Academic Productivity has another great post, this time on the work of Carolin Horn at the Dynamic Media Institute at the Massachusetts College of Art (a visual designer, BTW, not an information visualization specialist) and her coder Florian Jenett. Using her Apple inbox as her petrie dish, her web page contains wonderful animations of species of hairy microbes that reflect the state of her inbox; spam and email from friends look totally different, while newer, more urgent mail is hairier and quicker. She also describes a grouping function of her project, titled Anymails, and the chains of microbes begin to look like early wormy life forms.

It puts me in mind of John Conway's Game of Life, an artificial life simulation that obeys only a small set of rules yet can exhibit surprisingly varied behaviors. It would be strange to not see rows of text but instead colorful wriggling lifeforms in my inbox. You could make it a game to clear the inbox, or take a cue from the Game of Life, and have a squirming microbe spawn an instant reply.

Carolin has a fascination with the natural world and its possibilities over static user interfaces: one of her other projects is an encyclopedia of the arts represented by different classes of jellyfish.

I enjoyed reading Hal Varian's paper How to Build an Economic Model in Your Spare Time. It succinctly describes how to build a theoretical model for how a system may work, from getting the idea, to testing it out, to improving it. It requires you to have a little ambition and a little less ego. At the end, he summarizes his major points, and it strikes me that this is also a good way for any student or academician in any discipline to grow intellectually and think bigger thoughts.

• Look for ideas in the world, not in journals.
• First make your model as simple as possible, then generalize it.
• Look at the literature later, not sooner.
• Model your paper after your seminar. (Varian recommends leading a seminar on your model, which forces you to get your ideas in shape so your presentation both educates and entertains your audience.)
• Stop when you've made your point.

Of course, he goes into greater detail on these and other points, but I really liked the first one: read magazines to get an idea of the ideas and problems that are in the air. That appeals to my pragmatic side.

And since I'm a total software geek, I also enjoyed reading how he uses his computer to write his papers. At the time of the writing (the last update was in 1997) he used UNIX, kept a notes.txt file to contain ideas, thoughts, an outline, and in general used this file similarly to Mark Forster's idea of continuous revision. Only after he's collected ideas for weeks and months does he move to writing a first draft of the paper or chapter. He also uses UNIX's rcs for a revision control system.

Insofar as his idea of writing notes from audience or seminar Q&As, I'd suggest you use either a tape recorder or get a volunteer to write the questions and comments down for you.

A Flickr set of scans of artist David Fullarton’s wonderfully odd sketchbook.

More regrettable incidents in a life filled with bitter remorse

And: David’s blog

For 2008, that is. Here's Wikipedia on the Doomsday rule:

The Doomsday rule or Doomsday algorithm is a way of calculating the day of the week of a given date. It provides a perpetual calendar since the Gregorian calendar moves in cycles of 400 years.

Tales of the Unexpected #93
Tales of the Unexpected #93

After the Spring 2007 semester, I asked Marilyn what she did with all of her notes, drafts of papers and presentations, and so on. She said that she used to keep everything, but now she kept only the final copies and threw the rest away.That struck me as a sensible way to go. When I was a reporter, one piece of advice I got was to destroy my reporter notebooks when I was done with them. If the story had been printed, it was part of the public record and that's where people should go for the information. So here's what I'm planning to do as I wrap up the end of a very busy Fall 2007:

• Online: Delete all the Google Docs stuff that supported my papers.
• PC: I keep separate subfolders for each class by its number. Go through each one, delete the drafts and supporting research material; keep the final version of papers I handed in. The papers have the citation references if I need to pull up the original articles again. Move this folder to my INLS folder, which sits in my Archives folder.
• Zotero: I used this to capture pages for a paper and spit out the citations. Delete everything. Update: Well, maybe that was too hasty. I've read of heavy-duty Zotero users who use it to keep lots of stuff; some heavy RefWorks users do the same thing to track their citations and readings. Up to now, I really haven't needed that kind of tracking power, so I'll wait to deploy that weaponry at a later time.
• Hard copy: I think I'll start a binder for papers that have my professors' handwritten comments. There actually haven't been that many papers in my school career so far; this was my writing semester, with about 12 one-page critiques, two 15-page papers, and lots of writing on a grant proposal. I like the idea of keeping them all in a binder, tab-separated. Update: What I actually did was label two manila envelopes with the class number, put my hardcopy papers in them, and file them under "I" for INLS. I fell back to asking myself, "What's the simplest thing that could possibly work?" Binders require just those few extra steps that I didn't want to go through; much easier to put everything in an envelope (including the syllabus and reading lists) and be done with it.
• Printed articles: I really can't read journal articles on-screen--I need hard-copy. I've kept them all through the semester in separate pouches for each class. I'll look at each one and probably just recycle. Any articles that have to do with my work project I'll put aside and keep in a binder at work.

Now, keeping track of all this mess during the semester is another challenge I haven't conquered yet. I like the intellectual tidiness of keeping everything online, but it's not always practical. For one class, I kept my graded critiques in a binder; for the other, I stuffed the graded paper into a pouch that held all my readings for the semester.

