Tuesday, December 9, 2014

Why use referencing standards when citing others' work?

The question, of referencing standards, now a commonplace in all University level scholarship, is rarely posed. Usually students and scholars accept unquestioningly that papers must use Numbered or Harvard or APA style referencing conventions when writing and citing other work. But why? Why are we compelled to use tools like EndNote,  Zotero, LaTex and BibTex And how did the standards they use come together? Before getting too deeply into referencing for your own writing you might be interested in a brief history of online reference catalogs.

Libraries were the first organisations to grapple with the opportunities and issues of managing large volumes of semi-structured information management. Stewardship of art, books, manuscripts, maps, recordings, and other textual, graphic and sensory artefacts ultimately necessitates setting up some means of identification and storage of such things.
Lists give way to card indexes, indexes become catalogues, catalogues become databases and databases become collections of databases continuously changing in scope and temporal fixity. 
Ultimately the catalogue or database becomes an information artefact needing organisation and management itself. Libraries were therefore early adopters of computing technology, shifting indexes and catalogs to electronic form thereby reducing the cost and effort of searching for and retrieving details of publications held in the library. Electronic access reduced search and catalog errors in details like the correct title, author and publisher names; plus they provided information on the physical storage location of the title.

However, no library has the resources available to carry a copy of each and every book ever printed (or journal, publication, recording etc), so libraries naturally started to share catalog information. As libraries shared catalog information they generated a dynamic for standardising the representation of the very same catalog index information. Publishers too, with their own catalogues of respected books, journals and proceedings, discovered that they could sell or distribute this information to libraries too; ultimately for use by students, academics and researchers who in turn would order publications of interest to them. Professional organisations also found there was value to be got from providing their catalogs electronically, which in turn allowed readers to search through selectively order journal articles, books or other publications.

Initially each database was organised as its creator saw fit, suiting their own narrow needs, then those of other end-users. Eventually the means of referencing, organising, or cataloging was recognised as a kind of intellectual property in its own right, conferring competitive advantage and thus a way of controlling access, and possibly charge (high) fees (or rents?) for the right to use it. Complicating this somewhat, particular ways of organising formation for one group might not make sense to another group, thus different standards were proposed (and are still used) for referencing Medical, Geological, Physics, Maths, Sociology, Business etc. Over time the benefits of standardisation became compelling as librarians and end users struggled to access, and accumulate information straddling a variety of sources in a variety of formats with differing levels of detail. Even so there remains a degree of resistance to standardisation as organisations sought markets for the catalogues they had gathered and organised. "What would happen to their market share if anyone could use their format! Catalogues were initially distributed via floppy disk, CDROM and via networks".

The subsequent history of online library catalogues is in many ways a history of the Internet. The Z39.50 protocol was devised for searching and retrieving publication reference information from remote catalogs (also see oclc.org). The first network service and catalogue tools were Telnet, Gopher and WAIS. Most likely you have never heard of these technologies but they were the precursors to the Internet. Tools, used by librarians and academics, they supported academic communication, research, writing and publication. In the current age of commercial and open source co-existence, technology groups like #BibLibre continue the development of open library catalogue and circulation software http://shar.es/1XZvBT while generating revenues through consulting.

Thursday, November 20, 2014

Does my research inform my teaching?

Notes for Videographer

Does my research inform my teaching?
My research looks at how design collaboration is performed in software engineering teams.
My research interest comes out of my industry experience.
Managing digital production, software engineering in high tech firms.
Longman Logotron, Symantec, Iona Technologies, Sepro Telecom, Havok; in Australia, Japan, the UK and Ireland.

What interests me?
What kind of practices build high performing teams?
People think software design and development is like building with blocks, but it isn't.
It's an intrinsically creative generative process.
How do you manage that?
With all the different people, specialisms, and personalities involved?
Complicate things further by working in a globally distributed digitally mediated environment, constructing an intangible evolving substance - the ideas represented in software source code.

My teaching is based on cases, often cases I write or that my colleagues have developed, or cases from Journals, current or historical.
My approach is Problem Based Learning.
Cases give you the chance to take an actual instance.
You interpret it based on what you already know, identify gaps in your own knowledge, research those gaps, apply some diagnostic or technique to analyse it, talk through the possibilities and implications.
Contrast with what actually happened.
Management studies, at the Masters level, has no place for rote learning and I'm not in the business of hawking borrowed thinking.

How does my research relate to my teaching?
Well the people who come back to Uni to study or stay on to do a Masters are looking for something.
They're looking for explanations, and want to invest their time in discovering and making sense of things, to develop explanations of their own.

Theories are kinds of explanations for the situations we encounter.
So research involves this process of continually testing and applying and trying out and developing new theories.
To make best advantage of scarce resources, to conserve them, nurture them, grow something new, do something valuable.
Being an entrepreneur is something like that.
It recognising and making that value real.
It's a creative act.
That's what innovation is.
Innovation is the introduction of something new.
It doesn't need to be globally novel, it just needs to be new in the context that you're dealing with.
Innovation is about introducing change.
You're an Entrepreneur when you make that act your own.
All technology for example, involves processes of introduction, processes of "social construction".
Innovation needs at least one, ultimately many, people who commit to it, who take it on and understand its use and value.

Is it good that my research informs my teaching?
Absolutely, yes.
I need to stay involved in the field, keep current, to be relevant.
It keeps me in a critical stance.
Is there really something to this technique or tool, or is it just a fashion or fad?
What is general about some phenomenon, what's the underlying process, does it always happen this way?
What have I learnt? Is it useful?
I'm always open to the possibility that what I know is kind of partial.
To me this is an incomplete project, that it needs ongoing revision and redevelopment.

