerPoint in the right way
    • Great ideas aren’t necessarily expensive
    • The impact of presentation is increased meaningfully by connecting the slides either through story or through the visuals.
    • Stand-alone slides are a great way to make a presentation boring
    • The differences between face-to-face and the stand-alone presentation are important enough to kill your chances of success if you use mixed media
    • If you feel that your audience is sleepy or disinterested change your own inner disposition
    • Leave details to be discussed in a different meeting or in a document
    • A tiny misunderstanding can become a huge mess
    • Never interrupt a question from the audience it may seem arrogant on your part
    • The components of great presentations are universals, they go beyond slides and can be found in many other forms of art.

14 - Interesting Laws

Interesting Laws

Job Laws

“When a measure becomes a target, it ceases to be a good measure.”

  • Goodhart’s Law

“The amount of energy needed to refute bullshit is an order of magnitude larger than to produce it.”

  • Brandolini’s law

“In any dispute the intensity of feeling is inversely proportional to the value of the issues at stake. That is why academic politics are so bitter.”

  • Sayre’s Law

15 - Interesting Quotes

Interesting Quotes

Job Quotes

“As long as we work hard, our boss will soon be able to live the life he wants!”

Fun Quotes

The England Footbal team visited an orphanage in Russia. “It’s heartbreaking to see their little faces wth no hope”, said Vladimir, aged 6.

Academia Quote

“Academic politics are so vicious precisely because the stakes are so small.”

  • Sayre’s Law “In any dispute the intensity of feeling is inversely proportional to the value of the issues at stake.”

Product Quote

I want people who use my product to be happy with it. If they are not, I dont want them bad mouth me. When someone is unhappy, that an excellent opportunity for me to learn, so I want to incentivize my customer to engage with me in a productive and not antagonistic way.

Talent Quote

Talent is universal, while opportunity is not

  • Nicholas Kristof

Complexity

Fools ignore complexity. Pragmatists suffer it. Some can avoid it. Geniuses remove it.

  • Alan Perlis

Meaning of Life

“If our life is the only thing we get to experience, then it’s the only thing that matters. If the universe has no principles, then the only principles relevant are the ones we decide on. If the universe has no purpose, then we get to dictate what its purpose is”

  • Kurzgesagt

Not Stupid

If it is stupid but it works, it isn’t stupid ― Mercedes Lackey

Simple

“You live simple, you train hard, and live an honest life. Then you are free.” ― Eliud Kipchoge

Writing

“Writing is Nature’s way of showing you how sloppy your thinking is”

  • Bob Mugele

It is difficult to know what you should know when you have a lot to learn and are in an intelligence-signaling environment. A side effect of having written detailed technical notes is that I calibrate my confidence on a topic. If I now understand something, I am sure of it and can explain myself clearly. If I don’t understand something, I have a sense of why it is difficult to understand or what prerequisite knowledge I am missing.

Collection

Education

The biggest benefit from education isn’t facts, its the research and critical thinking skills you develop. The primary thing you should be deriving from your university education is how to conduct effective critical analyses. You’re learning how to learn. While also getting some useful field-specific information out of it. Structure and standards. Finding the right information, in the right order isn’t easy for everyone. Education isn’t really about acquiring information; its about learning methods to engage with materials and information to draw conclusions and then express further possibilities in written and spoken form.

Metric

Any observed statistical regularity will tend to collapse once pressure is placed upon it for control purposes.

  • Goodhart’s law

When a measure becomes a target, it ceases to be a good measure.

  • Goodhart’s law by Marilyn Strathern

Brandolini’s Law (the Bullshit Asymmetry Principle): The amount of energy needed to refute bullshit is an order of magnitude bigger than to produce it.

Shirky Principle: “Institutions will try to preserve the problem to which they are the solution,”

Putt’s Law: “Technology is dominated by two types of people: those who understand what they do not manage and those who manage what they do not understand.”

Putt’s Corollary: “Every technical hierarchy, in time, develops a competence inversion.” –> technically competent people remain directly in charge of the actual technology while those without technical competence move into management.

Dilbert principle: “leadership is nature’s way of removing morons from the productive flow” –> that companies tend to systematically promote their least competent employees to management, to limit the amount of damage they are capable of doing.

Parkinson’s law is the adage that “work expands so as to fill the time available for its completion”. –> growth of the bureaucracy The demand upon a resource tends to expand to match the supply of the resource (If the price is zero).The reverse is not true.

Data expands to fill the space available for storage.

Poems

If you can keep your head when all about you
Are losing theirs and blaming it on you;
If you can trust yourself when all men doubt you,
But make allowance for their doubting too;
If you can wait and not be tired by waiting,
Or, being lied about, don’t deal in lies,
Or, being hated, don’t give way to hating,
And yet don’t look too good, nor talk too wise;

If you can dream—and not make dreams your master;
If you can think—and not make thoughts your aim;
If you can meet with triumph and disaster
And treat those two impostors just the same;
If you can bear to hear the truth you’ve spoken
Twisted by knaves to make a trap for fools,
Or watch the things you gave your life to broken,
And stoop and build ’em up with wornout tools;

If you can make one heap of all your winnings
And risk it on one turn of pitch-and-toss,
And lose, and start again at your beginnings
And never breathe a word about your loss;
If you can force your heart and nerve and sinew
To serve your turn long after they are gone,
And so hold on when there is nothing in you
Except the Will which says to them: “Hold on”;

If you can talk with crowds and keep your virtue,
Or walk with kings—nor lose the common touch;
If neither foes nor loving friends can hurt you;
If all men count with you, but none too much;
If you can fill the unforgiving minute
With sixty seconds’ worth of distance run—
Yours is the Earth and everything that’s in it,
And—which is more—you’ll be a Man, my son!

Will Rogers Phenomenon

The Will Rogers phenomenon is obtained when moving an element from one set to another set raises the average values of both sets:

When the Okies left Oklahoma and moved to California, they raised the average intelligence level in both states.

The effect will occur when both of these conditions are met:

  • The element being moved is below average for its current set. Removing it will raise the average of the remaining elements.
  • The element being moved is above the current average of the set it is entering. Adding it to the new set will raise its average.

Judgement

My willingness to judge something should be proportional to how much I know about it.

My Seatbelt Rule for Judgment

Do not remove a fence until you know why it was put up in the first place.

Chesterton’s Fence: A Lesson in Second Order Thinking - Farnam Street

16 - Student Assessment

Student Assessment

Teaching Cycle

  • Planning
  • Implementing
  • Evaluating

What is Assessment

  • Assessment : the wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students.
  • Principle: practicality, reliability, validity, authenticity, washback
  • Assessment Process
    • Step 1: Clearly define and identify the learning outcomes.
    • Step 2: Select appropriate assessment measures and assess the learning outcomes.
    • Step 3: Analyze the results of the outcomes assessed.
    • Step 4: Adjust or improve programs following the results of the learning outcomes assessed.
  • 3 types of assessment
    • Assessment of Learning (Summative Assessment) : A type of summative assessment that aims to reflect students knowledge of a given area through a grade.
    • Assessment for Learning (Formative Assessment) : A type of formative assessment that aims to provide teachers with the necessary data to adjust the learning process while it is happening.
    • Assessment as Learning

Assessment Techniques

Assessed Workshop Podcast Case Study Collaborative Wiki/Blog Essay Fieldwork Portfolio (Group/Personal) Presentation (Group/Personal) In-class test Laboratory Practical Assessment Research Project Laboratory Notebook Laboratory Report Literature Review Open-Book Exam Oral Examination Peer Assessment Poster Poster Presentation Project Proposal Research Proposal Self Assessment Site Investiagtion Fieldwork

Standar Nasional Pendidikan

Proses Pembelajaran -> Metode Pembelajaran -> Bentuk Pembelajaran

Metode Pembelajaran:

  • diskusi kelompok
  • simulasi
  • studi kasus
  • pembelajaran kolaboratif
  • pembelajaran kooperatif
  • pembelajaran berbasis proyek
  • pembelajaran berbasis masalah
  • metode pembelajaran lain

Bentuk pembelajaran: wadah atas satu atau gabungan dari beberapa metode pembelajaran. Bentuk pembelajaran dapat dilakukan di dalam Program Studi dan di luar Program Studi.

