- Last 7 days
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opentext.uoregon.edu opentext.uoregon.edu
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(Prokopchuk, 2022)
check the page number for this one.
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www.cnn.com www.cnn.com
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Columbia University is facing a full-blown crisis heading into Passover as a rabbi linked to the Ivy League school urged Jewish students to stay home and tense confrontations on campus sparked condemnation from the White House and New York officials.
Damn boooo
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hypothes.is hypothes.is
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Create an account using the sidebar on the right of the screen.
ваую круьл
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www.wikihow.com www.wikihow.com
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How to Be a Girl's Girl
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www.wikihow.com www.wikihow.com
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How to Emancipate Yourself as a Teen: Requirements & Legal Process
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How to Have Fun After Exams
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www.wikihow.com www.wikihow.com
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How to Make the Most of Your Summer Vacation (for Teens)
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www.wikihow.com www.wikihow.com
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How to Have Fun With Your Cousin for a Week
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www.reddit.com www.reddit.com
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Likely the key lockout isn't resetting like it's supposed to upon carriage return - the little part you mentioned. Cleaning and light oil on the friction and pivot points of that and the margin stop assembly usually can get things moving again. That's the most common issue I see in Royal Standards.
Advice by Nashville Typewriter at https://www.reddit.com/r/typewriters/comments/1dwqi1r/friend_found_in_junk_pile/lbwege9/
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drive.google.com drive.google.com
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heory of transformative leadslearners to constantly transform the reali-ties of their everyday lives into meaningfuleducational experiences
The educational experiences of our students are the framework of a healthy school system. In order to foster a learning environment that is equitable and inclusive, the educational experiences have to be robust and meaningful.
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“the stronger thepartners, the greater the progress potential”
This is an impactful statement that makes a lot of sense. The stronger team members are, the more effective their working relationships and the outcomes.
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Armed with unprecedented technological,scientific, and education advances, aschool board-superintendent relationshipthat embraces proactive leadership, genu-ine collaboration, honest and open com-munication, and unwavering trust is poisedto embark on team building that fostershigh performing schools
This seems to be very encompassing, but it definitely details the essential components of an effective relationship between superintendents and the school board.
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www.nus.edu.sg www.nus.edu.sg
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too complicated, confusing, or buggy to access and use, it can distract students and actuallyharm their language and literacy development
It seems like even when students are properly taught how to use certain software, technology can always find a way to bug out. In order for software like Hypothesis to be properly implemented in the classroom without wasting class time on IT issues, we may need to integrate classes on how to use it and problem solve issues first.
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. Collaborative annotation also providesstudents with the opportunity to draw others’ attention to specific content; organize, index, anddiscuss new information; and correct misunderstandings (d’Entremont & Eyking, 2021; Razon etal., 2012).
With the social aspect of it, one must be wary of false corrections or information. Should one student incorrectly correct or add in some false information others reading it may absorb that information leading to the recall of false information in future tests or events.
While a teacher can go through and correct mistakes in the annotations it may be difficult to unteach or alter something someone has learned and internalized correct or not as Cognitivism has taught us our previous schematas can shape our views and previous schemas correct or not may be difficult to change even in the face of evidence to the contrary
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Whileuseful for all students, social annotation may be especially helpful for English learners and otherstudents not studying in their primary language, allowing them to access the same materials aspeers with the provided scaffolding.
While there are likely benefits for many groups of learners, language learners especially it is prudent to remember that many language learners are quite young and may not have developed enough language or technology skills to effectively use such a medium.
Access to technology for people in certain areas or demographics would also be a limitting factor in it's use.
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“werecommend purposeful implementation based on the accessibility of the technology, howeffectively it addresses specific learning goals, and how well its intended purposes fit the needsof the students
I think this is important to consider with the implementation of any pedagogical approach or method - perhaps many of the ones discussed in this module are most effective when used in this way. There is room for many different approaches within a practice and I don't believe there is necessity to choose to follow one theory in a reductionist manner
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nglish class ofcollege students in Turkey.
It is clear that this is a helpful tool in language based (and probably also humanities) subjects in secondary school and higher but I wonder what ways could this be adapted for other subjects or for primary aged children?
