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    1. Alex Norcia. Brand Twitter Is Absurd, and It Will Only Get Worse. Vice, February 2019. URL: https://www.vice.com/en/article/pangw8/brand-twitter-is-absurd-and-it-will-only-get-worse (visited on 2023-11-24).

      Brand twitter is a quite ridiculous part of marketing where a lot of accounts that are meant to advertise a certain company/product try to interact with others on the platform. There are many examples of this on the internet where certain brands would either poke fun of one another or post a strangely specific/realistic scenario that the brand itself could not experience. It was popularized around 2018 since it is a way to make the brand seem more human but it has made some people upset. Some believe that it is a cheap cash grab and seems like brands are trying too hard to be relatable while others think it’s just a fun way thing to come across online.

    2. Text analysis of Trump's tweets confirms he writes only theAndroid half was published on. Text analysis of Trump's tweets confirms he writes only the (angrier) Android half. August 2016. URL: http://varianceexplained.org/r/trump-tweets/ (visited on 2023-11-24).

      This was a very interesting article that sheds light on Trumps social media habits and how data science can be used to distinguish who tweets are coming from. It is interesting to see the type of data they used to find out if it was Trump himself tweeting or his staff.

    1. Email: boxoffice@capitolcentre.org Phone: (705) 474-4747 or Toll Free: 1-888-834-4747 - Please leave a message and we will call you back! Tickets: Please note tickets can also be purchased ONLINE anytime! Social Media: Facebook  /CapitolCentre and/or Instagram  @capitol_centre

      -Balancing between local community interest and attracting touring content.

      -Advertising and promoting the place can also be a challenge since there are new people who do not know the place.

    1. -Value Propositions: Diverse arts and cultural offerings under one roof (visual and performing arts) create a community engagement.

      -Customer segments: Art lovers, local community, schools, among other local people…

    1. -The Capitol Centre operates two main venues: The Betty Speers and The WKP Kennedy Gallery (as partnership) -There are many local artists and increasing local and touring visual art exhibitions, theatre, concerts, films, dance, comedy, civic events…

    1. How do you notice yourself changing how you express yourself in different situations, particularly on social media? Do you feel like those changes or expressions are authentic to who you are, do they compromise your authenticity in some way?

      I feel like the way that you change yourself based on the people that you are with. Personally, I am very different between my family, friends, peers, teachers, etc. I don’t believe that I am pretending to be someone else in most of the scenarios, it’s just that I am different in those environments. In a way, they might compromise my authenticity but overall, it is just the way I perceive myself in those situations since I still have underlying traits that make me who I am.

    1. It’s common for people to begin a project with one research question in mind only to abandon it once they learn that question has been asked countless times or is too broad to be meaningfully pursued.

      This used to be a big thing for me, i thought researching wasnt necessary and almost a wasted of time, I've since come to find that it's very fulfilling and gave a sense of accomplishment after seeing all my work put together.

    2. Researchers are driven by a desire to solve personal, professional, and societal problems.

      Research is used by anyone and can be used to gain knowledge for personal and professional use.

    3. First you search to see if scholars have been writing about this question (textual research).

      When researching myself this is one of the many things i like to look for. I like to see if my topic has been covered or written about.

    1. The role of classroom supporter is often mistakenly thought to be the only role a coach plays.

      There is a lot of learning going on between the coach and the teacher.

    2. Questioning can shorten or deepen a person's learning. Questioning can show learning or lack of learning. It allows one to see where the learner is in direct connection to his/her understanding of the subject matter. Questions allow _ the facilitator to build the inquiry that creates culture.”

      I agree! questioning is a powerful tool that reveals understanding and guides deeper learning.

    3. ince much of the success of any teaching episode depends on the thoroughness of planning, planning together is essential so that the teac

      I agree this is very important practice to do together that way the novice teacher understands better the process.

    1. The hills across the valley of the Ebro were long and white

      The imagery of the white hills introduces the story’s central symbol.he “white hills” evoke both purity and sterility, foreshadowing the central tension surrounding fertility and the possibility of abortion. The opposing imagery of “white” hills and the “brown and dry” land mirrors the dichotomy between life and barrenness, reflecting the couple’s emotional divide and the choice they face.

    1. The apprentices' experience invites rumination upon literacy learning and teaching today.

      I like how Deborah connects the past about literacy learning and teaching to how it is today!

    1. “The writing process ensures that you stay organized and focused while allowing you to break up a larger assignment into several distinct tasks.”

      I like this part because it reminds me that writing doesn’t have to feel overwhelming if I take it step by step. I usually try to finish everything in one sitting, so learning to slow down and follow a process could really help me improve my writing.

    1. Paul Boyer à M. l’Administrateur Général de la Bibliothèque nationale.

      « Monsieur l'Administrateur général » est habituellement écrit au long dans les autres documents, sans la majuscule à « général ». Pouvez-vous confirmer que l'honorifique est bien abbrévié dans ce document et que la majuscule est présente ?

    2. Ma thèse, Histoire de l’imprimerie, du livre et de l’édition vietnamienne en Cochinchine : Traitement et analyse du fonds Indochinois (1890-1945), s’inscrit dans cette perspective.

      Puisque la thèse est désormais soutenue, y a-t-il un lien où il serait possible de renvoyer le lectorat ? Elle pourrait minimalement être intégrée à la bibliographie.

    3. De son côté, après son retour à Sài Gòn, Phan Vô Kỵ co-fonde l’Association des bibliothèques du Viêtnam en 1958.

      Un peu de contexte supplémentaire serait nécessaire ici. Dans le passage précédent, on croit comprendre que la demande de stage de Phan Vô Kỵ à la bibliothèque nationale est refusée ; il est pourtant ici question de « retour à Sài Gòn » (depuis la France, croit-on comprendre). Vous citez également le dossier personnel d'employé de Phan Vô Kỵ à la BnF : y a-t-il donc finalement occupé un rôle ? Si c'est le cas, il serait bon de préciser lequel.

    4. Archives et Bibliothèque nationale du Sud Việt Nam, demande à entreprendre un stage à la Bilbiothèque nationale27. Toutefois, la Bibliothèque nationale refuse sa demande de stage, jugeant son niveau trop élémentaire pour un apprentissage à long terme. Ces nouvelles trajectoires traduisent une évolution des pratiques documentaires au Sud Viêtnam

      Y a-t-il une raison pour laquelle « Sud Viêtnam » est orthographié de deux manières différentes ?

    5. quels efforts nous avons fait

      On devrait lire « quels efforts nous avons faits », puisque « faits », participe passé de l'auxiliaire « avoir », s'accorde en nombre avec le complément d'objet direct « efforts », placé devant. Si le texte de la citation a été reproduit fidèlement, il faudrait l'accompagner de la mention [sic].

    1. Without proper support, new teachers are sometimes forced to develop their own instructional strate- gies through trial and error. This process can last for many years before it yields effective strategies. In many cases, teachers who use the trial-and-error process either revert to strategies that reflect how they were taught

      Proper support is very important on the development of new teacher. Without guidance new teachers fall back.

    1. As explaine of fatigue, loneliness, and insecurity related to teaching. tional support during the survival and disillusionment phas din this chapter, providing emotional support involves helping mentees manage feelings W

      Emotional support is huge during the toughest first years of teaching!

    1. the cost of equity.

      capm = Cost of Equity = Risk-Free Rate + Beta * (Expected Market Return - Risk-Free Rate)

      capm = coe = Rf + B x (Rm - Rf)

    1. Public archaeology seeks to promote awareness of what archaeology is, how it is done, and why it matters amongst members of the general audience

      The tapestry likewise functions as an early form of “public history,” designed to make elite political events visible to a broad audience. It translates conquest into spectacle promoting awareness not of archaeology, but of ideology. Like public archaeology, it mediates between expert creators and lay viewers, teaching through visual narrative.

    1. Although it is increasingly recognised that the tools we use to examine our objects of study change our relationship to them, this is not an area that has been studied in any great detail within Digital Archaeology beyond perhaps discussions of the effects of different categories of software (the impact of GIS or database applications, for instance, or the effect of enlarged access to open data sources) on how we organise and understand the past. I have suggested elsewhere that through understanding how these technologies operate on us as well as for us, we can seek to ensure that they serve us better in what as archaeologists we already do, and help us initiate new and innovative ways of thinking about the past (Huggett 2004; 2012a). This entails going beyond the relatively commonplace reflections on specific software applications and their context of use: the tools we create, adopt, refine and employ have the effect of augmenting and scaffolding our thought and analysis, and consequently I have argued that they need to be approached in a considered, aware, and knowledgeable manner.

      it is highlights how the digital tools we use do more than organize data—they actively shape how we think about and interpret the past. He suggests that technologies “operate on us as well as for us,” meaning they influence not only the results of our research but also the cognitive processes that produce those results. This idea connects directly to my project on Tang poetry and emotion. When I use computational methods such as Voyant Tools and SnowNLP to analyze the emotional vocabulary of poems from the Tang dynasty, these tools shape the patterns I see and the questions I ask. For example, frequency counts or sentiment scores may emphasize some emotions while downplaying others that are culturally embedded in Chinese language and history. Therefore, as Huggett proposes, I must approach these technologies consciously and critically. They can scaffold my thought by helping me visualize large poetic patterns, but they can also reshape my understanding of the texts I study. This awareness encourages me to balance quantitative data with close reading and historical sensitivity, ensuring that the digital analysis deepens rather than distorts my interpretation of Tang emotional expression.

