Michael Warner’s theory of publics provides essential grounding for understanding Reddit as more than a collection of posts. Warner argues that “publics have an ongoing life: one doesn’t publish to them once and for all (as one does, say, to a scholarly archive). It’s the way texts circulate, and become the basis for further representations, that convinces us that publics have activity and duration” (2002, 68). A public exists not through singular acts of communication but through continuous circulation; text must move through time and become part of an “intertextual environment of citation and implication” to constitute public discourse (Warner 2002, 68). This circulation principle distinguishes platforms like Reddit, where posts remain searchable and citeable across years, from ephemeral communication channels where discourse vanishes after immediate consumption.

Key Revisions from Previous Outline Opening: Now starts with March 2020 crisis moment, not methodological discovery Context Before Method: Institutional context and theory come before explaining data collection Orphan Comments: Moved to Chapter 2 where it makes sense methodologically Evidence Flow: Pre-pandemic baseline consolidated in 1.2.2, referenced elsewhere Narrative Logic: Crisis -> Context -> Theory -> Method -> Preview Implementation Notes Total target: 14,000-15,000 words Each evidence ID appears in ONE primary location Cross-references use section numbers, not repetition Transitions connect sections without redundancy

Critically, this methodology captures participation patterns invisible to standard approaches: the one-time crisis posters who seek help then vanish, the late-night support networks operating when institutions close, the tactical knowledge shared across years that conventional sampling misses entirely.

(how CUNY’s digital communities responded to systematic institutional crises, how students constructed educational infrastructure through peer networks, how platform architectures shaped crisis resilience)

comment_ljsi5h9

call “non-digital-centric” digital ethnography. They trea

Sarah Pink et al.’s principle of “non-digital-centric-ness” (2016) reinforces this approach. Their focus on relationships, social worlds, and localities guides the analysis of March 2020 as an event unfolding simultaneously online and on campus. r/CUNY is read as both networked public and local community, with digital traces embedded in material life.

Persistence: Solutions remain accessible across years. comment_koxv1co (Baruch, score: 51) preserves campus lore from “a few years ago,” comment_mn6abxk (CUNY, score: 135) shares 20-year-old success story of meeting spouse at Hunter, and comment_mcf39dr documents balance persistence from 2020-2024. comment_ksab2yr promotes CUNY Reconnect program for returning students, showing multi-year institutional memory preservation. Replicability: Tactical knowledge designed for copying and adaptation. comment_ewlyuik’s 5-step shopping cart strategy provides explicit reproduction instructions, comment_itwfhhb (3,756 characters) offers comprehensive financial survival guide, comment_ke4h1ml details step-by-step plagiarism defense using Google Docs version history, and comment_krbu6n9 provides multi-step first-generation college guidance, all structured as copy-paste templates. Scalability: Individual experiences reveal systemic patterns. comment_lo92u7q (CUNY, score: 95) “Everyone and their mother wants to major in computer science” makes individual major choice visible as system-wide pattern, comment_m9mqm92 (score: 183) “majority of CUNY cooked” transforms personal SNAP/Pell dependency into recognized collective condition, and comment_mcdyjks “Alot of people do not graduate ‘on time’” normalizes degree completion delays at population scale. Searchability: Students actively use Reddit search to find past solutions. comment_m9u60o2 describes “trying to find out how to join every club,” comment_jb2lv17 recounts “fought for my life trying to find a bathroom,” and multiple posts document discovering tactical knowledge through subreddit search, creating institutional memory accessible when students need it rather than when administrators schedule information sessions.

The CARE Principles (Collective benefit, Authority to control, Responsibility, Ethics) for Indigenous data governance (Carroll et al. 2020), while developed for Indigenous contexts, offer framework for community-centered research ethics. Applied to CUNY Reddit: ensuring research benefits communities studied, recognizing community authority over their narratives, researcher responsibility to accuracy, and ethical representation of vulnerable populations.

