#more about the process of how a person be's a academic research scientist

[girlscience]

y'all I have been in such a weird mood these past few days and I just know it's because I have this interview/meeting tomorrow with the professor at the aquatic sciences center. I am so unbelievably nervous and it's making me a bit panicky manic or something

[literaryvein-reblogs]

Active Reading

Active reading - reading with a purpose.

When it comes to critical analysis, the purpose of active reading is to familiarize yourself with your primary text and secondary sources to create a thorough and accurate analysis.

You can engage in active reading by paying attention to the type, author, audience, and purpose of a source.

Type

In writing, texts are often categorized based on the form, style, and purpose they share.

Examples: Fiction, nonfiction, horror, fantasy, and mystery.

Each type of writing typically follows a set of rules that can help us better understand the author’s purpose and the meaning of the text itself.

When reading your text, consider how the type of text shapes your understanding of it by asking the following questions:

What type of text is it (e.g., essay, play, comedy, romance, etc.)? Keep in mind that a text may have more than one type.

What stylistic or literary elements are important to that type of text (e.g., imagery, rhyme scheme, dialogue, etc.)?

How does the type of text impact the author’s message? Is that type of text appropriate for the author’s purpose?

Does the author use any stylistic or literary elements uncommon to that type of text?

How does the type of text enhance or take away from the author’s message?

Author

Authors are the people who created a text.

An author’s personal experiences often impact the type and content of his or her work.

Researching an author’s background helps us recognize and understand what influenced his or her work.

As you read through a text, ask yourself the following:

Who created the text?

When did the author create the text?

Where did the author create the text?

In what context was the primary text written (e.g., social, cultural, political, economic)?

Are there any significant events in the author’s life that may have influenced the type and content of the text?

Audience

The audience consists of anyone who reads a text.

Usually, an author considers his or her intended audience when making decisions about a source’s type, tone, and content.

When reading a source, think about how the audience shapes the author’s decisions by asking questions such as:

Who is the intended audience of the source (e.g., artists, scientists, nobles, etc.)?

How does the audience view the author (e.g., credible, biased, etc.)?

How would the audience react to the content of the source (e.g., agree, disagree, indifference, etc.)? Why would the audience react that way?

Are there any other audiences the author may not have considered?

Purpose

Purpose is an author’s reason for writing a text.

3 of the most common examples of purpose include to persuade, to inform, and to entertain.

Identifying an author’s purpose for writing is useful for determining whether an author’s text is written effectively or not.

As you read your sources, consider whether the author accomplishes his or her purpose by asking a few questions:

1. Why did the author write the text (e.g., to inform, to persuade, to entertain, to critique, etc.)? (Note: An author may have multiple purposes for writing.)

2. What is the main idea, theme, or argument of the source?

3. How does the author attempt to accomplish his or her purpose?

How does the author use ethos, logos, and/or pathos?

How does the author use literary or stylistic elements (e.g., character, symbolism, setting, etc.)?

4. Does the author effectively accomplish his or her purpose? Why or why not?

Additional Tips on Active Reading

It’s also useful to read your text from different perspectives.

The first time, read as a consumer. You are reading for enjoyment.

The second time, read as an academic. You are reading to learn and understand.

The third time, read as a critic. You are reading to question both the text’s meaning and the author’s decisions.

NOTE

It’s a good idea to take notes and record your thoughts throughout your active reading process.

Actively reading your sources helps you consider them from more than one perspective.

Active reading also fosters critical thinking.

Once you finish actively reading your sources, you can begin drafting your critical analysis.

Source

[fossilprep]

There's a lot this article touches on, but the parts about fossil preparation are kind of in poor taste. I'll go over some of it under the cut.

There's a reason we usually don't publish on things we prepare. They say it right here - we can literally, whether purposeful or accidental, modify fossils as we see fit. We could imitate pathologies or create marks with air scribes or picks that are misinterpreted as pathologies, remove or obscure parts of a fossil that may be diagnostic, etc. (Of course we don't endear to do these things, they're just possible).

Whether through inexperience or poor dexterity some budding preparators can cause damage that only someone with a trained eye could notice. Preparators aren't always required to be trained in the sciences or have thorough anatomical knowledge, and thus can reconstruct things wrong, without scientific guidance. Like filling holes where there's supposed to be… holes! Like a fenestrum or foramen, for example. This is why we have references, but more importantly, we do the minimum unless instructed to do otherwise by a supervisor or exhibits team - one of a few scenarios where a curator can rightfully step in.

This is why we're trained to preserve almost any bone we see. Often there are small isolated bone chunks hovering in matrix that are thrown in a box with the specimen. A lot of pieces can't be reattached because they're too weathered or of indeterminate origins (“IBF’s” for short).

"Creating" something "artistic" is another way of implying we're making it up as we go.

If someone hands me a fossil and tells me to look at this "multimedia sculpture", I'd be confused. It's a fossil, not an art project.

Academic fossil preparation is fundamentally a scientific endeavor that also requires artistic abilities, but not creativity. We use various methods that are tried and true (and sometimes experiment with new ones) to expose an element from matrix.

The act of preparing a fossil is not providing new data. The fossil itself is the data. We just make it available. That being said, if we provide measurements, take and analyze samples of the matrix for various analyses, then that's providing valuable data. Would that warrant an authorship? Maybe.

This raises another question though. If anyone who worked on a fossil gets an authorship, then can authorship compound?

The person who found the fossil but didn't do anything with it afterwards - just dug it up and sent it to the lab, for example. Do they get to be an author? On our field crews we have up to 30 people over the whole season. 30 coauthors and 99% of them are not scientists.

The collections manager who just painted a number on it, catalogued it, and put it away?

How about the curator who allowed a researcher access to the collection who didn't collect any data but just answered some emails and opened the drawer for it to be studied?

The land owner who gave you permission to dig?

Finally, the preparator who just exposed it from the rock. They do more science inherently than the others, but if no parts of the scientific method were conducted and no data was produced (save for the fossil simply being brought back into the world), do they get an authorship?

tl;dr We don't need authorships for the act of preparing fossils unless we provide data and go through the scientific process (like what's usually required for any authorship). Many parts of the process is not science. Just acknowledge our work in your paper and we'll be more than happy.

[torchship-rpg]

Dev Diary 2 - Character Creation Part 1

Torchship has a very involved session zero. You are not just making your characters; you’re making a program (building out a sector of space and your mission there), a rocket (by customising templates), and, indirectly, the state you work for. But characters are where we’ll start.

A Torchship character is fairly mechanically involved, but there’s not a lot of numbers. Instead, you have layers of character-defining mechanics, skills, and identities which will come into play during the campaign. The character creation section also acts to teach new players about the world, asking them right away to dive into questions about societies, politics, and life by using the various building blocks as introductions to setting concepts.

Level & Departments

The first thing you decide is your character’s level. Your level is basically how you start as a character, how powerful you are when you join the game. 

You have the option of playing B-Team, which is your basic crew member. They work a single Department and they either have expertise in a single job, or they’re working on a second team. However, the main purpose of the B-Teamer start is that you can turn your NPC crew into B-Teamers if you want to play as them later, maybe if you’re doing a Lower Decks episode or something like that.

Most starting PCs are the A-Team, the overachieving go-getters who end up on the bridge because they’ve got the most experience, most qualifications, or they’ve been working hardest for it. A-Team means you get to have two Departments and an expertise. The only thing that B-Team has which A-Team doesn’t is that they get more hobbies to invest in, because they actually have a life.

Departments are what colour shirt you wear on the ship, what your job is. Departments are used to sort skills out, and gate some special equipment later on. It’s your role on the team, basically.