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personal responses
Students can almost 'think out loud' using annotations, can ascribe their own meaning/value to what they are reading through their contextual lens and apply it to their own schema
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students have long used annotations to note important information, raise questions, andreflect on what they are reading
Annotation as a way of facilitating student-led pedagogies
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Collaboration can help students process andunderstand new information, see different perspectives, and create a community of learners
Links to the social construction of learning
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Annotation has long beenknown as a way to support reflective reading.
Reflective thinking as a cognitive skill linked to Self-Regulated Learning
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Online annotations are often characterized as improving three levels of comprehension: surface-based, text-based, and situation-based (Tseng et al., 2015). Surface-based comprehension meansthe students have sufficient grammatical knowledge and vocabulary to decode the meaning ofthe text. Text-based comprehension is a layer deeper and occurs when students cannot onlydecode the text, but can reproduce the essential information from the text. Finally, in thesituation-based comprehension level students can situate the textual information in otherknowledge and integrate it in a coherent manner (Tseng et al., 2015).
This focus on multi-layered comprehension aligns with constructivist learning theory, where students actively build knowledge by interacting with text and constructing meaning (Tseng et al., 2015). Online annotations facilitate this process by enabling students to engage with text at various levels, from decoding vocabulary (surface-based) to synthesizing information (situation-based).
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And that is the principle behind a recent set of tools for socialannotation, which allow groups of learners and teachers to annotate texts together.
The explication of the collaboration principle within this framework is particularly insightful. It resonates with the concept of SAMR technology integration, where technological tools are employed to create pedagogical value beyond mere substitution.
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It allows students time and space to consider rhetorical choices, reflect, think, and gatherevidence prior to engaging in a discussion of the text (Chen & Chiu, 2008).
Social annotation aligns with Bloom's Taxonomy by promoting higher-order thinking skills. The process described by Chen & Chiu (2008) encourages students to analyze rhetorical choices (Remember, analyze is a higher-order skill in Bloom's revised taxonomy), evaluate evidence, and potentially synthesize information before discussions. Additionally, encountering multiple perspectives through social affordances (Solmaz, 2021) fosters critical thinking (another higher-order skill). This explains why students report deeper learning compared to traditional discussions (d'Entremont & Eyking, 2021).
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www.derstandard.de www.derstandard.de
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docdrop.org docdrop.org
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Résumé de la vidéo [00:00:00][^1^][1] - [00:29:07][^2^][2]:
Cette vidéo explore les méthodes innovantes pour évaluer les compétences sociales et émotionnelles, en mettant l'accent sur les technologies avancées comme l'intelligence artificielle (IA) et la réalité virtuelle (VR).
Moments forts: + [00:00:00][^3^][3] Introduction et importance de l'évaluation * Importance des compétences sociales et émotionnelles * Limites des outils actuels * Nécessité de méthodes innovantes + [00:04:00][^4^][4] Évaluation comportementale * Utilisation de tâches et de jeux numériques * Exemples de tâches pour évaluer la créativité * Avantages et défis des évaluations comportementales + [00:12:01][^5^][5] Rôle des fondations privées * Soutien aux projets innovants * Exemple de projet en réalité virtuelle au Nigeria * Importance de l'adaptabilité culturelle + [00:15:00][^6^][6] Complémentarité des évaluations directes * Comparaison avec les auto-évaluations * Importance de l'acceptabilité des tests * Défis liés à la complexité des tâches + [00:19:00][^7^][7] Technologies avancées pour l'évaluation * Mesures biophysiologiques * Réalité virtuelle et augmentée * Applications de l'IA et empreintes numériques
Résumé de la vidéo [00:29:10][^1^][1] - [00:58:50][^2^][2]:
Cette vidéo explore les innovations dans la mesure des compétences sociales et émotionnelles et l'impact potentiel de l'IA. Les intervenants discutent des défis éthiques, de la protection des données et de la transparence dans l'utilisation des outils d'évaluation basés sur l'IA.