1.5.2 Dissertation Structure Pre-pandemic “normal” was already crisis (this chapter) Computational patterns reveal systematic inequality (Chapter 2) Lived experiences show survival strategies (Chapter 3) Reddit-participating students create supplementary education networks alongside formal structures 1.5.3 Contributions to Scholarship For platform studies: Architecture shapes crisis response capability For digital humanities: New methods for capturing marginalized voices For higher education: Vernacular infrastructure as functional educational infrastructure: peer tutoring networks (comment_fhdvsyc), resource sharing systems (submission_1my4vi6, score: 585), and 24/7 support mechanisms For public policy: The implications of reduced institutional support patterns

full technical treatment in Chapter 2, Section 2.1.2)

Posts capture disclosure, not experience. Food insecurity threads document those prepared to discuss hunger in public view. Silence does not indicate stability; it reflects only that no one posted. Platform data shows discourse patterns rather than the prevalence of conditions. Text-based archives strip away embodied cues. Facial expression, tone, and immediate physical context disappear. In Geertz’s (1973) terms, the record offers thin description. Timestamps, campus identifiers, and community responses supply partial context, but the situated texture of interactions requires ethnographic supplementation.

Frame research questions emerging from crisis

. My parents tried to talk to my teacher about it, but it was kind of hard. They don’t really speak much English and my teacher wasn’t much of a help either. She cancelled a couple meetings with them and, you know, they were taking time off work to go, so they felt bad, like she wasn’t respecting their time. When they fi nally met she really scared them with stories about teachers being attacked by students and that she didn’t feel safe there. They ended up taking me out of school a couple weeks later.

It’s important to remember that there is no “average user,” and so your choice of defaults will inevitably serve some people better than others. For example, if Google detects that a browser is in the United States, what language should it default too? Some might say English, but that prioritizes English-speaking people over others. But should it be Spanish? Or more dependent on a specific region?Or tied to a browser setting?

The gulf of evaluation is the gap between the output and feedback an interface provides and a person’s ability to relate that output to their goal. In our alarm example, if pressing the visible on/off to “on” made the switch visibly move to an “on” state (and perhaps even make a satisfying click sound), that’s the interface bridging the gulf of evaluation, providing feedback to the user to help them understand the effect of pressing the switch.

Designers therefore have a responsibility to think carefully about who their serving through a choice of defaults, engaging with communities to understand how they’ll be impacted.

These are the joys of UI design: trying to find a way to balance simplicity, clarity, and convention.

Throughout these choice of inputs are critical issues of diversity, equity, and inclusion. For example, if Google could only be used with a mouse, it would immediately exclude all people who cannot use a mouse because of a disability such as a motor impairment or blindness.

If we adopt the aesthetic of designs being invisible, a good design would make the inputs, state, and outputs discoverable, clear, and efficient to use

Let’s define each of them. Input is any kind of data that a user provides to a computer. Most often, these are keystrokes, mouse positions, mouse clicks, taps, and other sequences of low-level inputs. These lower-level inputs are usually aggregated into higher level inputs, such as clicks, taps, text strings, and gestures, which user interfaces then process. Every user interface accepts some range of input, and those inputs each have some structure. Part of a user interface is providing means by which users can express those inputs in valid structures.

Designers use prototypes to resolve these uncertainties, iterate on their design based on feedback, and converge toward a design that best addresses the problem.

As you can see, prototyping isn’t strictly about learning to make things, but also learning how to decide what prototype to make and what that prototype would teach you. These are judgements that are highly contextual because they depend on the time and resources you have and the tolerance for risk you have in whatever organization you’re in.

Each of these design questions demands a different prototype:

Designers use prototypes to resolve these uncertainties, iterate on their design based on feedback, and converge toward a design that best addresses the problem.

the purpose of a prototype isn’t the making of it, but the knowledge gained from making and testing it. This means that what you make has to be closely tied to how you test it.

Designers use prototypes to resolve these uncertainties, iterate on their design based on feedback, and converge toward a design that best addresses the problem.

Whereas a sketch is just an informal drawing used to facilitate communication, a paper prototype is something you can actually test. Creating one involves creating a precise wireframe for every screen a person might encounter while using a design, including all of the feedback the user interface might provide while someone is using it. This allows you to have someone pretend to use a real interface, but clicking and tapping on paper instead of a screen. If you plan the layout of an interface in advance, then decide which parts of the interface you need to change in order to test the interface with someone, you can build one of these in less than an hour.

itxposure to Native Speake-;;-·-, The maxim "less contact, less learning" succinctly summarizes the argu-ments supporting students' exposure to quality language models and in-struction. 42 fo·lea~n a°qanguage-we'tr,"'orre"'ftrrmflave-st1stained inter~1?t10ns \~t edueated-~ative-speakers--of-Englrnn, as \vellasgooct1angu_a~ i~s~~~l(-tion. Students can only learn the new language in the style to which they are exposed. If an English-language learner lives and talks daily with Eng-lish speakers in a boarding school in London, she will learn a very different kind of English and sound very different than if she had been immersed in a public school in Atlanta, Sidney, or Toronto. Likewise, someone hoping to improve their Spanish-speaking skills will sound very different ,1fter ,in extended study-abroad stay in Madrid, Mexico City, Santo Domingo, or Buenos Aires.

