Markus (mstrohm)'s Public Profile in the Diigo Community

Member since Aug 03, 2006, follows 0 people, 0 public groups, 152 public bookmarks (249 total).

More »

Tags

Recent Tags:	books(0), fun(0), km-technologies(0), web2.0(0), toronto(0), web20(0), education(0), quicklink(0), teaching(0), hiking(0), university(0), poetry(0), modeling(0), learning(0), cheese(0), chesse(0), poll(0), meeting(0), paper(0)
Top Tags:	km-technologies(25), books(25), fun(21), web2.0(8), toronto(7), web20(6), quicklink(6), education(3), science(3), teaching(3)

More »

Recent Bookmarks and Annotations

Documentation on 2008-07-30
- This is a pair (O, A), where O is a subset of the object set, A is a subset of the attribute set and some additional properties are satisfied.
- we can derive the set containing all attributes common to all objects from the set O and only these attributes
- 7 more annotations...
- - O contains all objects from context having all attributes of A among their attributes.
  - set of objects O is called extent of the formal concept (O, A) and set of attributes A is called intent
  - extent O of this concept can be received collecting all objects attached to nodes reachable by descending paths from this node x to the bottom element of this lattice.
  - Each node x of the structure represents a formal concept (O,A)
  - he intent A of this concept can be received collecting all attributes attached to nodes reachable by ascending paths from this node x to the top element of this lattice.
  - If a node is marked by a blue filled upper semi-circle, then there is an attribute attached to this concept.
  - If a node is marked by a black filled lower semi-circle then there is a object attached to this concept.
styria Alpin - Gr. Bösenstein on 2008-07-04
www.styria-alpin.at on 2008-07-04
Doodle: Easy Scheduling on 2008-06-27
Chaource (cheese) - Wikipedia, the free encyclopedia on 2008-05-24
Rocamadour (cheese) - Wikipedia, the free encyclopedia on 2008-05-24
Researchers Yearn to Use AOL Logs, but They Hesitate - New York Times on 2008-04-28
- The release of the AOL query logs coincided with a global conference in Seattle of information retrieval researchers, and it prompted heated discussions among those in attendance.
  
  Among them was Jamie Callan, an associate professor in the school of computer science at Carnegie Mellon and chairman of the Association for Computing Machinery’s special-interest group on information retrieval, which organized the conference.
  
  Professor Callan said that although no one disagreed on the importance of protecting privacy, “there’s also a strong belief that it is very important for the scientific community to have access to data of this kind in some anonymized form.”
The Ph.D Experience on 2008-04-20
- It will install a sense of taste and a critical sense. It should make you
  unwilling to accept the common standards and norms, and to put them to the test
  of your own intellect and opinions. You should naturally find yourself
  questioning things. You should be willing to contradict conventional widsom.
  That doesn't mean being a rebel just for the sake of it; you are too mature for
  that. It just means being constructively critical.
- The way a student and advisor work together differs of course from student
  to student. But here is the kind of path I try to show students.
  Not all students follow this kind of path. It is just a rough guideline.
  
  Phases
  
  In the first phase I will typically try to give you a well-defined project that
  could lead, if successfully completed, to a reasonable quality publication.
  This starting project should have clear questions, goals, and deliverables,
  meaning a student should be clear on what is the target and what needs to be
  done to get there. We would typically work together on properly formulating the
  questions, solving them, writing up a solution, submitting it to an appropriate
  conference, and, if it is accepted, preparing a presentation, so that the
  student gets a view of the whole process.
  
  In the second phase I could continue to suggest projects, ranging from
  well-defined to fuzzy, but you are more on your own with respect to
  solving the problems and writing up the solutions.
  
  By then you should be well enough advanced that you can find your own questions
  as well as the answers. That's the third phase.
  
  Meetings
  
  I expect to meet with you at least once a week during regular quarters and
  probably more often if you work here in the summer. You are also free to
  drop by at non-scheduled times, or send e-mail.
  
  Working together is fun. I enjoy it and hope you will too. So if you want
  to discuss a problem don't feel shy to stop by. A good deal of research
  is spontaneous and social, arising from interactions with your peers or
  advisor.
  
  You may not have something substantial to report at a meeting. That's OK,
  as long as it's not a habit. See the section on time allocation below.
- 4 more annotations...
- - Prepare for your meetings. If you plan to present a scheme or an analysis or
    some solution, prepare the presentation so that you can make it clearly and
    well. Plan the order in which you will say things, and think about what you
    will write on the whiteboard, and where. There are several important
    reasons for this.
    
    Our communication goes better and quicker if you prepare well, and this makes
    better use of our limited time. If I have to spend more time understanding you,
    you get lower quality feedback and it is harder to work together towards a
    solution. Don't underestimate the importance of the quality of your
    presentation to the fruitfulness of our interaction. If I find it difficult to
    understand you, I pay less attention and tune out, and if it continues over
    time, have less and less inclination to know what you are up to, and that is
    probably not to your advantage.
    
    Students often launch into the middle of their current technical problem. It is
    at the forefront of your mind because you have been working on it. It is not
    necessarily at the forefront of mine: I have many projects, and my memory is
    flakey in my advancing old age. Please bear with me here. Start from the
    beginning, checking up where I am and what I remember. Present things in
    logical sequence, slowly.
    
    Think of your presentations to me as practice for ones to other people and
    larger audiences.
  - Some of you remember what we discuss, others don't and I have to repeat it next
    time. I suggest you bring a notebook with you to our meetings and take
    notes.
  - Try to
    communicate as much as possible, and be honest. Solicit feedback when you need
    it. You are not only free to disagree, but encouraged to do so. Developing
    your own opinions and defending them is part of what you are expected to learn
    to do. If you don't like a particular problem it is suggested you work on,
    say so and ask for something different. If you don't see why it is important,
    ask for the motivation.
  - Nothing, really. Students sometimes view a project suggested by an advisor as a
    ``job'' they need to get done. That may be appropriate for systems work; it is
    not in theoretical work. There is really no ``job'' I need you to do. You are
    working for yourself, not for me. When I suggest projects they are only
    suggestions for things we can do together or that you might do yourself.
Portal Maps Investigated on 2008-01-24
MAXroam - the sim that doesn't know that you're travelling on 2007-09-27

Recent Visitors (51 visits)

Abhisek Pattnaik

on 2008-05-09

Diigo is about better ways to research, share and collaborate on information. Learn more »

Join Diigo

Markus 's Profile

More »

Tags

More »

Recent Bookmarks and Annotations

More »

Groups

Recent Visitors (51 visits)

Me elsewhere

Markus 's Profile

More » Tags

More » Recent Bookmarks and Annotations

More » Groups

Recent Visitors (51 visits)

Me elsewhere

More »

Tags

More »

Recent Bookmarks and Annotations

More »

Groups