Points clés : + [00:29:10][^3^][3] Défis éthiques et protection des données * Importance de la transparence * Besoin de validation des outils * Risques de stéréotypage + [00:33:01][^4^][4] Utilisation formative des évaluations * Apprentissage à partir des évaluations * Importance de l'amélioration des compétences * Limites des évaluations sommatives + [00:36:01][^5^][5] Transparence et validation culturelle * Accès aux données de validation * Importance de la validation culturelle * Partenariats avec les communautés locales + [00:40:00][^6^][6] Réactions des utilisateurs aux évaluations IA * Réactions polarisées des utilisateurs * Importance de la compréhension et de l'acceptation * Besoin de clarté et de spécificité + [00:50:01][^7^][7] Compétences sociales et émotionnelles * Importance des normes culturelles * Équilibre entre les comportements * Contrôle communautaire sur les normes de comportement
Résumé de la vidéo [00:58:52][^1^][1] - [01:01:02][^2^][2]:
Cette vidéo discute des innovations dans la mesure des compétences sociales et émotionnelles et de ce que l'IA apportera dans ce domaine.
Points forts : + [00:58:52][^3^][3] Approches innovantes * Utilisation des traces numériques * Fournisseurs commerciaux pour les apprenants adultes * Espoir de moteurs d'inférence pour les étudiants + [00:59:50][^4^][4] Diversité des données * Ensembles de données plus diversifiés * Données guidant le développement des populations * Importance pour les sous-populations + [01:00:19][^5^][5] Acceptabilité sociale * Possibilités techniques des traces numériques * Préoccupations croissantes concernant la surveillance * Tension entre acceptation sociale et possibilités technologiques
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opentext.uoregon.edu opentext.uoregon.edu
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(Kanevsky, 2022, para. 1)
This needs to be changed, Taken from https://oercommons.org/courseware/lesson/15346/overview and content on this site is licensed under cc by, noncommercial, and share alike.
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drive.google.com drive.google.com
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Economia deRecursosAo utilizar ambientes digitais para atividades de aprendizado,as instituições educacionais podem economizar recursos,como papel, impressão e materiais físicos
Escolho este ponto que nos leva para a economia de recursos pois numa instituição como a PSP com recursos em todos os pontos de Portugal, nem sempre é fácil fazer chegar certas formações a Comandos de Polícia mais distantes da Direção Nacional da PSP. Através de um ensino online adequado e das várias metodologias que podemos utilizar para uma maior envolvência dos alunos, podemos aproximar realidades que até então não proporcionavam as mesmas oportunidades de formação aos seus recursos humanos.
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A definição das e-atividades nos ambientesdigitais envolve considerar cuidadosamente o conteúdo, os objetivos deaprendizado e as necessidades dos alunos, a fim de criar uma experiênciade aprendizado envolvente, interativa e eficaz
Não conhecia o recurso Hypothes.is e parece-me bastante útil para favorecer a leitura e interpretação de conteúdos, favorecendo a reflexão colaborativa entre pares. Relativamente ao excerto que escolhi, considerando que a minha formação base é Marketing, inevitavelmente, quando analisei o texto, fiz um paralelismo com esta área. Assim, um gestor de marketing, antes de lançar um serviço, tem que previamente, estudar as necessidades, desejos e expectativas dos clientes, criando serviços com atributos valorizados pelos clientes. Os consumidores têm diferentes objetivos e necessidades quando adquirirem um produto. Têm características sociodemográficas, culturais e económicas distintas, portanto, é necessário personalizar e adaptar o serviço às necessidades e características dos clientes. Somente, com esta abordagem, é possível gerar o interesse na experimentação do serviço e fomentar o desejo à compra/ação. Se o serviço corresponder às suas expectativas de qualidade e resolver um problema/necessidade, poderá motivar o consumidor para voltar a comprar (fidelização). Neste sentido, o mesmo é aplicável ao Ensino a Distância e Digital. Se produzirmos E-Atividades cujos conteúdos são ajustados às necessidades e perfil dos alunos, nomeadamente, quanto ao seu estilo de aprendizagem, poderemos estimular a sua interação e motivação para aprender. Deste modo, o processo ensino aprendizagem poderá ser mais eficaz.
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— that is genius.
I find that I do not agree with this sentiment, at least at first or at least as a complete and inarguable truth. What we think in our own mind can sometimes (and can often be) faulty. Other times, our own thoughts are very true for our own sense of self and beliefs, but not for someone else, or even the majority. My experience is shaped as someone who has lived with OCD for my whole life, and the thoughts I have cannot always be trusted or true for myself, let alone for everyone else. I do think there is some truth to this idea, mostly that we can be most vulnerable with ourselves and understand what is true at a very deep level that others can then agree with once they hear it.
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blogs.mediapart.fr blogs.mediapart.fr
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arxiv.org arxiv.org
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ze(x)
What is the dimensions of this?