    1. | Don't Judge Others

      This is a reminder of how important it is trust and honest conversations. When we hold back judgment and truly listen, people feel respected and open up more. It’s a simple but powerful way to build trust and stronger relationships.

    1. eginning teachers worry about knowing what to do, when to do it and whether or not they will do it well.

      As a teacher you have to make a lot of decisions and it takes time and experience to feel confident and make desicions on your own. That is why having a a guidance is very important.

    1. Synthèse sur le rôle de l'alcool dans la société

      Résumé

      Ce document de synthèse analyse le rôle complexe et paradoxal de l'alcool dans la société, en se basant sur des perspectives historiques, socioculturelles, scientifiques et politiques.

      L'alcool est présenté comme une substance à double tranchant : d'une part, un puissant lubrifiant social et un pilier de rituels culturels et de moments de convivialité, profondément ancré dans l'histoire de l'humanité depuis des millénaires.

      D'autre part, il est une force destructrice majeure, responsable de 2 200 décès par jour en Europe selon l'OMS, lié à plus de 200 maladies, et engendrant des coûts sociétaux colossaux, estimés à 57 milliards d'euros par an rien qu'en Allemagne.

      Le document met en lumière l'ambivalence fondamentale de la société face à l'alcool, oscillant entre sa célébration dans les rituels et la stigmatisation de la dépendance individuelle.

      Les tentatives historiques et modernes de régulation se sont souvent heurtées à une forte résistance populaire, illustrant la difficulté de gérer une substance si intimement liée au plaisir, à l'identité et à la cohésion sociale.

      En définitive, les politiques les plus efficaces pour réduire les méfaits de l'alcool, à savoir l'augmentation des prix et la limitation de l'accès, se heurtent à cette acceptation culturelle profondément enracinée.

      1. Le Paradoxe Fondamental de l'Alcool : Plaisir et Destruction

      L'alcool occupe une place centrale et ambivalente dans la société, incarnant à la fois le plaisir et le danger.

      Cette dualité est au cœur de notre rapport à cette substance.

      Le Côté Positif : L'alcool est associé à des sensations agréables, comme une "douce sensation de chaleur dans le ventre", et à des contextes plaisants.

      Il est perçu comme un facilitateur de convivialité, pouvant donner lieu à des "conversations intéressantes" et favoriser le sentiment d'appartenance.

      Une citation résume bien ce paradoxe :

      "je dis toujours que j'ai passé certaines des meilleures nuits de ma vie avec de l'alcool et aussi certaines des pires."

      Le Côté Sombre : Son pouvoir destructeur est immense.

      Mortalité : L'OMS estime qu'environ 2 200 personnes meurent chaque jour en Europe à cause de l'alcool.      ◦ Maladies : Des études récentes lient une consommation régulière d'alcool à plus de 200 maladies.   

      Dépendance : L'alcool est la troisième substance la plus addictive en Allemagne, après le tabac et les médicaments.

      En France, une personne sur dix a un problème avec l'alcool.   

      Conséquences Sociales : Il mène à la solitude, l'anxiété, la dépression et la dépendance.

      Bien que la consommation globale soit en baisse en Europe, elle reste significative.

      En Allemagne, elle est passée de 141 L à 115 L de boisson alcoolisée par an et par habitant depuis 2008, ce qui équivaut encore à "une bière par jour".

      2. Une Perspective Historique : Un Compagnon de l'Humanité

      La relation de l'humanité avec l'alcool est millénaire, suggérant qu'il a pu jouer un rôle dans notre évolution et le développement de nos civilisations.

      Origines Ancestrales : Des indices suggèrent que l'alcool est "aussi vieux que l'humanité".

      ◦ Des archéologues ont découvert en Chine des récipients contenant des restes de vin vieux de 9 000 ans.   

      ◦ En Géorgie, la consommation d'alcool remonte à au moins 8 000 ans.  

      ◦ La découverte est probablement fortuite, issue de fruits fermentés naturellement.

      Avantages Historiques :

      Source d'Énergie : 1 gramme d'alcool contient 7 calories, soit presque le double des protéines ou des glucides.  

      Sécurité Sanitaire : L'alcool dissout la membrane des germes, rendant les boissons fermentées (bière, vin) plus sûres à consommer que l'eau potentiellement contaminée.  

      Moyen de Paiement : La bière était utilisée comme une quasi-monnaie.

      Un bulletin de paie en argile de Mésopotamie, vieux de 5 000 ans, indique des unités de bière.

      En Égypte, les ouvriers des pyramides étaient rémunérés en bière.

      Consommation Massive : Au Moyen Âge en Europe, des chercheurs estiment la consommation à 3 litres de boisson alcoolisée par jour et par habitant, y compris pour les enfants.

      3. Le Rôle Socioculturel : Ciment des Relations Humaines

      L'alcool est omniprésent dans les structures sociales, agissant comme un "lubrifiant social" et un marqueur des moments importants.

      Cohésion Sociale :

      ◦ Il favorise le "sentiment d'appartenance" en créant une expérience collective.   

      ◦ Une expérience a montré qu'un groupe consommant un peu de vodka "interagissait davantage, riait beaucoup plus et passait globalement un moment plus agréable".  

      ◦ Des études indiquent que les personnes qui fréquentent régulièrement les bars avec modération sont mieux intégrées socialement.

      Rituels et Célébrations : L'alcool sert à marquer la frontière entre le "quotidien et la normalité de l'exceptionnel".

      ◦ Il est présent à chaque étape de la vie : naissance ("mouiller la tête"), mariages (champagne), enterrements.   

      ◦ Même dans un contexte religieux, le vin est utilisé pour représenter le sang du Christ.  

      ◦ Utiliser une boisson plus chère et exceptionnelle comme le champagne pour un anniversaire est une façon de "marquer un moment solennel".

      Influence sur le Développement Sociétal :

      Sédentarisation : Une théorie postule que la production de bière sur des sites comme Göbekli Tepe (il y a 12 000 ans) a pu renforcer la cohésion sociale et inciter les groupes humains à se sédentariser.    

      Infrastructures : La production d'alcool a influencé le développement des moyens de transport (fûts), des espaces de stockage et des bâtiments (brasseries).

      Variations Culturelles : Les coutumes de consommation varient :

      Norvège : Sobriété la semaine, forte consommation le week-end.  

      France/Italie : Un verre de vin au déjeuner.

      4. Impacts sur la Santé et Mécanismes d'Action

      D'un point de vue chimique et biologique, les effets de l'alcool sur le corps expliquent à la fois son attrait et sa dangerosité.

      La Molécule d'Éthanol : Petite molécule (deux atomes de carbone, six d'hydrogène, un d'oxygène), elle traverse facilement la barrière hémato-encéphalique pour agir sur le cerveau.

      Action sur les Neurotransmetteurs : L'alcool influence trois systèmes principaux : | Système | Effet Principal | Conséquence | | :--- | :--- | :--- | | GABA | Anxiolytique | Sensation de détente, réduction de l'anxiété | | Glutamate | Augmente la vigilance | Stimulation de la présence et de l'attention | | Dopamine | Rend heureux | Sensation de plaisir, voire d'euphorie |

      Toxicité Métabolique :

      ◦ Le foie transforme l'alcool en acétaldéhïde, qui est un "poison".   

      ◦ Cette substance circule dans le sang et atteint tous les organes (cerveau, peau, etc.).  

      Dommages Spécifiques : L'alcool peut provoquer des gastrites (attaque des muqueuses de l'estomac), endommager le foie, entraîner une atrophie du cervelet et être toxique pour le pancréas.  

      Risque de Cancer : La consommation régulière d'alcool augmente le risque de tumeurs et de cancer.

      5. Dépendance, Coûts et Ambivalence Sociétale

      La société entretient une relation contradictoire avec l'alcool, le célébrant tout en laissant les individus gérer seuls ses conséquences les plus graves.

      La Dépendance :

      ◦ La plus grande difficulté est le déni : "plus les gens sont dépendants, moins ils se rendent compte qu'ils le sont."   

