1. Last 7 days
  2. moone206517134.wordpress.com moone206517134.wordpress.com
    1. Recently, however, I have come to appreciate riding backcountry for reasons beyond access to untouched snow.  This change occurred when my family went to Park City, a massive mountain resort in Utah which has recently become very popular and extremely developed. 

      This piece was originally a response to Rebecca Solnit’s Essay “Open Door” in which I discussed how my experience snowboarding in the woods related to her description of nineteenth-century American explorers. However, I decided that it would be better to write a stand alone piece in order that I could explain how a specific moment changed my thinking about riding backcountry. I believe that this allowed me to better describe my thoughts about this subject, for I could spend less time connecting my ideas to Solnit’s work.

    2. Because of this, I would think of the backcountry differently;  instead of viewing the dense trees as an obstacle, I saw them as a beautiful feature which is absent in many modern trials due to development. I began to appreciate the silence and the feeling of remoteness that most on the mountain no longer experience to do the massive crowds. And I valued the soft snow not only for the riding experience, but also as a reminder of what nature used to be before humans tamed it and conformed it to their needs.

      I included this inorder to explain why my conversation with Dick Bench was important and meaningful for me. I believe that this shows how I used the information he told me in order to develop new ideas about backcountry. I think that this makes my essay more interesting because I go beyond what I saw or heard and instead gave my reader insight on my thoughts and on how I perceive the world.

    1. Because they are willing to collaborate with others’ perspectives, RAs can give constructive suggestions that agree with their resident’s personality and mindset, for they are able to create solutions that are unique for their resident’s situation.

      I added this to the end of the paragraph in order to explain why I thought RA’s willingness to cooperate was important. I decided that it would be interesting if I connected what I discussed in this paragraph to another idea that I had talked about earlier, namely to the topic of RAs having mentorship roles. I felt it was important to explain why their ability to value others opinions and cooperate would be valuable for their conversations with their residents. I think that this made the paragraph interesting because I used what I had learned from my research in order to develop a new idea about the RAs.

    2. For instance, some of the RAs had problems with the group interview portion of the process because they thought it unfairly disadvantaged introverted candidates, but others found it valuable because they thought it it shows whether or not the candidates can work well with others.  They concluded that it would be best to keep the group interview in the process only if the interviewers explained that they are not looking for the most outspoken candidates but rather for those who are best at teamwork.

      In my first draft, I did not include an in depth description of the Residence Life meeting; rather, I only generally stated that I found the RAs were willing to work together in order to come to a solution. I believe that this example was helpful for my essay because it showed a specific instance where the RAs cooperated. This was helpful for my essay because I could explain my thought process by describing how and why I felt this instance made me conclude that RAs are willing to cooperate, thus making my essay more personal and unique to me.

    3. This need for conversation shows how RAs must cooperate with each other, for their need to work together as a team requires them to collaborate and work through their differences. Oliver understands that his colleague’s approach to a problem is just as valid as his own, even if it is different; this requires him to compromise and work towards an approach they can both agree on.  This willingness to work with others shows how RAs value the ability to learn from their colleagues’ different perspectives. 

      Originally, this paragraph only included examples of how RAs work together, I revised it to only include one example and include an explanation of why I think this makes them cooperative people who value the opinions of their peers. I included this explanation to show why I found the examples important. I felt that this revision made the paragraph more meaningful, for it allowed me to describe a quality that I believe RAs to have instead of just naming something that they commonly do.

    4. Sarina is conscious that many of her residents may not have someone with whom they are comfortable enough to reach out to when they need help, so she feels that it is her responsibility to speak with her residents and make them aware that she is both a friend and a resource. She tries to develop a “relaxed” relationship with her residents so that they view her as someone with whom they can speak freely.  It is through this relationship that she is able to hear their problems and offer help.

      I added this analysis after my first draft because I wanted to go beyond just writing what I observed and instead explain what my observations lead me to think. I believe that this made my essay interesting, for it described something about the RAs that a casual observer would have not been able to pick up on. I was critical and thoughtful with what I observed, which allowed me to develop meaningful conclusions about Serina’s motivation for being an RA.

    5. arina mentioned that she became an RA because she had a hard time freshmen year, for she “didn’t know that [she] was having the same problems as other people” and felt like she had no one to talk to. Because of this, she wants to “have a conversation about universal issues with the girls in [her] hall,” for “she thinks it is helpful to have someone who has gone through the same problems to talk to.”

      Here, I decided to only focus on this one quote from Sarina, rather than include another quote from Oliver and an observation from their meeting. I decided to do this so that I could explain what specific things sparked ideas in my head. This allowed me to explain not only what caused me to develop new ideas, but why they did so, and how they influenced my thinking.

    6. Whenever he would talk to the hall, he read off a list given to him by the RD, which made me think that he viewed interacting with us as a task which was mandated by his job. Additionally, I rarely saw him around, so I never had a chance to talk with him outside of a formal setting.  The lack of personal connection gave me the impression that he had assumed the role for the benefits, namely a free single dorm.

      In my first draft, I did not give reasons why I felt that my RA took the position for only the benefits. Instead, I only stated that I rarely talked to him and that he gave me the impression that he did not care about his residents. I decided to include a specific example of his impersonal approach to our group meetings in order to explain how I drew conclusions about him.

  3. ninagiulianini.wordpress.com ninagiulianini.wordpress.com
    1. There is an arrow pointing up and written below are the words “Enter Here.”

      This came from all of my notes I took when I was making observations in the O'Connell House in preparation for writing the paper. It was all relevant information that fit well in my paper.

    2. Just as I hope someone will one day speculate about the origin of the two dents in the wood at the edge of the pool table I left two nights ago.

      This is one thing I kept that was quite similar to the original piece. I still mentioned the experience my friend and I had in the O'Connell House that one night in the recreation room. It was this that actually got me thinking about the whole subject and I thought that introducing my piece with it and tying it back in the end was an effective use of the book ends method.

    3. Two nights ago, my friend struck the eight-ball with so much force that it bounced off the edge of the pool table. I

      This piece evolved from the assignment that led up to the Meditation on Place Essay. It was when we were supposed to sit in our location for 30 minutes and free-write about all of its features and then write a piece about one feature in specific. I wrote about the scratches that I noticed on the floor of the O'Connell House. I wanted to work off of this piece because I truly enjoyed writing about my experiences in the O'Connell House and I simply love the place itself in general. When I revisited this piece, I realized what an interesting feature I described and how I could take it further and in a new direction that brought things onto a larger scale. As I began to write more about the marks I found in the O'Connell House, I realized that I truly am fascinated by these little blemishes because they make up an old, historic building. The original piece I wrote was nothing like what I ended up with here. It was simply describing the questions that came to my mind when I saw the scratches in the O'Connell House. But in this piece I decided to broaden my point and write about the attachment I have to old places in general.

    4. I sit in my grandmother’s house and wonder what could have caused those four consecutive dents in the door.

      I began to think about other places that I spend time in and I instantly thought of my grandmother's house that was bought during the Great Depression and that is completely filled with furniture from generations back. The house smells musty and the grand piano in the living room is so out of tune and scattered in music books that I'm sure my grandfather used to use. I am simply fascinated by all these little details that give the house its history and it is for this reason that I hold the place so dear to my heart.

    1. the love-lorn Vasantasenā

      According to the Natya Shastra Vasantasena as a courtesan must cast side long glances, itching her ears, showing off her breasts and navel and cleasing her hair to show to the audience that she is in love. (462 Natya Shastra)

      Natyashastra translation volume 1 Bharat Muni translated by Manomohan Ghosh PHD

    1. bereiten

      bereiten - to cause

    2. Wirtschaftswissenschaftlern

      der Wirtschaftswissenschaftler - o economista (homem) Plural é igual.

