DOI: 10.1002/advs.202516355

Resource: (BCRJ Cat# 0395, RRID:CVCL_0168)

Curator: @scibot

SciCrunch record: RRID:CVCL_0168

What is this?

Traceback (most recent call last): File "/home/ubuntu/dashboard/py/create_release_tables.py", line 54, in format_anno_for_release parsedanno = HypothesisAnnotation(anno) File "/home/ubuntu/dashboard/py/hypothesis.py", line 192, in init t = row['document']['title'] TypeError: string indices must be integers

Traceback (most recent call last): File "/home/ubuntu/dashboard/py/create_release_tables.py", line 54, in format_anno_for_release parsedanno = HypothesisAnnotation(anno) File "/home/ubuntu/dashboard/py/hypothesis.py", line 192, in init t = row['document']['title'] TypeError: string indices must be integers

Traceback (most recent call last): File "/home/ubuntu/dashboard/py/create_release_tables.py", line 54, in format_anno_for_release parsedanno = HypothesisAnnotation(anno) File "/home/ubuntu/dashboard/py/hypothesis.py", line 192, in init t = row['document']['title'] TypeError: string indices must be integers

Traceback (most recent call last): File "/home/ubuntu/dashboard/py/create_release_tables.py", line 54, in format_anno_for_release parsedanno = HypothesisAnnotation(anno) File "/home/ubuntu/dashboard/py/hypothesis.py", line 192, in init t = row['document']['title'] TypeError: string indices must be integers

Traceback (most recent call last): File "/home/ubuntu/dashboard/py/create_release_tables.py", line 54, in format_anno_for_release parsedanno = HypothesisAnnotation(anno) File "/home/ubuntu/dashboard/py/hypothesis.py", line 192, in init t = row['document']['title'] TypeError: string indices must be integers

Traceback (most recent call last): File "/home/ubuntu/dashboard/py/create_release_tables.py", line 54, in format_anno_for_release parsedanno = HypothesisAnnotation(anno) File "/home/ubuntu/dashboard/py/hypothesis.py", line 192, in init t = row['document']['title'] TypeError: string indices must be integers

Traceback (most recent call last): File "/home/ubuntu/dashboard/py/create_release_tables.py", line 54, in format_anno_for_release parsedanno = HypothesisAnnotation(anno) File "/home/ubuntu/dashboard/py/hypothesis.py", line 192, in init t = row['document']['title'] TypeError: string indices must be integers

Traceback (most recent call last): File "/home/ubuntu/dashboard/py/create_release_tables.py", line 54, in format_anno_for_release parsedanno = HypothesisAnnotation(anno) File "/home/ubuntu/dashboard/py/hypothesis.py", line 192, in init t = row['document']['title'] TypeError: string indices must be integers

DOI: 10.1002/advs.202515654

Resource: None

Curator: @scibot

SciCrunch record: RRID:Addgene_51076

What is this?

DOI: 10.1002/advs.202515654

Resource: RRID:Addgene_137804

Curator: @scibot

SciCrunch record: RRID:Addgene_137804

What is this?

DOI: 10.1002/advs.202515654

Resource: RRID:Addgene_74279

Curator: @scibot

SciCrunch record: RRID:Addgene_74279

What is this?

DOI: 10.1002/advs.202515654

Resource: (ATCC Cat# CRL-11270, RRID:CVCL_4401)

Curator: @scibot

SciCrunch record: RRID:CVCL_4401

What is this?

DOI: 10.1002/advs.202515654

Resource: (ICLC Cat# HTL95023, RRID:CVCL_0030)

Curator: @scibot

SciCrunch record: RRID:CVCL_0030

What is this?

DOI: 10.1002/advs.202515431

Resource: (ATCC Cat# CRL-1629, RRID:CVCL_1685)

Curator: @scibot

SciCrunch record: RRID:CVCL_1685

What is this?