      ◦ La dépendance isole l'individu, produisant l'effet inverse du sentiment d'appartenance initialement recherché.

      Coûts Économiques :

      ◦ Selon l'annuaire des addictions, l'alcool coûte 57 milliards d'euros par an en Allemagne.  

      ◦ Ces coûts incluent les délits, la violence, la conduite en état d'ivresse, les arrêts maladie et les traitements.

      L'Hypocrisie Sociale :

      ◦ La société vend l'alcool comme "quelque chose de positif associé à des fêtes", mais "ceux qui ne savent pas gérer leur consommation sont livrés à eux-mêmes".

      La responsabilité est individualisée.   

      ◦ Cette ambivalence se reflète dans les politiques publiques : en 2024, la Société allemande de nutrition a recommandé "zéro alcool", tandis que 30 % du budget de prévention des addictions était supprimé.  

      ◦ La publicité pour l'alcool reste peu réglementée et la "consommation accompagnée" (dès 14 ans) est autorisée en Allemagne.

      6. Les Tentatives de Régulation et la Résistance Populaire

      L'histoire montre que les tentatives de contrôle de la consommation d'alcool par les autorités se sont souvent soldées par des échecs face à la pression sociale.

      Le Cas de la Bavière (1844) : Le roi Louis Ier a tenté d'augmenter le prix de la bière.

      La mesure a provoqué de tels "remous au sein de la population" qu'elle a été annulée après seulement quatre jours.

      L'alcool est perçu comme un "dernier bastion qui nous permet de nous distinguer en tant qu'être humain".

      La Campagne de Gorbatchev (années 1980) : Mikhaïl Gorbatchev a lancé une campagne anti-alcool en URSS pour améliorer la santé publique.

      Résultats sanitaires : La mortalité a considérablement diminué durant cette période.   

      Échec politique : La campagne a été un "désastre" pour Gorbatchev, contribuant à sa chute. L'ironie veut qu'il ait cédé le pouvoir à Boris Eltsine, "notoirement alcoolique".

      La Prohibition aux États-Unis : Bien qu'elle ait généré un marché noir, la prohibition a entraîné une baisse considérable de la consommation d'alcool et des maladies et décès qui y sont liés.

      L'Ambivalence de l'Église : L'Église chrétienne a prêché la modération ("l'idéal chrétien de la juste mesure") tout en intégrant le vin dans ses rites les plus sacrés (la Cène, les noces de Cana), illustrant une "hypocrisie généralisée vis-à-vis de l'alcool".

      7. Vers des Politiques Efficaces ?

      Le document suggère que les campagnes de sensibilisation actuelles sont largement inefficaces et que des mesures plus structurelles sont nécessaires pour réduire les méfaits de l'alcool.

      Inefficacité des Campagnes : Les campagnes de sensibilisation sont jugées peu efficaces ; elles servent surtout à "donner bonne conscience".

      Les Deux Leviersefficaces : Pour réduire la consommation, deux mesures sont jugées primordiales :

      1. Limiter l'accès à l'alcool.    2. Augmenter son prix.

      L'Exemple du Tabac : Le Royaume-Uni est cité en exemple.

      Avec un paquet de cigarettes à 16 €, le taux de fumeurs est de 11,9 %, contre 24,5 % en France et 20,1 % en Allemagne, où les prix sont plus bas.

      La Question de la Fiscalité : Il est noté que l'alcool est "très bon marché" dans de nombreuses régions d'Europe. Par exemple, la taxe minimale sur le vin fixée au sein de l'UE est de 0 €.

      8. Conclusion : Accepter une Réalité Humaine et Complexe

      L'attrait pour l'alcool, malgré ses dangers connus, semble être une caractéristique profondément humaine, liée à une "dimension autodestructrice" ou à un "désir d'échapper à la réalité de la vie".

      Les individus réagissent souvent avec colère aux avertissements, les percevant comme une forme d'infantilisation.

      La conclusion suggère qu'il est peut-être impossible d'apprécier l'alcool "sans la double morale qui l'accompagne".

      La première étape serait de reconnaître pleinement le paradoxe de l'alcool, ses avantages et ses inconvénients, afin d'apprendre à vivre avec cette substance complexe qui ne semble pas prête de disparaître de nos sociétés.

    1. for - paper - title - Memory, Sleep, Dreams, and Consciousness: A Perspective Based on the Memory Theory of Consciousness - author - Andrew E. Budson, Ken A Paller - adjacency - memories - sleep - dreams - Memory Theory of Consciousness - MToC

      summary - The authors present a theory of dreaming and sleep that I resonate with, that sleep is a time in which the brain performs unconscious processing of memories, consolidating them by taking advantage of consciousnesss down time to perform massive parallel processing to connect memories together. - dreams are seen as a small conscious byproduct of the massive parallel processing task, and their meaning may have value depending on how we interpret them.

    2. How can wake experiences be direct reflections of the sensory world at that moment while comparable dream experiences are created by the brain based on novel combinations of fragments of memories from the past? The answer must be that our experiences are always constructed by the brain; the very same processing that gives us dreams gives us waking experiences of reality.

      for - key insight - similarity of waking and dream state - How can - wake experiences be direct reflections of the sensory world at that moment while - comparable dream experiences are created by the brain based on novel combinations of fragments of memories from the past? - The answer must be that our experiences are always constructed by the brain; the very same processing that - gives us dreams - gives us waking experiences of reality. - In other words, our brains do not need incoming sensory input to produce realistic experiences. - Our waking experiences are the way that they are - not because of sensory input but - because of the functional capabilities of the human brain. -The MToC argues that the functional capability that produces our experience of reality, whether - we are awake - or asleep, - is the explicit memory system. - During sleep, we speculate that our brains are simply carrying on with functioning - akin to what happens when we are awake. - The typical modes of action of the human brain persist across wake and sleep. - While we are awake, our brains are producing a stream of experiences of being in the world, punctuated by thoughts. - While we are asleep, without the tremendous barrage of sensory input to constrain experience, perhaps our brains tend to return to these waking habits, - producing a stream of experiences in the world punctuated by thoughts.

    3. memory is critical for jumping around from one simulation to another or back to the context of the present moment, and to do so without disorientation.

      for - key insight - memory - memory is critical for - jumping around from one simulation to another or - jumping back to the context of the present moment, and to do so without disorientation.

    4. Thus, when I wake in the morning

      for - example - MToC - When I wake in the morning, it is memory that allows me to experience myself as the same person who went to bed the night before. - I can remember my past experiences and what they mean in the sense of a sequence defining my existence spreading out over time. - Episodic memory enables me to remember - why I set the alarm 30 minutes earlier than usual (a plane to catch) and - why I am wearing these ridiculous pajamas (packed the usual pair for the trip). - Semantic memory maintains my sense of self, including that I am - a professor, - a spouse, and - a parent. -The next morning, when I wake in a hotel room, - episodic memory enables me to recall - my arrival to the hotel, - the city I am in now, and - the face of my new grandchild that I saw yesterday for the first time.

    5. unpack this memory-consciousness connection

      for - adjacency - memory - consciousness -unpacking - memory - consciousness connection - The principal postulate of the MToC is that consciousness is a function of the explicit memory system. - The explicit memory system is not only required for explicit memory - it is also required for our ability to - consciously perceive the world around us, - understand what is happening, and - make conscious decisions that lead to actions. - Thanks to the explicit memory system, - sensory impressions can reach consciousness, and - we can think about what is happening in the world. - In the process of consciously perceiving the world, we rely on - working memory to - maintain and - manipulate the information, on - semantic memory to make sense of it, and on - episodic memory - to relate the current situation - to prior episodes and - to understand the current context.

    6. MToC emphasizes that it is bottom-up sensory memories and top-down episodic and semantic memories that lead to conscious perceptual experiences.

      for - MToC emphasizes - bottom-up sensory memory - top-down episodic and semantic memories - lead to conscious perceptual experience

    7. binding the elements of an experience together, thus creating the stream of consciousness and allowing for memories of experiences to be stored and later retrieved.

      for - adjacency - MToC - binding - memory storage - retrieval

    8. From a memory perspective, sleep can be understood as critically important for normal memory function, given the lasting ramifications of consolidation.

      for - key insight - paraphrase - adjacency - memory consolidation - sleep - massive unconscious parallel processing - From a memory perspective, - sleep can be understood as critically important for normal memory function, - given the lasting ramifications of consolidation. - Consolidation is the establishment of new connections - anchoring recent memories within relevant knowledge networks - While consolidation happens, some conscious experience (the dream) may be synthesized as the memory processing unfolds - Dreams reflect a storyline generated to make sense of a subset of activated memory fragments. - Consolidation that wires new connections happens across the entire cerebral context, without the constraints that come with conscious experience. - Unconscious processing during sleep takes advantage of massive parallel processing to connect all these thoughts together. - Dreams reflect a small portion of overnight memory consolidation work.