Any entrepreneur works across two worlds:
Yes, the obvious physical-material world (of matter, materials, physics, chemistry, data, electrons, tangible products and machines).
But also the social world, from the broad scale of human society, economics, institutions and organisations, right down to interpersonal interactions, the things that make us human, that aren't governed per se by invariant laws or theories.

Social understanding is probably infinitely revisable.
Rules are made up and change all the time.
Social norms appear likes kinds of structures but they shift and warp over time.
Management is like that, it's a kind of coping with things as they happen, made sense of against a cultural backdrop.
We cope and we manage by drawing on our knowledge, using particular ideas or theories about the world.
It's these ideas, these theories, that we have, that we use to actually shape and mould arrangements in organisations.
That inform how we manage.

Tuesday, November 18, 2014

Raspberry Pi: imaging the SD card on a Mac

Get started with RaspberryPi.org (link) or with Raspberry Pi on e14's website (link).
Most recently used "NOOBS Offline and network install".

So starting with the SD card inserted and mounted... in MY CASE ONLY, from an xterm using the df -h command, the device name (and therefore the 'raw device name') is disk1 (or rdisk1 or rdisk2 for its raw equivalent), I did the following...

1.

Check which device maps to the SD card. This is the high risk bit because you may end up formatting the computer hard drive, never a good thing to do unintended!
Check
$ df -h
Filesystem      Size   Used  Avail Capacity  iused  ifree %iused  Mounted on
/dev/disk0s2   112Gi  108Gi  3.6Gi    97% 28456655 955713   97%   /
devfs          184Ki  184Ki    0Bi   100%      636      0  100%   /dev
map -hosts       0Bi    0Bi    0Bi   100%        0      0  100%   /net
map auto_home    0Bi    0Bi    0Bi   100%        0      0  100%   /home
map -fstab       0Bi    0Bi    0Bi   100%        0      0  100%   /Network/Servers
/dev/disk1s1   3.7Gi  832Ki  3.7Gi     1%        0      0  100%   /Volumes/XBMC
Check again
Write it down.
And check again. For example run ls on the disk path to verify you can and that you access and list the SD card.

2.
Next, unmount it using 'sudo diskutil unmount /dev/disk1s1' (my case only). The icon will also disappear from the desktop confirming this step was successful.
$ sudo diskutil unmount /dev/disk1s1

3.

The last step is to write the image file to the raw SD card device as identified above, replacing disk1s1 with rdisk1:
$ sudo dd bs=1m if=./raspbmc-2013-12-23.img of=/dev/rdisk1
After anywhere from 3 to 5 minutes the disk image write finishes. The xterm looked like this:
1300+0 records in
1300+0 records out
1363148800 bytes transferred in 243.253827 secs (5603812 bytes/sec)
And there's a shiny new disk labelled 'Untitled' on the desktop. At first impression it looks like your 4G or 8G sized disk has tragically shrunk to 60 or 70 MB. The reason is that the SD disk has or will have a Linux swap partition and a Linux filesystem partition occupying the available space. The good news is that most of the slack space can be recovered the first time you load this SD card on the Raspberry Pi via one of the Pi configurator (raspi-config) options to reallocate the space from the linux partition to the FAT32 partitio

Friday, October 31, 2014

Review structure to refine your message (ref Padraig Hyland)

Padraig Hyland is a master of engaging presentation, not slides but communicating a message. See Padraig's website for other related material (www.padraighyland.com)

Ask the following questions of your message...
  1. What’s your Purpose? 
    • What do you want to get out of the presentation personally and for your organisation 
    • What would you like the audience to do, think or feel at the end of your speech 
  2. Who’s your Audience? 
    • What do they know and how do they feel about the subject. 
    • Age and generational profile and their expectations for the presentation. 
    • Define the ideal or typical audience member – gender, age, education, occupation, hobbies, interests…. 
  3. Write your Core Message in less than 20 words 
    • Distil the core message of your speech. What is the basic message you are getting across. 
  4. Create an Attention-Grabbing Opening 
    • Open with something that lets people know why they should listen to you. What’s in it for your audience. What value will they get? This needs to be succinct and exciting. 
  5. Identify your Key Points 
    • All these points should support your core message. If it does not it should not be in the speech. 
  6. Anchor your Key Points 
    • Create an anchor for each point you make. It can be an anecdote, acronym, activity, act out or analogy. 
  7. Have a Powerful Call to Action 
    • Always have a call to action based around what your objectives were. 