DOI: 10.1002/advs.202515431

Resource: (BCRJ Cat# 0326, RRID:CVCL_1107)

Curator: @scibot

SciCrunch record: RRID:CVCL_1107

What is this?

DOI: 10.1002/advs.202515192

Resource: (BCRC Cat# 60005, RRID:CVCL_0030)

Curator: @scibot

SciCrunch record: RRID:CVCL_0030

What is this?

DOI: 10.1002/advs.202515192

Resource: (RRID:CVCL_0063)

Curator: @scibot

SciCrunch record: RRID:CVCL_0063

What is this?

DOI: 10.1002/advs.202515192

Resource: (ATCC Cat# CRL-2302, RRID:CVCL_0145)

Curator: @scibot

SciCrunch record: RRID:CVCL_0145

What is this?

DOI: 10.1002/advs.202515192

Resource: RRID:Addgene_71814

Curator: @scibot

SciCrunch record: RRID:Addgene_71814

What is this?

DOI: 10.1002/advs.202513341

Resource: (RRID:CVCL_0062)

Curator: @scibot

SciCrunch record: RRID:CVCL_0062

What is this?

DOI: 10.1002/advs.202513341

Resource: (DSMZ Cat# ACC-357, RRID:CVCL_0292)

Curator: @scibot

SciCrunch record: RRID:CVCL_0292

What is this?

DOI: 10.1002/advs.202513341

Resource: (NCI-DTP Cat# MCF7, RRID:CVCL_0031)

Curator: @scibot

SciCrunch record: RRID:CVCL_0031

What is this?

DOI: 10.1002/advs.202513341

Resource: (ATCC Cat# CRL-1459, RRID:CVCL_2379)

Curator: @scibot

SciCrunch record: RRID:CVCL_2379

What is this?

DOI: 10.1002/advs.202513341

Resource: (ATCC Cat# CRL-10317, RRID:CVCL_0598)

Curator: @scibot

SciCrunch record: RRID:CVCL_0598

What is this?

DOI: 10.1002/advs.202509784

Resource: (RRID:CVCL_9U56)

Curator: @scibot

SciCrunch record: RRID:CVCL_9U56

What is this?

DOI: 10.1002/advs.202508934

Resource: rna-star (RRID:SCR_004463)

Curator: @scibot

SciCrunch record: RRID:SCR_004463

What is this?

DOI: 10.1002/advs.202508934

Resource: ggplot2 (RRID:SCR_014601)

Curator: @scibot

SciCrunch record: RRID:SCR_014601

What is this?

DOI: 10.1002/advs.202508934

Resource: ImageJ (RRID:SCR_003070)

Curator: @scibot

SciCrunch record: RRID:SCR_003070

What is this?

DOI: 10.1002/advs.202508934

Resource: R Project for Statistical Computing (RRID:SCR_001905)

Curator: @scibot

SciCrunch record: RRID:SCR_001905

What is this?

DOI: 10.1002/advs.202508934

Resource: edgeR (RRID:SCR_012802)

Curator: @scibot

SciCrunch record: RRID:SCR_012802

What is this?

DOI: 10.1002/advs.202508934

Resource: RStudio (RRID:SCR_000432)

Curator: @scibot

SciCrunch record: RRID:SCR_000432

What is this?

DOI: 10.1002/advs.202508934

Resource: featureCounts (RRID:SCR_012919)

Curator: @scibot

SciCrunch record: RRID:SCR_012919

What is this?

DOI: 10.1002/admt.202501801

Resource: (BCRC Cat# 60414, RRID:CVCL_2142)

Curator: @scibot

SciCrunch record: RRID:CVCL_2142

What is this?

DOI: 10.1002/admt.202501801

Resource: (ECACC Cat# 90112714, RRID:CVCL_0035)

Curator: @scibot

SciCrunch record: RRID:CVCL_0035

What is this?

DOI: 10.1002/adma.202522601

Resource: None

Curator: @scibot

SciCrunch record: RRID:CVCL_7891

What is this?