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    1. The critic in a critique must engage deeply in the substance of the problem a designer is solving, meaning the more expertise they have on a problem, the better. After all, the goal of a critique is to help someone else understand what you were trying to do and why, so they can provide their own perspective on what they would have done and why. This means that critique is “garbage in, garbage out”: if the person offering critique does not have expertise, their critiques may not be very meaningful.

      I partially agree with this statement. From a professional perspective, it’s true that having a critic with expertise in the subject often leads to more meaningful and targeted feedback. Experts can identify deeper design issues, point out technical limitations, and suggest informed improvements that align closely with the problem being solved. Their insights usually help refine the project at a more advanced level. However, I also think that feedback from non-experts can still be valuable, even if it doesn’t directly address the substance of the problem. Sometimes, people outside the field can highlight user experiences or emotional reactions that experts might overlook. For example, in a UX design project, a non-expert user might not understand the interface logic or find a certain feature confusing. While this feedback might not tackle the technical side of the design, it still reveals accessibility or clarity issues that are crucial for improving the user experience.

    2. Intuitive. Human beings are not born with much innate knowledge. What people mean when they use this word is that someone can infer from the information in a design what the purpose or intent of something is, based on all of the prior knowledge they’ve acquired in their life, including encounters with a long history of user interface conventions and domain concepts. That is not “intuitive,” but rather, closely mapped to someone’s knowledge.

      I agree with this explanation of what intuitive is supposed to mean. There have been so many times where I've heard people say that "this product has such an intuitive design", and I've always wondered what that meant. I always thought intuitive meant easy to use and explicit, but I guess it doesn't. Information is only made sense of easily if the person understanding it has some level of previous knowledge that shapes their perception of the design. This part of the reading changes my perspective. I no longer think "intuitive" is a useful way of describing design because it's too vague and doesn't actually reflect what people are trying to say. Instead of saying a design is intuitive, I may use a different principle or explain what makes the information so easily understandable.

  3. social-media-ethics-automation.github.io social-media-ethics-automation.github.io
    1. The need to trust other people is obscured by the many institutions that we have created. Institutions have ways, sometimes, of getting around human whims and surprises.

      This is something I haven't considered. We have systematically limited the trust humans need to have in each other and yet we still search for reasons not to trust or to trust each other.

    1. Next, in step four, you generate sub-questions from your main question. For instance, “During the 19th century, what were some of the competing theories about how life is created?,” and “Did any of Mary Shelley’s other works relate to the creation of life?” After you know what sub-questions you want to pursue, you’ll be able to move to step five.

      Breaking down these questions are like pieces, and when you put them all together, they help you see the full picture

    2. Your main research question should be substantial enough to form the guiding principle of your paper—but focused enough to guide your research. A strong research question requires you not only to find information but also to put together different pieces of information, interpret and analyze them, and figure out what you think.

      Writing a paper should make you think more deeply, connect different ideas, and share your own thoughts about what you’ve learned

    3. You may also use the list as a starting point to help you identify additional, related topics. Discussing your ideas with your instructor will help ensure that you choose a manageable topic that fits the requirements of the assignment.

      Your instructor teacher knows what the assignment requires, so their advice can help you pick a topic that meets all the guidelines.

    4. Another part of your research plan should include the type of sources you want to gather. The possibilities include articles, scholarly journals, primary sources, textbooks, encyclopedias, and more

      Different types of sources serve different purposes. Choosing the right ones helps you gather strong, reliable evidence for your paper.

    5. You would also not want to search for a single instance of surgery because you might not be able to find enough information on it. Find a happy medium between a too-broad or too-specific topic to research.

      Don’t pick a topic that’s so specific you can’t find enough information. Choose one that’s focused but still has enough sources to research.

    6. Narrow the scope of your argument by identifying the specific subtopic you will research. A broad search will yield thousands of sources, which makes it difficult to form a focused, coherent argument, and it is not possible to include every topic in your research

      The narrowed topic is easier to research and allows you to create a clear, focused thesis statement.

    7. The research process allows you to gain expertise on a topic of your choice, and the writing process helps you not only remember what you have learned, but also understand it on a deeper level.

      Become knowledgeable about a topic you’re interested in, and writing about it helps you remember what you learned and understand it better.

    8. As a researcher, you have countless resources at your disposal, and it can be difficult to sift through each source while looking for specific information. If you begin researching without a plan, you could find yourself wasting hours

      If you don’t have a plan before you start, you might waste a lot of time looking for the info you actually need

    9. it is important to develop a research plan to ensure your final paper will accomplish its goals

      It’s a good idea to make a research plan so you can stay on track and make sure your paper does what you want it to in the end.

    10. it is important to develop a research plan to ensure your final paper will accomplish its goals.

      It’s a good idea to make a research plan so you can stay on track and make sure your paper does what you want it to in the end.

    11. Boundless Writing explains that a research paper is an expanded essay that relies on existing discourse to analyze a perspective or construct an argument.

      research paper uses information from other sources to help build and support your own point of view

    12. You will need to put your thoughts together in a logical, coherent manner. You may want to use the facts you have learned to create a narrative or to support an argument

      You need to organize your ideas clearly and use facts to tell a story or support your argument.

    13. A research paper presents an original thesis, or purpose statement, about a topic and develops that thesis with information gathered from a variety of sources.

      A research paper shares your main point or purpose about a topic, and you back it up with information you find from different places.

    14. trying to solve a mystery—you want to know how something works or why something happened. In other words, you want to answer a question that you (and other people) have about the world

      Figuring out a mystery, you’re trying to understand how something works or why it happened. You’re asking a question about something in the world that you and others want to understand better.

    1. The concept of “AI-friendly” writing, with clear structures, explicit arguments, and well-defined concepts, will gain prominence, and of course will be assisted by AI.

      Incentive for repetitiveness that would go beyond a human’s patience

    2. I feel honored to be included in a group of books that can train AIs that I now use everyday. I feel flattered that my ideas might be able to reach millions of people through the chain of thought of LLMs.

      You would not want to use an LLM that was trained on material that people came up with only to train an LLM, given the economic incentives.

    3. The authors (and their publishers) will pay in order to have influence on the answers and services the AIs provide. If your work is not known and appreciated by the AIs, it will be essentially unknown.

      At that point you aren’t doing authorship, you’re doing - SEO? Propaganda?

  4. drive.google.com drive.google.com
    1. He mustwant to die, he 's killing himself, why does he want to die?"He looked at me in surprise. He licked his lips. "He don 'twant to die. He wants to live. Don't nobody want to die,ever.

      I thought Sonny was destroying himself because he wanted to die, but this line shows the opposite. It’s shocking that even through self-destruction, Sonny is still fighting to live.

    2. For, whilethe tale of how we suffer, and how we are delighted, and howwe may triumph is never new, it always must be heard.

      It’s troubling because it reminds us that suffering never disappears; people keep reliving pain through their own stories. The line suggests a cycle that’s hard to break.

    3. Sonny's fingers filled the air with life, his life. But that lifecontained so many others.

      It’s surprising how the narrator realizes that Sonny’s music expresses not only his own pain but the shared suffering of others. This shows a moment of understanding and connection between the brothers.

    4. But now, abruptly, I hated him. I couldn't stand the way helooked at me, partly like a dog, partly like a cunning child. Iwanted to ask him what the hell he was doing in the schoolcourtyard.

      Interesting because the narrator’s sudden hatred isn’t really about the boy but his own fear and guilt about Sonny, showing how deeply conflicted he feels inside.

    1. The best way to revise your thesis statement is to ask questions about it and then examine the answers to those questions

      if you need to revise your thesis statement, ask questions and reflect on the answers to said questions

    2. It is specific and focuses on one to three points of a single idea—points that will be demonstrated in the body.

      a thesis forms a structure of how your points will be demonstrated

    3. The writer should ask himself or herself questions in order to replace the linking verb with an action verb, thus forming a stronger thesis statement, one that takes a more definitive stance on the issue

      Using strong verbs helps your thesis stand out. It shows exactly what you’re arguing or claiming, rather than just stating a general fact.

    4. A joke means many things to many people. Readers bring all sorts of backgrounds and perspectives to the reading process and would need clarification for a word so vague. This expression may also be too informal for the selected audience.

      reader approaches writing with their own perspective. As a result, your message could become unclear or misunderstood.

    5. Pinpoint and replace all non-specific words, such as people, everything, society, or life, with more precise words in order to reduce any vagueness.

      Don’t use broad words that could mean anything—pick exact words so your reader knows exactly who or what you’re talking about.