Tuesday, September 30, 2014

Writing articles: LaTeX and BibTex mechanics

(CTAN, a meta-level resource for all things TeX www.ctan.org/)
Step 1:
MacTeX packages for Mac. Install MacTeX, after which do the following (this is a synopsis of the Read Me First file).
  • Add shortcut to /Applications/Tex/TeXShop
  • Select 'Templates' (top right pulldown menu) and select 'LaTeX Template'.
  • Select 'Tyepset' button to compile your first pdf file. The console will display messages as the document is compiled. Then the Typeset window appears with your shiny new pdf file. Nice.
  • Update the edit window with content and re-Typeset your document.
  • Repeat until finished.
  • Housekeeping: Use the Tex Live Utility to keep Tex up to date.
  • Next steps: Organise your writing by structuring the source document(s).
Step 2:
Test your ability to display and typeset extended (double byte) characters... 
\newfontfamily{\A}{Geeza Pro}
\newfontfamily{\H}[Scale=0.9]{Lucida Grande}
\newfontfamily{\J}[Scale=0.85]{Osaka}
Here are some multilingual Unicode fonts: this is Arabic text: {\A السلام عليكم}, this is Hebrew: {\H שלום}, \& here's some Japanese: {\J 今日は}, \& “Allen’s” good idea of; “a quote of “a quote””. And for some European extended characters in words like Sé, Münster, agøn.
Step 3:
Use BibDesk, (included in MacTeX) a BibTeX compliant reference/citation manager for Mac.
LaTeX/Bibliography Management for instructions and background. My preferred cite key format is %a23%y%u2. Some quick points below...
  • MIT's 'knowledge base' has the basic examples.
    • The 'embedded' system is the use of very basic 'hand-rolled' references generated by including a section in the same file you write the article in i.e. \begin{thebibliography}{1}...
    • BibTeX is the more sensible approach. A text file flat database. A text file designated *.bib file and containing BibTeX standard compliant references. Start by adding references to a .bib file in the same directory/folder as your .tex file.
    • Direct the .tex file to use a .bib file in another directory/folder, e.g. directory\bibliography{../BibDesk/FooBar}
    • Don't forget, to compile the citations in TexShop requires generating intermediate files so you have to run 4 typesetting commands in sequence...
    1. Run <Typeset> LaTeX 
    2. Run <Typeset> BibTeX 
    3. Run <Typeset> LaTeX 
    4. Run <Typeset> LaTeX
Step 4:
Organise your document architecture by putting this in a chapter or subsection document, and typesetting/compiling the book. Use something like...
\chapter{Introduction}
You would usually put the main content in separate files.
\input ../chapters.sections/intro.tex

Learnings


Q: What happens when you start seeing Error messages in the console like...
Fatal fontspec error: "cannot-use-pdftex" 
A: You're probably using unicode or extended characters in words like "li stop using ("latex" or "pdflatex") and switch to XeTeX or LuaTeX for the typesetting engine (i.e. "xelatex" or "lualatex" from the command line or Typeset button.
A: I had a problem where when I save the file the unicode characters were corrupted. The problem was resolved within TeXShop Preferences by selecting Encoding>Unicode (UTF-8) rather than ISO Latin.


Q: What happens if you see...
! Misplaced alignment tab character &.l.29 And now for an ampersand &
A: You should look for and replace & with \& in the text or in the BibTeX file (which injects title text into your processed typeset files).

Q: I'm seeing problems with accents, apostrophes and quotation marks being replaced by ? in the generated files.

A: Check first that you've got a problem, enter the text below and compile the document to PDF to verify that quotation marks and apostrophes in your edit environment are recognised...
"Alice laughed: "There's no use trying," she said; "one can't believe impossible things."
"I daresay you haven't had much practice," said the Queen. "When I was younger, I always did it for half an hour a day. Why, sometimes I've believed as many as six impossible things before breakfast."
Lewis Carroll, Alice in Wonderland.
When LaTeX produces ? where you expected quotation marks then change the preferences for representing special text characters. On a Mac you configure this via System Preferences>Keyboard>Text, select Use smart quotes and dashes, choose the appropriate substitution, usually the more vertical looking characters.
The more usual means of producing quote marks in LaTeX is to use the ` and ' (or pairs of them as per `` and '') characters (see TCD Maths dept. link for more detail). A reason for using this approach is that other less complex LaTex renderers will understand the command -- such as that used for generating previews in BibDesk.

Q: My latex .tex files appear to be corrupted by strange characters where I expect to see " or ' even though the generated PDF file seems fine.
A: Another complication due to copy/paste from MS Word and Powerpoint. MS has it's own internal non-standard approach for handling quotation characters, apostrophes etc.; using for example "â\x{80}\x{98}" to represent inverted quotes.
I don't like seeing this in my tex. The way to clear it up is to post process the text or manually clean it using TextWrangler or similar editing environment.

Q: Apostrophes aren't being displayed in the typeset pdf?
This is a problem on the Mac. An nice explanation and solution from Richard Koch via Andy Ruina (link)
"Apple turns “Smart Quotes” on by default. So the code to remember settings has the side effect that “Smart Quotes” are now on unless the user turns them off. Many of these items in the “Substitutions” menu make little sense for TeX. For example, Smart Quotes inserts non-ascii characters into the source which looks correct on the screen by aren’t recognized by TeX. So the addition of this menu wasn’t really necessary except for a few of the most obscure items, which a few users requested. OK: So here’s the solution. Turn “Smart Quotes” off."
If using CSQUOTES
\usepackage{csquotes}
Use \enquote{text} to place quotation marks around the directly quoted text.
Use
\begin{displayquote}
\end{displayquote}



Further reading and useful resources

ICIS Template

ECIS Template

The Latex templates for submissions for ECIS 2015 - European Conference on Information Systems.

If you need to troubleshoot your configuration use the command line, for example run the 4 typesetting commands in sequence...
pdflatex
biber
pdflatex
pdflatex
Citation examples from the ECIS template copied below. Important bits in bold to emphasise the convention...
This is a normal text paragraph. This is a complementary sentence. This is a complementary sentence. Here is a footnote.\footnote{Footnotes are not recommended, but if used, look like this.} Citations should be in Harvard style. For example: \citet{markus.1988} is used often, and these two refs for information systems development \citep{avison.1995,Delfmann2007a} are used more commonly. \citet[p.~275]{kautz.1994} is an important paper, too. citet{Delfmann2007a} is also good, Geron, too \citep{Geron2013}. Please, let's not forget \citet{Mendling2005}! And with the page reference \citep[pp. 3]{Off2001aa}
With the appropriate bibliography file this snippet should produce text formatted as below...
This is a normal text paragraph. This is a complementary sentence. This is a complementary sentence. Here is a footnote.1 Citations should be in Harvard style. For example: Markus and Robey (1988) is used often, and these two refs for information systems development(Avison and Fitzgerald, 1995; Delfmann, 2007) are used more commonly. Kautz and McMaster (1994, p. 275) is an important paper, too. Delfmann (2007) is also good, Geron, too (Geron, 2013). Please, let’s not forget Mendling and Nüttgens (2005)! And with the page reference (OTDR, 2001, pp.3)
Footnotes are not recommended but if used look like this.