econd year of the study, we asked students, "What do you think are the main obstacles to getting ahead in the United States?" Fifty-six percent spontaneously responded "•IIIIFlfft'l~Mrl~h"-singling out not knowing English as a greater impediment than even discrimination, lack of re-sources, or not being documented. We then listed a number of obstacles that over the years we have learned are concerns for new immigrants. Fully 90 percent of our participants responded that learning English was a chal-lenge they needed to overcome to get ahead. In the last year of the study, we also asked students what they perceived were obstacles to getting to college. Of those who thought they would go to college, 45 percent responded that their English fluency presented a prob-

Elon Musk [@elonmusk]. Trashing accounts that you hate will cause our algorithm to show you more of those accounts, as it is keying off of your interactions. Basically saying if you love trashing *that* account, then you will probably also love trashing *this* account. Not actually wrong lol. January 2023. URL: https://twitter.com/elonmusk/status/1615194151737520128 (

Fair Sentencing Act. May 2023. Page Version ID: 1153436887. URL: https://en.wikipedia.org/w/index.php?title=Fair_Sentencing_Act&oldid=1153436887 (visited on 2023-12-07).

Similarly, recommendation algorithms are rules set in place that might produce biased, unfair, or unethical outcomes

These processes rarely determine causality. Instead, they prepare us - students of history - to generate better answers to "why" questions than we would have had we committed the folly of leaving location out of the story.

Each Works Cited entry has 9 components. You may not use each component in the reference; however, they all form a function to help the reader find the source you have cited.  Note the punctuation after each element: Author. Title of Source. Title of Container, Other Contributors, Version, Number, Publisher, Publication date, Location.

Hyperlinks are very useful for linking to information that will be read immediately. We all use hyperlinks in emails to link to videos, articles, and recipes. These are good uses of hyperlinks because, most likely, the information will still be there. And, you are probably linking to information that is free and available to the public. However, hyperlinks are not very useful for academic papers. Here are some reasons: Links change: The internet changes every day. Websites add and remove articles, on-line magazines and newspapers change their links. If there is only a link to a source and if that link changes, then the reader cannot find the source. Inaccessible Databases: Some of the information you will use will be from CNM databases. The readers of your article may not have access to the same database; therefore, a link is not sufficient. The reader needs to know pertinent information, such as the author’s name, title, etc., to be able to find the source.

Each entry (i.e, each source) follows a specific format. Formatting Works Cited entries can sometimes be confusing and possibly irritating. It can also seem like a lot of work for something so small and seemingly unimportant. However, following the form for each entry is important. Remember that each Works Cited entry is the key for your reader to find the exact source that you used for information. Following MLA style exactly means that you will include all of the information necessary for your reader to find your original source.

List each source that you have cited in your paper with an in-text citation in the Works Cited page. Only list sources you have cited in the paper. Do not list sources that you have consulted but not cited.

Start the Works Cited page on a separate page. This should be the last page of your paper. Margins and pagination (last name and page number on the top right) remain the same as the rest of the paper. Title the page Works Cited. Center the title Do not italicize the title Only the title is centered; the rest of the page is left justified The entire Works Cited should be double-spaced. Do not add a space between citations (i.e., do not add an extra double space between citations). Citations should be in alphabetical order.

The assumption behind high-school instruction is that the teacher is the engine of learning. Consequently, a lot of time is spent in direct face-to-face instruction. Homework is for further practice to reinforce material from that day. Teachers will often tell students what each night’s homework assignment is, follow up on missing work, and closely track students’ progress.

By the end of high school you probably mastered many of the key conventions of standard academic English such as paragraphing, sentence-level mechanics, and the use of thesis statements. The essay portion of the SAT measures important skills such as organizing evidence within paragraphs that relate to a clear, consistent thesis, and choosing words and sentence structures to effectively convey your meaning. These practices are foundational, and your teachers have given you a wonderful gift in helping you master them.

Most college classes meet only 1-3 times a week for a total of about 3 hours. Consequently, college instructors think of class meetings as an opportunity to prepare you for the heavy-lifting that you’ll be doing on your own. Sometimes that involves direct instruction (how to solve a particular kind of problem or analyze a particular kind of text).

custom international law prohibits the use of starvation of the civilian population as a method of warfare.”

restore access to the United Nations to deliver food and other basic necessities into the Gaza Strip.