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www.theguardian.com www.theguardian.com
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www.theguardian.com www.theguardian.com
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www.theguardian.com www.theguardian.com
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www.theguardian.com www.theguardian.com
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www.theguardian.com www.theguardian.com
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www.liberation.fr www.liberation.fr
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www.repubblica.it www.repubblica.it
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www.repubblica.it www.repubblica.it
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www.nonfiction.fr www.nonfiction.fr
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Le caractère "raciste" d'une personne ou d'un groupe de personnes mériterait d'être éclairci, au moins autant que celui de "connard" qu'on pourrait attribuer à celui qui d'emblée introduit un terme équivalent en manière de caractérisation sociologique.
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accessmedicine.mhmedical.com accessmedicine.mhmedical.com
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P-V leukocidin is an important virulence factor for CA-MRSA and plays a role in the severe SSTI caused by this organism
methicillin-resistant Staphylococcus aureus (CA-MRSA) and is implicated in severe skin and soft tissue infections (SSTIs)
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superantigen
Superantigens are a class of antigens that result in excessive activation of the immune system. They bypass the usual antigen presentation process, leading to a massive and uncontrolled release of cytokines, which can cause severe immune responses. Here's a more detailed overview:
- Mechanism of Action:
- Normal Antigen Presentation: Typically, antigens are processed and presented by antigen-presenting cells (APCs) to T cells via the major histocompatibility complex (MHC) molecules. This process ensures that only specific T cells are activated.
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Superantigen Presentation: Superantigens bind directly to MHC class II molecules on APCs and the variable region of the T-cell receptor (TCR) outside of the normal antigen-binding site. This leads to the activation of a large number of T cells (up to 20% of the body’s T cells), compared to a normal antigen, which activates about 0.01% to 0.1%.
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Consequences of Superantigen Activation:
- Cytokine Storm: The massive activation of T cells causes a large release of cytokines, including interleukin-1 (IL-1), interleukin-2 (IL-2), and tumor necrosis factor-alpha (TNF-α). This "cytokine storm" can lead to systemic inflammation and tissue damage.
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Clinical Manifestations: The excessive immune response can result in conditions like toxic shock syndrome (TSS), characterized by fever, rash, low blood pressure, and multi-organ failure.
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Examples of Superantigens:
- Staphylococcal Enterotoxins: These are produced by Staphylococcus aureus and are associated with food poisoning.
- Toxic Shock Syndrome Toxin-1 (TSST-1): Another toxin produced by Staphylococcus aureus that can cause toxic shock syndrome.
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Streptococcal Pyrogenic Exotoxins: Produced by Streptococcus pyogenes and can lead to streptococcal toxic shock syndrome.
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Treatment and Management:
- Supportive Care: Management typically involves supportive care to stabilize the patient, such as fluids and vasopressors for shock.
- Antibiotics: Treatment of the underlying bacterial infection with appropriate antibiotics.
- Immunomodulatory Therapy: In some cases, therapies to modulate the immune response may be considered.
Understanding superantigens is crucial in clinical settings because of their potential to cause severe and life-threatening conditions.
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www.derstandard.de www.derstandard.de
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www.nonfiction.fr www.nonfiction.fr
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Il montre en quoi notre représentation inconsciente intériorisée de la nation comme corps vivant et vulnérable incline à présenter ceux qui se trouvent en-dehors de nos frontières comme des dangers potentiels.
La description dénonciatrice de l'évidence au nom d'un woke débridé est un ridicule et aussi une bêtise culpabilisante.
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La politique d’assimilation est inhospitalière au sens où l’identité d’origine n’est pas reconnue ou n’est reconnue que comme un obstacle.
Et c'est Honneth qui le dit ! Devoir, and déraciné, on envahit un pays étranger, respecter des coutumes racistes ignobles est un crève coeur ! Que disje ! Un manque de respect !
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Mais avec la colonisation, on soupçonne que certains peuples soient inassimilables.
On se demande bien pourquoi... Le "on soupçonne" est un soupçon de racisme essentiel, sans doute propre au détestable nationalisme français, le caractère "inassimilable" d'un peuple étant un concept totalement étranger au reste de l'étranger, notamment des bons peuples colonisés, eux totalement immune de l'affreux mal...