Q: endnotes and footnotes
\usepackage{endnotes} % to add endnotes at the end of the document or sections

"Should I add my endnote/footnote at the end of the sentence or after the quote mark?"\endnote{The endnote/footnote mark should be placed outside the punctuation if it relates to the whole sentence or statement}

\theendnotes

Q: A quick correct way to make a bold or italic (or bold italic)?
Use \textit{for text italic} and \textbf{for text bold} and something like \textit{for some italic and \textbf{bold italic}}.

Q: @misc is your default catch-all type in BibTeX (link).
Note, this is also an example of using an organisation name as author using single or double curly braces...
@misc{dg,
    author = {{Detroit Gazette}},
    note = {1817--1830. Microfilm edition, Detroit Gazette Collection,
 c.~123, XYZ University Library, University Town, State},
}
Q: How to make a multi-paragraph block of text render in italic? (link)
The following is just one of many approaches possible...
{\em
Think of the essay as presenting an extended introduction to an area rather than presenting an entire research project.  
Have you identified similar analyses?
}


Q: How to force a new page or page break?
\newpage
Q: How to turn off or supress suppress first page number for an article?
Just after \maketitle command
\maketitle
\thispagestyle{empty} %suppresses page number on this page (the first page)

Q: How to align page numbers in article left or right hand side for an article?
In the preamble...
\usepackage{fancyhdr} % to customize the footer/header
% Turn on the style
\pagestyle{fancy}
% Clear the header and footer
\fancyhead{}
\fancyfoot{}
% Set the right side of the footer to be the page number
\fancyfoot[R]{\thepage}
Q: A way to handle quotation and quote marks?
Most simple (no quote marks) is
\begin{quote} Some basic quote I want in an inline indented paragraph \end{quote}
If you have package csquotes (context sensitive quotation package) in the style sheet... (see pdf of csquotes guide) then you can use additional commands to also handle quotation marks and formatting.
\usepackage[threshold=5,thresholdtype=words]{csquotes} % e.g. use smart quotes with a threshold level of 5 words before block indentation kicks in
\enquote{some arbitrary text I want enclosed in quotation marks}
\blockquote{For automatically setting off \emph{and} indenting a formal quotation that exceeds a standard length e.g. 40 characters, accompanied by a citation. The bill of 1657 provided an extensive framework for a postal service’s necessary rights and obligations, while also accounting for misuse. A sentence to bring the quotation size up to the threshold. \cite[67]{EngWal1657aa}
\textquote{For formal quotations accompanied by a citation. \cite[67]{EngWal1657aa}

Q: Changes to my TexShop Settings?

I've used the following default settings for recent TexShop updates.
defaults write TeXShop FixLineNumberScroll NO
defaults write TeXShop SourceScrollElasticity NO
defaults write TeXShop FixPreviewBlur YES
Note, if you want to see the full list of defaults, from a console enter...
defaults read TeXShop

Q: I want to typeset URLs and emails in the text?
\usepackage{hyperref} % To create hyerlinks/crosslinks, used by other packages
\usepackage{url} % To display messy character strings usual for web and email addresses
Then use, for example \url{http:\\www.apple.com} for URLs, emails etc within the body of the text.
Or can use \href{https://tex.stackexchange.com/questions/3568/how-does-one-typeset-a-url}{tex.stackexchange.com link}} - this example associates the link with the specified text in brackets.

Q: The bibliography doesn't display web references or URLs in the way I wanted? -or the way UCD wants (link)?
A general solution to the problem when using BibDesk is to use the custom Note field for BibTeX. You add it in BibDesk via the preferences>default fields>advanced edit> and by adding Note as an optional field for all Types. So, enter the reference as 'misc' in bibdesk, with Howpublished as 'web page'. Then add something like as follows in the Note field...
Title: Healthcare associated infections  
Howpublished: web page
Author: {Health Service Executive} 
Year: 2013
Note: Retrieved from http://www.hse.ie/go/hcai/ (Accessed on 23rd Nov. 2015)
Then the generated bibliography typesets it as expected for Harvard style using 'agsm', thus...
Health Service Executive (2013), ‘Healthcare associated infections’, web page. Retrieved from http://www.hse.ie/go/hcai/ (Accessed on 23rd Nov. 2015). 

Q: Underscores in URLs messing up bibliography generation?
Sometimes you'll get the following when you typeset
"latex entry type isn't style-file defined web url" or even worse, underscores producing strange error messages at the bbl stage like Missing $ inserted?
A workaround using BibDesk is via the preferences>Opening and Saving>Custom Character Conversions Edit>Unicode to Tex conversion> and add underscore "_" as a unicode character to be converted to Tex "\_"
May also need...
\usepackage{url}  % needed for urls in references…
And can use the Note field in BibDesk for the URL if needed

In utter desperation you can escape text to force it to typeset as entered...
{\url{http://www.quit.ie/en/1_in_every_2_smokers}}

Q: Writing accents in bibliography entries? 
See How to write “ä” and other umlauts and accented letters in bibliography?

Q: Online collaborative TeX/LaTeX/BibTeX services?
Q: A beautiful template for a timeline?
See How can you create a vertical timeline? on tex.stackexchange.com

Q: Superscripts and Subscripts in text?
_{4} for a subscript, and ^{2} for a superscript.