“Starvation as a Weapon of War”

river courses shift over time

The personality of the East Wing was always calmer and less intense than that of the testosterone-filled West Wing

“The secretive nature of the construction, tied to military purposes, further fueled suspicions,” Stewart McLaurin, the president of the White House Historical Association

The East Wing, the entrance to the White House for millions of Americans on official tours, the site of offices for every first lady for nearly a half century and the home of calligraphers who prepared thousands of invitations for White House state dinners, disappeared into a pile of rubble on Thursday.

“There was never a day I didn’t catch my breath walking into the East Wing,”

Usually, the Works Cited source entry will begin with an author’s last name. If there is no author, then the name of the article is the first information listed.

Usually, the Works Cited source entry will begin with an author’s last name. If there is no author, then the name of the article is the first information listed.

In both professional and academic settings, the penalties are severe.   If you use someone else’s work, cite it. Give credit where credit is due.

If you do not credit the work of other writers –taking credit for their work as if you wrote it—you are committing plagiarism.

In your paper, when you quote directly from a source in their words, or when you paraphrase someone else’s idea, you need to tell the reader what that source is so the author gets credit for their words and ideas.

When writing, make sure you inform the reader when you are using information from a source, whether that be direct quotations or paraphrasing information. And, it should be equally clear when you are expressing your own ideas.    If someone else wrote it, said it, drew it, demonstrated it, or otherwise expressed it, you need to cite it.

The in-text citation is offset with parentheses, clearly calling attention to itself for the reader. The reference to the author or title is like a signal to the reader that information was incorporated from a separate source.

In-text citations are used throughout your paper to credit your sources of information. In MLA style, the in-text citation in the body of the essay links to the Works Cited page at the end. This way, the reader will know which item in the Works Cited is the source of the information.

The issue has been resolved. Installing tf-keras and using keras from it instead of tf.keras fixed the problem. Thank you!

The solution where I installed tf_keras worked for that section, but I’m encountering a similar error in the "Attach a classification head" section of the same notebook. However, the previous solution does not seem to work in this case.

critical study of the source

Any cell with two chromosomesets is called a diploid cell and has a diploid number of chro-mosomes, abbreviated 2n.

The two distinct chromosomes referred to as X and Y arean important exception to the general pattern of homolo-gous chromosomes in human somatic cells.

In asexual reproduction,a single individual is the sole parent and passes copies of all itsgenes to its offspring without the fusion of gametes.

citational infrastructure he theorized as essential

2.3.2 N-gram Analysis Distinctive linguistic fingerprints CUNY-Specific Trigrams “the financial aid office”: 892 occurrences “constant issues with CUNYfirst”: 147 “take the shuttle then”: 73 “if the express is”: 89 Comparative Trigrams “direct all questions”: 48 (NYU/Columbia) “the admissions office”: 127 (private schools) “feel free to PM”: 89 (leisure for consultation)

Schedule validation

In the hands of a gifted filmmaker, these subtle adjustments work together to create a coherent whole that communicates effectively (and invisibly). In the hands of not so gifted filmmakers, these choices can feel haphazard, unmotivated, or perhaps worse, “showy” – all style and no substance – creating a dissonant, ineffective cinematic experience.

We can say the same about transitions from shot to shot. Think of them as conjunctions in grammar, words meant to connect ideas seamlessly. The more obvious examples, like fade-ins and fade-outs or long dissolves, are still drawn from our experience. Think of a slow fade-out, where the screen drifts into blackness, as an echo of our experience of falling asleep, drifting out of consciousness. In fact, fade-outs are most often used in cinema to indicate the close of an act or segment of story, much like the end of a long day. And dissolves are not unlike the way we remember events from our own experience, one moment bleeding into and overlapping with another in our memory.

The same applies to cinematic language. The way cinema communicates is the product of many different tools and techniques, from production design to narrative structure to lighting, camera movement, sound design, performance and editing. But all of these are employed to manipulate the viewer without us ever noticing. In fact, that’s kind of the point. The tools and techniques – the mechanics of the form – are invisible. There may be a thousand different elements flashing before our eyes – a subtle dolly-in here, a rack focus there, a bit of color in the set design that echoes in the wardrobe of the protagonist, a music cue that signals the emotional state of a character, a cut on an action that matches an identical action in the next scene, and on and on and on – but all we see is one continuous moving picture. A trick. An illusion.