DOI: 10.1002/adma.202522601

Resource: None

Curator: @scibot

SciCrunch record: RRID:CVCL_L929

What is this?

DOI: 10.1002/adhm.202504908

Resource: (ATCC Cat# SCRC-1041, RRID:CVCL_3285)

Curator: @scibot

SciCrunch record: RRID:CVCL_3285

What is this?

DOI: 10.1002/adhm.202504908

Resource: (ATCC Cat# TIB-71, RRID:CVCL_0493)

Curator: @scibot

SciCrunch record: RRID:CVCL_0493

What is this?

DOI: 10.1002/adhm.202503325

Resource: (NCI-DTP Cat# MCF7, RRID:CVCL_0031)

Curator: @scibot

SciCrunch record: RRID:CVCL_0031

What is this?

DOI: 10.1002/acn3.70317

Resource: Parkinson's Progression Markers Initiative (RRID:SCR_006431)

Curator: @scibot

SciCrunch record: RRID:SCR_006431

What is this?

DOI: 10.7150/thno.127558

Resource: None

Curator: @evieth

SciCrunch record: RRID:IMSR_JAX:023035

What is this?

DOI: 10.7150/thno.127558

Resource: None

Curator: @evieth

SciCrunch record: RRID:IMSR_JAX:003831

What is this?

DOI: 10.64898/2026.02.12.705597

Resource: None

Curator: @dhovakimyan1

SciCrunch record: RRID:IMSR_JAX:000664

What is this?

DOI: 10.64898/2026.02.11.705445

Resource: None

Curator: @dhovakimyan1

SciCrunch record: RRID:MMRRC_032779-MU

What is this?

DOI: 10.1101/pdb.rec10907

Resource: None

Curator: @areedewitt04

SciCrunch record: RRID:SCR_014199

What is this?

DOI: 10.1101/pdb.rec10907

Resource: None

Curator: @areedewitt04

SciCrunch record: RRID:SCR_010279

What is this?

DOI: 10.1101/pdb.rec10907

Resource: None

Curator: @areedewitt04

SciCrunch record: RRID:Addgene_32147

What is this?

DOI: 10.1101/pdb.rec10907

Resource: None

Curator: @areedewitt04

SciCrunch record: RRID:Addgene_170513

What is this?

DOI: 10.1101/pdb.rec10907

Resource: None

Curator: @areedewitt04

SciCrunch record: RRID:Addgene_121657

What is this?

DOI: 10.1101/pdb.rec10907

Resource: None

Curator: @areedewitt04

SciCrunch record: RRID:Addgene_112811

What is this?

DOI: 10.1038/s41467-026-68367-7

Resource: None

Curator: @evieth

SciCrunch record: RRID:AB_221541

What is this?

DOI: 10.1016/j.isci.2026.115056

Resource: None

Curator: @areedewitt04

SciCrunch record: RRID:AB_3107055

What is this?

DOI: 10.1016/j.isci.2026.115044

Resource: None

Curator: @areedewitt04

SciCrunch record: RRID:AB_869050

What is this?

DOI: 10.1016/j.isci.2026.115044

Resource: None

Curator: @areedewitt04

SciCrunch record: RRID:AB_262054

What is this?

DOI: 10.1016/j.isci.2026.115044

Resource: None

Curator: @areedewitt04

SciCrunch record: RRID:AB_2303998

What is this?

DOI: 10.1016/j.isci.2026.115044

Resource: None

Curator: @areedewitt04

SciCrunch record: RRID:AB_2273020

What is this?

DOI: 10.1016/j.isci.2026.115044

Resource: None

Curator: @areedewitt04

SciCrunch record: RRID:AB_2193182

What is this?

DOI: 10.1016/j.immuni.2026.01.017

Resource: None

Curator: @areedewitt04

SciCrunch record: RRID:AB_2532095

What is this?

DOI: 10.1016/j.celrep.2025.116016

Resource: None

Curator: @evieth

SciCrunch record: RRID:WB-STRAIN:WBStrain00000003

What is this?