Q: Special symbols like trademark and copyright? see http://www.tex.ac.uk/FAQ-tradesyms.html
They are: \textcopyright, \textregistered and \texttrademark
But to get superscript displaying well use math mode \textsuperscript rather than ^.
\textsuperscript{\textregistered}
But you will need \usepackage{amsmath} in the preamble.

Q: Write a math symbol or expression in-line with normal TeX?
The example below:
\begin{document}
4,000 words $ \pm $ 10\%
\end{document}

Q: Dashes might 'do my head in', but here's the short version from tex.stackexchange.com.
In (La)TeX, (1) - gives you a hyphen, (2) -- an en dash, and (3) --- an em dash.

Q: Adding graphics and figures? I ended up using basic figure and floatrow for more control e.g. side by side figures (see tex.stackexchange.com)
Examples as follows
\begin{figure}[H]
\includegraphics[width=\textwidth]{data/timelines/posttimeline_1400-1700.pdf}
  \caption{Postal innovations 1400-1700}
\label{fig:timeline1400}
\end{figure}
and...
\usepackage{floatrow}
...
  \begin{figure}[!ht]
    \centering
    \begin{floatrow}
      \ffigbox[\FBwidth]{\caption{Dummy figure}\label{fig:dummy-1}}{%
        \includegraphics[width=.48\textwidth]{image1.jpg}
      }
      \ffigbox[\FBwidth]{\caption{Dummy figure}\label{fig:dummy-2}}{%
        \includegraphics[width=.48\textwidth]{image2.jpg}
      }
    \end{floatrow}
  \end{figure}
Q: I want to compile or include another pdf page as a page within my typeset document?
\usepackage{pdfpages}
.... % then later in the document...
\includepdf[pages=-]{filename.pdf} % or use [pages=1,3,5] to specify the pages included

Q: How do I cross reference the tables and figures, in text, that I've labelled like the one above? (n.b. needs \usepackage{hyperref})
This first timeline (\nameref{fig:timeline1400}) commences as illustrated (see figure~\ref{fig:timeline1400}, page~\pageref{fig:timeline1400}). The timeline \nameref{fig:timeline1400} provides a summary view of the entire period. 
To produce...
This first timeline (Postal innovations 1400-1700) commences as illustrated (see figure 5.2, page 17)
Q: Itemized lists of things?
Example Copied from the ECIS template. Note you gain some control over appearance of itemize icons (see question on tex.stackexchange.com).
\usepackage{enumitem} % to change itemize bullet icons 
You can use lists, both unnumbered and numbered. They can also be nested. Here is an unnumbered list:
\begin{itemize}
\item This is an item in the first level list.
\item This is another item.
  \begin{itemize}
  \item Here we are in the second level.
  \item This is another item.
  \end{itemize}
\item And a third item on the first level.
\end{itemize}
Here is a numbered list:
\begin{enumerate}
\item This is an item in the first level list.
\item This is another item.
  \begin{enumerate}
  \item Here we are in the second level.
  \item This is another item.
  \end{enumerate}
\item And a third item on the first level.
\end{enumerate}
And the following is a description sequence. And this case shows \setlength{itemsep}{0} being used to control the line separation distance (default appears to be double or 1.5 line?):
\begin{description}
 \setlength{\itemsep}{0pt}
 \item[First] When counting go to ‘on’ (or ‘off’)
 \item[Second] When finished go to ‘on’ (or ‘off’)
 \item[Third] Hold finished state for ‘count’\dots
\end{description}
And the following is useful for multi-line code snippets or other textual statements you want to set off from the paragraph format...
\begin{verbatim}
When counting go to ‘on’ (or ‘off’)
When finished go to ‘on’ (or ‘off’)
Hold finished state for ‘count’
\end{verbatim} 
And the \verb command does the same in-line. Any text between a pair of your chosen marker characters is rendered like a small snippet of code. Of course your selected marker character cannot be in the actual text or you won't achieve the desired effect. Try reading the source code for the documentation for \verb; head-wrecking!).
\verb#some arbitrary text#
Q: Using tables?
Review the LaTeX/Tables page on wikibooks.org
Here's an example, partially generated at http://www.tablesgenerator.com/#  with modifications suggested from the LaTeX/Tables guide.
\begin{table}[h]
\begin{tabular}{  | p{4cm}| p{8cm} |}
\hline
\textbf{Data gathered} & \textbf{Volume/quantity} \\ \hline
Observation (video and audio recordings) & 36 episodes, approximately 113 hours (partially\\ transcribed and coded) \\ \hline
Observation (personal notes) & 7 research log books, handwritten \\ \hline
Interviews & 25 (partially transcribed) \\ \hline
Corporate documentation and artefacts & Extensive document archive and database access \\ \hline
\end{tabular}
\caption{Summary of field data gathered at the case site}
\label{tab:research-data}
\end{table}
Q: Can I draw a table more like a graphic than a spreadsheet?
Using TikZ you can place coloured boxes with text at defined coordinates on a page. It requires you to have an idea of the dimensions and desired layout. This template by Laurent Dutriaux is a good example (http://www.texample.net/tikz/examples/timetable/).