Our next question deals with love of neighbor. It is not uncommon for persons to ask whether charity as love of neighbor is destructive of human friendship. Friendship requires a benevolent love that goes out to the person as a value in himself, but love of neighbor as imperated by charity seems to “use” the person as a means or instrument for loving God. Is not this in reality loving a person as a good ordained for someone else, and is it not therefore a love-of-desire (amor concupiscentiae) rather than a love-of-friendship (amor amicitiae)?

That independent spirit in American cinema also created space for women and people of color to have a voice in the art form. A quick scan of the history above and you’ll notice there are not a lot of women’s names. And almost all of the men are white. But filmmakers like Shirley Clarke, Julie Dash and Allison Anders didn’t wait around for Hollywood to give them permission to make great cinema. Nor did the filmmakers of the early so-called Blaxploitation movement (though their success was eventually and sadly co-opted by white filmmakers).

JAWS (1975) cost $9 million to make (three times more than Universal budgeted) and took 159 days to shoot (three times longer the Universal had hoped), but it grossed more than $120 million in its first theatrical run. It hit Hollywood like a tidal wave. A simple genre movie with clear heroes and just enough eye-popping special effects to wow the audience. Best of all, there was no need for an expensive, star-studded cast or a well-known, temperamental director. The concept was the star. It was a formula the studios understood and knew they could replicate. Two years later, 20th Century Fox released Star Wars (1977). Its success dwarfed that of JAWS. Hollywood would never be the same.

The Exorcist (1973) broke every accepted norm of cinematography, sound design, narrative structure, editing, performance and even distribution models. And in the process broke every box office record.

And rather than control costs to maximize profits, studios allowed the freelance artists they employed to experiment with the form and take creative risks. In fact, more and more filmmakers were smart enough to shoot on location rather than on the studio backlot where executives might micromanage their productions.

Whatever the reason, Warner Bros. bankrolled Bonnie and Clyde (1967), tried to bury it on release, but ultimately had to admit they had a huge hit on their hands. It was as bold, unpredictable, and transgressive (for its time) as Beatty had hoped. And audiences, especially younger audiences, loved it.

Olivia de Havilland, a young actress known for her role as Melanie in Gone with the Wind (1939), sued Warner Bros. for adding six months to her contract, the amount of time she had been suspended by the studio for refusing to take roles she didn’t want. She wasn’t the first Hollywood actor to sue a studio over their stifling contracts. But she was the first to win her case.

It was an ingenious (and diabolical) system that meant studios could keep their production costs incredibly low.

Spoiler alert: It was a HUGE success. Unfortunately, Sam Warner didn’t live to see it. He died of a brain infection on October 5th, the day before the premiere.

Warner Bros. was a family-owned studio run by five brothers and smaller than some of the other larger companies like Universal and MGM. But one of those brothers, Sam, had a vision. Or rather, an ear. Up to that point, cinema was still a silent medium. But Sam was convinced that sound, and more specifically, sound that was synchronized to the image, was the future. And almost everyone thought he was crazy.

Not surprisingly, a lot of would-be filmmakers bristled at Edison’s control over the industry. And since patent law was difficult to enforce across state lines at the time, many of them saw California as an ideal place to start a career in filmmaking. Sure, the weather was nice. But it was also as far away from the northeast as you could possibly get within the continental United States, and a lot harder for Edison to sue for patent violations.

Thomas Edison. Edison owned the patent for capturing and projecting motion pictures, essentially cornering the market on the new technology (R.I.P. Louis Le Prince). If you wanted to make a movie in the 1900s or 1910s, you had to pay Edison for the privilege

In 1895, Woodville Latham, a chemist and Confederate veteran of the Civil War, lured away a couple of Edison’s employees and perfected the technique of motion picture projection. In that same year, over in France, Auguste and Louis Lumiere invented the cinematographe which could perform the same modern miracle. The Lumiere brothers would receive the lion’s share of the credit, but Latham and the Lumieres essentially tied for first place in the invention of cinema as we know it.

There was just one problem: the only way to view Edison’s films was through a kinetoscope, a machine that allowed a single viewer to peer into a viewfinder and crank through the images. The ability to project the images to a paying audience would take another couple of years.

Six years later, after narrowly avoiding a murder conviction (but that’s another story), Muybridge perfected a technique of photographing a horse in motion with a series of 12 cameras triggered in sequence. One of the photos clearly showed that all four of the horse’s hooves left the ground at full gallop. Stanford won the bet and went on to found Stanford University. Muybridge pocketed the $25,000 and became famous for the invention of series photography, a critical first step toward motion pictures.