There’s 8 departments, so a traditional 4-person RPG group playing A-Teamers can cover all the Departments between themselves (though it’s not a big deal if you have overlap and are missing some; that’s what NPCs are for!). The departments are…

Administration, the diplomats, bureaucrats, leaders, and social scientists which are the closest thing to the commanders. Your most skilled Administrator is probably your Vehicle Commander (that’s the captain). They wear gold. 

Engineering, the damage controllers, mechanics, inventors, and technicians on the rocket, who keep the reactor from blowing up. They wear safety orange.

Astrogation, the flight planners, pilots, drivers, and stellar navigators who fly the ship, plot orbits, and drive shuttles, pods, and rovers. They wear navy blue.

Security, the soldiers, brawlers, field officers, and crisis negotiators who put their bodies between danger and the rest of the crew. They wear red.

Tactical, the artillery officers, drone pilots, missile plotters, and space marshals who operate the weapons and coordinate with other rockets. They wear olive green.

Research, the observers, academics, technologists, and physical scientists who scan, record, and make theories about Weird Space Shit. They wear baby blue.

Medical, the paramedics, surgeons, pharmacists, and life scientists who keep the crew from dying of all the dangerous things in space. They wear teal.

Signals, the programmers, roboticists, telecom operators, and hackers who run the ship’s computers, radios, and other electronics. They wear purple. 

Identity

When you start to make your character, you begin by choosing a few high-level concepts which will guide character creation going forward. These concepts help you narrow down who your character is and provide frameworks and suggestions for the rest of the process.

Your character’s identity is what species they are and what society they are from. These contain a bunch of information for you, from a quick blurb about it to some naming conventions, followed by a list of suggested Traits. We’ll get more into Traits later, but essentially, these are features your character can take which give them unique capabilities. The traits in your Identity are not mandatory, they’re just suggestions, and they’re listed in order of how widespread they are within an identity.

The first thing you’ll notice is that there is not default ‘human’ option; this is not a game where humans are the boring ‘neutral’ choice. There are six kinds of humans you can play, eight if you include sub-categories, all with unique sets of traits, and many of the human identities are more mechanically similar to some aliens than they are to each other. You can easily play an all-human game, and yet have nobody in the group sharing any traits.

For instance, let’s talk your basic, bog-standard Earth human. This should be easy right, you don’t get anything special except maybe a bonus ability to represent human diversity?

Hell no. If you play a Terran in Torchship, you immediately discover one of the setting’s quirks; Earth is a high-gravity world by the standards of humanoid life. 1g can make you a heavyworlder; you get a bonus to physical strength and endurance, you hit harder in melee, and you aren’t well suited to 0g. 

Terrans are then divided into rural and urban sub-identity suggestions, with Urban Terrans speaking many languages and working nearest the IUR’s bureaucracy, while Rural Terrans have a connection to the local biomes and are more likely to be ‘baseliners’ with no genetic modifications. Oh yeah, surprise, genetic engineering is so widespread that not being genetically engineered is a trait you have to opt into.

The other human identities are just as detailed. You might be a tall Lunar, living and working in the underground industrial capital of Armstrong City. You could be a diminutive Martian, genetically engineered to survive the oxygen death zone of Mars and used to working with terraforming machines. You might be a low-grav Spacer, either a habber running human trade from the great spinning stations or an independent deep spacer living in the rings of Saturn or growing up on cargo rockets. Finally, the extrasolar colonies; Proxies from our nearest star with their many genetic augmentations, or the ‘free space’ of the wildcat colonies.

After humans, each of the aliens gets an identity page the same way. Being a classic pulpy space story, most aliens are humanoids with minor differences, because that’s fun! The alien identities covered in this section include nearly all the major alien powers in the setting, so you can play as a defector who has joined Star Patrol. We’ll go more into the various aliens in another diary, but we’ve got five options with a wide variety of recommended traits to cover them.

There’s also the Koath, the sole non-humanoid alien on the list. They’re crow-like aliens who joined the IUR as a peasant republic on a medieval world; what more do you want? Our eventual goal is that every alien identity will have at two sub-identities which represent different cultures or groups for each alien society we present; right now the Aquillians have four.

If you don’t really like any of them, you are free to declare your own identities and make up stuff, of course; the Trait system is very flexible and contains enough options that you should be able to play just about any kind of classic space alien. We’re even looking into making non-embodied characters playable, if you wanted to be an energy being, ghost haunting the rocket, or the ship’s computer which gained sentience (we just haven’t figured it out yet).

After you’ve picked your level, departments, and identities, you get into the meat of character creation, but this diary has already run long. Next time: Personal Information, Impulses, Certifications, and Traits!

[vizthedatum]

Being free and open, even at considerable risk of being socially shamed (but what else is new?)

It's been a relief to blog and be more present/honest in therapy... but also in all sectors of my life. --

I used to try to blog about my life in middle school and high school, but because I was holding on to so many family secrets (including my own childhood abuse) and closeted thoughts (I knew I was queer from an early age)... and also autistic masking... I could not be as open or even as vocal/descriptive. As a child, I was incredibly depressed and suicidal (my parents did not take me to get help even when I requested it until my high school forced them to take me in my senior year), so my peers would get scared and report me to high school counselors. I was underage - trying to openly talk about mental health, my identity exploration, my thoughts on my culture, sexuality, etc. It was tough to do openly. I often did so in private spaces, where I put myself at risk for abuse.

--

Historically, It has been hard for me to ask questions or be open with my thoughts. Not being able to ask questions definitely hindered my scientific training, but I pushed through somehow? There were so many times when I thought I'd fail... I'd simply scrape by. Many people have thought my thoughts were silly. And worse, I thought my thoughts were silly. Even though I know now that EVEN IF my thoughts are silly, expressing my thoughts is part of how I process the world around me... and my thoughts are not facts written in stone. --

When I started my PhD program and then met my ex-spouse... I honestly thought it could all change. I was so prolific with my Twitter account with my thoughts on my academic field of study - it was so freeing. I could write and present my scientific musings in educational settings - what a fantastic feeling. I could philosophically debate with my peers. And the more I became an expert, I was able to mentor and teach... and be opinionated! And I was and am respected for it.

But... I was still limited. I felt like I had to stay in the confines of what was socially and/or scientifically accepted.

I am changing that now. I'm talking with like-minded scientists about my thoughts, especially the ones I've researched and have experience in. I am not close-minded... and I want to grow. And I want to change things. I think I will somehow and someday. (For example, I want to add to the movement of changing gender and sex designations in collecting clinical healthcare data... among other things!) -- And I honestly thought I could explore my gender, neurodivergence, and poly-tendencies with my ex-spouse. I thought we could do anything together. I thought we could grow together. I thought we would be together for this whole entire lifetime. I will be in pain about that loss for a while. And while I feel myself growing from that experience and finding myself again... that pain and also the love from our relationship will never diminish from who I am. I am simply growing around it. Becoming more expansive. I am more than how people have treated me. I am not crazy or unreliable because I have strong feelings about things... and I'm not crazy for how I am, even if people don't understand autism or PTSD or being chronically ill. -- More on all this, in the years to come... but as I fight through my trauma recovery and several moments of extreme depression... it has given me life and motivation to be able to share what I think, both in professional and personal settings.

It has helped me feel more human, connected to others, and integrated within myself. And thus, it has helped me feel less suicidal and less dissociated... I no longer want to burn myself out by being "resilient by masking or dissociating" to survive.

My survival hinges upon my healing, which is about being authentic and sharing who I am, my creations, and my various stories of how I lead this life.

[mariacallous]

One of the many forms of global inequality is inequality in the production of scientific knowledge. Countries in the Global South, many of which are former colonies, have tried to solve this issue by “decolonizing” academic processes: for years, intellectuals and scientists from non-Western countries have been asserting their autonomy and challenging the West’s “intellectual authority.” Sociologist Ivan Kislenko, a visiting scholar with the Dimensions of Europeanization project at Austria’s University of Graz, believes that Russian scientists and researchers could learn a lot from their colleagues in postcolonial countries. In this essay for Meduza, he explains that for all of the Russian authorities’ talk of wanting to take part in decolonization — and even to lead it — they’re actually doing the exact opposite. The Kremlin is burning the very bridges that would allow Russian public thought to prove its value and gradually take its rightful place in global intellectual life.