Bentuk Pembelajaran:

  • kuliah;
  • responsi dan tutorial;
  • seminar;
  • praktikum, praktik studio, praktik bengkel, praktik lapangan, praktik kerja;
  • penelitian, perancangan, atau pengembangan; (ket: wajib untuk D-4, S-1, S-2, S-3, profesi, spesialis)
  • pelatihan militer;
  • pertukaran pelajar;
  • magang;
  • wirausaha
  • bentuk lain pengabdian kepada masyarakat. (ket: wajib untuk D-4, S-1, profesi, spesialis)

Penilaian: penilaian proses dan hasil belajar

Teknik Penilaian

  • observasi,
  • partisipasi,
  • unjuk kerja,
  • tes tertulis,
  • tes lisan,
  • angket.

Instrumen Penilaian

  • penilaian proses dalam bentuk rubrik dan/atau
  • penilaian hasil dalam bentuk portofolio atau karya desain.

Struktur

  • Bentuk pembelajaran memuat metode pembelajaran.
  • Proses dan hasil pembelajaran berdasarkan metode pembelajaran dievaluasi dengan penilaian.
  • Penilaian terdiri dari (di antaranya) teknik penilaian dan instrumen penilaian.
  • Suatu metode pembelajaran prosesnya bisa dinilai dengan berbagai teknik penilaian dengan instrumen penilaian dalam bentuk rubrik.
  • Suatu metode pembelajaran hasilnya bisa dinilai dengan berbagai teknik penilaian dengan instrumen penilaian dalam portofolio atau karya desain.

Ranah Penilaian:

  • Sikap / Afektif
  • Pengetahuan / Kognitif
  • Keterampilan / Psikomotorik

Penilaian :

  • Penilaian atas pembelajaran (assessment of learning)
    • Summative assessment : mengukur capaian belajar untuk membandingkannya terhadap acuan/standar
  • Penilaian untuk pembelajaran (assessment for learning)
    • Diagnostic assessment : mengetahui kondisi belajar siswa untuk meningkatkan kualitas pembelajaran
  • Penilaian sebagai pembelajaran (assessment as learning)
    • Formative assessment : mengukur capaian belajar untuk meningkatkan kualitas pembelajaran

HOTS (higher order thinking skills): Kemampuan berpikir kritis, logis, reflektif, metakognitif, kreatif

Ranah HOTS:

  • analisis
  • evaluasi
  • kreasi
Aspek Kompetensi Teknik atau Metode Instrumen (Proses dan Hasil)
Sikap Observasi Rubrik Observasi
Partisipasi Rubrik Partisipasi
Penilaian Diri Rubrik Penilaian Diri
Penilaian Sejawat Rubrik Penilaian Sejawat
Jurnal Rubrik Penilaian Jurnal
Log Book Rubrik Penilaian Log Book
Pengetahuan Tes Tulis Soal Tes Isian
Tes Tulis Soal Tes Pilihan
Tes Lisan Soal Tes Lisan
Tes Lisan Rubrik Presentasi Lisan
Tugas Lembar Penugasan
Tugas Rubrik Penilaian Tugas
Observasi Rubrik Observasi
Keterampilan Tes Praktik Rubrik Penilaian Praktik
Proyek Rubrik Penilaian Proyek
Portofolio Rubrik Penilaian Portofolio
Observasi Rubrik Observasi
Unjuk Kerja Rubrik Unjuk Kerja
Produk Lembar Penugasan
Tulisan Lembar Penugasan

Rubrik

Rubrik merupakan panduan penilaian yang menggambarkan kriteria yang diinginkan dalam menilai atau memberi tingkatan dari hasil kinerja belajar mahasiswa. Rubrik terdiri dari dimensi yang dinilai dan kriteria kemampuan hasil belajar mahasiswa ataupun indikator capaian belajar mahasiswa.

  • Rubrik holistik adalah pedoman untuk menilai berdasarkan kesan keseluruhan atau kombinasi semua kriteria. (Tidak ada rincian aspek/dimensi, tapi ada deskripsi secara kesan keseluruhan)
  • Rubrik deskriptif memiliki tingkatan kriteria penilaian yang dideskripsikan dan diberikan skala penilaian atau skor penilaian. (Ada rincian aspek/dimensi, ada bantuan deskripsi dalam kriteria penilaian)
  • Rubrik skala persepsi memiliki tingkatan kriteria penilian yang tidak dideskripsikan namun tetap diberikan skala penilaian atau skor penilaian. (Ada rincian aspek/dimensi, tapi tidak deskripsi dalam kriteria penilaian)

Portofolio

Penilaian portofolio merupakan penilaian berkelanjutan yang didasarkan pada kumpulan informasi yang menunjukkan perkembangan capaian belajar mahasiswa dalam satu periode tertentu.

  • Portofolio perkembangan. Beberapa portofolio, dinilai berdasarkan kemajuan pencapaian. Contoh: draft, laporan sementara, laporan akhir
  • Portofolio pamer/showcase. Beberapa portofolio, dinilai berdasarkan satu portofolio terbaik.
  • Portofolio komprehensif. Beberapa portofolio, dinilai secara kumulatif.

17 - Op-Amp

Op-Amp

  • Why Does an Op Amp Have a High Input Impedance and a Low Output Impedance?
    • Op Amp is a Voltage Gain Device. Op amps have high input impedance and low output impedance because of the concept of a voltage divider, which is how voltage is divided in a circuit depending on the amount of impedance present in given parts of a circuit. Op amps are voltage gain devices. They amplify a voltage fed into the op amp and give out the same signal as output with a much larger gain. In order for an op amp to receive the voltage signal as its input, the voltage signal must be dropped across the op amp.
      • For the same reason of a voltage divider, an op amp needs a low output impedance. Once the voltage is dropped across the op amp and it does its task of amplifying the signal, the signal should get dropped across the device that the op amp should feed.
    • To Prevent Loading. Another reason op amps need high input impedance is because the loading effect. If op amps had very low input impedance, it would draw significant amounts of current into it. Thus, it would be a large load on the circuit. The fact that an op amp has a high input impedance ensures that it consumes very little current from the circuit and doesn’t cause a loading issue in the circuit in which it demands and sucks up large amounts of current of the circuit.
  • Input Impedance of an Amplifier and How to Calculate it
  • Inverting Operational Amplifier - The Inverting Op-amp
  • Difference Between Positive and Negative Feedback in Control System (with Comparison chart) - Circuit Globe