DOI: 10.1002/dvdy.70093

Resource: None

Curator: @evieth

SciCrunch record: RRID:AB_2536161

What is this?

DOI: 10.1002/dvdy.70093

Resource: None

Curator: @evieth

SciCrunch record: RRID:AB_10734441

What is this?

http://bafybeif26ootd53sc5vd2gctudzn7odohwsug54lm26ojfjzt743knxotq.ipfs.localhost:8080/?filename=index.htm

dweb.link ? - ipfs=bafybeif26ootd53sc5vd2gctudzn7odohwsug54lm26ojfjzt743knxotq - urn=💻.thinkpad.🧊.♖.indy.📓.2026.02.19/♖.indy.0

To me, I remember during my school days, it was like this something similar but we had four strikes. 1st was wait until after school to get it from the teacher, then the office then wait until the next day then wait a month to get our phones back. It was terrible but I feel like punishments shouldn't go this far as to discipline, there should better tactics to give better punishments for students.

This highlights how smartphone dependence affects students’ reactions to policy, showing the emotional and psychological dimensions of bans.

Even when schools ban phones, enforcement is difficult, students find ways around systems, revealing behavioral and practical challenges.

This suggests phone bans can reduce bullying and improve social interaction, implying positive social effects beyond academics.

This shows that taking away phones does get students to be more active in the classroom and erasing bullying is a big plus. The only downside listed is that it's hard to figure out ways to truly implement this because students will try to work around it. I think if there are clear improvements for students when this is implemented, it should be implemented more often. The down side I can think of is students not being able to reach their families, but that can also be done through phones at the office.

bulling

When I was younger it was instilled onto me that young kids shouldn't even be using social media websites. Why aren't parents watching what their kids are doing online?

Exploriment

= infracons

• commons based
• Peer-to-Peer,
• co-
  • evolving
  • Produced
• auto
  • poietic
  • nomous
• permanent
• evergreen
• un
  • en-closeable
  • unstopable
  • surveiable
• born multiplayer
• human Actor Centric
• as opposed to machine/provider centric

named networks based InterPlanetary omn-optinal intentionally transparent

holonic info-norphic-com(unication|putation) infrastructure

built from Trust for Trust

autopoietic evergreen

designed to be easy to emulate compelling to do

Flip the Web Open

permanent link to mutable content on both Peergos and IPNS

Using bibliographies are a good way to do research and a good source.

This is explaining that topics need to be narrowed down.

Having someone give you feedback is important for tweaking your paper to make it better.

Narrowing by time can refine the research

This shows that a clear thesis must come before detailed research.

It's ok to feel intimidated at first because you are still learning.

This shews the importance of organization in presenting research.

Research paper as an organized argument supported by evidence form multiple sources.

This compares research to solving a mystery, showing that research is driven by curiosity

Good idea to have them in thought and practice them to make sure I include them.

It is so useful to learn how to write a research paper and it's going to help anyway in your career pathways.

This point of view sounds right as your trying to find evidence to debate your point of view and learn more about the topic.

you want to organize your ideas, you want to present the facts.

don't make claims that you can't prove with evidence.

Use stronger action words instead of "is" or "are"

Questioning your thesis will make it stronger.

You need solid proof, it just your opinion

if everyone agrees with it then it's not a strong thesis.

Your claim must be clear and exact so your argument stays focused.

Narrow down what you write.

A thesis should be short and located near the intro

We must decide what we personally think about the topic.

A thesis is an interpretation rather than just being a topic.

A thesis is not just a topic but a claim that must be proven with evidence.

Writing happens in stages. You first plan and then improve your thesis.

It's not a topic to your paper, an introduction at the very end of the paragraph.

questions that would make the thesis have more details.

Making your essay straight forward. Becoming more strong and secure.

This section can be the evidence of anything that supports your claim.

This is important and more in argumentative essays that have a yes or no answer. It's as agreeing or disagreeing to the topic and brining evidence according to your research.