    6. By challenging your own ideas and forming definite reasons for those ideas, you grow closer to a more precise point of view, which you can then incorporate into your thesis statement.

      When you question your own opinions and find solid reasons to support them, you end up with a clearer viewpoint to use

    7. Your thesis will probably change as you write, so you will need to modify it to reflect exactly what you have discussed in your essay

      An Ex would be: Social media has a big impact on teenagers.

      As you write, you focus more on how social media affects teenagers’ mental health. So, you update your thesis to:

      Social media negatively affects teenagers’ mental health by increasing anxiety and lowering self-esteem.

    8. you must also use confidence in your claim. Phrases such as “I feel” or “I believe” actually weaken the readers’ sense of your confidence because these phrases imply that you are the only person who feels the way you do. In other words, your stance has insufficient backing

      You should make your point directly and confidently, without using those phrases because they can make your argument sound less convincing.

    9. The tone is authoritative and takes a stance that others might oppose.

      Your writing should be assertive and sure of itself, even if your viewpoint challenges what others think.

    10. For any claim you make in your thesis, you must be able to provide reasons and examples for your opinion.

      Every idea or point you include in your thesis, you need to have reasons and examples to support and prove it.

    11. A thesis statement must present a relevant and specific argument. A factual statement often is not considered arguable. Be sure your thesis statement contains a point of view that can be supported with evidence.

      Your thesis should clearly show your viewpoint, not just give information. It needs to present an argument you can support with evidence.

    12. Your thesis statement should be in your introduction because you must make sure that the audience is aware of your paper’s intent so that there is clarity from the outset.

      This sets the stage for your entire paper and gives your audience a clear sense of direction from the very beginning.

    13. thesis is not your paper’s topic, but rather your interpretation of the question or subject.

      whatever your topic may be, it’s your own viewpoint or claim about that subject and gathering as much information of truth to back up your point.

    14. The textbook Successful Writing explains that writers need a thesis statement to provide a specific focus for their essay and to organize what they will discuss in the body of their writing. A thesis statement is an argumentative central claim in a paper; the entire paper is focused on demonstrating that claim as a valid perspective. Your thesis statement should be in your introduction because you must make sure that the audience is aware of your paper’s intent so that there is clarity from the outset

      writing says a thesis statement helps you stay on track with your topic and keeps your ideas organized. It’s basically your main point, and putting it in the intro lets readers know what your paper’s about right from the beginning.

    1. However, I do have strict rules in terms of appropriation: Idon’t believe in appropriating from the work of other artists or creatives. For me, television was a commercializedindustry, so I was taking from a corporation to try to analyse what was going on.Martine Syms,Borrowed Lady, 216, installation view, 'Martine Syms: Grio College' at CCSBard’s Hessel Museum of Art. Courtesy: the artist and CCS Bard; photograph: OlympiaShannon

      taking from commercial industry as 'allowable' appropriation --- to reflect on culture is the artist's job, to reflect on that reflection (according to DB) isn't kosher

    2. Slippage and Misdirection: Dara Birnbaum inConversation With Martine Syms

      chrome-extension://bjfhmglciegochdpefhhlphglcehbmek/pdfjs/web/viewer.html?file=file%3A%2F%2F%2FUsers%2Fprestontaylor%2FDownloads%2FSlippage%2520and%2520Misdirection_%2520Dara%2520Birnbaum%2520in%2520Conversation%2520With%2520Martine%2520Syms%2520_%2520Frieze.pdf

    Annotators

    1. add a new Claude-based workflow for when dependabot opens a pr to have Claude review it. Base it on the claude.yml workflow and make sure to include the existing setup, just add a custom prompt. research the best way to do this with the claude github action and make it look up the change log for the dependobot for all the changed dependencies + check them for breaking changes + let us know if we're impacted
    1. The agent blocks are missing their input/output pins because the input_schema and output_schema properties are not being populated in the GraphMeta objects when flows are loaded. When these are undefined, the CustomNode component falls back to empty schemas {}, resulting in no pins being rendered.
    1. Cleaning Type Slugs Fast ! Removing Clogged Dirty Ink Typewriter Service How to Shine Those Faces by [[Phoenix Typewriter]]

      Duane cleans type slugs by draping the typewriter with cloths and then using a metal bristle brush and lacquer thinner. Small picks or an X-Acto knife can help to remove gunk from the interiors of the closed letters.

      He also uses tape to cover up the red paint on the word "De Luxe" so that the lacquer thinner doesn't damage it.

      He finishes off with a small shot of Nu-trol, which is a degreaser with some lubrication, and then follows up with a shot of compressed air to thin it out.

    1. The slugs are the metal pieces at the ends of the assemblies that start at the tops of the keys and go through the key levers attach to the segment (the semi-circular metal comb-like part in the "basket") via the typebars. The slugs are the ones that have the backward characters on them and when they hit the ribbon cause the letters to be applied to the paper. Over time the small loops of the characters can get filled with dust, dirt, ink, and bits of ribbon and as a result the type on your page isn't as crisp and good looking as you'd like.

      Here's a handful of videos with a variety of methods for cleaning one's slugs: - https://www.youtube.com/watch?v=2s8tE6P0YMQ - https://www.youtube.com/watch?v=SgSAS45WGI0 - https://www.youtube.com/watch?v=jKGipBLA5Eo

      You'll notice that for the day-to-day cleaning that people are using kneadable erasers, silly putty, or products like Bergeon Rodico 6033-1 as cleaning compounds for pulling ink and dust out quickly.


      There are some good basics and a great glossary in Hints for a Happy Typewriter: https://typewriterdatabase.com/1983-Hints4HappyTypewriter.index.manual

      I've also collected some great mid-century short films on use and basic maintenance here: https://boffosocko.com/2025/06/06/typewriter-use-and-maintenance-for-beginning-to-intermediate-typists/

      Other resources you might find interesting: https://boffosocko.com/research/typewriter-collection/

      reply to u/DatLonerGirl at https://reddit.com/r/typewriters/comments/1o33p7n/when_was_the_last_time_you_cleaned_your_slugs/

    1. I also just ran into this issue after cloning from master a few hours ago; message_agent went over the limit once, after which subsequent calls also failed. Telling the system to delete and re-create the agent got it past the bottleneck. Maybe some way to restrict the history provided to sub-agents would work?
    2. Basically max is 8192 tokens in this context, lowering that will force it to split something less into chunks IE: def split_text(text: str, max_length: int = 4192) -> Generator[str, None, None]: basically would split anything above that I believe. It's linked into messages and other functs
    3. My issue is usually generated by the browse function so im changing this: self.browse_chunk_max_length = int(os.getenv("BROWSE_CHUNK_MAX_LENGTH", 8192)) self.browse_summary_max_token = int(os.getenv("BROWSE_SUMMARY_MAX_TOKEN", 300)) To: self.browse_chunk_max_length = int(os.getenv("BROWSE_CHUNK_MAX_LENGTH", 2192)) self.browse_summary_max_token = int(os.getenv("BROWSE_SUMMARY_MAX_TOKEN", 300))
    1. L'Éducation comme Instrument de Pouvoir : Une Analyse Historique

      https://www.youtube.com/watch?v=JCKbqhfFKy8

      Résumé

      Ce document de synthèse analyse le rôle historique de l'éducation, démontrant qu'au-delà de son idéal d'épanouissement personnel et de service du bien commun, elle a principalement été un instrument stratégique utilisé par les élites pour asseoir et maintenir leur pouvoir.

      L'analyse, qui s'étend de la Sparte antique à l'époque contemporaine, révèle un schéma récurrent :

      la mise en place de systèmes d'instruction publique est souvent une réponse directe aux troubles sociaux et vise à former des citoyens obéissants, à consolider des empires et à imposer des normes culturelles.

      Des cas d'étude allant de la Prusse, pionnière de l'école obligatoire pour mater les révoltes paysannes, à la Chine impériale, utilisant des examens méritocratiques pour briser le pouvoir de la noblesse, illustrent cette thèse.

      L'exemple tragique des pensionnats autochtones au Canada expose la forme la plus extrême de cette instrumentalisation, où l'éducation devient une arme de domination culturelle et d'éradication.

      En conclusion, l'histoire révèle une tension fondamentale entre une éducation visant l'autonomie et la pensée critique, et une formation axée sur la performance, l'obéissance et la consolidation du statu quo.

      1. Introduction : Le Droit à l'Éducation et ses Desseins Cachés

      L'idéal moderne de l'éducation, tel que conçu par Platon comme une sortie de "la caverne de notre propre ignorance" et consacré par l'article 26 de la Déclaration universelle des droits de l'homme de 1948, postule l'instruction comme un droit fondamental au service de l'intérêt général.

      Des études américaines corrèlent même un diplôme universitaire à une espérance de vie accrue de près de neuf ans.