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l'inconditionnalité de l'accueil qui voit aller jusqu'au sacrifice est particulièrement plaisante à défaut d'être compréhensible. Est on sur un site fasciste exterminateur ou doit on y aller tout de suite ?
Kant qui parle de l'invocation du droit à l'hospitalité par les colonialistes pour justifier leurs conquêtes...
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pythononline.net pythononline.net
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Say goodbye to the headaches of setting up Python locally. No more installations or configurations, you can execute Python code right in your web browser. Just input your code, hit RUN, and watch the magic happen! Compile, run, and share Python code online with our powerful integrated Python development environment (IDE). Want to show off your work? Use the SHARE option to make your code accessible to anyone, anywhere.
One of the best python compilers if you're a new dev and dont want to install Python locally.
Tags
Annotators
URL
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www.reseau-canope.fr www.reseau-canope.fr
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“It is clearly part of the same populist wave. People are very concerned about migration and cultural change. People do feel that the economy is not working for them,” says Bale. “They are fed up with and distrustful of mainstream parties.” He adds that it remains to be seen if Farage will align himself with Europe’s far-right movements, or whether this would make him more of a pariah in the eyes of average Brits.
Culture wars ...
People are very concerned about migration and cultural change.
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www.iledefrance.ars.sante.fr www.iledefrance.ars.sante.fr
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gradient social dans la prévalence des troubles
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prévention et les interventions précoces sont insuffisantes et lesdiagnostics trop tardifs
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LEXIQUE DES SIGLES
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Local file Local file
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“Is it better to speak or die?”
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Hanging on a hook was this morning’s redbathing suit which he hadn’t swum in, which was why it was hanging thereand not drying on the balcony. I picked it up, never in my life having priedinto anyone’s personal belongings before. I brought the bathing suit to myface, then rubbed my face inside of it, as if I were trying to snuggle into itand lose myself inside its folds—
This scene... What is going on?
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finally safe from them, and from him—but at what price, and did I want tobe so safe from anyone
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But all of these hours were strained by fear, as if fear were a broodingspecter, or a strange, lost bird trapped in our little town, whose sooty wingflecked every living thing with a shadow that would never wash.
Fear as a central component of his love for oliver. what is this significance?
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When I think back to that summer, I can never sort the sequence ofevents. There are a few key scenes. Otherwise, all I remember are the“repeat” moments.
What do all these different types of moments mean or represent?
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docs.anthropic.com docs.anthropic.com
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Storytelling sidekick
storytelling writing prompt - anthropic
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www.iledefrance.ars.sante.fr www.iledefrance.ars.sante.fr
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Insuffisance de temps et de moyens pour l’accompagnement
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arxiv.org arxiv.org
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The large LLMs [48] now boosts up to 1000billion parameters, while the widely-used vision encodersof VLLMs are still around one billion. This gap may leadto the under-use of LLM’s capacity.
Key phrase being - align with parameter scale of the LLM
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strangehorizons.com strangehorizons.com
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He stared at me for a moment longer, and then did perhaps the first natural thing he'd ever done in his life. He caught my hand, turned, and began to run.
I wonder what it means by first natural thing. Is it referring to him acting fake to his true self his whole life?
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My conversations with the young sky-man continued. Each day he sat a little closer, talked a little more.
It was pretty obvious from the start that he was interested in her even if the first conversation seemed pretty innocent. He obviously has intentions behind his surface level conversations that he has with her.
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I picked up my basket and returned to the field, making sure to sway my hips as I walked.
When I read this line in the text my mind went back to when she said she was slow to give grandchildren. I am assuming she had done this to try and act herself look more attractive to try and attract someone.
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He stared at me for a moment longer, and then did perhaps the first natural thing he'd ever done in his life. He caught my hand, turned, and began to run.
Was the natural thing she spoke of that he did was running away from danger/death? Since every human is born with the instinct to survive.
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I was not alarmed. Because the sky-people were weak against our diseases—the Earth is so much wilder than their land—they always wrapped themselves thus.
This reminds me of The 100 where the "sky-people" went back to Earth, they were weak against certain diseases and didn't know how to survive a much more wild environment than what they were used to. They ended up having to adapt and survive by learning on their own or by watching the Grounders.
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He was as dark as I inside his baggy skin. It was clear we shared ancestors, yet he spoke as if we were different species.