The U.S. is an outlier among wealthy nations for not having a universal healthcare system.

Anothersimilar study in this area could be valuable in order to shed light on the relation between adolescent learners’motivation and the SLA process in elementary schools in Brazil.

LIMITATIONS OF THE STUDY

ny teachers believe that by sticking to the language materials and trying to discipline theirstudents, they will manage to create a classroom environment that will be conducive to learning.

t should besufficiently elastic to permit students to explore learning and socialization in a manner consistent with their needs.Fulfilling the needs of the students will keep them motivated and interested in learning, as they make theirtransition from elementary school to high school

The economic differences found between the students from the private school and the students fromthe public school were also confirmed by the coordinators of both schools.

chool 1 (theprivate one) have extrinsic motivation/instrumental orientation in learning English, while the ones from School 2(the public one) have intrinsic motivation/integrative orientation.

The motivated students affirmed that they enjoy their English classes because they are usually fun,dynamic, and interesting, but they also associate those good moments to the teacher’s ability in running the classesin a smoothly way, always being happy, devoting great care to her work and helping them in clarifying theirdoubts with patience and dedication

The vast majority of participating students (88.33%) stated that they like to study English, mainlybecause they admire the language, finding it "cool", interesting, fun, exciting and "beautiful" and also because it isa universal language.

Research Question 5: What makes the investigated students feel motivated in class and what dotheir teachers believe motivates them the most?

Research Question 4: How do the investigated teachers perceive their adolescent students inclass?

Research Question 3: Do the adolescent students investigated feel motivated or not in their EFLclasses?

Research Question 2: What is motivation for the adolescent students` English teachersinvestigated?

Research Question 1: What is motivation for the adolescent students investigated?

The students who do not like their English classes (the minority of them) argued that school classesare very easy if compared to classes of languages courses they attend, and that the content seen in the regularclasses at school are a repetition of contents already learned in extra-curricular courses

Most of the students (almost 70% of them) like their English classes. They state that they do not havedifficulties in learning the language and that they feel motivated in doing so.

Research Question 5: What makes the investigated students feel motivated in class and what dotheir teachers believe motivates them the most?

Research Question 4: How do the investigated teachers perceive their adolescent students in class– motivated or not?

Research Question 3: Do the adolescent students investigated feel motivated or not in their EFLclasses?

Research Question 2: What is motivation for the adolescent students` English teachersinvestigated?

Research Question 1: What is motivation for the adolescent students investigated?

he purpose of this chapter is to present the results of the analysis of the data collected, which camefrom students’ questionnaires,

Procedure – analyses and interpretations of the questionnaires and the interviews

Procedure – students’ questionnaires

In the present investigation, two types of instruments were used: a questionnaire, administered to thestudents, and semi-structured interviews with the teachers and coordinators.

The coordinators

The English teachers

The students

THE PARTICIPANTS

THE CLASSROOM CONTEXT

Therefore, the methodology employed on this study is based on qualitative methods.

human beings have to be considered active, reflective, critical and creative agents ofwhat surrounds them and of the information that they receive from others.

a socio-constructive approach can provide a framework forunderstanding motivation as a social process negotiated by the participants involved in an interaction event.

ornyei (2001b) discussed social motivation and the microcontext of learning, such as the school andthe class groups

Bastidas Arteaga (2006), “socio-constructivism is not just one theory, but a group oftheories that refers to human cognitive development and students’ learning in the classroom.

Breen

Larsen-Freeman (2000) criticizes SLA research for not considering social reality or for beingdecontextualized.

Adolescents’ auditory comprehension appears to us significantly better than children’s and adults’,and their memory is able to save a greater number of words, which according to Krashen’s research (Basso, 2008),confirms that this phase is the turning point in the ability to learn languages

he psychologist Luziriaga (as cited in Basso, 2008) explains that adolescents have moments of totaldisconnection, separation, rejection of the proposed content, generated by the qualitative change in cognition, sointense and profound that forces them to retreat, unconsciously

Chamber’s study also pointed out theimportance of communication and cooperation with the students. According to him, “teachers must listen to theirstudents” (p. 150).