18 - Convolution

Convolution

19 - Active Learning

Active Learning

Active Learning

  • Active learning is “a method of learning in which students are actively or experientially involved in the learning process and where there are different levels of active learning, depending on student involvement.”
  • Students participate [in active learning] when they are doing something besides passively listening.
  • Students must do more than just listen in order to learn. They must read, write, discuss, and be engaged in solving problems. This process relates to the three learning domains referred to as knowledge, skills and attitudes (KSA).
  • Examples of “active learning” activities
    • class discussion
    • think-pair-share (small group discussion - class share)
    • learning cell : alternate asking and answering questions on commonly read materials
    • short written exercise
    • collaborative learning group
    • student debate
    • small group discussion
    • Just-in-time teaching (pre-class questions)
    • class game
    • Learning by teaching

Inquiry-based learning

  • a form of active learning that starts by posing questions, problems or scenarios
  • Inquiry-based learning is often assisted by a facilitator rather than a lecturer. Inquirers will identify and research issues and questions to develop knowledge or solutions.
  • Inquiry learning involves developing questions, making observations, doing research to find out what information is already recorded, developing methods for experiments, developing instruments for data collection, collecting, analyzing, and interpreting data, outlining possible explanations and creating predictions for future study.
  • Teacher is facilitator in IBL environment
  • Place needs of students and their ideas at the center
  • Don’t wait for the perfect question, pose multiple open-ended questions.
  • Work towards common goal of understanding
  • Remain faithful to the students’ line of inquiry
  • Teach directly on a need-to-know basis
  • Encourage students to demonstrate learning using a range of media

Generic Levels

  • Level 1: Confirmation Inquiry. The teacher has taught a particular science theme or topic. The teacher then develops questions and a procedure that guides students through an activity where the results are already known. This method is great to reinforce concepts taught and to introduce students into learning to follow procedures, collect and record data correctly and to confirm and deepen understandings.
  • Level 2: Structured Inquiry. The teacher provides the initial question and an outline of the procedure. Students are to formulate explanations of their findings through evaluating and analyzing the data that they collect.
  • Level 3: Guided Inquiry. The teacher provides only the research question for the students. The students are responsible for designing and following their own procedures to test that question and then communicate their results and findings.
  • Level 4: Open/True Inquiry. Students formulate their own research question(s), design and follow through with a developed procedure, and communicate their findings and results. This type of inquiry is often seen in science fair contexts where students drive their own investigative questions. »> This is Problem Based Learning

Levels in Science Education

  • Students are provided with questions, methods and materials and are challenged to discover relationships between variables
  • Students are provided with a question, however, the method for research is up to the students to develop
  • Phenomena are proposed but students must develop their own questions and method for research to discover relationships among variables

Important Aspects

  • Students should be able to recognize that science is more than memorizing and knowing facts.
  • Students should have the opportunity to develop new knowledge that builds on their prior knowledge and scientific ideas.
  • Students will develop new knowledge by restructuring their previous understandings of scientific concepts and adding new information learned.
  • Learning is influenced by students’ social environment whereby they have an opportunity to learn from each other.
  • Students will take control of their learning.
  • The extent to which students are able to learn with deep understanding will influence how transferable their new knowledge is to real life contexts.

Example of Formats

  • Field-work
  • Case studies
  • Investigations
  • Individual and group projects
  • Research projects

Problem-based learning (PBL)

  • Problem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject through the experience of solving an open-ended problem found in trigger material.
  • The PBL process does not focus on problem solving with a defined solution, but it allows for the development of other desirable skills and attributes. This includes knowledge acquisition, enhanced group collaboration and communication.
  • The PBL tutorial process involves working in small groups of learners. Each student takes on a role within the group that may be formal or informal and the role often alternates.
  • It is focused on the student’s reflection and reasoning to construct their own learning.
  • The Maastricht seven-jump process involves clarifying terms, defining problem(s), brainstorming, structuring and hypothesis, learning objectives, independent study and synthesis.

Principles

  • Learner-driven self-identified goals and outcomes
  • Students do independent, self-directed study before returning to larger group
  • Learning is done in small groups of 8–10 people, with a tutor to facilitate discussion
  • Trigger materials such as paper-based clinical scenarios, lab data, photographs, articles or videos or patients (real or simulated) can be used
  • The Maastricht 7-jump process helps to guide the PBL tutorial process
  • Based on principles of adult learning theory
  • All members of the group have a role to play
  • Allows for knowledge acquisition through combined work and intellect
  • Enhances teamwork and communication, problem-solving and encourages independent responsibility for shared learning - all essential skills for future practice
  • Anyone can do it as long it is right depending on the given causes and scenario

Computer-supported PBL

  • Computer-supported PBL can be an electronic version (ePBL) of the traditional face-to-face paper-based PBL or an online group activity with participants located distant apart.
  • ePBL provides the opportunity to embed audios and videos, related to the skills (e.g. clinical findings) within the case scenarios improving learning environment and thus enhance students’ engagement in the learning process.
  • The most successful feature of the LMS in terms of user rate was the discussion boards where asynchronous communications took place.
  • Tools
    • Collaborative tools: The first, and possibly most crucial phase in PBL, is to identify the problem. Before learners can begin to solve a problem, all members must understand and agree on the details of the problem. This consensus forms through collaboration and discussion. Example: Discussion Board, Moodle, Discord
    • Research tools. Once the problem has been identified, learners move into the second step of PBL: the information gathering phase. In this phase, learners research the problem by gathering background information and researching potential solutions. This information is shared with the learning team and used to generate potential solutions, each with supporting evidence. Example: Google, Wikipedia.
    • Presentation tools. The third most important phase of PBL is resolving the problem, the critical task is presenting and defending your solution to the given problem. Students need to be able to state the problem clearly, describe the process of problem-solving considering different options to overcome difficulties, support the solution using relevant information and data analysis. Being able to communicate and present the solution clearly is the key to the success of this phase as it directly affects the learning outcomes. Example: Google Presentation, Youtube

Learning

Case-based Learning

  • With case-based teaching, students develop skills in analytical thinking and reflective judgment by reading and discussing complex, real-life scenarios.
  • Case studies are stories that are used as a teaching tool to show the application of a theory or concept to real situations. Dependent on the goal they are meant to fulfill, cases can be fact-driven and deductive where there is a correct answer, or they can be context driven where multiple solutions are possible.
  • Case-based learning (CBL) is an established approach used across disciplines where students apply their knowledge to real-world scenarios, promoting higher levels of cognition. In CBL classrooms, students typically work in groups on case studies, stories involving one or more characters and/or scenarios. The cases present a disciplinary problem or problems for which students devise solutions under the guidance of the instructor.
  • CBL:
    • Cases
    • Questions:
      • Assessment
      • Diagnosis
      • Recommendation/Action
    • Team-discussions:
      • Elaboration
      • Emphasis

Example of CBL National Center for Case Study Teaching in Science (NCCSTS) Case-based learning - EduTech Wiki Case-Based Teaching | MGH Institute of Health Professions

Problem-based Learning

  • PBL consists of carefully designed problems that challenge students to use problem solving techniques, self-directed learning strategies, team participation skills, and disciplinary knowledge.