    3. Sorgen

      die Sorge - worry die Sorgen - worries

    4. derzeit

      at the moment

    5. eingehen

      to enter into

    6. Während

      while, during

    7. Stattdessen

      instead

    8. unternehmen

      to do, fazer

    Annotators

    1. There are many excellent available resources about how to introduce zines into higher education (check out this excellent Resource List from Barnard College), but for a few examples: Sakina Laksimi-Morrow, Teaching and Learning Center Fellow at The Graduate Center of the City University of New York, invited fellow graduate students to share their teaching assignments and syllabi in Developing a Socially Conscious Pedagogy. Simmons College librarian Dawn Stahura has written about working with a faculty member to read and develop zines in a Sociology class, relating to content about eating disorders.

      Links to zine learning experiences collected by Elvis Bakaitis.

  4. qingyangalice.wordpress.com qingyangalice.wordpress.com
    1. As a English language learner professor, Lynne Anderson tried to devise a variety of methods to engage Chinese students in her class.

      I added the interview from Ms Anderson to provide a good example of a faculty trying to solve such a problem. I did this because other faculties could use it as a reference to design their own ways to help Chinese students.

    2. why does it matter? In my view, it mattered because disengagement not only jeopardized Chinese students’ cultural adjustments but also limited the development of American society.

      I inserted this new paragraph to discuss “why engaging Chinese students is important”, because I want to show that Chinese students have the potential to contribute to the American society both intellectually and economically, and persuade the college faculties to make effort to help make their adjustments successful.

    3. These doctrines prohibited me to challenge others and encouraged me to conform to the rules the school had set to me. Therefore, when I first arrived at BC, my view of a good student was submissive and diligent. Challenging teachers and classmates never occurred to me at that time.

      I changed my personal experience from the first paragraph to here because I think this example supported the theory of “viewing teachers as authorities in Chinese education”. This would be a good illustration of the reasons why Chinese students do not engage actively in college.

    4. . Looking back at my past study experience in China, I found myself accurately fit into the model of a good Chinese student but not a good student for the American system. In my high school,the more obedient and hardworking I was, the more likely my teachers and parents would praise me.

      ased on the micro-level theory of socialization, I moved my first paragraph here to use it as an example to illustrate the different definitions of a good studeny between the US and China. It served as an example of how students’ behavior are shaped by home environments, parental and teacher expectation, and how environment influenced the attitude and ideology one formed towards school and study.

    5.  When I first came to the US, I saw a lot of familiar Chinese fellows. According to Open Doors Data (Institute of International Education 2013a), the number of Chinese international students in American colleges reached 93,789 during the 2012/2013 academic year, an almost tenfold growth from the 9,955 students enrolled in 2006/2007, and now they make up the largest proportion (27.6 per cent) of international undergraduate students in the United States (Institute of International Education 2013b).

      I added the statistics to show the fact here-that is ,even though the quantity of Chinese students is large, the actual participation is relatively low. I did this because I thought emerging the readers with fact was more convincing and could directly raised their alertness to this issue.

  5. tonnychenghan0104.wordpress.com tonnychenghan0104.wordpress.com
    1. The reader, on the other hand,

      Originally this is one single paragraph, but I separated them into two paragraphs because they are talking about different ideas. And I mixed them together in the free writing. I separated the part which talks about the benefits to the readers and to the writers. I learned from the class that the whole paragraph should only have one main idea and every sentence in the paragraph should all focus on that main idea.

    2. For example, When I was doing my Profile essay, I did not start with a thesis but rather a question about what the street artists truly are. As a result, I found a lot of things about street artists that I could never imagine.  So there if I went there with a thesis, then I will only focus on those parts of street artists that will support my theis, instead of discovered something new.

      I add my personal experience in order to give the reader an example of the benefits of using a question at the beginning of the essay. I learned from the class that personal experience is one of the most effective ways to help the reader have a better understanding of concepts or ideas. So I added this sentence to make more clear and appealing

    3. The story of the reading

      This is the reflection of the reading, “On Writing to a question”. I choose this article as my short piece because I think reading changes the way I think about writing. I realized that writing can be used as a tool for exploration. And begin writing with a question is really helpful to me on constructed my essay. It also made writing more interesting and engaging to me.

    1. l’écriture intime s’ouvre, le temps d’un court récit, au régime poétique du vrai roman

      Comme dans le roman d'un inverti?

    2. Et l’homosexuel, cette figure sémillante et divertissante, se révèle un danger national – comme le juif Dreyfus.

      Pensons à J'accuse!

    3. la publicité que semblable réputation pouvait leur valoir

      Avantageux d'être connu. Alors tous les cas sont vrais? Ou s'agit-il seulement de rumeurs?

    4. Le scandale d’une procédure ne tendrait qu’à les multiplier

      Proces Wilde?

    5. es nus masculins se mettent à ne plus être regardés de la même façon

      Fin du nu masculin, qui laisse véritablement sa place au nu féminin.

    6. La condamnation religieuse dont la république ne voulait plus se déplaça ainsi en moralisation de la science, sous couvert de « protection des mineurs » par la lo

      Y retrouve-t-on toutefois la pensée religieuse derrière? On dit que la condamnation religieuse n'est pas bienvenue, on ne dit toutefois pas quelles sont les motivatons...

    7. discours de la médecine

      L'anthropologie criminelle se voulait très exactement celà....

    8. le sexologue et psychiatre Richard von Krafft-Ebing en 1884

      Réel début de l'homosexualité comme domaine d'études

    1. Something like that

      this was a reference to an interpretation of the Vigilant story, not to the actual reason for the ban. Midsize Jake does not care at all about accuracy, and it is that lack of care that is why the critic community has accomplished so little. Reality doesn't matter, it's all about appearances and snark.

    2. we'd look incredibly irresponsible

      He's avoiding fact here. Were people being accused of being pedophiles (or "pedophile apologists") without evidence? If so, my pointing it out would be ordinary and even constructive criticism. Were people being attacked who did not represent a real danger? I'm pretty sure of it, I recall examples. But others might actually be dangerous, and this would be a case-by-case issue. Mostly, though, the actual hazard was to Wikipedia reputation, the effort was to make the WMF look bad because it was "tolerating Very Bad People." And maybe it was, but that cuts in many ways.

    3. in several near-book-length posts

      I have never written a "near-book-length" post. Ever. Anywhere. I have called some of my posts "tomes," but that is a mere recognition that they can be substantially longer than the standard snarky sound-bites so much in favor in the wiki world. Now, what was the problem, exactly?

    4. mostly consisted of him telling

      With the title, that's unlikely.

    5. He knows that if we restore the thread

      I had no such thought. Again, his own imagination is asserted as if a fact.

    6. then of course his version of the events must be true...

      I made no such argument. Again, mindreading. But was there any error in my "version"? This is all fluff, ungrounded, purely hostile polemic, which I've come to expect from Wikipediocrats, too many of them.

    7. got the sequence of events wrong

      I notice that, while he knew this, I assume, he did not correct it himself, but waited until I corrected it, and then attacks the correction as an attempt to rewrite history. Of course, imagined motives are not history, though people do write them into it.

    8. wasting no time in trying to rewrite history

      First of all, my comment, which he links to, was in response to historical error -- which he acknowledges. So he mind-reads my intention, and projects it onto what I actually wrote, which did not claim what he asserts. To be sure, it could be read that way, which is why I've added a note. Rather, the effect of the ban was to prevent further exposure of the steward issue -- and other critical activity, including review of Wikipediocracy's obsession at the time, Pedophiles on the Wiki!!!!