      Cependant, un examen historique approfondi soulève une question essentielle : l'éducation a-t-elle toujours poursuivi cet objectif d'émancipation ?

      L'histoire suggère que l'instruction publique a souvent été un outil au service d'intérêts politiques et de stratégies de pouvoir bien définies.

      2. Les Origines du Contrôle Social par l'Instruction

      Loin d'être une invention des démocraties modernes, l'instruction publique obligatoire trouve ses racines dans des régimes autocratiques qui y ont vu un moyen efficace de garantir l'ordre social et la stabilité de leur pouvoir.

      Sparte : Former le Guerrier-Citoyen Obéissant

      Le premier exemple d'un système éducatif public structuré ne se trouve pas dans l'Athènes démocratique, mais dans la dictature militaire et esclavagiste de Sparte.

      Contexte de Domination : La société spartiate était composée d'une minorité de citoyens libres (les Spartiates) dominant une très large population d'hilotes, des serfs autochtones.

      Le rapport était estimé à sept hilotes pour un Spartiate.

      L'Agogé, un Outil de Contrôle : Pour maintenir le contrôle sur cette population asservie et supérieure en nombre, Sparte a mis en place l'agogé.

      Il s'agissait d'un système éducatif public et obligatoire pour les garçons spartiates dès l'âge de 7 ans, conçu comme un camp d'entraînement militaire visant à former des "guerriers surhumains".

      Objectifs Pédagogiques : L'accent était mis sur l'endurance, l'obéissance et la suppression de toute faiblesse, comme en témoigne le "concours de flagellation".

      Une Alphabétisation Stratégique : Bien que les hilotes en soient exclus, le programme incluait l'alphabétisation.

      L'objectif n'était pas l'épanouissement intellectuel, mais une compétence militaire :

      "Si un spartiate est envoyé en mission d'espionnage et qu'il intercepte un message écrit, il doit être capable de le lire."

      Conclusion : L'éducation spartiate n'avait pas pour but le développement personnel mais la formation de citoyens-soldats obéissants, un instrument essentiel à la survie du pouvoir en place.

      L'Empire Carolingien : Unifier pour Mieux Régner

      Après la chute de l'Empire romain d'Occident, Charlemagne initia la première grande expansion de l'éducation en Europe.

      Son projet, loin d'être purement altruiste, était une manœuvre calculée pour consolider son vaste empire.

      Besoin Administratif : Pour contrôler son territoire, Charlemagne avait besoin d'une administration solide et unifiée.

      L'école de la cour servait de "vivier de futur haut fonctionnaire".

      Unification Religieuse et Culturelle : Le pouvoir de l'empereur reposant sur Dieu, il était crucial de diffuser un christianisme uniformisé.

      La réforme éducative visait à améliorer le niveau des ecclésiastiques et à standardiser la liturgie dans tout l'empire.

      Harmonisation de l'Écriture : Pour une administration efficace, une écriture commune était nécessaire.

      La "minuscule Caroline" fut développée à cette fin, unifiant la communication écrite.

      Cette police est l'ancêtre directe de la police de caractères Times New Roman.

      Conclusion : Pour Charlemagne, l'éducation n'était pas une fin en soi, mais un "instrument nécessaire pour maintenir la cohésion de l'empire".

      La Prusse : L'École Obligatoire comme Rempart contre les Révoltes

      C'est en Prusse, en 1763, que Frédéric II promulgua la loi créant le premier système d'enseignement primaire obligatoire au monde.

      L'analyse de la politologue Agustina Paglayan révèle que cette initiative, loin d'être un progrès démocratique, était une stratégie de contrôle social.

      Le Paradoxe des Autocraties : Paglayan souligne que "ce ne sont pas les démocraties qui ont conduit à la création d'un enseignement primaire dans le monde occidental.

      Celui-ci s'est surtout développé et étendu avant que les pays ne deviennent démocratiques."

      L'Éducation en Réponse aux Crises : Un schéma récurrent a été identifié :

      la plupart des lois sur la scolarité obligatoire ont été adoptées juste après des révoltes populaires.

      Prusse (milieu du 18e siècle) : La loi est promulguée suite à des rebellions paysannes.    ◦ Massachusetts (années 1780) :

      La première loi américaine sur la scolarité obligatoire répond à la révolte de Shays.  

      France (1833) : La loi suit la révolution de Juillet.   

      Pérou (2000) : La scolarité est imposée dans les anciennes zones rebelles après une guerre civile de 20 ans.

      Objectif : l'Endoctrinement : Face à la peur des masses, les élites politiques ont utilisé l'école primaire pour "enseigner aux enfants que le statut quo est acceptable et qu'il n'y a aucune raison de se rebeller".

      L'enfance est ciblée car c'est la période où "les valeurs morales et les comportements politiques se façonnaient le mieux".

      L'École comme "Prison de Jour" : Reprenant les idées de Michel Foucault, le document décrit l'école comme une institution disciplinaire.

      Les enseignants agissent comme des gardiens, inculquant la ponctualité, l'immobilité, la sagesse et la soumission.

      Le but est de "créer une machine sociale bien huilée".

      Le Modèle Humboldtien : Une vision alternative fut proposée par le Prussien Wilhelm von Humboldt, pour qui l'éducation devait viser l'épanouissement personnel de chaque individu, "quel que soit leur origine sociale".

      Cependant, après la défaite de Napoléon, ses idées jugées "dangereuses" furent écartées au profit d'un retour à l'"obéissance aveugle".

      3. L'Éducation comme Outil de Sélection et de Pouvoir

      Au-delà de l'inculcation de l'obéissance, l'éducation a aussi servi à structurer les hiérarchies du pouvoir, comme le montre l'exemple de la Chine impériale.

      La Chine Impériale et le Système des Examens (Keju)

      Pendant plus de 1000 ans, la Chine a utilisé un système d'examens (le Keju, institué au 7e siècle) pour attribuer les postes de la fonction publique.

      Une Méritocratie de Façade : En apparence, le système était basé sur le mérite.

      Les candidats, parfois près d'un million pour environ 400 postes de finalistes, devaient mémoriser des classiques confucéens comptant jusqu'à 400 000 caractères.

      Un Objectif Politique : L'objectif réel de l'empereur était de limiter l'emprise des familles nobles qui contrôlaient traditionnellement l'administration.

      En instituant un système basé sur des examens, il étendait son propre pouvoir en créant une bureaucratie qui lui était directement redevable.

      Influence Globale : Ce modèle, basé sur le mérite pour contrer le népotisme, a inspiré des réformes similaires jusqu'en Angleterre au milieu du 19e siècle.

      4. L'Éducation comme Arme de Domination Culturelle

      Le cas des pensionnats pour autochtones au Canada représente l'utilisation la plus sinistre de l'éducation, où elle est détournée pour devenir un outil d'éradication culturelle.

      Le Témoignage de Gary Godfriitson (Peuple Sir Weepom)

      Gary Godfriitson, gardien du savoir de la communauté Sir Weepom, décrit le système éducatif autochtone traditionnel comme étant basé sur "une étude attentive des enfants" pour découvrir leurs talents individuels et leur assigner des mentors experts.

      Ce système, jugé "rétrograde" par les colons européens, fut systématiquement démantelé.

      Les Pensionnats : Des écoles spéciales, ou pensionnats, furent créées avec pour objectif de "détruire les cultures autochtones du Canada".

      Gary Godfriitson, entré à 5 ans, se souvient : "Nous avons appris à nous taire. Nous avons appris que nous n'avions pas de voix dans ces pensionnats."

      Un Système d'Abus : Les enfants étaient soumis à un régime de discipline stricte, de prières constantes et de travail forcé ("un camp de travail pour enfants").

      Ils subissaient "toutes sortes de violences (...) sexuel, physique, émotionnel".

      Bilan Tragique : Environ 150 000 enfants autochtones sont passés par ces établissements.

      Un institut de recherche canadien estime qu'au moins 4 100 d'entre eux y sont morts de maladie, de négligence, de mauvais traitements ou en tentant de fuir.

      Un Projet Colonial Global : Ces pensionnats n'étaient pas une exception mais "l'un des outils majeurs pour la domination culturelle et soumettre l'autre".

      5. Conclusion : Quelle Finalité pour l'Éducation de Demain ?

      L'histoire démontre que l'éducation a trop rarement été "vouée au seul bien commun".

      Elle a plus souvent servi à "garantir le pouvoir, à orienter les carrières et à imposer des normes".

      Aujourd'hui, une tension persiste entre deux modèles :

      1. L'Éducation comme Formation : Un modèle axé sur la performance, la fonctionnalisation et la monétisation des connaissances, qui forme des individus adaptés à une "machine sociale bien huilée".