Vladimir Putin has mentioned the fight against Western “neocolonialism” in the past, but in his speech at the Valdai Discussion Club on October 27, 2022, he brought the topic to the fore. This surprised some political analysts — and surprised researchers even more. Putin spoke about decolonization, criticizing Eurocentrism and Western dominance, but his words sounded dissonant coming from the mouth of a leader whose country is waging war for the sake of restoring its former dominance over its neighbors. In the speech, the Russian president didn’t denounce his ambitions to dominate other countries; it’s clear that the Kremlin has no plans to do what several European colonial powers did in the late 1950s and earlier 1960s and give up its colonial claims. In that period, many colonies in Africa and on other continents won independence.

Parallels can be drawn with the decolonial aspirations of non-Western intellectuals and their dreams of a science free of Western modes of knowledge production. Against the backdrop of Putin’s anti-colonial declarations, regardless of their sincerity, it’s worth looking at the sources of similar ideas and seeing how much they correspond to the real state of affairs — and whether any of Russia's initiatives can really be considered decolonial.

Decolonizing science in the Global South

The dream of emancipation from Western ways of knowledge production have long informed academic discussions. These ideas first arose among intellectuals in the Global South when it was beginning the project of getting rid of European powers’ colonial influence. University classrooms were temporarily empty after the departure of colonizing powers, and local scientists felt an acute need to describe themselves in their own terms rather than continuing to use the language of people studying their homes from the outside. These projects have often included the following:

Devoting attention to local problems

Assigning a special status to local values

Using a country’s own, non-English terms

An overall desire to counter the “collective West” in science

Many people are responsible for the current recognition non-Western countries’ intellectual contributions to world culture is beginning to receive.

One of the most notable attempts to draw attention to the forgotten traditions of the Global South was made by Australian researcher Raewyn Connell (born in 1944). In her book Southern Theory: a Global Dynamics of Knowledge in Social Science, she not only revealed the content of ideas from “traditionally non-sociological” regions, but also showed how they became that way.

Another person who tried to reconcile local traditions with Western scientific methods was Iranian sociologist Ali Shariati (1933–1977), who tried to bring revolutionary Marxist practices into Shia Islam. Shariati was popular among students, though due to political pressure, he was forced to flee Iran shortly before the 1979 Iranian Revolution.

Nigerian sociologist Akinsola Akiwowo (1922–2014) made the case in a number of works that local concepts taken from Yoruba poetry and the Yoruba creation myth could describe sociological processes taking place in West Africa more accurately than Western tools.

Indian thinkers have gone to great lengths to make sense of colonialism and subjugation. Scholars from the Subaltern Studies Group have authored multiple papers outlining these ideas in their entirety. The works of Gayatri Spivak (born in 1942), Ranajit Guha (born in 1923), and Dipesh Chakrabarty (born in 1948), who wrote the book Provincializing Europe, were especially popular.

For a long time, these ideas and ones like them didn’t penetrate the debates taking place in the Western world. It’s no mystery why: Western scholars didn’t assign importance to local research in fields where they considered themselves the indisputable authorities. This, however, just highlighted the unequal distribution of academic resources between the Global North and Global South. Only in the late 20th century and early 21st century have Western scholars with “academic power” begun paying more attention to the non-Western world. Thanks to these changes, the idea of decolonizing curricula now occupies a significant place in the social sciences — both in the Global South and in the Global North.

In other words, the creation of an intellectual language independent from Western influence and understandings of social problems that don’t exist in Western cultures is no longer limited to the Global South but is part of academia worldwide. The scientific and intellectual lives of non-Western cultures is not isolated; it’s gradually finding a place in intellectual centers throughout the rest of the world.

How Russia is 'de-Westernizing' science

Complaints that Russia has received insufficient respect at international social science conferences, discussions about a “fault line between those who believe that reading Western books is more important than Russian ones and those who believe the opposite,” and talk of “foreign values” have existed in the Russian scientific and intellectual community for years. These complaints themselves are comparable to the requests for independence and recognition made by academics from the Global South.

Academic literature that attempts to break the neocolonial structures of Western academia pays particular attention to the power of publishing houses (for example, Springer or Taylor & Francis), which don’t pay academics for their publications, despite charging readers for access to them. Scientific indexing systems are the target of similar complaints. Russia’s Education and Science Ministry, as if to echo the discontent, imposed a moratorium this year on the availability of scientific publications indexed by the international databases Scopus and Web of Science; in other words, it no longer takes them into account when evaluating research. This isn’t a ban on publishing one’s work in Western publications, but essentially a step towards rejecting a policy that has existed for years. Moving forward, Russian science will likely be guided by a list of journals recommended by the Higher Attestation Commission under the Education and Science Ministry, or by the “white list” of academic journals that was recently published.

Nonetheless, in many former colonies of Western countries, the main path was the gradual integration into the global context. In particular, the creation of scientific institutes based on Western standards of academic work. Until recently, the same thing was happening in Russia. Continuing the development in the same direction would be the best response to the discontent at the status of Russian academic thought in the wider world.

But in practice, in the social sciences, the exact opposite path has been taken.

Authorities have been trying to revoke the accreditation of the European University at St. Petersburg and the Moscow School for the Social and Economic Sciences (MVShSEN), two of the main private universities in Russia with social science programs. MVShSEN even worked for a time without issuing Russian diplomas, instead giving its graduates diplomas from the University of Manchester. Liberal arts programs have been the target of close scrutiny from Russia’s Attorney General. The liberal arts program at the Russian Presidential Academy of National Economy and Public Administration (RANEPA) was declared to be in violation of the Russian Constitution and the country’s National Security Strategy, as well as to be “destroying Russian society’s traditional values and distorting history.”

St. Petersburg State University’s liberal arts and sciences department was forced to end its partnership with Bard College after the American school was declared an “undesirable organization” — and the department was later largely dismantled. Russia’s Coordination Council of Nonprofit Organizations, which works closely with the Kremlin, sent a statement to the Attorney General’s office asking it to investigate claims that the department had ties to “foreign NGOs that are controlled by George Soros and are conducting destructive activities on Russian territory.”

And then came February 24.

In addition to the terminations of partnerships with foreign institutions and the exodus of scientists from Russia, symptoms of a more protracted isolationism began to appear. All of the new Western foundations that finance social science research have been banned, from the Oxford Foundation and the Institute of International Education (which runs the Fulbright program) to the German Friedrich Naumann Foundation and Heinrich Böll Foundation (which was declared an “undesirable organization”).

In May, Russia exited the Bologna Process, a series of agreements intended to ensure compatibility between higher education institutions in various European countries. The future of the Erasmus program, too, which gave many Russian students the chance to study in Europe, is in doubt: some Russian universities are currently still accepting applications to the program for the spring 2023 semester, but the Education and Science Ministry has said it doesn’t recommend institutions work with the program anymore. Meanwhile, the EU has stopped funding all partnerships that involve Russian government agencies.

Isolation instead of decolonization

All around, intellectuals outside of the Global North are seeking freedom from Western-centric means of knowledge production, educational models, and the commercial power of large publishing houses. But those who have managed to create scientific knowledge outside of Western institutions have sought integration, not isolation. These scholars want to bring recognition to diversity, not to hide the spiritual riches that the West allegedly wants to steal.

But that’s not how Putin sees it:

The West is prepared to do whatever it takes to preserve the neocolonial system that allows it to essentially act as a parasite, plundering the world at the expense of the power of the dollar and its technological dictate, collecting a true tribute from humanity, and extracting its main source of unearned prosperity: rent paid to the hegemon.