    9. mendacity

      No errors are shown, much less lies. This is standard Vigilant polemic, hardly anything but unremitting contempt.

    10. Prima facie evidence

      It's long, and it is indeed evidence. In court, contemporaneous notes carry weight, far more than later recollection.

    11. Anal bludgeoning detritus

      A.b.d. ... Charming, isn't he? He links to my contemporaneous "bliki," notes about the Offwiki affair, about which many have been bloviating with no grounding in fact.

    1. 1. P has a moral right to do A and 2. P's doing A is morally wrong. We have seen that 1 entails 3. It is morally wrong for anyone to interfere with P's doing A

      Waldron hat mich überzeugt, dass es keinen Widerspruch zwischen 2. und 3. gibt. Aber wie von Waldron vorher ausgeführt beinhaltet ein Recht in einem weitläufigen Verständnis ja auch ein Hohfelsches Privileg. Dieses Privileg hieße ja so viel wie:

      1. P hat keine moralische Pflicht A nicht zu tun

      Dies steht auch nach der Diskussion von Waldron für mich im Widerspruch zu 2. Ich sehe nicht an welcher Stelle Waldron auf diese anfangs gestellt Problem eingeht und es löst.

    2. " Certainly, the reply, "I had a right to do A," goes no way toward justifying the doing of A

      Warum eigentlich nicht? Nur weil wir nicht so sprechen? Natürlich ist die Frage "Warum hast du geheiratet?" nicht durch "Weil ich ein moralisches Recht dazu hatte" hinreichend beantwortet. Dennoch könnte die Person sagen, dass (gerade eingedenk Feinbergs) das moralische Recht eine valide Rechtfertigung für das Heiraten darstellt. Klarer Weise beantwortet das Recht zu Heiraten nicht die Frage nach der psychologischen Motivation eine bestimmte Person zu heiraten, daraus folgt in meinen Augen aber nicht, dass das Recht nicht auf einer anderen Ebene eine Rechtfertigung darstellen kann.

    3. individual choice which seems so important in the case of the liberal rights, and which is probably the basis of the universality feature,

      Wie genau ist die individual choice die Grundlage der Universalisierung? Indem sie bei allen Menschen jedenfalls im Grundsatz vorausgesetzt wird? Der Zusammenhang von der Generalität von Rechten und der individual choice als ihrem eigentlichen Schutzgut wird doch erst auf S. 34 begründet und entspricht dem nicht? Universalität ist schließlich auch nicht deckungsgleich mit Generalität.

    4. . But, whereas it is clear that the judgment expressed in 2, conceived of as a final judgment about the wrongness of the action, pulls the agent in a certain direction-in the direction of refraining from A-it is not at all clear that the judgment expressed in 1, even conceived as a final judgment so far as P's rights are concerned, pulls him in the opposite direction, or indeed in any direction at all.

      Ich habe mich hier gefragt, ob das tatsächlich der logischen Form der Aussagen entspricht, welche Waldron skizziert als: 1. P has a moral right to do A. und 2. P's doing A is morally wrong. Schließlich ergibt sich durch sein Beispiel so etwas wie: 1. P hat ein moralisches Recht frei zu wählen. und 2. P's Wählen der 'National Front' (als einer rassistischen Partei) ist moralisch falsch. Das Wählen der rassistischen Partei scheint durch die freie Wahl impliziert zu werden, aber ergibt sich da für die logische Notation nicht so etwas wie: 1. P has a moral right to do A. und 2. P's doing A'(/B) is morally wrong. Wenn das zutrifft, wäre es dann noch eine Kontradiktion?

    5. That the wrongness of an act does not by itself entail the moral permissibility of interfering with it is obvious on a number of grounds. First, in almost every case, the act of interfering with wrongdoing will have a significance over and above the mere stopping of the wrongdoing and the suppression of its consequenc

      Muss man, um dieses Mehr an (moralischer?) Bedeutung anzunehmen, nicht doch Konsequentialist sein? Oder geht diese Frage am Punkt vorbei, den Waldron machen will?

    6. the rendering of 2 as 2A seems better suited to

      Warum genau? Weil vor allem die Beziehung zwischen 2 und 2A und nicht die zu 1 oder 1A betrachtet wird?

  6. moodle.albright.edu moodle.albright.edu
    1. ogether, theseresults revealed that infants learned and remembered thecolours on both sides of the screens during orientationbut used the agent’s perceptions, which included only theback of the screens, to predict and interpret her actionsduring test, even when the agent’s perceptions differedfrom their own

      These findings provide support for the notion that infants possess perspective-taking

    1. In the current studies, infants aged 9 months and older re-sponded differently and appropriately when the experimenter wasunwilling to give them a toy (with impatience) as compared withwhen she was trying to give them a toy (with patience)— eventhough they did not actually receive the toy in either case.

      Main finding of the study

    2. test

      There were three different groups: tease group, refuse group, and play group. Each group had three different conditions which were the different levels of the IV.

    1. When 9-month-old infants saw an actor graspan object, they focused on the object that wasgrasped more than other details of the event

      This was an interesting finding to me. I did not know prior to taking this course that infants had sensitivity to behavioral intentions when they are in a social setting inferring others' intentions/preferences

    1. The major finding of this study is that infants as young as 2months of age can categorize spectrally dissimilar vowels pho-netically.

      Similar to the other language article we were assigned, this finding really struck me since like I stated in the previous article, it is something I was not aware of prior to taking this course or that infants even possessed this ability.

    1. That is, young infants discriminate the place of articulation contrasts according to linguistic category without spe­cific linguistic experience, whereas adult speech perceptual ability is more limited, reflecting discrimination of only those contrasts which are phonemic in the listener's native language

      This finding was certainly something new for me. I was amazed by it since I did not know infants possessed the ability to distinguish between languages at such an early age and that this skill declines with age.

    2. "head turn"

      This was the experimental method utilized for testing infants

    1. looking time

      Looking time was the dependent variable being measured in all experiments to see which event infants tend to look at longer and find the most surprising/uncommon that captures their attention.

    2. One is thatinfants recognize the event in terms of physicalcausality, that is, in accord with the contact prin-ciple. If this is the case, the looking time ofinfants for the no-contact event should belonger than that for the contact event. Theother possibility is that infants recognize theevent in terms of the voluntary action ofpeople. If so, infants should respond similarly tothe two events, as in Woodward et a

      Two possible explanations for how infants might interpret the atypical event of someone falling without being touched or having any physical contact with anything around.

    1. We predicted that ifinfants noticed how much each box compressed theplatform and could infer—by applying the weight-compression rule—which box was lighter andwhich was heavier, then they should again reachprospectively for the lighter box.

      Hypothesis for experiment two

    2. preferential-reaching tasks:

      one of the experimental methods utilized to test for the weight-compression rule

    1. inanimate-control condition

      This was one of the Independent variables and had two levels: the equal event where the cookie was split fairly between the two penguins or an unequal event where the cookie was split unfairly between the two.

    2. A first predictionwas that 9-month-olds would give evidence of sensitivity tofairness if presented with a 2:0 violation. Experiments 1 and 2both tested this prediction, using slightly different proceduresthat made possible different control conditions. A secondprediction, tested in Experiment 3, was that 9-month-olds wouldsucceed in detecting a 2:0 but not a 3:1 violation. Finally, a thirdprediction was that infants younger than 9 months might alsosucceed in detecting a 2:0 violation.