      2. L'Éducation comme Épanouissement : Le modèle de Humboldt, qui privilégie le développement personnel, la recherche de la connaissance et du sens, et qui promeut la pensée critique et la créativité comme compétences fondamentales.

      La question finale demeure : "Quelle formule souhaitons-nous pour l'avenir ?

      Une éducation qui nous dicte ce que nous devons savoir ou une éducation qui nous aide à découvrir qui nous voulons vraiment être ?"

    1. Psychologists call this the productive struggle: the idea that working through difficult problems builds resilience, confidence and deep understanding. Canadian-American psychologist Albert Bandura, a pioneer in motivation research, called it mastery experience – the boost in confidence that comes from figuring something out on your own.

      I love the idea of a "productive struggle". I was told that if something is hard then that means you are learning something. For me, working through something, like a tough math problem, builds confidence and understanding. I lose that experience if I let AI solve that for me. I liked this detail because it reminded me why struggling is an important part of developing intellectually and becoming more resilient.

    2. If you’ve ever used a GPS or satnav and realised later that you have no idea how you got to your destination, you’ve experienced automation-induced cognitive decline in action.

      I've felt this before when driving somewhere familiar and realizing I don't know the street names. I rely on visual cues but not actual directions. Maybe I'm not "bad at remembering street names", and it's actually the result of a small habit, like turning on GPS, that can change how I think and remember things.

    1. Is there anything you notice in this essay that you might liketo try in your own writing? What is that technique or strategy?When do you plan to try using it?

      I found the concept of considering the context of a written work to be something I will use in my own writing. I often forget that I need to think of the author's intentions while reading and taking notes. I will try to use it both while reading for the upcoming essay when considering the sides people are taking, but also when reading for pleasure to understand the author's goal for the work.

    2. They are not necessarilythe right questions to ask because there are no right questions.

      This is an important point to make because oftentimes we will look at our questions and believe they are wrong or not-beneficial to our understanding of the work; while they are actually incredibly helpful.

    3. Do you know the author’s purpose for this piece of writing?

      This is an important question to ask yourself as it prepares us for our own writing by analyzing past examples of writing as a model. It also helps us to question what the author wanted to convey to the readers.

    4. It’s pretty normal to get confused in places while reading, especiallywhile reading for class, so it can be helpful to look closely at the writ-ing to try and get a sense of exactly what tripped you up.

      This is something I do personally. I use a notebook and write down specific quotes and placement in the text to go back over them and re-read and analyze for understanding later on.

    1. Expert teachers are able to operate both in the moment and over time with clear outcomes in mind; skillfully managing students, content, equipment, materials, the clock and the calendar.

      Teachers have so much to manage!

    1. At first, beginning teachers may find it difficult to fit into the broader school community, especially if the faculty is primarily composed of experienced teachers. Because of this, the mentor should strive to make sure that staff members generally include and accept the beginning teacher.

      This is especially challening for the Early Childhood teachers beacuase we are typically in a seperate part of the building and often don't interact with the whole school as much.

    2. However, a mentor should also offer extra information to a begin- ning teacher that gives the mentee an insider’s perspective on school operations. If a school memo states that after-school meetings end at 4:30 p.m., but in reality, meetings usually run until 4:45 p.m., share this information with the beginning teacher. Likewise, help the beginning teacher understand the school’s philosophy on classroom management. This can include sharing the school and district discipline guidelines, policies, and procedures, as well as informing him or her about unwritten expecta- tions, such as which discipline concerns a teacher should handle and which concerns the administration should handle. Information regarding parental support and involvement can also be important to relate to a beginning teacher. Talk to the beginning teacher about how to communicate with parents appro- priately, which can include sharing stories of interactions with both supportive and difficult parents.

      This is so important to help the new teacher have in "insiders" perspecitve. I do not work in the building my mentee is teachering at so I have met with her principal and another lead teacher to help support her with some of these things.

    3. Toward the end of the year, beginning teachers usually need institutional support again during the reflection phase of first-year teaching. Institutional support can help beginning teachers reflect on the school culture from the previous year and anticipate what it might look like in the next year and beyond. As the beginning teacher establishes new networks with colleagues and reaches out to the broader school community, the mentor can assist in facilitating a professional vision. 61

      This is a good reminder to revisit needs at the end of the year too! Reflection and planning for the next year.

    1. A 2015 curve an rns m by a faculty member found that more than wo eee tentan nver alums to be “very well” or “well” prepared Scare pae” NS to use technology and assessments to support focus on Ieewning en neo eae with respectful relationships and . a re naan ane percent of employers found alums to be Be vcens! aderenal pared to support critical thinking and to d nding of concepts, to use performance-based assess. ments, and to su i pport social, emotion , al, an iti is, to enable deeper learning.”

      These are impressive survey results and so important to know what teachers feel prepared and ready to support students.

    1. It requires repetition to help readers shift gears with you and follow your train of thought.

      Requirements for helping readers to following train of thought can be an important way to analyze repetition.

    2. Such terms help you create the flow we spoke of earlier, enabling readers to move effortlessly through your text.

      It's important to allow readers to move the text and create the flow we spoke in the such effortless ways.

    3. The following is a list of common transitions categorized by function: addition, elaboration, example, cause and effect, comparison, contrast, concession, and conclusion.

      Following lists of transitions categorized by functions can be possible to write. These importance can be simple.

    4. For readers to follow your train of thought, you need not only to connect your sentences and paragraphs, but also to mark the kind of connection that you're making.

      Making a mark for kind of connection, and also connecting sentences and paragraphs can be important to write where we're doing.

    5. All these moves require that you always look back and, in crafting any one sentence, think hard about those that precede it.

      Looking back in one sentence and thinking hard about preceding it can be important.

    6. This chapter addresses the issue of how to connect all the parts of your writing.

      This problem can be solved to address how to practice connecting multiple parts of their writing.

    7. Each sentence for Alex existed in a sort of tunnel isolated from every other sentence on the page.

      I believe that some examples of sentences can be existed in sort of context in isolated tunnel of the page.

    8. Each sentence essentially starts a new thought rather than building on or extending the idea of the previous sentence.

      Essential sentences can be basically start on the context than building or extending the thought.

    1. we were unable to complete the high carpet tests. After the cereal clog happened on low carpet, the brushroll burned out and even after cleaning it, we were not able to get it spinning again.

      burned out? only because it's clogged? This is a big warning sign of unreliable.

  5. www.planalto.gov.br www.planalto.gov.br
    1. Art. 18
      • ADI 6595
      • Órgão julgador: Tribunal Pleno
      • Relator(a): Min. RICARDO LEWANDOWSKI
      • Julgamento: 23/05/2022
      • Publicação: 05/08/2022

      AÇÃO DIRETA DE INCONSTITUCIONALIDADE. LEI FEDERAL 13.967/2019. VEDAÇÃO DE MEDIDA PRIVATIVA E RESTRITIVA DE LIBERDADE. NORMA QUE VERSA SOBRE REGIME JURÍDICO DE POLICIAIS MILITARES E CORPOS DE BOMBEIRO MILITARES. INICIATIVA LEGISLATIVA PRIVATIVA DO CHEFE DO PODER EXECUTIVO ESTADUAL. INCONSTITUCIONALIDADE FORMAL. PRECEDENTES. PRINCÍPIOS DA HIERARQUIA E DISCIPLINA INFORMADORES DA VIDA CASTRENSE. NÃO CABIMENTO DE HABEAS CORPUS CONTRA PRISÕES ADMINISTRATIVAS DE MILITARES. PREVISÃO EXPRESSA DOS ARTS. 5º, LXI, E 142, § 2º, DA CF. INCONSTITUCIONALIDADE MATERIAL. AÇÃO DIRETA JULGADA PROCEDENTE.

      • I - A iniciativa legislativa para estabelecer normas sobre o regime jurídico dos integrantes das Forças Armadas é privativa do Presidente da República, a teor do 61, § 1º, II, f, da Constituição Federal.

      • II – De outra parte, a Lei Maior, no art. 22, XXI, outorga à União a competência para legislar acerca de “normas gerais de organização, efetivos, material bélico, garantias, convocação e mobilização das polícias militares e corpos de bombeiros militares”.

      • III – Tal competência, porém, “há que ser interpretada restritivamente, dentro de princípios básicos da organização federativa: ela só se justifica em termos da imbricação dos prismas gerais da estruturação das polícias militares com o seu papel de ´forças auxiliares e reserva do Exército´”(ACO 3.396/DF, Rel. Min. Alexandre de Moraes).

      • IV – Por isso, quando se trata de regular o regime jurídico de servidores militares estaduais, a jurisprudência do Supremo Tribunal Federal é pacífica no sentido de assentar que a <u>iniciativa é privativa do Chefe do Executivo estadual</u>, por força do princípio da simetria.

