Tracking my walking and driving

Submitted by liamharvey on Fri, 02/02/2018 - 15:20

I spent a considerable amount of time yesterday going from point to point. In the morning I drove to parking lot 12; it took about 15 minutes. I then had to walk to the ISB for my Bio383 lab which took another 15 minutes. After lab I walked to blue wall. I then walked to the rec. center. Both walks were no more than 5 minutes. After the gym I walked back to my car in lot 12 and drove home; about 20 more minutes of travel. Later that night, I was picked up by a friend to go to their house, which was about a 10-minute drive. We then went out to the bars which took another 10 minutes. At the end of the night we took Uber which took at least 20 minutes as there were several stops. In total, about one hour and forty minutes of my day was spent getting from point A to point B, a huge chunk of the day.

2/2/18

Submitted by michaelkim on Fri, 02/02/2018 - 15:19

My tuesday began just like any typical morning. I got up at 7am for my 8 am lab and immediately grabbed my shower supplies such as towels, shampoo, body wash, toothbrush, and toothpaste. After I took a shower, I had like 10 minutes to spare so I sat on my chair and decided to text my friends and check how my fantasy basketball team was doing. I left my dorm around 7:45 and got to ISB by a little before 8. I had a lab for 4 long hours so I decided to use my laptop to play music out loud, I love my TA because he lets me play some tunes as long as it isn't super loud. Then after the lab, I checked the bus app so I would get a ride from ILC back to Southwest. I used my phone to text my fraternity brothers as we had our first intramural basketball game. Game was at 9:30 PM so I told everyone to come by 9 to warm up. We ended up winning the game and I was exhausted from the game. I walked home and immediately fell asleep. My Wednesdays are the longest and the most exhausting day out of the week with 5 classes back to back so I was not excited for the next day.

2/2/18 Daily activity

Submitted by mglater on Fri, 02/02/2018 - 15:19

Many times throughout the day I took time to get food. Two large portions of time were taken out of my day in order to eat. The two times were rather different from each other. The first time was going to the Franklin Dining Commons, at which I received and ate breakfast. Later in the day, around noon, I was given free pizza before attending a meeting. Both of these portions of time took up roughly ten minutes each.

 

Many parts of my day were spent doing things I enjoy. Most of these events were short pieces of time but added up over the day to become a substantial portion of the day. Some of the events were longer, taking upwards of an hour. The activities are all listed together due to the communal fact that they were enjoyable things for me to do.

 

Individual Activities List

Submitted by nchenda on Fri, 02/02/2018 - 15:13

Tuesday (January 30th)

I woke up at 9am and went on with my morning routine.

I walked to my Organic Chemistry 2 class that was from 10 - 11:15 am.

I went to eat with my friends from 11:20 am - 12:45 pm. We usually talk and catch up on our everyday lives when we eat.

I went to my Bio564 class with my friends tagging along even though they don't take the course from 1 - 2:15 pm.

I went back to my dorm to do homework alone and then my friends joined me for a bit. I always play Korean pop music on my speakers leaving my door open. The sun shining through my windows along with the music relaxes me and motivates me to get work done. Doing homework with others also motivates me because then I'm not the only one being productive.

I went to eat with my friends again at 6 - 7:30 pm. Again, we talk and catch each other up on various things. Everyday is different which is what makes it so enjoyable to go eat.

I went back to my dorm to relax and watch Korean dramas or music videos. I made sure I finished whatever assignments I needed to finish by the next day if not get ahead.

I get ready for volleyball at the Recreation Center and take the bus there with friends. I played volleyball with my friends from 9:15 - 11:45 pm.

I went to Roots Cafe with my friends to eat and talk from midnight until 2:30 am. We walked back to our dorms together. I showered and died down.

Website Validity

Submitted by rmirley on Fri, 02/02/2018 - 14:35

Website Validity

            The website being reviewed is about the conservation of the Pacific Northwest Tree Octopus. Right off the bat you can tell that the website is well made. It features several tabs about the Pacific Northwest Tree Octopus, including general information, FAQs, sightings, media presence, and even links to actual conservation websites. Despite the website’s sharp appearance however it does not hold up upon closer inspection. There are no actual references on the website to validate the Tree Octopuses existence. It simply states “facts” about the Tree Octopus in the hope that it looks official enough that you will believe it. Once you get to the “sightings” section you can also tell why this website is untrustworthy. While some images are well photoshopped, others simply show toy octopuses laid in tress while being covered by a few branches. It is fairly humorous, but also completely invalid. Finally, the website actually links real conservation websites in an attempt to trick those who didn’t delve too deep into the readings beforehand. While these conservation websites are indeed real they also have no mention of the Pacific Northwest Tree Octopus anywhere on it. These observations help to solidify that this website is not reliable, valid, or trustworthy. It is simply a joke meant to trick people who don’t pay close attention to detail.