For the last month, just as I thought I was nearing the finish line or reaching a milestone where I could catch my breath, another deadline or commitment loomed, both at work and at school. I spent last weekend binge-grading grant projects submitted by other teams in my Digital Preservation and Archiving class, reading an article, drafting a critique of said article, and drafting a research proposal. The grant info was due Monday, the critique due Wednesday, the proposal due Friday. Ho ho, thought I, can I turn in the proposal on Wednesday and avoid a commute to campus on Friday?

Well, no. The grant stuff and critique got done, but the proposal was a disaster. I just finished it tonight, printed it out, and after tomorrow morning, Christmas shopping can finally begin.

But here are lessons learned on the proposal:

• Start early. Crucial to me, since I had to junk my entire first draft and start over from scratch.
• Get a fellow student to read your paper and critique it for you. I'd read about this idea in other blogs, but this was the first time I'd done it. She was supportive but put her finger on a key weakness that I couldn't write or think around. She also knew what he liked to see in papers and student work and provided good advice. Hence, my need to scrap it and start over.
• Go back and read the professor's directions. The weakness she pointed out was clearly delineated in his instructions for the proposal, had I but re-read them. Be a lawyer and read the fine print.
• Don't research forever--timebox it. The danger here is that I had left myself so little time that I barely skimmed the articles I found. No time for fancy research techniques; scan, skim, ingest. But the earlier you can do this, the more facts you can feed your brain so it can go to work in the background.
• I started to feel panic a second time as I started over on the writing. Classic fear response. I relaxed and fell back on my ol' NaNoWriMo skills and tips: Write a vomit draft. Don't edit. Lower my standards. Think quantity, not quality. The more you write, the more you can write. Just keep your fingers flying. If you just don't know what to write, the trick here is to write about your inability to write. Describe the frustration. Describe what you want to be able to say. Lo and behold, this always seems to unjam the blockage for me. (It's all going to be deleted anyway, no one's going to see it, so go crazy.)
• I used InstantBoss (freeware), set for the standard 10 + 2 * 5 routine. By focusing for just that 10 minutes on writing and not diverting myself with editing, I got a good two pages done my first night. Tonight, I worked about 45 minutes total to finish it.
• The key is not to finish the paper; the key is to keep starting. Eventually, you'll reach the end.
• I also decided that it's OK to relax and do B-level work on this proposal. My class participation and other work have been more than up to the mark. No need to torque myself into a perfectionist knot.
• It's OK to feel like the slow kid in class. Three of my fellow students had finished their proposals early and I was disappointed that I couldn't be a member of their club. Oh well--next time.

Harry, I’m going to let you in on a little secret. Every day, once a day, give yourself a present. Don’t plan it, don’t wait for it - just let it happen. It could be a new shirt at a men’s store, a catnap in your office chair, or two cups of good, hot, black coffee.

Mike Shea:

Audiobooks are my e-books. ... Audiobooks take the content from a novel and turn it into something else - something I can use when I can't read a novel. That’s what these e-book readers seem to miss. I want to search text, transform it, cut and paste it, and listen to it. If I want to sit and read it, I’ll go with the actual book. They’re about fifty times cheaper, more durable (do you think you can read a Kindle if you bury it in the mud for 1000 years?), and far more lovable than some plastic box with a bunch of buttons on it.

Rebecca at ProtoScholar has been on a tear of great posts lately. Her musings on being a generalist or specialist struck a special chord with me.

One of the disadvantages I felt coming back to school is that I’m ignorant of a whole body of knowledge (library science, library processes, library history) that I think many of the younger grads around me have already ingested. The more I hear about catalogers, indexers, and archivers, the more I feel I’m missing out on a deeper conversation. Because I’m not a specialist, I have to survive as a generalist.

But. An advantage to being a forty-odder is that I can bring a wider range of associations to bear on certain topics, or at least a perspective that wouldn’t occur to many of my peers, and that can give me an advantage. Many of my oddball interests of the last 20 years are for whatever reason surfacing now and then in my studies, and I’m able to use them in class discussions or papers.

Rebecca says the best scholars are specialists in one area but generalists in others. Certainly, if we’re going to make our careers matter in the few decades left to us, it’s up to us to see the associations our work can have in other areas of life: the community, the family, social institutions, and so on. That may mean specializing in what we study and research, but finding ways we can apply it generally to the world.

I see myself as a jack-of-some-trades and have always withheld part of myself from becoming too specialist, but I think now is a good time for me to explore how deeply I can go into a topic and really own it intellectually.

This reminds me two oddball thoughts, just to show where these ramblings can lead:

• The writer Arnold Bennett once observed, on the issue of free will, that life worked out best for him if he assumed that he alone possessed free will, while everyone around him was predetermined to act as if they couldn’t help themselves. He said it took a lot of stress out of life. So: how would I act differently if I saw everyone around me as specialists but myself as a generalist?
• The psychologist/philosopher William James, in discussing memory, used the analogy of a bowl full of fishing hooks. You could not pick up only one hook, he said, because they were attached to each other such that lifting up one lifted up a cluster. In the same way, memory is associative: the more things you know, the more connections you can make to new knowledge, and so the more you can remember. In a way, that’s how I see generalists and specialists; generalists can call up a cluster of associations, some useful, some not, and it’s this trait that I’m able to call on as a student. We’re highly distractable, us generalists, but it keeps life interesting.

(originally posted in 2007-11-10, updated for micro.blog)