      Three main study predictions/hypothesis

    3. we predicted that infants would view themas inanimate penguin-shaped toys, would hold no expectationsabout how the experimenter would divide the cookies betweenthem, and hence would look about equally at the equal andunequal events

      Hypothesis

    1. Clearly, neither theimmaturity of their brain nor theirinability to talk limits how longyoung infants can remember anevent.

      This is interesting to me because I know these factors could certainly influence memory. However, despite that, it has been shown that infants possess the ability to recall for long periods of time, if and only they are periodically exposed to the cues that aid in the memory retrieval process.

    1. The data support theexpectation that infant have long term memory for a socialstressor over the recall interval.

      This was an interesting finding to me but not too surprising since I know stress can certainly influence a human beings memory and performance.

    2. We expected thatinfants in the experimental condition would exhibit evidence formemory for the FFSF both at physiological and behavioral levelscompared to age-matched control infants

      Main hypothesis: Based on the results, it was supported.

    1. infants’ states

      Dependent variable two: five different levels

    2. Four levels of mouth–tongue movements

      Dependent variable one

  7. moodle.albright.edu moodle.albright.edu
    1. frequency and the duration ofmfants' mouth c^enmgs and tongue protru-sions

      This was the dependent variables used in the study: frequency and duration of the specific babies' behaviors

    1. died on Sunday in a hospital in Oak Lawn, Ill. He was 21.

      it is so sad that he died at such a young age

    2. combined the melodic hip-hop instincts of Lil Yachty, Post Malone and XXXTentacion with the heavy-hearted angst and nasal hooks of emo and pop-punk bands like Fall Out Boy and Panic! at the Disco.

      this is a very interesting mix of music influences

  8. nikkipatelportfolio.wordpress.com nikkipatelportfolio.wordpress.com
    1. I know that the store was not only impactful for me but also our family dynamic.

      I worked more on this particular essay because I was interested in seeing where I would end up. I picked the starting point of the Shell gas station from the first paper and let myself freewrite. That is when I realized what I wanted the main takeaway of this one-pager to be: how the store has impacted me, specifically through the interactions with customers. At such a young age, I was observant, but it was not until reflecting on that experience that I was able to pinpoint why and how my time there has shaped my childhood.

    2. I tried to check people out, label the prices on the candy and chips, and even restock all the aisles.

      In my original draft, I said I tried to help my parents work in any way possible without any explanation of what that actually entailed. By adding in what ways I tried to help out, it makes the narrative more personal and specific.

    3. “You’re mommy’s little helper, aren’t you?”

      When thinking about the impact the store has had on me, I realized my experience was shaped by the people that made the store an actual place for me. I have this memory of a customer that was so loyal to our store that he came every day around the same time in the morning for his usual cup of coffee. My mom treated him like a friend instead of a customer, and it is clear that it resonated with him in this interaction with me. I believe this anecdote brings out the genuine connection I had with that Shell gas station.

    4. A Red and Yellow Shell

      This piece was originally a one-page response paper to Dorothy Allison’s essay, “Place.” In that response paper I mentioned my “secret place:” the Shell gas station my parents used to own. While I did talk about some aspects of the place that had shaped my childhood experience, I had felt that I could say a lot more about it. I wanted to use the skills I believed I really had excelled in (for my Meditation on Place essay) to create a shorter piece focusing on only one main aspect of the store that has shaped my experience. I was excited to write this piece mostly because I never actually share anything about it. I enjoyed being able to dive back into the past to bring out some vivid memories I wouldn’t have traded for anything else.

    1. Oh, let’s build bridges everywhere

      I think Johnson is talking about building bridges both between the races, butn also within the African American community. To "build bridges everywhere" would ultimately strengthen all aspects of blackness within America -- strengthen the black community by coming together and building bridges with one another, and lessen the culture gap with white America

    1. Of lesser souls

      I've noticed the word "souls" recurring in African-American works, notbly DuBois' 'Souls of Black Folk'. Black writers favouring the word "souls" reflectes the soulfullness lof their art (especialluy in music). To have soul is a good thing, and their use of teh word highlights a pride and an undertsanidng if their own humanity - humanity that was forever being stripped from them by white people. Use of the word empowers them.

    1. The crowd kept yellin’ but he didn’t hear, Just kept on dancin’ and twirlin’ that cane

      These lines reflect the growing sense of value in African-Americans. It highlights the 'New Negro's refusual to submit to White men and the inequalities of segregation and racism.

    2. You would a died to see him.

      Johnson's initial negative reaction to the "darky" being flipped to one of amazement and awe reflects the underestimation of the African American community. The gradual realisation that he is dignified and proud, is similar to the gradual growth in emporwerment and pride in Ablack Harlem. The stanza works as if to say, "You may laugh at the negro now, but you'll soon realise how misguided you were"

    1. Visions! omens! hallucinations! miracles! ecstacies! gone down the American river!

      Ginsberg sees the good and the miraculous aspects of America being flushed away. In this new, modern landscaope, all is lost -- perhaps, then, the frenzied turn to drugs as an escape or attempt to revive these lost "miracles"

    2. with dreams, with drugs, with waking nightmares

      The blending of dreams and drugs, "waking nighhtmares", creates a sense of delirium. The line between dream and reality has been blurred. The copius drugs, mixed with the madness of society has made it hard for people to distimnguish reality from illusion

    3. burning their money in wastebaskets and listening to the Terror through the wall,

      Depicting the "best minds" "burning their money"highlighhts the opposition to capitlaims that a lot of the Beats and hippies backed. In the mad modern world ofm1950s America, burning their money can be seen as a rejection of this culture and alos a last-ditch attempt at survival in an ever-maddening world

    1. I heard the singing of the Mississippi when Abe Lincoln went down to New Orleans,*

      This line seems like a prelude to "I, Too, Sing America". By By writing that he "heard the singing of the Mississippi when Abe Lincoln went down to New Orleans", Hughes places himself in a truly American moment, as if to say "yes, I was there... And I'm still here now." He ties blackness to America in this poem.

    2. Besides, They’ll see how beautiful I am And be ashamed— I, too, am America.

      Hughes' loose structure and use of free verse gives the poem a cadence that, when spoken aloud, strengthens the protest message. The lines don’t rhyme and follow no strict rhythm, unable to be contained, and the lines are short and declarative, building to that final: “I, too, am America.”

    1. Either way, in this grace period, I find myself thinking about how this interaction should go

      I found it important to include this because these thoughts go through most people's minds in this particular experience. When writing this paper about creating a place out of the stairs, it was easy to talk to other people about their experience on this widely public location. Once we all realized that we do the same thing, it was easy to talk about it. Including it in the essay made it more relatable and would help readers be more receptive of the authentic social interactions that take place on the never-ending stairs.

    2. I think of my family all gathered in the kitchen – our main hangout spot.

      This major change follows along the string of including more personal anecdotes to make my writing more clear. This provides a contrast to my introduction that focuses on the feeling of being just another person. I am able to explicitly talk about the stimulus of home for me. My response of wanting that to happen here at Boston College is backed up with my experience with my family. This personal reference helps me explain the importance of recognizing people around campus and having meaningful interactions with others.

    1. When Ma hits Anywheres aroun’.

      Brown’s unapologetic use of black, African-American dialect is 'new' and striking. The diction and spellings are colloquial, using African-American vernacular to create dialectic verse that is distinct to the writing of the ‘New Negro Movement.’