CBL vs PBL

  • PBL involves open rather than guided inquiry, is less structured, and the instructor plays a more passive role. In PBL multiple solutions to the problem may exit, but the problem is often initially not well-defined. PBL also has a stronger emphasis on developing self-directed learning.

Reference

20 - Photography

Photography

Digital Camera

Photography

Simulator

21 - Open Culture

Open Culture

Open Culture Web

Awesome Open Source

Open AI Project

22 - Open Source Hardware

Open Source Hardware

List

Hardware

Open Hardware

Hardware

Hardware

Open Hardware

Hardware

Open Hardware

Hardware

Open Hardware

Hardware Startup

Open Hardware

Open Hardware

AI Hardware

  • Vizy Camera Raspberry Pi Camera with AI
  • AIY Vision Kit from Google, with Pi Zero ($50). Jetson Nano + IMX219 ($90)

Hardware

Hardware: Project

Open Hardware

23 - Covid-related Resources

Covid-related Resources

Open PCR

Research

Covid Innovation Challenge

Indonesia Covid

Covid Mutation Map

Covid

CT Scan Covid

24 - Vlog Tools

Vlog Tools

  • Camera : list
    • DSLR Entry Level
    • Mirrorless : Sony Alpha A5000/A6000, Canon EOS M10, Fujifilm X-A10, Panasonic Lumix DMC-GX85, Olympus E-PL7, Nikon 1 J5, Xiaomi Yi M1, Samsung NX1000, Canon PowerShot G7 X Mark II, Canon EOS M3.
    • Action Cam : GoPro Hero7 Black
    • Lensa : Canon 10-18mm f/4.5-5.6 is STM (stabilizer), Canon 24mm f2.8 STM (depth)
  • Tripod dan Tongsis
    • Standard Tripod : Manfrotto Tripod, Tripod Excell
    • Small/Table Tripod : Velbonn Ex-Macro
    • Flexible Tripod : Gorillapod
    • Tripod with Stabilizer for Phone : DJI Osmo Mobile, Zhiyun Smooth, MOZA Mini
    • Tripod with Stabilizer for Camera : Zhiyun Crane, Zhiyun Weebill, DJI Ronin, Moza AirCross
  • Lighting
    • Ring Light : Fotoplus Ring Light
    • LED Light : Aputure Amaran AL-H198C, Aputure AL-M9, LED GODOX M150, LitraTorch Photo Light, Manfrotto LumiMuse, LED GODOX P260C
  • Green Screen
  • Microphone : list
    • Shotgun Microphone : RODE VideoMic, Saramonic SR M3, Rode VideoMicro, BlueYeti Professional
    • Lavalier or Wireless Microphone : BOYA Wireless Microphone, Sennheiser EW 112 P G4, Aputure A Lav, Audio Technica ATR 3350
    • USB Microphone : RODE USB, Blue Yeti USB Microphone
    • Audio/Voice Recorder : Zoom H4n Handy Voice Recorder, Zoom H1
    • Clip on Microphone : Clip-On Microphone BOYA BY-M1
  • Software
    • Video Editor : Adobe Premiere Pro, Apple Final Cut Pro X dan Sony Vegas Pro

25 - Writing in Plain Englsih

Writing in Plain English

Tips

Writing Tips

  • Separate writing from editing. Just keep writing, ignore the typos, self-censorship or formatting and keep moving.
  • Separate writing from editing. In writing, try writing one sentence per line.
  • Vary the length of the sentences. Don’t just write words. Write music.
  • Limit each paragraph to a single message. A single sentence can be a paragraph.
  • Keep sentences short, simply constructed and direct.

This sentence has five words. Here are five more words. Five-word sentences are fine. But several together become monotonous. Listen to what is happening. The writing is getting boring. The sound of it drones. It’s like a stuck record. The ear demands some variety. Now listen. I vary the sentence length, and I create music. Music. The writing sings. It has a pleasant rhythm, a lilt, a harmony. I use short sentences. And I use sentences of medium length. And sometimes, when I am certain the reader is rested, I will engage him with a sentence of considerable length, a sentence that burns with energy and builds with all the impetus of a crescendo, the roll of the drums, the crash of the cymbals–sounds that say listen to this, it is important. So I write with a combination of short, medium, and long sentences. Create a sound that pleases the reader’s ear. Don’t just write words. Write music. (Gary Provost)

The following are more of McCarthy’s words of wisdom, as told by Savage and Yeh.

  • Use minimalism to achieve clarity. Remove extra words or commas whenever you can.
  • Decide on your paper’s theme and two or three points you want every reader to remember. The words, sentences, paragraphs and sections are the needlework that holds it together. If something isn’t needed to help the reader to understand the main theme, omit it.
  • Limit each paragraph to a single message. A single sentence can be a paragraph. Each paragraph should explore that message by first asking a question and then progressing to an idea, and sometimes to an answer. It’s also perfectly fine to raise questions in a paragraph and leave them unanswered.
  • Keep sentences short, simply constructed and direct. Concise, clear sentences work well for scientific explanations. Minimize clauses, compound sentences and transition words — such as ‘however’ or ‘thus’ — so that the reader can focus on the main message.
  • Don’t slow the reader down. Avoid footnotes because they break the flow of thoughts and send your eyes darting back and forth while your hands are turning pages or clicking on links.
  • Try to avoid jargon, buzzwords or overly technical language. And don’t use the same word repeatedly — it’s boring.
  • Don’t over-elaborate. Only use an adjective if it’s relevant. Your paper is not a dialogue with the readers’ potential questions, so don’t go overboard anticipating them. Don’t say the same thing in three different ways in any single section. Don’t say both ’elucidate’ and ’elaborate’. Just choose one, or you risk that your readers will give up.
  • And don’t worry too much about readers who want to find a way to argue about every tangential point and list all possible qualifications for every statement. Just enjoy writing.
  • With regard to grammar, spoken language and common sense are generally better guides for a first draft than rule books. It’s more important to be understood than it is to form a grammatically perfect sentence.
  • Commas denote a pause in speaking. The phrase ‘In contrast’ at the start of a sentence needs a comma to emphasize that the sentence is distinguished from the previous one, not to distinguish the first two words of the sentence from the rest of the sentence. Speak the sentence aloud to find pauses.
  • Dashes should emphasize the clauses you consider most important — without using bold or italics — and not only for defining terms. (Parentheses can present clauses more quietly and gently than commas.)
  • Don’t lean on semicolons as a crutch to join loosely linked ideas. This only encourages bad writing. You can occasionally use contractions such as isn’t, don’t, it’s and shouldn’t. Don’t be overly formal. And don’t use exclamation marks to call attention to the significance of a point. You could say ‘surprisingly’ or ‘intriguingly’ instead, but don’t overdo it. Use these words only once or twice per paper.
  • Inject questions and less-formal language to break up tone and maintain a friendly feeling. Colloquial expressions can be good for this, but they shouldn’t be too narrowly tied to a region. Similarly, use a personal tone because it can help to engage a reader. Impersonal, passive text doesn’t fool anyone into thinking you’re being objective: “Earth is the centre of this Solar System” isn’t any more objective or factual than “We are at the centre of our Solar System.”
  • Choose concrete language and examples. If you must talk about arbitrary colours of an abstract sphere, it’s more gripping to speak of this sphere as a red balloon or a blue billiard ball.
  • Avoid placing equations in the middle of sentences. Mathematics is not the same as English, and we shouldn’t pretend it is. To separate equations from text, you can use line breaks, white space, supplementary sections, intuitive notation and clear explanations of how to translate from assumptions to equations and back to results.
  • When you think you’re done, read your work aloud to yourself or a friend. Find a good editor you can trust and who will spend real time and thought on your work. Try to make life as easy as possible for your editing friends. Number pages and double space.
  • After all this, send your work to the journal editors. Try not to think about the paper until the reviewers and editors come back with their own perspectives. When this happens, it’s often useful to heed Rudyard Kipling’s advice: “Trust yourself when all men doubt you, but make allowance for their doubting too.” Change text where useful, and where not, politely explain why you’re keeping your original formulation.
  • And don’t rant to editors about the Oxford comma, the correct usage of ‘significantly’ or the choice of ‘that’ versus ‘which’. Journals set their own rules for style and sections. You won’t get exceptions.
  • Finally, try to write the best version of your paper: the one that you like. You can’t please an anonymous reader, but you should be able to please yourself. Your paper — you hope — is for posterity. Remember how you first read the papers that inspired you while you enjoy the process of writing your own.