These kinds of statements are only nominally related to postcolonial thought. The forced “purification” of the academic space has little to do with the decolonization of knowledge and liberation from academic dependence. Supporters of decolonization generally reject violence as such, because it was through violence that colonization in various spheres of public life was conducted.

How effectively intellectuals of the Global South have undermined the “academic power” of the Global North and created something new in its place is up for debate. But at the very least, it’s been an honest and longtime pursuit. Russian ideologues, declaring war on the West’s scientific hegemony, care more about negating something than creating something new. Though they talk about the uniqueness of the local context, the importance of scientific publications in the national language, and the special values that exist on certain territories (all of which is consistent with the spirit of decolonization exhibited by the Global South), they deny the need to focus on external scientific samples, thus breaking with the scientific method both in the West and beyond.

[...] 

Russian authorities are destroying the mechanisms that have allowed Russian scientists to integrate their knowledge with Western scientific practices. This is being done in a “top-down” manner — on the level of organizations, structures, and agreements. At the lower levels, in today’s Russian scientific space, Western scientific standards persist and are unlikely to disappear. But spokes have already been put in the institutional wheels, and they’re only going to make it more difficult to conduct science in Russia. In nine months of war, Vladimir Putin has set Russian scientific life not on a path to decolonization but on a path to self-isolation.

[xami122x]

Week 2 Sept 20 - Magic, Beliefs, Occult, Unity, Game Dev

This week I spent some time delving into Unity with instruction from more experienced Unity users and watched some beginner video tutorials on working with Unity and writing scripts in C#. To really delve more into the software, my friend and I began creating a 2D platform game for the game design club's learn jam so I could get feedback and improve my skills using Unity. I also spent some time learning about level design and drafting my own during a game design club meeting.

I also looked into serious games and found little current controversy around them with a lot of individuals supporting the concept and only finding confusion with the literal word "serious" instead of "educational". However, some users on Reddit clarified this is due to the use of these games in other instructional environments for workplaces that are less educational and more of a simulation experience.

Beyond that, I began delving into research about illusions and magic. I found a lot of links between illusions, psychology, and magic. I researched academic journals that studied psychology and illusions which linked perception, cognition, free will, and motor skills to magic tricks. I also delved into the rich history of magic and the fact that Houdini used to be a clockmaker made me think of the whimsy and mystical themes that connect magic and illusions and how those all connect to cognition, attention, and perception.

I then began to read about research among those who believe versus skeptics. The main connections and points I listed in Miro include

exposure to magic tricks (portrayed as demonstrations of psychic powers) increased belief in psychic phenomena used magic demonstrations to investigate magical thinking in both children and adults

memories of apparently impossible events can be related to memory distortions over time

Magical thinking refers to a thinking style that “involves reasoning based on some sort of misconception about, causality, or about natural laws more generally”

individuals high as compared to low in magical beliefs more frequently see patterns in random noise, show enhanced illusory face perception or misjudge the probability of events 

Moreover, believers are more likely to accept bogus personality descriptions, report on events that have never occurred and need more time to understand the truth in sentences that violate core knowledge --> Such cognitive biases might link with the propensity of magical believers for remote associative processing, fantasy-proneness, and openness to experience

 both the public and scientists can be fooled into attributing psychic powers to ordinary and amateur magic routines, and that attributed psychic powers might prevail, even when the performer labels himself as a conjuror.

All these points led me to link the occult, magic, illusions, perceptions, cognition, and belief together. The power of belief is so strong that it can impact our cognition and perception. It also is important to note the number of skeptics who were so skeptical of being a skeptic that they began to believe and how their exposure to certain things could change their beliefs. Sigmund Freud, for example, had mentioned he believed in thought transference even though he was a skeptic.

The article also had information about the amount of skeptics who admitted to experiencing anomalies.

"While these perspectives might be comfortable in our Western, highly educated society, they are not supported by studies investigating magical and paranormal beliefs and experiences in the wider adult population. For instance, only about 10% of the general US population would label themselves as being skeptical toward the paranormal (Rice, 2003). In Europe, 90% of a Swiss sample reported having exceptional experiences, and the German public seems pretty open-minded about exceptional experiences, and more than half of the German public report having had such experiences"

after experiencing anomalous events, Western adults typically deny magical beliefs on an explicit level, but frequently acknowledge implicitly, that an anomalous event had occurred

I highlighted the difference in the language used around the West because the authors of an academic paper chose to write about Western society as highly educated. I found it really odd that they described Western society this way especially to emphasize that believing in paranormal and magical beliefs is not an "educated" or typically Western belief (It favored Western culture oddly for a scientific journal). I also found it interesting that the two statements are almost contradictory. Even though the first statement proves that most are not skeptical and have exceptional experiences, the second statement found that Western adults were highly skeptical of magical beliefs after admitting to experiencing anomalous events. Are they separating paranormal and occult beliefs from magical beliefs? Why is the paranormal more accepted in the West than magical beliefs?

Overall, I found a lot of new interesting themes to explore within my first two topics. I decided to link them because of the great overlap. I also made progress in new software and am creating and learning a new skill that could potentially be used later. I made a lot of interesting discoveries and hope to look further into Western beliefs vs NonWestern beliefs around magic, illusions, and the occult, more about the occult + magic, more types of illusions like magic, cognitive biases of believers, game design around these topics, and develop more of my current game.

^^ Developing a platform game where the player is a cat collecting fish. Rough name - Catformer

[elioratechno25]

Unlock the Power of Machine Learning with Eliora Techno's Online Course

Machine learning (ML) has transformed industries worldwide, enabling businesses to make smarter decisions by analyzing data patterns and predicting future trends. If you're looking to step into the world of artificial intelligence and advanced algorithms, Eliora Techno offers the best online machine-learning course in Nagpur, designed for both beginners and professionals.

This comprehensive course gives you hands-on experience with the latest tools and techniques in machine learning, empowering you to become an industry-ready professional. Whether you're a data scientist, software engineer, or simply interested in understanding how machines learn, this course can be your stepping stone into a booming field.

Why Choose Machine Learning?

Machine learning is one of the most sought-after skills in today's tech world. It's used in various domains, such as:

1. Healthcare – Machine learning is utilized for diagnosing diseases, predicting outcomes, and personalizing treatments.

2. Finance – In financial services, machine learning powers fraud detection, automated trading systems, and personalized financial advice.

3. Marketing – Businesses use ML to forecast customer behavior, optimize marketing strategies, and recommend products to users.

4. Automation – From self-driving cars to robotic process automation, ML is at the heart of modern innovation.

By learning machine learning, you can open doors to diverse career opportunities across multiple industries.

What Eliora Techno’s Online Machine Learning Course Offers

At Eliora Techno, we believe in offering more than just theoretical knowledge. Our online machine learning course is packed with practical, real-world applications, designed to equip you with the skills and confidence to excel in the tech industry.

Here's what you can expect from our program:

1. Comprehensive Curriculum

Our curriculum covers all the essentials of machine learning, from basic concepts to advanced algorithms. You will learn about supervised and unsupervised learning, neural networks, regression, classification, clustering, and reinforcement learning.

2. Hands-On Projects

Learning is more effective when you apply the concepts to real-world problems. Eliora Techno’s course features multiple projects where you can work with real datasets, solve practical problems, and showcase your work in your portfolio.

3. Expert Instructors

Our online machine learning course is taught by experienced professionals who have worked in the industry. They bring in-depth knowledge and offer personalized guidance to help you master the subject.

4. Flexible Learning

At Eliora Techno, we understand that flexibility is key for online learners. Our machine learning course offers a self-paced structure, allowing you to study at your own speed and balance your learning with other commitments. Whether you're a full-time student or a working professional, you can tailor the course to fit your schedule.