    2. II

      Stanza's refelect verse/chorus structure in music: stanzas I & III have a lilting, rhythmic flow, a counterpoint to stanzas II & IV that have a more free, melodic flow that follows less of a set rhythm. This experimentation with rhythm adheres to Pound’s third principle of modernism: “As regarding rhythm: to compose in the sequence of the musical phrase, not in sequence of a metronome.” The similarities between stanzas I & III, and their rhythmic structuring, conjure a chorus-like quality, with stanzas II & IV acting as verses. Brown is writing a poem about music, whilst consciously structuring the poem in a musical way, not to a metronome but to that of “musical phrase”.

    1. bereits lebendes

      Das ist ja eine sehr interessante Formulierung! Ich glaube, daran scheiden sich ja die Geister: ab welchem Moment kann man sagen, dass ein Mensch "lebt", vgl. https://de.wikipedia.org/wiki/Beginn_des_Menschseins

      Weiter unten bzw. in dem Text über die rechtlichen Aspekte wird ja darauf verwiesen, dass das Zerstören totipotenter Zellen als problematisch angesehen wird, weil sich aus jeder Zelle ein eigenständiger Mensch entwickeln könnte, d.h. da geht man auch schon von "Leben" bzw. (potenziellem) "Menschsein" aus....

    2.  Aufgrund der Risiken und der Komplexität des Themas scheuen viele Paare die Anwendung der PID nach eingehender Beratung.

      Aber wenn auf die Dauer die Risiken durch neue Verfahren geringer werden, dann kann ich mir vorstellen, dass sich deutlich für eine solche PID entscheiden. Als Beispiel denke ich da an die pränatale Untersuchung auf Trisomie 21, die ja inzwischen völlig risikolos durchgeführt werden kann (Bluttest statt Plazenta-Punktion).

  9. tonnychenghan0104.wordpress.com tonnychenghan0104.wordpress.com
    1. To better examine this question, I think it is helpful to understand the process of meditation first. The Merriam-Webster dictionary defines meditation as “to engage in mental exercise (such as concentration on one’s breathing or repetition of a mantra) for the purpose of reaching a heightened level of spiritual awareness.” We can see that meditation is mental exercise. It is easy to think about physical exercises first, in order to understand the mental one better. When people are doing physical exercises like running, they are training their muscles to make them stronger. Mental exercises work the same way, but it strengthens a special part of our “muscles”, the brain. Even though our brain is not really a muscle, it can become stronger with meditation, just like the muscle. Alice G. Walton had a similar idea in her article “7 ways meditation can change your brains”, she said, “Meditation is, after all an active form of brain training.” Since meditation is all about brain exercises, then the benefits of meditation should be able to be observed and measured by brain activities. 

      I add the whole paragraph in between the introduction and the actual body paragraph. This paragraph explained the process of meditation before I started to explore its benefits. It helped the reader to understand my essay better.

    2. Another important benefit of meditation is that it reduces symptoms of depression, anxiety, and pain.

      I add this sentence for a better transition, so the whole passage went fluently from one benefit of meditation to another one.

    3. In Boston college, there is a labyrinth behind Baptist library. It is not simply a labyrinth, but an opportunity for meditation.

      Originaly, I wrote about my medataion on a place as the inroduction without introducing the labyrinth. I made in to this new introduction, becasue first, it can be a book end structure, and second it helps the read have a better understanding of why was I interesting in meditation. This new introfuction gives the reader who never read my "meditation on a place" essay a better context of the article.

    4. However, it is a tragedy that there are not many people on the campus who actually know about the labyrinth. This makes me very sad that such a useful place is being ignored. I hope by reading my essay, more and more people can realize the benefits of meditation, and use the labyrinth as a tool to help them live a better and happier life.   

      Originally, my focus is too general, so I change it. This new part I extended my idea and be critical on the topic.

    5. o I went back to the labyrinth and walked mindfully, focusing on the awareness of my surroundings. When I reached the center, I felt peaceful in my heart, and I started to hear the sound of the traffic on the road and noticed the leaves on the trees.

      I added this personal experience, first to achieve a bookend structure, I went back to the labyrinth and had new feelings about it. Second, I wished to use my personal experiences to convene the reader that meditation is beneficial.

    6. The process of mediation is like running, and long term of practice will make the hippocampal dimensions larger like the leg muscles.

      I added this analysis to further proofed the similarity of mental and physical exercises, which I mentioned before. And help the reader have a better understanding of the benefits of meditation

    7. Then researchers showed negative images and videos to these two groups of people to test their amygdala activities during this process.

      I wrote, "negative emotion processing" in the first draft, but it is hard for the reader to understand what it actually was because they did not read the original article, so I added this sentence to explain the process of negative emotion processing.

    8.  When people are practicing meditation, there is less activity that happens in the amygdala (mentioned in the last paragraph), which means less usage of this particular area.

      This sentence originally was in the middle of the paragraph, but I put it into the first sentence as a better transition and much more logical.

    9. ignore.  In order to prove t

      My first draft had these two paragraphs together, then I realized that the first paragraph was talking about why high external attention was a benefit, and the second paragraph was about the brain activities proofed the benefits existed. So they should be separated.

    10. Even though our brain is not really a muscle, it can become stronger with meditation, just like the muscle.

      I added this sentence in order to clarify my previous analogy of “brain as a muscle”.

    1. As such, the following two statements are equivalent:

      This is important to note when trying to wrap my head around how OAuth2 integrates with AlamoFire

    1. Bibliographie

      Serait possible de rajouter ces deux références qui expliquent le sous titre :

      Perec, G. (1978). Je me souviens. Paris : Hachette.

      Brainard, J. (1970-1975). I Remember. Traduit en 1997 par Marie Chaix. Arles : Actes Sud.

    1. x = [[0, 1, 2, 3, 4], [5, 6, 7, 8, 9]] arr = [i for j in x for i in j] print(arr) >>> [0, 1, 2, 3, 4, 5, 6, 7, 8, 9]

      Flattening a multi-dimensional matrix into a 1-D array using list comprehension:

      x = [[0, 1, 2, 3, 4],
       [5, 6, 7, 8, 9]]
      
      arr = [i for j in x for i in j]
      print(arr)
      >>> [0, 1, 2, 3, 4, 5, 6, 7, 8, 9]
      
    2. # Creating a 5x5 matrix arr = [[i for i in range(5)] for j in range(5)] arr >>> [[0, 1, 2, 3, 4], [0, 1, 2, 3, 4], [0, 1, 2, 3, 4], [0, 1, 2, 3, 4], [0, 1, 2, 3, 4]]

      Nested for loop using list comprehension to come up with 5x5 matrix:

      arr = [[i for i in range(5)] for j in range(5)]
      arr
      >>> [[0, 1, 2, 3, 4],
       [0, 1, 2, 3, 4],
       [0, 1, 2, 3, 4],
       [0, 1, 2, 3, 4],
       [0, 1, 2, 3, 4]]
      
    3. arr = [i for i in range(10) if i % 2 == 0] print(arr) >>> [0, 2, 4, 6, 8] arr = ["Even" if i % 2 == 0 else "Odd" for i in range(10)] print(arr) >>> ['Even', 'Odd', 'Even', 'Odd', 'Even', 'Odd', 'Even', 'Odd', 'Even', 'Odd']

      2 examples of conditional statements in list comprehension:

      arr = [i for i in range(10) if i % 2 == 0]
      print(arr)
      >>> [0, 2, 4, 6, 8]
      

      and:

      arr = ["Even" if i % 2 == 0 else "Odd" for i in range(10)]
      print(arr)
      >>> ['Even', 'Odd', 'Even', 'Odd', 'Even', 'Odd', 'Even', 'Odd', 'Even', 'Odd']
      
    4. x = [2,45,21,45] y = {i:v for i,v in enumerate(x)} print(y) >>> {0: 2, 1: 45, 2: 21, 3: 45}

      List comprehension in Python to create a simple dictionary:

      x = [2,45,21,45]
      y = {i:v for i,v in enumerate(x)}
      print(y)
      >>> {0: 2, 1: 45, 2: 21, 3: 45}
      
    1. it is necessary to instruct these faithful so that they do not think their participation in the life of the Church is reduced exclusively to the question of the reception of the Eucharist.