Website Validity

Submitted by rmirley on Fri, 02/02/2018 - 14:34

Website Validity

            The website being reviewed is about the conservation of the Pacific Northwest Tree Octopus. Right off the bat you can tell that the website is well made. It features several tabs about the Pacific Northwest Tree Octopus, including general information, FAQs, sightings, media presence, and even links to actual conservation websites. Despite the website’s sharp appearance however it does not hold up upon closer inspection. There are no actual references on the website to validate the Tree Octopuses existence. It simply states “facts” about the Tree Octopus in the hope that it looks official enough that you will believe it. Once you get to the “sightings” section you can also tell why this website is untrustworthy. While some images are well photoshopped, others simply show toy octopuses laid in tress while being covered by a few branches. It is fairly humorous, but also completely invalid. Finally, the website actually links real conservation websites in an attempt to trick those who didn’t delve too deep into the readings beforehand. While these conservation websites are indeed real they also have no mention of the Pacific Northwest Tree Octopus anywhere on it. These observations help to solidify that this website is not reliable, valid, or trustworthy. It is simply a joke meant to trick people who don’t pay close attention to detail.

Scientific Literature

Submitted by mkomtangi on Fri, 02/02/2018 - 14:28

Both articles seem to contain level 1 headings for the main title of each article (centered and bold-faced) however, the sub-titles for each section of the articles contain level 2 headings that are left-aligned and bold-faced. Each section of the articles are structured in steps, such as the steps and processes the scientists took to develop and conduct their experiments. It breaks down the processes of the experiment so it is much easier to read, understand, and analyze. Each section identifies what part of the experiment has been conducted and gives a detailed analysis of what occurred or what results were recorded. The first paragraph of each section gives a small intro into what the section will discuss a little background knowledge and a transition from one paragraph to another. It appears that the paragraphs in both articles contain a logical flow of ideas as the ideas are organized in almost a chronological order of occurrence during the experiment. However, I would say that the first article has better flow of topic sentences, while the second article is more chopped and could be read in sections without going through the entire article.

Structure of Scientific Literature (Draft 3)

Submitted by benjaminburk on Fri, 02/02/2018 - 13:02

I found both articles that we were tasked with reading this week very interesting, they were also very similar structurally and information wise as well. After reading chapter 7 in the class required text the reason for the similarities is quite obvious, the methodically thought out structure allows a logical and strong flow of ideas making it extremely easy for the readers, even novel ones, to understand the topics at hand. As for the specific simlarites seen, one example is the  the level one headers, normally centered and bolded, of both articles contained both the title of the paper or large section, the authors and the publication information. The level 2 headers, which were bolded and orientated to the left, of the papers preceded to contain the section descriptions, such as introduction or abstract and indicated when a new topic or study was about to be discussed. When each section was broken down and looked at closely the similarites continued to appear. For each of the papers specific sections were structured similar to the way the whole paper was, but in an abbreviated version obviously. The individual section had intro paragraphs, normally the first paragraph of each section, to introduce the information and then the sections continue on, providing new statistics and information, each one building off of the last one. Each section was also responsible for providing new information and statistics of the overall topic. The similarities continued to be noticeable even when observing the individual paragraphs. For example they each had a topic sentence to either transition between paragraphs or introduce a new topic. This methodically thought out structure and the similarities seen throughout the field of scientific writing allow the ideas to be very logically organized and flow well. And the fact that each sentence continues to build on the ideas presented in the first and second level headers and the topic sentence of the specific paragraph really assists the reader in understanding the overall point of the paper.

Comparing scientific literature

Submitted by sworkman on Fri, 02/02/2018 - 12:33

Both of theses scientific articles are dealing with native and non-native species however, they focus on different aspects of the subject and structure the two papers differently. The level 1 headings for both papers are the titles ‘Origin matters: widely distributed native and non-native species benefit from functional traits’ and ‘Non-native species and rates of spread: lessons from the Baltic Sea’. The level 2 headings in the first paper are the headings to each section of the paper such as the Introduction, Materials and Methods, Results and Conclusion. These sections were split into sub sections such as ‘species selection’ or Trait selectin’. The second paper has the ‘Introduction’ and ‘Conclusion and Discussion’, but it never titles a methods section, the paper seems to not discuss methods and jumps right into results. The body of the paper has sub headings, but it would have been clearer if there was a result heading.

            The layout of the papers may be different, but it seems that the structure of the individual sections for both papers are relatively similar. The Introduction and Conclusion sections are more classically set up; the first paragraph serves as an introduction to the rest and it is more conceptual writing. The results sections for both papers are less structured. The first paragraphs tend to lead right into the information and aim to present data not ideas.

            The structure of the paragraphs follow a similar model to the sections. If the paragraph is in a more conceptual section, then it is more structured. These paragraphs have a topic sentence that is an overview of the following paragraph. The paragraphs in the results section tend to dive right into the information. 

PP #2

Submitted by lgiron on Fri, 02/02/2018 - 11:47

Structure of Scientific Literature

The similarities of these two pieces of literature are the level 2 headings, this includes the abstract, introduction, discussion and conclusions. Although the article about the non-native species in the Baltic Sea, if read one can see that they are included. On the other hand, the article on the wide spread and different traits of these species specifically states these headings. The abstract is used in these pieces of literature to give a quick summarizing background on the topic of discussion. The following section is the introduction which is a more in-depth background configuration which includes the original thought and ending with the hypothesis which will try to be validated or invalidated in the research. Materials and methods are to follow. This section is used to give specific details about how they retrieved their data in order for other scientists who are interested in the topic to perform the research on their own to validate the authors results. The results section is where they include all of their data, including well organized tables and graphs to connect all of their data in a simple and efficient display. Finally, the discussion and conclusion section is used to discuss the results point out any major setbacks or notable data they expected or did not expect. This is also where they connect it back to their hypothesis and validate or invalidate it in a clear and concise way.  

 

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