5. Cutting-Edge Tools

During the course, you will gain experience working with popular machine learning libraries and tools such as Python, TensorFlow, and Scikit-learn. You'll also explore cloud platforms for ML like Google Cloud and AWS.

Career Opportunities After Completion

After completing the machine learning course at Eliora Techno, you will be ready to step into a wide range of career roles, such as:

- Machine Learning Engineer

- Data Scientist

- AI Researcher

- Business Intelligence Developer

- Data Analyst

These are just a few examples of the job opportunities available in this rapidly growing field. With the right skills and certifications, you could be on your way to a high-paying and fulfilling career in machine learning.

Why Choose Eliora Techno?

When it comes to online machine learning courses in Nagpur, Eliora Techno stands out for several reasons:

- Industry-Recognized Certification: After completing the course, you will receive a certification that holds value in the job market.

- Affordable Pricing: Our goal is to make high-quality education accessible to all, which is why our machine learning course is affordably priced.

- Ongoing Support: Learning doesn't stop after the course ends. We offer continuous support through forums, mentorship, and career guidance to help you achieve long-term success.

Conclusion

Machine learning is the future, and by enrolling in the best online machine learning course in Nagpur with Eliora Techno, you are investing in your career. Whether you're a beginner looking to start your journey or a professional aiming to upskill, this course offers everything you need to excel in the world of AI and machine learning.

Don't wait to take the first step toward a rewarding career. Visit Eliora Techno today and enroll in our online machine learning course to unlock a world of opportunities!

[jcmarchi]

From large labs to small teams, mentorship thrives

New Post has been published on https://thedigitalinsider.com/from-large-labs-to-small-teams-mentorship-thrives/

From large labs to small teams, mentorship thrives

Each year, new MIT graduate students are tasked with the momentous decision of choosing a research group that will serve as their home for the next several years. Among many questions they face: join an established research effort, or work with a new faculty member in a growing group?

Professors Cynthia Breazeal, leading a group of over 30 students, and Ming Guo, with a lab of fewer than 10, demonstrate that excellent mentorship can thrive in a research group of any size.

Cynthia Breazeal: Flexible leadership

Cynthia Breazeal is a professor of media arts and sciences at MIT, where she founded and directs the Personal Robots group at the MIT Media Lab. She is also the MIT dean for digital learning, leading MIT Open Learning’s business and research and engagement units. Breazeal is a pioneer of social robotics and human-robot interaction, and her research group investigates social robots applied to education, pediatrics, health and wellness, and aging.

Breazeal’s focus on taking multidisciplinary approaches to her research has resulted in an inclusive and supportive lab environment. Moreover, she does not shy away from taking students with unconventional backgrounds.

One nominator joined Breazeal’s lab as a design researcher without a computer science background. However, Breazeal recognized the value of their work within the context of her lab’s research directions. “I was a bit of an oddball in the group”, the nominator modestly recounts, “but had joined to help make the work in the group more human-centered.”

Throughout the student’s academic journey, Breazeal offered unwavering support, whether by connecting them with experts to solve specific problems or guiding them through the academic job search process.

Over the Covid-19 pandemic, Breazeal prioritized gathering student feedback through a survey about how she could best support her research group. In response to this input, Breazeal established the Senior Research Team (SRT) within her group.

The SRT includes PhD holders such as postdocs and research scientists who provide personalized mentorship to one or two graduate students per semester. The SRT members serve as dedicated advocates and points of contact, with weekly check-ins to address questions within the lab. Additionally, SRT members meet by themselves weekly to discuss student concerns and bring up urgent issues with Breazeal directly. Lastly, students can sign up for meetings with Breazeal and participate in paper review sessions with her and co-authors.

In the nominator’s opinion, this new system was implemented because Breazeal cares about her students and her lab culture. With over 30 members in her group, Breazeal cannot provide hands-on support for everyone daily, but she still deeply cares about each person’s experience in the lab. The nominator shared that Breazeal “understands as she progresses in her career, she needs to make sure that she is changing and creating new systems for her research group to continue to operate smoothly.”

Ming Guo: Emphasizing learning over achievement

Ming Guo is an associate professor in the Department of Mechanical Engineering. Guo’s group works at the interface of mechanics, physics, and cell biology, seeking to understand how physical properties and biological function affect each other in cellular systems.

A key aspect of Guo’s mentorship style is his ability to foster an environment where students feel comfortable expressing their difficulties. He actively shows empathy for his students’ lives outside of the lab, often reaching out to provide support during challenging times. When one nominator found themselves faced with significant personal difficulties, Guo made a point to check in regularly, ensuring the student had a support network of friends and labmates.

Guo champions his students both academically and personally. For instance, when a collaborating lab placed unrealistic expectations on a student’s experimental output, Guo openly praised the student’s efforts and achievements in a joint meeting, alleviating pressure and highlighting the student’s hard work.

In addition, Guo encourages vulnerable conversations about issues affecting students, such as political developments and racial inequities. During the graduate student unionization process, he fostered open discussion, showing genuine interest in understanding the challenges faced by graduate students and using these insights to better support them.

In Guo’s research group, learning and development are prioritized over achievements and goals. When students encounter challenges in their research, Guo helps them maintain perspective by validating their struggles and recognizing the skills they acquire through difficult experiments. By celebrating their progress and emphasizing the importance of the learning process, he ensures that students understand the value of their experiences beyond outcomes. This approach not only boosts their confidence, but also fosters a deeper appreciation for the scientific process and their own development as researchers.

Guo says that he feels most energized and happy when he talks to students. He looks forward to the new ideas that they present. One nominator commented on how much Guo enjoys giving feedback at group meetings: “Sometimes he isn’t convinced in the beginning, but he has cultivated our lab atmosphere to be conducive to extended discussion.”

The nominator continues, “When things do work and become really interesting, he is extremely excited with us and pushes us to share our own ideas with the wider research community.” 

[vinooshiya]

Mastering Your Data Scientist Interview: A Comprehensive Guide

Preparing for a data scientist interview may seem like a daunting task, but fear not – with the right approach, you can tackle it successfully. Here's a breakdown of how to get yourself ready from the best data science course in Bangalore.

1. Decode the Job Description:

Begin by dissecting the job description. Pay close attention to the skills and qualifications required, as well as any specific tools or technologies mentioned. This will give you a clear understanding of what the company is looking for and enable you to tailor your preparation accordingly.

2. Review Core Concepts:

Ensure you have a solid understanding of fundamental data science concepts such as statistical analysis, machine learning algorithms, data visualization, and data manipulation techniques. Reinforce these concepts by revisiting textbooks, online courses, or platforms like Kaggle.

3. Hone Your Coding Skills:

Proficiency in coding is essential for data scientists. Be prepared to demonstrate your abilities in languages like Python or R, as well as familiarity with key libraries such as pandas, NumPy, and scikit-learn. Practice coding challenges and algorithm problems on platforms like LeetCode or HackerRank to sharpen your skills.

4. Showcase Your Projects:

Highlight any relevant projects you've worked on, whether through academic research, internships, or personal initiatives. Be ready to discuss your problem-solving process, methodologies used, and the outcomes achieved. Practical experience is highly valued by employers.

If you want to learn more about Data Science, I highly recommend the Data Science online training because they offer certifications and job placement opportunities. You can find these services both online and offline.

5. Expect Technical Questions:

Be prepared to answer technical questions related to data analysis, machine learning, and statistics. Practice responding to queries on topics such as hypothesis testing, model evaluation, and feature engineering. Familiarize yourself with common interview questions and engage in mock interviews to build confidence.

6. Stay Updated on Industry Trends:

Keep abreast of the latest trends, advancements, and best practices in the field of data science. Stay connected by following industry blogs, attending conferences or webinars, and participating in online communities. Being informed about emerging technologies and methodologies demonstrates your commitment to professional growth.