26 - Open Directory Search

Open Directory Search

Open Directories are unprotected directories of pics, videos, music, software and otherwise interesting files.

For videos/movies/tvshows :

intext:"Search Term" intitle:"index.of" +(wmv|mpg|avi|mp4|mkv|mov) -inurl:(jsp|pl|php|html|aspx|htm|cf|shtml)

Images :

intext:"Search Term" intitle:"index.of./" (bmp|gif|jpg|png|psd|tif|tiff) -inurl:(jsp|pl|php|html|aspx|htm|cf|shtml)

Music :

intext:"Search Term" intitle:"index.of./" (ac3|flac|m4a|mp3|ogg|wav|wma) -inurl:(jsp|pl|php|html|aspx|htm|cf|shtml)

Books :

intitle:"Search Term" (pdf|epub|mob) "name or title" -inurl:(jsp|pl|php|html|aspx|htm|cf|shtml)

You can also find Google Drive shared files similarly.
Shared folders
Shared everything
Works with other domains too.

Some info about google search operators can be found here

Open Directory Search Engines

Java Scriptlets

Save the following code as a bookmark, then you can open the bookmark to run the desired action. Download all files with a specific extension :

javascript:!function(){var%20t=prompt("Enter%20filetype%20to%20download%20(format:%20.mp3)");if(null!==t)for(var%20e=document.querySelectorAll('[href$="'+t+'"]'),o=0;o<e.length;o++)e[o].setAttribute("download",""),e[o].click();else%20alert("No%20format")}();

Resize “Filename” column in OD to make entire filename visible :

javascript:!function(){function e(e){var o,n,r=e.href;e.textContent=(n=(o=r).split("/").filter(Boolean).reverse()[0],console.log(n),o.lastIndexOf("/")==o.lenght-1&&(n+="/"),n=n.indexOf(" ")>=0?decodeURI(n):decodeURIComponent(n))}anchors=document.body.querySelectorAll("a"),anchors=Array.from(anchors).slice(1),anchors.map(e)}();

Display pictures as thumbnails :

javascript:(function(){function%20I(u){var%20t=u.split('.'),e=t[t.length-1].toLowerCase();return%20{gif:1,jpg:1,jpeg:1,png:1,mng:1}[e]}function%20hE(s){return%20s.replace(/&/g,'&amp;').replace(/>/g,'>').replace(/</g,'<').replace(/"/g,'&quot;');}var%20q,h,i,z=open().document;z.write('<p>Images%20linked%20to%20by%20'+hE(location.href)+':</p><hr>');for(i=0;q=document.links[i];++i){h=q.href;if(h&&I(h))z.write('<p>'+q.innerHTML+'%20('+hE(h)+')<br><img%20src="'+hE(h)+'">');}z.close();})()

Display pictures as thumbnail gallery :

javascript:var%20sHTML=%22<html><head><title>gallery</title><body><center><table%20border=0>%22;var%20y=0;for(x=0;x<document.links.length;x++){a=document.links[x].href;%20if%20(a.match(/jpe|jpeg|jpg|bmp|tiff|tif|bmp|gif|png/i)){sHTML+='<td%20style=%22border-style:solid;border-width:1px%22><a%20target=%22_new%22%20href=%22'+a+'%22><img%20border=%220%22%20width=%22100%22%20src=%22'+a+'%22></a></td>';%20if%20(!((x+1)%5))%20sHTML+=%22</tr><tr>%22}};this.innerHTML=sHTML+%22</table></center></body></html>%22;

The-Eye Image Viewer :

javascript:void(window.open('https://fusker.the-eye.eu/url.php?url='+encodeURIComponent(document.URL).replace(/\./g,'%25252E')));

Another Linked Images Bookmarklet.
More bookmarklets.

Softwares

There are other software programs that provide wget with a GUI like Gwget and WinWGet though I’ve never used them and hence can’t comment on their reliability.

  • youtube-dl (Python) downloads videos from various sites. Just like wget you can find GUI frontend for this.
  • RipMe (Java) is an album ripper for various websites.
  • HTTrack Website Copier (Windows/Linux/OSX/Android) can mirror entire websites. Other download helpers you should try :
  • Adware free JDownloader (Win/Linux/OSX/Java) Has GUI
  • xdm (Win/Linux/OSX/Java) Has GUI.
  • uGet (Win/Linux/OSX/Android) Has GUI.
  • curl (Win/Linux/OSX/…) Command line tool.
  • aria2 (Linux/OSX) Command line. A web-based UI is also available.
  • axel (Linux/OSX) Command line tool.
  • Rclone (Win/Linux/OSX) Command line tool. Rclone has some great commands that can list files, print remote directory size or even mount it as mountpoint. Here is a list of all commands. I recommend you to go through their entire website.

You can also use httpdirfs, which is made by a redditor who posted it here to mount the remote directory as mountpoint. It even appears to be somewhat faster than “rclone mount”.

OpenDirectoryDownloader

Sites

Search Tools

Search And index Engines DDLs :-

https://filepursuit.com/ https://weboas.is/ https://filesearch.download/ https://www.filesearch.link/ https://ipfs-search.com/

Search GDrive:-

https://www.dedigger.com/ https://whatintheworld.xyz/ https://w3abhishek.github.io/torrentables/ https://eyedex.org/ (Search The Eye)

Search Open Directory DDLs :-

https://odcrawler.xyz/ https://www.filechef.com/ https://opendirsearch.abifog.com/ https://palined.com/search/ https://ewasion.github.io/opendirectory-finder/ https://open-directories.reecemercer.dev/ https://lumpysoft.com/ https://www.eyeofjustice.com/od/ https://sites.google.com/view/l33tech/tools/ods https://lendx.org/

Archiving And Searching Engines:-

https://the-eye.eu/ (archives and indexes Web Pages) https://archive.ph/ (archives web snapshots) https://archive.org/ ( The Internet Archive) https://archive.org/web/ (The Wayback Machine)

FTP Indexers:-

https://www.mmnt.ru/int/ https://www.catfiles.net/ https://sites.google.com/view/l33tech/tools/pasteskimmer (Paste search tool)

27 - Open Healthcare Library

Open Healthcare Library

  1. Open Cancer
  2. Medical Data for Machine Learning
  3. NLP Health Data

28 - Zettelkasten

Zettelkasten

The zettelkasten (German: “slip box”) is a knowledge management and note-taking method used in research and study.