      • V – Nesse sentido, o § 6º do art. 144 da CF é expresso ao consignar que “as polícias militares e os corpos de bombeiros militares, forças auxiliares e reserva do Exército subordinam-se, juntamente com as polícias civis e as polícias penais estaduais e distrital, aos Governadores dos Estados, do Distrito Federal e dos Territórios”.

      • VI - As polícias militares e os corpos de bombeiros militares constituem forças auxiliares e reserva do Exército, sendo responsáveis, segundo o art. 144 da CF - juntamente com as polícias de natureza civil - pela preservação da ordem pública e da incolumidade das pessoas e do patrimônio, inclusive mediante o uso da força, se necessário.

      • VII – Consideradas as especificidades das respectivas carreiras, os servidores militares submetem-se a regime jurídico diferenciado, cujos valores estruturantes repousam, conforme os arts. 42 e 142, da CF, na hierarquia e disciplina, precisamente para que possam desempenhar, de forma expedita e rigorosa, o delicado múnus público que lhes é cometido.

      • VIII – Não por outra razão, a própria Constituição Federal, de maneira clara e inequívoca, estabelece, em seu art. 142, § 2º, que “[n]ão caberá habeas corpus em relação a punições disciplinares militares”.

      • IX- Tal preceito deita raízes no art. 5º, LXI, da CF, com a seguinte dicção: “ninguém será preso senão em flagrante delito ou por ordem escrita e fundamentada de autoridade judiciária competente, “salvo nos casos de transgressão militar ou crime propriamente militar, definidos em lei”.

      • X – Por tais motivos, a presente ação direta é julgada procedente para declarar a inconstitucionalidade <u>formal</u> e <u>material</u> da Lei Federal 13.967/2019.

  6. documenta.jesuits.global documenta.jesuits.global
    1. // now that hjyerpost.peergos.me web hosted page

      can readily be annotated

      it becomes possible to add comments, notes on he annotation margin s

      most imortantly - introduce in line morphic notation - call it in0

      and of course use trailmrks' in line notations on the margins

      in0

      about annotated elements on the page

      introducing te hypothesy tag:

      dev-meta-design-note

    1. Hypothesis makes Reading Active and Social

      HyperPost will make writing Active and Conversational

      Anchored in Annotations

      which in turn links to emergent communities of interests

      anpowered to engage in Syymmathetic conversation

      scaling sailence, synthesis and reach in a mutual arising networks of named networked Structured Collaboration and /conversations

      that are permanent and evergreen

    2. which in turn links to this search in my annotations

      that i annotate with this meta annotation

      in a strange spiral loop

      All 'Cause Info-Morphic-Conversations Must Flow : as the veritable Spice of Life

      This way I or anyone else in this context can explore engage in symmathetic conversation

      in the medium of Software

      the rich working context of the Focus of Attention and Care

    1. Plusieurs réflexions sur les enjeux méthodologiques de l’enquête dans Internet concernent ce genre de démarche. Ainsi, la « netnographie » développée par Kozinets (2002) et que celui-ci présente comme une nouvelle méthode de recherche est tout simplement une démarche d’analyse de contenu ou de discours d’espaces électroniques (principalement des forums), laquelle, d’après Kozinets, pourrait avantageusement remplacer les groupes de discussions et les entrevues individuelles pour le chercheur en marketing désireux de mieux connaître l’ensemble des significations attribuées par les consommateurs à un produit. De la même manière, les réflexions de Mann et Stewart (2000) visent d’abord les démarches consistant à mener l’enquête (entrevues et questionnaires) en ligne[7], et ce, peu importe l’objet d’étude qui intéresse les chercheurs, une piste suivie par plusieurs (voir notamment Chrichton et Kinash 2003).

      intressant

    1. On 31 January, for instance, the New York Times told its readers that Hitler was likely to be stymied by the opposition ‘if he sought to translate the wild and whirling words of his campaign speeches into political action’.

      Perfect

    1. for - paper - title - Mental Time Travel? A Neurocognitive Model of Event Simulation - author - Donna Rose Addis - adjacency - memory - imagination - the same - from - paper - https://hyp.is/0Fb6NqdjEfCyTTddI20_aQ/www.dovepress.com/memory-sleep-dreams-and-consciousness-a-perspective-based-on-the-memor-peer-reviewed-fulltext-article-NSS

      summary - memory and imagination are proposed as fundamentally the same process. - It is the ‘mental’ rendering of experience that is the most fundamental function of this simulation system enabling humans to - re-experience the past, - pre-experience the future, and - comprehend the complexities of the present.

    1. できない

      ここ含め、この回答の段落に含まれる文の文末をデスマス調に揃える。最後の文だけは既にデスマスになっている。他の質問・回答もデスマス調。

    1. eficiência

      Eficiência não se confunde com eficácia nem com efetividade. - Eficiência consiste em realizar algo da melhor maneira possível com celeridade e o mínimo de desperdício. Relaciona-se com os meios e procedimentos para atingir um resultado. - Eficácia é o atingimento do objetivo ou da meta a que se propôs. Relaciona-se com o resultado. Veja que uma atividade pode ser eficiente, mas não alcançar eficácia ou vice-versa. - Já efetividade é a conjugação de eficiência e eficácia, transformando uma realidade externa por meio de uma boa atuação.


      TCU - ACÓRDÃO 14/2025 - PRIMEIRA CÂMARA

      TOMADA DE CONTAS ESPECIAL. CONTRATO DE REPASSE. OBRAS NÃO CONCLUÍDAS. NÃO ATINGIMENTO DO OBJETO PACTUADO. IMPRESTABILIDADE DAS PARCELAS EXECUTADAS. CITAÇÃO. REJEIÇÃO DAS ALEGAÇÕES DE DEFESA. CONTAS IRREGULARES. DÉBITO E MULTA.

      [...] 15.Nessa circunstância, o responsável descumpriu, a um só tempo, dois princípios, quais sejam: o princípio da eficiência (art. 37, caput, da Constituição Federal), na medida em que deixou de dar andamento às obras, ocasionando a inutilidade da parte executada; e o princípio da continuidade administrativa, pois descumpriu com sua obrigação de encerrar a execução de empreendimento iniciado na gestão anterior, sempre visando ao interesse público.

    1. Hogere vaardigheden richten zich op zins- en tekstniveau, zoals inferenties maken, begrip monitoren en kennis van tekststructuur toepassen. Het werkgeheugen ondersteunt dit hele proces door informatie vast te houden en te verbinden met voorkennis. Wanneer woordlezen wordt geautomatiseerd, worden de hogere processen bepalend voor goed begrip

      Het is belangrijk om de lage vaardigheden onder controle te hebben voordat er wordt over gegaan op de hoge vaardigheden.

    1. Le marteau nous sert, tout autant qu’il nous « plie »

      c'est une métaphore sur l'impact du numérique sur notre quotidien, il nous aide mais il nous rend " inactif "

    1. La prise en charge des traumas complexes ne peut ici encore se contenter d’un dialogue interne avec les neurosciences ou d’une application rigide de protocoles. Elle exige une vision profondément intégrative,

      Trauma complexe = + que neuroscience ou application rigide de protocole.

    2. Le clinicien doit être capable de lire dans la relation thérapeutique ce qui échappe à la technique, de reconnaître les impacts des ruptures d’attachement et d’interagir avec les parties dissociées du patient – ces fragments de soi, figés dans la douleur, qui attendent d’être reconnus et réintégrés.

      au delà de la technique, l'importance des compétences du clinicien.

    3. Les mécanismes dissociatifs, par exemple, ne peuvent être réduits à des automatismes cérébraux face au stress. Ils sont des stratégies de survie, forgées au cœur des relations d’attachement, influencées par des contextes socio-culturels et marquées par des processus adaptatifs qui se déploient sur des années.

      complexite du vivant

    4. Les neurosciences, avec leur précision technique, restent incapables de capturer les subtilités affectives et relationnelles qui jalonnent le parcours d’un patient traumatisé. Elles ne peuvent rendre compte de la douleur de l’attachement trahi, des blessures d’un regard absent ou du silence qui a invalidé la souffrance. La profondeur du trauma échappe à leurs schémas, car elle réside dans la subjectivité.

      explication

    5. malgré leur apport indéniable, ces recherches restent insuffisantes pour saisir la complexité et la profondeur des expériences traumatiques.

      limite.

    6. dysfonctionnements majeurs, comme ceux de l’axe hypothalamo-hypophyso-surrénalien, ou encore les modifications structurelles de l’hippocampe et de l’amygdale,

      apport des neurosciences

    1. A mode called ‘ansible-pull’ can also invert the system and have systems ‘phone home’ with scheduled Git checkouts to pull configuration directives from a central repository.

      Can be used to create a more dynamic system of configs