Q: I want section of text to flow in columns (not the whole document)
This instruction on ShareLatex was useful (link).
In the preamble put
\usepackage{multicol} % To introduce a multicolumn section
% \setlength{\columnsep}{1cm} % If needed to control column characteristics

In the document use
\begin{multicols}{2}
Some text etc.
\end{multicols}
Q: Adding an Index?
A very basic version explained at ShareLaTeX (link); also see Cambridge University's AuthorNet.
% the following are the index configuration commands,
usepackage{imakeidx} % this package is for generating an index;
% config in 2 column format, a vertical rule, and index entry in the toc.
\makeindex[columns=2, title=Alphabetical Index, intoc, columnseprule] 
\begin{document} 
In your text use the following motif to mark index entries: \index{keyword}, a complex phrase\index{a complex phrase} or \index{keyword.qualifier}. For example the index\index{index} and a indices\index{index.plural}.
Finally include the following before the end of the document.
\printindex % before the end of the document.
\end{document}
Q: Adding a Glossary?
Two ways: 1) hand roll a glossary using an \item[Term]This is a standard term motif or 2) include \usepackage{glossaries} etc.

Q: Enabling hyperlinking in the PDF file. See explanation at ShareLaTeX (link).
In other words cross reference links between instances of marked words or objects and their indices like toc, lists of figures etc
\usepackage{hyperref} % note should usually be the last package to be imported.


Q: I want an un-numbered (non numbered) section title
Use \section*{Abstract} (for example)

Q: I want to start section numbering at an arbitrary number?
In the preamble include the commands
\usepackage{tocloft}
\setcounter{section}{-1}

Q: Problem with double surname which doesn't wrap properly (overhangs) page justification. 
A: This is the bibtex two part surname page justification problem. Take the example of Knorr Cetina, K. (1999). Epistemic Cultures: How the Sciences Make Knowledge. Harvard University Press, Cambridge, Massachusetts.
Use curly braces to fix the typesetting overhang problem in my bibtex entry (reminder, I use BibDesk). Change Author field from Knorr Cetina, Karin to {Knorr Cetina}, Karin.

Q: How do I make a long dash or hyphen to separate parenthetical sentence clauses?
- : hyphen, to hyphenate or make a compound word; in common use.
-- : en-dash, to make a mid-sized dash, for ranges e.g. pages 5--23, might also be used to link a prefix with a compound word, or to identify a speaker of a quotation that isn't included in a bibliography; infrequently used.
--- : em-dash, to make a long dash, might be used to set off a sentence or paragraph from an in-sentence heading, or it might be used to indicate dramatic pause; rarely used.

Q: I want to change the default line spacing setting for my document.
A: For example, in the preamble use
\linespread{value}
Where values range: 1.0 (single spacing), 1.3 (one-and-a-half spacing) 1.6 (double spacing)

A: Alternatively, in the preamble you can add the command
\doublespacing % or \onehalfspacing % comment out both to keep single spacing


Q: I want to configure how first and following paragraphs start (indent or not)
A: By default LaTeX typesets documents with first paragraph on newline, following paragraph in section on indent. To change... add or uncomment the following config commands in the preamble (see the related discussion on http://tex.stackexchange.com/)
%\usepackage[parfill]{parskip} % typeset all paragraphs on new lines not indents.
%\usepackage{indentfirst} % to indent first paragraphs of sections
Q: I want to change the font size for some text in my document?
A: (from http://texblog.org/)LaTeX knows several font size modifier-commands (from biggest to smallest):

\Huge
\huge
\LARGE
\Large
\large
\normalsize (default)
\small
\footnotesize
\scriptsize
\tiny

 And use the following for a sentence or paragraph
\begin{footnotesize}
For a paragraph you wanted in smaller sized text.
\end{footnotesize}
Q: I have an article without a defined keyword command, how can I add keywords?
A: (from http://tex.stackexchange.com/) Werner wrote: use \providecommand instead of \newcommand to accommodate the possibility that the document class you're using has defined \keywords already. \providecommand will only define it if not already defined.
\providecommand{\keywords}[1]{\textbf{\textit{Keywords ---}} #1} 
Then within the {document} section, after \end{abstract} use
\begin{keywords}
Postal Service, Ireland, Address, social history
\end{keywords} 
A: This example (from http://tex.stackexchange.com/) shows how to change the abstract title word, from Abstract to something else.
In the preamble include
\renewcommand{\abstractname}{Overview}

Q: How do I indent a whole paragraph within the document without messing around with the environment?
A: (from http://tex.stackexchange.com/) Use either minipage or \narrower or various other approaches.

Q: How do I change the colour of some words?
\usepackage{color} % in the preamble
and \textcolor{blue}{easily} in the body
(see using colours tips on the ShareLatex page)

Q: I want to move text to the bottom of a page leaving space between the paragraphs at the top and those at the bottom?
For this you need to use the vertical placement commands (see the StackExchange article)
Vertical spaces:
\smallskip, \medskip, \bigskip and \vfill

Q: Copying text from pdf can't copy some character combinations (ff, fl, fi)
Can I generate pdf without using ligatures?
Damn, I have to turn off all the fancy font stuff to stop ligatures, which also ends up killing extended character sets. Might not work, but from StackExchange...
\usepackage{fontspec}
\defaultfontfeatures{Ligatures=NoCommon} 
The fontspec package (documentation p. 29) keeps sticking its nose into the generated text with settings \defaultfontfeatures{Mapping=tex-text} or [Mapping=tex-text] on specific fonts...

Bibliography Stuff

Important! There are two main approaches to handling bibliography commands in LaTeX, natbib and biblatex. They are different, they have different complementary packages, and use different commands. Choose and use one for any particular paper and then stick with it!

Q: I want to compile separate bibliographies chapter by chapter?
Use chapterbib for separate chapter level references.