Specify is an important rule as it would develop details and become the reader more engaged.

It gives a good definition on what a thesis statement means. it gives an idea of what it suppose to sound like and also states an idea about what your essay is going to be about.

The EU connects AI innovation with human rights, showing their strategy focuses on ethics as well as economic growth.

[[AI Contintent Action Plan]]

The shady bunch that forms Trump's bribes for peace

AVG Verwerkingsregisters Rijksoverheid

StandICT.eu funds/trains ICT experts to participate in (global) standardisations work, wrt EU policy alignment

BOSS Business Operations Support System contains descriptions of the workings of CEN-CENELEC standardisation workflows and processes.

OSF / IMI studie over opbrengst overheidstransparantie

info

Hay muchos campos actualmente donde se aplica la ciencia de la información tal como menciona este apartado que abarca la mayoría sino todos los aspectos de la vida actualmente, tanto a nivel personal como a nivel organizacional o de estado/gobierno, en calidad de usuario y proveedor o comunidad para comunidad. Al tener una presencia tan indiscutible hace que la profundización de sus procesos e investgaciones generen valor dentro de la misma disciplina tanto como para los que se benefician de los resultados.

The Europeans took a land that never belonged to them in the first place

Europeans had no right taking the land away from the native people

This highlights the injustice the enslaved African American people had to face, even after gaining freedom. There was a possibility of a law that might re-enslave them. The author wrote this letter to talk about the cruelty and injustice of taking away the freedom they gained

For me, a biocentric ethic should not be misanthropic or deluded about humans being a part of nature and influencing other living beings and the environment. What biocentrism should be doing is critiquing certain human behaviors that do not respect the balance of the webs of life.

Marx's ideas of class conflict have always intrigued me, and I see them hold true today when we think about the elites and the working class. In my opinion, it is a shame that the Cold War and Red Scare created a taboo around critiquing capitalism, as Marx's theory of class conflict provides a very useful sense for looking at the power disparity between colonial elites and the working class. The wealth gap continuing to grow larger and larger makes me anticipate further class consciousness, although, I do not know if I foresee a classless society as Marx describes.

I find it interesting how, historically, Christian faith was often not used as a personal conviction but more so as a religion as a tool of the state. Puritans saw indigenous people as obstacles to removed rather than souls to be saved. This directly contrasts Early Islamic Caliphates as they had significant cultural synthesis and trade-based conventions, and were typically more tolerable towards other cultures and beliefs.

I find it quite interesting how the Romantic Movement had a correlation to the scientific rationalism of the Enlightenment, the cold constraints of Neoclassicism, and the dehumanizing effects of the Industrial Revolution. I view the Romantic Period as a sort of rebellion against the cold nature of Enlightenment. I've noticed a trend in history where a period defined by more calculated and cold concepts tends to lead to a birth of new art and literature, which reaffirms the idea that humans need both for expression and expansion.

This hit me. Writing only for a grade makes the work feel small. Thinking about a real reader raises the pressure—but also the purpose.

The umbrella statement feels grounding. I like that it can start simple and evolve.

Patterns mean something keeps pulling my attention. That’s where analysis begins.

This makes the process feel slower and more intentional. Instead of rushing to a thesis, I have to sit with my observations.

aaaa

The section on doomscrolling really resonates with me because it’s so easy to fall into that cycle without realizing it. Social media makes negative content endlessly available, and sometimes it feels almost addictive even when it makes you feel worse. It’s interesting to think about how platform design might encourage these behaviors.

This demo was interesting because it shows how algorithms can intentionally shape what users see. Filtering for only positive news might seem helpful for improving mental health, but it also raises questions about whether hiding negative information creates a distorted view of reality. I also noticed that sentiment analysis is a simplified way to judge content, since tone and context can be more complex than just positive or negative. Overall, this example shows how small design decisions in algorithms can significantly influence users’ emotional experiences online.