This shows the distance between Earth-dwellers and the sky people. They have shared ancestors but both had different upbringings, different environments, and different cultures. They're both the same yet so different due to where and how they lived. This explains the tension and wariness that both Earth-dwellers and sky people have for one another.
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www.reddit.com www.reddit.com
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For the record, this title is misleading. He doesn’t want to cut the entire military budget. “I’m saying I doubt that I would get that budget,” he said instead, arguing that Congress would reflect his executive budget. “We will present a thoughtful budget that meets the defense needs of this country without just simply supplying billions of dollars of unnecessary money to the military industrial complex.”
Another example of how quotes and news articles take things out of context, which Redditors are quick to point out! I thought the comments following were pretty thoughtful & somewhat hopeful too, which was nice!
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I read the article and it was just for one day. On Saturday California had something like 98% of their energy demand being fulfilled by renewable sources, the previous record was about 97%. Only one moment, on one day, still a long way to go.
Unsurprisingly, headlines are sometimes misleading. I wonder how much of these news articles sensationalize environmental news just to get clicks and if the data is accurately represented
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www.reddit.com www.reddit.com
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Robert Moses* would be rolling in his grave. Good. Fuck Robert Moses…. *If you don’t know who this shitbag is, he was NYC’s city planner back in the 1950’s, and made a hard push for automobiles over public transit. He loved cars so much he wanted a drive-through window at the Met…
Robert Moses was a huge, controversial figure who did a lot of NYC and Long Island infrastructure development, and he heavily prioritized cars over public transit. I found it interesting that this thread goes deep into calling out past political figures who made a huge impact, as well as states/cities that are widely-mentioned by commenters (like NY, CA, Philadelphia, Boston)
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www.reddit.com www.reddit.com
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I was wondering why no news was reporting why he did it .
This top post seems mostly to talk about how climate change issues are not even shown in mainstream news, but rather a generational/social issue based on the age & wealth divide
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www.youtube.com www.youtube.com
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Typewriter Video Series -- Episode 262: Olympia SG1 by [[Joe Van Cleave]]
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abcnews.go.com abcnews.go.com
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www.proquest.com www.proquest.com
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The third argument is meant to show that subjects cannot justly punish their sovereigns.31 1. A cannot justly punish B for A's own actions. 2. Subjects authorize their sovereign's actions. 3. Therefore, subjects cannot justly punish their sovereign.
The idea that the sovereign represents the people seems silly in the sense that if the subjects disobey they are killed, and that the system of morality which is dominant is generally enforced by power institutions controlled by those at the higher end of society. If a church brainwashes a peasantry into believing their rulers are acting in their own will as represenatives/actors and those church officials exist in a symbiotic relationship with the state I would think that ought to nullify the idea that they are really authorizing the sovereign, as without being free of false ideals one doesn't control ones' self and without the right to give one cannot give authorization.
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Even with this maximal surrender of rights, the subjects could authorize the sovereign's actions as their own.
Is it not possible to alienate the ability to authorize actions? I'm confused on this.
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Authorization is more difficult to understand. Suppose A authorizes B. According to Hobbes, this would make B an "artificial person" whose words and actions are "owned" by A, the "author."
Author as in that who has authority as seen in arendt reading
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. Indeed, some scholars argue that the social contract is inconsistent on the grounds that the rights that are surrendered in the alienation clause cannot be extended to the sovereign in the authorization clause. I believe that the interpretation of authorization that underwrites this objection is mistaken. I will show that, as a general matter, it is possible to authorize another person's actions without extending rights to that person and that, in the particular case of the social contract, the subjects do not extend their rights to the sovereign. With the proper understanding of authorization in hand, I can show that the social contract is consistent and also explain its significance for Hobbes.
Primary task of paper
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help.kobo.com help.kobo.com
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Using notes on third-party eBooks (eBooks not purchased on Kobo.com) Your notes will be saved onto your eReader only. Your notes will be removed if you delete the eBook on your eReader.
This is very disappointing that we can't export highlights from third-party ebooks.
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www.retrotast.no www.retrotast.no
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wol.jw.org wol.jw.org
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Sim, “não é do homem terreno que anda [nem mesmo] o dirigir o seu passo”
A true
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pluralistic.net pluralistic.net
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The realization that you have to live in a society with people who are harmed by injustice, even if you personally escape that justice? It's the whole basis for solidarity.