Reading about Zettelkasten

Tools

Zettelkasten Software Comparison

The Zettelkasten / Slip-box

The Reference Manager

The Editor

  • LibreOffice and Word (work well with Zotero)
  • Scrivener.

Source

Alternative App

Notes about Zettelkasten

  • Zettelkasten-like approaches are useful when you’re trying to synthesize knowledge into a framework/perspective, sometimes as a way to find and contextualize new ideas. If one doesn’t care about that, and ones notes already have a well-defined taxonomy/structure then the linking feature of Zettelkasten is not particularly useful.
  • What works very well is to use Zettelkasten as the next step after taking notes from reading book, blog posts, and articles to collect your personal insights. Probably also from movies, podcasts, whatever.
  • I believe Zettelkasten will help me with writing for my own blog and when I’m collecting information for personal projects. In both cases, I have lots of ideas which are not fully formed yet to be published or implemented. With a job and a family there is little time to pursue it, so I have to work in little steps. Externalizing this ideas is essential and a very-hyperlinked style like Zettelkasten seems to fit well.
  • For learning little facts about programming languages, spaced repetition is probably more suitable.
  • Going down a wikipedia-style rabbit hole of my own notes is cool, like I’m exploring my own brain. Sometimes I completely forget how something works, and when I look up the note I took I just have to read a few of my own words to immediately remember it all.
  • I will say though that progress actually feels pretty slow compared to my usual strategy of just reading through books and articles once or twice, and then web searching whenever I forget something.
  • As far as I can tell, both in studies and in personal experience, the fiddly details of your note-taking schemes don’t matter. The only thing that matters is attempting to integrate the information into a cohesive whole, which takes intentional thought.
  • With linear notes, there’s a failure mode where links that should be made aren’t; you can even walk around believing outright contradictions without noticing. But with a web, there’s an equally bad failure mode where your knowledge gets diffuse and unstructured (instead of “X causes Y if Z”, you get “X, Y, and Z are related. But… was Z the thing that caused X? Wait, but then what was Y for?”).
  • Both of these reflect a failure to aggregate and chunk the information into hard tools, but no productivity system can magically fix that; it always takes time.
  • This looks interesting, but one potential problem with this method is that you start treating the number of notes or the size of the graph as a success metric. The author even notes how it is ‘pleasing’ to see their note graph grow in size. This could be a perverse incentive.
  • I think your proposed system captures the important part of the knowledge intake, ie two levels of abstraction (writing a source note, and then connecting the new knowledge from source note to (or just dumping it in) some existing node.)
  • But one other idea from Christian and Sascha is to avoid folder structures, and allow the organization to develop over time. On a work topic, notes from a few guidances and presentations, plus my experiences, cluster to create a note which transcends a categorical boundary I would have erected with a folder structure.
  • So, the suggested alt strategy is dump everything into one folder and create clusters using other structures, as they reveal themselves to be useful.
  • Creating a hierarchy of notes using folders can be counterproductive. It will be easy to classify the majority of notes, but some of them will match multiple categories, or even none of them. Unfortunately, those notes are usually the most interesting. Case in point: I have some notes regarding good technical writing, and some notes concerning good Git usage. If I had a hierarchy, the first notes would go under “writing”, and the second ones would go under “development”. But where would I have filed the notes regarding Git commit messages? I feel like they belong on both categories. Choosing just one of them means ignoring the other. That’s why, if you still want to classify some of your tags, I strongly advise to use a tagging system, and to avoid creating note hierarchies.
  • It can be way more simple: I use one folder for my notes, and another one for my “sources” (linear notes on articles, books, talks, etc). Files have unique filenames (guaranteed because a timestamp is added to the name when they are created).
  • In the book “How to take smart notes” by Sönke Ahrens, there’s a lot of thought given on the real value of tags. I’d say the problem you describe happens because you are trying to create a taxonomy using tags. Classifying the notes using tags can feel rewarding in the short term, but it’s not useful in the context of a linked notes system.
  • When creating tasks, the main question that is answered is “in which contexts would I like this note to show up?”. The answer to this question is completely subjective. If, for instance, you were doing research for game level design, it makes sense for the systems architecture notes to be tagged with “game engine”, “achievements”, “quick save”, or anything else that you will want to look up later on. The Napoleonic architecture notes could be tagged as “level design”, “gameplay cues”, or “side quests”.
  • As you can see, these tags would be different for every person, and that’s kind of the point. Two people can read the same content, and take the same note from it, but the intended purpose could still be completely different, and that would show up in the tags.
  • I don’t think one should suggest Zettelkasten to anyone who is looking for a simple to-do list or note taking implementation. Regular notes are perfectly fine if one wants to take regular notes.
  • Luhman’s zettels weren’t random thoughts or casual ideas that popped into his head during a stroll with the dog., but rather full, jargon-laden sentences that were close to publication-ready in quality, sometimes highly abstract in nature. He would take a couple dozen related zettels, arrange them on a table in sequence, rearrange them and eventually have a rough outline for an article or the chapter of a book.
  • Here’s a random zettel from Luhmann’s archive, translated by deepl.com. This is 1 out of 90,000 total:

1.6c1 “About an activity, at one time, central and centralization.” – In some ways comparable to the view of Mary Parker Follett, Dynamic Administration, p. 183ff., e.g. p. 195: “Unity is always a process, not a product.” – But she confuses unity and unifying, and says below quite correctly (p. 195): “Business unifying must be understood as a process, not as a product.” – Except, of course, that the word unity does not mean process, this dynamic view is that the process can be described as valuable and characterizes the organizational view, from the finished fake unit to the unification unit process.