This section makes me think social media isn’t just “showing posts”—it’s actively shaping what we believe is important, and even what feels true. The scary part is that the rules can be based on tons of signals we never consented to (like location or contacts), and because the algorithm is hidden, it’s hard to hold anyone accountable when the recommendations go wrong.

This section does a good job showing that the relationship between social media and mental health is complex rather than purely positive or negative. I found the example of Facebook’s mood experiment especially interesting because it raises ethical concerns about consent and manipulation, not just mental health outcomes. The discussion of digital detox was also thoughtful, particularly the idea that blaming technology itself may prevent us from improving how platforms are designed. Overall, this reading encourages a more nuanced understanding of social media’s impact instead of oversimplifying it as either harmful or beneficial.

Claim: Leading the way in digital learning because it is an Apple Distiguished school. <br> Verdict: Misleading <br> Why? The Apple Distinguished School designation is a marketing recognition, not an independent evaluation of teaching quality or digital outcomes. Schools apply for the award themselves, and Apple does not assess academic performance, digital pedagogy, or student outcomes. The award mainly reflects that the school uses Apple products and aligns with Apple’s branding criteria. <br> Evidence: Apple’s own criteria emphasise technology adoption and storytelling, not independent educational evaluation. The programme is self‑nominated and based on a school’s submitted materials, not external inspection. No independent educational body recognises the award as a measure of digital teaching quality. <br> Confidence: High — Apple’s published criteria confirm the award is based on self‑submitted evidence and product usage, not independent assessment. <br> Snapshot: <br> Timestamp: 2026‑02‑19 UTC <br> Notes: Award criteria reviewed; no external evaluation or inspection process identified.

I like how this is emphasized within the article. I want to be intentional about choosing videos that reinforce my lessons or activities in the classroom. It is important to stray away from just showing students a video to give them more information rather than reinforce what they know and explain it in more detail.

I want to make sure that if I am to ever use online resources and online written instructions that I will embed the links into the document. I have always found it easier to navigate links when they are inserted this way.

I think this is important because I personally find it easier to retain information when meaningful pictures are included within texts.

I think this is important because too much can make readers lose interest.

I personally agree with this if the words aren't clear and bold I have a harder time reading them, especially when it's cursive.

The authors thoughts on the idea that archivists don't have the desire to create these policies is really curious to me. I can see the policy having, like the author argues, positive impacts on the integrity of a collection, but are archivists in these institutions concerned with integrity? I wonder about archivist motivation - if motivation of collecting was probed a bit more in these questions how that would affect the answers.

My main experience in an archive is a free community archive, which is not for profit and maybe is a space mostly for indipendant research. At Interference Archive, they have a collections policy and regularly consult it and use it to manage thier limited space, specifically, among other things.

The ontological argument Terry Cook is making here, and throughout this article, is very important. It raises questions about the relation between objects - animate and inanimate - and their surroundings, the traces they produce, and the processes within which they are situated. How does one define a specific field or "object of study" when it is so deeply imbricated in another, or many others for that matter? While I agree in theory that her approach of macro-appraisals can serve to widen and enrich the scope of special collections, I would also argue that her position (and it top-down philosophy, as she puts it), produces a certain tension with the other reading we did this week - which advocates for the opposite approach; that is to say, a narrowing of collection development practices (of which appraising if of course a main step). While I know this article was written specifically with architecture in mind, I think it's fair to say it applies equally to other fields. The question then remains: How does one appropriately represent the "life world", as it were, of a particular field, while also working efficiently and within the bounds of reality? Furthermore, can one utilize a top-down approach to appraising and collection development without imposing a sort of prefigured idea of prospective research topics (as Cook argues against, yet, in my opinion, her position seems to confirm)? What is the balance between these two?

Can we say....?????

a;ldjkf;lasdj;asdjadsjf

Interesting to see how they separated or tried to name all the varying characteristics that could impact access to STEM achievement.

They situate themselves within the existing research by stating that there have been few studies about STEM achievement have been longitudinal. Also, even fewer with a direct relationship were examined between access and other disparities in different forms.