      Absolutely necessary reminder; pastors would do well to preach on this with some regularity.

    1. A Netflix Christmas special that depicts Jesus as a gay man has has offended more than one million Christians. The 46-minute film, The First Temptation of Christ, was released by Netflix in Brazil on December 3, but no sooner had the picture started streaming, controversy had been sparked. The flick is by a Brazil-based YouTube comedy group and shows Jesus as a closeted homosexual on Christmas.

      This is from me.

    1. Using a language requires repeated engagements of the perceptual and cognitive operations involved in processing the language’s characteristic form. For example, written languages differ in writing directions. English is written from left-to-right and English speakers are accustomed to scanning reading materials from left-to-right. In contrast, Hebrew is written from right-to-left. Israelis, who are used to read from right-to-left, have developed the habit to scan reading materials from right-to-left.

      When reading this paragraph about the differences in writing between different cultures, It really grabbed my attention. I believe that this relationship between different writing orientations can be used an example for a more broad picture and a larger scale. This difference in writing greatly shows how these differences can be applied to social contrasts that they exit among our cultures. Therefore, helping us better study these social behavior differences in our cultures as well as those who exist around us.

    1. I suspect that some of you are already mumbling that this is a fallacy no one commits. No one claims explicitly that all art interpretation is so modelled. That is probably true. Nevertheless, the fallacy is alive and well. For even if no one states it outright, many philosophers, especially anti-intentionalists, proceed as if it were the case. Their intuition pumps usually revert to cases of ordinary verbal meaning—for example, concerning the meaning of an utterance where the speaker uses the wrong word. Then, once they elicit the expected intuition, they proceed to generalize the result to all cases of interpretation, media notwithstanding. Moreover, the linguistic fallacy is frequently also in evidence in discussions in which the artistic examples predominantly come from literature, particularly poetry.

      This is the sum of the linguistic fallacy

    2. The modest, actual intentionalist could and should acknowledge that more aspects of one's cognitive, emotive, and conative networks figure in the determination of the meaning or content of an artwork. Instead of thinking simply of the artist's intentions, narrowly construed, we should consider content or meaning to be determined by relevant elements the mental stock of the artist. Perhaps, in honour of this refinement, as inspired by Wollheim, we should rename our approach modest, actual mentalism or, as Wollheim might want to call it, the psychological approach to interpretation.

      This is clearly part of what modest actual intentionalism means!

    3. Wollheim embraces modest, actual intentionalism inasmuch as he requires that the meaning or content of the artwork, if it is a painting, be something that can be recognized or seen-in the picture. Like card-carrying modest actual intentionalists, Wollheim holds that in order to determine the meaning of the painting, the artist's intentions regarding the content of the painting concur with what can be recognized in the painting

      This is modest actual intentionalism

    4. As Wollheim says, ‘the representational artist must at least set himself to do this: to mark the surface in such a way as to ensure that the spectator will not merely identify, he will be able to see, to see in the picture what the picture is intended to represent’ (52). For the modest, actual intentional the meaning or content of the artwork is determined by the communicative intention of the artist which intention has the built-in requirement of audience recognizability, a requirement that, at minimum, demands that what is available upon inspection of the artwork be consistent with the intended meaning or content of the artwork.

      Also a plain and clear definition of modest actual intentionalism

    5. For Wollheim, the content of the painting is not whatever the artist intends, come what may. The spectator must be able to identify the content of the artist's intention on the basis of what he sees in the painting. This is undoubtedly related to the Gricean constraint on recognizability when it comes to the artist meaning that x.

      Clearly sets out the modest actual intentionalist view

    1. So what's our total time cost? O(nlog⁡2n)O(n\log_{2}{n})O(nlog2​n). The log⁡2n\log_{2}{n}log2​n comes from the number of times we have to cut nnn in half to get down to sublists of just 1 element (our base case). The additional nnn comes from the time cost of merging all nnn items together each time we merge two sorted sublists.
    1. Bakkah Inc.Bakkah is a national consulting and training company formed by multinational professionals that have a wide experience in management consulting and professional training.We develop solutions tailored to our customers needs. Based on our knowledge, experience and best practices of several industries, we help organizations reach the best decisions to ensure accountability for project success, cost reduction and profit uplifts.Our experts with their sufficient skills enables us to provide solutions ranging from business strategy to the most functional and operative areas.

      Bakkah is a Saudi management consulting and education company that offers a wide range of products and services. We develop solutions tailored to our customer’s needs. Our team of highly experienced, certified professionals helps you reach the best decisions that ensure you realize optimum business profits by delivering projects on time, cost, and quality. We pride ourselves in having the skills and knowledge based on best industry practices that enable us to provide a myriad of solutions for business strategy to the most functional and operative areas.

    1. blue line

      We finish with the same color we started with, a blue, showing Lane's appreciation for the natural world. This also references a moment Lane talks about in “‘Pulling in the Natural Environment’: An Interview with Pinkie Gordon Lane” by John Lowe, in which her son asked her for binoculars in order to see the equator.

    1. near Congress, On Capitol Hill, take the 30 bus, Get off before it reaches Anacostia, Don’t cross the bridge into Southeast.

      Anacostia this is a high-crime neighborhood in Washington D.C. The overall crime rate is higher than the national average. In the poem Ellis describes how they were told to avoid Southeast DC because it is not a safe area.

    1. if 𝑛nn does not divide 𝑚mm evenly, then the answer is the greatest common divisor of 𝑛nn and the remainder of 𝑚mm divided by 𝑛nn.

      m = 20, n = 10 20 / 10 = 2 CASE 1

      m = 100, n = 70 100 / 70 CASE 2 gcd(100, 100 % 70) =

      gcd(100, 30) gcd(100,30) CASE 2 gcd(100, 100 % 30) =

      gcd(100, 10) 100 / 10 = 10 CASE 1

      gcd(100, 70) = 10

    1. Holding her head with both hands around the implosion

      Another example of the young woman reacting to the grief

    1. When “for their thousand blows” return a thousand ten

      Here, Evans is referencing Claude McKay’s poem "If We Must Die." Similar to McKay’s poem, Mari Evans is using this stanza as a call-to-arms of sorts, insinuating that complacence is harmful and action must be taken to enact change.

    1. l’intertextualité

      fiche a part en cours...

    2. nisation spatiale

      oui ça me travaille toujours : fiche sur la dérive et la géopoétique en cours

    3. des éléments distincts en ensembles interconnectés

      questionner le principe anthologique

    4. rythme

      à questionner aussi bien comme rythme de lecture que comme rythme de navigation/passage d'une entité textuelle à l'autre

    5. rtaire des premiers temps d’inte

      fiche en cours

    6. Ces liens sont dits « forts ».

      fiche définition sur liens faibles en cours

    7. interprétation

      reprendre Eco et la notion d'œuvre ouverte

      • notion d'actualisation
    8. Le·a lecteur·ice devient « médiateur du signe et de la technique » (Hottois 1984, 180)

      je reprends cette réflexion dans une fiche sur le lecteur.ice : en cours

    1. l’avant-plan.

      Peut-être pourrions-nous intégrer à la suite de ce paragraphe les trois photogrammes fournis afin d'illustrer les trois modes de présence évoqués.