  • The only note taking approach that’s ever worked for me:
    1. Read/listen/absorb
    2. Write down ideas it creates while you’re absorbing
    3. Wait
    4. Create Your mind (or at least mine) finds connections you aren’t even aware of and when the time comes, when the right prompt sparks, there it is. The knowledge is ready to be used.
  • Zettelkasten is exactly what you wrote here, with one addition. It not only offloads querying for detail (i.e. search) to the machine, it also offloads some connection-making. Search and lookup is internet-as-extended-memory, links and backlinks are internet-as-serendipitous-thought.
  • The part about “just write it down” is the most important. Connecting information as you go can add value to the knowledge base, but writing down everything that’s important is the first step and the tool you use should support that. I think the book keeping part is more of a personal thing and some people feel that they need to do it and others do not. I for myself “separate” notes into problem domains (when I think about them I have a broader topic in mind) and connect all the notes that belong to the same topic when I see fit. That greatly reduces the book keeping part and I can add connections as I go.
  • I would say if your workflow is not research-centric where you only implement software, these kinds of methods are not necessary. Only simple note-taking would suffice to ease your brain.
  • On the contrary, if you are reading papers and doing research, taking notes in a meaningful way is more helpful than you would realize. The human brain tends to skip information while reading and you only realize you didn’t actually understand that part when you try to write it yourself. The note-taking part doesn’t actually take that much brain resources. I am not a native English speaker but I am taking my notes in English. While taking my notes I don’t care about grammar or anything, I just read and write what I understood. When I finish the paper and I am comfortable with the topic, I return to my notes, fix grammars and, link them with my other notes. For example, sometimes I come up with a research idea, I make a note about it. In the future, while reading a paper, I realize some of the techniques that are described in the paper might be beneficial to that idea so I link them together.
  • In conclusion, it really depends on your area of work whether to take regular notes or Zettelkasten notes. Forcing your workflow to these methods might hurt your productivity but if you are a researcher I can say, it will be beneficial.
  • Normal notes are fighting complexity by creating smaller and smaller categories of notes Example: splitting “engineering notes” to “software notes” and “technical writing notes”, and then “software notes” to “java notes” and “design notes”. And this way the notes get deeper and deeper in your notebook and you stop interacting with them. This described well my personal experience. Zettelkasten fights this complexity by much more up-front work when adding and linking note, instead of a tree structure, you have a network.
  • Most of the time, it’s more be beneficial to file notes according to the situation in which they’ll be useful rather than where they came from: If you’re going to have a tree structure, the original sources should be out at the leaves as external references rather than the root. This manifests in many forms from lots of different people giving advice:
    • In Getting Things Done, Allen spends a lot of time on the importance of organizing your todo lists by where you’ll be able to do the actions.
    • Luhmann used his original Zettelkasten to store passages that he could pull to make drafts of papers, and cross-referenced them to other passages that could be included together.
    • In How to Write a Thesis, Eco recommends writing a preliminary outline of your thesis and then tagging notes with the section number they’re relevant to.
    • In his MasterClass series, Chris Hadfield emphasizes the benefit of collecting summary notes organized by the interface you’ll see when actually performing an activity.
  • It depends on the goal. Your goal is to learn things, apparently. Memorize what you wrote on the notes. Zettelkasten’s isn’t. Its goal is to produce great books and papers.
  • As far as I can tell, the crosslinking required by the Zettelkasten approach provides two main benefits:
    • It forces some retrieval practice of the notes you’ve taken before, which reinforces all the ideas involved.
    • Most of the benefit comes from the act of writing, but there’s an inevitable sense of futility that comes about if those writings are inevitably lost to time. By giving each note an ongoing purpose (to be linked to), the Zettelkasten system dodges this particular trigger to stop writing notes.
    • Zettelkasten has its benefits: If you want to be able to casually browse through your notes, looking for ideas to spark your imagination, Zettelkasten will most likely have superior results since the ideas are already summarized right there for you. Zettelkasten makes it easy to compose essays and put together speeches, but that’s because you’ve already done the hard work of writing down your thoughts ahead of time.
  • It’s requirement to link all notes ahead of time is a HUGE barrier to entry, so Zettlekasten may be best suited to people with a strong research oriented disposition who’re already used to similar practices.
  • Why not jut search?
    • I think this trend of better knowledge tools is missing two very important pieces of human nature
      • If we have time to enter something into a knowledge base of any kind - then we have time to just jot it on a piece of paper.
      • If we dont have time (or think it is important at that moment) then what solves the problem for us is not a knowledge base, but search.
  • There are problems with search: you have to know to search for something, and you have to know how to search for it. In some cases this is an issue, in some it isn’t. I have had many times over the years where I reviewed my notes and reminded myself of things I had completely forgotten. Search is useless in that case. But in any event, there’s no conflict between a knowledge base and search. They are different things and you can search a knowledge base.
  • [Zettl practice] I can stream thoughts into a lightweight inbox without having to do the organizing upfront. I then have derived categories from the main stream of thoughts. If the thought is a task, I further process these into categories. I have recurring tasks and events that I handle on a “Time” page that is effectively a calendar, and I have one-off tasks that go into a Kanban style backlog. What I really got from Zettlekasten is that trying to establish your system upfront is a mistake. Things inevitably leak through your categories and then you lose faith in your system. By just having a running stream of thoughts and then relating them after the fact and deriving categories afterward, you get the benefits of organization without a lot of its failure modes.
  • Your template misses backlinks. Zk notes have five elements:
    1. An id (I presume it is yyyymmddhhmmss.md as filename for you)
    2. Tags
    3. Backlinks (in the form of [[backlink]] in most zk software tools such as zettlr/obsidian/thearchive etc;)
    4. Source or reference (checked)
    5. Content (I suppose it is your # Notes)
  • Also all zettels are atomic, so you will deilberately limit yourself to one topic idea, ideally with a question or something (I suppose that is why you have # Title).
  • Here’s my rather brief summary of the process:
    • You create fleeting notes to capture ideas as they happen. They should be short lived notes that don’t become the main store of your knowledge.
    • You create literature notes as your read material. These should include your own thoughts on highlighted passages, not just quotes and highlights on their own.
    • You organise your fleeting notes as permanent notes into your ‘Slip Box’ (taken from the original use index cards). Each note should contain a single idea and should be understandable when reading in isolation.
    • You want to avoid burying knowledge in large notes as it makes it hard to glance at and link to other notes in a concise way.
    • Notes are linked to other notes which support your ideas. This also help the discovery of new ideas.
    • You use your slip box to help you do your thinking. You want to ask it questions, find the related notes that support/oppose the arguments and find gaps or newly related information.
    • You can create index notes that help you find your way around.
    • Part of the process is to help your understanding by writing. With a well maintained slip box, you’ll never be starting from a blank sheet. You decide what insight/question/knowledge you want to explore, and pull together the notes that give you the body of research to get you started. You shouldn’t need to start a new blog post by researching, that happens prior by taking smart notes as you naturally read what you’re interested in.

Alternative to Zettelkasten

PARA (Second Brain)

  • Link:
  • With P.A.R.A. you organize all your notes by purpose, not by category. Let’s say you’re trying to build an app. You’ll have a folder called ‘app’ for all notes about it. Now if you study databases in order to build it, you’ll file any notes you take inside the ‘app’ folder, not in a separate ‘databases’ folder.
  • Instead of forcing myself to be disciplined about organizing my notes, P.A.R.A. + Progressive Summarization takes advantage of the times when I’m already excited to work on them. Each time I touch the notes, I have to take a small amount of effort which is proportionate to my level of interest in the task. We’ve replaced forced discipline with leveraged excitement.
    • P.A.R.A. is great for those who don’t have the time (or willpower) to force themselves to write down notes they may never use. Instead it’s Just-in-Time philosophy saves many hours and lets you be more productive. Tiago has designed P.A.R.A. to work with most productivity apps, but the process is optimized for his app of choice: Evernote.
    • All in all, I’m finding P.A.R.A. pretty useful so far. It has yet to pass the ultimate test of any knowledge management system: Will I still be using it three months from now? (ask me after July). I’m already noticing productivity boosts by using the PARA method to store notes for all my projects, so prospects are looking good

Bliki

Spaced Repetition

Combination Method

  • Zettelkasten
    • Unique IDs - facilitates linking - can use beyond your note-taking system if you use it on other files and documents and use a file explorer
    • Linking - link relevant ideas and information
    • Atomicity - reuse future-proof notes/ideas in different contexts
  • Progressive summarization - pare down your notes while keeping the original source - ideas: you could pick out key terms, write a summary at the top, make a TOC of the things you want to navigate to easily
  • IMF - a way to organize notes without necessarily tying them to a certain category. I think of it as creating different ‘views’ of your notes.