Defining solidarity
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www.americanyawp.com www.americanyawp.com
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1842
- When is it from
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Richard Peters,
- Written by
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Prigg v. Pennsylvania, 1842
- Report
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moodle.op.ac.nz moodle.op.ac.nz
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Receive a grade Receive a passing grade
The tabs are not clickable so a bit confusing what they are for. The 'continue' button at the bottom wouldn't take me to the quiz.
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usergeneratededucation.wordpress.com usergeneratededucation.wordpress.com
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Find and use your own voice in the teachers’ lounge, teachers’ meetings, via blogging or social media. Publicize your successes and accomplishments via social media.
This can take awhile to develop the confidence to use your voice. It is important to help teacher candidates and those new to the profession have a "seat at the table".
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moodle.op.ac.nz moodle.op.ac.nz
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all the topics at your own pace or select the specific topic that you are wanting to learn about.
A brief introduction to both topics, including the estimated time it would take to read through them, would help learners decide how much they explore the topic(s), especially those with little knowledge about what ePortfolios are. Also, what are the learning outcomes of this module?
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www.oakton.edu www.oakton.edu
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They may have afixed mind-set, in which they believe that intelligence is a static trait: some students aresmart and some are not, and that's that.
It is difficult to believe that anyone in the field of education could have this type of mindset and justify their work each day.
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media.dltj.org media.dltj.org
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But actually a physical library cannot make a physical copy of a book and circulate it in place of the original copy. It can't do that, right? So if it can't do that, then you're not doing just what a library is doing. So your argument actually depends on the physical, the digital copy being transformative and the physical copy not being transformative. And that's the thing that makes the difference, not the one-to-one ratio and the analogy to physical books.
Is circulating a photocopy of a book to preserve the original like CDL?
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The struggle I'm having with your response to these questions is on the one hand you want to say, look, this is transformative because it's efficient and we can get people to read more books faster. They don't have to go to libraries. The efficiency is the value of this to the public. But at the same time, you're saying, but that efficiency has absolutely no impact on whether the publishers can sell the e-books or the hard copies. And it sounds wonderful when you're saying it, but when I step back and listen, I'm having trouble reconciling those two.
Digitized lending efficiency has two sides
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that efficiency may or may not have an effect on either the number of copies that get sold or on the market for the overdrive service, which has a variety of different sort of different aspects and benefits over and above CDL. I mean, CDL is largely sort of image-scanned images of pages of paper books because it's the paper book. The overdrive service has a lot of many. You can flow the text. You can do different features and that is one reason why that is one explanation for the data that you see that there is no reduction in demand for overdrive.
Digitized versus Digital books, explicitly
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you're reducing the market from the number of people who might want to read... Let's look at even the paper books. They'll pretend like take out the digital market for a second. The number of people who might want to read it ever, down to the number of people who might want to read it simultaneously. And if you put digital books into the mix, it's the same idea, right?
The market becomes only as large as the number of people who simultaneously want to read a work
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That IA's brief and amiki try to create the impression that the public interest is on their side. And it is not. The protection of copyright is in the US Constitution and federal law because it creates an incentive for writers and artists to create new works to benefit our broader society. Internet archives, control digital lending is in direct conflict with that basic principle. And as I previously... You don't really think people are going to stop writing books because of the control digital lending to you? Well, I think publishers are going to go down the tubes if they do not have the revenues. I'm not going to publish your books. You think that that's really... I do, Your Honor. There's no question. I mean, and the standard here is not, will this eliminate... No, I understand. ...the... It's just a part. But this question about balancing the incentive to create a work with the larger distribution of it, that is the question to be decided in this case.
"Publishers are going to go down the tubes is they don't have the revenues"
Authors: the publishers are not necessarily your friends here...
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In the same way, control digital lending is a contrived construct that was put together at the behest of Internet Archive back in 2018 when they confronted the fact that libraries didn't want to deal with them. Libraries didn't want to give copies of their works to be digitized because they were concerned about copyright arguments. So they got in a room together with various people and contrived this principle of control digital lending to rationalize what they were doing.
CDL was conceived by IA in 2018 because libraries didn't want to give IA digital copies?
WHAT?!?
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that very point has been made by this court that you transform a book when you create or work when you create it into a new format. But that is not the type of transformativeness that the first factor looks at. You're converting it to a derivative form, not a transformative form.