    2. Enfin, Hullfish, dans le manuel déjà cité, introduit son chapitre “Creating Looks” en précisant que le “look” est ce qui permet à la correction de couleur d’atteindre une dimension proprement artistique (“from craft to art”) (2008, 311).

      Rattacher ce court paragraphe au paragraphe précédent

    3. L’expérience d’Oberwald

      Ajouter en tête de phrase : "Telle qu'elle a été rapportée par la presse" = "Telle qu'elle a été rapportée par la presse, l'expérience d'Oberwald, etc."

    4. était

      Remplacer par "est"

    5. exclu

      Remplacer par "exclut"

    6. a donc à la fois souligné

      Remplacer par "souligne donc à la fois"

    7. désormais

      Supprimer "désormais"

    8. a

      Remplacer par "avait"

    9. a

      Remplacer par "avait"

    10. a été

      Remplacer par "est"

    11. avaient pu

      Remplacer par "pouvaient"

    12. maintenant

      Remplacer "maintenant" par "désormais"

    13. techniques

      Ajouter "with them" après "techniques"

    14. expérimenter

      Ajouter "grâce à eux" après "expérimenter"

    1. “he who fights and runs away, lives to fight another day.”

      Always good to have some old saying as your backup. I added this one in there as an expressing of honesty--it was exactly what I thought when I quitted the band. The academics seemed more important than a hobby, I suppose. Honestly, I often regret this choice (of leaving the band), and I would use this old saying to comfort myself that this might be the only rational way.

    2. Let’s meet our guy John Doe

      I tried to use more humorous and approachable tone this time, as oppose to the dull and bland tone I adopted at first. After reading my first draft the second time--this time I read it out loud, I found that I could hardly finish the piece because it was so boring. So this time I added some spice in it.

    1. “But you,” he replied, “have a daughter, a young little child, who was laid        15 In your lap to be pure; so I leave you: the angels would make me afraid.”

      Would something bad be happening that her daughter could not witness?

    2. although you should please me and stay.”

      this shows a glimpse of manipulation

    3. while both sate under the yew, And her eyes were alive in their depth, as the kraken beneath the sea-blue.  

      They were originally enjoying each other's company.

    1. A divers titres, nos intervenants ont rappelé dans des registres différents que les relations humaines étaient un problème plutôt qu’une solution

      Cette affirmation est étonnante. Pourquoi chercher à catégoriser les relations humaines en "problème" ou en "solution" ?

      Est-ce que la question n'est pas plutôt de faire en sorte que ces relations humaines soient fonctionnelles plutôt que dysfonctionnelles ? (sous-entendu, s'intéresser aux conditions favorables pour que se développent des relations humaines fonctionnelles)

    2. « Au secours, les relations humaines reviennent ! »
    3. Alors, l’importance des relations humaines revient au goût du jour pour interpréter les déceptions causées par une automatisation des processus administratifs, quand il s’agit de pallier les effets dévastateurs des risques psychosociaux, quand il faut résoudre ou anticiper les multiples conflits qui ne manquent pas de survenir dans ces lieux tellement politiques que demeurent les institutions.

      Argument rhétorique pathos => Objectif de l'auteur est de démontrer que les relations humaines sont partout mais qu'on a l'habitude de se concentrer uniquement sur sa face sombre ?

    4. Ces interdépendances peuvent être prescrites dans un bon manuel de procédures, elles peuvent aussi être tacites dans un jeu de promesses réciproques implicites qui fait toujours le lit invisible de la performance quand on fait l’effort de l’observation du fonctionnement réel des organisations. Mieux que cela, ces relations font une grande part de l’expérience concrète du travail pour les personnes, comme le rappelle Jean-Paul Charlez : c’est la relation aux autres qui vous empêche de dormir le soir plutôt que la rémunération dont on s’est habitué à ce qu’elle soit faible !

      Argument épistémique inductif (généralisation)

    5. Benoît Serre nous rappelle d’ailleurs avec pertinence combien les relations humaines ont partie liée à la culture de l’entreprise. En fait dans les entreprises, les administrations ou les associations, on ne travaille pas, on travaille toujours « avec », le travail est interdépendance, on ne peut faire le sien que si les autres ont accompli le leur, et réciproquement.

      Argument épistémique inductif (généralisation)

    6. Ce n’est pas une découverte, Pierre Louart nous a rappelé les grands noms, déjà anciens de ceux qui ont montré l’importance de la motivation et de reconnaissance. Mais la personne, comme nos intervenants aiment à l’appeler, est sociale, elle vit avec, par et pour les autres, même si l’anthropologie du moment, individualiste ou « singulariste », a pu avoir la tentation de l’oublier.

      Argument épistémique inductif (généralisation)

    7. Toutefois on s’aperçoit ici et là que seules les combinaisons rares de compétences rares permettent de relever les défis de l’innovation ou de la performance, on en appelle alors aux talents. On s’aperçoit aussi, dans l’économie de l’expérience, dans les situations de crise ou dans les organisations complexes, que l’engagement des personnes dans leur travail, voire dans l’entreprise, devient indispensable.

      Argument dialectique pour.

      Avec l'idée sous-jacente que même dans la vision précitée où la technique est mise au premier plan, l'humain demeure indispensable ("on en appelle alors aux talents", "l'engagement des personnes dans leur travail")

    8. Sans doute la valorisation de la technique, de l’informatisation ou de la numérisation selon les époques donne-t-elle aussi l’illusion – comme il y a un siècle à la naissance de l’organisation scientifique du travail – qu’on puisse enfin se débarrasser de l’aléa humain dans la production. Les relations humaines ne seraient alors plus un problème mais juste ce supplément d’âme romantique, avec la bienveillance et la gentillesse si populaires aujourd’hui…

      Argument dialectique contre

    9. Il est vrai que les relations humaines ne sont pas un problème pour des organisations qui attendent la performance de la seule sophistication de leurs structures, de leurs processus ou de leurs systèmes d’information. La question des relations humaines disparaît aussi quand le travail parcellisé dans un réseau autogéré ou contrôlé par les algorithmes n’exigerait plus de coordination ou de collaboration (le « travail-avec », étymologiquement).

      Argument dialectique contre

    10. « Au secours, les relations humaines reviennent ! » C’est donc qu’elles étaient parties.

      L'auteur serait-il en désaccord avec ce point ? => A la lecture de l'article, on peut en conclure que oui. Pour lui, les relations humaines ne sont jamais parties.

      La question argumentative semble être celle-ci: est-ce que les relations humaines ont déjà été absentes des organisations de travail ?

      En tous cas, pour lui, il semblerait qu'elle ne soit jamais parti même si certains essayent régulièrement "d'évacuer" cet élément de divers moyens (Taylor, la montée en puissance des systèmes d'informations, etc.).

    11. La deuxième, c’est que les relations humaines, cela s’apprend. Les relations familiales viennent assez naturellement, les relations choisies sur les réseaux sociaux ou dans les tribus « affectuelles », pour rappeler Aline Scouarnec, ne sont pas très difficiles mais travailler dans une organisation c’est entrer en relation avec ses collègues, ceux que l’on n’a pas choisis, ceux avec lesquels on ne passerait pas un weekend. Les spécialistes du management ont-ils intégré que le travail devait aussi être un lieu d’apprentissage de ces relations humaines ?

      Argument rhétorique logos

    12. La première, c’est que le management gagne toujours à revenir à quelques solides références anthropologiques : il semble que régulièrement, avec Taylor, l’ordinateur ou la personne augmentée, on ait la tentation de l’oublier.