29 - About Compiler Interpreter

About Compiler and Interpreter

An interpreter for language X is a program (or a machine, or just some kind of mechanism in general) that executes any program p written in language X such that it performs the effects and evaluates the results as prescribed by the specification of X. CPUs are usually interpreters for their respective instructions sets, although modern high-performance workstation CPUs are actually more complex than that; they may actually have an underlying proprietary private instruction set and either translate (compile) or interpret the externally visible public instruction set.

A compiler from X to Y is a program (or a machine, or just some kind of mechanism in general) that translates any program p from some language X into a semantically equivalent program p′ in some language Y in such a way that the semantics of the program are preserved, i.e. that interpreting p′ with an interpreter for Y will yield the same results and have the same effects as interpreting p with an interpreter for X. (Note that X and Y may be the same language.)

The terms Ahead-of-Time (AOT) and Just-in-Time (JIT) refer to when compilation takes place: the “time” referred to in those terms is “runtime”, i.e. a JIT compiler compiles the program as it is running, an AOT compiler compiles the program before it is running. Note that this requires that a JIT compiler from language X to language Y must somehow work together with an interpreter for language Y, otherwise there wouldn’t be any way to run the program. (So, for example, a JIT compiler which compiles JavaScript to x86 machine code doesn’t make sense without an x86 CPU; it compiles the program while it is running, but without the x86 CPU the program wouldn’t be running.)

Note that this distinction doesn’t make sense for interpreters: an interpreter runs the program. The idea of an AOT interpreter that runs a program before it runs or a JIT interpreter that runs a program while it is running is nonsensical.

So, we have:

  • AOT compiler: compiles before running
  • JIT compiler: compiles while running
  • interpreter: runs

JIT Compilers

Within the family of JIT compilers, there are still many differences as to when exactly they compile, how often, and at what granularity.

The JIT compiler in Microsoft’s CLR for example only compiles code once (when it is loaded) and compiles a whole assembly at a time. Other compilers may gather information while the program is running and recompile code several times as new information becomes available that allows them to better optimize it. Some JIT compilers are even capable of de-optimizing code. Now, you might ask yourself why one would ever want to do that? De-optimizing allows you to perform very aggressive optimizations that might actually be unsafe: if it turns out you were too aggressive you can just back out again, whereas, with a JIT compiler that cannot de-optimize, you couldn’t have run the aggressive optimizations in the first place.

JIT compilers may either compile some static unit of code in one go (one module, one class, one function, one method, …; these are typically called method-at-a-time JIT, for example) or they may trace the dynamic execution of code to find dynamic traces (typically loops) that they will then compile (these are called tracing JITs).

Combining Interpreters and Compilers

Interpreters and compilers may be combined into a single language execution engine. There are two typical scenarios where this is done.

Combining an AOT compiler from X to Y with an interpreter for Y. Here, typically X is some higher-level language optimized for readability by humans, whereas Y is a compact language (often some kind of bytecode) optimized for interpretability by machines. For example, the CPython Python execution engine has an AOT compiler that compiles Python sourcecode to CPython bytecode and an interpreter that interprets CPython bytecode. Likewise, the YARV Ruby execution engine has an AOT compiler that compiles Ruby sourcecode to YARV bytecode and an interpreter that interprets YARV bytecode. Why would you want to do that? Ruby and Python are both very high-level and somewhat complex languages, so we first compile them into a language that is easier to parse and easier to interpret, and then interpret that language.

The other way to combine an interpreter and a compiler is a mixed-mode execution engine. Here, we “mix” two “modes” of implementing the same language together, i.e. an interpreter for X and a JIT compiler from X to Y. (So, the difference here is that in the above case, we had multiple “stages” with the compiler compiling the program and then feeding the result into the interpreter, here we have the two working side-by-side on the same language.) Code that has been compiled by a compiler tends to run faster than code that is executed by an interpreter, but actually compiling the code first takes time (and particularly, if you want to heavily optimize the code to run really fast, it takes a lot of time). So, to bridge this time when the JIT compiler is busy compiling the code, the interpreter can already start running the code, and once the JIT is finished compiling, we can switch execution over to the compiled code. This means that we get both the best possible performance of the compiled code, but we don’t have to wait for the compilation to finish, and our application starts running straight away (although not as fast as could be).

This is actually just the simplest possible application of a mixed-mode execution engine. More interesting possibilities are, for example, to not start compiling right away, but let the interpreter run for a bit, and collect statistics, profiling information, type information, information about the likelihood of which specific conditional branches are taken, which methods are called most often etc. and then feed this dynamic information to the compiler so that it can generate more optimized code. This is also a way to implement the de-optimization I talked about above: if it turns out that you were too aggressive in optimizing, you can throw away (a part of) the code and revert to interpreting. The HotSpot JVM does this, for example. It contains both an interpreter for JVM bytecode as well as a compiler for JVM bytecode. (In fact, it actually contains two compilers!)

It is also possible and in fact common to combine those two approaches: two phases with the first being an AOT compiler that compiles X to Y and the second phase being a mixed-mode engine that both interprets Y and compiles Y to Z. The Rubinius Ruby execution engine works this way, for example: it has an AOT compiler that compiles Ruby sourcecode to Rubinius bytecode and a mixed-mode engine that first interprets Rubinius bytecode and once it has gathered some information compiles the most often called methods into native machine code.

Note that the role that the interpreter plays in the case of a mixed-mode execution engine, namely providing fast startup, and also potentially collecting information and providing fallback capability may alternatively also be played by a second JIT compiler. This is how V8 works, for example. V8 never interprets, it always compiles. The first compiler is a very fast, very slim compiler that starts up very quick. The code it produces isn’t very fast, though. This compiler also injects profiling code into the code it generates. The other compiler is slower and uses more memory, but produces much faster code, and it can use the profiling information collected by running the code compiled by the first compiler.

Reference: Interpreter vs JIT

30 - Open and Free Licenses

Open and Free Licenses

License Attribution Derivative Commercial Free-Open
CC0 N Y Y Y
CC BY Y Y (CC) Y Y
CC BY-SA Y Y (SA) Y Y
CC BY-ND Y N Y N
CC BY-NC Y Y (NC) N N
CC BY-NC-SA Y Y (NC-SA) N N
CC BY-NC-ND Y N N N
MIT Y Y Y Y
BSD Y Y Y Y
ZLIB Y Y Y Y
DWTFYWPL N Y Y Y
AFL Y Y Y Y
Apache Y Y Y Y
GNU GPL v3.0 Y Y (GNU GPL) Y Y
GNU LGPL v3.0 Y Y (similar) Y Y
GNU FDL Y Y Y Y
GNU AGPL Y Y (GNU AGPL) Y Y
Mozilla MPL Y Y (similar) Y Y

Comparison Graph

The Most Restrictive CC License

Adaptation Chart

Open License Case

31 - 100 Days Challenge

100 Days Challenge

100 days challenge is a project to enhance programming capability by set the training in 100 days timeline.

  1. 100 days of X
  2. 100 days of Code
  3. 100 days of ML Coding
  4. James Priest Round 1 Grow with Google
  5. James Priest Round 2
  6. James Priest Round 3 Google Udacity Nanodegree (Mobile Web Specialist)
  7. James Priest Round 4
  8. James Priest Round 5 Udacity React Nano Degree
  9. James Priest Round 6 Complete React Developer
  10. Reddit Daily Programmer
  11. PyBites 100 Days of Code
  12. Enlight