7. Develop Soft Skills:

In addition to technical proficiency, employers value candidates with strong communication, problem-solving, and teamwork skills. Be prepared to discuss your collaborative approach, how you tackle challenges, and your ability to explain complex concepts to non-technical stakeholders.

8. Research the Company:

Take the time to research the company's products, services, culture, and values. Understanding their mission and goals will not only help you tailor your responses during the interview but also demonstrate your genuine interest in the organization.

Conclusion:

Preparing for a data scientist interview requires a multifaceted approach, encompassing technical knowledge, practical experience, and soft skills. By decoding the job description, reviewing core concepts, honing your coding skills, showcasing your projects, and staying informed about industry trends, you'll position yourself for success. Emphasize strong communication and problem-solving abilities, and demonstrate your enthusiasm for the company through thorough research. With diligent preparation and confidence, you'll navigate the interview process effectively and secure your desired role as a data scientist. Best of luck!

[shivam95]

Pursue Your Passion for Computer Science with the University of Manchester MS in CS

 Are you ready to take the next step in your computer science career? Look no further than the prestigious University of Manchester MS in CS. With its rich academic heritage, cutting-edge research facilities, and vibrant student community, the University of Manchester offers an unparalleled opportunity to delve deeper into the world of computer science.

Why Choose the University of Manchester for Your MS in CS?

1. World-Class Faculty: At the University of Manchester MS in CS, you'll learn from some of the brightest minds in the field of computer science. Our faculty members are renowned researchers and industry experts who are passionate about sharing their knowledge and fostering the next generation of computer scientists.

2. Cutting-Edge Research: As a research-intensive university, the University of Manchester is at the forefront of groundbreaking research in various areas of computer science, including artificial intelligence, machine learning, cybersecurity, and data science. As an University of Manchester MS in CS student, you'll have the opportunity to engage in innovative research projects and contribute to advancements in the field.

3. State-of-the-Art Facilities: Our campus boasts state-of-the-art facilities, including dedicated computer labs, advanced software and hardware resources, and collaborative workspaces designed to foster creativity and innovation. Whether you're working on individual projects or collaborating with peers on team assignments, you'll have access to the tools and technology you need to succeed.

4. Industry Connections: The University of Manchester has strong ties to industry leaders in the technology sector, providing students with valuable networking opportunities, internships, and job placements. Our career services team works closely with students to connect them with potential employers and prepare them for successful careers in computer science.

5. Diverse and Inclusive Community: We pride ourselves on our diverse and inclusive community, welcoming students from all backgrounds and cultures. Whether you're a seasoned professional looking to advance your career or a recent graduate eager to expand your horizons, you'll find a supportive and inclusive environment at the University of Manchester.

6. Thriving City Life: Situated in the heart of Manchester, one of the UK's most dynamic and vibrant cities, our campus offers easy access to a wealth of cultural, recreational, and career opportunities. From world-class museums and galleries to bustling nightlife and thriving tech startups, there's always something exciting happening in Manchester.

How to Apply:

Applying to the University of Manchester MS in CS program is easy. Simply visit our website to learn more about the admission requirements and application process. Our admissions team is here to assist you every step of the way and answer any questions you may have about the program.

Don't miss out on the opportunity to pursue your passion for computer science with the University of Manchester. Join us and embark on an exciting journey of discovery, innovation, and personal growth. Apply today and take the first step towards a rewarding career in computer science!

[drjamesjwoytash]

How Machine Learning Algorithms Might Improve Wound-Age Estimation

Multiple studies reiterate the importance of estimating the age of violently inflicted wounds, also called wound age estimation, in forensic science and reconstructing crime scenes. While very important in forensics, finding methods for accurately determining when someone received a wound/injury has been challenging until now.

However, a February 2023 article published in the academic journal Diagnostic discussed a specific type of machine learning that can help forensic scientists make more accurate conclusions about wound age.

This innovation begins with histology (study of cells and tissues) and pathology (study of diseases). After histologists prepare tissues for a crime scene investigation, they give them to pathologists who identify diseases, conditions, or whether an abnormality in tissue exists, explaining how someone might have died. Then forensic pathologists look at the age of a wound to determine the time of the injury. If there are other injuries, the order of the infliction of the injuries must be determined, especially if the case involves multiple offenders because sometimes law enforcement agencies charge offenders for crimes based on the severity of the injury.

Forensic pathologists must look at various factors in determining whether an injury occurred before or after the person died. Pathologists examine the tissue for hemorrhaging, granulation tissue formation, and inflammatory cells. The pathologist also evaluates the tissue for wound vitality reactions, determining whether the person was alive when they received the injury and how long they were alive before dying.

Biomarkers pathologists use with wound estimation are mRNA (messenger RNA) and proteins. A biomarker is a measurable part of the body, such as blood pressure.

In basic cell science, mRNA takes the instructions from the nucleus and delivers them to the cytoplasm, where tRNA (transfer RNA) provides instruction through amino acid sequencing (ATCG) for protein synthesis or DNA coding that creates long protein strands. In a nutshell, this process is basically how the nucleus gives the cells commands for functions to carry out in the body.

The paper published in the February 2023 Diagnostics issue attempts to show how multiple mRNA biomarkers combined with a stacking ensemble can offer pathologists more accurate predictions for wound estimation. Research has shown that relying on mRNA markers as opposed to proteins to estimate the time of an injury because the structure changes earlier than that of proteins. However, mRNA is less stable than a protein, so pathologists cannot use it by itself in making wound age estimations.

At the same time, researchers believe that machine learning models using stacking ensembles offer forensic pathologists a way to determine wound age using mRNA accurately. Ensemble machine learning methods rely on using multiple models to make predictions, and stacking is a type of ensemble machine learning that searches for the best combination of algorithms to develop the best performance.

This study looked at the potential for stacked ensemble machine learning to develop algorithms for nine mRNA expression characteristics. Researchers compared these different algorithms to see which stacking ensemble made the best prediction.

Researchers investigated skeletal muscle wounds in 56 Sprague-Dawley rats, an albino strain of rats kept at room temperature. Incidentally, skeletal muscle wounds are the most violent injury cases, which might be why researchers used this type in this study.

The research culminated in stacking ensemble models that showed promise for accurately predicting wound age estimation. However, the article's authors acknowledged that one of the study's limitations was that rats were the subject instead of humans. Simple animal models can generate working conclusions that might not occur with humans.

For researchers to conclusively say that stacking ensemble using mRNA can accurately predict wound age estimation, humans must be the trial subject. Even so, the study stated that stacking ensembles or mRNA biomarkers could solve wound age estimation when the injury occurred long before the person died.

[whatisonthemoon]

Moonies were constantly researched by researchers/academics

Isn’t it interesting how often the Moonies allowed sociologists, psychologists, and anthropologists into their workshops, into church meetings, into very sacramental and intimate church spaces? There are so many studies and papers from the 70s into the 80s, and of course even before that, with Young Oon Kim’s Bay Area Moonies getting involved in the John Lofland and Rodney Stark study in the early 60s. There were studies on the process of conversion and de-conversion, personality and behavior modification, marriage, etc., with these research often trying to figure out how Moonies function and live in the world, how their beliefs mold their actions and thoughts, and often revealing that these sorts of changes (conversion to Moonies) are possible for just about anyone, especially those with more typical, well-adjusted, middle class backgrounds. 

The UC was known to have often pushed some of its members into interviews and surveys, especially those considered more “normal” and PR-worthy, but at times, they freely allowed researchers into their spaces, with access to “insider” information and experiences. 

Some of these researchers saw the more eccentric, ecstatic, and concerning behaviors at the Barrytown workshops. 