Gorham and Christophel (1992, as cited in Dornyei, 2001b, p.145)presented a rank order of the frequency of the various demotives mentioned by learners

rather salient in learning environments and that teachers have a considerable responsibility inthis respec

demotivation

Thereis no doubt that teacher motivation is an important factor in understanding the affective basis of instructed SLA,since “the teacher’s motivation has significant bearings on the students’ motivational disposition and, moregenerally, on their learning achievement”

The language level refers to such aspects of L2 culture and community, and their“intellectual and pragmatic values and benefits” for the learner (Dornyei, 2001a, p. 19

Finochiaro`s (1989) opinion is that motivationis not either extrinsic or intrinsic; or instrumental or integrative; and it does not depend solely on the learner’saptitude, personality, or learning strategies.

. Brown (1994) also defines the classification in extrinsic and intrinsic motivation as the “mostpowerful dimension of the whole motivation construct” (p. 155).

Some Cognitive Definitions

A Behavioristic Definition: a behavioristic psychologist would stress the role of rewards (andperhaps punishments) in motivating behavio

the construct of motivatio

integrative

In the area of second language education, motivational concerns occupy much of teachers’ attention,for example, when encouraging lazy students to work harder, making language classes more inspiring,supplementing dull teaching materials, analyzing the effects tests and exams have, and trying to find out howdifferent rewards and incentives wor

ocus on the individual and their minor concern for the role of the social context in the learning andmotivational processes.

Expectancy-value theories

raditionally, motivation was viewed in terms of volition, will, instinct, drive, or need, whichrepresented a rationalist tendency of looking at psychological processes. The advent of behaviorist psychologyproduced a decline of theories that linked motivation with some inner force and linked motivation to some outerforce, instead

concerns the direction and magnitude ofhuman behavior, that is the choice of a particular action, the persistence with it, and the effort expended on it

Given that individual motives rise andfall over time, motivation can be conceptualized as a motive which gives behavior its energy and direction

Affective And Cognitive Factors and the Individual Differences

L2 learnerswhose exposure to the L2 begins in adolescence/early adulthood are considered more efficient and successful thanyounger learners

ven in L1 acquisition there is aso called ‘critical period’ for language development, which is a “limited phase in development of an organismduring which a particular activity or competency must be acquired if it is to be incorporated into the behavior of

The Age Factor – the learning process in adolescence

adolescent students are usually insecure and vulnerabledue to the physical, social, and affective changes they are undergoing

The author emphasizes the ones that “lie inside the learner” (p. 525), theaffective and the cognitive factors, considering the role of individual differences

, present aspects related to motivation and to variablesassociated to learners’ individual differences, aspects which are crucial in the process of second languageacquisition.

Behaviorism, the first theory that accounted for SLA, is a theory of animal and human behavior,which “attempts to explain behavior without reference to mental events or internal processes

Investigating the human past in this way is not a matter of searching for utopia, but of freeing us to think about the true possibilities of human existence

Until surprisingly recent times, spaces of human freedom existed across large parts of our planet.

It is easy, encouraged by works such as the Atlas, to imagine ancient history as a chequerboard of kingdoms and empires.

Guinnane finds the Atlas guilty of sometimes reporting population estimates with no apparent supporting evidence

evidence for a prosperous urban civilisation with no discernible signs of rulership or central authority

Over the past few decades, geographical spaces once written off as blanks on the map, or dismissed as ‘an unchanging palaeolithic backwater’ (as our 1978 Atlas puts it, for Aboriginal Australia), have been flooded with new data.

It is from such sources that we get, not just our notion of empire as handmaiden to civilisation, but also our contemporary image of life before and beyond empire as being small-scale, chaotic and largely unproductive. In short, everything that is still implied by the word ‘tribal’

For some scholars today, the claims prove that empires are obvious and natural structures for human beings to inhabit

ontemporary historians tell us that, by the start of the Common Era, approximately three-quarters of the world’s population were living in just four empires

were organised not as empires or even kingdoms, but fiercely autonomous republics, long before the Spanish conquest

Today it seems very possible that another 2,000 years of world governance by ‘powerful extractive elites’ could lead to the destruction of most life on Earth.

What ‘advantages’, we might ask, accrued to a girl captured by Cilician pirates, and sold in the slave markets of Roman-era Delos, over one living freely in the Nuba Hills of southern Kordofan?

Why, then, beat such a hasty retreat to the state of knowledge as it existed in 1978, and miss out on all this new information?

described as ‘scattered people’, ‘head-bangers’ or simply ‘enemies’. In the early centuries BCE, emissaries of the Han Empire wrote in similar ways about the rebellious marsh-dwellers of the tropical coastlands to their south. Historians now see these ancient inhabitants of Guangdong and Fujian through Han eyes, as the ‘Bai-yue’ (‘Hundred Yue’), who were said to shave their heads, cover their bodies in tattoos, and sacrifice live humans to their savage gods.