\usepackage{chapterbib}
Then for each chapter included in the controlling document.tex you will need to issue a separate command during the usual process e.g.
latex book
bibtex chapter_01
bibtex chapter_02
latex book
latex book

Natbib relevant material: (read background on stackexchange)

Q: I want to change the style of the generated bibliography? 
\bibliographystyle{apalike}% or plainnat or apalike or agsm (both Harvard style kinds)

Q: I want textual and parenthetical citations
Natbib offers two basic citation commands \citet and \citep, for textual and parenthetical citations respectively.

Q: What is the minimal preamble for natbib?
\usepackage[round]{natbib} % needed for Harvard style of references.
\bibliographystyle{agsm} % Set your referencing style, in this case agsm and apalike are both Harvard like.
\bibliography{../bibtex/my_ref_file} % path to the .bib file, just don't add .bib
 Q: What does \nocite{} do?
Use before \bibliography{../bibtex/my_ref_file}
\nocite{*} % adds all references in the database into the bibliography, not advisable but sometimes useful
If used with a specific \nocite{citekey} it includes the reference in the bibliography even though not actually cited in the article.

 Q: message when typesetting a tex file when using TeXShop.

"Cannot find control file something.bcf did you pass the "backend=biber" option to BibLaTeX?"

The message occurs when the tex file or other configuration files specify one BibTeX engine while TeXShop specifies another.
For example if the Engine settings in TeXShop prefs specify 'biber' rather than 'bibtex' while the tex file includes...
\usepackage[round]{natbib}
Conversely another tex file might use a class file to manage styles (.cls), specifying biber like so...
\RequirePackage[backend=biber]{biblatex}
In order to typeset from within TexShop, your prefs need to be changed to achieve agreement between the typesetting environment and the parameter in your file, e.g.:biber rather than bibtex, or bibtex rather than biber.

The problem does not occur when compiling from the command line using the desired BibTex engine.

Q: Bibliography showing “and” instead of “&”
Use the following command after loading natbib and agsm to get the citations and bibliography to display '&' instead of 'and'. \newcommand\harvardand{\&}

Q: Change the title for the References section if using \printbibliography
\printbibliography[title={REFERENCES}]
Q: Change the title for the References section if using \bibliography?
Alternatively (if using natbib) renew the bibname command in the preamble
\renewcommand\bibname{Reference}
Q: I want to change the line spacing and the spacing between references in the bibliography?
In the preamble
\usepackage[round]{natbib}                    %! needed for Harvard style of references.
\setlength{\bibsep}{40pt} % an option for natbib, separation between references.
 And towards the end of your document, for single spaced references (this one starts on a newpage)...
\newpage
 \begin{singlespace}
\bibliography{../path_to_references} % Your .bib file
\end{singlespace}

Biblatex relevant material:

Q: Can I expand a citation entry midway through my document to display the full reference to the book or article?
A: Use the bibentry package as mentioned in http://stefaanlippens.net/bibentry (p.s. I think this utilises the \defbibentry commands described in the biblatex package documentation).
Example; in the preamble use

\usepackage{bibentry} % what it says
\nobibliography* % tells bibentry to (re)use the bibliographic data from the standard BibTeX
Then later use
\bibentry{foo} % for an inline bibliographic entry
And I found that I needed to revert to plainnat.
\bibliographystyle{plainnat} % Set your referencing style
\bibliography{*.bib} % Your .bib file
\end{document}   

Q: Can I present selected citations in the body of a document while excluding them from being included the  bibliography? 
A: See this link on http://texblog.org/ and the biblatex package documentation (search for Multiple Bibliographies and Subdivided Bibliographies).

Q: That annoying biber error?

See http://tex.stackexchange.com/questions/140814/biblatex-biber-fails-with-a-strange-error-about-missing-recode-data-xml-file, i.e. clear the biber cache with
rm -rf `biber --cache`
Q: BibDesk preview spinning on some imported citations (Taylor and Francis)?
There may corrupt spa space characters, check the abstract text for double spaces and remove them.

Q: I want to use superscripts and special symbols for titles and text in BibTeX
Use $ stuff here $ to encapsulate latex syntax enables it to be processed in LaTeX see http://www.bibtex.org/SpecialSymbols/

Q: I want to subsequent (close) citations of the same immediate reference to display using the ibidem (ibid) convention
?

Graphics in TeX Resources for graphics and visualisations for Tex:

TeXample.net for great TikZ examples of graphs and visualisations.

Also see tex.stackexchange.com on starting out with TikZ and link to the very excellent PGFPlots manual.

Some others (non TeX) for inspiration http://www.improving-visualisation.org/visuals


Q: Changing font size for text?
How to override font sizes? Answered in this useful tip on overriding default font sizes for pgfplots elements (link).

Q: Can I precompile TikZ/PGFPlots elements?
Typesetting with TikZ/PGFPlots elements is slow. Solve by including the following in the preamble to enable smart compile of tikzpicture elements.
\usepgfplotslibrary{external}
\tikzexternalize
This is really useful because it speeds up document typesetting, only typesetting tikzpicture elements if they have changed. I needed to edit TeXShop Prefs>Engine>pdfTeX Latex setting, to enable the system call thus:
pdflatex --shell-escape --synctex=1
Q: Rotate text? 
Is it possible to rotate node text? Yes by using this (link)
every node near coord/.append style={rotate=45, font=\footnotesize, yshift=3},
Q: Matrices?
How to use matrix rather than table or tabular? Well to do so requires using TikZ, so you'll need to look at the TikZ and PGFPlot manual. Some useful examples on TexStackExchange (link1link2link3)
\usepackage{tikz}
\usetikzlibrary{matrix}
Q: I want to turn off hyphenation (sometimes).
A: If you need a textually 'clean' way to cut-and-paste to other editing environments. For example I cut-and-paste text from the typeset PDF that LaTeX generates into other editing packages when I work with colleagues who do not use LaTeX (and aren't likely to either).
In the preamble add...
\raggedright % To typeset the document with minimal hyphenation 

Q: I want something like a Voronoi diagram (link and axiomatic.neophilus.net)
A: Steps to follow

sudo easy_install Pygments

Thursday, September 4, 2014

Critical Thinking: Learning to learn exercise

Allocate 1 hr.