      Argument rhétoriques logos

    13. Alors, comme le souligne Isabelle Barth, en parlant de diversité, les managers prennent une grande importance dans l’établissement, et le maintien de relations humaines de qualité : ces managers sont décidément responsables de tout. Cela tombe bien d’ailleurs, car les managers non-français au sein de grandes entreprises françaises, nous dit Yasmina Jaïdi, leur reconnaissent un certain sens de l’humain et il leur manquerait juste un petit peu d’ouverture.

      Argument rhétorique logos

    14. Xavier Moulins envoie le même message en rappelant fort à propos que le dialogue social se nourrit de relations humaines et pas seulement de rapports ministériels ou de lois.

      Est-ce qu'il n'y a pas une contradiction avec l'argument précédent ?

      Quelle différence entre un système de normes international et un système de normes national ("lois" évoqué ici) ?

    15. Jacques Igalens explique que les relations entre acteurs dont s’occupe le droit, ne peuvent se satisfaire d’une seule logique contractuelle mais qu’elles exigent un minimum de sens du bien commun que pourraient peut-être apporter les systèmes de normes et de références développés au niveau international.

      Etonnant de dire que des règles (en théorie) librement consentie ne sont pas suffisante pour régler la question des relations entre acteurs mais que des règles imposées d'en haut ("systèmes de normes et de références développés au niveau international") pourraient le faire.

      Ne serait-ce pas de nouveau une façon d'évacuer la question de la conflictualité qui peut se faire jour dans les rapports sociaux ? (Autre moyen que la parcellisation des tâches du taylorisme qui essaye de placer chaque individu sur son ilot autonome ?)

    16. l’ANDRH

      "Créée en 1947, l’ANDRH est une association loi 1901 au service des professionnelles des ressources humaines d'entreprises et d'organisations de tous secteurs d’activité et de toutes tailles, publiques et privées, nationales et internationales.

      Depuis plus de soixante-dix ans, l’ANDRH anticipe et accompagne l’évolution des métiers des ressources humaines. Avec plus de 5 000 membres, professionnelles et expertes RH, elle est aujourd’hui la plus grande communauté RH en France et l’acteur de référence dans le débat RH. " (source: le site de l'ANDRH)

    17. AGRH

      "L'Association francophone de gestion de ressources humaines ou AGRH est une société académique de langue française qui regroupe des enseignants-chercheurs et des experts en sciences de gestion de pays francophones (Europe, Afrique, Amérique du Nord, "Proche et Moyen-Orient…) spécialisés en gestion des ressources humaines (GRH). Elle rassemble environ 1 000 membres dont trois quarts d’entre eux sont des enseignants-chercheurs en poste dans des universités, grandes écoles ou établissements d’enseignement supérieur en France et à l’étranger." (source: wikipedia)

    18. FNEGE

      La Fondation nationale pour l’enseignement de la gestion des entreprises, plus connue sous l'acronyme "Fnege, a été créée en 1968 par l’État français et les entreprises dans le but de développer et d'améliorer la qualité de l’enseignement supérieur de gestion des entreprises en France pour le porter à un niveau comparable à celui des grands pays industrialisés (notamment les États-Unis)." (source: wikipedia)

    19. XERFI

      "Xerfi est un institut d’études privé. Il est spécialisé dans l'analyse économique sectorielle en France et à l'international, l'analyse concurrentielle, la macro-économique et la conjoncture, les études ad'hoc, les enquêtes de conjoncture et les prévisions professionnelles." (source: wikipedia)

    1. Парадокс. Работа ставит перед людьми задачи, требующие актуализации их навыков и умений; в результате они чувствуют себя более счастливыми, сильными, креативными и удовлетворёнными. В свободное время передними, как правило, не стоит никаких задач, их способности не задействованы, и потому они скучают и чувствует себя а печальными, слабыми и неудовлетворёнными. При этом люди стремятся поменьше работать и побольше отдыхать.
    2. Индейцы-шушвапы почувствовали, что наступает момент, когда жизнь теряет смысл: становится предсказуемой, мирной и сытной,— поэтому всё племя каждые 25-30 лет переселяется в другое место.
    3. Две основные стратегии для улучшения качества жизни: Попытаться подстроить внешние условия под наши цели. Изменить восприятие нами внешних целей так, чтобы они лучше соответствовали нашим целям.
    4. Личностный рост происходит следующим образом. Мы развиваемся, когда действуем ради самой деятельности, а не когда руководствуемся внешними побуждениями. Если мы выбрали цель и сконцентрировали на ней всю психическую энергию, всё, что будем делать, принесёт радость. И вкусив эту радость однажды, мы устремимся ощутить её снова с удвоенными усилиями. Личность становится сложной после переживания потока.
    5. После переживания состояния потока личностная организация становится сложнее. Именно в возрастании сложности личностный рост.
    6. Когда входящая информация нарушает упорядоченность нашего сознания, подвергая опасности структуру целей и приоритетов, мы оказываемся в состоянии внутреннего беспорядка, или психической энтропии.
    7. Внимание формирует личность, а личность направляет внимание.
    1. Внутреннее чувство пустоты, от которого страдают пассивно зависимые люди, является результатом того, что их родители не сумели удовлетворить детскую потребность в любви, внимании и заботе.
    2. У невротика потребность быть любимым чрезмерна. Такой человек не способен достичь той степени любви, к которой стремится – все мало и мало. В этой причине скрыта вторая причина – это неспособность любить.
    1. Perhaps if readers were more confident that the majority of the money went to the author, people would feel more guilty about depriving the author of payment. I think most of the filesharing community feels that the record industry is a vestigal organ that will slowly fall off and die – I don’t know to what extent that feeling would extend to publishing houses since they are to some extent a different animal. In the end, I think that regular people will never feel very guilty “stealing” from a faceless corporation, or to a lesser extent, a multi-millionaire like King.
    2. I assume they are primarily produced by individuals like me – bibliophiles who want to share their favorite books with others. They likely own hundreds of books, and when asked what their favorite book is look at you like you are crazy before rattling of 10-15 authors, and then emailing you later with several more. The next time you see them, they have a bag of 5-10 books for you to borrow.
    3. Just because someone downloads a file, it does not mean they would have bought the product I think this is the key fact that many people in the music industry ignore – a download does not translate to a lost sale.
    4. With digital copies, it is more difficult to assign cost. The initial file costs x dollars to create, but you can make a million copies of that file for no cost. Therefore, it is hard to assign a specific value to a digital copy of a work except as it relates to lost sales.
    5. I do not pretend that uploading or downloading unpurchased electronic books is morally correct, but I do think it is more of a grey area than some of your readers may.
    1. I realize there are some instances where it isn’t clear that the artist/designer intended to show a living butterfly, and where it may be perfectly acceptable to represent a dead butterfly. Nonetheless, there’s no good reason to depict a dead butterfly in the vast majority of situations. It doesn’t take much effort to be accurate about wing position. My hope is that the multitudes of butterfly images in our culture will gradually shift toward alive, which is how I prefer to think of them, and how I think these beautiful insects should be seen. If you hadn’t previously noted the difference between a living and a dead butterfly, I’m afraid you will now begin to see dead butterflies EVERYWHERE, as I do.
    1. Many so-called strategies are in fact goals. “We want to be the number one or number two in all the markets in which we operate” is one of those. It does not tell you what you are going to do; all it does is tell you what you hope the outcome will be. But you’ll still need a strategy to achieve it.
    1. Les gens heureux sont en général plus satisfaits de leur vie professionnelle.

      Argument épistémique

    1. Produisons-nous, oui ou non, des nouveaux neurones tout au long de notre vie ?

      Question argumentative // En fait, pas du tout