This may have been due to the carelessness of the researcher’s temporary central figure and their inability to properly shield the eyes of the researcher(s), but also may have been intentional, or thoughtless. Maybe they wanted the researchers to understand and see what was going on... to help contribute and develop a science. 

What science? Well, regarding mind control, conversion, personality changes, and actions/practices that can cause dissociation and memory loss. These were all things heavily being studied on CIA funds from the 50s into the 70s/80s. These things are still being studied by the CIA, having advanced and evolved in a time of the constant surveillance and communication via the internet.

Perhaps that’s jumping the gun, but how could this have not played some role throughout UC history, considering... US history and their confirmed operations at the time.

Perhaps UC leaders did not know... but it seems unlikely that they didn’t, especially considering Young Oon Kim’s time with Rodney and Stark, which was when two budding, CIA-connected academics studied the largely unknown Moonies’ conversion process and helped Kim translate the Divine Principle in English (which had initially started with the help Pastor McCabe in Korea, a visiting prophetic Pentecostal leader from Australia, whose Apostolic Church denomination paid for him to liaison with Moonies in the 50s, though McCabe later on denounced Moon’s doctrine.)

Not all of these studies reflected well on Moon and his organization, though some were used for apologetics, even if framed as “critical.”

Some of these studies were used in deprogramming cases to say that the UC was not a threat, and that there was no genuine “brainwashing” or “mind control” occurring that the UC could be held responsible for. 

It was also during this time that Moonies had been very actively forging ties with academia and cultural institutions, from donating to Christian seminaries (”Shaw Seminary”) to paying renowned Nobel prize-winning scientists to speak at conferences and join the boards of their organizations, like Professors World Peace Academy and International Conference on the Unity of the Sciences, as well as pumping out propaganda through their own organizations like Korean Cultural and Freedom Foundation. These ties and connections led to the purchase of the University of Bridgeport in the 90s.

It probably would help to have ties to the institutions studying your organization. It probably helps to have their studies keep your organization safe in court. It also probably helps the government to keep this organization safe. As we know now, George H.W. Bush protected Moon through the Koreagate years. We also know that Rep. Leo Ryan, who was murdered in Guyana following his time in Georgetown, had found substantial evidence prior to his Guyana trip that the UC and other cults in the U.S. were being used by the government as intelligence operations.

Related articles below

Rev. Moon Buys а College, Hires Spooks & Moonies (1992)

Aid to Rep. Ryan Warns U.S. on Cults (1979) Young Oon Kim, Lofland, Stark, and the Institute for Personality Assessment and Research On Young Oon Kim’s Disciples, Early American Moonies, and the Conversion Process More Questions about Young Oon Kim, and What is Clear

Neil Salonen on the Freedom Leadership Foundation’s influence on society (1971)

A brief biography of Sun Myung Moon

On the UC links to intelligence

On the Unification Church in Japan and its political (KCIA)

Parapolitics and being an ex-Moonie on the Left origins

Mind Control U.S.A. (1979) - On cults, LSD, CIA, mind control, and politics

How the CIA backed research on mind control - by David Dickson (Nature Vol. 278)

Rev. Moon Aide Concedes KCIA Sent Him $3,000 (1978)

On Robert Jay Lifton - excerpted from “The C.I.A. Doctors Human Rights Violations by American Psychiatrists” by Colin A. Ross

The Moon Organization and the KCIA – ‘Privatizing’ covert action

Robert Parry’s investigations into Sun Myung Moon

Moonies Were Brainwashed by The CIA As Soldiers In The Cold War

The Unification Church and KCIA: Some Notes on Bud Han, Steve Kim, and Bo Hi Pak

FBI and other reports on Sun Myung Moon

[simpleelabs]

The Complete Guide to UX Research Methods - Simpleelabs

In today’s time, everything is online and when it comes to promoting anything online it is very important that the product you are promoting must be early understood by the customers and is relatable as well. If you are having a website or any application if the same is not user-friendly and is unable to provide a seamless user experience to the user then it can lead to generating a negative impression of the brand. It is very important to have a good user experience strategy. 

A wide range of investigation techniques is used in user experience (UX) research to provide context and insight into the design process. The research did not originate from any other field or field, unlike other subfields of UX. It was merely an interpretation of previous research. To put it another way, people who work in user experience have learned a lot from academics, scientists, market researchers, and others. Nevertheless, some kinds of research are still peculiar to the UX field.

The primary objective of design research is to provide insight into the design process from the end user’s perspective. We can’t design just for one user.

There are two parts to UX research that can help with User experience design and development,    acquiring data and combining it in order to make it easier to use. Learning about the project’s requirements from stakeholders and the requirements and objectives of the end users are the primary goals of design research at the beginning of the project.

Common Methodologies

“UX design and research agencies in India” apply various forms of user experience (UX) research ranging from in-person interviews to unmoderated A/B tests (and everything in between), but they are all based on the same fundamental methods: understanding, observation, and analysis.

Observation Learning to observe the world around us is the first step in conducting research. Beginning researchers, like beginning photographers, need to learn how to see. They need to pay attention to nervous tics that could indicate that their interviewees are stressed or unsure of themselves. They also need to pick up on seemingly insignificant references that could indicate long-held beliefs or thoughts that require more investigation.

Understanding– Understanding is something we do all the time in our daily lives, just like observation. We endeavor to comprehend our friends, families, and coworkers, frequently attempting to comprehend a disagreement or unfamiliar concept. However, for UX researchers, “UX design and research companies in India consider that mental models are more important than disagreements when it comes to understanding.

A person’s mental model is the image they have when they think of a specific phrase or situation. For instance, a person who owns an SUV probably has a different mental model of what a “car” is then a smart car owner. The choices we make are influenced by our mental models; The auto owners’ responses to the question “how long does it take to drive to Winnipeg” will vary, among other factors, depending on the gas mileage of their vehicles.

Analysis– While research can be useful on its own, it must first be analyzed and then presented to a larger group in order to influence design. The process by which a researcher looks for patterns in the research, suggests possible explanations or solutions and offers recommendations is called analysis.

Creating personas or scenarios, describing mental models, or providing statistics and user behavior charts and graphs are all examples of analysis techniques.

If you want User experience consulting there are many UX design and research companies available that provide “UX design and research services in India” at the best price.

Blog Resource : https://simpleelabs.com/ux-design-and-research/

[bookswithdora]

The Love Hypothesis by Ali Hazelwood - Book Review

*May contain slight spoilers, read at your own risk*

Summary:

Olive is a third-year Ph. D. candidate who finds herself involved in a kinda fake relationship with one of the Stanford professors to try and convince her best friend to date the boy she went on a couple of dates with. However, it seems that only one kiss will not be enough for her friend to be convinced and as a good friend and scientist, Olive soon finds herself in a lot of situations that require her to interact with one of the best-known douchebags in their campus’ history. Although, through their interactions, Olive soon finds out that there might be more to professor Adam than it seems. 

Review:

Okay, I liked it. I didn’t love it, but I liked it. Kind of. Okay, it sucked except for the fact that it is a romance in stem and the fact that Adam seemed to be an okay guy, even though I have no idea what kind of a person he really is. But I still want to say that I enjoyed it as I would any light read with a bit of romance in it. It is bad, like bad but still not that bad. Okay, I’m done with this.

So, where do I start? I really liked the fact that I was finally able to read a book about romance in stem where the science is actually accurately represented (as far as I am aware) and where there is actual mention of their work on it and how the entire process of research flows. Olive being 26 and female who is not originally from the US made the entire thing more interesting since even I, a literature student from across the ocean know how misogynistic the field she works in is everywhere, even here in Europe, and especially in the US. Therefore, having her, a young, female student that is making great steps in discovering something that could improve mankind as the main character was very appealing.