Digitized books as a derivative form, not a transformative form
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Really in question that if the comparator on the transformative issue were between the digital book and the ebook, that it really wouldn't be transformative because it is just a different version of a digital book. But he's saying, well, we have a right to use our physical copy and this is a transformative use of the physical copy. Is that the right way to think about it? Are you suggesting that actually the book is something more than the physical copy? And so when we think about the CDL version of the book, we should compare it both to the physical copy and to the ebook because those are both versions of the book that the publisher produces. They are not distributing the physical copy you're on. That's the whole point to control digital lending. That is not the right way to think about it. They are taking the physical copy and transforming it into a nude and different format with different capabilities that has a different market.
Comparison between the digital (digitized) book and the ebook
The judge here is attempting to hone in on the question of digitized versus digital book. The libraries are lending the digitized book. Publishers have a market for the digital book. They are similar, but not the same.
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You are still distributing the physical copy of the book. And as Your Honor recognized, there's a lot of friction involved with distribution of physical copies that is significantly different than what is capable with digital copies. That's why they are two independent markets with very distinct capabilities and the law and the digital economy button with books as everything else turns on the fact very key principles that the copyright owner owns the right to distribute their works in different formats and to distribute them under the terms for which they deem to be appropriate.
Physical books and ebooks are two different markets
The difference in friction between lending a physical book and an ebook means that these are two separate markets with "very distinct capabilities." CDL usurps publishers' rights in the ebook market.
I could be more sympathetic to this argument if the "ebook" we were talking about was a digital book, not a digitized book.
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there is no market in control digital lending. But of course, there's no market in control digital lending. Control digital lending is predicated on infringement and the nonpayment of any fees.
CDL is predicated on infringement and non-payment of fees
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this is so utterly transformative and so utterly, it's substantive. I'm sorry, it's utterly derivative is your position. Exactly, it's a derivative work. And there's, and it's doing nothing than repackaging and repurposing the derivative work.
CDL is a transformative, derivative work
Implication being, I think, that new copyright rights come to the library because of this transformation/derivation.
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let me focus for one moment on just a little bit of the evidence here on the commerciality of Internet Archive. Unlike most libraries, Internet Archive is owned by an individual largely who has funded this, and he, that Brewster Kale, as you well know. And every, virtually every page of the Internet Archive has a button that says you can buy this on better world books, which is giving an incredible amount of PR and certain revenue that drives between them.
Commerciality of Internet Archive
And the intersection with Better World Books, which makes this a distinct between this and public libraries.
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What about the evidence that certainly the district court cited to it, admissions or undisputed evidence in the 56th statement about pitching CDL or pitching, joining the open library project as a way to save money. And are you relying on that at all as a basis to show? Absolutely, Your Honor. It's very rare in a record that you have actual admitted evidence that shows that a party is intending to supplant your market. And that's what we have in this record. The Internet Archive on this appeal tries to dismiss this as rhetorical flourishes. These pitches were made to hundreds of libraries and hundreds of slide decks provided to libraries with this exact same pitch. You don't have to buy it again.
IA's marketing of the Open Libraries program demonstrates their intent to subvert the digital licensing market
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dataxdesign.io dataxdesign.io
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In addition to the text, Clarkson also included a set of tables intended to reinforce the factual nature of the evidence visualized above.
This sort of repeats the chunk from two above.
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grounding criteria of that era's definition of visual display: making "previously invisible phenomena subject to direct inspection," as Michael Friendly and Howard Wainer propose, and making those phenomena "palpable and concrete."
I wonder if the Daston and Gallison notion of 'epistemic virtues' helps here in some way.
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Most are naked, but several are clothed
Oh wow zoom. I thought that would be too much to suggest above! It is too bad that all these effects get lost in mobile views.
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a view of the hold—and
This zoom focusing effect here is very nice.
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Curator: @bandrow
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DOI: 10.1038/s41467-024-48851-8
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Curator: @bandrow
SciCrunch record: RRID:BDSC_6982
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DOI: 10.1038/s41467-024-48851-8
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Curator: @bandrow
SciCrunch record: RRID:BDSC_5138
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Resource: BDSC_60695
Curator: @bandrow
SciCrunch record: RRID:BDSC_60695
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DOI: 10.3390/ijms25115681
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SciCrunch record: RRID:BDSC_1304
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