Theoretical framework used-haven't seen this before, interested in learning more about it.

Plus these bonus resources:

I would include the reduced pricetag in the bar at the top of the page. Also, can you format it so it goes from screen edge to screen edge?

action

ongoing

Because life gets busy!

delete

This exclusive upgrade

remove

remove

Get ongoing access to all Summit sessions, plus

in between playdates, nappy changes and all the other things that come with parenting a pre-schooler.

Make sure you do a spell-check on the page ;-)

I think this speaks to the divide we often see between empathetic people vs. non-empathetic people. We often see wealthy people who are raised to believe that the world revolves around them, and that breeds apathy. It's important now more than ever to value the wellness of every person, black or white, gay or straight, rich or poor, immigrant or citizen. If people don't understand that everyone getting their needs met leads to a greater outcome for all, the ultra-wealthy will continue to accumulate wealth, and everyone below them will fall further and further into oppression. You don't need firsthand experience to be empathetic to those who are disadvantaged, you just need enough common sense to know it's them today but could be you tomorrow.

Again, I would add a super strong closing sentence here that touches on the event promise: This free event will help you/show you/introduce you to/...

I would stick with the tagline/event promise you brainstormed with the team here for a stronger intro section: Join 20+ Christian moms and mentors to discover how to connect with God - even in the chaos of motherhood, when having a "perfect" quiet time isn't an option.

Make sure the button CTA is consistent throughout the page: Grab your free ticket

This summit is for any preschooler mom looking to xyz. I would add a summarizing sentence here that makes the browser totally seen. And I would add another button to grab the free ticket here.

Why not? What makes this summit unique and super valuable?

I would pull the speakers for each day into these day sections with their topic so people know what exactly awaits them.

Can you elaborate here what that has looked like specifically for you, and why you're so excited to share these 20+ experts with the audience?

Can you make this section somewhat more specifically linked to the outcome/promise of your summit? What are they hoping right now that will actually be possible for them after attending your summit?

Like

feels much harder than before kids.

Your

I would make these bullet points somewhat more tangible and relatable. Cheerios and laundry is a great start, but what about the other 2? What's actually happening in their daily lives right now that would make them proud?

This seems to be repeated from the video intro line. Why don't we rephrase this to somethign like: Yes, you can walk with God while raising little kids!

Climate change and war both created global instability

The constant warfare helped shape England and France

I think the wording of this is really interesting. While I agree it was in some ways "anti-Trump", I feel like it was overwhelmingly "pro-women" and even more so "anti- oppression". I think wording it as if it's a movement that's simply against the president is harmful to the overall message of this movement. Furthermore, where I'm from, we did not even call it the "Women's March"; we called it the "People's March". As someone who took part in these protests, we were fighting for rights for all people, not just women. It was pro LGBTQ, pro Immigrant, pro Women and pro BIPOC. This was a pro-American movement centered around calling out the oppressive power of our government.

have to verify WordPress core translation in the platform

name - not to be translated

Activités H5P

Métadonnées

Core WordPress translation - not our translation

Mes livres

No translation.

Duplication réussie! %1$s, %2$s, %3$s, %4$s, %5$s, %6$s, %7$s et %8$s à %9$s clonés.

URL du nouveau livre

Sélectionnez ce livre

Rechercher dans le Pressbooks Directory

Adresse URL source du livre

panneau

Adapter un livre

Pas de modification

licence Creative Commons

domaine public

sous license ouverte

also: Cet outil vous permet de dupliquer des livres sous licence ouverte d'un réseau Pressbooks à un autre. Le processus de dupliquer crée une copie du livre original que vous pouvez réviser et redistribuer comme vous le souhaitez. Vous pouvez entrer l'URL du livre source si vous la connaissez déjà, ou rechercher et sélectionner un livre approprié dans le Pressbooks Directory.

Dupliquer un livre

Exporter

télécharger

CSS personnalisé

Options du thème

fichiers exportés

Thèmes

Apparance

thème