It's almost February 15th, 2021, which means I get to muse about planning, yearly planning, etc.
As most of you know, I'm a very systematic planner. Even in the face of COVID19, which threw every plan I had out the window. Even in the face of chronic illness, which did the same
To me, planning is a tool to maintain a semblance of control in my life. Because I know that all bets are off right now, my planning is quite relaxed, to-the-point and non-committal. Do I have to teach 2 courses this fall? Those DO go in the plan. Do I have to resubmit R&Rs?
My yearly planning process through the Everything Notebook has the advantage (for me) that I can be as ambitious or non-ambitious as I want or need.
There is stuff that MUST go in there, but there are also things that can be rescheduled/terminated. raulpacheco.org/2016/12/my-yea…
When I write about Planning raulpacheco.org/resources/plan… I do so with the firm commitment to not increasing workloads or feelings of anxiety, neither mine nor my students (who are the ones I'm inspired by to write my blog).
The reality is that there are always competing demands.
Folks relatively new to my Twitter feed may not realize the health (and life) struggles I have faced over the past 8 years (including almost dying for the fourth time in less than a decade - a combination of overwork and chronic illness). I say this...
... because I, too, have felt that awful, nagging feeling that we need to fight and combat at a systemic level: I felt behind ON EVERYTHING. Because of my poor health and excessive workload, I almost ended in the hospital (and closer to a tomb I've ever wanted to be, as well)
Those who have followed me for a very long time and have taken the time to read my blog in depth will know that I have advocated for change in academia for a very, very long time. Among these changes, the key one I think is our Taylorist approach to work.
I don't write about productivity "hacks" or "tips" per se. I write about how I try to make things easier for myself and for my students, research assistants and colleagues. The strategies, techniques and tactics I present on my blog are not tailored to anyone, they're general.
Back to the competing demands. Whenever I give a workshop, or a talk, participants ask me how they can plan for competing demands (and the challenges that life throws at them). Though I have many care duties, mine are not similar to parenting (or parenting+taking care of parents)
I don't think I can give anyone advice on their particular situation. I don't even like giving advice, to be quite honest. What I can suggest (because I see how this process works with other academic parents I know, and individuals facing challenges) is to lower expectations.
For example: emotionally, January is a TERRIBLE month for me. My second mother, my Aunt, passed away on February 1st, 1999. To this day, this remains an incredibly traumatic event for me. I'm used to feeling despondent and demotivated every single January, up until February 1st.
Thus, I plan to start working after February 1st. I also know that December is extremely traumatic as well for me because of the loss of my Grandpa, my Auntie, and other people I have loved. I plan to do the bare minimum in December.
My year, now, has 10 months, period.
I think we need to be kinder and gentler with ourselves, and if we need to do something within a time period of our lives that is traumatic, we must find ways to minimize the number of things we commit to. Or request deadline extensions. Or say "NO" to things. Saying "NO" is hard
This year started with many challenges for me (COVID19 not included!) but what I decided was to make firmer commitments for February 15th onward.
Anything I've achieved so far this year has been out of pure sheer luck (and good health now!), and a bit of planning ahead.
My point being: February 1st, February 15th, March 1st, are all good times to start planning. I view planning as an aspirational tool that gives me some semblance of control within uncertain times. Maybe this approach will be useful to you. Everything else? Cherry on top.
Les había prometido que si me daban medio "Like" les hacía un hilo para mi Twitter hispanoparlante sobre "cómo revisar un manuscrito al que le han dado R&R (revise-and-resubmit, o revisar-y-reenviar).
Tengo 45 minutos antes de irme a dormir, así es que, abro hilo.
Algo que no estoy seguro que se enseñe en posgrados (al menos en Iberoamérica) es que el objetivo del envío es obtener, cuando menos, un R y R (revisar y reenviar).
Cuando yo era más joven, tuve mucha suerte que me aceptaron artículos arbitrados con cambios muy menores.
Contra lo que se pudiera pensar, el tener éxito al principio de mi proceso de publicación (con aceptaciones directas y/o con cambios menores) minó mi capacidad de enfrentarme a las críticas, en ocasiones devastadoras, que me llegaron a hacer más adelante (en inglés Y en español)
Este proyecto de seminario inició hace 3 años, es un esfuerzo de profes de 3 instituciones, y me enorgullece el poder participar en la primera edición de "Historia Aplicada: Metodologías y Praxis" - Gracias a @mkbess y @profjuliette por invitarme a esta jornada, y a @CideHistoria
La Dra. Juliette Levy @profjuliette profesora de University of California Riverside, historiadora económica, y especialista en humanidades digitales. history.ucr.edu/people/juliett…
Este grupo de Doctorandos en Historia Aplicada promete ofrecernos unas discusiones muy interesantes sobre las aplicaciones de la historia a las políticas públicas, las relaciones internacionales, la ciencia política, etc.
THREAD: I was asked for references on how to use ethnographic field notes in the actual writing of a paper, and how they should be reported.
Interestingly, most of the work I've read on field notes is on "how to craft them" and "how to analyze them", not "how to report them".
On developing an ethnographic sensibility and learning how to write field notes, I’ve found books most useful.
What I want to make clear is that using excerpts from your interviews and ethnographic field notes is common in the actual writing of the ethnography.
If you are teaching ethnography, and you want to educate your students on how they can use their field notes when writing up their results/analysis/discussion sections, I believe you need to use 2 strategies first.
I understand the reason why students (and faculty!) ask me how long does it take me to read and engage deeply with the materials I read. Generally speaking I'm a very, very, very fast reader. But when I really need to absorb the material in great depth, I am relatively slow.
My own students ask me "how long should it take me to prepare for your course?" -- I believe this question comes from the notion of credit-hours: to prepare for a 4 credits class, you should, in theory,
... devote one hour of preparation per class hour.
When I taught math (differential and integral calculus, multiple variables calculus and differential equations), I always told my students they had to study for 3 hours per hour of class. Not that I thought it was a great idea.
In a previous thread I indicated that in the same way that we need a repertoire of reading strategies, we also need to recognize the different types of articles, book chapters and books we read.
In this thread I’ll showcase several types.
1) this piece about shadowing of political elites is one of my favourites - it’s in @polanalysis (a rather quantitative journal), focuses on a qualitative method (shadowing) and is by one of my favourite political scientists (@jenniferbussell)
I started with the Abstract.
Reading the first page took me just a few minutes and I can gain a lot of insight already.
I marked sentences that I’d like to quote directly (definition of shadowing, how it works). These direct quotations can go in a Cornell Note, CSED row or Everything Notebook or index card
THREAD: Teaching students how to differentiate among various types of reading materials is important, not only for students but also for those of us who are educators.
For example, these papers are specific to “methods”: they describe a method (or a type of innovation to make a method work)
I always tell my students to avoid doing an AIC with methods papers. Instead do a meso-level or medium-level read: look for major themes, ideas, concepts.
These are “empirical” papers: authors apply or develop a new method which then is implemented in a case study, comparative examination or dataset.
Empirical papers, in my view, can be first quickly read using AIC and LATER, do a second round of in-depth reading.