Gibbon’s barbarian is an inveterate idler: free, yes, but only to live in scattered homesteads, wearing skins for clothes, or following his ‘monstrous herds of cattle’. ‘Their poverty,’ wrote Gibbon of the ancient Germans, ‘secured their freedom.’

Parthians

mpires have always created vivid and disturbingly violent images of tribal life on their frontiers, placing in a different, paternalistic light the violence at the heart of their own political projects.

Now, it is surely true that in any period of human history, there will always be those who feel most comfortable in ranks and orders. As Étienne de La Boétie had already pointed out in the 16th century, the source of ‘voluntary servitude’ is arguably the most important political question of them all.

‘The hypotheses of the historical demographer are not, in the current state of the art, testable and consequently the idea of their being reliable in the statistician’s sense is out of the question.’

a major anti-abortion group

“accidentally built the Death Star.”

Legal experts who specialize in abortion noted that wastewater testing technology could

which women usually take at home in the first 10 weeks of pregnancy — has inspired many anti-abortion activists to push for new approaches to curtail their use.

E.P.A. administrator, asking the agency to investigate how the abortion drug mifepristone might be contaminating the water supply.

Environmental Protection Agency

liquified natural gas pipeline through their unceded ancestral territory without their free, prior and informed consent

Whether written into the margins of texts, integratedinto the print, or digitally superimposed, in what contexts have you encoun-tered annotations written by another person? In what ways have you sharedyour annotations with other readers?

After everyone had gone, my mother said to me, "You want to be the same as American girls onthe outside."

My relatives licked the ends of their chopsticks and reachedacross the table, dipping them into the dozen or so plates of food

I cried. What would Robert think of our shabby Chinese Christmas? What would he think of our noisyChinese relatives who lacked proper American manners? What terrible disappoint-ment would he feelupon seeing not a roasted turkey and sweet potatoes but Chinese food?

The academic strand of business ethics began in the 1970s. The term "businessethics" was modeled after the term ';medical ethics"-an area that began as anacademic area of study a decade earlier. Have philosophers engaged in the studyof ethics in business added anything to the academic area? A separate but relatedquestion is whether they have in fact changed business, business practices, andbusiness people. I believe that the answer in both cases is: yes. They have doneso in part because of their knowledge of the history of philosophy and the historyof ethics, because of their original analyses of moral issues in business and of thepresuppositions of particular economic systems, and because they took the lead inraising and attempting to answer normative questions in business.Before philosophers entered upon the scene in the 1970s, there was no academicfield of business ethics. The field developed precisely because of a felt need forwhat philosophers had to offer that was not provided by teachers of social issuesin management courses, by corporate critics, and by the conventional ethics-in-business approach. In this sense, to ask whether philosophers had anything to addto the field is almost a meaningless question because they formed the field. More-over, the field did not and does not consist of questions for philosophers or whata Wittgensteinian might consider pseudo-questions. What differentiated businessethics as a Eleld from social issues in management was the fact that business ethicssought to provide an explicitly ethical framework within which to evaluate busi-ness, and especially corporate, activities. What philosophers brought to the tablethat others had not was a systematic inquiry into our individual and collective moral* . s .experlence ln ouslness.

e takes "philosophy" globally, andso abstractly. He takes contemporary philosophy to mean analytic philosophy, andclaims that metaphysics and epistemology are "no more relevant to applied ethicsthan is astrophysics or neurophysiology

Some recommendation algorithms can be simple such as reverse chronological order, meaning it shows users the latest posts (like how blogs work, or Twitter’s “See latest tweets” option). They can also be very complicated taking into account many factors, such as: Time since posting (e.g., show newer posts, or remind me of posts that were made 5 years ago today) Whether the post was made or liked by my friends or people I’m following How much this post has been liked, interacted with, or hovered over Which other posts I’ve been liking, interacting with, or hovering over What people connected to me or similar to me have been liking, interacting with, or hovering over What people near you have been liking, interacting with, or hovering over (they can find your approximate location, like your city, from your internet IP address, and they may know even more precisely) This perhaps explains why sometimes when you talk about something out loud it gets recommended to you (because someone around you then searched for it). Or maybe they are actually recording what you are saying and recommending based on that. Phone numbers or email addresses (sometimes collected deceptively [k1]) can be used to suggest friends or contacts. And probably many more factors as well!