Introduce self and goals of exercise:
Preamble
Organise class into small mixed groups.
Ask group members to introduce each other. Suggest they exchange contact details with each other.

How would you read an article?

Eat your frogs first.
Reading is one of the hardest tasks at University (writing is harder but that’s the subject of another lecture).


Ask each group to discuss reading strategies.
Then do a snowball debrief (results below)
  • Look for key points?
  • Scan whole article
  • Divide and conquer
  • Title/Abstract
  • Read from end to end, every single word.
  • Look at outline structure
  • Read the conclusions first.
  • Distilled version of my own, a summary
  • Rhetorical methods employed, meta analysis.
  • PQRST method (preview, question, read, self-recitation, test)
  • SQ3R method (skim/survey, question, read, recite, review)
  • SEE-I method (i.e. this paper - state it, elaborate, exemplify/example/evidence, illustrate)


Chapter 1: What is Critical Thinking?
Nosich, Gerald M (2010) Learning to Think Things Through: A Guide to Critical Thinking Across the Curriculum (4th Ed - International Edition), Boston: Pearson

First attempt commenced at 12.35

Think before you leap. Halt the class and explain the classic mistake of flying into the task without discussing and agreeing an approach.

Reading exercise commenced at 12.40

Only 9 groups in today’s class.

Group 1: Pages 1-5

Defines Critical Thinking
Thinkiing about questioning preconceived thoughts
Different ways of achieving the same goal under different conditions
Thinking about things differently


Group 2: Pages 5-7
There are three parts to critical thinking
  1. Asking: ask the questions that need to be asked.
  2. Answering: Using reasoning to answer the questions.
  3. Believing: Do I believe results or reason.
It goes on to ask questions, how best to solve the/a problem.
Strategies:
Don’t jump in
Spirit of the question is important (do it for a reason)


Group 3: Pages 8-12
Mention that you need to discover the question before solving it.
Find a reason for the question.
List of 5 incorrect critical thinkings, fallacies.
  1. Reason something out.
  2. There is always a reason for the result we encounter
There are also ‘uncritical’ or erroneous ways of reasoning.
  1. Asking someone and just accepting what they say
  2. Your own background assumptions
  3. Answers without supporting evidence
  4. Answers that are based on your personality traits.
  5. Answers that are the first thought in your head.


Group 4: Pages 12-16
What critical thinking is not:
Not negative. Not negativity
Imortance of negative feedback.
Critical thinking is not emotionless.
It has emotion.
Example of mother child relationship.
In fact, emotions give us data. Emotional responses are often valid and necessary data.

Group 5: Pages 16-19
How critical thinking is formed.
Early life experiences, positive/negative experiences can affect our thought processes.
How we form opinions from media, but these opinions aren’t actually ours.
Risks of media as a source, as it tends to focus on extremes or unusual occurances.
Need to realise that society is not homogenous, bell curves and not averages. Also extreme cases.

Group 6: Pages 20-25
Obstacles to critical thinking and further definitions.
Need to accept there may be more than one interpretation.
We are afraid of making mistakes, trying new things, or looking foolish.
We may be…
Egocentric rather than socially minded.
Past experiences colour interpretation.
Personal experiences, like status, education, class, gender, authority system, …

Group 7: Pages 26-30
Why do we need critical thinking, because…
For practical decision making, what clothes to buy,
Some decisions have different levels of meaningfulness, particularly identity e.g. finding a life partner, occupation etc.


Group 8: Pages 30-34
Propose the SEE-I method
S: State it
E. Elaborate (explain to your taxi driver)
E: Exemplify (example, evidence)
I: Illustrate (depict, story, picture, analogy, map, diagram)
A way of clarifying… It begins with asking questions and helps us clarify our own thoughts and build information.
Explanations of SEE-I definition
Shows that the method is quite flexible and can be applied in wide contexts, to allow us form ‘our own opinion’, ‘capture the essence of the idea in a situation’, helps us elaborate on these things.
Improves creativity and writing skills.


Group 9: Pages 34-37
Provides a template.
For analysing texts in-depth i.e. critique, divide and summarise.
The process of reasoning; e.g. standards of accuracy, logical reasoning or constructing argument.
The outcomes would be, to highlight mistakes or errors or fallacies.
So critical analysis results in a better world, better future.


Group 10: Pages 38-39
<your comments/observations here>

Group 11: Pages 39
<your comments/observations here>


Group 12: Pages 44-46
<your comments/observations here>

Touchpoint 1: Critical Analysis

•What does critical analysis mean?

Touchpoint 2 – Collaboration

•How did your dyad/group work together?

Touchpoint 3 – Independent learning

PROBLEMS with Independent learning
Did I ask a question?

Touchpoint 4 – Communication skills

How can I do better?
Do I need to learn new skills?

Touchpoint 5:Reflective Practice

Can I use anything we did here again?
Will I change what I do or the way I go about doing it?


Adopt SEE-I?

S: State it
E. Elaborate (explain to your taxi driver)
E: Exemplify (example, evidence)
I: Illustrate (depict, story, picture, analogy, map, diagram)

Sharing 360° video?

So, you've got a 360 degree video file from your GoPro. What to do with it? Well, share it on YouTube. YouTube supports uploading and pl...