However, that is where the appeal of the entire story ended for me. As soon as I read the first chapter and her explanation for kissing Adam, I swear to you, I slapped myself on the forehead. I couldn’t believe there is a Ph. D. student who would, in a situation where she is not able to actually communicate with her *best friend* what she feels, kiss a random stranger in the lab she working in. At one of the well-known universities in the world. At an age where we should all be well aware of how wrong kissing someone without consent is. I simply couldn’t wrap my head around it.

The miscommunication trope is rarely well executed and needs to have a lot of coincidences and situations that could realistically prevent you from finding out the truth in order to be done right. Here, it was just plain stupid, to be fair and honest. You don’t know how to communicate with the person you claim is in a way as close as family to you. What kind of a friend are you then and what kind of friendship do you have with that person anyway?

I understand Olive being insecure about herself, her feelings, her work, and her relationships due to her past and the way she is treated on the daily, and that would’ve been a great point to start the character’s journey with, however, I feel like there was no journey for Olive in this book. Her progress in one straight line in the book with a slight incline at the end, and that was it. No progress, no development, no nothing. The situations she found herself in did give her a great opportunity for it, however, it seemed that the writer simply didn’t know how to use them.

Oh, and yes, who sits on their boyfriend's lap during a lecture?! Who? Who would actually put sunscreen on their nakey boyfriend during a picnic in front of other professors and what kind of an esteemed professor would do it in front of his colleagues? Call me old fashioned or whatever, but there are some things that are simply not done in a work/study environment and are simply not that well received by the academic community, that was just… I have no words for it.

And while I did go giddy at some of the things Adam did or said and I liked how gentle and open he was with Olive, I just… I don’t know who he is. He is sulky and inapproachable and he buys her coffee. While all of that is nice and I really like grumpy love interests in books, he just had no other personality than being a grump. And it irritated me to hell because I really wanted to fall in love with him with all the small acts of kindness he did for Olive. 

People do already talk about the fact that there were little to no descriptions of Olive and that is true, however, it never bothered me as much in this book. Her personality was more bothersome to me, to be quite honest.

The sex scene was okay since they did have that awkward talk in the beginning, however, Olive being a biology student who thinks that there is something wrong with her brain since she is on the asexual spectrum simply didn’t work with me. Like, I know that is not your point of research girl, however, you should be aware of the existence of the asexuality/demisexuality concept with being in the field. If it was someone who never got a good education in any type of way and/or the way human sexuality works, I would’ve understood it, however, you can’t tell me that she wouldn’t have had a clue about it. It just… I can’t wrap my head around it.

The ending was cute, and the point of conflict was reasonable, it fit in and it was well-written. I liked the way it all blended to come to the escalation it came to. Those are some of the things I would’ve said that made it a bit better.

I am not saying that it’s that bad. It was a fast, light read for me and I would’ve read it even without knowing how many things I would be bothered with, simply because of the representation. However, it didn’t deserve more than 3 stars. Out of those three, two are for Adam for his politeness and his affinities towards putting his tongue to good use. 

Thank you.

[viteducation]

An individual can enrol in the Diploma of Information Technology in Australia designed for people with little knowledge and skills

The virtual education industry has revolutionized the entire learning process. The various study and degree programs offered by universities around the world skilfully combine research and teaching. Innovations in teaching techniques, detailed curriculum and study materials supplemented by DVDs of lectures by experienced professors have added a new dimension to the learning pattern. The most important thing these days is to keep up with the times.

Those looking to enter a career in IT have several options to choose from and plan how they will continue their studies and beyond. An individual can enrol in the Diploma of Information Technology in Australia program. This program is designed for people with little knowledge and skills. This program or course equips you with relevant skills and knowledge about various aspects of IT. If someone is a student and working in a position, you can apply for this course and further hone your skills and put them to better use later.

Busy workdays and family responsibilities are just some of the many obstacles that stand in the way of university studies. But in order to get a foothold in the labour market and advance in the right field, higher education is very important. So, if you don’t want to work at Peanuts, enrol in any IT program in Australia that will give you an advantage in advancing your career.

Each student has their own interests and sets specific life goals for themselves. Hundreds of different workspaces and areas offer countless opportunities. Be it engineering, medicine, business, IT, education, and how one can improve their career or take advantage of advancement opportunities that arise over the years.

If a student lives in Australia, they must have a ten-year degree or equivalent to enrol in the program. If you have a degree in network management and engineering, or a field with related management elements, you can still apply. With a certificate in information program, a person learns a variety of subjects such as accounting, database management, basic computer applications, and more. Software developer, graphic designer, technical consultant, technology engineer, computer scientist, PL/SQL developer, PHP developer, computer scientist, etc. This course also includes preparation for the Microsoft Certified Administrator exam.

The individual also acquires organizational leadership skills and IT communication skills that are important and contribute greatly to operations and operations. After completing the course, a person can be hired for any position at any level. You can also be an IT consultant, cloud architect, computer forensics, health informatics, mobile application developer, web developer, software engineer or manager of IT suppliers.

On the other hand, nowadays students can enrol in Diploma in IT Short Courses Australia Management program and get the education conveniently. The cost of this entire program is lower compared to other private universities and a person can study easily and comfortably. To enrol, the student must complete ten years of training.

The Diploma of Information Technology in Australia courses lead to degrees equivalent to those obtained by participating in undergraduate programs

The World Wide Web has flooded you with enormous learning opportunities, the utilization of which opens new doors for you to achieve academic and professional excellence. There are many courses to help you in your career. Self-help learning will help you develop your LSRW skills. Wondering what this LSRW means? It shows your learning, speaking, reading and writing skills. Experts and instructors from all over the world design these courses to give you as much information as possible in a compact format.

An IT management degree in Australia is a long-cherished dream of many, providing a solid foundation for breaking into the business world. Like many things, management education is changing. IT Networking Courses affects everything in the world and has also made it possible for a management degree to be available, so the student just needs to enroll and can teach and learn everything.

These courses lead to degrees equivalent to those obtained by participating in undergraduate programs. Many courses allow you to accelerate your studies and organize in-company training and internships for part-time students.

IT is one of the leading employers in today’s economy. The popularity of data technology has many technology companies looking to take advantage of the wave of technological advancement sweeping the industry. As a result, we have seen giant leaps in nanotechnology, telecommunications, and computing that push the boundaries of human imagination.

To establish yourself in the field of data technology, you need to receive formal coaching on the systems, principles and mechanisms used in the profession. United Nations For individuals interested in data technology, an IT degree in Australia is one of the easiest ways to gain a solid understanding of the industry. Universities plan their courses in cooperation with leading IT experts and companies. This ensures that the courses are current, applicable and relevant in this dynamic industry.

Computing is a joint summary of the courses of the first, second and third level of the IT bachelor’s degree. On average, it takes three years to complete a general computer science degree. At Level 1, students focus on core math and science courses that prepare them for more specialized courses later. These subjects are Computer Science, Circuits, Physics and Basic Programming Languages. At Level 2, students begin to study their core subjects.

This level includes subjects such as communication, information technology, computers and processors, and visual design. The third level includes studies in areas such as the fundamentals and applications of e-business technologies, digital media technologies and advanced communication technologies.

The Diploma of Information Technology in Australia is a summary of the first, second and third level courses of the IT Baccalaureate. On average, it takes three years to complete a full IT degree. At the first level, students focus on core math and science courses that prepare them for more specialized courses later. These subjects are computer science, circuits, physics and basic programming languages.

At the second level, students begin to study their core subjects. This level includes subjects such as communication, information technology, computers and processors, and visual design. The third level includes studies in areas such as e-business technologies, digital media technologies and the fundamentals and practices of advanced communication technologies.

For getting more information visit here VIT – Victorian Institute of Technology

14/123 Queen St, Melbourne VIC 3000, Australia

1300 17 17 55 (or) support@vit.edu.au